student characteristic - public.rcas.org 2012 -lila.d… · web viewachievement series, district...

Rapid City Area SchoolsRapid City, South Dakota

2011-2013

Black Hawk ElementaryImprovement and Schoolwide Plan

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School Improvement/Schoolwide PlanLog of Activities

2010-2012

Event Date Attendees Agenda/OutcomesGrade Level Planning 1/4/10 K-5 grade teachers PlanningPrincipals’ Meeting 1/6/10 Principals, Central Adm. Federal Programs, Gifted, Programs of

InstructionStaff Meeting 1/6/10 Staff and principal GeneralPromethean Board Training

1/11/10 Staff Training

PTA 1/12/10 Parents and teachers PlanningStudent Achievement Meeting

1/13/10 Principals, Central Adm. Formative assessment, trust

Learning Logs Meeting

1/13/10 3-5th grade teachers, math and literacy leaders, principal

Review data, lesson plans, student work samples

Family Math Night 1/14/10 Families and teachers Training, play math gamesKey Communicators 1/14/10 Superintendent, school reps Discussion and planningCounselors’ Meeting 1/19/10 Counselors, community Sources of StrengthBudget Meeting 1/20/10 HR, principals, Central Adm BudgetKiwanis Meeting 1/20/10 Kiwanis, Mrs. Miller,

principalDemonstration on Promethean Boards

Counselors’ Meeting 1/21/10 Counselors, coordinatorWebmaster Training 1/22/10 Mrs. Miller School web pageProfessional Development Day

1/25/10 Staff, principal Daily 5, Learning Logs, BLT work

Staff Meeting 1/27/10 Staff Learning Logs, Daily 5Testing Meeting 2/1/10 Testing coordinator,

principalState meeting for testing

Staff Meeting 2/3/10 Staff Schedule conferencesPrincipals’ Meeting 2/3/10 Principals, Central Adm. Assessment, staff development, budgetBLT Team Training 2/8/10 BLT Team Assessment, trustPromethean Board Training

2/8/10 Staff Training for the use of the Promethean Board

Learning Logs Meeting

2/10/10 3rd-5th grade teachers Planning

Key Communicators 2/11/10 Superintendent, school reps Discussion, planningCounselors’ Meeting 2/11/10 Counselors, coordinator,

speakerExecutive Function

Staff Meeting 2/17/10 Staff, principal Analyze CBM and TRL progressElementary Conferences

2/18/10 Staff and parents Discuss progress

PEBC Training 2/22 and 2/23/10 Classroom teachers, literacy Thinking strategies training, demo, follow-up

Student Achievement 2/24/10 Principals and Central Adm. Assessment LiteracyFamily Bingo 2/26/10 Community Community building entertainmentGrade Level Meeting 3/1/10 Teachers Planning

Principals’ Meeting 3/3/10 Principals and Central Adm. Assessment, staff development, budget,

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true time, superintendent searchProfessional Development Day

3/5/10 Staff BLT – formative assessment, trust

Medicaid Meeting 3/9/10 Random group Information for formsTechnology Meeting 3/11/10 Counselors SkywardPromethean Board Training

3/15/10 Staff Training on use of Promethean Boards

Counselors’ Meeting 3/18/10 Counselors, coordinator, attorney, Chelsea Primack

Subpoenas, homeless

Donuts for Dads 3/23/10 Dads, students, teachers Public relationsTest Taking Strategies 3/25/10 Teachers, parents of 3rd-5th Review parental helpMuffins for Moms 3/30/10 Moms, students, teachers Public relationsPrincipals ‘Meeting 4/7/10 Principals and Central Adm. Write to Learn, SD Retirement, Clerical

hours, math, Emergency Plans, ClerksKey Communicators 4/8/2010 Superintendent, school reps Planning and discussionPromethean Board Training

4/12/10 Staff Training for Promethean Board use

Kindergarten Screening

4/12 – 4/14/10 Incoming kindergarten students and parent with screening team

Screen for next years’ classes

BLT Training 4/19/10 BLT Team Plan for April Professional Development Day

State Audit 4/20/10 State Team and teachers Review of Title One ProgramMath Meeting 4/21/10 District coordinator,

teachers, principalReview of program

PEBC Training 4/27 and 4/28/10 Consultant and teachers Comprehension strategies, demosBLT 4/30/10 All staff Yearly review, celebrationLiteracy Review 5/4/10 Liz, literacy leaders,

principalReview and planning for next year

Presentation 5/5/10 Author, Jonathan Rand Students and staffWax Museum 5/7/10 1st grade students, guest Oral presentation, social studiesStarbase Six sessions 5th grade Science learningLearning Labs 5/10/10 Various teachers Training PTA 5/11/10 Parents, teachers, principal Planning for 10-11Principals’ Meeting 5/12/10 Principals and Central Adm. Title One MeetingKey Communicators 5/13/10 Superintendent and school

repsVarious topics

Computer Planning 5/17/10 Valerie, Garry, Jackie Plan for 10-11Dakota Orientation 5/18/10 5th grade Middle School OrientationClimb Theater 5/19/10 3rd – 5th grades Tobacco PreventionKindergarten Roundup

5/21/10 Incoming students, parents, teachers

Orientation

Kindergarten Celebration

5/25/10 Students and parents Celebration

Dakota Jazz 5/25/10 All students ConcertStudent Council Assembly

5//27/10 All students Review of year

Variety Show 6/2/10 All students Performance of the arts5th Celebration 6/3/10 Students, parents, teachers Honoring the 5th, celebrating successCommunity Picnic 6/5/10 Students, parents,

communityPublic Relations

Returning student registration

8/11/10 Provide opportunities for students and parents to have questions answered

Data Retreat Planning 8/19/10 Principal, BLT team Examine AYP Report Card, communicate

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school improvement status, set future direction

Title One Meeting 8/20/10 Title One Director, Title One Principals

Review budgets and projects

New Teacher Orientation

8/23/10 New teachers and administrators

informational

New Teachers 8/24/10 New teachers and administrators

informational

New superintendent 8/24/10 All employees Welcome messageBLT Training 8/25/10 Black Hawk Staff Data review, reflection, discussionDSTEP Notification 9/10/10 All parents Notification of DSTEP scores and school

statusFamily Open HouseTitle One Meeting

9/2/10 All staff, parents, and students

Review of schoolwide plan, PowerPoint for schoolwide, meet the staff

Principal’s Meeting 9/8/10 All principals and central administration

Budget, student achievement, technology, Improvement Plans

Grade Level Meetings 9/8/10 Grade level teachers Content area planningKey Communicators 9/9/10 School reps and

superintendentSchool issues or concerns, information

Teacher of the Year 9/9/10 General public Honor all nomineesBLT Team Training 9/13/10 BLT Team Training for new informationPTA 9/14/10 All parents and staff Fall planningGrade Level Planning 9/15/10 All grade level teams Content planningDesignated Contact Training

9/20/10 Each school’s team Review the roles and responsibilities of the DCP

Math Meeting 9/21/10 Principals and math leaders Round robin trainingStudent Achievement 9/22/10 Administrative Team Learning Assessment Model, Professional

Implementation PlansGrade Level Planning 9/22/10 Grade level teams Implementation PlansReading Recovery 9/23/10 Coordinator, principal,

teachersReview of data

School Day Stomp 9/24/10 Staff, student, parents Healthy choicesLearning Labs 9/27/10 Math leaders and teachers Plan for upcoming yearTechnology Training 9/27/10 TIE and staff Complete survey, Google, researchBLT Planning Session 9/28/10 BLT Team Plan for upcoming inserviceTechnology Training 9/29/10 TIE and staff Continue with monthly trainingPEBC Strategies Training and Demonstration

10/4 and 10/5/10 All certified staff and paras Inferring strategy

Staff Meeting 10/4/10 All teachers Schedule conferencesPrincipals’ Meeting 10/6/10 All principals and central

administrationTruancy, Gates-MacGinite, library, capital outlay, PRIME, purchasing cards

Investigations Training

10/6/10 Math leaders Math training

Grade Level Planning 10/6/10 Grade level teams Content planningBLT 10/12/10 All staff Change, grouping by scores, evaluation of

dataMath Meeting 10/13/10 Grade level teachers, math

leaderPlan for next book

Key Communicators 10/14/10 Superintendent and school reps

School issues or concerns, sharing of information

Conferences 10/14/10 Staff and parents Discuss student progressConferences 10/19/10 Staff and parents Discuss student progressGrade Level Planning 10/20/10 Grade level teams Content planningCharacter Counts 10/21/10 Student Council, advisors Character buildingPeer Review 10/22/10 Panels of eight Review of Schoolwide Plans and Planning

GuidesPDS Training for 10/22/10 5 teachers, 4 interns Training

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interns and their supervisorsTechnology Training 10/25/10 TIE consultant and staff Technology skills for the 21st CenturyTechnology Training 10/27/10 TIE consultant and staff Technology skills for the 21st CenturyCounselors’ Training 10/28/10 Bob Holmes, counselors InterviewingExpulsion and Suspension

10/28/10 Central administration and principals

Informational

Pumpkin Run 10/29/10 Students, parents, staff Healthy choicesConferences 11/4/10 All staff, parents Discussion of progressPDS Training for interns & supervisors

11/5/10 5 teachers, 4 interns Training

BLT Planning Session 11/8/10 BLT Team Plan for upcoming inservicePTA 11/9/10 All parents and staff Planning and organizationMath Training 11/15/10 K-5 staff Math WorkshopDistrict Committee Review

11/15/10 Select group of school personnel, community

Review the district’s Improvement Plan

Student Achievement Meeting

11/17/10 Administrators Learning Targets, criteria for success



Turkey Trot 11.19/10 Teachers, students, parents Healthy choicesBLT 11/29/10 Staff Learning Targets, criteria for successPrincipals’ Meeting 12/1/10 Principals and central

administrationGeneral agenda items

Planetarium Demo 12/3/10 2nd through 5th grades AstronomyTechnology Training 12/6/10 TIE consultant and staff Technology skills for the 21st CenturyTechnology Training 12/8/10 TIE consultant and staff Technology skills for the 21st CenturyCounselors’ Training 12/9/10 District counselors Bob Holmes PresentationTechnology Training 1/3/11 TIE consultant and staff Technology skills for the 21st CenturyTechnology Training 1/5/11 TIE consultant and staff Technology skills for the 21st CenturyPrincipals’ Meeting 1/5/11 Principals and central

administrationAchievement Series, District Audit, CPI Training, internet bandwidth, open enrollment

Parent Advisory Council

1/5/11 Council members (6) Capital outlay, informational text, audit, Parent Panel Review

Reflections Awards 1/6/11 Winners, parents, community

Recognition for city level Reflections Winners

NAEP Meeting 1/7/11 Coordinator and principal Data or testingTitle One Audit 1/11/11 Auditor, principal, staff Audit of Title OnePTA 1//11/11 Parents, teachers PlanningStudent Achievement 1/12/11 Principals and central

administrationWalk throughs



Counselors’ Meeting 1/20/11 District counselors Program for fetal alcohol, homeless, college partnerships

Math Night 1/20/11 Students, parents, staff Geometry ReviewPEBC Training 1/24/11 Staff, consultant Comprehension strategiesPEBC Training 1/25/11 Staff, consultant Comprehension strategiesRodeo Queen 1/26/11 Students and teachers Presentation and speech on ethicsMath Meeting 1/27/11 Principals, BHSU Grant reviewStaff Meeting 1/31/11 Teachers Schedule conferencesData Chats 2/2/11 Math leader, teachers Review of new dataBLT Team Training 2/7/11 BLT team, principal Feedback and conferringStudent Nurses 2/9/11 Nurses, principal, teachers Establish presentation schedule, interviewKey Communicators 2/10/11 Superintendent and school

repsSchool issues or concerns, sharing of information

CPI Training 2/11/11 Principals and training Proper restraints5

Jump Rope for Heart 2/14/11 Students Raise awareness and money for heart disease

Counselors’ Meeting 2/17/11 District counselors Behavior Management Presentation, Rex Briggs on Anxiety

Reading Night 2/17/11 Parents, students, teachers Family activitiesStaffing Meeting 2/18/11 Principal and HR Staff for next yearClassroom Spelling 2/22/11 Students and teacher Written qualifying testStudent Achievement 2/23/11 Principals and central

administrationLeadership, Learning Targets, criteria for success

Title Meeting 2/24/11 Title One staff StaffingSpelling Bee 2/24/11 Qualifying students, parents Oral spellingFamily Bingo Night 2/25/11 Parents, students, staff Community gatheringDouglas School District Visit

2/28/11 Douglas team, Black Hawk Teacher Panel

Preparing for schoolwide Title One

Dakota Middle School Team Visit

3/1/11 Dakota principal and counselors

Orientation for 6th grade

Principals’ Meeting 3/2/11 Principals and central administration

Partnership Rapid City, purchasing, end of course exams, Gallup Perceiver, CCSS, True Time, student use of personal technology, DSTEP guidelines, budget

STARBASE 3/2/11 5W and teacher Hands-on scienceTalent Show 3/3/11 Students Performance opportunitiesDahl Fine Arts Field Trip

3/7/11 Third grade students and teachers

View art exhibits

BLT Team Meeting 3/7/11 BLT team and principal Planning for next staff BLT sessionPTA 3/8/11 Parents and teachers PlanningCharacter Counts 3/8/11 Counselors and trainer Ideas for Character CountsKey Communicators 3/10/11 Superintendent and school


STARBASE 3/10/11 5W and teacher Hands-on scienceBlues Dance Team 3/10/11 West Middle School Performance to encourage participation in

extra- curricular eventsBLT Training 3/11/11 Teachers and BLT team Leadership, Learning Assessment ModelPDS Training for interns & supervisors


STARBASE 3/17/11 5W and teacher Hands-on scienceCounselors’ Meeting 3/17/11 District counselors Child Advocacy, Catholic Social ServicesTesting Training 3/21/11 Test administrators Rules and guidelinesBoard Study Session 3/25/11 Open to public Preparing for next yearKindergarten Screening

3/28 – 3/30/11 Screening team, parents, new kindergarten student

Screening for beginning of school

BLT Team Training 4/3/11 BLT team Plan final BLT Training and celebrationSTARBASE 4/6/11 5H and teacher Hands-on sciencePDS Training for interns & supervisors


Principals’ Meeting 4/13/11 Principals and central administration

Planning for 11-12

STARBASE 4/13/11 5H and teacher Hands-on scienceKey Communicators 4/14/11 Superintendent and school


Science Fair 4/15/11 Students and parents 4th and 5th grade students display their projects

Recorder Concert 4/18/11 For third grade classes 4th graders performStudent Achievement Meeting

4/20/11 Principals and central administration

Data Wall, Science Fair Concept

BLT 4/21/11` Staff Final review and celebrationPEBC Training 4/26/11 Staff, consultant Comprehension strategiesTechnology Training 4/27/11 TIE consultant and staff Technology skills for the 21st Century

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PEBC Training 4/29/11 Staff, consultant Comprehension strategiesWest Express Choir 4/29/11 West Middle School

studentsPerformance

Jump Rope Program 5/2/11 Students Performance by our studentsSTARBASE 5/3/11 5H and teacher Hands-on scienceLearning Labs 5/3/11 Team Prepare for visitors for labLiteracy Meeting 5/4/11 School and district literacy

leadersReview of year

Jump Rope Team 5/5/11 Team of students Perform for another schoolHawaiian Run 5/6/11 Students, parents, staff Healthy choicesMARS Scoring 5/9/11 4th grade teachers Evaluation of student workPTA 5/10/11 Parents and staff Election of officersPrincipals’ Meeting 5/11/11 Principals and central

administrationEnd of year business



Dakota Orchestra 5/12/11 Dakota students, our students and staff

Performance for fine arts

Spearfish Team Visit 5/13/11 Spearfish School team, our Intervention Strategist

Share our process for RTI

Kindergarten Roundup

5/13/11 Upcoming kindergarten parents, students, and kindergarten teachers

Orientation for parents and students who will be in kindergarten in 2011-2012

5th Grade Track Meet 5/16/11 All fifth grade students Healthy choice and participationDakota Jazz Performance

5.18/11 Dakota students our students and staff

Performance for fine arts

Dakota Middle School Visitation

5/23/11 Our fifth grade students Orientation for sixth grade

5th Grade Graduation 5/26/11 Our fifth grade students, families, and friends

Graduation

Community Picnic 5/27/11 Students, parents, and staff Community gatheringAdministrative Retreat

8/8 – 8/9/11 All district administration Policies, Title One, Special Ed., new attendance and truancy policy

Returning Students’ Information and Registration

8/10/11 Office staff and principal Opportunity for all returning students and parents

New Students’ Information and Registration

8/11/11 Office staff and principal Opportunity for all new students and parents

Discrimination and Harassment Training

8/15/11 WDTI staff Presentation of required information

Storybook Island Picnic

8/16/11 Staff Socializing and relaxation to begin the new year

BLT Workshop 8/18/11 BLT team Review scores and plan the first days’ agenda for teachers

Math Team 8/19/11 Classroom teachers Collaborate and make math binder gamesNew Teacher Orientation

8/22 - 8/23/11 New teachers to the district Orientation to district and building policies and procedures, curriculum, expectations

Special Education Training

8/25/11 Special education staff Training

Teacher of the Year Celebration

9/6/11 Karen Ham, all nominees, families, friends, and community

Recognize and honor the recipients

Plan Evaluation (math)

9/7/11 Kim Webber, Holly Mehlhaff, Jackie Higlin

Evaluate the success and effectiveness of the School Improvement Plan for last year



Literacy Orientation 9/8/11 Literacy staff Orientation for new literacy staff

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Assessment Meeting 9/9/11 Principals and Title One Director

Work in teams to list assessments used by the district

PTA 9/13/11 Teachers and parents Planning for 11-12Discrimination and Harassment Training

8/15/11 Black Hawk staff Presentation of required information

District Library Staff 9/12/11 All district librarians Agenda items and trainingPrincipals’ Meeting 9/14/11 Principals and central

administrationCCSS

Team Planning 9/13/11 Literacy, math teachers Strategies and lesson plansTeam Planning 9/14/11 Literacy, math teachers Strategies and lesson plansTeam Planning 9/15/11 Literacy, math teachers Strategies and lesson plans

Intervention Strategist Meeting

9/15/11 All district strategists Training

Title One Meeting 9/20/11 Title One principals, Lisa Plumb, and secretaries

Title One Budgets

Team Planning 9/20/11 Literacy, math teachers Strategies and lesson plansTeam Planning 9/21/11 Literacy, math teachers Strategies and lesson plansTeam Planning 9/22/11 Literacy, math teachers Strategies and lesson plansSD Counts Training 9/22/11 Mrs. Hammell, Ms. Krebs Math trainingCCSS Training 9/26/11 Fifth grade teachers CCSS training and information sessionTeam Planning 9/27/11 Literacy, math teachers Strategies and lesson plansOLSAT Testing 9/28/11 Students, teacher Give test to see if qualify for TAGTeam Planning 9/28/11 Literacy, math teachers Strategies and lesson plansTeam Planning 9/29/11 Literacy, math teachers Strategies and lesson plansLiteracy Leaders 9/29/11 District literacy leaders Projects and trainingMark Rothstein Jump Rope Performance

9/30/11 Students and teachers Healthy choice

CCSS Training 9/30/11 Fourth Grade teachers CCSS training and information sessionConference Scheduling

10/4/11 Classroom teachers All parents scheduled

District Music Staff 10/4/12 All district music teachers Agenda items and trainingTeam Planning 10/5/11 Literacy, math teachers Strategies and lesson plansPrincipals’ Meeting 10/5/11 Principals and central

administrationMonthly meeting

Team Planning 10/6/11 Literacy, math teachers Strategies and lesson plansLiteracy Leaders 10/6/11 District literacy leaders Projects and trainingBLT Training 10/11/11 All teachers and paras Review scores, determine strengths and

areas for focus for improvement, set students in needs based groups

Team Planning 10/12/11 Literacy, math teachers Strategies and lesson plansKey Communicators 11/10/11 Superintendent and school


CCSS Training 10/13/11 First Grad Teacher CCSS training and information sessionLiteracy Leaders 10/13/11 District literacy leaders Projects and trainingTeam Planning 10/13/11 Literacy, math teachers Strategies and lesson plansFire Safety 10/14/11 K-2 students and teachers Puppet show for fire safetyCCSS Training 10/17/11 Third grade teachers CCSS training and information sessionDistrict Library Staff 10/17/11 All district librarians Agenda items and trainingTeam Planning 10/18/11 Literacy, math teachers Strategies and lesson plansTeam Planning 10/19/11 Literacy, math teachers Strategies and lesson plansCounselors’ Meeting 10/20/11 All district counselors Monthly meeting, family deploymentsIntervention Strategist Meeting

10/20/11 All district strategists Training

Literacy Leaders 10/20/11 District literacy leaders Projects and trainingParent/Teacher Conferences

10/20/11 Parents and teachers Student progress

Peer Review 10/21/11 Panels of eight Review of Schoolwide Plans and Planning 8

GuidesLiteracy Teachers 10/21/11 All district literacy teachers trainingCCSS Training 10/24/11 Second grade teachers CCSS training and information sessionTeam Planning 10/25/11 Literacy, math teachers Strategies and lesson plansTeam Planning 10/26/11 Literacy, math teachers Strategies and lesson plansParent/Teacher Conferences


Literacy Leaders 10/27/11 District literacy leaders Projects and trainingPumpkin Run 1/31/11 Students, parents, teachers Healthy livingCCSS Training 11/1/11 Math teachers and trainers New standardsTeam Planning 11/1/11 Literacy, math teachers Strategies and lesson plansDistrict Music Staff 11/1/11 All district music teachers Agenda items and trainingPrincipals’ Meeting 11/2/11 Principals and central

administrationMonthly meeting

Team Planning 11/2/11 Literacy, math teachers Strategies and lesson plansSouth Dakota Counts 11/3/11 Two teachers and trainers Train the trainers, InvestigationsTeam Planning 11/3/11 Literacy, math teachers Strategies and lesson plansLiteracy Leaders 11/3/11 District literacy leaders Projects and trainingBLT Training 11/7/11 Team of eight Training and planning for the in-serviceParent/Teacher Conferences


Team Planning 11/8/11 Literacy, math teachers Strategies and lesson plansTeam Planning 11/9/11 Literacy, math teachers Strategies and lesson plansKey Communicators 11/10/11 Superintendent and school


Team Planning 11/10/11 Literacy, math teachers Strategies and lesson plansLiteracy Leaders 11/10/11 District literacy leaders Projects and trainingDistrict Library Staff 11/14/11 All district librarians Agenda items and trainingMath Learning Lab 11/15/11 Jan, Andrea, and Kim Observation and trainingTeam Planning 11/15/11 Literacy, math teachers Strategies and lesson plansBudget Meeting 11/16/11 Principals and central

administrationdiscussion

Team Planning 11/16/11 Literacy, math teachers Strategies and lesson plansIntervention Strategist Meeting

11/17/11 All district strategists training

Team Planning 11/17/11 Literacy, math teachers Strategies and lesson plansLiteracy Leaders 11/17/11 District literacy leaders Projects and trainingLiteracy Teachers 11/18/11 All district literacy teachers trainingIntervention Strategist Meeting


Team Planning 11/22/11 Literacy, math teachers Strategies and lesson plansBLT Training 11/28/11 All teachers and paras CCSS, assessmentTeam Planning 11/29/11 Literacy, math teachers Strategies and lesson plansCharacter Counts Assembly

11/30/11 Students, parents, teachers Recognize the essay winners

Team Planning 11/30/11 Literacy, math teachers Strategies and lesson plansTeam Planning 12/1/11 Literacy, math teachers Strategies and lesson plansLiteracy Leaders 12/1/11 District literacy leaders Projects and trainingWalk Through 12/6/11 4 parents, 2 teachers Evaluate the school atmosphere and cultureTeam Planning 12/6/11 Literacy, math teachers Strategies and lesson plansPrincipals’ Meeting 12/7/11 Principals and central

administrationMonthly meeting and agenda items



Team Planning 12/8/11 Literacy, math teachers Strategies and lesson plansLiteracy Leaders 12/8/11 District literacy leaders Projects and training

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Report Cards 12/9/11 Parents, teachers, students Communication of progress on the standards

District Library Staff 12/12/11 All district librarians Agenda items and trainingTeam Planning 12/13/11 Literacy, math teachers Strategies and lesson plansMath Learning Lab 12/14/11 Jan, Andrea, and Kim Observation and trainingTeam Planning 12/14/11 Literacy, math teachers Strategies and lesson plansCounselors’ Meeting 12/15/11 All district counselors Monthly meeting, celebrationIntervention Strategist Meeting


Team Planning 12/15/11 Literacy, math teachers Strategies and lesson plansLiteracy Leaders 12/15/11 District literacy leaders Projects and trainingLiteracy Teachers 12/16/11 All district literacy teachers trainingChristmas Program 12/20/11 Students perform for parents

and friendsMusical performance

Team Planning 12/20/11 Literacy, math teachers Strategies and lesson plansTeam Planning 12/21/11 Literacy, math teachers Strategies and lesson plansLiteracy Leaders 12/22/11 District literacy leaders Projects and trainingCharacter Counts Assembly

11/30/11 Students, parents, teachers Recognize the essay winners

Team Planning 1/3/12 Literacy, math teachers Strategies and lesson plansDistrict Music Staff 1/3/12 All district music teachers Agenda items and trainingPrincipals’ Meeting 1/4/12 Principals and central


Team Planning 1/4/12 Literacy, math teachers Strategies and lesson plansTeam Planning 1/5/12 Literacy, math teachers Strategies and lesson plansLiteracy Leaders 1/5/12 District literacy leaders Projects and trainingKindergarten Meeting 1/9/12 Committee Planning for all day kindergartenBus Evacuation 1/9/12 Students and driver Practice evacuationData Chats 1/9/12 Staff Review data and plan next strategiesDistrict Library Staff 1/9/12 All district librarians Agenda items and trainingSD Counts Training 1/10/12 Mrs. Hammell, Ms. Krebs Math trainingTeam Planning 1/10/12 Literacy, math teachers Strategies and lesson plansPTA 1/10/12 Parents and staff Agenda items, planningData Chats 1/11/12 Staff Review data and plan next strategiesTeam Planning 1/11/12 Literacy, math teachers Strategies and lesson plansKey Communicators 1/12/12 Superintendent and school


Team Planning 1/12/12 Literacy, math teachers Strategies and lesson plansLiteracy Leaders 1/12/12 District literacy leaders Projects and trainingTeam Planning 1/17/12 Literacy, math teachers Strategies and lesson plansMath In-Service 1/17/12 Classroom teachers 3 hours for the one credit math class

South Dakota CountsCCSS Training 1/18/12 Literacy teachers and

trainersNew standards

Team Planning 1/18/12 Literacy, math teachers Strategies and lesson plansFamily Math Night 1/19/12 Parents, students, teachers Family activitiesIntervention Strategist Meeting


Counselors’ Meeting 1/19/12 All district counselors Monthly meeting, AYCEFamily Math Night 1/19/12 Parents, students, teachers Information and training for parents and

studentsTeam Planning 1/19/12 Literacy, math teachers Strategies and lesson plansLiteracy Leaders 1/19/12 District literacy leaders Projects and trainingLiteracy Teachers 1/20/12 All district literacy teachers trainingMath In-Service 1/23/12 Classroom teachers 1 hour for the one credit math class

South Dakota CountsWritten Spelling Test 1/24/12 Student 1-5 Best spellers advance to Spelling Bee

10

Team Planning 1/24/12 Literacy, math teachers Strategies and lesson plansData Chats 1/25/12 Staff Review data and plan next strategiesCharacter Counts Assembly

1/25/12 Students, parents, teachers, business partners

Recognize the essay winners

Team Planning 1/25/12 Literacy, math teachers Strategies and lesson plansSpelling Bee 1/26/12 Student, parents, teachers Oral Spelling BeeTeam Planning 1/26/12 Literacy, math teachers Strategies and lesson plansLiteracy Leaders 1/26/12 District literacy leaders Projects and trainingJourney Museum 1/30/12 4th grade students, teachers Tour the museumMath In-Service 1/30/12 Classroom teachers 1 hour for the one credit math class

South Dakota CountsTeam Planning 1/31/12 Literacy, math teachers Strategies and lesson plansPrincipals’ Meeting 2/1/12 Principals and central


Team Planning 2/1/12 Literacy, math teachers Strategies and lesson plansTeam Planning 2/2/12 Literacy, math teachers Strategies and lesson plansLiteracy Leaders 2/2/12 District literacy leaders Projects and trainingProfessional Development School Training

2/3/12 Carla Buum, Mary Hatch Training through BHSU

BLT TrainingTeam Meeting

2/6/12 Eight member team of teachers

Train and plan for the next whole group in-service

Math In-Service 2/6/12 Classroom teachers 1 hour for the one credit math classSouth Dakota Counts

Team Planning 2/7/12 Literacy, math teachers Strategies and lesson plansDistrict Music Staff 2/7/12 All district music teachers Agenda items and trainingTeam Planning 2/8/12 Literacy, math teachers Strategies and lesson plansKey Communicators 2/9/12 Superintendent and school


Parent/Teacher Conferences


Team Planning 2/9/12 Literacy, math teachers Strategies and lesson plansLiteracy Leaders 2/9/12 District literacy leaders Projects and trainingJourney Museum 2/13/12 Students, teachers, parents Pioneer displayMath In-Service 2/13/12 Classroom teachers 1 hour for the one credit math class

South Dakota CountsDistrict Library Staff 2/13/12 All district librarians Agenda items and trainingMath Training 2/13 and 2/14/12 Laura Williams trainingTeam Planning 2/14/12 Literacy, math teachers Strategies and lesson plansMath Data Chats 2/15/12 3rd – 5th teachers Examine data and plan strategiesTitle Meeting 2/15/12 Principals and central

administrationAgenda items

Team Planning 2/15/12 Literacy, math teachers Strategies and lesson plansCounselors’ Meeting 2/16/12 All district counselors Monthly meeting, drug educationIntervention Strategist Meeting


Team Planning 2/16/12 Literacy, math teachers Strategies and lesson plansLiteracy Leaders 2/16/12 District literacy leaders Projects and trainingLiteracy Teachers 2/17/12 All district literacy teachers trainingTeam Planning 2/21/12 Literacy, math teachers Strategies and lesson plansTeam Planning 2/22/12 Literacy, math teachers Strategies and lesson plans6th Grade Registration 2/23/12 All 5th grade students Program for 5th graders

Team Planning 2/23/12 Literacy, math teachers Strategies and lesson plansLiteracy Leaders 2/23/12 District literacy leaders Projects and trainingBingo 2/24/12 Students, parents, staff Family dinner and entertainmentMath In-Service 2/27/12 Classroom teachers 1 hour for the one credit math class

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South Dakota CountsNew Teacher Induction

2/27/12 New and first year teacher training

Listening Session 2/27/12 All community members Budget sessionSD Counts Training 2/28/12 Kristi Hammell, Roxanne

Krebstraining

Jump Rope for Heart 2/29/12 Students and parents Community serviceTeam Planning 2/28/12 Literacy, math teachers Strategies and lesson plansTeam Planning 2/29/12 Literacy, math teachers Strategies and lesson plansJump Rope for Heart 3/1/12 Students and parents Community serviceTeam Planning 3/1/12 Literacy, math teachers Strategies and lesson plans

Parent Meeting 3/1/12 5th grade parents Orientation for 6th gradeLiteracy Leaders 3/1/12 District literacy leaders Projects and trainingJump Rope for Heart 3/2/12 Students and parents Community serviceCareer Days 3/5/12 Students, staff, parents,

guestsCareer sessions to develop student interest




Team Planning 3/7/12 Literacy, math teachers Strategies and lesson plansTeam Planning 3/8/12 Literacy, math teachers Strategies and lesson plansKey Communicators 3/8/12 Superintendent and school


Literacy Leaders 3/8/12 District literacy leaders Projects and trainingFamily Literacy Night 3/8/12 Students, parents, staff Information and training for parents and

studentsBLT Training 3/9/12 All teachers and paras CCSS, assessmentMath In-Service 3/12/12 Classroom teachers 1 hour for the one credit math class

South Dakota CountsDistrict Library Staff 3/12/12 All district librarians Agenda items and trainingTeam Planning 3/13/12 Literacy, math teachers Strategies and lesson plansPTA 3/13/12 Parents and staff Agenda itemsBaby Blues 3/14/12 Students and advisors Middle school dance team performs for 5th

grade and talked about becoming middle school students

Team Planning 3/14/12 Literacy, math teachers Strategies and lesson plansIntervention Strategist Meeting


Team Planning 3/15/12 Literacy, math teachers Strategies and lesson plansLiteracy Leaders 3/15/12 District literacy leaders Projects and trainingLiteracy Teachers 3/16/12 All district literacy teachers trainingMath In-Service 3/19/12 Classroom teachers 1 hour for the one credit math class

South Dakota CountsYoung Rembrandts 3/20/12 Kindergarten Special art lessonsMedicaid Meeting 3/19/12 Random group Data gathering instructionsTeam Planning 3/20/12 Literacy, math teachers Strategies and lesson plansTeam Planning 3/21/12 Literacy, math teachers Strategies and lesson plansDahl Fine Arts 3/22/12 3rd grade students, some

parents, teachersSpecial session

Counselors’ Meeting 3/22/12 All district counselors Monthly meeting, foster placementsTeam Planning 3/22/12 Literacy, math teachers Strategies and lesson plansLiteracy Leaders 3/22/12 District literacy leaders Projects and trainingDSTEP Testing Meeting

3/23/12 Teachers and proctors Review rules and procedures

12

BLT Training 326/12 Team of eight staff Team planning for the next in-serviceMath In-Service 3/26/12 Classroom teachers 1 hour for the one credit math class

South Dakota CountsKindergarten Screening

3/26/12 – 3/28/12 Upcoming kindergarten students, staff, parents

Screening for upcoming kindergarten students

Team Planning 3/27/12 Literacy, math teachers Strategies and lesson plansTeam Planning 3/28/12 Literacy, math teachers Strategies and lesson plansTeam Planning 3/29/12 Literacy, math teachers Strategies and lesson plansLiteracy Leaders 3/29/12 District literacy leaders Projects and trainingProfessional Development Training

3/30/12 Carla Buum, Mary Hatch, BHSU teachers

training




Team Planning 4/4/12 Literacy, math teachers Strategies and lesson plansGrandfriend Open House

4/5/12 Students, staff, all invited guests

Classroom visits and programs

BLT Training 4/10/12 All teachers and paras CCSS, assessment, new math report card, technology

Team Planning 4/10/12 Literacy, math teachers Strategies and lesson plansBook Fair 4/11/12 – 4/13/12 Students, parents, staff Book review and purchasesTeam Planning 4/11/12 Literacy, math teachers Strategies and lesson plansKey Communicators 4/12/12 Superintendent and school


Team Planning 4/12/12 Literacy, math teachers Strategies and lesson plansLiteracy Leaders 4/12/12 District literacy leaders Projects and trainingMath In-Service 4/16/12 Classroom teachers 1 hour for the one credit math class

South Dakota CountsDistrict Library Staff 4/16/12 All district librarians Agenda items and trainingTeam Planning 4/17/12 Literacy, math teachers Strategies and lesson plansTeam Planning 4/18/12 Literacy, math teachers Strategies and lesson plansChildren’s Choir 4/19/12 Choir, students, staff,

parentsconcert

Intervention Strategist Meeting


Team Planning 4/19/12 Literacy, math teachers Strategies and lesson plansLiteracy Leaders 4/19/12 District literacy leaders Projects and trainingScience Fair 4/20/12 4th and 5th students, guests Display projectsLiteracy Teachers 4/20/12 All district literacy teachers trainingMath In-Service 4/23/12 Classroom teachers 1 hour for the one credit math class

South Dakota CountsTAG Training 4/24/12 4th grade teachers trainingInverness Visit 4/24/12 Renee Pansch, guest Follow up meeting for math grantWest Express 4/24/12 5th grade students Choir performance by middle schoolTeam Planning 4/24/12 Literacy, math teachers Strategies and lesson plansCharacter Counts Assembly

4/25/12 Students, parents, teachers, business partners

Recognize the essay winners

Team Planning 4/25/12 Literacy, math teachers Strategies and lesson plansTeam Planning 4/26/12 Literacy, math teachers Strategies and lesson plansLiteracy Leaders 4/26/12 District literacy leaders Projects and trainingJump Rope Performance

4/27/12 4th and 5th grade students, student body, guests

performance


Title One Parent 4/30/12 Principals, parents, central Annual meeting13

Meeting administrationTeam Planning 5/1/12 Literacy, math teachers Strategies and lesson plansDistrict Music Staff 5/1/12 All district music teachers Agenda items and trainingTeam Planning 5/2/12 Literacy, math teachers Strategies and lesson plansTeam Planning 5/3/12 Literacy, math teachers Strategies and lesson plansLiteracy Leaders 5/3/12 District literacy leaders Projects and trainingTeam Planning 5/8/12 Literacy, math teachers Strategies and lesson plansPTA 5/8/12 Parents and staff Agenda itemsPrincipals’ Meeting 5/9/12 Principals and central


4th Grade Track Meet 5/9/12 West side 4th graders, teachers, and families

Track activities



Team Planning 5/10/12 Literacy, math teachers Strategies and lesson plansLiteracy Leaders 5/10/12 District literacy leaders Projects and training5th Grade Track Meet 5/14/12 West side 4th graders,

teachers, and familiesTrack activities

District Library Staff 5/14/12 All district librarians Agenda items and trainingTeam Planning 5/15/12 Literacy, math teachers Strategies and lesson plansTeam Planning 5/16/12 Literacy, math teachers Strategies and lesson plansRetention Hearings 5/17/12 Teachers and parents Determine if students should be retained

due to excessive absencesCounselors’ Meeting 5/17/12 All district counselors Monthly meeting, celebrationIntervention Strategist Meeting


Team Planning 5/17/12 Literacy, math teachers Strategies and lesson plansKindergarten Roundup

5/18/12 Upcoming kindergarten students and parents, staff

Orientation for kindergarten

Kindergarten Graduation

5/21/12 Kindergarten students, parents, and guests

celebration

Fifth Grade Graduation

5/24/12 Fifth grade students, parents, and guests

celebration

Community Picnic 5/25/12 Students, staff, parents, guests

Social gathering

14

Improvement/Schoolwide Plan Component:Program Development

Black Hawk Elementary Black Hawk, South Dakota

Rapid City Area SchoolsStudent Characteristic Percentage/Data*

Native American 7%White 88%Asian <1%Black 7%Hispanic <1%Special Education 8 % includes speech only IEPGifted & Talented <1%LEP <1%Poverty-Free and reduced lunch 45%Mobility Rates 30% (59 who dropped between 6/6/11 and

9/30/11 and 68 who entered between same dates) 127/420

Migrants 0% Discipline Data Included in this section*percentages calculated 9/30/2011Black Hawk Elementary is located at 7108 Seeaire Street in Black Hawk, South Dakota. The school attendance area includes single family dwellings, apartment buildings, and mobile home courts. Within our attendance area there are a few commercially zoned areas especially along Highway 79. Black Hawk Elementary was built in 1984.

Black Hawk Elementary has an enrollment of 420 students. It consists of three sections of all grade levels from kindergarten through fifth grade. Various support staff such as Literacy, Reading Recovery, Math, Library, Music, Physical Education, and Special Education also make up the Black Hawk staff. A daily after school program is available through the YMCA.Black Hawk Elementary’s student profile information is listed in the table above.

15

2010-2011 Discipline Statistics

The following data is from August, 2010 through May, 2011. This data will be updated annually.

Problem Behavior Number of OccurrencesInappropriate Behavior 51Pushing, Shoving 31Discipline in Classroom 0Threat 0Burglary 0Physical Assault 0Verbal Assault 0Other 65

Black Hawk Elementary has a staff of dedicated professionals committed to excellence in education. The Improvement and Schoolwide Plan was developed with the input of all staff members, parents, and the following community representatives:

PLANNING TEAM:DIST. REP: Dr. Susie Roth PRINCIPAL: Dr. Jackie HiglinSTATE (SST): Bob Rose STATE (SST): Helen UseraPARENT/Interns Erika Mitchell

Miki RaymondMary Hatch

PARENT: Mary ZuschlagDebe Blackett

BLT TEACHER LEADERS:

Laura WilliamsHolly MehlhaffKim WebberGloria WiedmannJamie KarabatsosBarb ScherrDenise McCormick

MATH LEADERSLITERACY LEADERS

Kim WebberBarb ScherrLaura WilliamsKaren HamGloria WiedmannBerta GrumstrupJack Batchelder

OTHER CERTIFIED STAFF:

Carla BuumBerta GrumstrupTeresa LeiteHolly MehlhaffJamie KarabatsosWendy GreerKristi Hammell

Kindergarten

First Grade

Second Grade

16

OTHER CERTIFIED STAFF cont.

Jan HemenRenee PanschCandy McKayDenise McCormickTracy CookPeggy TitzeRoxanne KrebsConnie JohnsAndrea ThedorffNancy Pruitt

Third Grade

Fourth Grade

Fifth Grade

COMMUNITY: Mehlhaff BuildersShriners

STANDARDS SUPPORT:

Berta GrumstrupJack Batchelder

OTHER LITERACY:

Liz Venenga OTHER MATH: Deann Kertzman

LIBRARIAN: Bonnie Anker BEHAVIOR: Beth SteenSPECIAL ED.: Tasha Ellingson PE: Tari PharesMUSIC: Christine Leichtnam COUNSELOR: Mary Lerdal

The Black Hawk staff meets on a regular basis. Grade level teams meet weekly for the planning and collaboration necessary to implement our Improvement/Schoolwide Plan. Planning includes the examination of student work, establishing student groups based on need, and lesson planning. In addition to weekly planning, the staff is involved in training provided by our Building Leadership Team, District Coordinators, Math and Literacy Leaders, and the TIE Office. Our areas of focus for 2011-2012 are the continued focus on the Learning Assessment Model and the new state standards.

Input is formally sought from members of our parent community at least twice per year at our annual fall and spring meetings. The plan is also shared with parents through ongoing communication. Input and assistance were provided by Helen Usera as our School Support Team (SST) Member, Dawn Smith from the State Department of Education, Lori Laughlin from the South Dakota Parent Information & Resource Center, and by Dr. Susie Roth, Director of Staff Development for Rapid City Area Schools as we moved from targeted assisted Title One to Schoolwide Title One for the 2010-2011 school year. This assistance was provided to our team during the data analysis process and throughout the developmental stages of the Improvement/Schoolwide Plan.

Each year the Improvement/Schoolwide Plan is reviewed and revised as needed based upon student assessments and the input of the school administrator, school staff, parent representatives, and community representatives. Timelines for review are listed on each plan. The plans are reviewed with all staff members each fall and continue on an ongoing basis. The Literacy Leaders, Math Teacher Leader, and Standards Support Specialist take a leadership role in developing our Improvement/Schoolwide Plan. Assessment indicators used at the local level to evaluate the program include Curriculum Based Measurements (CBM’s), Text Reading Levels (TRL’s), letter ID, Observation Surveys, Concepts About Print, Counting, Hiding, Grouping Tens Math Assessment, and the Dakota STEP scores. These assessments as well as other informal assessments guide our school’s instruction on an ongoing basis.

Program documentation is kept on file at the building level. This includes meeting flyers, agendas and outcomes; parent sign-in sheets, and a log of program development activities. The

17

log of improvement activities is located in the front of the Program Development (section one). Technical assistance provided by the SEA, LEA, and SST is also documented in this log.

The State Department is responsible for communicating and clarifying regulations and expectations, as well as for providing various forms of technical support including facilitating data retreats, providing School Support Team (SST) assistance, providing Educational Services Agencies (ESA’s) and assisting with the School Improvement/Schoolwide Plan as well as strategies to increase student achievement. Literacy, mathematics and technology support are provided at the district level. Each school is responsible for participating in a data analysis annually, developing a School Improvement/Schoolwide Plan, participating in a peer review of the plan, and for implementation of the plan. The state, district, and school work together in a supportive and helpful manner.

On the 2011 Dakota STEP, Black Hawk Elementary School met AYP in the areas of reading and mathematics for all students. In reading, 80% of the students met the proficiency qualifications, with the AMO being at 69%. In mathematics, 75% of the students met the proficiency qualifications, with the AMO being at 72%. Black Hawk Elementary School also met AYP in attendance. Subgroup populations are held accountable because of population numbers of at least ten including All Students, White, Economically Disadvantaged, and Special Education. All subgroups met AYP in 2011. This information is shown in graphic form in this section of the School Improvement/Schoolwide Plan.

Black Hawk Elementary has reached its AYP goals in all required areas for each of the past nine years. Therefore, the school has never been placed on a level for improvement. However, Black Hawk Elementary began developing a schoolwide plan in 2007-2008 due to the new accreditation requirements which required all schools be responsible for developing a School Improvement/Schoolwide Plan. Updates are provided on an annual basis, and include revisions, new data, and new initiatives. Our spring 2010 update/review was in conjunction with our application to move from Targeted Assisted to Schoolwide Title One.

The Rapid City Area Schools’ and the Black Hawk Elementary School’s mission, vision, and philosophical statements are included next in this section.

18

Rapid City Area Schools Mission Statement

The mission of the Rapid City Area Schools:Building a community of lifelong learners,

one student at a time.

Rapid City Area SchoolsPhilosophical Statement

Caring for children and placing their welfare above all other decisionsaccurately summarizes the philosophical profile

of the Rapid City Area Schools District.

Rapid City Area SchoolsVision Statement

All Rapid City Area School students will achieve to their full potential.

19

Black Hawk ElementaryMission Statement

The mission of Black Hawk Elementary is to provide all students equal access to an excellent educational program which will address their

academic, physical, social, and emotional needs to be successful in a global society.

Black Hawk ElementaryPhilosophical Statement

Always Put Children First!

Black Hawk ElementaryVision Statement

ALL elementary age students will be proficient in reading and mathematics

by 2014.

20

Improvement/Schoolwide Plan Component:Comprehensive Needs Assessment

In August 2002 the district began a process whereby achievement data was analyzed in depth. Eight members of our school have attended the district-wide one or two-day fall training session each year since its implementation in 2002. We then continue to analyze our data at the building level. Each year our school uses an analysis of this data to set building achievement goals in reading and mathematics. In past years ESA 7 has been involved in assisting the Rapid City School District with this process.

Members of the 2011 Black Hawk Building LeadershipTeam who participated in the planning for the data analysis are as follows: Barb Scherr, Denise McCormick, Gloria Wiedmann, Laura Williams, Kim Webber, Jamie Karabatsos, Holly Mehlhaff, and Jackie Higlin. This Building Leadership Team (BLT) is responsible for leading the building Collaborative Work Groups through a process of reviewing data, setting measurable goals focused on student results, selecting instructional strategies targeted at specific standards of low student performance, and continuously assessing and refining better ways of teaching the targeted skills by examining student work. The district provides the time for this to occur during professional development days in August, October, November, January, March, and April. As a result of these meetings, the dedicated, professional staff of Black Hawk Elementary has developed the current School Improvement Plan which was developed with input from staff, parents, and community representatives.

Our most recent Needs Assessment Activity was conducted on January 25, 2010. The purpose of the activity, staff and community participants, and results are listed below.

Summary of Card Sort Needs Assessment Activity for Title I January 25, 2010

Purpose – The card sort activity will provide an opportunity for team members to discuss perceptions, values, and beliefs about the systems and functions of their school. It helps in identifying the strengths and needs of the school.Staff Participants – Jack Batchelder, Cindy Burich, Carla Buum, Tracy Cook, Debra Densmore, Linda Grace, Wendy Greer, Berta Grumstrup, Karen Ham, Kristi Hammell, Janice Hemen, Jackie Higlin, Jamie Karabatsos, Linda Kramer, Christy Leichtnam, Denise McCormick, Holly Mehlhaff, Kristin Miller, Renee Pansch, Tari Phares, Mary Pochant, Barb Scherr, Beth Steen, Peggy Titze, Kim Webber, Gloria Wiedmann, and Laura WilliamsStudent Interns and Parents – Megan Wahl, Tasha Ellingson, Tony Pataky, Lisa Neumiller, Miki Raymond, Stephanie Iverson, and Mary ZuschlagScoring – Each team rated the descriptor with a score from one (low) to four (high). The six scores were averaged. Average scores from 3.5 – 4 were considered Top Strengths, scores from 2.5 – 3.4 were considered strengths, scores from 1.5 – 2.4 were considered Needs, and scores less than 1.5 were considered to be Urgent Needs. ******************************************************************

21

High Standards for All StudentsTop StrengthsTeachers use data they gather in their classrooms to modify instruction so that all students can achieve high standards.Student performance is compared only to standards, not to other students’ or the school’s previous performance.Opportunities are provided for all students to meet high standards.StrengthsEducators examine learning processes, products, and performances to determine if learners have met the standards.Collaboration among teachers increases all teachers’ sense of accountability for all students.Educators incorporate gender-equitable methods and practices in their school and classroom.NeedsEducators help students recognized the connection between school-based curriculum and employability skills.Students take responsibility for their own learning-setting goals for planning, carrying out and assessing their own work.Urgent Needsnone

Effective Instructional Strategies that Increase the Amount of Quality Learning TimeTop StrengthsStudents are encouraged to use learning strategies (questioning, predicting, and self-assessment) as they pose problems and seek solutions.Educators facilitate hands-on learning experiences, peer-learning groups, literature circles, and other strategies promoting active learning and supporting a social learning environment.Assessment is linked to instruction.Educators regularly observe learners in both informal and formal settings.Students are not assigned to permanent groups for instruction.StrengthsTeachers devise appropriate modifications of instruction to accommodate their students’ interest, prior knowledge, learning styles and modalities and strengths and weaknesses.Educators are flexible changing their plans to accommodate students’ choices, interests and abilities.Teachers use hands on, highly interactive curriculum to build a strong foundation for communication, decision making, and problem solving within a real-world context.Teachers regularly provide opportunities for students to demonstrate in writing their understanding of the core content areas of math, science, and social studies.Teachers recognize the range of instructional opportunities technology offers.Students discuss, respond to, and share insights and questions about what they are reading, writing a thinking through literature study circles, conferences, learning logs or other reflective experiences.Regular classroom teachers, administrators, specialists and the support staff collaborate in planning and providing instruction for students

22

NeedsEducators group students according to their interest and choices, rather than their abilitiesUrgent NeedsNoneEnriched and Accelerated CurriculumTop StrengthsNoneStrengthsAn enriched (rather than remedial) curriculum accelerates the progress of students toward achieving high standards.Teachers design imaginative, flexible missions that encourage cooperative learning, peer coaching, and student interaction.Teachers use technology to create an electronic infrastructure that allows computer and computer related technology to become learning tools rather than electronic workbooks or static tutors.NeedsApproaches frequently used by teachers of gifted or talented students, particularly those approaches emphasizing critical thinking skills, are used with all students.Cultural inclusiveness is used as a means of enhancing learning and participation for all students.By connecting technology to the core curriculum, teachers build continuity across instructional components.Students use technology to conduct research, communicate with peers in other regions, and share what they learn.Urgent NeedsNone________________________________________________________________________Intensive and Sustained Professional DevelopmentTop StrengthsSchool leaders encourage professional development opportunities.StrengthsTeachers offer enriched content that allows children to use knowledge in practical contexts.Staff development is tailored to the individual school’s needs and aligned with program goals.Educators revise their curricula and instructional practices on the basis of regular self-assessment.Educators expand their knowledge and improve their teaching by reading the latest research journals and books and becoming members of educational organizations.Site-based teams use multiple indicators or student progress to determine program effectiveness.School leaders are change agents focused on achieving a vision by involving other team members in realizing common goals and encouraging innovation and new ideas.NeedsStaff development is intensive and sustained and considers research in adult development and learning.Time is provided during the school day for staff members to create goals, plan their curricula and instruction, develop schedules, and collaborate.Urgent NeedsNone

23

________________________________________________________________________Parental InvolvementTop StrengthsNoneStrengthsSchool is a place where parents as well as children are invited to learn.Parent compact outlines the responsibilities of the school toward families and the responsibilities of families toward the school.Educators and parents regularly communicate information and share goals essential to the success of students.NeedsParents are encouraged to become partners in learning, planning and decision making, and instructional support.Urgent NeedsParents participate along with school staff members in workshops, seminars, and long-distance learning and they frequently contribute to curriculum planning and decision making.________________________________________________________________________A Community of LearnersTop StrengthsTeams work together regardless of distractions like personal agendas, political concerns, and leadership issues.StrengthsPlanning teams gather information from colleagues, parents, and students to learn about program effects.All members of the school community view themselves as learners.School administrators, teachers, teaching assistants, support persons, parents and students value the expertise each brings to the learning environment.NeedsNoneUrgent NeedsNone________________________________________________________________________Other Services to StudentsTop StrengthsNoneStrengthsEducators collaborate with, and draw on resources from other programs in the school as well as public and private organizations to offer a wide range of services to children and their families.School volunteer programs and partnerships with local businesses and community groups provide goods and services that enable the schools to maximize resources.Educators share responsibility for forming partnerships to realize goals they cannot independently achieve.Strategies to assist children in making the transition from preschool (Head Start, Even Start, and state-run programs) to elementary school programs are a part of the Title I program plan.NeedsSchool programs are built around meeting the needs of the entire family.Parent outreach extends beyond the school to include social and health services.

24

Options for increasing the amount of quality of learning time such as a reconfigured school day, extended day, or extended year have been considered.Mentors serve as models of success for students.Instruction offers students opportunities to develop skills that will help them make the transition from school to work.Urgent NeedsNone________________________________________________________________________Not a Priority at the Elementary Setting at This TimeCounselors provide college and career awareness and guidance to all students.Job placement services are available to all students.Students integrate their learning through thematic study.

The Black Hawk staff meets on a regular basis. Grade level teams meet weekly for the planning and collaboration necessary to implement our Improvement/Schoolwide Plan. Planning includes the examination of student work, establishing student groups based on need, and lesson planning. In addition to weekly planning, the staff is involved in training provided by our Building Leadership Team, District Coordinators, Math and Literacy Leaders, and the TIE Office. Our areas of focus for 2011-2012 are the continued focus on the Learning Assessment Model and the new state standards.

Input is formally sought from members of our parent community at least twice per year at our annual fall and spring meetings. The plan is also shared with parents through ongoing communication. This year we have an opportunity to seek input and assistance from Helen Usera and Bob Rose who are both School Support Team (SST) Member, and also by Dr. Susie Roth, Director of Staff Development for Rapid City Area Schools. Assistance was therefore provided to our team during the data analysis process and throughout the developmental stages of the Improvement/Schoolwide Plan.

Each year the Improvement/Schoolwide Plan is reviewed and revised as needed based upon student assessments and the input of the school administrator, school staff, parent representatives, and community representatives. Timelines for review are listed on the literacy, mathematics, and writing plans. The plans are reviewed with all staff each fall and continue on an ongoing basis. The Literacy Leaders, Math Teacher Leader, and Standards Support Specialists take a leadership role in developing our building Improvement Plans. Assessment indicators used at the local level to evaluate the program include Curriculum Based Measurements (CBM’s), Text Reading Levels (TRL’s), letter ID, Observation Surveys, Concepts About Print, Writing Rubrics, 2nd grade Otis Lennon, DACS, Writing Assessments, Counting, Hiding, Grouping Tens Math Assessments, and the Dakota STEP scores. Documentation of these test results are kept on file at the building site. These assessments as well as other informal assessments guide our school’s instruction on an ongoing basis.

Our 4th and 5th grade students also complete the Consolidated Survey System which includes the following surveys: Risky Behavior Survey, Character Education Survey, Healthy Practices Survey, and the Safe Schools Survey. The results of these surveys are compiled by the Chiesman Foundation and provide feedback regarding student behaviors and perceptions.

25

Other documents which are filed on site include the following: meeting flyers, agendas and outcomes; parent sign-in sheets, and a log of program development activities. Samples are included in the appendix. Technical assistance provided by the SEA, LEA, and SST is also documented in this log.

The State Department is responsible for communicating and clarifying regulations and expectations, as well as for providing various forms of technical support including facilitating data retreats, providing School Support Team (SST) assistance, providing Educational Services Agencies (ESA’s) and assisting with School Improvement Plans as well as strategies to increase student achievement. Literacy, mathematics and technology support are provided at the District level. Each school is responsible for participating in an annual data analysis, developing a School Improvement Plan, participating in a peer review of the plan, and also for implementation of the plan. The state, district, and school work together in a supportive and helpful manner.

Black Hawk Elementary has reached its AYP goals in reading, mathematics, and attendance for each of the past nine years as per the Dakota STEP Test results. Therefore, the school has never been placed on alert or school improvement status. In 2011, our current strengths include nearly equal numbers of proficient for both reading and math and a fairly small gap between the number of proficient in the all group and the number of proficient in the Economic subgroup. The difference was 3% in reading and 7% in math.

Challenges include the achievement gap in reading and mathematics that exists for students in Special Education. However, with such a small population number in this subgroup, the changes are not statistically reliable. However, we believe we must continue to keep a constant awareness of this gap and continue to focus on strategies that will narrow the gap. Subgroup populations held accountable in the 2011 testing results include All Students, White, and Economically Disadvantaged. Each of these subgroups met AYP in 2011. This information is shown in graphic form in the next two pages of this section of the Improvement/Schoolwide Plan.

26

Black Hawk ElementaryComprehension Needs Assessment

2008-2011

ReadingAssessment: Dakota STEP

PopulationAssessed

Spring2008% at oraboveproficient


Spring2010% at or aboveproficient

Spring2011% at orabove proficient

All StudentsGrades 3-5

n = 137

92%

n = 140

80%

n = 158

80%

n = 168

80%

EconomicallyDisadvantagedStudentsGrades 3-5

n = 49

86%

n = 51

78%

n = 67

73%

n = 75

77%

White StudentsGrades 3-5

n = 12493%

n = 12981%

n = 14680%

n = 14583%

27

Black Hawk Elementary Comprehension Needs Assessment

2009 – 2012Reading at or Above Proficient

Assessment: CBM2009-2010 2010-2011 2011-2012 2012-2013

Grade F W S F W S F W S F W SFirst NA N = 53

34%N = 5673%

NA N = 7621%

N = 7571%

N=816%

N =76 14%

N = %

Second N = 60 43%

N = 62 63%

N = 6575%

N = 5942%

N = 5963%

N = 6578%

N=72 14%

N =76 39%

N = %

Third N = 6133%

N = 6164%

N = 6190%

N = 6456%

N = 6568%

N = 6572%

N=66 30%

N =63 59%

N = %

Fourth N = 4416%

N = 4448%

N = 4772%

N = 6727%

N = 6650%

N = 6964

N=6436%

N =66 58%

N = %

Fifth N = 5424%

N = 5740%

N = 5763%

N = 4617%

N = 463%

N = 4844%

N=7033%

N =7250%

N =%

F = Fall, W = Winter, S = Spring


2009 – 2013Reading at or Above Proficient

Assessment: Text Reading Level2009-2010 2010-2011 2011-2012 2012-2013

Grade F W S F W S F W S F W SFirst N = 50

6%N = 5235%

N = 5696%

N = 754%

N = 7625%

N = 7589%

N=81 1%

N =7614%

N = %

Second N = 6025%

N = 6258%

N = 6589%

N = 5931%

N = 5936%

N = 6585%

N=72 21%

N =76 43%

N = %

Third N = 6136%

N = 6166%

N = 6192%

N = 6445%

N = 6572%

N = 6582%

N=6638%

N =63 67%

N = %

Fourth N = 4445%

N = 4470%

N = 4785%

N = 6760%

N = 6677%

N = 6987%

N=64 55%

N =66 70%

N = %

Fifth N = 5437%

N = 5746%

N = 5779%

N = 4630%

N = 4659%

N = 4877%

N=7051%

N =7258%

N =%

The Building Leadership Team (BLT) presented the Black Hawk data to the staff on August 27, 2011 and on October 11, 2011. As a staff we identified the indicators to target in reading.

Analysis of the data indicated the following focus areas for reading: third grade - access, analyze, synthesize, and evaluate informational texts, fourth grade – comprehend and fluently read text, and fifth grade - access, analyze, synthesize, and evaluate informational texts.

During the October 11th meeting, grade levels delved into the specific standards to develop instructional strategies that will best meet their need.

In greater detail, test scores have identified the following standards as priority needs to improve reading scores in third through fifth grades:

3.R.5.1 – Students can determine and utilize organizational features of text. 3.R.5.2 - Students can choose reference materials to locate information.

28

3.R.5.3 – Students can collect information from two reference materials.

4.R.2.1 – Students can construct meaning from text by applying comprehension strategies.

4.R.2.2 – Students can develop fluency by utilizing fluency strategies independently.

5.R.3.1 – Students can distinguish literary genres based on characteristics, structures, and patterns.

5.R.3.2 – Students can interpret literary elements of character, setting, plot, theme, point of view, and mood.

5.R.3.3 – Students can identify literary devices within text.

Kindergarten through Second GradeEmphasis to support DSTEP Reading Results

Kindergarten - Phonological Awareness RF.K.2a – Recognize and produce rhyming words. RF.K.2b – Count, produce, blend and segment syllables in spoken word. RF.K.2c – Blend and segment onset and rimes of single-syllable spoken words.

RF.K.2d – Isolate and produce the initial, medial vowel, and final sounds (phonemes) in three- Phoneme (consonant-vowel-consonant, or CVC) words. This does not include CVCs ending with /l/, /r/, or /x/.)

RF.K.2e – Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Kindergarten – Phonics and Word Recognition RF.K.3a – Demonstrate basic knowledge of one-to-one letter-sound correspondences by

producing the primary or many of the most frequent sounds for each consonant. RF.K.3b – Associate the long and short sounds with common spellings (graphemes) for the

five major vowels. RF.K.3c – Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are,

do, does).

1st Grade Indicator 1 – Students can recognize and analyze words.

standard 1.R.1.7 Read high-frequency words in text.Indicator 2 – Students can comprehend and fluently read text. standard 1.R.2.1 Comprehend text by applying reading strategies.Indicator 3 – Students can apply knowledge of text structures, literary devices, and literary elements to develop interpretations and form responses. standard 1.R.3.1 Identify major literary elements in texts. standard 1.R.3.2 Identify similarities and differences in text written by the same author. standard 1.R.3.3 Identify the differences between genres including fiction, nonfiction, and poetry.

2nd GradeIndicator 2 – Students can comprehend and fluently read text. standard standard

2.R.2.1 2.R.2.2

Apply strategies to read and comprehend text.Read aloud fluently to comprehend text.

2nd GradeIndicator 5 – Students can access, analyze, synthesize, and evaluate informational texts. standard 2.R.5.1 Identify and utilize text features to comprehend informational texts.

Black Hawk Elementary29

Comprehension Needs Assessment2008-2011

MathAssessment: Dakota STEP

PopulationAssessed



Spring2010% at or aboveproficient

Spring2011% at orabove proficient

All StudentsGrades 3-5

n = 137

83%

n = 140

77%

n = 158

79%

n = 168

75%

EconomicallyDisadvantagedStudentsGrades 3-5

n = 49

78%

n = 51

71%

n = 67

72%

n = 75

68%

WhiteStudentsGrades 3-5

n = 124

88%

n = 129

81%

n = 146

80%

n = 145

79%

30

The Building Leadership Team (BLT) presented the Black Hawk data to the staff on August 27, 2011 and on October 11, 2011. As a staff we identified the indicators to target in math.

Analysis of the data indicated the following focus areas in math:third grade – apply the concepts of probability to predict outcomes and solve problemsfourth grade – develop conjectures, predictions, or estimations in the process of problem

solving and verify or justify the results, and use statistical models to gather, analyze, and display data to draw conclusions,

fifth grade – apply the concepts of probability to predict outcomes and solve problems.

In greater detail, test scores have identified the following standards as priority needs to improve math scores in third through fifth grades:

3rd Grade 3. S.2.1 – Students are able to describe events as certain, impossible, or likely.

4th Grade 4.N.3.1 – Students are able to estimate sums and differences in whole numbers and

money to determine if a given answer is reasonable. 4.S.1.1 - Students are able to interpret data from graphic representations and draw

conclusions.5th Grade

5.S.2.1 – Students are able to classify probability of simple events as certain, likely, unlikely, or impossible.

5.S.2.2 – Students are able to use models to display possible outcomes and develop systematic ways to generate a list of all possibilities.

After the overall examination of math data, the above standards were listed for grades three through five to emphasize and support for 2011-2012. The standards listed below are those standards that grades kindergarten through second grade can emphasize to support the needs identified from the DSTEP Testing. These needs are also clarified in greater detail under our Goals, Objectives and Strategies (section three) of this document. Also, see the NCLB Analysis Charts and the Elementary Literacy Data Analysis (Local Assessments) in the appendix.

Kindergarten Through Second GradeEmphasis to support DSTEP Math Results by Grade Level

KCCS6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies (one more/less).

1st Grade Indicator – Use a variety of algebraic concepts and methods to solve equations and inequalities.

standard 1.A.2.2 Solve open addition and subtraction sentences with one unknown using numbers equal to or less than 10.

2nd Grade 31

Indicator – Apply number operations with real numbers and other number systems. standard 2.N.2.1 Solve two-digit addition and subtraction problems written in horizontal and vertical formats using a variety of strategies.

Indicator – Use a variety of algebraic concepts and methods to solve equations and inequalities. standard 2.A.2.2 Solve open addition and subtraction sentences with one unknown using numbers equal to or less than 20.

Our individual school has not been identified as in need of improvement on any district or state audits, however, on the 2006-2007 Dakota STEP (State Test of Educational Progress), the Rapid City Area Schools (RCAS) District did not make Adequate Yearly Progress (AYP) in both reading and math. As a result, the district was in school improvement, Level 3, Corrective Action for math and in Level 1 for reading. From the 2007-2008 Dakota STEP results, RCAS remained in Level 3, Corrective Action for math and advanced to Level 2 for reading. As a result of the Level 3 status, the state Department of Education (DOE) is responsible for taking at least one corrective action for the district that responds to the academic failure that caused the State to take such action. Because all districts in District Improvement Level 3 must receive a district audit from the SEA, the South Dakota Department of Education conducted a district audit for RCAS in December of 2007. As a result of the audit, the corrective action option to be implemented by RCAS is Option 2, “Institute and Implement a New Curriculum.” For the 2008-2009 Dakota STEP, the Rapid City Area Schools (RCAS) District did not make adequate progress in both reading and math. As a result, the district is in school improvement, Level 3 for both reading and math. In 2009-2010 the district made adequate progress in reading and was Level 3 for Math. In the 2010-2011 school year testing, the district did not make adequate progress in reading or math.

The following summarizes the district’s intentions to satisfy the DOE intervention in the area of math:

RCAS will conduct a curriculum audit to review the alignment of the state standards, the curriculum, the accountability system, and professional development.

RCAS will provide appropriate professional development to staff for growth and an advanced program in content and methodology, and/or mentoring.

RCAS will review curriculum options and develop implementation procedures. RCAS will design assessment procedures for learning addressing the standards; use

assessment procedures to inform instruction and respond to student needs.

Black Hawk Elementary32

Parent Surveys2006-2011

A variety of other needs assessments are done on an ongoing basis to gather parent input. These include the following:

The South Dakota Parent Network Parent Involvement Survey was completed in early 2007. A copy of the parent letter, the survey, and the survey results are included in the appendix.

The Title One Parent Survey was completed in October, 2007. A copy of the survey and the survey results are included in the appendix.

The Title One Parent Survey will be completed again in the spring of 2008 to measure progress.

The School Friendly Walk Through will be completed during the 2011-2012 school year through the help and assistance of the South Dakota Parent Network.

As a result of the South Dakota Parent Network Parent Involvement Survey, the following changes were made at Black Hawk Elementary:

1) Twelve school staff members attended the Olweus Bully Training onNovember 29 and 30, 2007. For 2008-2009, the entire certified staff received training, students have class meetings for related topics, and large posters display the Bully Prevention Rules. A schoolwide kickoff was held in January of 2009 and another assembly took place on September 24, 2009.

2) On October 5, 2011 two staff members attended the Character Counts Bully Prevention Seminar.

3) Kid Stop was reinstated at our school for the 2007-2008 school year and continues through the 2011-2012 school year.

4) Math Night and Literacy Night for students and parents are both annual events.

Family Friendly Walk-Through ReportSchool: Black Hawk ElementaryDate: 12-8-11Principal: Dr. Jackie Higlin

Report by: Lori Laughlin, SD Parent Information and Resource Center Thank you for the opportunity to meet with you and some of your parents to conduct a Family Friendly Walk-Through at Black Hawk Elementary. The FFWT was designed to provide an opportunity to examine a school from a family and community perspective. Family involvement is critical to student achievement and families need to be welcomed and/or invited by the school in order for them to fully participate in their child’s education.

The FFWT is composed of several surveys that look at a variety of different aspects of the school – the physical environment, school practices, written/verbal communication between home and school, and the school website. Team members are requested to look at their school from the perspective of a new family to the area or a family with their first child entering school. The goal of the FFWT is to ensure the school is a welcoming place for all families.

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The following FFWT report will offer commendations and suggestions for you to consider as you work to engage parents as partners in the educational process.

The team started by visiting with Dr. Jackie Higlin, principal at Black Hawk. Dr. Higlin stated that she is always working towards the goal of increasing the level of family involvement. On family math/reading nights the school designs activities for parents to learn alongside their children. Families enjoy coming when they can spend the time learning together. Dr. Higlin is interested in receiving feedback from the Family Friendly Walk Through. Looking at the school and its environments through a different perspective may provide insight in some modification that would assist in providing a more welcoming atmosphere for families.

Written Materials: Families feel as valued partners with the school when the printed information they receive is meaningful and understandable.

Commendations: Printed materials are easy to read and free from educational jargon Print resources on a variety of topics available for families School produces and distributes newsletter every trimester. The newsletter has some

great information and provides grade level updates and activities – wonderful information for families.

Some teachers produce weekly classroom newslettersSuggestions:

Consider making information available regarding community resources and programs. In order for families to support classroom learning – they need to be aware of what their

child is learning on a regular and timely basis. Teachers could post information on their website or send out emails to the families in their classroom.

Consider articles/information in the newsletter that provides more personal information or recognition of the staff. (An example might be creating a poster about each teacher or staff person. Have their picture on the poster and then have them respond to a couple of simple questions about themselves – such as number and ages of their children; their favorite book or color; best vacation. Just some simple things that will help families to see teachers as ‘real people’. This could also be done with families – take photo of families at events and have them record or share some family ‘moments’.)

Parent/Family Education Review:

Commendations: Black Hawk has always worked to provide opportunities for parents to learn alongside

their children. Teachers have used extra credit and other types of classroom incentives to encourage

“kids” to bring their parents to educational school events.

Suggestions: Consider smaller or grade level meetings as a way of building relationships with families

or create grade level breakout sessions as a part of a larger family event. Students/parents might feel that a smaller venue will provide them with more specific information on their child classroom and/or learning goals.

34

When the school does hold an event – post the main points from a family training to post on the website for all families to have a chance to hear the information. (The top three things families learned tonight were…….)

Explore Web based or CD training programs for families to check out or access online. Many young families rely on the computer/internet as the primary way of looking for information. Families could view short webinar and respond to a couple of questions.

School- Wide Practices:School-wide practices, including a friendly and helpful staff, enhance a welcoming atmosphere.

Commendations: Parents on the Walk Through Team indicated that staff do a great job of returning parent

phone calls as soon as possible. 4th/5th students have notebook that parents sign daily. Learning to have and use an

assignment notebook will help these students when they transition to middle school. The school building gets lots of community usage – the ‘community’ is comfortable and

welcomed at the school. Black Hawk staff is friendly and greet visitors and family members.

Suggestions: Consider designing or putting together an orientation packet for new students and their

families that contains both school and community information. This would be especially helpful to families new to the school and area.

How aware are the families of the 4/5th grade students about the notebook and how it is used. Families sign the notebook daily – but is there specific information about what they should be looking for or are there additional ways that families can assist with the notebook to help their children become more proficient at using it?

Website:A more welcoming atmosphere is created when the website is easy to navigate and contains information helpful to families.

Black Hawk’s website is accessible through the Rapid City Area Schools website. Their home page is easy to navigate. Commendations:

Calendar on home page is current and provides information on upcoming activities The student photos on the home page There are some curriculum resources available for families.

Suggestions: Black Hawk’s website could be a more useful resource for family/school communication.

Staff email links/addresses should be available and all staff should be encouraged to post classroom information and updates. This could be a great way of providing general information about what students are learning.

It sounds as if several families use family access primarily to check on lunch money. At an elementary level, families are not checking on ‘grades’ or missed assignments. Helping families to learn/understand all of the components of family access would be very beneficial especially for families of 5th grade students. Consider having a family

35

access orientation/sign up as well as offering training on how to utilize as a part of transition.

Physical EnvironmentThe physical environment is essential to creating a welcoming atmosphere.

Commendations: Main entrance is clearly marked and welcoming signs are visible to visitors. The main office is located across from main entrance is a welcoming place for

families/visitors. School grounds are clean and well maintained. PTA has a wall of members associated with individual classrooms. This is a great and

very visual way of recognizing parents in your school.

Suggestions: On the main entrance – only one of the doors is unlocked – provide some clearer signage

so people know which one is open. Parking is an issue – especially for larger family events. Black Hawk staff is working to

identify some possible solutions to ease this problem. The South door was noted as being problematic. Consider posting information in that lot to inform families that the door is locked or is possible have the door unlocked prior to specific events with someone posted by it to help people reach their destination.

At your open house, provide a map of the school with directions to rooms. Consider adding ‘names’ to room numbers.

I enjoyed my time and the opportunity to conduct a Family Friendly Walk Through at Black Hawk Elementary. Parents feel that Black Hawk is a school that is child centered and focused. They know their children are cared for. I am anxious and willing to assist you in implementing any of the suggestions or other ideas you may have related to connecting with the families of Black Hawk.

Improvement/Schoolwide Plan Component:Goals, Objectives, and Strategies

36

READING

The district’s overall objective in reading for all subgroups is as follows:all students will read at increasing levels of complexity for a variety of reasons, resulting in increased achievement in reading.

Using the testing data, Black Hawk Elementary has identified the following areas of low performance:

1) fluently read texts2) informational texts

Black Hawk - Reading Goals - 2011-2012

The following goals are for the 2011-2012 school year. They will be updated yearly.

Goal 1: To improve reading achievement K-5 so that 82% (increase of 2%) of the 3rd – 5th grade students will demonstrate proficient or advanced levels on grade level reading content standards as evidenced by the Dakota STEP Test by the spring of 2012 by meeting AMO, Safe Harbor, or Confidence Interval Allowance.

Other assessment data supporting this goal: Text Reading Level Benchmarks Curriculum Based Measurements (CBM) for fluency (grades 1-5 only) Running Records Letter Identification Observation Surveys Concepts About Print (CAP) Writing AssessmentsSpecific subgroups to target include: Economically Disadvantaged, IEP students, and Native American students

Specific indicators to address in order to support this goal include:

Analysis of the data indicated the following focus areas in reading: third grade - access, analyze, synthesize, and evaluate informational texts, fourth grade – comprehend and fluently read text fifth grade - access, analyze, synthesize, and evaluate informational texts.

Our individual school has not been identified as in need of improvement on any district/state testing. However, we have identified our top areas of need.

Kindergarten through Second GradeEmphasis to support DSTEP Reading Results

37

Kindergarten - Phonological Awareness RF.K.2a – Recognize and produce rhyming words. RF.K.2b – Count, produce, blend and segment syllables in spoken word. RF.K.2c – Blend and segment onset and rimes of single-syllable spoken words. RF.K.2d – Isolate and produce the initial, medial vowel, and final sounds (phonemes) in three-

phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

RF.K.2e – Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Kindergarten – Phonics and Word Recognition RF.K.3a – Demonstrate basic knowledge of one-to-one letter-sound correspondences by

producing the primary or many of the most frequent sounds for each consonant. RF.K.3b – Associate the long and short sounds with common spellings (graphemes) for the

five major vowels. RF.K.3c – Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are,

do, does).

1st Grade Indicator 1 – Students can recognize and analyze words.

standard 1.R.1.7 Read high-frequency words in text.

Indicator 2 – Students can comprehend and fluently read text. standard 1.R.2.1 Comprehend text by applying reading strategies.

Indicator 3 – Students can apply knowledge of text structures, literary devices, and literary elements to develop interpretations and form responses. standard 1.R.3.1 Identify major literary elements in texts. standard 1.R.3.2 Identify similarities and differences in text written by the same author. standard 1.R.3.3 Identify the differences between genres including fiction, nonfiction, and poetry.

2nd GradeIndicator 2 – Students can comprehend and fluently read text. standard standard

2.R.2.1 2.R.2.2

Apply strategies to read and comprehend text.Read aloud fluently to comprehend text.

2nd GradeIndicator 5 – Students can access, analyze, synthesize, and evaluate informational texts. standard 2.R.5.1 Identify and utilize text features to comprehend informational texts.

Third Grade through Fifth GradeEmphasis to support DSTEP Reading Results

In greater detail, test scores have identified the following standards as priority needs to improve reading scores in third through fifth grades:

3. R.5.1 – Students can determine and utilize organizational features of text.38

3. R.5.2 – Students can choose reference materials to locate information. 3. R.5.3 – Students can collect information from two reference materials.

4.R.2.1 – Students can construct meaning from text by applying comprehension strategies.

4. R.2.2 – Students can develop fluency by utilizing fluency strategies independently. 5.R.3.1 – Students can distinguish literary genres based on characteristics, structures, and

patterns. 5.R.3.2 – Students can interpret literary elements of character, setting, plot, theme, point

of view, and mood. 5. R.3.3 – Students can identify literary devices within text..


Reading Strategies to Increase Student Achievement

Kindergarten Strategies

Modeling Demonstration Anchor Charts Guided, Shared, and Independent Reading and Writing Concepts About Print instruction Word Wall Activities to help with alphabetizing Using non-fiction text to support core areas Listening and responding to fiction, nonfiction, stories, poems, and songs Flexible strategy grouping Use of Daily 5 for classroom instruction and management

Formative Assessments – daily observations, anecdotal records, questioning, Letter ID, CAP

Summative Assessment – Letter ID, CAP

Sources Launching the Writing Workshop-Lucy Calkins & Leah Mernelstein Phonics Lessons-Gay Su Pinnell & Irene C. Fountas How to Give Effective Feedback to Your Students by Richard Stiggins Classroom Assessment for Student Learning by Richard Stiggins, Judith A. Arter,

Jan Chappuis, and Steven Chappuis Reading with Meaning by Debbie Miller

39

The Daily 5 by Gail Boushey and Joan Moser

First Grade Strategies

Use books containing a table of contents and an index for Guided Reading and Shared Reading

Use fantasy, reality, poetry, fiction, and nonfiction books for reading and discussion during Guided Reading and Shared Reading

Emphasize the organizational elements of reading Focus on literary elements (setting, characters, problem/solution) in Guided

Reading and Shared Reading Discuss repeated phrases, sequencing, and rhyming patterns within big books

and other text Discuss sequencing and retelling of stories during the Daily Five Choose from fantasy, reality, poetry, fiction, and non-fiction for Read Alouds Discuss the literary elements and devices included in poetry Alphabet Chart Create personal dictionaries using each week’s new words Focus on fluency in reading groups Flexible strategy groups Focus on Word Wall Words and additional word work

Formative Assessments – anecdotal records, observation, questioning, running records

Summative Assessment - Text Reading Level Benchmarks

Sources Transformative Assessment by W. James Popham How to Give Effective Feedback to Your Students by Susan M. Brookhart Classroom Assessment for Student Learning by Richard J. Stiggins, Judith A.

Arter, Jan Cappuis, Steven Chappuis Reading with Meaning by Debbie Miller The Daily 5 by Joan Moser

Second Grade Strategies

Instruction on text features of non-fiction Instruction on text structures for genres

Instruction on how to interpret various literary elements Instruction on use of reference materials Focus on comprehension strategies using the Comprehension Toolkit

40

Communicate clear Learning Targets Communicate clear feedback (stars and steps) Use more formative assessments

Formative Assessments – daily observations, anecdotal records, questioning, discussion, conferencing

Summative Assessments – Text Reading Levels

Sources Strategies That Work by Harvey & Goodwin How to Give Effective Feedback to Your Students by Susan M. Brookhart Classroom Assessment for Student Learning by Richard J. Stiggins, Judith A.

Arter, Jan Chappuis, Steven Chappuis Reading with Meaning by Debbie Miller The Daily 5 by Gail Boushey and Jan Moser

Third Grade Strategies

Use nonfiction books to identify organizational features Use strategies of skim and scan to preview Work with reference materials and alphabetizing Learning Targets posted Use graphic organizers to collect information Genre studies Research reports with online and printed resources Flexible strategy groups Standard Support Specialist reinforces needed standards Daily reading expectations at school and at home Word Study

Formative Assessments – observations, discussion, reading response journals, project based assessment, anecdotal records

Summative Assessments – Dakota STEP, Text Reading Level Benchmarks, Curriculum Based Measurements of Fluency


Arter, Jan Chappuis, and Steven Chappuis Reading with Meaning by Debbie Miller The Daily 5 by Gail Boushey and Joan Moser The CAFÉ Book by Gail Boushey and Joan Moser

41

Fourth Grade Strategies

Use synthesis and analysis level questions regarding text structures Model teacher’s thinking about author’s purpose Integrate literary elements, devices and text structures (fictional and nonfiction)

into all content areas Implementation of the district reading, writing, and word study curriculum guides Emphasize vocabulary and word study

Formative Assessments – intentional observations, reading response journal, conferencing

Summative Assessments – Dakota STEP, Text Reading Level Benchmarks


Arter, Jan Chappuis, and Steven Chappuis Reading with Meaning by Debbie Miller The Daily 5 by Gail Boushey and Joan Moser The CAFÉ Book by Gail Boushey and Joan Moser Strategies that Work by Stephanie Harvey & Anne Goodvis Scholastic Fluency Lessons Grades 4-6 by Alyse Sweeney

Fifth Grade Strategies

Model teacher’s thinking about author’s purpose Integrate literary devices and text structures into writing as well as all content

areas Use synthesis and analysis level questions regarding text structures Emphasize higher level thinking Continue PEBC recommendations with increased work on comprehension

strategies

Formative Assessments – intentional observation, specific high level journal prompts

Summative Assessments – Dakota STEP, Text Reading Level Benchmarks, State Writing Assessments, Curriculum Based Measurements of Fluency

Sources Transformative Assessment Transformative Assessment by W. James Popham How to Give Effective Feedback to Your Students by Richard Stiggins Classroom Assessment for Student Learning by Richard Stiggins, Judith A. Arter,

Jan Chappuis, and Steven Chappuis Reading with Meaning by Debbie Miller The Daily 5 by Gail Boushey and Joan Moser

42

The CAFÉ Book by Gail Boushey and Joan Moser

MATHEMATICS

The district’s current mathematics curriculum is designed around standards from the following strands: algebra, geometry, measurement, number sense, and statistics and probability. Within these broad strands, each building in the district uses the data to identify common standard areas of low performance.

Analysis of the data indicated the following weaknesses in math:third grade – apply the concepts of probability to predict outcomes and solve problems,fourth grade – develop conjectures, predictions, or estimations in the process of problem

solving and verify or justify the results, and use statistical models to gather, analyze, and display data to draw conclusions,

fifth grade – apply the concepts of probability to predict outcomes and solve problems.

Black Hawk - Math Goals - 2011-2012

The following goals are for the 2011-2012 school year. They will be updated annually.

Goal 1: To improve math achievement K-5 so that 77% (increase of 2%) of the 3rd – 5th grade students will demonstrate proficient or advanced levels on grade level mathematics content standards as evidenced by the Dakota STEP Test by the spring of 2012 by meeting AMO, Safe Harbor, or Confidence Interval Allowance.

Other assessment data supporting this goal: Dakota Assessment of Content Standards (DACS) Counting and Hiding Assessments Grouping 10s

Specific subgroups to target include: Economically Disadvantaged, IEP students, and Native American students

Specific indicators to address in order to support this goal include:

In greater detail, test scores have identified the following standards as priority needs to improve math scores in third through fifth grades:

3rd Grade 3. S.2.1 – Students are able to describe events as certain, impossible, or likely.

4th Grade 4.N.3.1 – Students are able to estimate sums and differences in whole numbers and

money to determine if a given answer is reasonable. 4.S.1.1 - Students are able to interpret data from graphic representations and draw

conclusions.5th Grade

5.S.2.1 – Students are able to classify probability of simple events as certain, likely, unlikely, or impossible.

43

5.S.2.2 – Students are able to use models to display possible outcomes and develop systematic ways to generate a list of all possibilities.

Kindergarten through Second GradeEmphasis to support DSTEP Math Results

KindergartenKCCS6 Identify whether the number of objects in one group is greater than, less

than, or equal to the number of objects in another group, e.g., by using matching and counting strategies (one more/less)

1st Grade Indicator – Use a variety of algebraic concepts and methods to solve equations and inequalities.

Standard 1.A.2.2 Solve open addition and subtraction sentences with one unknown using numbers equal to or less than 10.

2nd Grade Indicator – Apply number operations with real numbers and other number systems. Standard 2.N.2.1 Solve two-digit addition and subtraction problems written in horizontal and vertical formats using a variety of strategies.

Indicator – Use a variety of algebraic concepts and methods to solve equations and inequalities. Standard 2.A.2.2 Solve open addition and subtraction sentences with one unknown using numbers equal to or less than 20.

Our individual school has not been identified as in need of improvement on any district/state testing. However, we have identified our top areas of need.

Math Strategies to Increase Student Achievement

Kindergarten Strategies

Modeling – counting in calendar, attendance, “counting jar” Use of manipulatives – use snacks to make fractions and one more/less Demonstration – solving story problems with manipulatives Questioning – using comparisons in the “question of the day” Classroom Routines – attendance, calendar Take home Math Binders Select games based on new CCSS Number Talks (e.g., dot cards, numeral roll, numeral track decacards Number Books Geomotion Mats

Formative Assessments – intentional observation, anecdotal notes, conferencing, individual student work, numeral ID, counting assessment

Summative Assessments – counting assessment, numeral ID

Sources Classroom Assessment for Student Learning by Richard J. Stiggins, Judith A.

Arter, Jan Chappuis, and Steven Chappuis

44

How to Give Effective Feedback to Your Students by Susan M. Brookhart Children’s Mathematics by Thomas Carpenter, Elizabeth Fennema, Megan Loef

Frank, Linda Levi, Susan B. Empson Thinking Mathematically by Thomas Carpenter, Megan Loef Frank, and Linda

Levi Decacards by Brian Tickle Developing Number Concepts by Kathy Richardson

First Grade Strategies

Counting in calendar and classroom routines Use of home math games for reading, writing, counting, and ordering numerals to

50 Teacher demonstration and questioning for integration of fractions throughout

the year Increased math time to 90 minutes per day Add additional focus on solving addition and subtraction problems during story

problems Practice gathering and recording data from various sources or situations Math Game Binders Focus on working number Differentiation of working numbers Incorporate hiding games in Math Workshop

Formative Assessments – anecdotal notes, intentional observation, conferencing,

checklists, embedded assessments, counting assessment, hiding assessment, numeral ID

Summative Assessments – hiding assessment, counting assessment, numeral ID, end of unit assessments

Sources How to Give Effective Feedback to Your Students by Susan M. Brookhart Classroom Assessment for Student Learning by Richard J. Stiggins, Judith A.

Arter, Jan Chappuis, and Steven Chappuis Children’s Mathematics by Thomas Carpenter, Elizabeth Fennema, Megan Loef


Levi Developing Number Concepts by Kathy Richardson

Second Grade Strategies

Pocket Day Routine – use information to create graphs Pocket Day Routine – focus on counting by 2’s, 5’s, and 10’s. Oral and written practice on reading, writing, counting, and sequencing to 100 Increase practice time on working number More use of 100 chart Communicating the Learning Targets to students Ongoing formative assessment

45

Implement strategies for interventions and extensions Working Number Tubs for school and Game Binders for home Problem Solving Strategies (e.g., organized list, act out or use objects, use

logical reasoning)

Formative Assessment – daily observation, conferencing, questioning, embedded assessments, hiding assessment, grouping 10’s assessment

Summative Assessment – end of unit assessments, hiding assessment, grouping 10’s assessment

Sources How to Give Effective Feedback to Your Students by Susan M. Brookhart Classroom Assessment for Student Learning by Richard J. Stiggins, Judith A.



Levi Developing Number Concepts by Kathy Richardson

Third Grade Strategies

Role play to act out problems Manipulation of flip charts on the promethean board 10 Minute Math Math Games Number Talks Learning Targets posted Problem of the Day Utilize Standards Support Develop vocabulary

Formative Assessments – intentional observation, paper/pencil tasks, sharing thinking/strategies, conferencing, embedded assessments, DACS

Summative Assessments – end of unit assessments, DACS, South Dakota Assessment Portal, Dakota STEP




Levi

Fourth Grade Strategies

46

Estimate before solving problems Use critical thinking strategies to promote problem solving Visualize and use real world examples and experiences Promote math standards in all other content areas Implement Math Workshop Games Develop calculator fluency Ten Minute Math (closest estimate) Number Talks

Formative Assessments – intentional observations, use landmark numbers to check estimations before solving, analyze student work samples, DACS

Summative Assessment – Dakota STEP, DACS, South Dakota Assessment Portal




Levi Mastering Basic Math Facts in Multiplication and Division by Susan O’Connell

and John SanGiovanni

Fifth Grade Strategies

Analyze all types of graphs Use higher level questions for interpretation of data Gather, create, and graph data in other content areas Write explanations for data Incorporate real life practice or experiences Coaching from exemplary math leader Use of Standards Support Consistent pacing to cover all units/content Use of Workshop Model Strategy groups for differentiation Investigations Unit Studies Planning specific feedback

Formative Assessments – intentional observations, journal entries on higher level thinking, embedded assessments, DACS

Summative Assessment – Dakota STEP, end of unit assessments, South Dakota Assessment Portal , DACS

Sources How to Give Effective Feedback to Your Students by Susan M. Brookhart

47

Classroom Assessment for Student Learning by Richard J. Stiggins, Judith A. Arter, Jan Chappuis, and Steven Chappuis

Children’s Mathematics by Thomas Carpenter, Elizabeth Fennema, Megan Loef Frank, Linda Levi, Susan B. Empson

Thinking Mathematically by Thomas Carpenter, Megan Loef Frank, and Linda Levi

The district emphasizes the use of research-based approaches and strategies. The study and application of research-based strategies is an ongoing process which continually utilizes educational literature. Program coordinators utilize and also contribute to the state’s collection of scientifically based research. Black Hawk Literacy Leaders and Math Teacher Leaders provide training and research-based strategies for all staff members. Classroom teachers are responsible for implementing these strategies.

The strategies employed in the Rapid City School District directly address the goals of improving reading and mathematics instruction and performance for all subgroups. One strategy includes the implementation of district selected curricula aligned with the South Dakota content standards. Classroom teachers, along with support staff such as literacy and math coordinators, literacy educators, and math teacher-leaders are responsible for implementing these strategies.

In the area of mathematics, the district implemented reform curriculum and inquiry-based learning at the elementary level beginning in 2003-2004. Our school purchased the new Investigations Series for the 2008-2009 school year and will be continuing its use for 2011-2012. The district was involved in the PRIME (Promoting Reflective Inquiry in Mathematics Education) Project, a National Science Foundation (NSF) Grant. This five-year targeted Mathematics and Science Partnership Grant was aimed at improving the math academic achievement of all students. Phase two of this grant focused on reducing the achievement gap between Native American and non-Native American students. The project targeted the improvement of the professional capacity of all mathematics teachers in the district in a three-way partnership with Black Hills State University, Black Hills Special Services Cooperative/Technology and Innovation in Education and Rapid City Area Schools. These groups worked collaboratively to facilitate the grant which focused on curriculum implementation, assessment, and professional development. Through grant support, the district added math teacher leaders at the elementary level to assist teachers to become skilled using an inquiry-based approach. The math teacher leaders attended weekly staff development sessions, the content of which was then shared and modeled with classroom teachers. The Building Leadership Team (BLT) process, in which intense professional development featuring data analysis, goal setting, learning theory, and research-based instructional strategies was also an integral part of improvement in mathematics. The BLTs guide their fellow staff members through trainings, which were held during in-service days. Classroom teachers, along with support staff such as math teacher-leaders and coordinators, were responsible for implementing these strategies. The Rapid City School Board voted to continue the funding of the math teacher leaders after the financial support of the grant ended. In 2009-2012, Black Hawk Elementary joined forces to work with the state’s math experts with the South Dakota Counts Program.

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With regard to the district’s extended time programs, reform strategies are supported by the Discovery Center Program, a 21st Century Community Learning Center grant, which provides after school and summer programs for selected high poverty schools across the district. Black Hawk Elementary offers a Summer Reading Program one day perweek throughout the summer. The objective of the Summer Reading Program is in alignment with the school’s literacy goals.Other interventions or strategies to address literacy or math at Black Hawk include: 1. Response to Intervention referral process for K-5 2. Math and Literacy support for parents through Reading Nights, Math Nights, and special training opportunities 3. Daily literacy support for small group instruction at all grade levels 4. Additional literacy support in word study and writing 5. Daily implementation of identified instructional strategies aligned to targeted low performance standards areas 6. Home book bags for additional reading opportunities 7. Reading incentive programs, such as Book-It 8. Flexible grouping for reading instruction in grades K-5 9. Implementation of The Daily Five classroom management program for K-2 in the fall of 200910. Utilization of all components of the Math Investigations Program and the purchase of the new Investigations series for 2008-2009 and beyond11. Clearly defined blocks for math (60 minutes for Investigations and 30 minutes for Math Workshop)11. Modeling and coaching from the math teacher leader12. Partnership with PEBC (Public Education and Business Coalition) for staff development for 2009-201113. Partnership with TIE for staff development for 2011-2012.14. SES not used for assistance in raising student achievement scores (Black Hawk has always achieved AYP)

ATTENDANCE

The district’s overall goal/objective in student attendance rate has been set at 94%.

Using our attendance data, Black Hawk Elementary has also set the attendance rate at 94%. Our rate for the 2010-2011 school year was 96.25%.

STRATEGIES TO INCREASE ATTENDANCE RATE

ALL Grades

Student/Staff Motivation

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1) HOT (Here On Time) Award Parking – special assigned parking spot for the teacher of the class with the best attendance record for the week

2) One extra PE for the classroom with the best attendance record for the week3) Who’s in the News – Hallway display4) Student of the Month – sponsored by Pizza Hut5) WOW announcements for each week6) Use of engaging curriculum for all students

Added Busing Routes1) Declaration of hazardous routes less than 2.5 miles from facility

Implementation of District Attendance Policy1) Coordination of truancy issues with state and local officials

Improvement/Schoolwide Plan Component:Instruction by Highly Qualified Staff

100% of the teachers at Black Hawk Elementary have his/her Bachelor’s Degree and hold a current South Dakota teaching certificate. Eleven staff members have a Master’s Degree while two are currently enrolled in a Masters Program. Two staff members are Reading Recovery trained and one temporary staff member is Math Recovery trained. The principal has completed a Doctoral Program in school administration and adult and higher education. More information about specific endorsements can be found on file at the Human Resource Office which is located at 300 Sixth Street in Rapid City, South Dakota.

Black Hawk Elementary has two full time paraprofessionals (special education). They have met all needed requirements to be considered as highly qualified as described in the No Child Left Behind Act. The Rapid City Area Schools District provides support in assisting all paraprofessionals in meeting this status through testing, tutoring, and assistance with tuition. At

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Black Hawk Elementary, all assistants are also included in building level staff development opportunities and are members of our Collaborative Work Groups.

Black Hawk Elementary has five new full time teachers at our school for the 2011-2012 school year. However, new teachers across the district have opportunities to participate in New Teacher Orientation in the fall. This orientation is provided by both the district and by the building level team. These teachers will also be involved in the Rapid City Area Schools New Teacher Induction and Mentoring Program which is hosted by Dr. Susie Roth. Through this program, these new teachers have an opportunity for support in developing the knowledge and skills needed to be successful. Sessions offer topics such as classroom management, inquiry-based mathematics, technology, and literacy development.

The Rapid City Area School District actively strives to attract highly qualified teachers through a variety of recruiting and job notification options. Signing bonuses are offered as incentives for positions in math and special education.

Improvement/Schoolwide Plan Components:Professional Development

Opportunities for collaboration, continuing education, and professional development are provided through participation in building-level and district professional development options, as well as in local and national conferences and workshops. Most training is long term with a goal of becoming embedded in best practices.

The Black Hawk staff functions as a professional learning community. Our school culture cultivates and supports professional growth. Continuous training and multiple opportunities for professional dialogue are essential to success. Teachers attend classes in topics such as literacy development, effective math instruction, standards-based reporting, and the Bullying Prevention Program.

On a more short term basis, the staff of Black Hawk Elementary engages in study groups and collaborates with their colleagues in the following settings for literacy and mathematics:

Mathematics training by the Math Teacher Leader Literacy Leaders ongoing weekly training

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Literacy educators monthly training Reading Recovery monthly training BLT In-service – four per year Building Grade Level Meetings for planning and evaluation of student work Building Grade Level Meetings Partnership with TIE for staff development on learning targets and the new CCSS Bully Prevention training Attendance at state and national conferences

The Improvement/Schoolwide Plan and student assessments are often what drive the process and discussions. The staff members have identified their goals and strategies for their work. They are also asked to reflect on their process and their progress each trimester for standards-based reporting.The Rapid City Learning Assessment Process is integrated into all our work.

The Rapid City Area Schools District has extensive, long term staff development in place for all certified teachers. These trainings are in the areas of literacy, mathematics, and technology. Each teacher is provided, free of charge, with college courses in these three areas. These courses also offer teachers an opportunity to complete a masters’ program in reading. These experiences support identified goals in literacy and mathematics and enable teachers to implement strategies and improve his/her own skills.

In addition to the district opportunities for professional development, as a Title I school we set aside money for professional development and training each year. Educators from our school have attended the Reading Conference in Atlanta, the Kindergarten Training in Denver, the 1st and 2nd Grade Training in Denver, the IRA Conference in Orlando, Florida, and the Math Recovery Conference. We also worked with the Professional Education and Business Coalition

out of Colorado to improve reading strategies and instruction during the 2009-2011 school years. In 2008-2009 we implemented two study groups for the Daily Five/CAFÉ (by Gail Boushey and Joan Moser). In 2011-2012 we partnered with TIE to review clear learning targets, criteria for success, feedback, and informal assessment. Although we have not been identified for school improvement, we still budgeted for approximately 10% of our Title 1 funds for high-quality staff development.

Each kindergarten through fifth grade classroom teacher has a literacy “buddy teacher” who provides instruction during the language arts block. This lowers the teacher/student ratio during guided reading instruction.

Rapid City Area Schools has a New Teacher Induction and Mentoring Program. The mission of this program is to engage, prepare, support, and sustain the continuous development of new educators. With the help and support of this program, new teachers develop the knowledge and skills needed to be successful. It also contributes to the success of attracting and retaining highly qualified teachers.

The New Teacher Induction and Mentoring Program have several key features. Sessions are held four times per school year. New teachers are provided with break out sessions which are designed to meet the needs of diverse learners. Topics covered include positive classroom environment, managing difficult and challenging student behaviors, inquiry-based mathematics,

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technology, literacy development, and instructional strategies. This is a three year program which provides teachers with a forum for dialogue, inquiry, and reflection. The district financially compensates those who attend.

Black Hawk parents also have training opportunities available to them. Each spring the incoming kindergarten students and their parents are invited to our Kindergarten Roundup/Orientation, each fall each grade level hosts a Back to School Night, Family Math and Reading Nights are offered each year. The SD Parent Information & Resource Center has offered a Family Leadership Institute and Parenting Classes in the past. For the 2009-2010 school year they offered a session on test taking and one on transitioning to middle school. For the 2011-2012 school year, they will be offering the Parent Friendly Walk Through. As a Title One school, Black Hawk hosts a fall and a spring meeting for parent information, training, and input. A portion of our Title One budget has been set aside to provide and promote these educational opportunities and meetings for parents.

Professional Development Event

Descriptor Timeline Audience

Literacy Leader Trainings

District literacy leader training at Knollwood

weekly-every Thursday

Literacy leaders from each elementary building in the district

Literacy Teachers Trainings

District literacy teacher training at Knollwood

monthly-3rd Friday

Literacy teachers from each elementary building in the district

Math Leader Trainings

District math leader training at Valley View

weekly-every Tuesday

Math leaders

Intervention Strategist Trainings

District Intervention Strategist training at Lincoln

monthly-3rd Thursday

Intervention strategist

Special Educator Trainings

District Special Educator training at Kibben Kuster

bi-monthly Special Educator

Promethean Board Training

Instruction for use of Promethean boards

monthly All staff- optional

Building Leadership Team Training

District level training for small groups of teacher leaders in the areas of data analysis, trust,

5 times per year BLT team

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and formative assessment

Building Leadership whole staff training

School level training for the whole staff in the areas of data analysis, trust, and formative assessment

5 times per year All staff

PDS (Professional Development Schools)

Preparation for teachers who have interns.

4 times per year Teachers with interns

State PE Conference

yearly Mrs. Phares

TIE Conference New technology yearly staffInternational Reading Conference

Develop leadership and new learning

May 2011 Mrs. Williams, Mrs. Grumstrup, Mr. Batchelder, Dr. Higlin

South Dakota Counts

designed to build broad-based expertise and leadership for improving elementary mathematics instruction

Year long2009-2012

Ms. KrebsMrs. Hammell

CCSS Training Introduce new standards, compare to former

Fall 20111 day training for each grade level

All classroom teachers

CCSS Training for Literacy

Introduce new standards, compare to former

Nov. 1, 2011 All classroom teachers

Improvement/Schoolwide Plan Component:Parent Involvement and Education

Increased parent involvement is an ongoing goal at Black Hawk Elementary. A Parent Involvement Policy and a Parent Compact are developed each year. Copies are sent home annually. Both the Parent Involvement Policy and the Parent Compact are reviewed at the

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annual fall meeting. Feedback and input are sought from parents at the fall meeting as well. Parent signatures on the compacts are collected and are kept on file. Copies of the district’s parent involvement guidelines, the Black Hawk Parent Involvement Policy, the Black Hawk Parent/Student/School Compact, the Black Hawk letter for student services, and activities log are all located in this section.

Parents have an opportunity to be involved in schoolwide planning and evaluation, and provide feedback each year by completing at least one survey. Copies of parent surveys and the results are located in the appendix. Parent-Teacher Conferences are held in the fall and the spring. Parents are kept informed through frequent communication and are also invited to participate in various trainings and opportunities. Examples include the following:

Notification of our status for making adequate yearly progress on the Dakota STEP assessment through a letter sent home to each parent before school starts

Information on supplemental education services for the district is also provided at the beginning of the year through letters, flyers and meetings

Grade level meetings with teachers where curriculum, standards, and math and literacy parent guides are reviewed and discussed

Parent Resource Network Training opportunities Math and Literacy Family Nights where parents have the opportunity to be

involved in the activities students are participating in during the school day Reflections Contest where students are encouraged to use their creativity to

produce literature, photography, visual arts, dance, or music Math Activity Folders sent home each week with students to engage the whole

family as students practice their math strategies School safety sessions where programs and strategies are offered to help students

learn how to withstand negative peer pressures--topics include Bully Prevention, grade level presentations by our Liaison Officer, and Character Counts programs

Family activities hosted by the PTA, such as bingo and Grand Friend Day Spring Kindergarten Roundup for parent and student opportunities to meet his/her

future teacher and spend time in the classroom. The Black Hawk staff communicates with parents through daily attendance calls,

monthly newsletters, our online Family Access Program, Synre-voice message system, and weekly Friday Folders. Parents receive progress reports as well as trimester report cards.

Parents are offered additional opportunities and assistance to interpreting the results of assessments and standards-based report cards. This assistance is offered through a letter of explanation with the results and also during orientation, conferences, and by contacting the building principal and teachers.

Community involvement is on going in the form of volunteers, community partnerships, and community mentors. In addition, Black Hawk Elementary is involved in a partnership with the Juvenile Diversion Truancy Program to monitor daily attendance, Black Hills State University as a Professional Development School (2008-2012), and TIE.

Parents are involved in the referral of their child to the Response to Intervention Process, the Reading Recovery Program, and are active participants of the Multi-Disciplinary Assessment Team meetings for Special Services.

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BLACK HAWK ELEMENTARY SCHOOL

SCHOOL PARENT INVOLVEMENT POLICY2011-2012

Black Hawk Elementary shall:

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1. Convene an annual meeting in the fall (August/September) at Black Hawk Elementary to inform and explain to parents their schools participation in the Title 1 program, and their right to be involved.

2. Schedule the annual meeting during the fall open house in the evening or after the school day. Daycare and/or transportation may be provided. Parents will be notified of the meeting by flyers sent home with the students and through the phone dialer system.

3. Establish a Parent Advisory Council, which meets a minimum of two times annually to plan, review, and improve the program.

3.1 The Parent Advisory Council membership shall consist of parents, building principal, teachers, a school business partner representative, and other community members.

4. Provide parents of participating children:

4.1 Periodic newsletters (one each trimester) and flyers regarding school programs including the policies for parent involvement.

4.2 A description and explanation of the curriculum used in the school, the forms of assessments used, and the proficiency levels students are expected to meet.

4.3 Parent trainings with question/answer sessions at Reading and Math Parent

Nights.

5. If the school wide program plan or parent involvement policy is not satisfactory, there will be opportunities for comments and feedback either in writing or through verbal conversations.

6. Black Hawk Elementary staff, students, and parents will jointly develop a school-parent compact that outlines how parents, the entire school staff, and students share the responsibility for student achievement and the means which the school and parents will build and develop a partnership to help serve the state’s high standards.

The parent-compact shall:

6.1 State teachers at Black Hawk provide high quality curriculum and instruction that enables children to meet the State’s academic achievement standards.

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6.1.1 Each parent of participating children at Black Hawk will monitor attendance, assist with homework, volunteer in their child’s classroom when available, and be responsible for monitoring television watching and playing video games.

6.1.2 Each parent of participating children at Black Hawk will actively participate in decisions relating to the education of their

children which could include reviewing their child’s individual assessment

results and the school’s performance profile sent home in the fall.

6.2 State that Black Hawk staff and parents consider communication to be an important aspect of each child’s education.

6.2.1 Parent teacher conferences are held two times during the school year at which time the parent-compact could be discussed as it pertains to each individual child’s achievement. In home conferences are also available, when requested.

6.2.2 Each child’s progress is communicated to parents by report cards sent home three times per year, annual school performance

profiles sent home each fall, and each student’s assessment results for

students in third through fifth grade.

6.2.3 Parents have the opportunity to volunteer, participate, and observe in their child’s classroom. At the beginning of each school

year, volunteer forms are sent home. Each parent has the opportunity to

return these forms letting the school staff know if they are available to

volunteer for any school activities such as: holiday parties, working with

students, PTA activities, etc.

REQUIRED POLICY ACTIVITIESA. Black Hawk Elementary will have two annual meetings (Fall and

Spring) to assist parents of children being served in our building. The purpose of this meeting will be to provide assistance to parents to better understand educational goals and standards. This would

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include the Standards Based pamphlet and explanation of the standards based report card at conference time.

B. Black Hawk Elementary will provide materials and training (ex: literacy training, helping parents work with their children, reading strategies, math strategies, etc.) to help parents work with their children.

C. Black Hawk Elementary will also provide training and support to increase parent involvement through the following targeted areas: volunteer training and training parents to assist in educating school staff in how to best communicate with and work with parents to build ties between home and school.

D. Black Hawk Elementary will coordinate and integrate parent involvement activities such as Head Start, Migrant Education, Homeless Education, and Reading Recovery. Black Hawk will also have a parent coordinator to assist with providing information regarding available school and community resources including, but not limited to, Character Counts, Kiwanis, and Rapid City Partnership.

E. Black Hawk Elementary will provide full opportunities for the participation of parents with limited English proficiency or with disabilities, including providing information and school profiles in language and format parents will understand.

F. Black Hawk Elementary will provide reasonable support for parent involvement activities which could include daycare and transportation.

OPTIONAL POLICY ACTIVITIESA. May involve parents in the development of training for teachers,

principals, and other educators to improve the effectiveness of trainings.

B. May provide necessary literacy training from funds received under this part if the local education agency has exhausted all other reasonably available sources of funding for such training.

C. May pay reasonable and necessary expenses associated with local parental involvement activities, including transportation and child care costs, to enable parents to participate in school-related meetings and training sessions.

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D. May train parents to enhance the involvement of other parents.

E. May arrange school meetings at a variety of times, or conduct in-home conferences between teachers or other educators, who work directly with participating children, with parents who are unable to attend such conferences at school, in order to maximize parental involvement and participation.

F. May adopt and implement model approaches to improve parental involvement.

PARENT/STUDENT/SCHOOL COMPACT

BLACK HAWK ELEMENTARY SCHOOLTITLE I PROGRAM

2011-2012

Black Hawk Elementary Mission Statement

To provide all students equal access to an excellent educational program which will address their academic, physical, social, and emotional needs to be successful in a global society.

PARENT/GUARDIAN AGREEMENTI want my child to achieve. Therefore, I will encourage my child by doing the following:

See that my child is punctual and attends school daily. Support the school in its efforts to maintain proper discipline. Read with my child and participate in math activities with my child. Provide a quiet place and regular time for my child to study each day and assist my child with homework

when necessary. Communicate, as necessary, with my child’s teacher(s). Review my child’s schoolwork regularly and sign and return my child’s weekly folder. See that my child has a regular and early bedtime and has eaten breakfast before school. Attend school related activities such as open house, parent/teacher conferences, math and reading nights,

etc.Signature_________________________________________ Date _____________________

STUDENT AGREEMENTIt is important I work to the best of my ability. Therefore, I will do the following:

Attend school daily, unless sick, and be on time.

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Have pens, pencils, paper and other necessary tools for learning ready everyday. Work as hard as I can on all assignments and return them on time. Take home notes and share completed work and folder with my parent(s)/guardian(s). Be respectful with adults and other students and also responsible for my behavior.

Signature_________________________________________ Date _____________________

SCHOOL STAFF AGREEMENT It is important that students achieve. Therefore, I will do the following:

Provide a high quality curriculum and instruction that enables students to meet the State’s student academic achievement standards by varying techniques and materials to meet individual student needs.

Communicate monthly with parents, schedule conferences at least one time per year, and send home progress reports three times per year.

Provide a positive, safe, and motivational learning environment. Respect my students and require my students to respect others. Expect my students to be responsible for their behavior at school. Provide homework assignments for students when appropriate. Give recognition to each child daily. Provide opportunities for parents to volunteer in the school (holiday parties, working with students, PTA

activities, etc.). Provide opportunities for parents to communicate with staff which could include before/after school, school

email, written communication, and phone calls.

Signature___________________________________________________ Date __________________

Improvement/Schoolwide Plan Component:Transition

Program Development

Twenty-three schools comprise the Rapid City Area School District: 15 elementary schools, 5 middle schools, and 3 high schools. The district employs approximately 1030 teachers, and has a total staff of approximately 1,784. Services available include pre-schools, a full-service community school at General Beadle Elementary, an alternative high school, guidance and counseling, special education, district summer school, 21st Century Community Learning Center grants which provide after school and summer programs, and post technical education. Although district enrollment showed some decline in the past, the current population shows signs of stabilization and even an increase in student numbers. The student population as of September 24, 2010 was 13,369 students, an increase of approximately 29 students from the previous year. This population includes 6,347 elementary students, 3,009 middle school students, and 4,008 high school students.

Rapid City School District’s student profile information is indicated in the table below:

Student Characteristic Percentage/Data

American Indian or Alaskan Native 19 %61

Asian 1 %BlackNative Hawaiian or Pacific IslanderWhite

1 %Less than 1%75 %

Two or More Races 2 %Special Education 12 % Gifted & Talented 2 %English Language Learners (ELL) ------Poverty (Free and Reduced Lunch) 37 %Migrant 0 %

The desired outcomes of the district’s coordination and transition plan include putting structures in place that promote and provide successful educational opportunities for all students from birth to post-secondary education. The purpose of the district’s coordination and transition plan is to articulate these structures.

Coordination and Communication

Young children experience a milestone transition when they approach the age of five and enter the public school system. Plans are in place to assist preschool children to transition from early childhood programs into kindergarten. Parents and schools

communicate and coordinate efforts in order to prepare children to function successfully in the school setting.

For the 2010-2011 school year, a RCAS Pre-school Transition Committee was developed to specifically address the transition process from pre-school to kindergarten. The committee members are as follows:

Name Agency/TitleLisa Plumb RCAS/Director Federal Programs, Grants &

AssessmentTodd Christensen RCAS/Special Education Program

AdministratorNanci Jennings RCAS/Title I Parent CoordinatorElisa Rangel RCAS/ ELL and PAT TeacherSue Micone RCAS/Kindergarten Teacher at KnollwoodTBD RCAS/ Kindergarten ParentTBD RCAS/Elementary PrincipalLori Laughlin Parent Information Resource Center (PIRC)Priscilla Yellow Horse Dakota Transitional Head Start CoordinatorTBD Dakota Transitional Head Start ParentCindy Fox Parents as Teachers (PAT)TBD PAT ParentAutumn Gregory Early Childhood ConnectionsMegan Larson SD Voices for Children

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This committee will meet in November 2010 to discuss further the coordination of efforts and channels of communication that will promote early educational success for students. The committee will continue to meet twice a year, once in the fall and once in the spring of each school year.

Transition Process

The Rapid City School District provides services from birth to age five for high-risk children. A child-find procedure has been established to identify qualifying children. Children with high needs are placed in a developmental preschool. The purpose of the preschool setting is to assist three to five year-old students eligible for special education and is open to other students as space is available. Five preschool programs are located in four elementary schools. Two of our programs are at General Beadle Elementary, and there is a program at Meadowbrook Elementary, Rapid Valley Elementary, and Robbinsdale Elementary. There is one communication preschool classroom at South Canyon Elementary assisting three to five year-olds in speech and language.

Four elementary schools provide an extended day kindergarten program for qualifying children (those most in need of a full day program). These programs are located at General Beadle, Horace Mann, Knollwood, and Valley View Elementary Schools. Students are assessed regularly so that those students who have mastered the skills exit the program and new students needing additional support enter the program.

Head Start students visit kindergarten classrooms each spring. Small group sessions are held for kindergarten students during the first week of school. Private preschools are also invited to visit kindergarten classrooms. A kindergarten open house may be held before school starts to assist with the transition process. Kindergarten parents are targeted to attend parenting classes. Kindergarten screening is done in the spring, with coordination and communication with the RCAS Screening Team.

Students who are no longer eligible for special education receive transition support from the building level Intervention Strategist. In addition, special education students transitioning from one level to another (elementary level to middle school level; middle school level to high school level) attend a spring IEP or IEP addendum meeting at the receiving school. The student and the parents have the opportunity to meet teachers, administrators, and to tour the building. Special education staff receives training to support transitioning. Examples of this include a presentation about the Enderle-Severson Transition Rating Scale (a transition assessment tool) and the Transitions Outcomes Project Training. Post high school special education transitions are addressed through the IEP process. Included in these IEP discussions are the opportunities for job shadowing, visits from outside agencies, experience based career exploration, vocational opportunities, and independent living.

Each spring, administrators from the district’s middle schools assist with transitioning of fifth grade students from elementary school to middle school. Registration is conducted

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at this time and student questions are answered. The fifth graders may also take a field trip to the middle school, so that they have a better understanding of the school setting and what to expect as middle school students. All five middle schools have moved the traditional fall open house to the week prior to school starting to familiarize parents and students with teachers and schedules.

With regard to transitioning from middle school to high school, each January, the high schools send a comprehensive mailing to middle school parents and students regarding scheduling and transition into high school. Teams of administrators and counselors visit each feeder middle school to work with students on the process of moving from middle school to high school. Middle school students and their parents are invited to attend an evening orientation/course selection session at the high schools. On the day before the first day of school, administration and guidance host an additional orientation session for ninth graders and their parents. Each September, guidance counselors assist ninth graders with high school transition by discussing topics such as drug/alcohol prevention and awareness, homework habits, information about transcripts, and study skills. Furthermore, at Stevens High School, at-risk ninth graders may be enrolled in the Tender Loving Care (TLC) core. This core has been specifically put together to address

the needs of at-risk ninth graders by providing smaller class sizes, a variety of pedagogical styles, and assignment to the Academic Resource Center for additional assistance. To keep the transition process intact for these students, counselors and teachers make specific recommendations for appropriate placement in 10th grade classes. All secondary schools are continuously reviewing collaborative solutions to improve academic proficiency to meet high school standards.

The high schools provide transition to post secondary education through several venues. The Guidance Departments in conjunction with Post Secondary Institutions offer sessions for parents and students focusing on assisting families in planning for college admissions, scholarships, financial aid, etc. Juniors and seniors attend Post-High Planning, a yearly event represented by over fifty post-secondary schools where students get first-hand information about financial aid, admission requirements, scholarships, programs of study, student services, cost, and other information about participating schools. In the months of September and October, guidance counselors complete transcript checks and then visit individual classrooms to work with students on planning their coursework with their post-secondary goals in mind. Finally, all freshmen are required to take the South Dakota Career Assessment Program Aptitude Test. Counselors assist students in folding these results into the Choices program additional career exploration.

Transition to the 9th Grade Academy at Lincoln begins with the middle school staff making recommendations of students who would benefit from the Academy program. Parents may also recommend their children to the Academy. As often as possible, an individual conference is held with each student wishing to attend the Lincoln Academy to make sure the program is the best placement for the needs of the student. To further assist in this transition to high school, a series of workshops and activities are held during the first week of school to emphasize the Academy’s expectations.

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Transitioning into the world of work and post secondary education is an ongoing process at the Career Learning Center (CLC) Academy. Beginning with the student/parent interview, the coordinator identifies what the student’s plans are after graduation. Appropriate classes are planned to assist the student in that career direction. Students who have no plans are encouraged to take the Career Decisions course. Once a student is enrolled at the CLC Academy, they participate in an all-day orientation, most of which is devoted to learning the steps of career selection, doing interest and aptitude testing, and learning to use a variety of websites that can assist with college planning and financing. Through the Learn and Serve Program and Partnership Rapid City, students are made aware of the opportunity to do job shadowing as a way of finalizing or exploring career plans.

In addition, all students are encouraged to attend Fall Career Planning Days, the Health Fair, visits to Western Dakota Junior and Senior Days, in addition to taking the ASVAB (Armed Services Vocational Aptitude Battery). Throughout the school year, the coordinator meets with students to discuss the results of the career activities and discusses the post-secondary ideas they have developed. Senior exit interviews review

the students’ plans and include the offer to be of further assistance after graduation. Development of the CLC website provides financial aid information, ACT testing, career exploration links, and other information that parents and students have requested in regard to post high school and transition.

Some transition support exists for students new to the district. For example, middle school Instructional Support Teachers (ISTs) work vertically with high school IST’s to help students transition into high school

Ongoing plans are in place to transition secondary students from outside treatment facilities/incarceration back to the mainstream high school. The Western South Dakota Juvenile Service Center (WSDJSC) supports students transitioning back to public education in cooperation with the school districts. Each student's home school is expected to designate a person to act as liaison between the school and WSDJSC. This person assists in securing books and course work from the home school while the student is at the WSDJSC. After release to the home school, this liaison assists with the student's transition back into the home school environment. This designee can act as a liaison between the student and classroom teachers who may not always understand the difficulties students face when returning to the mainstream.

Professional Development

In the fall of 2010, RCAS helped host the Parent Information Resources Center’s Third Annual Parent Involvement Conference. The focus of the conference was providing information to educators and parents on helping students make smooth transitions from pre-school to post-secondary.

At the bi-annual meetings, the RCAS Pre-school Transition Committee will meet to further discuss the organization of joint transition-related training in regard to developmentally appropriate practices and programs.

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Each Title I school conducts numerous professional development opportunities in the areas of balanced literacy and inquiry mathematics throughout the school year.

Parent Involvement and Education

In the fall of 2010, RCAS helped host the Parent Information Resources Center’s Third Annual Parent Involvement Conference. The focus of the conference was providing information to educators and parents on helping students make smooth transitions from pre-school to post-secondary.

At the bi-annual meetings, the RCAS Pre-school Transition Committee will meet to further discuss parent involvement, partnership and educational opportunities. The district’s Title I Parent Involvement Policy will be shared and reviewed at the bi-annual meetings as well.Each Title I school conducts numerous parent involvement, partnership and education events throughout the school year, including parent information on interpreting test results and how parents can assist with their child’s learning and development.

Evaluation

The district’s coordination and evaluation plan will be reviewed and revised annually at the RCAS Pre-school Transition Committee and RCAS District Improvement Plan Committee meetings. The evaluation process and criteria used will be based on the requirements and guidelines provided by the South Dakota Department of Education, as well as the research and guidelines from the Solid Foundation organization.

Transitions at Black Hawk

Head Start students visit the Black Hawk Elementary kindergarten classrooms each spring. In addition to this one-on-one visitation, all incoming kindergarten students are invited to a Kindergarten Roundup. The parents meet with Literacy Leaders, Math Leaders, School Nurse, classroom teachers, and the principal for orientation. Each student has an opportunity to meet his/her upcoming kindergarten teacher as well as spend about 90 minutes in the new classroom setting.

During the first week of school in the fall, small group sessions are held for kindergarten students to assist in the transition process. These small groups of students are given the basic assessments for reading and math during this time.

In the fall, all parents are invited to an evening Open House. At this Open House, parents have an opportunity to receive more detailed information about the school’s curriculum, standards-based reporting, literacy, math, library, etc.

Each spring, the Special Educator and the Intervention Strategist from Black Hawk Elementary meet with the Dakota Middle Schools’ Learning Center staff to assist with the transitioning of Black Hawk fifth grade students from elementary school to middle school. Profiles of students who will receive additional services through an IEP, a 504 Plan, or Learning Center are shared with the staff at the receiving schools. These students who exit from fifth grade receive

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individual transition support at Dakota Middle School. The Black Hawk Special Educator or the Intervention Strategist, the student, the student’s parents, and the middle school team all meet at the receiving school to transfer records, review the student’s file and current levels of performance.

To assist all fifth grade students in transitioning to middle school, staff members from Dakota Middle School come to Black Hawk to present information and answer questions for the students. Additionally, each spring the fifth grade students from Black Hawk take a field trip to Dakota Middle School to tour the building, receive information about scheduling and expectations, and to meet other staff members.

All new students who enter first, second, third, fourth, or fifth grades are assisted with the transition to a new school by the Black Hawk Ambassador’s Club, New Kids Group hosted by our school counselor, individual tours, and a review of existing records to determine the best placement for the student. Parents have an opportunity to receive more detailed information about grade level curriculum, standards-based reporting, literacy, and math.

Improvement/Schoolwide Plan Component:Monitoring/Evaluation (Additional Support)

Students at Black Hawk Elementary who exhibit academic or behavior difficulties receive effective and timely assistance through the RTI (Response to Intervention) Model. The assessments used to determine academic progress for individual students include but are not limited to the following:

Dakota STEP South Dakota Assessment Portal Curriculum Based Measurements (CBM) of oral fluency Text Reading Levels and Benchmarking Letter ID Observation Surveys Concepts About Print (CAP) Writing assessments Rubrics District and State Writing Assessments DACS Counting Assessment Hiding Assessments Grouping 10s Otis Lennon

If a child is below basic in the assessment areas outlined above, they may be considered for interventions if it is determined that the lack of progress is not due to a lack of research based instruction. When lack of academic progress or a behavior problem is perceived, the first Tier of RTI commences when the classroom teacher confers with colleagues to determine appropriate interventions. The problem is defined and measurable goals are ascertained for the identified student. Time and duration as well as the person responsible for implementing the plan are specified. The plan may include individual or small group intervention, modification of assignments, extra resources, or whatever is necessary to provide the best possible instruction for

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the child. The intervention can include parent involvement (i.e. the parent agrees to practice a skill at home). After allowing sufficient time for the interventions to work, the student is reviewed, and:

If the intervention is working, the intervention is continued until the student has reached the predetermined goal and can be successful in the regular curriculum.

If some progress is occurring, but the goal has not yet been reached, the intervention is revised to attain the goal.

If progress is not adequate, the classroom teacher confers again with colleagues to determine whether the interventions should be changed or if additional interventions are necessary. The literacy and math staff are an integral part of these decisions.

If a student cannot meet criteria for success at the Tier 1, the classroom teacher refers the student to the building Problem Solving Team (formerly known as TAT) and provides documentation of the interventions that have been tried.

This sets Tier 2 in motion. The Problem Solving Team reviews the documentation, observes the student, and gathers additional data, which includes information from parents. The team brainstorms possible interventions after analyzing assessment results from Tier 1. They develop and implement the intervention plan, which is based on the identified student’s needs and research based strategies. Interventions are delivered in a general education setting while still continuing Tier 1 instruction and intervention. At Tier 2, interventions should be more intense, extended over a longer period of time, include the student’s school history and any medical concerns, and continue to involve the parents. Progress is informally measured one or more times a week. Any requests for assistance are completed at the team meeting or by the Intervention Strategist from the supplied documentation.

After giving the interventions sufficient time, the Problem Solving Team meets to analyze the student’s progress, review documentation, and determine further actions as follows:

If the student is making adequate progress or has achieved the determined goal, they may decide to continue the current intervention plan and monitor the student periodically.

If the student is not making sufficient progress, they may decide to develop a different plan or modify the one that is in place.

If the team decides that the student’s needs are more than can be met in the regular classroom, they may refer the child to the Special Education team for consideration of an evaluation for eligibility (Tier 3).

Tier 3 includes: Referral to the Special Education team Review of the documented data and the recommendations of the Problem Solving

Team Proposal of evaluation components and timelines Review of evaluation and determination of placement and goals if qualified Invitation to parents to participate in discussions about the interventions and possible

options Placement on Individual Education Plan (IEP) Regular progress monitoring to determine effectiveness of IEP goals and objectives Annual review of IEP Re-evaluation every three years

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If a student does not meet special education eligibility criteria for the State of South Dakota, Tier 1 and Tier 2 interventions will continue to support student progress.

In addition, at risk first grade students receive additional support in the form of Reading Recovery. They are selected based on the Individual Observation Survey tasks of Reading Recovery. The lowest scoring students are placed in Reading Recovery for a period of 18-20 weeks. A new student is selected to enter the program as a student exits the program. Those students who exit the program continue to be monitored in the first and second grades to ensure continued strategic reading. Students at Black Hawk Elementary receive more instructional time by utilizing the literacy staff. By adding a second teacher during the literacy time, two certified, trained teachers are working with students during guided reading.

Support and communication with parents in the form of meetings, Friday folders, conferences, phone calls, and the district and Black Hawk’s web sites are accomplished on an ongoing basis. Parents are invited and encouraged to come to all meetings that concern their children. Parents are also encouraged to be an active part of PTA. The SD Parent Information & Resource Center also works with Black Hawk Elementary to ensure on-going open communication with parents.

Black Hawk’s Literacy and Improvement/Schoolwide Plans are revised annually to reflect the analysis of assessment data and input from annual surveys of parents and staff. The individual student assessment portfolios and the Dakota STEP Test results guide our planning for academic development.

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Improvement/Schoolwide Plan Component: Fiscal Requirements

The Black Hawk Improvement/Schoolwide Plan for 2011-2012 is supported by district, state and federal funds. Our school receives General Fund, Special Education and Title I dollars to hire staff members and carry out our programming. Funding expenditures include salaries and benefits, professional development, parent involvement, supplies, and equipment. Our Title I funds are allocated through our district's Director of Federal Programs based on our population of students on free and reduced lunches.

We have a total of 16.5 FTE certified classroom teachers, 4.2 FTE for Literacy Support, and 1 FTE for Math Support. Special Education staff includes 1 FTE certified teacher, .7 FTE speech/language, .6 FTE behavior strategist, and two highly qualified paraprofessionals. Additional support services such as library, music, physical education, standards support, and counseling make up an additional 3.3 FTE.

Black Hawk Elementary’s fiscal budget offers resources to assist in the school improvement process. Literacy leaders work with the lowest performing students and assist classroom teachers to improve teacher practices in reading. Math teachers work with the lowest performing students and provide coaching and modeling for classroom teachers.

Black Hawk Elementary has successfully reached AYP goals in reading, math, and attendance for the past nine years. Eligible categories for the 2011 Report Card included the following categories: All Students, White, and Economically Disadvantaged. Black Hawk Elementary is not eligible for additionally ongoing funding to support staff development because they have successfully met all AYP goals. However, during the 2010-20111 school year, ARRA funds were used to support staff development (see professional development, section 5)

Another professional practice at Black Hawk Elementary is our Building Leadership Team which coordinates a review of the data to determine areas of improvements according to state standards. We then work with staff to develop schoolwide goals to address the areas of concern and develop programming/strategies to meet student needs. Throughout the year we assess student progress on our goals, discuss student work/understanding of standards and make

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changes as necessary to improve student achievement. This Building Leadership Team work provides teachers with an opportunity to develop leadership skills while Student Council gives our students the same types of opportunities to become leaders.

Black Hawk is currently not in any level of school improvement. Therefore, we are not required to reserve 10% of our allocation to fund high quality professional development. However, Black Hawk Elementary does set aside a minimum of 10 % of the Title One budget for professional development. Past funds supported ongoing literacy training such as the work with the Public Education and Business Coalition, Math/Technology work such as the work with TIE, Professional Development Schools with Black Hills State University, a variety of workshops and conferences.

2011-2012 TITLE I PART A BUILDING BUDGETBUILDING NAME:

Black Hawk 11-12 TITLE I ESTIMATED ALLOCATION:

174,800

DATE:Programs for eligible children Budget Professional Development Budget

1273 1110 Administrators # of FTEs

2214 1110 Administrators

1120 Teachers ($39,000 per FTE)

97,500

2.5 1120 Teachers ($39,000 per FTE)

19,500

1130 Paraprofessionals 1130 Paraprofessionals1140 Clerical Salaries 1140 Clerical Salaries1150 Service Personnel 1150 Service Personnel1220 Temporary Teaching 7

,500 1220 Temporary Teaching

1225 Add'l Pay Teach/Extra duty

5,000


1230 Temporary Paraprofessional 1230 Temporary Paraprofessional1240 Temporary Clerical

500 1240 Temporary Clerical

subtotal 110,500

subtotal 19,500

2110 Social Security 8,453

2110 Social Security 1,492

2210 Retirement 6,150

2210 Retirement 1,170

2310 Group Insurance 11,870

2310 Group Insurance

2410 Workers Compensation Ins

580


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subtotal 27,053

subtotal 2,769

3150 Registration Fees 3150 Registration Fees 3

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,000 3190 Other Professional Services 3190 Other Professional

Services 3

,000 subtotal

- 3346 Travel Out-of-District 3

,000 3390 Excursions and Activities

4193 Supplies 2,944

subtotal 9,000

4200 Textbooks & Software4610 Food

153 4193 Supplies

4711 Computers new < $5000 4200 Textbooks & Software4796 Other Equipment < $5000 4711 Computers new < $5000

subtotals 3,097

4796 Other Equipment < $5000

subtotals -

6400 Dues and Fees6400 Dues and Fees

Total Function 1273 140,650


*Student Incentives not to exceed $35/student*Parent Advisory Budget Student Transportation Budget

2128 1220 Temporary Teaching 2556 3310 Contracted Bus Service1225 Add'l Pay Teach/Extra duty 3346 Travel Out-of-District

subtotal -

3380 District Bus Service* 1,881

3390 Excursions and Activities2110 Social Security

- subtotal 1

,881 2210 Retirement

- *Starbase $627/5th Grade Classroom

2310 Group Insurance -



-

subtotal -

TOTAL ALLOCATED: 174,800

3190 Other Professional Servicessubtotal

- BALANCE REMAINING ON ALLOCATION:

-

4193 Supplies 500

Programs for Eligible Children: # of FTE's

4610 Food Literacy Teachers 72

500 1.20 4711 Computers new < $5000 Reading Recovery

1.00 4796 Other Equipment < $5000 new temporary literacy/math

0.30 subtotals 1

,000 Professional Development: # of

FTE's 6400 Dues and Fees Math Teacher Leader

0.50


2011-2012 TITLE I PART A CARRY OVER BUILDING BUDGETBUILDING NAME:

Black Hawk 11-12 TITLE I CARRY OVER ALLOCATION:

30,000

DATE: 10/11/2011

Programs for eligible children Budget Professional Development Budget 1273 1120 Teachers 2214 1220 Temporary Teaching

1220 Temporary Teaching 6,000



3,000

subtotal -

subtotal 9,000

2110 Social Security -

2110 Social Security 689

2210 Retirement -

2210 Retirement 180


-

2310 Group Insurance* subtotal -


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subtotal 902

3150 Registration Fees

3190 Other Professional Services3150 Registration Fees 3346 Travel Out-of-District3190 Other Professional Services 3390 Excursions and Activities

subtotal -

subtotal -

4193 Supplies 4193 Supplies 3,848

4198 Student Incentives 4200 Textbooks & Software 1,250 73

4200 Textbooks & Software 4711 Computers new < $5000

15,000

4610 Food 4796 Other Equipment < $50004711 Computers new < $5000 subtotals 20,

098 4796 Other Equipment < $5000

subtotals -

6400 Dues and Fees

6400 Dues and Fees



*Single Insurance: $4,817, Employee +1: 7,216, Employee+2: $10,827* *Student Incentives not to exceed $35/student*Parent Advisory Budget Student Transportation Budget

2128 1220 Temporary Teaching 2556 3310 Contracted Bus Service1225 Add'l Pay Teach/Extra duty 3380 District Bus Service*

subtotal -

3390 Excursions and Activities

subtotal -

2110 Social Security -

*Starbase $627/5th Grade Classroom

2210 Retirement -

Total Function 2556 -


-

subtotal -

3190 Other Professional Servicessubtotal

-

4193 Supplies4610 Food4711 Computers new < $50004796 Other Equipment < $5000

subtotals -

TOTAL ALLOCATED: 30,000

6400 Dues and Fees BALANCE REMAINING ON ALLOCATION:

-

Total Function 2128 -

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Improvement/Schoolwide Plan Component:Ongoing Program Development

The Black Hawk Improvement/Schoolwide Plan includes goals and program implementation for a two year period. The plan is evaluated and revised every fall. The revision is based on data analysis of local and state assessments, the development of academic goals, the review and implementation of instructional strategies and the survey input of staff and parents.

Each year the Improvement/Schoolwide Plan is reviewed through a peer review process. During this process, each school’s plan is reviewed by a group of approximately five individuals. This team reviews the plan, asks questions, and offers suggestions for improvement. Teams for this review are made up of building administrators, central office staff, and our SST personnel. The most recent review for Rapid City Schools was held on October 21, 2011.

Each year the Black Hawk Planning Committee applies suggestions and comments gathered from the planning sessions and surveys; they then submit a final revision of the plan by the first part of December for LEA approval. LEA approval includes the review process led by the Director of Federal Programs, the Director of Staff Development, the Superintendent of Schools for Rapid City, and the Board of Education for Rapid City Area Schools. Once the plan is approved at the local level, it is submitted to the State Department of Education.

Monitoring the implementation of the plan is done through meetings periodically held with the Title One Director, SST personnel, other district principals, and building staff members to discuss updates and revisions as needed. Ongoing monitoring is also conducted through the BLT process. Periodic reviews and revisions are included in the school’s documentation log. The log is located in section one of this document and also in the appendix.

The major components of the plan are communicated to parents through letters and newsletters. Copies are also on file at the school and district offices. A condensed outline has also been published for quick referrals.

Each fall an on-site review is conducted to evaluate the effectiveness of the plan for math and reading for the previous year. Copies of those evaluations are on the next pages.

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School: Black Hawk Elementary

District: Rapid City Area Schools – Rapid City, SD

Evaluation Team: Kim Webber, Holly Mehlhaff, Jackie Higlin

Date of Evaluation: 9-7-2011

Goal: To improve math achievement K-5 so that 84% (increase of 5% from 2009/2010) of the 3rd – 5th grade students will demonstrate proficient or advanced levels on grade level math content standards as evidenced by the Dakota STEP Test by the spring of 2011 by meeting AMO, Safe Harbor, or Confidence Interval Allowance.

Strategy Implemented

Timeline of Strategy

Implemented

Assessment or other Instrument

Results Summative Comments

Test taking strategies

Inclusion of feedback, strategies, and formative assessment on lessons

Individual goal setting and study of the Learning Assessment Model

Providing focused student feedback using “Stars and Steps”

Investigations unit study (SD Counts)

Family Math Night with a focus on geometry content

Jan. – April 2011

Fall – Spring

2010/2011

Daily for 2010/2011

Monthly

One per year

Intentional observations

Unit assessments

Work samples

Student conferences

DACS

DSTEP

Pre: DACS – Fall 2010Mean Scaled Scores

3rd – 21574th – 23425th – 2494

State AMO = 72%

Black Hawk overall math = 75%

3rd Grade Math DSTEP 2011 Proficiency = 67%4th Grade Math DSTEP 2011Proficiency = 78%5th Grade Math DSTEP 2011Proficiency = 82%Strengths – increase of 3rd grade scores and 5% increase in the number of students in advancedWeaknesses – overall, scores remain flat over past several years

Instructional Adjustments:1) Support K-3rd grade teachers

and students as they movetoward DSTEP Testing

2) Full Implementation of the Workshop Model

3) Provide test taking strategies4) Flexible groupings by need5) Differentiated instruction6) Continue the use of the

Pearson Plan for math

Post: DACS – Spring 2011Mean Scaled Scores

3rd – 23374th – 25085th - 2631

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and vocabulary

Create Working Number Game Tubs – integrate into Math Workshop

Standards Support Teacher provides additional lessons

2010-2011

Weekly

7) Prioritize staff support from Math Teacher Leader by need.

Begin with first year and new teachers

8) Provide more math grade level planning time

9) Learning Targets are posted and clearly defined to students

10) Student self assessment related to learning targets

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