Canyon Lake Elementary

School Improvement PlanCanyon Lake Elementary School

1500 Evergreen Dr.Rapid City, South Dakota 57702

2011-2013Canyon Lake Elementary School

School wide Title I Plan

Table of ContentsSchool Improvement

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ComponentTitle Related Activities 3Program Development 4Comprehensive Needs Assessment 5Goals, Objectives, and Strategies 12Instruction by Highly Qualified Staff 18Professional Development 19Parent Involvement and Education 20Transition 22Monitor/Evaluation (Additional Support)

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Fiscal Requirement 25Ongoing Program Development 26

Appendix Description Appendix PageSchool Mission, Vision, and Commitments

A

Log of School Improvement Activities

B

Building Achievement Data CStandards Scope and Sequence DBuilding Literacy Plan EBuilding Math Plan FParent Involvement Policy; Parent Compact

G

Parent Survey and Results HFiscal Budget 2008-2009 IDiscipline Report JLearning Logs (Forms) KSchool Improvement Planning Guides

L

Canyon Lake Elementary School

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Canyon Lake Elementary has a staff of roughly 50 dedicated professionals committed to providing students with a quality education achieved through high standards; research based instructional strategies, continued professional development, and involving parents in the learning experience. Canyon Lake continually strives to create an atmosphere where learning, caring, growing and nurturing is abound. Children know this is a safe, loving, exciting place to be and to learn.

Canyon Lake Elementary School is located at 1500 Evergreen Dr. approximately one mile east of Canyon Lake in Rapid City, SD. It is a small school of about 260 students. Canyon Lake is a fairly ethnical diverse school (70% White, 24% Native American, 2% Black, less than 1% Asian, 4% Hispanic). Canyon Lake serves many students at varying socioeconomic ranges (44.8% Free and Reduced lunch). Canyon Lake Elementary has two sections of kindergarten, first, second, third, fourth, and fifth grade. Canyon Lake also houses two District Special Education classrooms. The staff of our building is comprised of various support staff members such as literacy leaders, a math leader, .5 standards support specialist, 2.0 deaf educators and .5 interpreter, Reading Recovery, library, intervention specialist, music, and P.E. are also provided. Canyon Lake Elementary School’s student/staff profile information is indicated in the table below:

Student Characteristic Percentage/DataNative American 24%White 70%Asian < 1%Black <2%Hispanic 4%LEP <1%Special Education 28% (including speech students)Gifted and Talented <1%Discipline Incidents 2010-11 58Poverty – Free and Reduced lunch 44.8%Migrant/Homeless 1%Mobility Rates 51 entries and 72 withdrawals

The school improvement plan was developed with the input of parents and staff members. The planning team consisted of:Membership Categories Name of Member

Principal Brad TuckerKindergarten Teacher Courtney CrosswaitFirst Grade Teacher Cheryl BarkerFourth Grade Teacher Kristi DunbarLiteracy Leader Katie PurcellaMath Leader Cari ClarkSpecial Education Teacher Mary BarthIntervention Specialist Carol Turner

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Parent representative-Key Communicator Jodi KeeganBusiness representative Chris SeeleyDistrict representatives Susie Roth and Lisa PlumbOutside expert Bob Rose

Program Development During the 2006-2007 school year, Canyon Lake began planning the development of a school wide plan, as the school

had met the guidelines to become a school wide Title I school in the 2007-2008 school year. During the 2007-2008 school year needs assessments were completed with the staff, parents, and community members. The assessments measured the needs of the students and instructional programs at Canyon Lake Elementary. The school wide plan was developed in the Spring of 2007 to lay the foundation for our staff and community to provide services for all of our students K-5. This plan is revised annually and submitted to LEA in late fall.

Our team meets regularly for ongoing planning and implementation of improvement plans, in conjunction with training and support from Technology in Education (TIE), ESA 7, and district curriculum leaders. Input is sought from parents on the Title I committee at least twice annually, and from all parents at an annual fall meeting. The plan is shared with all parents through ongoing communication. Barb Rowenhorst assisted our team during the initial data analysis process and throughout the development stages of the improvement plan. Dr. Helen Usera also serves as a consultant for the development of the plan and supports us through the entire process. The plan is been revised through the Building Leadership Team process. Guidance and support has also been provided through Susie Roth, Director of Staff Development and Lisa Plumb, Director Federal Programs and Bob Rose, Specialist from the State.

Canyon Lake Elementary has developed a school mission, vision, and commitment statements, which are included in Appendix A.

Canyon Lake Elementary School’s Improvement plan is evaluated and revised annually. Various assessments will continue to guide our program development from year to year. Improvement in the areas of literacy, math, and writing will be listed along with a timeline of implementation. Our Literacy and Math Leaders, who receive regular ongoing training, have taken a prominent role in developing our building’s literacy, writing, and mathematics improvement plans. Local and state assessment indicators include CBM’s, text reading levels, letter ID, observation surveys, concepts about print, 3 rd and 5th grade writing assessments (Write to Learn), Dakota STEP assessments and Achievement Series. These and other formative and informal assessments guide our school’s instruction on an ongoing basis. In the near future there will be less emphasis on the D-STEP and the Achievement Series will be replaced by a Common Core Assessment of some kind (TBD).

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Documentation of these improvement activities are kept on file at the building level and includes meeting agendas and outcomes, sign in sheets, and a log of program development activities. A sample, which includes a log of improvement activities and a meeting agenda, is included in Appendix B. Technical assistance provided by the SEA, LEA, and SST, is also documented in this log.

The state of South Dakota 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 Service Agencies (ESA’s), and assisting with school improvement plans and strategies to raise student achievement. The state provides funding to support Title I schools. At the district level, the Rapid City Area Schools District provides technical support and training to assist with school improvement planning and strategies to increase student achievement. Literacy, mathematics, technology support and staff training are examples of assistance provided. Starting in the 2008-2009 school year and ongoing into the future, Susie Roth, Director of Staff Development and Lisa Plumb, Director of Federal Programs, will assist the Title I schools with information and assistance in various aspects of the school improvement process. The school is responsible for participating in a data analysis, developing a school improvement plan, participating in a peer review of the school improvement plan, and implementing the plan. The state, district, and school work together in a supportive and helpful manner to develop the final document.

With the results of the 2008-09 Dakota STEP (State Test of Educational Progress), Canyon Lake Elementary met AYP in all areas. As a school, Canyon Lake met AYP scoring 69% in Reading (AMO 69%) and 69% in math (AMO 69%).

With the results of the 2009-10 Dakota STEP, Canyon Lake Elementary met AYP in all areas except Students with Disabilities in Reading. The goal for students with disabilities was 59% (according to Safe Harbor AMO) and our students scored at 28%. The AMO goals for reading were 69% and our students achieved at 71%; the AMO goals for math were 72% and our students achieved at 75%.

The results of the10-11 Dakota STEP showed that Canyon Lake Elementary met AYP in all areas. In reading, the preset AMO was 69% while in math it was set at 72%. The students at Canyon Lake Elementary achieved at 74% proficient or above in reading and 76% in math. We also raised our AYP enough to bring ourselves out of alert in SPED reading.

Comprehensive Needs Assessment

A variety of needs assessments are done on an ongoing basis at Canyon Lake Elementary. These include the following:

A parent survey is sent out to parents annually. The survey addresses the areas of school climate, parent and school communication, academics, and parenting and/or homework skills. Recent survey results indicated that parents feel welcome in our school but invite more school evening activities. Parents also expressed an interest in participating in after-school programs, volunteering and math/literacy nights. Documentation of the surveys is kept on file at the school. Last year we made a choice to implement our Math and Literacy Nights in conjunction with our family nights. The turnout

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was decisively better than any in the near past. Over 90% of our families were accounted for at Turkey Bingo and the annual Carnival.

Examining student assessment data, including CBM’s, text reading levels, letter ID, dictation sentences, concepts about print, 3rd and 5th grade (Write to Learn) writing assessments, Kindergarten-2nd grade counting assessment, numeral identification, hiding assessment, grouping tens, Dakota STEP assessments and Achievement Series results. Documentation of these assessments is kept on file at the building level.

In 2002, the Rapid City Area Schools began hosting an annual data retreat prior to the start of the upcoming school year. The data included SAT 10 test scores in 3rd, 4th, and 5th grades and data from the Dakota STEP assessment. Canyon Lake is using an analysis of this data to establish building achievement goals for reading and math. TIE (Technology in Education) and ESA 7 is involved in assisting the Rapid City School District with this process. The district technology department provides us with technical support, development of an online data site, and assistance in generating AYP reports. In the past two years, most of the data has been disaggregated by building personnel trained to do so. Our BLT teams are responsible for this disaggregation and they share it with other staff members in the building at our first training of the year. We believe we have been better able to disaggregate specific data in the past two years that has benefitted our students greatly, especially in the “Beyond the Bell Program”.

The Canyon Lake Elementary Building Leadership Team (BLT) attended a Data Retreat on September 12, 2011. Brad Tucker, Katie Purcella, Madison Titus, Cheryl Barker, Courtney Crosswait, Carol Turner, Kristi Dunbar and Cari Clark were in attendance.

1. Following the district data retreat on September 12th, the BLT met to analyze the data and identify areas of deficit and engage in the process of identifying targeted standards in mathematics and reading. Goals were established at that time to share with the entire staff. We have also decided to look deeper into the scores to identify more specific needs of improvement.

2. In the near future our building leadership team will meet with each staff member for data chats which included information from the DakotaSTEP and a host of other assessments (CBM’s, text reading levels, letter ID, dictation sentences, concepts about print, 3rd and 5th grade writing assessments, Kindergarten-2nd grade counting assessment, numeral identification, hiding assessment, grouping tens, and Achievement Series results) that had been administered prior to that date. The building level achievement data is included in Appendix C. The standards that have been identified can be found in the Rapid City Area Schools curriculum guides and on the South Dakota Department of Education website: http://doe.sd.gov/contentstandards/

3. In December 2007, the state conducted an audit of our building and staff. The results of that audit suggested that we were meeting expectations for school improvement work. In addition, a district Title I audit was completed and the findings can be found in Appendix C.

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4. As a result of the assessments we established the following as standards to attack for the 2011-12 school year:

We use a host of assessments in Kindergarten through 2nd grade. In math we use assessments for counting, numeral identification, hiding, grouping tens, and formative assessments that had been administered prior to that date. In reading we use CBM’s, text reading levels, letter ID, dictation sentences, concepts about print and formative assessments to determine areas of focus for the younger students K-2. I have not included graphs for K-2 but will include the target standards for those grade levels.

In Kindergarten reading we identified K.R.2.1 as the focus standard. This standard requires that students can comprehend and respond to text read aloud. This was an area that stood out as an area needing improvement at this level. Kindergarten math will focus on two specific standards. K.N.1.1 requires students to be able to read, write, count and sequence numerals to 20. K.N.1.2 requires students to use whole fraction models to create one half of a whole.

In 1st grade reading, standard 1.R.2.1 is the one selected. This standard focuses on students being able to comprehend text by applying reading strategies. Comprehension is always a concern and continues to be a focus for us at Canyon Lake. 1st grade math has the standards of 1.N.1.1 and 1.N.1.2 to focus on. These standards require students to be able to read, write, count and order numerals to 50 and use fraction models to create parts of a whole, respectfully.

In 2nd grade reading, standard 2.R.5.1 was selected as the standard of focus. This standard requires students to identify and utilize text features to comprehend informational text. Again, this has a comprehension component and continues to be an area of focus for us at every level. 2nd grade math will focus on the standards 2.N.1.1 and 2.N.1.2. Like the other two classes, our 2nd grade math focus standards are 3.N.1.1 and 3.N.1.2. The first standard requires students in 2nd grade to read, write, count and order numerals to 100 and identify and represent fractions as parts of a group.

As you can see, all standards are consistent across grade levels but the intensity and rigor increase with each year in school.

Group Summary: Scale Scores and Performance LevelsGrade 3

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GroupYear

Reading Mathematics

Number

Tested

Mean

Scale

Score

% in Each Performance Level

Number

Tested

Mean

Scale

Score

% in Each Performance Level

Below

Basic

Basic

Proficient

Advanced

Below

Basic

Basic

Proficient

Advanced

Canyon Lake Elem 2011 47 617.1 0.0 27.

7 53.2 19.1 47 630.2 0.0 23.4 61.7 14.9

Group Summary: Standards/IndicatorsGrade 3, 2011

Group

Year

Reading Mathematics

Total N

Average Raw Score

Total

Standards

Total N

Average Raw Score

Total

Indicators

R.1

R.2

R.3

R.4

R.5

M.A

M.A.1

M.A.2

M.A.3

M.A.4

M.G

M.G.1

M.G.2

M.M

M.

M.1

M.N

M.N.1

M.N.2

M.N.3

M.S

M.S.1

M.S.2

Canyon Lake Elem

2011 47 33.7

6.6

8.7

8.5

4.2

5.7

47 60.7 20.2 5.3 4.5 5.0 5.5 10

.0 5.0 5.0 5.3 5.3 14

.9 4.8 5.2 4.9 10.4 5.5 4.9

In reading at the 3rd grade level we have chosen standard 3.R.5.1 as the focus standard. This standard requires students to be able to determine and utilize organizational features of text. Although this was not our lowest area to improve, it is the area that most of the questions are focused and one that will be consistent with the Common Core Standards that are quickly replacing

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the current state standards. The focus standards for math, center on fractions at the 3 rd grade level. Standards 3.N.1.1, 3.N.1.2 and 3.N.1.3 are all areas of focus surrounding fractions. Ordering and comparing whole numbers less than 10,000 using appropriate words and symbols is the first focus standard. Finding multiples of whole numbers 2, 5, and 10 is the second focus standard followed by 3.N.1.3 that requires students to be able to name and write fractions from visual representations.

Group Summary: Scale Scores and Performance

LevelsGrade 4

GroupYear

Reading Mathematics

Number

Tested

Mean

Scale

Score

% in Each Performance Level

Number

Tested

Mean

Scale

Score

% in Each Performance Level

Below

Basic

Basic

Proficient

Advanced

Below

Basic

Basic

Proficient

Advanced

Canyon Lake Elem 2011 38 617.1 0.0 31.

6 42.1 26.3 38 642.7 0.0 28.9 52.6 18.4

Group Summary: Standards/IndicatorsGrade 4, 2011

Group

Year

Reading Mathematics

Total N

Average Raw Sc

Standards

Total N

Average Raw Sc

Indicators

R.1

R.2

R.3

R.4

R.5

M.A

M.A.1

M.A.2

M.A.3

M.A.4

M.G

M.G.1

M.G.2

M.M

M.

M.1

M.N

M.N.1

M.N.2

M.N.3

M.S

M.S.1

M.S.2

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ore ore

Canyon Lake Elem

2011 38 34.6

7.0

7.7

9.2

4.4

6.3

38 56.3 20.1 5.3 4.7 5.0 5.0 8.

9 5.0 4.0 4.6 4.6 14

.2 5.6 4.9 3.7 8.4 3.6 4.8

4th grade reading scores indicate 4.R.2.1 is the area to focus our attention. It is considerably lower than any other standard at this level and it is apparent that it should be the focus of our work this year at this level. This standard will require students to be able to construct meaning from text by applying comprehension strategies. This fits our theme of needing to continue our work on comprehension. In math we will focus on standards 4.N.1.1, 4.N.1.2, 4.N.1.3 and 4.N1.4 are all areas of focus. This strand focuses on fractions again and the specific standards include reading, writing, ordering and comparing numbers from .001 to 1,000,000,000, being able to find multiples of whole numbers through 12, using a number line to compare numerical value of fractions, and mixed numbers (fourths, halves, and thirds), as well as interpreting negative integers in temperature.

Group Summary: Scale Scores and Performance LevelsGrade 5

Group

Year

Reading Mathematics Science

Number

Tested

Mean

Scale

Score

% in Each Performance

Level

Number

Tested

Mean

Scale

Score

% in Each Performance

Level

Number

Tested

Mean

Scale

Score

% in Each Performance Level

Below Basic

Basic

Proficient

Advanced

Below Basic

Basic

Proficient

Advanced

Below Basic

Basic

Proficien

t

Advance

d

10

Canyon Lake Elem

2011 49 625.

2 0.0 20.4 63.3 16.3 49 670.

1 0.0 26.5 46.9 26.5 49 629.

3 4.1 22.4 63.3 10.2

Group Summary: Standards/IndicatorsGrade 5, 2011

Group

Year

Reading Mathematics Science

Total N

Average Raw Score Total

Standard

s

Total N

Average Raw Score Total

Indicators

Total N

Average Raw Score Total

Indicators

R.1

R.2

R.3

R.4

R.5

M.A

M.A.1

M.A.2

M.A.3

M.A.4

M.G

M.G.1

M.G.2

M.M

M.

M.1

M.N

M.N.1

M.N.2

M.N.3

M.S

M.S.1

M.S.2

S.P

S.P.1

S.P.2

S.P.3

S.L

S.L.1

S.L.2

S.L.3

S.E

S.E.1

S.E.2

S.S

S.S.1

S.S.2

Canyon Lake Elem

2011

49

36.3

6.5

10.0

8.1

5.3

6.4

49

57.1

19.9

5.1

5.2

5.0

4.6

9.7

5.5

4.2

4.1

4.1

14.1

4.2

4.8

5.1

9.3

4.6

4.7

49

45.1

15.5

4.9

5.4

5.2

12.3

4.0

4.4

3.9

8.9

4.2

4.7

8.4

4.7

3.7

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The 5th grade reading standard focuses on text features and specifically addresses the need for students to be able to use select information from two or more sources to meet a goal. This standard is 5.R.5.1 and will be the 5 th grade reading focus for this year. Not surprisingly, our 5th grade math focus standards also deal with number sense and fractions. The specific goals we will focus on is 5.N.1.1, 5.N.1.2, 5.N1.3, 5.N.1.4 and 5.N.1.5. 1.1 requires students to read, write, order and compare numbers from .001 to 1,000,000,000, 1.2 requires students to find prime, composite, and factors of whole numbers from 1 to 50. Stands 1.3, 1.4, and 1.5 require students to identify alternative representations of fractions and decimals involving tenths, fourths, halves and hundredths, locate negative integers on a number line and determine the squares of numbers 1 through 12.

K.N.1.1—Read, write, count and sequence numerals to 20. K.N.1.2—Use fraction models to create parts of a whole. 1.N.1.1— Read, write, count and order numerals to 50. 1.N.1.2—Use unit fraction models to create parts of a whole. 2.N.1.1—Read, write, count and order numerals to 100. 2.N.1.2—Identify and represent fractions as parts of a whole. 3.N.1.1—Order and compare whole numbers less than 10,000 using appropriate words and symbols. 3.N.1.2—Find multiples of whole numbers 2, 5, and 10. 3.N.1.3—Name and write fractions from visual representations. 4.N.1.1—Read, write, order and compare numbers from .01 to 1,000,000. 4.N.1.2—Find multiples of whole numbers through 12. 4.N.1.3—Use a number line to compare numerical value of fractions and mixed numbers (fourth,

halves, thirds) 4.N.1.4—Interpret negative integers in temperature. 5.N.1.1—Read, write, order and compare numbers from .001 to 1,000,000,000. 5.N.1.2—Find prime, composite, and factors of whole numbers from 1 to 50. 5.N.1.3—Identify alternative representations of fractions and decimals involving tenths, fourths,

halves, and hundredths. 5.N.1.4—Determine the squares of numbers 1-12.

Reading: K.R.2.1. – Students can comprehend and respond to text read aloud. 1.R.2.1 – Students can comprehend text by applying reading strategies. 2.R.5.1– Students can identify and utilize text features to comprehend informational text. 3.R.5.1—Students can determine and utilize organizational features of text. 4.R.2.1—Students can construct meaning from text by applying comprehension strategies. 5.R.5.1—Students can use select information from two or more sources to meet a goal.

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Copies of the key reading and math indicators along with their respective scope and sequence can be found in Appendix D.

Goals, Objectives, and Strategies

At the elementary level, policies and practices have identified literacy and mathematics as academic priorities to ensure that all student groups become proficient by the end of the 2013-2014 school year. The following goals have been established for all Canyon Lake Students for the 2011-12 School Year: Reading: 82% of all students in grades 3 – 5 will score at or above a proficient level in reading as measured by the Dakota

Step Test in the spring 2011. Math: 80% of all students in grades 3 – 5 with a focus on all students will score at or above a proficient level in math as

measured by the Dakota Step Test in the spring 2011.

Canyon Lake ElementaryAnnual Improvement Goals

for 2011-12Building Level Achievement Goal 1

Math: 80% of all students will score at or above a proficient level in math as measured by the Dakota Step Test in the spring of 2012. (AMO)

Other data supporting this goal DSTEP Assessment Data Grade Level Benchmark Assessments (Counting, numeral identification, hiding, grouping 10s, etc) Number combinations, multiplication and division benchmarks. Number Sense and Algebra formative assessments (focus areas)

What big ideas should we consider as we begin to focus on the goals? Maintain Inquiry Based Instruction Clear learning targets/criteria for success Increase Fluency and Accuracy in Computation Focus on higher level thinking strategies in area of math Algebra and Number Sense are focus points for the year.

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Specific core standards to address or improve include:

Grade Standard/Indicator Grade Level Learning Target

K-5 MeasurementIndicator 1N --Number Sense and Algebra

K-1Measurement

Indicator 1Standards 1, 2

--Read, write, count and sequence numerals to 20 (K) and read, write, count and order numerals to 50 (1st).--Use fraction models to create one half of a whole (K) and use fraction models to create parts of a whole (1st).

2Measurement

Indicator 1Standard 1, 2

--Read, write, count and order numbers up to 100. --Identify and represent fractions as parts of a whole.

3Measurement

Indicator 1Standard 1, 2, 3

--Order and compare whole numbers less than 10,000 using appropriate words and symbols.--Find multiples of whole numbers 2, 5, and 10.--Name and write fractions from visual representations.

4Measurement

Indicator 1Standard 1, 2, 3, 4

--Read, write, order and compare numbers from .01 to 1,000,000,000.--Find multiples of numbers through 12.--Use a number line to compare numerical value of fractions and mixed numbers (fourths, halves, and thirds).--Interpret negative integers in temperature.

5Measurement

Indicator 1 Standard 1, 2, 3, 4, 5

--Read, write, order, and compare numbers from .001 to 1,000,000,000. --Find prime, composite, and factors of whole numbers from 1 to 50.--Identify alternative representations of fractions and decimals involving tenths, fourths, halves, and hundredths.--Locate negative integers on a number line.--Determine the squares of numbers 1-12.

Canyon Lake ElementaryAnnual Improvement Goals

for 2011-12Building Level Achievement Goal 2

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Reading: 82 % of all students will score at or above a proficient level in reading as measured by the Dakota Step Test in the spring of 2011. (AMO)

Other data supporting this goal DSTEP Assessment Data CBM Assessment Data District Literacy Assessment Data Formative assessments (ongoing)

What big ideas should we consider as we begin to focus on the goals? Maintain Balanced Literacy Instruction Increase Fluency and Accuracy in Reading Implementation of Thinking Strategies (Higher level thinking) Introduce students to a variety of text-focused on non-fiction text and writing Focus on improved implementation of workshop model

Specific core standards to address or improve include:

Grade Standard/Indicator Grade Level Learning Target

K-5 Indicator 2 and 5--Indicator 2—Students can comprehend and fluently read text.--Indicator 5—Students can access, analyze, synthesize, and evaluate informational text.

K Indicator 2.1 Students can comprehend and respond to text read aloud. 1 Indicator 2.1 Student can comprehend text by applying reading strategies.

2 Indicator 5.1 Students can identify and utilize text features to comprehend informational text.

3 Indicator 5.1 Students can determine and utilize organizational features of text.

4 Indicator 2.1 Students construct meaning from text by applying comprehension strategies.

5 Indicator 5.1 Students can use select information from two or more reference sources to meet a goal.

Participation rates have been set at 95%, and the attendance rate has been set at 94%. Canyon Lake has met both of these goals for the past five years. This past year (2010-11) we had 100% participation and attendance was at 95.67%.

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The strategies employed at Canyon Lake Elementary School directly address the goals of improving reading, writing, and mathematics instruction and performance for all subgroups. These strategies include the implementation of District selected curricula aligned with the South Dakota content standards. We are moving toward a focus on the Common Core Standards and the state standards will be obsolete. Classroom teachers, along with support staff such as literacy educators, math educators, standards support specialist, general educators, and special education staff are responsible for implementing these strategies. Training is currently happening to insure a smooth transition to Common Core Standards.

A detailed literacy plan is included in Appendix E, which states goals, resources, plans for implementation, family involvement, and timelines. The literacy plan involves using the Balanced Literacy model. This model incorporates small group instruction and differentiated instruction. Reading comprehension strategies focus on:

Making connections Questioning Visualizing Inferring Determining importance Synthesizing Fluency to improve the rate of reading Writer’s Workshop Standards based reporting system Literacy coaching model Integrated studies Guided Reading 1:1 Instruction Double dipping Genre studies SSS support Demonstration activities Parent letters with goals and strategies for home support Mini-lessons focused on specific literacy standards.

In the area of mathematics, Canyon Lake School is fully implementing Inquiry Based Mathematics. Canyon Lake was a part of the PRIME Project, which was a five-year, targeted Mathematics Partnership Grant aimed at improving the academic achievement of all students. The grant focused on reducing the achievement gap between Native American and non-Native American students. Canyon Lake Elementary is a participant in the South Dakota Math Counts. One teacher is currently involved in the training with a second having completed the program. Upon completion of the program, the teacher will establish a demonstration classroom and invite other teachers in their building to observe their classroom. Upon completion of year two, the teacher will develop and implement a building-based professional development plan with the support of their school Math

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Specialist. This professional development will include (1) Teaching CGI classes for the building, grade level meetings, and implementation and scoring performance tasks related to the instruction.

Canyon Lake School has a full time math teacher leader assigned to assist the entire faculty in becoming more skilled in using an inquiry-based approach. The math teacher leader attends weekly staff development sessions, which is then shared and modeled with classroom teachers.

Classroom teachers, along with support staff such as math teacher-leader, are responsible for implementing these instructional and assessment strategies. Specific strategies include:

Data chats Journal tasks Math leader modeling and professional development Use of Investigations Integrated literacy lessons Integrated technology instruction Parent letter with goals and strategies for home support Teacher interventions Synthesizing

Each grade level implements additional mathematics strategies, based on grade level needs and standards. Strategies and timelines are specified. This information is explained in more detail on the Math Improvement Plan included in Appendix F.

Additionally, Canyon Lake Elementary has implemented the RTI (Response to Intervention) process. This process identifies students who struggle in the areas of literacy and math and provide support for them to ensure they are proficient in these areas by the end of the 2013-14 school year. Specific information regarding the RTI process can be found in the Monitoring and Support section of this document.

Each of the areas of balanced literacy, inquiry math and the RTI process are scientifically research models that have been adopted by the Rapid City School District. Each concept provides instructional strategies, innovations and activities that have been scientifically shown to improve learning in students and help teachers be reflective with their practices.

In the spring of 2012, students in grades 3-5 will participate in the Dakota STEP test, the proposed State Test of Educational Progress is designed to meet No Child Left Behind requirements. This summative test will measure the content standards as a norm-referenced and standards based test. Canyon Lake provides parents with Dakota STEP parent reports in the 3 rd, 4th, and 5th grades in the Fall of each new school year. These reports are given and reviewed with parents at the fall conferences and a

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AYP status report mailed to all parents. In addition, Canyon Lake 5th grade students will participate in the NAEP testing. Specific results of this test are not provided to individual schools.

It should be noted that because Canyon Lake Elementary has elected to move forward with the use of Common Core Standards and because there is discrepancy between the Common Core Standards and the State Standards, we anticipate a drop in scores. Regardless of the anticipated intent we move ahead with the intent to improve instruction and continue to raise test scores. If we fail at raising scores immediately, we will look longer term at progress. Great instruction intended on addressing specific student needs will make the difference with learning, not obsolete standards.

Student progress is monitored on an ongoing basis by the following formative assessments: examining student work, Running Records, and literacy assessment notebooks. Student progress is shared once per trimester with parents through the districts standard based report cards. Progress is also shared with parents at fall and spring parent-teacher conferences.

After School Instructional Activities - After-school hours are a critical time for children especially at-risk students. Canyon Lake Elementary School has a 46% free/reduced lunch rate which reflects the population of our at-risk students. The after school tutoring time will represent an opportunity to learn and grow, through quality after-school programs. After-school programs are defined as safe, structured activities that convene regularly in the hours after school and offer activities to help children learn new skills or retain current skills in math and reading. The program will be offered two times per week after school. The use of existing staff to provide services will be necessary.

Canyon Lake School provides many extra-curricular activities that include the following examples: Runner’s Club, Jump Start, Student Council, family nights, and Beyond the Bell. Summer school is available for all students and also assigned for our students who are on Individual Education Plans (IEP) if deemed necessary.

Instruction by Highly Qualified Staff

Instruction in the Rapid City Area School District is provided by highly qualified teachers. In the core content subjects, 100% of Canyon Lake’s teachers are highly qualified. The school district actively strives to attract highly qualified staff through a variety of recruiting and job notification options, such as attending teacher job fairs and posting job notices electronically on the district web site. In addition, the district utilizes a screening instrument, the Gallup Insight, to promote the selection of high quality teacher candidates.

Beginning in 2005, the district initiated a New Teacher Induction Program. On an ongoing basis, sessions are held with all teachers new to the district to support the development of the knowledge and skills needed by teachers to be successful. Sessions include such topics as creating a positive learning environment, classroom management, parent communication, active

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student engagement, and questioning strategies. This program is designed to span a three-year period. One of the goals of the induction program is to attract and retain highly qualified teachers.

The district has hired a person in the Human Resource Office to review all teacher and paraprofessional files to determine who is highly qualified. Every paraprofessional or certified teacher who applies to the district must meet the highly qualified status in order to be considered and interviewed for a position.

A testing area has been established in the Human Resource Office for candidates who choose to take the Praxis, a competency assessment for teachers and paraprofessionals. At this time, only the Para-Professional Praxis is available, but teacher candidates will also use the testing station when the Praxis for certified staff is available. The district provides support, assisting paraprofessionals in meeting the highly qualified status through testing, tutoring, and assistance with tuition. Paraprofessionals are also included in building level staff development opportunities. Paraprofessionals currently employed have taken the Praxis or have the required number of college credits. 100 % of Canyon Lake Elementary Title I paraprofessionals providing instructional service are highly qualified.

Professional Development

Opportunities for collaboration, continuing education, and professional development are provided through participation in on-site and district professional development options. Professional Development is also available in participation at local and national conferences and workshops.

Canyon Lake School functions as a professional learning community, where the environment, or school culture, cultivates mutual cooperation, support, and professional growth. This is fostered through continuous professional dialogue and training. In addition, a portion of our Title I budget (20%) is allocated to support professional development initiatives. Teachers attend classes on topics such as literacy development and effective instruction in inquiry mathematics. Canyon Lake teachers are encouraged to attend conferences and visit other teacher’s classrooms in our district to increase professional development.

The Canyon Lake staff members meet on an ongoing basis to monitor the progress of students. This occurs during “team planning” and BLT days. The school Title I plan is often the document that drives the process. Each classroom teacher K-5 has literacy coaches who provide instruction during literacy time. This lowers the teacher/student ratio during literacy instruction. Time for planning collaboration and professional development takes place throughout the week. Grade level meetings are scheduled throughout the week along with quarterly vertical meetings.

Parents are provided opportunities for training through options such as Family Nights with focus on literacy and math. More detailed information regarding opportunities for training for parents is outlined in the component regarding “Parent Involvement

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and Education.” Two Family Nights are held in August 2011 and April 2012.

Examples of providing ongoing professional development, the goal of which is to increase student achievement in the areas of reading, writing, and mathematics, include: Literacy Leaders On-going Reading Recovery classes Math Teacher Leaders Technology Leaders Standard Studies Faculty Study Groups (based on current school goals) Training in literacy and mathematics instruction by taking higher-education classes Attendance at conferences and workshops Building level sessions on topics relevant to literacy and mathematics instruction District level in-services Team teaching with literacy and math coaches Staff Meetings devoted to mini-training sessions

During the 2002-2003 school year the Rapid City School District began extensive staff development with Building Leadership Teams (BLT). The program is on-going and is designed to assist schools in learning how to effectively examine assessment results and design improvement plans and strategies. These trainings have been aligned with the National Staff Development Standards and are preparing staff for new levels of accountability required by ESEA (No Child Left Behind). Rapid City Area Schools has developed a New Teacher Induction and Mentoring Program. The mission of this program is to engage, prepare, support, and sustain the continuous development of educators whose knowledge and skills advance student learning. This program has several goals, including supporting the development of the knowledge and skills needed by teachers to be successful, attracting and retaining highly qualified teachers, and improving student performance through training and assistance for new teachers.

The New Teacher Induction Program has several key features. Sessions are held on a continuing basis during the school year. New teachers are provided with break-out sessions, which are designed to meet the needs of diverse learners. Sessions are offered on many topics, such as creating a positive classroom environment, managing difficult and challenging student behaviors, inquiry-based mathematics, technology, literacy development, and instructional strategies. This three-year program provides teachers with a forum for dialogue, inquiry, and reflection. The district provides resource support for the program by paying the new teachers to attend the sessions.

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With regard to the district’s mentoring support, the course, Supporting and Mentoring Teachers, is targeted toward those staff in their first or second year of employment. The course provides group mentoring and support around the content of a book study, and is intended to serve as a springboard for discussion regarding effective teaching. An elementary and a secondary course is provided; first and second year teachers are paid to attend.

All of these professional development experiences support identified goals in reading and mathematics, and enable teachers to implement the strategies and improve their skills in these areas.

Parent Involvement and Education

Increased parent involvement is an ongoing goal for Canyon Lake Elementary. A Parent Involvement Policy and a Parent Compact have been developed and are included in Appendix G. A Parent Involvement Policy and a Parent/Student/School Compact have been developed and are included in the school handbook for Canyon Lake. A District committee constiting of South Dakota Parent Network, CSAC administration, school administrators, parents and teachers have revised and completed a new parent involvement policy. In addition to this committee, another district committee consisting of representatives from South Dakota Parent Network, Rapid City Area School District A Title I hold an annual parent meeting in conjunction with Open House at the beginning of each school year. Feedback and input is sought from parents at this annual meeting. Parent signatures from this meeting as well as other parent sessions held throughout the year are kept on file at the school and are included in the appendix.

Regardless of whether Canyon Lake is designated as a school in need of improvement, notification will be given in the form of a letter identifying available options for parents and will be delivered through the school’s Tuesday folders; which is the school’s main source of communication with the parent community. Regardless of our standing in school improvement, a letter is sent home explaining where we scored and inviting parents to visit if they have questions regarding our test scores and standing with academic achievement (Appendix G) . The district will also notify the community of each school’s status by holding a press conference informing multiple media sources. The South Dakota Department of Education has a complete list of all South Dakota schools and their current school status. The website for this information is as follows: https://sis.ddncampus.net:8081/nclb/portal/portal.xsl?&extractID=8 .

Rapid City Area Schools has contracted with the Parent Resource Network who will be working directly with the Title I schools to develop trainings for parents based on each school’s individual needs. Canyon Lake will designate our appropriate staff to work directly with the Parent Resource Network in an effort to increase parent involvement and education. Appropriate staff will coordinate and assist with all additional school day, after school, and evening activities.

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Parents have an opportunity to be involved in planning and evaluation, and provide feedback each year by completing a survey. A copy of this survey and the results from spring 2011 are included in Appendix H. Parent-Teacher Conferences are held in the fall and the spring and a Meet the Teacher Night is held in the first week of the school year. Parents are invited to participate in trainings. Examples of these trainings include the following:

Special sessions with parents—Examples of these include training sessions on literacy instruction and Family Math and Literacy Night.

Student events in which parents are included—Examples of this include grade level open houses (done on a variety of topics), Special Persons’ Day, honors assemblies, and Writer’s Showcase.

Family Sessions hosted by the PTA, such as Bingo Night and a Family Fun Night. Parenting classes (Common Sense Parenting) are held in coordination with the Parent Resource Network.

Canyon Lake Elementary communicates with parents through letters, a monthly newsletter, our web site, phone calls home from teachers, office staff and principal, both personally and through Synervoice (Synervoice is a computer based program used to notify parents of events happening at school), Tuesday folders, standards based report cards, math and literacy parent guides, and the Parent Access component of the district database where parents can access attendance and grades. Trimester report cards are sent home in December, February, and May. Parents are involved in the referral of their child to the RTI (Response to Intervention) and Reading Recovery processes. When parents receive assessment results, support and assistance is offered in interpreting results by letters of explanation to parents and by contacting school offices.

The Canyon Lake staff communicates with parents through daily attendance calls, daily homework binders/planners sent home with each student, monthly newsletters, our online Family Access program, and weekly Tuesday folders. Parents receive progress reports as well as trimester report cards. When parents receive assessment results, support and assistance is offered in interpreting results through a wide variety of means including: parent-teacher conferences, parent guides in reading and math sent home every trimester (included in appendix), online reading and math guides, and a comprehensive letter included with each testing result.

Community involvement is ongoing in the form of the Junior Achievement program, mentors from Big Brothers/ Big Sisters program, and from numerous other businesses and local high school students. Canyon Lake is also teamed with the Canyon Lake Senior Center as our Character Counts Community business partner.

Transition

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Young children experience a milestone transition when they approach the age of five and enter the public school system. Parents and schools need to communicate and coordinate efforts in order to prepare children to function successfully in the school setting.

Plans are in place to assist preschool children to transition from early childhood programs into kindergarten. The Rapid City School District provides birth through five screening services for high-risk children at the district level at Kibben Kuster School and the child’s home school. A child-find procedure has been established to identify qualifying children. Children with high needs are placed in a developmental preschool. There are several communication preschool classrooms assisting four year olds in speech and language. Rapid City Area Schools offers a Community Preschool Program open to all students three to five years of age.

Head Start students visit kindergarten classrooms each spring. Small group sessions are held for kindergarten students during the first week of school. Kindergarten screening is done in the spring, with coordination and communication from Kibben Kuster School.

Students who exit from Special Education receive transition support from the building General Educator. In addition, special education students transitioning from elementary to middle school attend a spring IEP at the receiving school. The student and the parents have the opportunity to meet teachers, administrators, and to tour the building.

Each spring, administrators from West Middle School assist with transitioning of fifth grade students from elementary school to middle school. Registration is conducted 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.

Response To InterventionStudents at Canyon Lake 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 the following:

Curriculum based measurements (CBMs) of oral fluency Text reading levels and Benchmarking Letter ID Dictation sentences Concepts about print (CAP) Writing assessments

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DACS MARS Counting & Hiding assessments Grouping 10s Classroom Observations

If a child is below basic in the universal assessment areas outlined above they may be considered for interventions if it is decided that the lack of progress is not due to a lack of research based instruction. 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 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 first Tier, 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 General Educator 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:

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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)

The Third Tier 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

If a student does not meet special education eligibility criteria for the state of South Dakota, Tier I and Tier II interventions will continue to support student progress. In addition, first grade students who score in the lowest 10% will possibly 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 Wilson 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, Tuesday’ folders, conferences, phone calls, and the district’s web site is updated on an ongoing basis. Parents are invited and encouraged to come to all meetings that concern their children.

Canyon Lake’s Literacy and Math Improvement 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.

Fiscal Requirement25

Canyon Lake’s school improvement plan is supported by district, state and federal funds. Canyon Lake receives general fund, special education and Title I dollars to hire staff members to carry out our programming.

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 determine a budget utilizing these funds to fund teaching and paraprofessional positions, staff development, and purchase instructional materials. 

Funds are used to support this school wide plan with regard to staff salaries and benefits, professional development, and supplies and equipment. Funds used to support our school-wide plan are listed and described on the budgetary attachment and the principal has budget authority. At least 20% of the Canyon Lake budget is used to support professional development, including classes, conferences, workshops, and contracted services in the areas of reading, writing, and mathematics.

Supplies and resources requested of the district are documented on purchase orders and blue claims. The assistant superintendent’s signature indicates the request was granted. These documents are available upon request.

Ongoing Program Development

This 2-year plan (Current plan is for 2011-13) will be evaluated each fall, after receiving the Dakota STEP assessment data and revising the plan based on current data, both formal and informal. The plan implementation is monitored periodically through meetings held with the Title I director and the Director of Staff Development to discuss updates and revisions needed. The Rapid City School District was recently audited for Title I and the results of the audit can be accessed through the district office of Federal Grants and Programs (Appendix C). Ongoing monitoring is conducted through the BLT process. Major components of the plan are communicated with parents via letters/newsletters. Periodic reviews and revisions are included with the school’s documentation log.

In the 2011-12 school year the peer review was held on October 21, 2011. This review was attended by the building principals, Dr. Susie Roth, Lisa Plumb, and Katie Bray, Assistant Superintendent of Student Achievement. The plan will be submitted and reviewed by the Rapid City School Board on November 3, 2011. The revised Canyon Lake Elementary School Improvement plan will be sent to the Assistant Superintendent of Student Achievement for further review. Monitoring of the plan occurs through Title meetings with SST, Director of Federal Programs and Grants, along with addition of artifacts and documentation of building activities as they occur throughout the year. This data is forwarded to the South Dakota Department of Education.

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Appendix A

Mission Statement

At Canyon Lake Elementary we value student learning as our highest priority. We believe all students are unique and that utmost student achievement is accomplished when programs are tailored to meet the needs of our students. The staff believes that actively engaging in professional learning communities helps teachers prepare students to become life-long learners and problem solvers. Through this mission, student centered learning is enhanced in a positive and supportive atmosphere where all children are challenged to achieve to their maximum potential.

Commitments

Professional, innovative staff focused on student achievement.

Canyon Lake strives to provide a student-centered environment that is focused on helping each child achieve his or her fullest potential.

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Staff development plans are derived from research-based strategies and from specific student data and other needs assessments.

Needs Assessment

Continue to develop inquiry based math instructional strategies to better implement state and national standards through the use of Investigations, an inquiry approach to teaching mathematics.

Increase technology integration into the content areas with the assistance of our building’s technology leaders, standards support specialists, and the districts technology coordinators.

Provide a safe learning environment with implementation of consistent school-wide discipline plan. Continue to improve in the Balanced Literacy philosophy through professional development, literacy blocks, and research based writing strategies.

Appendix B School Improvement

Log of Activities2009-2010

Canyon Lake Elementary & District ImprovementLog of Activities 2009-2010

BLT Planning Meeting

January 20, 09

Canyon Lake BLT Team

Look at strategies to address areas of weakness with regards to special education students

BLT Inservice January 26 , 09

Canyon Lake BLT and Staff

Ongoing evaluation of identified standards, annual projection maps for Math and Literacy, targeted subgroups, implemented instructional strategies, and individual student plans.

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Staff Meeting 2-18-09 Principal and Canyon Lake Staff

Agenda

Staff Meeting 3-18-09 Principal and Canyon Lake Staff

Agenda

Staff Meeting 4-22-09 Canyon Lake Staff and BLT

Agenda

Kindergarten screening

4-30-09 RCAS Screening team and kindergarten teachers

Meet upcoming kindergarten students and families. Screen

Author’s Night 5-05-09 Students, Parents and staff at Canyon Lake

Showcase writing talents and read poetry to parents

Parent Teacher Meeting

5-13-09 Parents, teachers and Principal

Elect new officers to PTA board

Title I Parent Advisory Meeting

5-14-09 Parents, Principal, SDPN and CSAC Title One director

Review parent involvement policy and create a committee to review/make changes

PAC Meeting 5-19-09 Office of Indian Education and parents, staff

Review grant for program and make adjustments to funding

Truancy Meetings 5- 20 and 21st School Staff Meet to discuss students whose attendance is more than 20 days to review options for retention or summer school

PTA 6-01-09 Parents and staff at Canyon Lake

Met to review end of the year and to establish goals for next year

5th Grade Moving UP

6-05-09 Parents of 5th graders and staff

Celebration of moving elementary and going to Middle School.

Year end Picnic with students and parents

6-08-09 Parents and Staff at Canyon Lake

To review end of year Title plan and to survey parents for upcoming year

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District Administrator Meeting

8-11 & 12, 2009

All building principals and central office administrators

Administrative issues, starting the new year andlegal parameters

Data Retreat and School Improvement Kick-off

8-19-09 Canyon Lake BLT Team

Review data and begin BLT planning for the year

New Teacher OrientationLaunch of New Teacher Induction Process

8-24-09 New TeachersDirector of Curriculum Director of Staff Dvmt.

Overview of district goals and prioritiesClarification of goals and outcomes of New Teacher Induction Program

New Teacher Inservice –

8-24-09 New Staff Members from Canyon Lake and

Discussion of math and reading programs, Special Education (RTI process), General information, and Answering of questions

Title I Principal Meeting

8-24-09 Principals and Lisa Plumb

Review Title I procedures and set expectations for the upcoming school year

SES Outreach to Parents

8-28-09 Parents and Staff Teachers call parents and inform them of SES services at Canyon Lake

Canyon Lake Fun Bus

8-28-098-29-08

Staff at Canyon Lake Staff delivers school supplies to high need areas and welcome families back to Canyon Lake

Back to School Night

8-31-09 Students, families and staff at Canyon Lake

Parents and students meet staff at Canyon Lake prior to the first day of school

PTA 09-07-09 Parents and Staff Establish fundraisers and celebrate the success of 20 parents

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joining PTA Parent Expectation Picnic

9-16-09 Parents, students and staff

Teachers meet with parents in small groups and set expectations for parents including homework and attendance, talk about SES services and review title plan for upcoming year

Canyon Lake & Canyon Lake Leadership Team Meetings

9/14/09and every Monday at 9:00 amCanyon Lake

Canyon Lake leadership staff

To network with administrative team of both buildings, share information, and plan

Parent Involvement Meeting

9-09-09 SDPN, Director of Programs and Grants, Parents and Title One School Staff

Meet to review and re-define parent involvement policy and procedures

District Principal Meetings (Elem & Sec)

9/10, 10/1, 11/5, 12/3, 20091/7, 2/4, 3/4 4/1, 5/13, 2010

District Central Office Principal and all District Principals

Share topics of interest, network with colleagues, plan for the year.

BLT Training 9-14-09 District staff developers and TIE/ESA

Standards retreat—Buildings identify low performing standards

Central HS Back-To-School Wacipi and Community Dinner

9-18-09 Staff, Parents, Students and Community

Annual Supper, and Pow-Wow

Teacher of Year Celebration

9-15-09 District all staff and Rapid City Foundation Members, Community

Celebration of teachers and individuals who contribute to our profession

School Improvement Evaluation Meeting

9-23-09 Staff at Canyon Lake Staff meets to evaluate the progress of students towards last year’s title

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plan goals and objectives

Indian Education Summit

9-28 & 9-29, 2009

Administrators, Teachers, Parents, Presenters

Speakers and Sessions on positively impacting Indian achievement and including Native American culture in our schools.

Parent Resource Network Lunch

9-21-09 Warr, Lori Laughlin Discussed setting up parent nights during the school year and the role of South Dakota Parent Network.

Title VII PAC 9-22-09 Parents, Students, Staff, Principal District-Wide

Meeting of Native American Board and interested parties to discuss cultural issues.

SES Meeting 9-24-09 District and Title Principals

Meet to define expectations for building use and contracts for providers

Staff Meeting 10-7-09 Canyon Lake Staff Conference Time Set-up, Safety Drills, Kid’s Voting, Biweekly Staff Meetings for Planning Format

Principals’ Student Achievement Meetings

9/23 & 10/28, 20091/13, 2/24, & 4/14, 2010

District Central Office Principal and all District Principals

Look at data, share topics of interest, work on school improvement plans

Staff Meeting 10-8-08 Warr, Staff Discussed and answered questions.

BLT Professional Development Day& Achievement Gap

10-13-09 Principal and Staff Identified weak areas to work on for school improvement plan. Explained Focus Standard Meetings and began work on first focus standard.

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Red Ribbon WeekActivities

10-16 through 10-25, 2009

Principal, Staff, Students, and Parents

Participated in Fly-over, Pajama Day, and Red Ribbon Parade to encourage students to be drug free

Parent – Teacher Conferences

10-15, 10-20, & 11-05,20092-18-2010

Principal, Teachers, Parents, Student Council

Parents came in and met with teachers. The Principal and student council hosted a coffee & cookie room with a slideshow of literacy tips and student pictures. Guides for report card handed out

SES Meeting 10-8-09 Principal, Parents The parents were brought together to explain the SES program and talk about the providers they selected for their children. Paperwork was signed giving permission for their child to participate.

Title VII PAC Meeting

10-13-09 Parents, Students, Staff, Principal District-Wide

Meeting of Native American Board and interested parties to discuss cultural issues.

Mighty Knights Assembly

10-09-09 Principal, Staff, Students,

Assembly on Trustworthiness, and incorporating that theme with Native American drums and songs.

Peer Review for School Improvement Plans

10-23-09 Principal, Central Office

Review SIP for each school and offer suggestions for changes

Parent Teacher 11-6-09 Parent, Teacher, Conferences held with

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Conference Canyon Lake staff every parent to discuss academic success

Veteran’s Day Pow-Wow at General Beadle

11-11-09 Staff, Parents, Students, and Community

Supper and Pow-Wow

Data Chat Meeting- Math

11-18-09 Staff Members Celebrating Successes of Math

SES Monitor From State DOE

11-20-09 DWarr and State SES Officials

Review SES Plans for the year

Staff Meeting 11-18-09 Principal, Staff Monthly Meeting focusing on TAG program in the classroom and current topics

PTA Meeting 11-23-09 Parents, Staff, Principal

Outcome of Turkey Bingo

Title VII PAC MeetingCSAC

11-17-00 Parents, Students, Staff, Principal District-Wide

Meeting of Native American Board and interested parties to discuss cultural issues.Play Bingo

Character Counts Assembly

11-24-09 Staff and Students Focusing on the Respect Pillar this Month

Turkey Bingo 11-19-09 Parents, Students, Staff, Principal, Community

Review of School Wide Title I Plan, Parent Survey, Bingo Night for Turkeys and Pies

Author Day 11-24-09 Principal, Staff, Students

Author presenting to school and doing classroom workshops

Santa coming to Town

12-12-09 Parents, Staff, Students

Workshop held for Canyon Lake families to make Christmas presents for families

PTA 1-04-10 Parents and staff Meeting to discuss parent activities at Canyon Lake

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Faculty Meeting 1-06-10 Staff at Canyon Lake Discuss goals and student progress focus on bottom 5%

Literacy Meeting 1-08-10 Literacy teachers, classroom teachers and Jackie Talley

Discuss student progress and strategies for struggling students

BLT 1-11-10 BLT members and Jackie Talley

Discuss plan for upcoming in-service

Title 1 Conference In Washington DC

1-21-10- 1-24-10

Staff members Conference looking at strategies and achievement gap, provide SES services to students and upcoming changes to Title 1

BLT 1-25-10 Staff at Canyon Lake Giving feedback to students for progress

Attendance Assembly

1-29-09 Staff, Parents and Students

Recognizing our outstanding Mighty Knight Students

School Assembly 2-09-10 All school assembly Kick off for Student Council

reading challenge for Canyon Lake students

Principal Meeting 2-03-10 RCAS principals, District leaders and directors

To discuss issues and events at all RCAS including Title One buildings

Board Meeting 2-04-10 RCAS Board members, CSAC Administrators, parents and community

Policy and procedures that effect RCAS schools

BLT 2-08-10 BLT teams from Canyon Lake and other schools in RCAS

Focus on effective feedback for students

PTA 2-08-10 Parents, teachers and Parent involvement at 35

Jackie Talley Canyon Lake School Improvement Grant Meeting

2-19-10 Lisa Plumb, South Dakota Parent Network, DOE and Title 1 schools

Meeting to discuss progress parent pact and policies for Title 1 schools.

Literacy Meeting 2-18-10 Literacy leaders and Jackie Talley

Discuss progress of reading challenge at Canyon Lake

Math Meeting 2-23-10 Staff and math leaders

Discuss student data results and define next steps for teacher instruction

PAC Meeting at General Beadle

2-18-10 Parent Advisory Committee meeting

Meet to discuss progress of Native American Students in the RCAS District

Staff meeting 2-19-10 Staff members at Canyon Lake

Achievement gap study focus on instructional strategies

Principal Achievement Meeting

2-24-10 Principals and CSAC Academic success of students, parent involvement and formative assessment

Staff Meeting 2-24-10 Staff members Recognition for Canyon Lake’s Teacher of the Year, Jessica Makoutz

Parent Teacher Conferences

2-25-10 Staff members, students and parents

Meet to discuss progress of students

Cultural Committee Meeting

2-26-10 Cultural Committee members

Organizing end of year recognition for 5th graders at Canyon Lake

Principal meeting 3-03-10 RCAS Principals and CSAC administrators and Directors

Discuss progress, programs and procedures for schools

RCAS Board Members

3-04-10 RCAS Board members,

Discuss policies and procedures as they

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administrators, public pertain to schools BLT 3-05-10 Staff at Canyon Lake All staff inservice to

focus on effective feedback to students

All staff meeting 3-10-10 Literacy and staff members

Review data from winter assessments

Summer School Meeting

3-17-10 Staff and Jackie Talley

Meeting to discuss proposal for summer school

Staff meeting 3-24-10 All staff members at Canyon Lake

Meet to study instructional strategies for lessening the achievement gap

Parent Walk Thru 4-29-10 Families of Canyon Lake, staff, South Dakota Parent Network

Determine the parent needs of families at Canyon Lake

Kindergarten Screening

3-16-10 3-17-103-18-105-04-10

New kindergarten students for 09, district screening team Canyon Lake staff and parents

New kindergarten students are screened for early interventions

Student Achievement Meeting

4-14-10 Principals, District leadership and staff members

Meet to discuss the progress of math and literacy instruction in the district

Literacy Meeting 4-15-10 Literacy Staff Meeting to discuss progress of students and instruction

Principal Meeting 4-07-10 All district principals, Csac administrators and directors

Meeting to discuss policies and give information regarding important

Staff Meeting 4-14-10 Canyon Lake staff and Jackie Talley

Meeting to study achievement meeting and parent involvement

Literacy and math Night

5-07-10 Parents, students and staff at Canyon Lake

Parent education for reading and math

Principal Meeting 5-05-10 All district principals, Meeting to discuss 37

CSAC administrators and directors

policies and give information

PTA meeting 5-03-10 Parents, teachers and Jackie Talley

Set goals and establish new officers for upcoming year

PAC Meeting 5-18-10 Parents and Title 7 district personal

Meeting to review the Title 7 grant

All School Picnic 6-3-10 Canyon Lake staff, parents and students

Celebration of accomplishments of students for the year . Parent Involvement

5th Grade Graduation

6-3-10 Canyon Lake 5th grade staff, parents and students

Student Recognition

2010-11 School YearDistrict Administrator Meetings

8-9&10-2010 All building principals and central office administrators

Administrative issues, start of year, meet the new superintendent, expectations for new year.

New Superintendent meeting

8-16-2010 Building principals Discussion of goals for new year

Title 1 Principal meeting

8-17-2010 Title I Principals and CSAC admin./sate Title I reps.

To discuss upcoming year and emphasis on parent involvement.

Data Retreat/School Improvement mtg./BLT planning

8-19=2010 Canyon Lake BLT team

Review data and plan for BLT presentation

New Teacher Orientation

8-23-2010 New teachers, Director of Curriculum, Director of Staff Dev.,

Overview of district goals and priorities. Clarification of goals and outcomes of New Teacher Induction Program.

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New Teacher Inservice

8-23&24, 2010

New staff members at Canyon Lake and principal

Discussion of expectations, goals programming, etc.

All Teacher Inservice

Principals Meeting

8-25&26-2010

9-8-2010

All staff of Canyon Lake

District administrators

Welcome back, discussion of goals, BLT work, district expectations and sign-offs, etc.Regular meeting

Back to School Night

9-7-2010 Staff of Canyon Lake and attending parents

Parents meet staff of their students.

PTA 9-14-2010 Principal and attending parents

Establish fundraisers for year and met the new principal.

BLT training 9-15-2010 BLT team-Canyon Lake

Plan for future building training

Building education leadership team

9-17-2010 Literacy and math coaches, strategist and principal

Discuss purpose of team and set dates of meetings.

Staff Meeting 9-20-2010 All Canyon Lake Staff Discuss data chats, school improvement goals and other upcoming items of interest

Building education leadership team

9-24-2010 Math and literacy coaches, strategist, principal

Discuss school improvement plan and data chat information

Parent Resource Network meeting

9-27-2010 Lori Laughlin and principal

To learn more about the PRN and how they can help us with parent involvement.

Data Chats 10-1-2010 All classroom teachers and math and literacy coaches

Discuss scores of students and strategize for instruction.

SD Counts Training 10-6-2010 All Classroom teachers from Canyon

CGI training for staff (cognitive guided

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Lake instruction)Education leadership team

10-8-2010 Math and literacy coaches, strategist, principal

Discuss school improvement plan and data chat information

BLT training 10-12-2010 All instructional staff and principal

Discuss instructional strategies for year and clarify any questions regarding data. Establish focus standards that will drive instruction.

SD Counts Training 10-13-2010 All Classroom teachers from Canyon Lake

CGI training for staff (cognitive guided instruction)

Parent-teacher conferences

10-14-2010 Administration, teachers and parents

Parents met with teachers to discuss progress, concerns and future strategies for improvement.

Red Ribbon Week Conclusion-Fly over

10-15-2010 All students, staff and administration

Participated in fly-over and concluded the week of Red-Ribbon activities.

Education leadership team

10-15-2010 Math and literacy coaches, strategist, principal

Discuss school improvement plan and determined national conference that would be attended.

PRN training 10-15-2010 All Title I principals, Lori Laughlin and trainer

Training on parental involvement in schools.

Peer review of School Improvement Plans

10-22-2010 All Building administrators

Review school improvement plans for upcoming year

School Improvement40

Log of Activities

2010-2011

Canyon Lake Elementary & District ImprovementLog of Activities 2010-2011

Student Achievement Meeting

11-17-10 Principals, teacher leaders District Wide

Focus on Formative Assessments

Truancy Meeting 11-17-10 Principal, teacher, parents and juvenile Diversion

Create plans with families for better attendance

Turkey Bingo 11-19-10 Parents, Students, Staff, Administration, Community

Review of School Wide Title I Plan, Parent Survey, Bingo Night for Turkeys and Pies

BLT Day 11-29-10 Staff at Knollwood Staff professional development day focusing on formative assessments

Administrative Study Group

12-8-10 Administrators book study

Focus on Professional learning communities.

Principal Meeting 1-05-11 Principals and District Update on current policies and implementation of curriculum

PTA 1-10-11 Parents and staff Meeting to discuss parent activities at Knollwood

Literacy Meeting 1-06-11 Literacy teachers, classroom teachers and Deb Warr

Discuss student progress and strategies for struggling students

BLT 1-18-11 BLT members and Discuss plan for

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Deb Warr upcoming in-service Reasonable Suspicion Training

1-24-11 Administrators Training alcohol abuse

TIE Meeting 1-28-11 Administrators, teacher leaders

Evaluate the implementation of PRIME Grant

BLT 2-7-11 Staff Members Review progress of student data

Meeting with Dr. many

2-14-11 Administrators Work with professional learning communities

Meeting with Dr. Many

2-15-11 Administrators and teacher leaders

Working on a professional learning communities

Meeting with Dr. many

2-16-11 Canyon Lake Staff Staff

Building professional learning communities at Canyon Lake

Board Meeting 2-03-11 RCAS Board members, CSAC Administrators, parents and community

Policy and procedures that effect RCAS schools

Transition meeting 2-10-11 Principal and families Focus on a smoother transition when students come back to school from home schooling

PTA 2-08-11 Parents, teachers and principal

Parent involvement at Canyon Lake

Staff meeting 2-18-11 Staff members at Canyon Lake

Achievement gap study focus on instructional strategies

Staffing meeting 2-23-11 Administrators Discuss the staff process for the upcoming year

Math Meeting 2-23-11 Staff and math leaders

Discuss student data results and define next steps for teacher instruction

Staff Meeting 2-24-11 Staff members Recognition for Canyon

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Lake’s Teacher of the Year

Parent Teacher Conferences

2-24-11 Staff members, students and parents

Meet to discuss progress of students

Principal meeting 3-02-11 RCAS Principals and CSAC administrators and Directors

Discuss progress, programs and procedures for schools

RCAS Board Meeting

3-03-11 RCAS Board members, administrators, public

Discuss policies and procedures as they pertain to schools

Read Across America

3-04-44 Students, parents and staff

Celebration of Read Across America

Reading Recovery and Literacy Workshop

3-06-11-11 Teachers and Principal Columbus, Ohio

Reach Training 3-08-11 District personnel District training on cultural awareness

BLT 3-11-11 Staff at Canyon Lake All staff inservice to focus on effective feedback to students

All staff meeting 3-16-11 Literacy and staff members

Review data from winter assessments

CPI Training 3-30-11 District Staff Re-training on restraining students

Kindergarten Screening

4-16-11 4-17-114-18-115-04-11

New kindergarten students for 11, district screening team Canyon Lake staff and parents

New kindergarten students are screened for early interventions

TIE Conference 4-3-4-5 Teachers and Administrators from across South Dakota

System Change Conference

Principal Meeting 4-07-11 All district principals, Csac administrators and directors

Meeting to discuss policies and give information regarding important

Student Achievement

4-13-11 Principals, District leadership and staff

Meet to discuss the progress of math and

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Meeting members literacy instruction in the district

Literacy Meeting 4-15-11 Literacy Staff Meeting to discuss progress of students and instruction

Staff Meeting 4-13-11 Canyon Lake staff Meeting to study achievement meeting and parent involvement

Parent Involvement Meeting with all Title One schools and PTA/PTO

4-29-11 Knollwood, General Beadle, Horace Mann, North Middle School, Canyon Lake Elem.District Officials

To meet and review the district and school family involvement policies and compacts.

Literacy and math Night

5-06-11 Parents, students and staff at Canyon Lake

Parent education for reading and math

Principal Meeting 5-04-11 All district principals, CSAC administrators and directors

Meeting to discuss policies and give information

PTA meeting 5-09-11 Parents, teachers Set goals and establish new officers for upcoming year

District Administrator Meeting

8-08 -10-11, 2011

All building principals and central office administrators

Administrative issues, starting the new year andlegal parameters

DOE Meeting on Restructure Online

8-16-11 All principals and administrators in level 4 of school improvement across the state

To identify the needs of the restructure program and the components of the new plan

Title I Principal Meeting

8-18-11 Building principals, CSAC Administrators and state title one representatives

To discuss the upcoming year and parent involvement

Data Retreat and School Improvement

8-24-11 Knollwood BLT Team Review data and begin BLT planning for the year

New Teacher Orientation

8-22-11 New TeachersDirector of Curriculum

Overview of district goals and priorities

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Launch of New Teacher Induction Process

Director of Staff Dvmt. Clarification of goals and outcomes of New Teacher Induction Program

New Teacher Inservice –

8-24-11 New Staff Members from Canyon Lake

Discussion of math and reading programs, Special Education (RTI process), General information, and Answering of questions

Meeting with the Superintendent of Schools

8-25-111 Building principals To discuss goals for upcoming year

Back to School Night

8-25-11 Students, families and staff at Canyon Lake

Parents and students meet staff at Canyon Lake prior to the first day of school

PTA 09-05-11 Parents and Staff Establish fundraisers and celebrate the success of 20 parents joining PTA

Teacher of Year Celebration

9-09-11 District all staff and Rapid City Foundation Members, Community

Celebration of teachers and individuals who contribute to our profession

Parent Involvement Meeting

9-16-11 Parents and Title One School Staff

Meet to review and re-define parent involvement policy and procedures

Parent Resource Network Lunch

9-27-11 Warr, Lori Laughlin Discussed setting up parent nights during the school year and the role of South Dakota Parent Network.

Title VII PAC 9-13-11 Parents, Students, Staff, Administration District-Wide

Meeting of Native American Board and interested parties to discuss cultural issues.

SES Meeting 9-28-11 District , Title Meet to define 45

Principals, and Betsy Chapman

expectations for building use and contracts for providers

Staff Meeting 10-05-11 Canyon Lake Staff Conference Time Set-up, Safety Drills, Kid’s Voting, BiWeekly Staff Meetings for Planning Format

Red Ribbon WeekActivities

10-03 through 10-07, 2011

Administration, Staff, Students, and Parents

Participated in Fly-over, Pajama Day, and Red Ribbon Parade to encourage students to be drug free

Parent – Teacher Conferences

10-20 10-27, & 11-0720112-09-2012

Administration, Teachers, Parents, Student Council

Parents came in and met with teachers. The Administration and student council hosted a coffee & cookie room with a slideshow of literacy tips and student pictures. Guides for report card handed out

Peer Review for School Improvement Plans

10-28-11 Administration, Central Office

Review SIP for each school and offer suggestions for changes

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Appendix C

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Appendix D

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\Appendix E

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Appendix F

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Mathematics

Canyon Lake’s Mathematics is both research based and inquiry based. Our math program offers activity-based mathematics that encourages students to think creatively, develop and articulate their own problem-solving strategies, and work cooperatively with their classmates.

Approaching the mathematics content through inquiry helps students develop flexibility and confidence in approaching problems, fluency in using mathematical skills and tools to solve problems, and proficiency in evaluating their solutions. Students also use many ways to communicate about their mathematical thinking and their multiple strategies to solve problems.

InstructionKindergarten students receive 40 minutes of math instruction each day.First through fifth graders at Canyon Lake receive 90 minutes of math instruction each day. Sixty minutes are devoted to Investigations lessons. Thirty minutes of the day are spent in Math Lab. During this time, students participate in 10 Minute Math, Math Routines, and play math games. Teachers use these activities to build and reinforce the math standards that have been identified as areas of concern.

Assessment

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Canyon Lake follows the assessments plan for Rapid City Area Schools. Kindergartens thru 2nd graders are assessed with the Developing Number Concept Assessments. Grades 3-5th took the CTB McGraw Hill Performance Assessment MARS in the fall and will be assessed again in the spring to monitor progress. After the fall and winter assessments teachers identify students by the performance descriptors of Below Basic, Basic, Proficient, and Advanced. The teachers and support staff then come together and discuss how we can best meet our students’ needs. Our third thru fifth graders will also complete the Dakota Assessment of Content Standards (DSTEP) between March 31st and April 18th, 2008. Investigations offer many opportunities for on-going, embedded assessment as well as formal assessments. Teachers then use this information to plan for instruction.

Math Teacher Leader/Standards Support SpecialistOur Math Teacher Leader and Standards Support Specialist work with the classroom teachers in many ways:

Planning lessons together Coaching teachers to improve instruction which will lead to higher student achievement Co-operative/Team teaching Modeling lessons and questioning techniques Working with students Modeling number talks Conducting professional development sessions-Standards Strategy Sessions Helping with assessments Collecting assessment data Writing monthly article in school newsletter

Home – School ConnectionsThis fall Canyon Lake Teacher Leaders hosted a Family Night for Canyon Lake students and their parents. Parents and students participated in numerous standards-based activities in reading and math. Teachers facilitated the activities. The goal of the session was to help parents understand and “see” the math in the Investigations games and activities. This session was well received by the parents who were present.

This year the teachers prepared game binders to send home with each student. The games were practiced in the classrooms, and then sent home in their binders for practice. The goal of the binder is for the students to practice the concepts presented in class and to increase their computational fluency. Students worked together as a class to earn a traveling trophy and popcorn. As a school we are working together to reach 25,000 games. Students are also recognized for their individual accomplishments.

Each month the Math Teacher Leader writes an article for the school newsletter. The leader hopes that these articles provide Canyon Lake parents with ideas for at home and a better understanding of our mathematical instruction.

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Professional DevelopmentThe Math Leader and Standards Support Specialist presented standards sessions monthly to provide an opportunity an opportunity for reflection, learning, and growth. Some of the topics discussed this year are:

Number Talks Using the Math Curriculum Guide Improving student achievement in mathematics Questioning strategies Using assessment data Strategies Computation fluency Classroom routines

Appendix G

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SCHOOL-PARENT COMPACT

The Canyon Lake Elementary , and the parents of the students participating in activities, services, and programs funded by Title I, Part A of the Elementary and Secondary Education Act (ESEA) (participating children), agree that this compact outlines how the parents, the entire school staff, and the students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership that will help children achieve the State’s high standards.

This school-parent compact is in effect during school year 2009-2010.REQUIRED SCHOOL-PARENT COMPACT PROVISIONS

(provisions bolded in this section are required to be in the Title I, Part A school-parent compact)

School Responsibilities

The Canyon Lake Elementary will:

1. Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the participating children to meet the State’s student academic achievement standards as follows:

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Canyon Lake Elementary is a Title I school. Title I is a part of the No Child Left Behind Act of 2001 (NCLB). The Act is designed to ensure that all children have the opportunity to obtain a high-quality education and reach proficiency on challenging state academic standards and assessment. Canyon Lake Elementary teachers follow all district mandates and articulated curriculum to ensure that students are receiving high-quality curriculum and instruction.

2. Hold parent-teacher conferences (at least annually in elementary schools) during which this compact will be discussed as it relates to the individual child’s achievement. Specifically, those conferences will be held:

Canyon Lake Elementary Parent-Teacher Conferences are held on October 15 & 20, November 5, 2009 & February18, 2010.

3. Provide parents with frequent reports on their children’s progress. Specifically, the school will provide reports as follows:

Children’s progress is reported in a letter to parents indicating the schools AYP status. Parent-teacher conferences are scheduled each school year in order for parents to meet with their child’s teacher and discuss individual progress. You will be sent a schedule and invitation for these conferences. Should there be other times during the year when you would like to have a conference with your child’s teacher, feel welcome to contact the teacher and/or principal to schedule a conference.

4. Provide parents reasonable access to staff. Specifically, staff will be available for consultation with parents as follows:

Teachers/Staff are available to meet with parents on a daily basis. Appointments may be scheduled through the office and/or directly with the teacher via phone call and/or email.

5. Provide parents opportunities to volunteer and participate in their child’s class, and to observe classroom activities, as follows:

Canyon Lake Elementary has an “open door” to all parents. Parents are welcomed to participate in school activities, classroom observations and volunteering.

Parent Responsibilities

We, as parents, will support our children’s learning in the following ways:

The heart of Canyon Lake School is the improvement of student learning. Parents will work together by:

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Monitoring their child’s attendance. Making sure that homework is completed. Reviewing Tuesday folder with my child. Monitoring amount of television their children watch. Volunteering in my child’s classroom. Participating, as appropriate, in decisions relating to my children’s education. Promoting positive use of my child’s extracurricular time. Staying informed about my child’s education and communicating with the school by promptly reading all notices from the

school or the school district either received by my child or by mail and responding, as appropriate. Serving, to the extent possible, on policy advisory groups, such as being the Title I, Part A parent representative on the

school’s School Improvement Team, the Title I Policy Advisory Committee, the District wide Policy Advisory Council, the State’s Committee of Practitioners, the School Support Team or other school advisory or policy groups.

OPTIONAL ADDITIONAL PROVISIONS

Student Responsibilities (revise as appropriate to grade level)

We, as students, will share the responsibility to improve our academic achievement and achieve the State’s high standards. Specifically, we will:

Do my homework every day and ask for help when I need to. Read at least 30 minutes every day outside of school time. Give to my parents or the adult who is responsible for my welfare all notices and information received by me from my

school every day.]

Additional Required School Responsibilities (requirements that schools must follow, but optional as to being included in the school-parent compact)

The Canyon Lake Elementary will:

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1. Involve parents in the planning, review, and improvement of the school’s parental involvement policy, in an organized, ongoing, and timely way.

2. Involve parents in the joint development of any school wide program plan, in an organized, ongoing, and timely way.

3. Hold an annual meeting to inform parents of the school’s participation in Title I, Part A programs, and to explain the Title I, Part A requirements, and the right of parents to be involved in Title I, Part A programs. The school will convene the meeting at a convenient time to parents, and will offer a flexible number of additional parental involvement meetings, such as in the morning or evening, so that as many parents as possible are able to attend. The school will invite to this meeting all parents of children participating in Title I, Part A programs (participating students), and will encourage them to attend.

4. Provide information to parents of participating students in an understandable and uniform format, including alternative formats upon the request of parents with disabilities, and, to the extent practicable, in a language that parents can understand.

5. Provide to parents of participating children information in a timely manner about Title I, Part A programs that includes a description and explanation of the school’s curriculum, the forms of academic assessment used to measure children’s progress, and the proficiency levels students are expected to meet.

6. On the request of parents, provide opportunities for regular meetings for parents to formulate suggestions, and to participate, as appropriate, in decisions about the education of their children. The school will respond to any such suggestions as soon as practicably possible.

7. Provide to each parent an individual student report about the performance of their child on the State assessment in at least math, language arts and reading.

8. Provide each parent timely notice when their child has been assigned or has been taught for four (4) or more consecutive weeks by a teacher who is not highly qualified within the meaning of the term in section 200.56 of the Title I Final Regulations (67 Fed. Reg. 71710, December 2, 2002).

Optional School Responsibilities

To help build and develop a partnership with parents to help their children achieve the State’s high academic standards, the Canyon Lake Elementary will:

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1. Recommend to the local educational agency (LEA), the names of parents of participating children of Title I, Part A programs who are interested in serving on the State’s Committee of Practitioners and School Support Teams.

2. Notify parents of the school’s participation in Early Reading First, Reading First and Even Start Family Literacy Programs operating within the school, the district and the contact information.

3. Work with the LEA in addressing problems, if any, in implementing parental involvement activities in section 1118 of Title I, Part A.

4. Work with the LEA to ensure that a copy of the SEA’s written complaint procedures for resolving any issue of violation(s) of a Federal statute or regulation of Title I, Part A programs is provided to parents of students and to appropriate private school officials or representatives.

__________________ __________________ _______________School Parent(s) Student

__________________ __________________ _______________Date Date Date

(PLEASE NOTE THAT SIGNATURES ARE NOT REQUIRED)

*This sample template of a School-Parent Compact is not an official U.S. Department of Education document. It is provided only as an example.

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Canyon Lake ElementaryStudent / Parent / School Compact

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

1. Attend school regularly.2. Come to school each day with the necessary tools for learning. (pencils, etc)3. Share my Tuesday folder contents with my parents.4. Work as hard as I can on all assignments.5. Take home notes and assignments and return them on time.6. Be responsible for my behavior.7. Respect adults and other students in my school.

Signature ________________________________________________ Date_______________

PARENT/GUARDIAN AGREEMENTI want my child to achieve. Therefore, I will encourage him/her by doing the following: 1. See that my child is punctual and attends school regularly. 2. Support the school in its efforts to maintain proper discipline. 3. Read with my child and let my child see me read. 4. Provide a quiet place and regular time for my child to study each day.

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5. Talk regularly with my child’s teacher. 6. Review my child’s schoolwork and sign and return Tuesday folder.

Signature ________________________________________________ Date_______________

TEACHER AGREEMENTIt is important that students achieve their best. Therefore, I shall strive to do the following:

1. Communicate regularly with parents.2. Vary techniques and materials to meet individual student needs.3. Provide a safe and motivational classroom environment.4. Respect my students and require my students to respect others.5. Expect my students to be responsible for their behavior at school.6. Provide appropriate homework assignments when needed.7. Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the participating children to meet the State’s

student academic achievement standards.8. Provide parents with frequent reports of the children’s progress.9. Provide parents opportunities to volunteer and participate in the child’s class, and to observe classroom activities.

Signature ________________________________________________ Date_______________

PRINCIPAL AGREEMENTI encourage parent/community involvement. Therefore, I will: 1. Maintain a positive and safe learning environment. 2. Communicate with parents through a monthly school newsletter. 3. Foster appropriate in-services and training for teachers and parents. 4. Actively and consistently work toward the goal of achieving academic growth. 5. Hold parent teacher conferences (at least annually). 6. Provide parents reasonable access to staff.

Signature ________________________________________________

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Appendix H

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Appendix I

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Appendix J

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Discipline Data – School Improvement

School Year 2009 Canyon Lake Elementary

Offense Code Description Total

048 Disruption of Class 5008 Bullying 3021 Inappropriate Behavior In Class 24031 Pushing, Shoving 4037 Theft Receive or Possess Stole 1042 Vandalism, Minor Acts 1024 Insubordination 12

Total Incidents: 50

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Appendix K

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Appendix L

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