Port Angeles School District
Hamilton Elementary School
“Hawk Heroes: Helping Themselves and Others to Learn!”
Continuous
School Improvement Plan
2016 - 2017
Board Meeting – November 3, 2016
Continuous School Improvement Plan
1
Hamilton  November 3, 2016
DIRECTIONS
The process for developing your Continuous School Improvement Plan is outlined below. Decide where you need to put your focus in order to reach your
specific learning improvement goals. Feel free to attach as appendices school-specific surveys, evaluations, assessments, self-study documents, or other
information that will be descriptive and supportive of your plan.
PART 1: DISTRICT STRATEGIC PLAN SUMMARY - STRATEGIC GOALS AND OBJECTIVES
Establish priority goals for improvement based on the district strategic plan. Establish building-level objectives to meet major goal expectations.
PART 2: SUPERINTENDENT’S GOALS
PART 3: DATA ANALYSIS
Collect and analyze critical information.
PART 4: AREAS OF STRENGTH AND IMPROVEMENT
Determine needs and strengths.
PART 5: ACTION PLANS
Design action plans complete with responsibility designation, timelines, and indicators of success. For each action plan, see specific directions and example found on page 21.
PART 6: TITLE I SCHOOL-WIDE PLAN SUMMARY
Briefly summarize your school’s strategy for implementing a Title I School-wide Plan; clearly describe a comprehensive approach embedded in strategies.
PART 7: STUDENT TUTORIAL/ENRICHMENT STRATEGIES SUMMARY
Briefly summarize your school’s strategy for student remediation. Specific strategies, numbers of students, staff responsible, and timeline for implementation and other related details should be found in the action plans. Student remediation strategies are coherent, and action steps demonstrate responsiveness to student tutorial needs. This summary should clearly describe a comprehensive approach embedded in strategies.
PART 8: NUTRITION AND PHYSICAL FITNESS POLICY 6700
Each school will report their educational plan biennially to the Board.
PART 9: SCHOOL PROFESSIONAL DEVELOPMENT SUMMARY AND RESOURCE PLAN
Please identify all of your school’s professional development activities. Identify the staff group(s) participating in the activity. Identify only the budget
estimates that total to your school’s basic staff development allocation.
PART 10: EXECUTIVE SUMMARY
Summarize your Continuous School Improvement Plan. Please submit to the superintendent a preliminary revision of your draft by Monday, October 10,
2016. Presentation will be at the Thursday, November 3 Board meeting. A mid-year review is due for presentation at the February 23, 2017 Board
meeting. Information for a Final report by the Assistant Superintendent is due for presentation at the June 22, 2017 Board meeting.
PART 11: SIGN-OFF SHEET
An original sign-off sheet that includes the names, positions, and signature of your site team must accompany the final plan on October 10, 2016.
PART 12: APPENDICES
Continuous School Improvement Plan
2
Hamilton  November 3, 2016
PART 1: DISTRICT STRATEGIC PLAN SUMMARY - STRATEGIC GOALS AND OBJECTIVES
STRATEGIC GOALS AND OBJECTIVES FOR 2016-17
Directions: Please make sure that the district’s strategic plan goals are identified in the following spaces.
Organizational Culture: All participants in our organization exhibit enthusiasm, feel valued, and find joy in their
commitment to student learning and achievement.
OBJECTIVE(S) 1:1 Create a culture of trust among staff, students, and community.
1:2 Create an efficient and effective communication system where the decision-making process is
transparent and all stakeholders are well informed.
1:3 Have 100% of students in Grades 7 – 12 engaged in extracurricular activities.
GOAL 1
Student Achievement: All students will graduate and be prepared to live up to their potential and have the tools
to pursue their aspirations.
OBJECTIVE(S) 2:1 All students receive engaging, informative instruction throughout the system as demonstrated by
student/parent data.
2:2 All students will receive the necessary support to successfully matriculate through the system.
2:3 Reinstate all-day kindergarten as soon as fiscally sustainable.
GOAL 2
GOAL 3
Resources: To have the resources (time, talent & treasure) necessary to meet district student achievement goals.
OBJECTIVE(S) 3:1 Create a more efficient and equitable resource distribution system.
3:2 Create an infrastructure that supports student learning.
GOAL 4
Adaptability: To be adaptable in our support of student achievement.
OBJECTIVE(S) 4:1 Create a data-driven adaptable education system.
Community: To have community support for the value of education in the midst of community changes and to
have education as The Priority in The Port Angeles community.
OBJECTIVE(S) 5:1 Leverage community resources and Expertise to further the education of all students.
GOAL 5
Continuous School Improvement Plan
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Hamilton  November 3, 2016
PART 2: SUPERINTENDENT’S GOALS
SUPERINTENDENT’S GOALS 2016-17
1.
Develop a Shared District Vision with the Board and Community
2.
Facilities and Maintenance
3.
Provide Opportunities for Academic Success for all Students
4.
Sustaining Fiscal Solvency
5.
Leadership Development
6.
District Stability – Board Superintendent Relationship
Continuous School Improvement Plan
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Hamilton  November 3, 2016
PART 3: DATA ANALYSIS
SBA & MSP DATA
Directions: Enter the scores on the READING, MATH and WRITING Sections of the MSP and SBA.
Analysis Tool/
Measurement Device
SBA
2015
State
2015
SBA
2016
State
2016
Analysis Tool/
Measurement Device
Reading/ELA 3:
Math 3:
% of students at each level
Level 1:
% of students at each level
SBA
2015
State
2015
SBA
2016
State
2016
19.3
21.8
2
14
18.2
20.8
22.5
23.3
0
18
21.5
22.1
Level 1:
Level 2:
4.6
16.2
Level 2:
0
9.5
Level 3:
51.1
23.7
40
23
Level 3:
35.7
31.3
42
31
54.7
25
42
27.5
% Meeting Standard:
90.5
56.6
84
58.9
% Not Meeting Standard:
39.5
43.3
16
41
Level 4:
Level 4:
27.9
27.9
40
30.9
% Meeting Standard:
79.1
53.1
82
54.3
% Not Meeting Standard:
20.9
47.9
18
45.6
SBA
2015
State
2015
SBA
2016
State
2016
Level 4:
Reading 3:
Analysis Tool/
Measurement Device
Level 4:
Math 3:
Analysis Tool/
Measurement Device
Reading/ELA 4:
Writing 4:
% of students at each level
Level 1:
% of students at each skill
Level 3:
10.8
21.7
30.4
24.6
18.7
24.2
13
21.7
32.6
23.1
18
24.5
Level 4:
36.9
29.9
30.4
32
% Meeting Standard:
67.4
55.6
65.2
57
% Not Meeting Standard:
32.6
45.4
34.8
42.9
Level 2:
Reading 4:
Continuous School Improvement Plan
5
Conventions:
Content, Organization, and Style:
Writing 4:
% Meeting Standard:
% Not Meeting Standard:
Hamilton  November 3, 2016
PART 3: DATA ANALYSIS
SBA & MSP DATA
Directions: Enter the scores on the MATH, SCIENCE, and READING sections of the MSP and SBA.
Analysis Tool/
Measurement Device
SBA
2015
State
2015
SBA
2016
State
2016
Analysis Tool/
Measurement Device
Math 4:
MSP Science 5:
% of students at each level
Level 1:
% of students at each level
MSP
2015
State
2015
SBA
2016
State
2016
13.9
20.8
34.4
6.7
8.9
35.6
15.4
17.1
31.8
15.6
28.1
28.5
2.2
28.3
41.3
15.7
26.9
28.3
Level 1:
Level 3:
4.3
28.2
30.4
Level 3:
2.4
14.6
43.9
Level 4:
34.7
24.9
23.9
26.6
Level 4:
36.6
28.3
46.7
32.9
% Meeting Standard:
67.4
55.1
69.6
55.4
% Meeting Standard:
82.9
64.5
84.4
65.3
% Not Meeting Standard:
32.6
45.9
30.4
44.5
% Not Meeting Standard:
17.1
36.6
15.6
34.6
SBA
2015
State
2015
SBA
2016
State
2016
SBA
2015
State
2015
SBA
2016
State
2016
23.3
26.4
20.5
16.3
34.9
23.3
23.3
25.5
20.2
Level 2:
Math 4:
Analysis Tool/
Measurement Device
Level 2:
MSP Science 5:
Analysis Tool/
Measurement Device
Reading/ELA 5:
Math 5:
% of students at each level
Level 1:
% of students at each level
21.4
18.9
32.6
13.3
17.8
42.2
20.1
17.4
32.1
Level 1:
Level 3:
14.3
19
50
Level 3:
21.4
35.7
19
Level 4:
14.3
24.5
24.4
27.4
Level 4:
19
27.1
23.3
28.5
% Meeting Standard:
66.7
58.7
68.9
60.1
% Meeting Standard:
42.9
48
48.8
49.2
% Not Meeting Standard:
33.3
42.4
31.1
39.8
% Not Meeting Standard:
57.1
51.9
51.2
50.7
Level 2:
Reading 5:
Continuous School Improvement Plan
6
Level 2:
Math 5:
Hamilton  November 3, 2016
PART 3: DATA ANALYSIS
SBA & MSP DATA
Directions: Enter the scores on the READING and MATH sections of the MSP and SBA.
Analysis Tool/
Measurement Device
SBA
2015
State
2015
SBA
2016
State
2016
SBA
2015
State
2015
SBA
2016
State
2016
Level 3:
14
30
32
23.7
28.2
21.8
25.6
20.5
30.8
23.5
26.3
21.5
Level 4:
22
23.2
23.1
26.2
% Meeting Standard:
56
46.6
53.8
48
% Not Meeting Standard:
44
54.4
46.2
51.9
Analysis Tool/
Measurement Device
Reading/ELA 6:
Math 6:
% of students at each level
Level 1:
% of students at each level
Level 1:
Level 3:
6
26
46
19.1
24.6
34.2
7.7
17.9
43.6
18.3
23.2
34.2
Level 4:
16
19.1
28.2
21.8
% Meeting Standard:
68
55.2
74.4
56.5
% Not Meeting Standard:
32
46
25.6
43.4
Level 2:
Reading 6:
Level 2:
Math 6:
Observations:
• Hamilton was at, or exceeded, the state average in 51 of 54 (94.4%) areas of measurement on the SBA. This is a 9.3% increase over
the 2015 SBA results (46 of 54 85.1%).
• Even though there was improvement in our 5th grade math SBA results, it is still the area of greatest potential improvement.
• Although we continue to outperform the state in most Math categories, our Math scores continue to lag behind ELA.
Implication:
• Hamilton will take advantage of Math Professional Development being offered by Morgan Worthington and Lisa McCoy/Rigor
• Hamilton will use its district funded After-School Math tutoring to focus on 5th and 6th grade students with the greatest need in math.
•
Staffing Adjustment will be made to insure student success.
Continuous School Improvement Plan
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Hamilton  November 3, 2016
PART 3: DATA ANALYSIS
SBA & MSP DISAGGREGATION DATA
Directions: Enter the percentage of students meeting and exceeding standard for each of the sub-groups with n>10. If <10, enter an asterisk (*).
GRADE 3 ELA
Sub-Groups
SBA
2015
State
2015
SBA
2016
State
2016
Male
Female
84.6
70.6
DNA
47.7
56.6
36
80.7
83.3
82.7
50.5
58.4
37.7
Low Income
Special Ed
*
Gender
difference
Hamilton
+2.6%
GRADE 3 MATH
Gender
difference
State
Low
Income
Hamilton
v state
SBA
2015
State
2015
SBA
2016
State
2016
+45%
92.3
87.5
DNA
57.2
56
41.5
80.7
87.5
82.7
59.6
58.1
43.9
+7.9%
*
*
SBA
2015
State
2015
SBA
2016
State
2016
Gender
difference
Hamilton
Male
Female
64.7
69
63.6
50.1
59.1
37.9
67.8
61.1
62.9
53
61.2
40.2
+6.7%
Low Income
Special Ed
*
Gender
difference
State
+1.5%
+6.8%
+38.8%
GRADE 4 MATH
Gender
difference
State
Low
Income
Hamilton
v state
SBA
2015
State
2015
SBA
2016
State
2016
Gender
difference
Hamilton
Gender
difference
State
54.7
53.1
38.1
71.4
66.7
66.6
56.5
54.2
38.9
+4.7%
+2.3%
+22.7%
58.8
72.4
66.6
+8.2%
*
*
*
GRADE 5 SCIENCE
Sub-Groups
MSP
2015
State
2015
MSP
2016
State
2016
Gender
difference
Hamilton
Gender
difference
State
Male
Female
85.7
80
82.6
62.7
63.9
47.9
84.2
84.6
88.8
64.4
66.2
49.4
+0.4%
+1.8%
Low Income
Special Ed
*
Continuous School Improvement Plan
Low
Income
Hamilton
v state
*
GRADE 4 ELA
Sub-Groups
Gender
difference
Hamilton
Low
Income
Hamilton
v state
+39.4
%
*
DNA = Data Not Available on OSPI Report Card
8
Hamilton  November 3, 2016
Low
Income
Hamilton
v state
+27.7%
PART 3: DATA ANALYSIS
SBA & MSP DISAGGREGATION DATA
Directions: Enter the percentage of students meeting and exceeding standard for each of the sub-groups with n>10. If <10, enter an asterisk (*).
GRADE 5 ELA
Sub-Groups
SBA
2015
State
2015
SBA
2016
State
2016
Male
Female
71.4
61.9
56.5
52
63.3
41.4
63.1
73
66.6
54.6
65.8
43.5
Low Income
Special Ed
Gender
difference
Hamilton
+9.9%
GRADE 5 MATH
Gender
difference
State
Low
Income
Hamilton
v state
SBA
2015
State
2015
SBA
2016
State
2016
+23.1%
57.1
28.6
34.7
48.4
47.5
31.5
38.8
56
56
50.1
48.2
32.5
+11.2%
*
Sub-Groups
SBA
2015
State
2015
SBA
2016
State
2016
Male
Female
57.1
81.8
70
47.8
60.3
37.4
66.6
83.3
66.6
50.6
62.7
39.3
Special Ed
Gender
difference
State
Low
Income
Hamilton
v state
+1.9%
+17.2%
+23.5%
*
GRADE 6 ELA
Low Income
Gender
difference
Hamilton
*
Gender
difference
Hamilton
+16.7%
GRADE 6 MATH
Gender
difference
State
Low
Income
Hamilton
v state
SBA
2015
State
2015
SBA
2016
State
2016
Gender
difference
Hamilton
Gender
difference
State
44.6
46.4
28.9
52.3
55.5
55.5
47.1
49.1
30.5
+3.2%
+2%
+27.3%
64.3
45.5
53.3
+12.1%
Low
Income
Hamilton
v state
+25%
*
DNA = Data Not Available on OSPI Report Card
Observations:
• There is no significance gender gap in Math with the exception of 5th grade where females outperformed males by 17.2%.
• There is no significant gender gap in ELA with the exception of 6th grade where females outperformed males by 16.7%.
• There is no statistical gender gap in Science.
• Hamilton Low Income students greatly outperform the state in all content areas, at all grades.
Implications:
• Hamilton will continue emphasize rigor and to hold high expectations for all students regardless of gender, ethnicity, and
social economics, thus ensuring Educational Equity.
Continuous School Improvement Plan
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Hamilton  November 3, 2016
PART 3: DATA ANALYSIS
INTERNAL ACCOUNTABILITY SYSTEM DATA
Directions: Please enter grade-level appropriate data in the space provided.
Analysis Tool/
Results for 2015-16
Measurement Device
K-WA Kids Assessment (WA-K)
Developmental Reading
Assessment (DRA) or
Analytical Reading Inventory
(ARI)
Fall, Winter, Spring
District Reading
Winter Benchmark
(percent of students at standard)
Or Houghton Mifflin Unit
Assessment
Expected Results for 2016-17
Reading
Reading
Grade
Fall
Winter
K
1
2
3
4
5
7of 9Sounds
(93.7%)
69.2
16 of 26 Sounds
(93.7%)
72.5
Spring
Grade
26 of 26 Sounds
K
71
76.2
82
79.5
85.9
SBA
87.8
1
2
3
4
81.8
91
SBA
72.3
78.7
6
89.7
89.7
Grade
K
1
2
3
4
5
6
Fall
WA Kids
72
87.7
71.4
Fall
SBA
5
SBA
6
SBA
Winter
Spring
Grade
100
81.8
85.9
88
69.5
70.4
85.7
100
93.1
94.6
SBA
SBA
SBA
K
1
2
3
4
5
6
86.3
73.9
78.3
Math
sba
Fall
Science
District Science Kit Assessments
(FOSS Kits)
(percent of students at standard)
Continuous School Improvement Plan
Grade
K
1
2
3
4
5
6
Spring
SBA
SBA
SBA
Math
NWEA MAP or
Curriculum Benchmark Tests
District Writing Benchmarks
Fall, Winter, Spring
(percent of students at standard)
Winter
Spring
Science
Physical
Science
Life
Science
Earth Science
NA
90.9
96.4
88
72%
73.9%
100
94.1
96.4
96
82.6
68
100
93.1
80.7%
84%
75
76.7
89.1%
94.5
92
10
Winter
Grade
K
1
2
3
4
5
6
Physical
Science
Life
Science
Earth
Science
Hamilton  November 3, 2016
PART 3: DATA ANALYSIS
INTERNAL ACCOUNTABILITY SYSTEM DATA
Directions: Please enter grade-level appropriate data in the space provided.
Summary Student Internal Accountability System Demographic Data
Internal Assessment Results for 2015-16 (EOY)
Avg. Daily
Attendance
94.86
94.51
95.39
94.67
95.55
94.45
94.96
94.61
Suspensions
Short-Term
Long- Term
13
0
0
0
5
3
5
0
0
0
0
0
0
0
0
0
Internal Assessment Results for 2016-17
Expulsions
Court
Petitions
0
0
0
0
0
0
0
0
3
1
1
0
0
0
1
0
Grade
Grade
K
1
2
3
4
5
6
Unexcused
Absences
33
0
12
4
0
0
6
11
K
1
2
3
4
5
6
Unexcused
Absences
24
2
0
1
10
1
10
0
Avg. Daily
Attendance
99.37%
99.30%
99.56%
99.33%
99.29%
99.31%
99.31%
99.48%
Suspensions
Short-Term
Long- Term
2
0
0
0
1
1
0
0
0
0
0
0
0
0
0
0
Expulsions
Court
Petitions
0
0
0
0
0
0
0
0
2
0
0
0
1
0
1
0
Summary of Student Support Services
Grade
K
1
2
3
4
5
6
Homeless
Special Education
(not speech)
Current
5
Number of Homeless Students
McKinney Vento
504
Start of Year
1(1)
Current
0
3
2
3
2
3
5
23
3
2
1
(1)
2
(1)
9 (12)*
1
2
0
0
2
5
9
*One family with 3 students refusing service
Continuous School Improvement Plan
11
Student Assistance Team
(SAT)
Current
2
1
0
2
0
0
1
6
Hamilton  November 3, 2016
PART 3: DATA ANALYSIS
DEMOGRAPHIC SCHOOL DATA
Directions: Fill in the blanks with the data sources given below. Only use data sources relevant to your school’s grade levels and that
which will assist you in focusing your plan.
Data Source
Information Provided By Data
Summary
Attendance Report
Percent of students present per day (2015-16).
99.9%
Unexcused Absences
Total number of absences not excused (2015-16).
0.1%
Discipline Report
Summary of discipline activity for the building
(2015-16).
Free/Reduced Lunch
Report
Percent of students where family income is below
federally established poverty level (2015-16).
Drugs/Alcohol: 0
Tobacco: 0
Weapons: 0
Fighting/Assaults:
53.3%
Gender Report
Number of male and female students as reported by
the 2015-16 OSPI School Report Card
Percent of students by ethnic groups as reported by
the 2015-16 OSPI School Report Card
Ethnicity Report
Staff Report
Staff demographic data as reported in the 2015-16
OSPI School Report Card
Court Petitions:
Expulsions: 0
Short-term Suspensions:
Long-term Suspensions: 0
Males: 50.6%
Females: 49.4%
American Indian or Alaskan Native: 3.1%
Asian or Pacific Islander: 2.3%
Black: 1.1%
Hispanic: 12%
White: 68.7%
Gen/Ed Classroom
Average Years of Exp: 16
Teachers: 17
Percent ≥ a Master’s Degree: 60.9%
Overall Ratio: 1:21.6
Continuous School Improvement Plan
12
Hamilton  November 3, 2016
PART 4: AREAS OF STRENTH AND IMPROVEMENT
AREAS OF STRENGTH AND IMPROVEMENT
Directions: Remember how important it is to review past trends or changes over time. In reference to the MSP, analyze changes between Levels 1-4. Consider
students who are not meeting standard; students who are at but not above standard; and students who are exceeding standard and determine which group of students needs what type of assistance. Based on individual subtest data or other data you have collected, determine the specific areas of strength and areas for
improvement for your students.
AREAS OF STRENGTH
AREAS FOR IMPROVEMENT
CEE Data:
Trend Data indicates areas have significant growth in all 10 areas. The
most significant growth in: High Levels of Collaboration and Communication (42%-94%), Focused Professional Development (36%-83%), and Frequent Monitoring of Teaching and Learning (43%-85%).
CEE:
In last CEE survey, the three areas with the lowest reported scores were: 1)
Clear & Shared Focus at 82% 2) High Levels of Community & Parent Involvement at 83% 3) Focused Professional Development at 83%
Data indicates five areas above 90%: Staff Willingness to Change 100%,
Supportive Learning Environment 97%, High Levels of Collaboration and
Communication 94%, High Standards & Expectations 93%, Effective
School Leadership 91%.
Math:
Our 5th grade trend data was -2.75% lower than the state avg.(an improvement from -5.1% last year)
Behavior:
The Average number of referrals has decreased each year from .9 per day
in 2011-12 to .29 in 2015-16. Thus far after 28 of days of school there
have been 6 referrals
MSP/SBA TREND DATA
Number of suspensions have decreased from a four-year trend of 25 to
only 13 in 2015-16. Thus far there have been 2 suspensions
Math & Science:
All but one grade level exceed the state average in Math, while one grade
level was at the state average (3rd +29.5%, 4th +13.2%, 6th +7.6%).Science
is 18.75% higher than the state average.
ELA:
Hamilton continues to exceed the state average at all grades in ELA.
(3rd +26.85%; 4th +10%; 5th +8.35%; 6th +15%)
Gender Gap:
There is no significant school-wide gender gap
Continuous School Improvement Plan
13
Hamilton  November 3, 2016
PART 5: ACTION PLANS
ACTION PLAN
Strategic Plan Goal 1: Organizational Culture: All participants in our organization exhibit enthusiasm, feel valued, and find joy in their commitment to
student learning and achievement.
Objective 1.1: Create a culture of trust among staff, students, and community.
Based on three years of CEE data, in collaboration with the Hamilton Staff Stakeholders (Teachers and Para
Educators) we will increase the CEE data in the areas of 1) High Levels of Community & Parent Involvement to 90% 2) Clear & Shared Focus to 90% [Math, Parent/Community Involvement, Classroom Rigor…academics/behavior, Student Learning], as measured by the 2016 CEE data.
Hamilton
GOAL 1
ACTION
Category
2012
2013
2015
High Levels of Community & Parent Involvement
66%
79%
83%
Clear & Shared Focus
83%
88%
82%
START & END
DATES
PERSONS
RESPONSIBLE
REVIEWED BY
Hamilton and Grade-level teams will provide a
variety of opportunities for greater parent involvement, such as social/educational events during or after the school day. Literacy Night, Math
Night, Fitness nights, PTO meetings, Classroom
Dojo,
Sept 2016-June 2017
Teachers, Principal
Principal, Leadership
Team
Staff will utilize a wide variety of methods to improve communication/participation with parents
including: Newsletters, Classroom Messenger,
WordPress Blog, phone Apps
Sept 2016-June 2017
Teachers, Principal
Principal, Leadership
Team
Hamilton will utilize early release Tuesdays,
Building Collaboration days, grade level meetings, and Professional Development to maintain
our focus on: Math, Rigor, and student learning.
Sept 2016-June 2017
Teachers, Principal
Principal, Leadership
Team
Continuous School Improvement Plan
14
COMPLETED
Yes
Comments
Hamilton  November 3, 2016
PART 5: ACTION PLANS
ACTION PLAN
Strategic Plan Goal 2: All students will graduate and be prepared to live up to their potential and have the tools to pursue their aspirations.
Objective 2.1: All students receive engaging, informative instruction throughout the system as demonstrated by student/parent data in ELA.
Objective 2.2: All students will receive the necessary support to successfully matriculate through the system in ELA.
Based on grade level summative assessments, in collaboration with our building teams, Hamilton students will reach or exceed
grade-level achievement goals :
Hamilton
Goal 2 - ELA
ACTION
Hamilton grade-level teams will be emphasizing increasing Rigor in the Core Instruction of ELA. Teams
will provide increased rigor and academic challenge
by insuring: Grade-level Collaboration; Curriculum
Coherence; Expectations for Student Work; Grading
Practices; Instructional Strategies
Continuous School Improvement Plan
Kindergarten: 90% of Kindergarteners will know 24/26 letter sounds;
1st grade: 45/58 first grade students to achieve a level 16 reading level on their final DRA assessment;
2nd Grade: On the end of year Dibbles assessment, 75% of second grade students will be considered “low risk” for correct
words read per minute
3rd: 80% of third grade students will achieve a 3 or 4 on the 2017 SBA
4th: 70% of fourth grade students will achieve a 3 or 4 on the 2017 SBA
5th: 70% of fifth grade students will achieve a 3 or 4 on the 2017 SBA
6th: 75% of sixth grade students will achieve a 3 or 4 on the 2017 SBA
We will progress monitor using classroom, building and district assessments including the mid-year benchmarks, MAP testing,
and end of year benchmarks.
(3 year MSP avg.)
Hamilton
State
3rd reading
84.5%
68.6%
th
4 reading
86.2%
71.3%
th
5 reading
81.9
72%
6th reading
85.2
71.6%
START & END
PERSONS
DATES
RESPONSIBLE
Sept 2016-June 2017
Grade Level Teams,
Principal
15
Difference
+15.9
+14.9
+9.9
+13.6
(2 year SBA)
Hamilton
80.55
66.3
67.75
71.15
REVIEWED BY
Yes
State
Difference
53.7
+26.85
56.3
+10
59.4
+8.35
55.85
+15.3
COMPLETED
Comments
All Staff, Principal
Hamilton  November 3, 2016
Continue to implement RTI plan school wide (benchmark assessment, progress monitoring, regular meetings to renew data to adjust instruction. Tier 2 & Tier
3 students receive additional small group reading support
Sept 2016-June 2017
All Staff, Reading
Teacher
All Staff, Reading
Teacher, Principal
Hamilton will participate in an Accelerated Reader incentive program to promote fluency/comprehension &
overall literacy achievement.
Sept. 2016-June 2017
All Staff
All Staff, Principal
Continuous School Improvement Plan
16
Hamilton  November 3, 2016
Strategic Plan Goal 2: All students will graduate and be prepared to live up to their potential and have the tools to pursue their aspirations.
Objective 2.1: All students receive engaging, informative instruction throughout the system as demonstrated by student/path data in Math.
Objective 2.2: All students receive necessary support to successfully matriculate through the system in Math.
Based on grade -level summative assessments, in collaboration with our building teams, Hamilton students will reach or
exceed grade-level achievement goals :
Hamilton
GOAL 3 - Math
ACTION
Staff will receive professional development in the 5
Mathematical Practices from Morgan Worthington
and will have the opportunity for further professional
development from Lisa McCoy. Staff will also utilize
grade-level team meetings to plan/collaborate/discuss
strategies to increase student math success.
Continuous School Improvement Plan
Kindergarten: 90% of Kindergarteners will know all number names 0-30 in random order
1st grade:
2nd Grade: On the EnVisions benchmark assessments (Topics 1-4, Topics 5-8, and Topics 9-12), 75% of students will
meet or exceed the district standard of 70%.
3rd: 80% of third grade students will achieve a 3 or 4 on the 2017 SBA
4th: 70% of fourth grade students will achieve a 3 or 4 on the 2017 SBA
5th: Hamilton 5th grade students will score 10% higher than the state average (55-60%)
6th: 60% of Hamilton students will achieve a 3 or 4 on the 2017 SBA
We will progress monitor using classroom, building and district assessments including the mid-year benchmarks and end
of year benchmarks.
(3 year MSP avg.)
(2 year SBA)
Hamilton
State
Difference
Hamilton
State
Difference
3rd math
83.4%
64.5%
+18.9
87.25
57.75
+29.5
4th
math
66.4
60.9%
+5.5
68.45
55.25
+13.2
5th
math
57.8
63.3%
-5.5
45.85
48.6
-2.75
6th
math
67.7
61.4%
+6.3
54.9
47.3
+7.6
START & END
DATES
PERSONS
RESPONSIBLE
Sept 2016-June
2017
Lisa McCoy, Morgan
Worthington, Teachers, Principal
17
REVIEWED BY
Yes
COMPLETED
Comments
Principal, SPU
Hamilton  November 3, 2016
Hamilton grade-level teams will be emphasizing increasing Rigor in the Core Instruction of Math. Teams
will provide increased rigor and academic challenge
by insuring: Grade-level Collaboration; Curriculum
Coherence; Expectations for Student Work; Grading
Practices; Instructional Strategies
Sept 2016-June
2017
Grade Level Teams,
Principal,
Grade Level Teams,
Principal, Leadership
Team
Hamilton will use it’s the district funded after-school
Math tutoring to focus on 5th and 6th grade students
with the greatest need in math. Para support will also
be provided to assist 5th and 6th grade
Sept 2016-June
2017
Principal, 5th & 6th
grade Teaching team
Principal, 5th & 6th
grade Teaching Team
Continuous School Improvement Plan
18
Hamilton  November 3, 2016
PART 5: ACTION PLANS
ACTION PLAN
Strategic Plan Goal 2: All students will graduate and be prepared to live up to their potential and have the tools to pursue their aspirations.
Objective 2.2: All students receive necessary support to successfully matriculate through the system.
Hamilton
GOAL 4 – Closing the Gap
ACTION
The number of Hamilton students scoring Levels one and two in the area of Math will be
lower than the state average at all grade levels as measured on the 2017 SBAC.
START & END
DATES
PERSONS
RESPONSIBLE
REVIEWED BY
Staff will receive professional development in
the 8 Mathematical Practices from Morgan
Worthington and will have the opportunity for
further professional development from Lisa
McCoy. Staff will also utilize grade-level team
meetings to plan/collaborate/discuss strategies to
increase student math success.
Sept 2016-June 2017
Lisa McCoy, Morgan
Worthington, Teachers,
Principal
Principal, SPU
Hamilton will use it’s the district funded afterschool Math tutoring to focus on 5th and 6th
grade students with the greatest need in math.
Para support will also be provided to assist 5th
and 6th grade
Sept 2016-June 2017
5th & 6th grade Teachers, Principal
Principal
Hamilton grade-level teams will be emphasizing
increasing Rigor the classrooms. Teams will provide increased rigor and academic challenge by
insuring: Grade-level Collaboration; Curriculum
Coherence; Expectations for Student Work;
Grading Practices; Instructional Strategies
Sept 2016-June 2017
Grade Level Teams
Principal
Principal, Leadership
Team
Continuous School Improvement Plan
19
COMPLETED
Yes
Comments
Hamilton  November 3, 2016
Hamilton and Grade-level teams will provide a
variety of opportunities for greater parent involvement, such as social/educational events
during or after the school day. Literacy Night,
Math Night, Fitness nights, PTO meetings,
Classroom Dojo,
Continuous School Improvement Plan
Sept 2016-June 2017
Grade Level Teams
Principal
20
Principal, Leadership
Team
Hamilton  November 3, 2016
PART 6: TITLE I SCHOOL-WIDE PLAN SUMMARY
TITLE I SCHOOL-WIDE PLAN SUMMARY
Directions: Briefly summarize your school’s strategy for implementing a Title I School-Wide Plan. The summary must reference the
ten components’ presence in other parts of the Continuous School Improvement Plan, and describe elements of the plan not addressed
other parts. This summary should clearly describe a comprehensive approach embedded in strategies.
Comprehensive Needs Assessment (1): See CSIP
Part 3, Data Analysis.
Professional Development Activities (4): See CSIP
Part 8, Professional Development Resource Summary.
Strategies to Increase Parent Involvement (6): See
CSIP Part 11,).
Teachers Included in Assessment Decisions (8):
See CSIP Part 4.
School-wide Reform Strategies (2): See CSIP Part
Provide Assistance to Students Experiencing Diffi9, Continuous School Improvement Plan Sumculty (9): See CSIP Part 7, Student Tutorial/Enrichmary.
ment Strategies Summary.
Instruction by Highly Qualified Staff (3) and Attract High-Quality, Highly Qualified Teachers (5): All of the teachers at Hamilton Elementary School were
highly qualified under the provisions of the federal No Child Left Behind Act during 2005-06, 2006-07, 2015-2016 and are highly qualified during 2016-20017.
The Port Angeles School District developed and implemented a recruiting plan to attract highly qualified, high quality teachers to Port Angeles schools. All of
the paraeducators at Hamilton Elementary School are highly qualified under the provisions of the federal No Child Left Behind Act.
Transition Plans for Preschool and Between Grade Levels (7): Hamilton kindergarten teacher have partnered with local preschools to help with students transitioning to Kindergarten. Hamilton’s Student Assistance Team meets three times a month. Hamilton has a school counselor who works with community agencies
and district programs to help with transitions.
Coordination and Integration of Federal, State, and Local Services (10): Students at Hamilton are served with a seamless array of services. The Title I program
usually serves as an entry or exit to more formal special education services. Once a month, grade level teams, case managers, and Title I staff meet to discuss
students of concern. The results of these meetings are often adjustments to how students can be best served.
Funding Source
Amount
How Funds Support SWP
State LAP
$20,000
Title IA
$8,828
School-wide assessment and instructional program for students identified for additional support.
Title IIA
$6,000
Teacher and principal professional development.
BEA
$27,160
Basic education funds used in combination with Title I/LAP to support academic interventions.
LAP
$20,000
PART 6: TITLE I SCHOOL-WIDE PLAN SUMMARY
Hamilton Parent Involvement Plan/Procedures
Continuous School Improvement Plan
21
Hamilton  November 3, 2016
2016-17
Hamilton is committed to the goal of providing quality education for every child in this district. To this end, we want to establish partnerships with parents and with the community. Everyone gains if Hamilton and home work together to promote high achievement by our children. Neither home nor Hamilton can do the job alone. Parents play an extremely important role as children’s first teachers. Support for
their children and for the school is critical to children’s success at every step along the way. Hamilton recognizes that some students may
need the extra assistance available through the Title I program to reach the state’s high academic standards. Hamilton intends to include
parents in all aspects of the school’s Title I program. The goal is a school-home partnership that will help all students to succeed.
PART I-SCHOOL PARENTAL INVOLVEMENT PLAN/ PROCEDURES REQUIRED COMPONENTS
A. Hamilton will jointly develop/revise with parents the school parental involvement plan/ procedures and distribute it to parents of
participating children and make available the parent involvement plan/ procedures to the local community.
• Revision of the Continuous School Improvement Plan based on Center for Effective Education Surveys and parent input
forms, PTO meetings and events.
B. Convene an annual meeting, at a convenient time, to which all parents of participating children shall be invited and encouraged to
attend, to inform parents of their school’s participation under this part and to explain the requirements of this part, and the right of
the parents to be involved.
• PTO meeting in November 2016 and parent-teacher conferences October of 2016
C. Offer flexible meetings, such as meetings in the morning or evening, and provide, with funds provided under this part, transportation, child care, or home visits, as such services related to parental involvement.
• Title I staff is available before and after school to meet with parents.
• Student Assistance Team meetings after school and mornings to accommodate parent’s schedules.
• Home visits scheduled upon request.
D. Involve parents, in an organized, ongoing, and timely way, in the planning, review, and improvement of the school plan under Section 1112, school-wide under Section 1114, and the process of the school review and improvement under Section 1116.
• Revision of the Continuous School Improvement Plan based on Center for Effective Education Surveys and parent input
forms. Parents can access the Continuous School Improvement Plan on the district website.
E. Provide parents of participating children—
a. Timely information about programs under this part.
Continuous School Improvement Plan
22
Hamilton  November 3, 2016
b. A description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student
progress, and the proficiency levels students are expected to meet.
c. If requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children, and respond to any such suggestions as soon as practically possible.
• Student Assistant Team meetings are set to involve staff and parents to help students.
• Title I staff is available during conferences.
F. If school wide program plan is not satisfactory to the parents of participating children, submit any parent comments on the plan
when the school makes the plan available to the district.
• Hamilton CSIP is continuous and evolving.
• CSIP is updated annually to address student learning and school goals.
• Descending opinion on SAT form, IEP and 504.
G. Hamilton will inform parents and parental organizations of the purpose and existence of the Parental Information and Resources
Center (PIRC) in Washington.
• Copies of the PIRC pamphlet will be sent home for families to have as a reference. Extra copies will be available at the
school office.
PART II-REQUIRED SHARED RESPONSIBILITIES FOR HIGH STUDENT ACADEMIC ACHIEVEMENT
As a component of the school-level parental involvement plan/ procedures, each school shall jointly develop with parents for all children
served under this part, a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility
for improved student academic achievement.
-Conduct a parent/teacher conference in elementary schools, annually (at a minimum), during which the compact shall be discussed as
the compact relates to the individual child’s achievement.
-Provide frequent reports to parents on their child’s progress.
-Provide parents with reasonable access to staff, opportunities to volunteer and participate in their child’s class and observation of classroom activities.
• Compacts are sent to families that outline each party’s involvement and responsibilities (parent, student, teacher, support
staff). Student progress is given by trimester report cards, monthly progress reports and additional reports as requested by
parents. PTA and classroom sign ups allow for volunteer opportunities.
BUILDING CAPACITY REQUIREMENTS FOR INVOLVEMENT
Continuous School Improvement Plan
23
Hamilton  November 3, 2016
To ensure effective involvement of parents and to support a partnership among the schools involved parents, and the community to improve
student academic achievement, each school and district under this part.
a. Shall provide assistance to the parents of children served by the school or district, as appropriate, in understanding such topics as the
state’s academic content standards and state student academic achievement standards. State and district assessments, the requirements of this part, and how to monitor a child’s progress and work with educators to improve the achievement of their children.
• Open houses by grade level.
• Individualized Education Program.
• Weekly classroom newsletters.
b. Shall provide materials and training to help parents work with their children to improve their children’s achievement, such as literacy training and using technology, as appropriate, to foster parental involvement.
• Parenting with Love & Logic.
• Readiness to Learn.
• Connection with First Step Family Support Center.
c. Shall educate teachers, pupil services personnel, principals, and other staff, with the assistance of parents, in the value and utility of
contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and
coordinate parent programs, and build ties between parents and the school.
• Staff Meetings.
• District staff development.
d. Shall to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with Head Start,
Readiness to Learn, any home instruction programs for preschoolers, First Step, First Teacher, and public preschool and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in
the education of their children.
• Meetings with Developmental Preschool, part of Hamilton Elementary.
• Meetings with Readiness to Learn Program.
• Hamilton will provide a Kindergarten orientation in the spring for entering kindergarten student that will be attending in the fall.
Continuous School Improvement Plan
24
Hamilton  November 3, 2016
e. Shall ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language parents can understand.
• October conferences.
• Title I meetings.
• Site-based team meetings.
• Title I information letter/brochure.
f. Shall provide such other reasonable support for parental involvement activities under this part as parents may request.
• PTO events.
• Volunteering opportunities in classrooms and school wide.
g. May involve parents in the development of training for teachers, principals, and other educators to improve the effectiveness of such
training.
h. May provide necessary literacy training from funds received under this part if the district has exhausted all other reasonably available sources of funding for such training.
i.
May pay reasonable and necessary expenses associated with local parental involvement activities, including transportation and child
care costs, to enable parents to participate in school-related meetings and training sessions.
j.
May train parents to enhance the involvement of other parents.
k. May arrange school meetings at a variety of times, or conduct in-home conferences between teachers or other educators, who work
directly with participating children, with parents who are unable to attend such conferences at school, in order to maximize parental
involvement and participation.
l.
May adopt and implement model approaches to improving parental involvement.
m. May establish a district parent advisory council to provide advice on all matters related to parental involvement in programs supported under this section.
n. May develop appropriate roles for community-based organizations and businesses in parent involvement activities.
PART III-ACCESSIBILITY REQUIREMENTS
Continuous School Improvement Plan
25
Hamilton  November 3, 2016
In carrying out the parental involvement requirements districts and schools, to the extent practicable, shall provide full opportunities for the
participation of parents with children with limited English proficiency, parents with children with disabilities, and parents of migratory children, including providing information and school reports in a format and, to the extent practicable, in a language such parents can understand.
• Special education.
• English Language Learners Programs.
• Translators as needed.
• Phone conferences.
• ELL teacher available.
PART IV-ADOPTION
This Hamilton Parental Involvement Plan/ Procedures has been developed/ revised jointly with, and agreed upon with, parents of children
participating in Title I program, as evidenced by meeting minutes. The Parent Involvement Plan/ Procedures were developed/revised by
Hamilton on ___________________________and will be in effect for the period of the 2016-17 school year. The school will distribute this
Parent Involvement Plan/ Procedures to all parents of participating Title I children and make it available to the community on or before_______________________________.
(Signature of Title I Authorized Representative)
(Date)
These parents were involved with the development of this document: Jennifer Mills, Kara Grubbs, and Maggie Fricker
Continuous School Improvement Plan
26
Hamilton  November 3, 2016
PART 7: STUDENT TUTORIAL/ENRICHMENT STRATEGIES SUMMARY
STUDENT TUTORIAL/ENRICHMENT STRATEGIES SUMMARY
Directions: Briefly summarize your school’s strategies for student remediation and enrichment. Remember, summer school is no longer an option for remediation. Specific strategies, numbers of students, staff responsible, and timeline for implementation and other related details should
be found in the action plans. Student remediation strategies are coherent, and action steps demonstrate responsiveness to student tutorial needs.
This summary should clearly describe a comprehensive approach embedded in strategies.
Student Remediation:
•
RTI team assigned to K-6 grade levels for 20-45 minutes for small group, focused, double-dose of reading instruction
•
Extra literacy and Math support via one AmeriCorps members in small groups outside of classroom
•
2nd-6th grade screening using DIBELS and DAZE in reading
•
Small group instruction in RTI in three levels: 1) core curriculum, 2) strategic intervention (supplemental instruction in addition to core - using HM materials), and 3)
intensive intervention for basic skill development (replacement curricula or supplemental depending on student need)
•
Progress monitoring using the Houghton Mifflin curriculum, DIBELS, DAZE, & DRA/STAR
•
Collaboration time dedicated to looking at tiered instruction & movement in response to individual student needs
•
We will provide small group and individual support using a core of volunteers.
•
We will examine our current student behavior expectations as well as explore Positive Behavior Intervention Supports.
•
5th and 6th grade students will be provided the opportunity to receive additional support in Math as a result of the district-funded after-school tutoring program
•
Additional para support assigned to 5th and 6th grade for help with Math remediation
Enrichment:
•
We regularly hold student awards assemblies where student/classroom success is recognized (Pencils of Power, AR point recognition, Classroom Golden Awards).
We are continuing to present the Super Citizen Award. Pictures of each month’s recipients are hung in the main hall for all students/staff/visitors to see. Classrooms
and individual students are receiving positive reinforcement for their positive behavior using our Hawk Hero Slips.
•
This February, Hamilton students will once again have the opportunity to participate in the Missoula Children’s Theater
•
We continue to have positive communication with home by sending Positive Postcards and we are continuing to use Skyward to send home important school information via email.
•
We will continue with the Hamilton Movie Club. Students will write, direct, produce and edit a movie. Students in all grades will play a variety of roles in the movie.
The students will use the iMovie11 software on our iMac purchased by our PTO to create the movie.
•
4th grade students will be provided the opportunity of participating in Night of the Notables under the direction of Mr. Pomeroy
•
Students will have the opportunity to participate in Hamilton’s After School Art
•
6th grade students will participate in Nature Bridge and will visit The Seattle Museum of Flight’s Challenger Learning Center to participate in a realistic Mission to
Mars space simulation.
•
Students will continue to participate in Fuel-Up to Play 60 with Mrs. Winn.
•
For the fourth year, Hamilton kindergarteners will travel to the Seattle Center to attend a play at The Seattle Children’s Theatre.
• 5th grade students will participate in storm water Education NGSS
• 5th & 6th grade will participate in Math Olympiad
Continuous School Improvement Plan
27
Hamilton  November 3, 2016
PART 8: NUTRITION AND PHYSICAL ACTIVITY POLICY #6700
NUTRITION AND PHYSICAL ACTIVITY POLICY #6700
Directions: Each school will report their physical education plan biennially to the Board through their CSIP (Continuous School Improvement Plan), documenting their planned use of the recommended 100 instructional minutes of physical education.
Persons
Responsible
Action
Start/End Dates
Physical Education classes taught by certified P.E. instructor.
• K-3 2 x 30 minutes per week (60)
• 4-6 2 x 40 minutes per week (80)
Start: September 1, 2016
End: June 16, 2017
Krista Winn, PE Teacher
Opportunity for additional minutes:
• Classroom Brain Boosters
(monthly ideas shared with classroom teachers)
Start: September 1,
2016
End: June 16, 2017
Krista Winn, PE Teacher
Classroom Teachers
Opportunity for additional instructional minutes:
• Adventure to Fitness
(school subscription to online fitness program for
the classroom)
Start: October 3, 2016
End: June 16, 2017
Krista Winn, PE Teacher
Classroom Teachers
Opportunity for additional instructional minutes:
• Fitness for Life “Wellness Weeks”
(Specific schoolwide themes aligned with the Fitness for Life curriculum.
curriculum)
Four Wellness Weeks per
year (one per quarter)
Krista Winn, PE Teacher
Classroom Teachers
Hamilton Staff
Opportunity for additional instructional minutes:
• Fuel Up to Play60 Activities
(nutrition and fitness activities done schoolwide)
On-going throughout the
school year.
Krista Winn, PE Teacher
Classroom Teachers
Hamilton Staff
Continuous School Improvement Plan
28
Completed
Yes
Comments
Hamilton  November 3, 2016
Opportunity for additional physical activity:
• Playworks (backyard games, organized team
games)
Start: October 3, 2016
End: June 16, 2017
Becky Currie, Para educator
Krista Winn, PE
Opportunity for additional physical activity:
• Rainbow Runner (running club)
Start: October 3, 2016
End: June 16, 2017
Becky Currie, Para educator
Krista Winn, PE Teacher
Opportunity for additional physical activity:
• Unicycle Demo Team
Start:
End:
Krista Winn, PE Teacher
Opportunity for additional physical activity:
• Family Fitness Nights
• Family Bike Rides
• Rainbow Run
• Staff Wellness Activities
• SQORD Fitness Trackers for 5th grade
On-going throughout the
school year.
Krista Winn, PE Teacher
Continuous School Improvement Plan
29
Hamilton  November 3, 2016
PART 9: SCHOOL PROFESSIONAL DEVELOPMENT SUMMARY & RESOURCE PLAN
SCHOOL PROFESSIONAL DEVELOPMENT SUMMARY & RESOURCE PLAN
Directions: Please identify all of your school’s professional development activities. Identify the staff group(s) participating in the
activity. Identify only the budget estimates that total to your school’s basic staff development allocation.
Hamilton will focus our professional development on two major areas: Math and increasing Rigor in the classroom.
Math: We have already begun whole staff training on the eight principles of mathematics with Morgan Worthington. We also have our second
grade teacher Lisa McCoy, who is currently working toward her Elementary Math Specialist Endorsement through Seattle Pacific University,
who will be providing additional Math support through book studies, math training, coaching.
Rigor: Hamilton Elementary has consistently outperformed the state on the SBA. We are now discussing ways to reach the next level of student
performance. As such, we have decided to begin focusing on Rigor in the classroom. Teams will provide increased rigor and academic
challenge by insuring: Grade-level Collaboration; Curriculum Coherence; Expectations for Student Work; Grading Practices; Instructional
Strategies.
Both areas of focus will include, but is not inclusive to: the need for grade-level collaboration time, resources (books, technology, and time),
peer observations/feedback, access to technology, off-site and on-site trainings.
Budgeted Amount
$2,000
$3,000
$1,000
Professional Development Activity
Description of Participating Staff
Guest teacher release time for: grade level collaboration
time, visits to other classrooms, visits to other schools
whom are having success in math.
Staff throughout our building
Off-site professional development workshops: Google
Classroom; BERC workshops
Staff throughout our building
Professional Development Resources: Math Book study
materials (Math/Rigor/Common Core); NCTM membership;
Staff throughout our building
Project Based Learning; STEM; Science; Membership access to
websites tied to curriculum
Continuous School Improvement Plan
30
Hamilton  November 3, 2016
PART 10: EXECUTIVE SUMMARY
Executive Summary
Directions: Briefly summarize your Continuous School Improvement Plan (CSIP). Identify the key components of the instructional
program of the school.
Hamilton’s theme continues to be, “Hawk Heroes: Help Themselves and Others to Learn.” At our school we truly want to see “All Hamilton students reach high standards
and graduate prepared with knowledge skills, and abilities to choose a successful future.” Our part of this vision begins with a solid foundation of basic skills. While each category below is important, Reading skills are certainly the gateway to success in all areas. Our focus on Reading achievement at all levels will benefit other academic areas as
well. Our four expectations for student behavior are: Be Respectful, Be Responsible, Be Safe, and Be More Awesome!
Instructional Focus: Over the course of the 2016-17 academic year, the teachers of Hamilton Elementary School will focus on the state eight criterion and how to best utilize/implement each criterion so as to increase student engagement, understanding, and achievement. Every teacher will choose one criterion along with a student growth goal to
focus on that will improve their instruction and student learning. Hamilton will have fourteen teachers who will be working will all eight criterion and creating two student
growth goals. Classroom Rigor: This year Hamilton will be emphasizing increasing Rigor the classrooms. Teams will provide increased rigor and academic challenge by
insuring: Grade-level Collaboration; Curriculum Coherence; Expectations for Student Work; Grading Practices; Instructional Strategies
Content Focus:
Math: Hamilton’s four year average is higher in three of four tested grade levels. To help address the one grade scoring below the state average (-2.5%) in 5th grade, we have
implemented a team-teaching model were one teacher will provide math instruction to all students, while the other provides Science instruction. Additionally, we have provided
para support during this grade’s math block to provide one-on-one and small group support. Also, all 6th grade students are receiving instruction from our 6th grade Math/Science block teacher. As with reading, we are utilizing both PD (Morgan Worthington and Lisa McCoy) and grade level meetings to explore and become more familiar with
CCSS and SBAC style questions to further student success. A continued emphasis is being placed on basic facts at all grade levels to help form the foundation of mathematical
understanding.
ELA: Hamilton has consistently outperformed the state in Reading. We believe that reading skills are the gateway to success in all areas. We continue to use the RTI (Response
to Intervention) model school wide. This model efficiently aligns resources to support learners with scientifically based programs that are frequently monitored to document
progress and guide next steps of instruction. It provides early and timely intervention for struggling students. All teachers will continue to use the Houghton Mifflin Core reading program with an emphasis on comprehension strategies, vocabulary and grammar. We are utilizing both PD (Lucy Calkins) and grade level meetings to explore and become
more familiar with CCSS and SBAC style questions to further student achievement in Reading. Sixth grade students will be receiving their core instruction by the 6th grade
Reading/Social Studies Teacher.
Assessment Focus: Hamilton will use SBA data, placement tests, math and writing fluencies, end of topic tests, and Moby Max data to monitor our instruction to ensure that
we are in line with the Hamilton expectations for student learning in Math. Progress will be monitored in all content areas throughout the year.
Community Building Focus: To increase/maintain a positive building climate, Hamilton Elementary School will continue to emphasis: PBIS, Positive Student Recognitions
(Good behavior phone calls home/Positive Postcards/Perfect Attendance Rewards, Super Citizen Awards); Positive Teacher Team-Building/Collaboration Activities (Golden
Laurel Competition, Staff Luncheons, Birthday Celebrations); Student Recognitions: Good behavior phone calls home/Positive Postcards/Perfect Attendance Rewards, Super
Citizen Awards
Continuous School Improvement Plan
31
Hamilton  November 3, 2016
PART 11: Sign-Off Sheet
SIGN-OFF SHEET
Directions: Ask identified stakeholders at your site to sign off on this CSIP, indicating their participation and support for the current
CSIP, their role, and their continued participation in the coordination and monitoring of the plan. Examples of roles may include, but
are not limited to, parent, certificated staff, classified staff, student, principal, etc. Please print and submit this page in hard copy.
ROLE
PRINTED NAME
SIGNATURE
Principal
Gary Pringle
1st Grade Teacher
Sara Hochberger
2nd Grade Teacher
Kathy Schmidt
3rd Grade Teacher
Joe Glatz
4th Grade Teacher
Trent Pomeroy
5th Grade Teacher
Rebecca Gundersen
6th Grade Teacher
Elizabeth Martinez
Learning Support Teacher
Erica Quesnel
Special Education Teacher
Gale Salavati
Parent
Maggie Fricker
Parent
Kara Grubbs
Assistant Superintendent
Chuck Lisk
Superintendent
Dr. Marc Jackson
School Board President
Cindy Kelly
Continuous School Improvement Plan
Board Approved Date: ________________________
32
Hamilton  November 3, 2016
PART 12: Appendices
CHARACTERISTICS OF HIGH PERFORMING SCHOOLS

Data Source: Center for Educational Effectiveness STAFF Survey
Directions: Under the sub-categories for the characteristics of high performing schools, locate the percentage of
staff that indicated support for the following categories:
Category
Clear & Shared Focus
Effective School Leadership
High Standards & Expectations
High Levels of Collaboration and Communication
Supportive Learning Environment
Frequent Monitoring of Teaching and Learning
Focused Professional Development
Curriculum, Instruction, and Assessment Aligned
with Standards
High Levels of Community & Parent Involvement
Staff Willingness to Change
Continuous School Improvement Plan
2010
2011
2012
2013
2014
2015
%
increase
2010-2015
64%
86%
83%
88%
X
82%
+18%
60%
89%
74%
77%
X
91%
+31%
56%
66%
65%
81%
X
93%
+37%
42%
69%
78%
86%
X
94%
+52%
72%
82%
85%
89%
X
97%
+25%
43%
61%
64%
70%
X
85%
+42%
36%
55%
65%
69%
X
83%
+47%
62%
80%
70%
79%
X
89%
+27%
47%
71%
66%
79%
X
83%
+36%
69%
79%
94%
100%
X
100%
+31%
33
Hamilton  November 3, 2016
PART 12: Appendices
CHARACTERISTICS OF HIGH PERFORMING SCHOOLS
 Data Source: Center for Educational Effectiveness PARENTS Survey
Directions: Under the sub-categories for the characteristics of high performing schools, locate the percentage of
parents that indicated support for the following categories:
Category
Clear & Shared Focus
Effective School Leadership
Frequent Monitoring of Teaching and Learning
High Standards & Expectations
High Levels of Collaboration and Communication
High Levels of Community & Parent Involvement
Supportive Learning Environment
2012
*2013
2014
2015
84%
90%
X
91%
92%
70%
X
90%
84%
78%
X
81%
92%
87%
X
88%
85%
84%
X
90%
76%
68%
X
79%
87%
63%
X
87%
*Based on only 5 returned surveys
Continuous School Improvement Plan
34
Hamilton  November 3, 2016
PART 12: Appendices
CHARACTERISTICS OF HIGH PERFORMING SCHOOLS
 Data Source: Center for Educational Effectiveness STUDENTS Survey
Directions: Under the sub-categories for the characteristics of high performing schools, locate the percentage of
students that indicated support for the following categories:
Category
Clear & Shared Focus
Effective School Leadership
Frequent Monitoring of Teaching and Learning
High Standards & Expectations
High Levels of Collaboration and Communication
Supportive Learning Environment
Continuous School Improvement Plan
35
2012
2013
2014
2015
73%
76%
X
83%
65%
74%
X
77%
77%
85%
92%
93%
X
93%
75%
76%
X
84%
76%
79%
X
85%
X
86%
Hamilton  November 3, 2016