1
INDEX
A. District and School Mission Statements……………………………………………
1
B. School Improvement Team/ Stakeholders….……………………………………...
1
C. Ten Components to the School wide Plan…………………………………………
1. Comprehensive Needs Assessments……………………………………………
2
2
2. School-wide Reform Strategies………………………………………………..
5
3. Instruction by Highly Qualified Professional Staff……………………………
10
4. Strategies to Attract High-Quality Highly Qualified Teachers to High…….…
Need Schools
10
5. High-Quality and Ongoing Professional Development……………………….
11
6. Strategies to Increase Parental Involvement…………………………………..
11
7. Preschool Transition Strategies………………………………………………..
16
8. Teacher Participation in Making Assessment Decisions………………….…..
17
9. Timely and Additional Assistance to Students Having Difficulty……………
Mastering the Standards
17
10. Coordination and Integration of Federal, State and Local Programs…………
and Resources
18
D. Curriculum Alignment……………………………………………………………
19
E. Use of Community Resources and Volunteers…………………………………...
19
F. Adult Roles in Community Education, Libraries, and Community Colleges…….
20
G. Methods for Effective Use of Technology……………………………………….
21
H. On the Job Learning……………………………………………………………...
21
I. Building Level Decision Making………………………………………………….
21
J. Evaluation…………………………………………………………………………
21
K. Appendices……………………………………………………………………….
21
i
Sheridan Elementary
Mission Statement:
Preparing today’s child for tomorrow’s world.
Name
Shannon Bowen
Julie Schafer
Rick Heitmeyer
John Shick
Autumn Black
Michele Ehle
Mandy Fisher
Position
Kindergarten Teacher
Teacher
Previous Principal
Current Principal
Title I Teacher/P.E. Teacher
Paraprofessional
Parent
Contact Information
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
Terri Weston
Parent
[email protected]
Kristen Olger
Parent
[email protected]
1
1. COMPREHENSIVE NEEDS ASSESSMENT
How the Needs Assessment was Conducted
The District School Improvement Team (DSIT) representatives of our Sheridan Elementary Building
School Improvement Team (BSIT) met for a full day in the fall of 2008 and 5 times in the summer of
2009 through the schoolwide Title I transition process to complete the Comprehensive Needs
Assessment (CNA). Information from these sessions were shared with the total school staff during a
regularly scheduled staff meeting and in the summer of 2009. The School Improvement Plan of
Sheridan Elementary School is based on data provided from the CNA along with input from the staff
and by sources including the Michigan Education Assessment Program (MEAP) testing, Dynamic
Indicators of Basic Early Literacy Skills (DIBELS), the Developmental Reading Assessment (DRA),
Michigan Literacy Progress Profile (MLPP) analytic writing rubric scores from each grade level, and
demographic data that indicates need. Our steering committee is made up of two Sheridan teachers who
are members of DSIT, a principal, a para-professional, a parent and a Title I/physical education teacher.
Student, Staff, Parent & Community Demographic Data:
Sheridan Elementary School had ten and–a–half classroom teachers in grades
pre–kindergarten through third grade in the 2008-09 school year. In addition, one Title I and
one special education teacher service Sheridan Elementary. A speech teacher is also part of the
educational team. For 2009-10, we are currently planning on decreasing to nine classroom
teachers due to budget cuts and the reconfiguring of our building levels. Sheridan Elementary
will still have 1 speech teacher, 1 special education teacher, and the equivalent of 1 Title I
teacher (the job is covered by 2-3 teachers). We have approximately 200 k-2 students for the
2009-10 school year. Typically, we host about three migrant students that start the year with
us and leave sometime before the end of October. Our student population is mostly Caucasian
with at least 58% economically disadvantaged. Parent attendance at parent teacher
conferences is usually at 96%. Sheridan is a village in Montcalm County with a population that
hovers around 700. It is a vast rural farming community with the major businesses being
Sheridan Elementary School, Sheridan Community Hospital, Big L Lumber, Bush Hardware,
and the Sheridan Village Market.
Programs and Process Data Results:
Based on the 2009 review of the Ed YES Indicators, the Sheridan Elementary results showed
improvements in Strand I: Teaching for Learning, Strand II: Leadership, and Strand V: Data and
Information Management. Strand III: Personnel and Professional Learning was an area where the staff
at Sheridan Elementary had scored exemplary or implemented. Areas of focus for the 2009-2010 year
will include: Strand I: Teaching for Learning and Strand IV: Parent and Community Relations.
In the Teaching for Learning area, we had rated ourselves "getting started" for curriculum
communicated to parents and developmental appropriateness of curriculum. In the summer of 2008, our
staff created lotus diagrams by grade level that worked very well in communicating curriculum to
parents. In addition, it was used as a tool in grade level planning to stay focused on content needing to
be taught at certain times of the school year. The lotus diagrams were also used to communicate
curriculum to our resource room teacher. For many of our students, the developmental readiness for
some of the expected grade level content is not where it needs to be. We know we need to challenge all
2
students at the level they are at, as well as get the expected content taught to all students. Based on that
knowledge, we will work to review the lotus diagrams with the goal that they still reflect the essential
curriculum by grade level and content area, and to assist teachers in determining best instructional
practices, so that all students learn at higher levels. Lotus diagrams can be found in Appendix 1.
In the Data and Information Management area, we collected (via Google docs) writing data based on
common rubrics and monthly grade level prompts. This data was used at some grade level team
meetings for discussion of weak areas and ways to improve instruction. We will work to expand this
practice throughout our, now, K-2 building and will hold more cross grade level meetings to discuss the
writing scores and strategies. We also used Google docs to communicate interventions used for shared
students and to document the local assessment data in spreadsheet form. We found the Google docs
extremely valuable in improving our ability to collaborate more effectively and will continue to use and
fine-tune that strategy.
In Strand II: Leadership, we were “partially implemented” for knowledge of adult learning, instructional
support, coaching and facilitating, evaluation, and continuous improvement implemented and monitored.
In our most recent CNA results, we were "implemented". Our evidence of improvement included more
individual-based professional development opportunities, and professional development based on staff
input. Further, our professional development this year involved strides toward sustaining previous
instructional strategies presented in prior professional development. In addition to those efforts, our
staff completed its first book study using Results Now by Mike Schmoker.
Conclusions of Programs and Process Data:
Sheridan Elementary staff will continue working on Strand IV: school and community relations,
standard 1: parent/family involvement. Staff improved slightly in the area of communication diversity.
However, we are only partially implemented in engagement in extended learning opportunities and in
decision-making. Our collaboration with the community needs to improve.
We went from “partially implemented” to “implemented in the area of Data and Information
Management, however we will work to expand the use of formative and summative assessment data in
the creation of more effective lessons in the core content areas.
Lastly, with the new building configurations at Central Montcalm, the schoolwide planning team and
staff, have decided that there is a great need to go through the curriculum unpacking process to ensure
knowledge of and implementation of ONE common curriculum, with instructional strategies and
evaluations for new staff.
Staff and Parent Perception Data:
Staff perceptions were collected through the Ed YES review process as mentioned above. Staff
perceives the focus areas for 2009-2010 to be:
•
parent/family involvement and community collaboration
•
use of summative and formative assessment data
•
curriculum alignment, implementation and evaluation
Parents perceptions were collected through a Kindergarten survey to provide input into Kindergarten
programming. Survey results indicated that parents in the district want to move to All Day Everyday
3
Kindergarten programming. Title I parents are surveyed for feedback on the services provided in the
Title I programs. Survey results indicate that parents continue to be satisfied with the current Title I
programs. Through the schoolwide process, it was determined that a more comprehensive parent survey
or parent focus group will need to be developed to gather input from parents on the building’s
schoolwide program.
Student Achievement Data and Sub-Group Data:
Results of the State CNA Data
Upon reviewing our MEAP data, the CNA, and our past school improvement action steps and
assessment data, the most encouraging trend that we noticed was that we continue to improve each year
in the areas of math, reading and writing.
Results of the MEAP
On the 3rd grade MEAP assessments in the area of Math, 98.4% of our students were proficient- up from
94.4% last year. In Reading, 96.9% were proficient - up from 77.8% last year, and in writing, 63.9%
were proficient - up from 37% last year. (See Appendix 2)
In science, MEAP results show that 78.9% of the 2008 5th grade students met or exceeded the state
expectations. In social studies, MEAP results show 74.5% of the 2008 6th grade students met or
exceeded the state expectation. (See Appendix 2)
From 2006 through 2008, the MEAP sub-group data revealed that the gap closes but then widens out
and closes again between the proficient performance of general education students and special education
students, between economically disadvantaged and non-economically disadvantaged, and in math and
reading between males and females. In the area of writing, however, there is a large gap between the
proficient performance of females and males. Upon a study of the AYP targets, it can be seen that the
special education subgroup is one that needs continued focus, because they are the group farthest from
being on target by the year 2014. (See Appendix 2)
Results of the local CNA Data Review
Our local assessment data shows that in reading a number of students kindergarten through third grade
are now at or above grade level that were not at grade level at the end of last year. The 2007
kindergarten group had 71% of students at or above grade level by year's end. As First graders in 2008,
the same group of students had 75% of students at or above grade level. That is a 4 % increase. The
2007 first grade group ended the year with 62% of the group at or above grade level, and that same
group in 2008 finished the year with 74% of students at or above grade level, which is a 12% increase.
The 2007 second grade group ended the year with 83% of students at or above grade level, and that
same group in 2008, had an increase of 14% of students becoming proficient, making the total percent at
or above grade level 97 percent. (See Appendix 3)
4
Our local assessment data in the area of writing shows improvement as well. Based on the
writing data collected by each teacher, students demonstrated improved ability to write in each of
the areas measured: content and ideas, organization, style, and conventions.
Conclusions of the Local CNA Data Review
Although staff are encouraged by the increasing student achievement based on the local assessment
results in reading, writing, and math, the Sheridan elementary staff will strive for 100% proficiency in
the core content areas as measured by the local assessments for 09-10.
Conclusion Summary:
Goals for 2009-2010 School Year
1.
2.
3.
4.
Increased proficiency in Reading for all students
Increased proficiency in Writing for all students
Increased proficiency in Math for all students
Development of an effective parent involvement program
2. Schoolwide Reform Strategies
The schoolwide planning team with the input from the staff at the Sheridan Elementary have developed
the following action plan to implement and evaluate for the 2009-2010 school year.
Goal Area 1
Reading
Rationale
There is a discrepancy between the proficiency of students on the MEAP as
compared to our local DRA results. In the lower grades we have more kids not
at or above grade level at the end of their kindergarten through second grade
year. In both local and state data, students with disabilities are much farther
behind in meeting the state expectations.
Increased proficiency in Reading for all students.
By fall of 2010, reading proficiency for students with disabilities will increase
by 5 percentage points.
Goal
Objective
5
Instructional
Strategy #1
Research
Professional
Development
Parental
Involvement
Timely and
Additional
Strategies
Evaluation
Implementation of the Instructional Consultation Team (ICT) process
A comprehensive support team model that uses a trained team of school based
professionals to support classroom teachers in applying best practices in
instruction and assessment (based on research of Todd A. Gravois and Sylvia
A. Rosenfield at The University of Maryland).
The IC Team will complete their training in the fall of 2009 and then they will
train the staff on the process of implementing ICT beginning in January of
2010.
In January of 2010, the IC Team will provide parents with the information
needed to understand the ICT process.
Title I staff will push-in to the classroom to support classroom teacher
instructional strategies.
Evidence
MEAP scores will be used to determine reading proficiency.
ICT training evaluation
ICT parent training evaluation
DRA scores will be used to determine reading proficiency in k-2
MEAP scores, local data, surveys, agendas, sign-in sheets
Goal Area 2
Writing
Rationale
The percentage of students meeting or exceeding the standards on the writing
portion of the MEAP is only 63.9%. In addition to that, there is a discrepancy
between the scores of girls (82% proficient) compared to that of boys (54%
proficient), and between what general education students can do (68%
proficient) compared to students with disabilities (38% proficient). Our local
writing data shows that students improve in their writing throughout the year,
but we still do not have 100% proficiency. The end of year proficiency levels,
as measured by local data, range from 73% to 98% when looking at each of the
writing areas (Content & Ideas, Organization, Style, Conventions).
Increased proficiency in writing for all students.
By fall of 2010, writing proficiency for all students will increase by 5
percentage points. We will close the gap in the proficiency level of girls
compared to boys and general education students compared to students with
disabilities by at least 3 percentage points.
Implementation of the Instructional Consultation Team (ICT) process
Goal
Objective
Instructional
Strategy 1
Research
Professional
Development
A comprehensive support team model that uses a trained team of school based
professionals to support classroom teachers in applying best practices in
instruction and assessment (based on research of Todd A. Gravois and Sylvia
A. Rosenfield at The University of Maryland).
The IC Team will complete their training in the fall of 2009 and then they will
train the staff on the process of implementing ICT beginning in January of
2010.
6
Parental
Involvement
Timely and
Additional
Strategies
Evaluation
In January of 2010, the IC Team will provide parents with the information
needed to understand the ICT process.
Title I staff will push-in to the classroom to support classroom teacher
instructional strategies.
Evidence
MEAP scores will be used to determine writing proficiency.
ICT training evaluation
ICT parent training evaluation
Local writing scores will be used to determine writing proficiency in k-2
Fourth Grade MEAP scores, local data, surveys, agendas, sign-in sheets
Continuation of monthly, content-based writing prompts, data collection, and
discussion of results and future instructional strategies
Mike Schmoker says that it is the highest priority in increasing student
achievement to have a rich, common curriculum that is actually taught and
tested by every teacher, with review of results and ongoing adjustments made
on the basis of results. Rick Stiggins concurs with this idea in his writings
about assessment for learning and of learning.
Staff will meet in grade level teams to review and update curriculum lotus
diagrams. Mike Schmoker will present his findings to the district in December
2009. A teacher leader within the district will guide grade level teams and
cross-grade level discussions k-2 throughout the school year.
We will inform the parents of instructional strategies (ie. Sara Smith’s
Expanding Expressions, 6 + 1 Traits of Effective Writing, Thinking Maps) and
provide the scoring rubrics and their student’s results on report cards.
Title I staff will push-in to the classroom to support classroom teacher
instructional strategies. Interactive, concrete Expanding Expression activities
will be used to engage learners who need timely and additional strategies to be
successful.
MEAP scores will be used to determine writing proficiency.
ICT training evaluation
ICT parent training evaluation
Local writing scores will be used to determine reading proficiency in k-2
Fourth Grade MEAP scores, local data, surveys, agendas, sign-in sheets
Goal Area 3
Math
Rationale
In both local and state data, students with disabilities are much farther behind
in meeting the state expectations. On the 2008 MEAP, 88% of students with
disabilities were proficient where 100% of the general education population
was proficient.
Increased proficiency in math for all students.
By fall of 2010, math proficiency for students with disabilities will increase by
5 percentage points.
Implementation of the Instructional Consultation Team (ICT) process
Evidence
Instructional
Strategy 2
Research
Professional
Development
Parental
Involvement
Timely and
Additional
Strategies
Evaluation
Goal
Objective
Instructional
Strategy #1
7
Research
Professional
Development
Parental
Involvement
Timely and
Additional
Strategies
Evaluation
Evidence
Instructional
Strategy #2
Research
Professional
Development
Parental
Involvement
Timely and
Additional
Strategies
Evaluation
Evidence
A comprehensive support team model that uses a trained team of school based
professionals to support classroom teachers in applying best practices in
instruction and assessment (based on research of Todd A. Gravois and Sylvia
A. Rosenfield at The University of Maryland).
The IC Team will complete their training in the fall of 2009 and then they will
train the staff on the process of implementing ICT beginning in January of
2010.
In January of 2010, the IC Team will provide parents with the information
needed to understand the ICT process.
Title I staff will push-in to the classroom to support classroom teacher
instructional strategies.
MEAP scores will be used to determine math proficiency.
ICT training evaluation
ICT parent training evaluation
DRA scores will be used to determine reading proficiency in k-2
MEAP scores, local data, surveys, agendas, sign-in sheets
Pre-testing, formative assessments throughout instruction, adjustments to
instruction, summative assessments, further discussion about assessment
results (Implementing PLCs regarding formative and summative assessments)
Mike Schmoker says that it is the highest priority in increasing student
achievement to have a rich, common curriculum that is actually taught and
tested by every teacher, with review of results and ongoing adjustments made
on the basis of results. Rick Stiggins concurs with this idea in his writings
about assessment for learning and of learning.
Staff will meet in grade level teams to review and update curriculum lotus
diagrams. Mike Schmoker will present his findings to the district in December
2009. A teacher leader within the district will guide grade level teams and
cross-grade level discussions k-2 throughout the school year.
Parents will receive grade level lotus diagrams depicting what content will be
taught each marking period and assessment results. Homework and practice
suggestions will be sent to parents throughout the school year, focusing on
math concepts currently being addressed.
Title I staff will push-in to the classroom to support classroom teacher
instructional strategies. We have the availability of the Destination Math
software to assist students who are below grade level in math skills.
MEAP scores will be used to determine math proficiency.
Local math scores will be used to determine math proficiency in k-2
Third Grade MEAP scores, local data, Destination Math progress for students
needing timely and additional strategies
8
Goal Area 4
Effective Parent Involvement
Rationale
In our Ed Yes! Review, we found that we were only partially implemented in
engagement in extended learning opportunities and in decision-making. Our
collaboration with the community needs to improve.
Increased effective parent involvement
During the 2009-2010, we will provide two parent-training opportunities in
collaboration with community resources and consistent opportunities
throughout the year for parents to be involved in decision-making (ie. Surveys,
participation in parent group, building school improvement team membership)
Train staff on effective parent involvement.
Goal
Objective
Instructional
Strategy #1
Research
Professional
Development
Parental
Involvement
Timely and
Additional
Strategies
Evaluation
Evidence
Instructional
Strategy #2
Research
Professional
Development
Parental
Involvement
Timely and
Additional
Strategies
Evaluation
There are, now, research-based strategies for planning, implementing,
evaluating, and improving effective programs of family and community
involvement in all schools, districts, and state departments of education.(based
on research of Joyce L. Epstein and Mavis G. Sanders in the book School,
Family, and Community Partnerships: Your Handbook for Action)
Staff members will read and discuss pieces of research on effective parent
involvement and its implications for our school community.
NA
NA
Parent Survey Results
Staff Survey Results
Surveys, agendas, sign-in sheets
Plan and carry out two parent-training opportunities.
There are, now, research-based strategies for planning, implementing,
evaluating, and improving effective programs of family and community
involvement in all schools, districts, and state departments of education.(based
on research of Joyce L. Epstein and Mavis G. Sanders in the book School,
Family, and Community Partnerships: Your Handbook for Action)
Staff members will read and discuss pieces of research and its applications for
our school community.
1. Parents will be engaged in a parent involvement event with Sara Smith
(Expanding Expressions). 2. Sheridan staff will collaborate with Sheridan
Hospital to provide parents information and resources to maintain healthy
lifestyles.
NA
Parent Survey Results
Staff Survey Results
9
Evidence
Instructional
Strategy #3
Research
Professional
Development
Parental
Involvement
Timely and
Additional
Strategies
Evaluation
Evidence
Surveys, agendas, sign-in sheets, invitation to training event
Involve parents in decision-making opportunities regarding school activities.
There are, now, research-based strategies for planning, implementing,
evaluating, and improving effective programs of family and community
involvement in all schools, districts, and state departments of education.(based
on research of Joyce L. Epstein and Mavis G. Sanders in the book School,
Family, and Community Partnerships: Your Handbook for Action)
Staff members will read and discuss pieces of research and its applications for
our school community.
Parents will be encouraged to participate in parent group, school improvement
team, and parent teacher conferences.
NA
Percentage of parents participating in parent group, attending school
improvement meetings, and parent teacher conferences
Parent Survey
Surveys, agendas, sign-in sheets
3. Instruction by Highly Qualified Professional Staff:
One hundred percent of the teaching staff members are highly qualified and one hundred percent of the
instructional paraprofessionals are highly qualified at Sheridan Elementary. Evidence supporting this
statement is available at the Board Office and is a result of the Mi–TAP audit which was completed
during the 2007–08 school year.
4. Strategies to Attract High-Quality Highly Qualified Teachers to High Need Schools:
Sheridan Elementary has historically maintained the teachers that have been hired. Additionally, when
teachers have been required to shift out of our building, they have requested to return at a time when
openings allow. Most teachers who have left were due to retirements or shifts within the district. The
professional staff has an average of 12.7 years of experience. Of the total Sheridan Elementary teaching
staff, 67% have been teaching together for at least ten years. Some of the turnover has been a direct
result of reconfiguring by the district.
Sheridan Elementary is a small, close-knit, quiet community. Grade-level planning time has been a
priority for the last ten years. The staff recognizes the value of this time in bringing about improved
student achievement. We have begun looking at how the professional learning community component
will add to the growth of students and staff. Our paraprofessional staff is included in this professional
learning community initiative. In order to better service students, we have completed our first year of
Instructional Consultation Team training. We will go into full implementation in January of 2010. Our
art, music and physical education programs have their own classrooms. The music classroom has a
sliding wall, which converts the classroom to a stage and opens into our cafeteria. Sheridan also has a
computer lab, which is networked with the district, has Internet access and accommodates classrooms of
10
up to 25 students. Another feature of our building is our age appropriate media center, which also has
student accessible computers and is staffed by a media clerk. Our building was renovated in 2001.
5. High Quality Professional Development Strategies:
Sheridan Elementary staff participates in District and Building level professional development that is
ongoing and sustained annually. Staff has discussed professional development opportunities that align
with the schoolwide goals and will implement these strategies throughout the 2009-2010 school year as
outline in the table below.
Goal
1
1, 2, 3
1, 2, 3
2
4
Professional
Development
Instructional
Consultation
Team Trainer
Training
Staff training on
ICT Process
Mike Schmoker
– Curriculum
alignment
unpacking
Professional
Learning
Communities for
curriculum,
instruction and
assessment
discussions
Building
Effective Parent
Involvement
Programs
*Sara Smith
*Joyce Epstein
Who
When
ICT Trainers
Fall of 2009
ICT Trainers
Building Staff
Building Adm.
Building Staff
Building Adm.
December of
2009
Building Staff
Building Adm.
Monthly 20092010
Building Staff
Building Adm.
Parents
August 31, 2009
October of 2009
Completed
September of
2009
6. Parental Involvement Strategies:
Parents were clearly involved in the design, implementation and evaluation of the school-wide
plan in the 2009-2010 school year.
School-Level Parent Involvement Policy
A school-level parent involvement policy was developed with parents and is available below.
Sheridan Elementary staff works with parents to develop and implement strategies to help their child
11
achieve the learning objectives, by having discussions at parent/teacher conferences about how to help
their child, explaining how to use at-home practice activities and providing explanations of strategies
used and components needed in student work. Sheridan Staff and parents provide a mutually supportive
environment, which encourages learning. For over a decade, our building staff has taught, modeled and
celebrated the six pillars of character (caring, respect, responsibility, fairness, trustworthiness, and
citizenship). Students are involved in assemblies that highlight the pillars of character, receive pillarcolored t-shirts with Sheridan's character design and use a Responsibility Folder for two-way
communication between school and home. Parents are invited to assemblies focused on character and
receive printed information about how the pillars of character can be used at home. The pillars of
character support a consistent and shared approach to child guidance and discipline. Further, staff and
student training about dealing with bullies and mean behavior has lead to the development of a behavior
rubric. This rubric is provided to parents via the handbook and is used as a communication tool when
situations arise. Sheridan provides for the health, safety and well-being of the children as communicated
by their parents. The school provides forms requesting updates on the health of each child. Calls are
also made inquiring about repeated absences. Sheridan Elementary supports the development of English
language proficiency skills through the use of migrant funding and support from staff through the
Belding Consortium.
Sheridan Elementary staff provides parents with their child's individual assessment results, reading
results, progress reports, report cards and parent conferences. We provide parents with the school's code
of conduct via the student handbook. Teachers arrange flexibly scheduled parent/teacher conferences
and parent requested conferences. Parents are offered a selection of times and modes of conferencing.
Our district publishes a newsletter including information regarding the parent involvement plan and
parent involvement opportunities. Sheridan encourages home reading programs. Grade appropriate
book orders are sent home with reasonably priced books. The parent group sponsors two book fairs
annually as well as a free book swap. Books are available in the school library to be checked out and
taken home. The Pizza Hut Book It and the BC Pizza incentive programs are used to encourage reading
at home. Our building participates in a district wide effort to communicate regularly with parents via
school newsletter, grade level newsletters, individual teacher newsletters, Student-Family-Teacher
Journals, phone calls, emails and school blog. The forms of communication inform parents of upcoming
district events and curriculum being taught. We encourage active faculty participation in parent group.
Our school has students perform for parents and community during the annual music program, the We
Love America Parade, school assemblies and our annual district-wide Education Showcase. Our
teachers count on parents to serve as chaperones for class field trips and other school activities. Parents
and volunteers who have helped throughout the year are recognized. Teachers and students give thank
you cards and gifts. Spring and fall parent/teacher conferences, as well as conferences scheduled as
needed, provide opportunities for discussion between parents, administrators and staff to address
problems and find solutions for students having difficulties, either academically or socially. Emails and
phone calls also happen as needed to address issues.
The staff at Sheridan Elementary encourages parents to support their child's career in school by
participating in school functions, such as assemblies, field trips and end-of-the-year carnival, the parent
group organization and to be involved in the building school improvement team. We encourage parents
12
to support the teachers and the school in maintaining discipline and a safe and orderly learning
environment by sharing how the pillars of character can be used at home and requiring a parent response
to violations of the behavior rubric, as well as following the process consistently when discipline and
safety issues arise. In order to encourage parents to require their child to observe all school rules and
regulations, we have children call their parents at home or work to explain their misbehavior. Home
visits, delivering children home or parent conferences with the principal occur as needed. Sheridan
Elementary encourages parental support and enforcement of consequences for their child's willful
misbehavior at school by implementing consistent discipline using the behavior rubric. Additionally we
provide suggestions for consequences through conversations and the parent library. Our building
encourages parents to send their children to school with proper attention to his/her health, personal
cleanliness and dress. Newsletters, the Michigan Model Health curriculum and physical education
classes address these topics. Our school staff encourages parents to support their child and take an
active interest in their child's education by checking the responsibility folder daily, helping with at-home
practice activities, providing a quiet place and suitable conditions for study, attending parent/teacher
conferences, communicating with the school as needed or requested by school staff and talking to their
children about their education. Sheridan Elementary staff encourages parents to read, sign and return all
communications from the school promptly when required. Parents are expected to cooperate with the
school in attending conferences set up for the exchange of information of their child's progress in school.
Parent Involvement Activities From Section 1118
1. In order to assist parents in understanding the state's content standards and which lay out in parent
friendly language the GLCEs taught and assessed each quarterly marking period. Within that lotus,
parents can also find state assessments and district-wide assessments given by quarter. The teachers
made these available and answered questions about them, at the open house at the beginning of the
school year and sent them home with students whose parents were not in attendance at the open house.
The lotus diagrams will be updated annually, as needed, and the practice of making them available to
parents will continue.
2. Parents are provided materials, from their child's teacher, at various times throughout the year, in an
effort to help parents work with their children. At our kindergarten roundup, students are assessed in the
areas of vision, hearing, speech and language, as well as academics. Parents are given results from these
assessments as well as recommended placement information. In addition, they receive a packet of
information and activities that will assist them in helping their child be more successful in school.
3. Teachers at each grade level share information with parents through newsletters about ways to help
students with academics and about activities for practice in academic areas. In some cases, teachers
even call parents to talk with them individually about ways they can help their child be more successful
in their learning.
4. We are in the beginning stages of “training” parents in helping their children be successful. We have
for a number of years, worked on teaching the six pillars of character. We have sent information home
13
to parents, and we have invited them in to assemblies where the pillars are reviewed by staff and
students. We have also had math night and Title I nights where parents were able to participate in
academic activities with their children. We plan to have a trainer at our open house this fall, teaching
parents about a tool that assists students in the area of writing. We are going to focus on additional
training opportunities for parents and for staff (in the ways to build effective parent involvement) during
the 2009-2010 school year. Our building principal has been actively seeking trainers for staff to learn
about improving parent involvement, but has not found someone up to this point.
5. The Sheridan Elementary staff collaborates with the parent group and assists in activities that get
parents and families into our building for educational activities and for fun. The activities planned and
carried out by the parent group have been very successful in getting many families involved in school
activities. We will work on the collaboration with other community resources to encourage parent
involvement. One idea we have is to invite professionals from Sheridan Hospital to come to Sheridan
Elementary and present age-relevant health information to our parents. We also felt it would good for
those professionals to be available to answer parents’ health questions.
14. The staff at Sheridan Elementary also provides reasonable support for parents as they request it;
such as providing homework for students vacationing during school days, homework for days missed
due to extended illness, and possible tutors for summer months.
f. Our school building is handicap accessible to allow parents and families with disabilities to fully
participate in school functions. The parents of migratory students are invited to all school functions.
Work is being done to improve communication with parents having Limited English Proficiency.
Evaluation of Parent Involvement
At Sheridan Elementary, we have always had a large percentage of parents attending parent teacher
conferences (approximately 94-98%). We have also had many families attend our movie nights and
carnival. In 2009-10, Sheridan will keep data on percentage of parents present at each activity with the
goal to engage more families. We will conduct parent surveys to get input from parents about the types
of events they find helpful in helping their children do better in school. We will print the results of these
surveys in our newsletters and use the results to plan future parental involvement opportunities.
The School-Parent Compact
The School-Parent Compact was developed by the School Improvement Team, parent input, and the
Title I staff. The compact includes check-boxes allowing parents to communicate how they would like
to be and how they would be available to be involved at Sheridan Elementary and in their child's
education. Check-boxes also express to parents what the teachers promise to do for them and for their
child. It is presented to parents at the open house each year. We will be looking at better ways to roll
this out, as we have not had the best response from this in the past. One possible application would be
to visit them at conferences to remind parents of the commitments that they made. The Parent-School
Compact is found in Appendix 4.
14
Engaging Families
The staff will spend time exploring ways to engage families in the educational lives of their
children.
We will generate a list of ways we hope to engage families. This list may include weekly voice
mail messages informing parents of classroom activities; e–mails with weekly concepts,
problems, or positive comments; cards sent through the mail informing parents of something
positive that happened; and communications throughout the year informing parents of how to
help students with and/or to remind students of homework.
We will continue to collaborate with the parent group to plan evening family activities, send
home weekly newsletters, update the school sign, encourage parents to be mentors, invite
families to assemblies, and continue any other family engagement activities already
established.
We will meet with our staff before determining criteria, timelines, and persons responsible for
implementing the yet–to–be determined family engagement plans.
Sheridan Elementary staff has spent time during 2007-08 and 2008-09 exploring ways to
engage families in the educational lives of their children. We know from many sources of
current research that parent involvement can be a strong tool in bringing about more widespread improvement in student achievement. We will spend more time in 2009-10 making
sure we follow through on at least four existing parent involvement activities and two new
parent involvement activities.
15
Parent Involvement Chart
Goal
1, 2
When
May 2008
1, 2,
4
2, 4
What
Kindergarten
Round-up
Sessions
Annual Title I
Parent Meeting
Aug. 31,
2009
Parent/Family
Open House
ParentTeacherStudent
Compacts
Parent/Teacher
Conferences
Who
Pre-K and K staff,
S/L pathologist,
hearing & vision
screeners, Title I
Teacher
Principal
Title Staff
Principal
Title Parents
Instructional staff
Principal
Parents
Students
Completed
Evidence
5/09
District Sign-up
Sheet
(appointment
sheet)
Assessment
Data
Agenda
Sign –in sheet
Instructional staff,
principal, parents,
students
Sign-in sheet
Reservation list
Instructional staff,
Principal, Parents
Sign-in sheet
4
Fall
Conferences
1, 2,
3, 4
November
4
Weekly
Newsletter
Principal
Copies of
Newsletters
1, 2,
3, 4
2009-10
Monthly
School
Improvement
Planning
Sessions
Parent Rep/s
Principal
Instructional Staff
Agendas and
Minutes
Individual Student Academic Results:
Individual Student Academic Results will be provided to parents through fall parent teacher conferences,
quarterly marking period report cards, spring parent teacher conferences, and at the times we conduct
district-wide assessments.
7. Preschool Transition Strategies:
Our district benefits from the Great Start Readiness Program (GSRP). The four year olds in this
classroom eat lunch in the school’s cafeteria, enjoy the playground, and are exposed to music and
physical education classes. The classroom teacher informs parents, both verbally and in writing, of
kindergarten expectations during conferences and home visits. Curriculum meetings occur with the
kindergarten and GSRP teachers. These children meet their kindergarten teacher in the spring. An open
16
house takes place at the beginning of the year so children can find their classrooms, tour the school, and
make another connection with their teacher. Parents also have the opportunity to gather information
about curriculum expectations, building policies and procedures, ask questions and give feedback to the
building staff. We hold a Kindergarten Round-Up each spring. Children are introduced to teachers and
assessed for hearing, vision, speech and language, and overall readiness for school. Results are shared
with parents to help them make an informed decision regarding kindergarten placement. Parents go
home with a packet of information and activities to do over the summer with their child to better prepare
them for their school experience. The GSRP teacher and paraprofessional attend the Michigan
Association for the Education of Young Children Conference each year. The children that participate in
the Head Start program visit Sheridan Elementary with their Head Start teachers as well as attend roundup. Last year, third graders from both lower elementaries were paired up to send emails to each other.
Sheridan 3rd grade students and staff visited Stanton 3rd grade students and staff at their building, and
they visited us at our building to do activities that involved interaction between students. Both groups of
students met again at the Upper Elementary in May in order to tour that building and meet their fourth
grade teachers. As a result of these interactions, third graders voiced excitement about knowing more
third graders and said they were more relaxed about moving to a new building. Similar plans will be
made for the 2009-2010 school year. Second graders will be the group affected, due to building
reconfigurations. Sheridan Elementary's parent group will invite Stanton Elementary students to
selected functions in order to make the building transition easier and to unite the elementary learning
communities within the district.
8. Teacher participation in assessment Decisions
Authentic assessment will be used in all grades levels at Sheridan. Teachers have input on the
development of all curriculum and assessment decisions through curriculum study teams. Grade level
math curriculum study teams created grade level quarterly math assessments based on the grade level
content expectations. The English language arts grade level study teams agreed upon grade level
mastery levels for reading based on the Developmental Reading Assessment (DRA). These teams also
determined the Michigan Literacy Progress Profile (MLPP) assessments that will be given at each grade
level as well as when they will be given. Teachers also examine student data results. Teachers will
continue to record the MLPP analytic writing rubric scores for each student on a Google Doc
spreadsheet for monthly academic writing prompts. These spreadsheets will be used in grade level and
cross-grade level meetings. Each teacher also maintains a Google Doc spreadsheet that lists assessment
results for beginning, middle and end of year DRA and DIBELS scores, MLPP writing rubric scores two
times a year, MLPP retelling rubric scores two times a year, word wall proficiency and math quarterly
assessment scores.
9. Timely and Additional Assistance to Students Having Difficulty Mastering the
Standards
Our pyramid of interventions (See Appendix 5 ) outlines our timely, effective, and additional
assistance offered to students who are struggling to meet the State’s expectations. Those
interventions, done as pullout programs, are Lexia, Reading A-Z, Herman Method, Great
Leaps, Read Naturally, GATE (a slower paced Read Naturally), Expanding Expressions for
17
Writing, Bal-A-Vis-X, Zoo Phonics, Calaerobics and Destination Math. Each grade level, along
with the Title I teacher, has a point system based on district level assessments (DIBELS, DRA,
MLPP, quarterly math assessments) to determine whether a child needs Title I services. In
terms of differentiated instruction, students are offered the opportunity to ask questions, seek
extra help, work in teams and are allowed extra time. Though it is not well documented that
these opportunities occur for students, through professional staff conversations we know they
are happening. During the 2009-2010 school year, we will improve our documentation and
seek professional development on differentiated instruction. Sheridan uses the School-Wide
Assistance Team (S.W.A.T.) and is in the process of implementing the Instructional
Consultation Teams Process (ICT) for identifying needs and planning for the best teaching
method for student success.
10. Coordination of Federal, State, and Local Programs and Resources
The programs at Sheridan Elementary School, as depicted in the chart below, are intended to
provide staff, parents, and students with the skills and resources necessary to be successful in the
educational process. These programs receive funding from Title I, Title II A, Title II D, Section
31-a, Parent Teacher Organization funds, and district general funds.
Schoolwide Components
1. Comprehensive Needs
Assessment
2. Schoolwide Reform
Strategies
3. Instruction by Highly
Qualified Professional Staff
4. Strategies to Attract High
Quality Highly Qualified
Teachers to High Needs
Schools
Funding Sources
• General Fund
• Title I, Part A
• Title I, ARRA
• General Fund
• Title II A
• Title I, Part A
• Title I, ARRA
• Title II A first then
General Fund
.
• General Fund
• Title II A
5. High-Quality and
Ongoing Professional
Development
• Title II A
• Title II D (District Level)
• General Fund
• Title I, Part A
• Title I, ARRA
6. Strategies to Increase
• Title I, Part A
18
Programs
• [School] Schoolwide
Transition Process
• [School] School
Improvement/
Schoolwide Plan
• All staff (teachers and
paraprofessionals) are
currently highly qualified
• New Teacher Orientation
Program
• District Professional
Development
• Conferences to support
continual learning
• Money for Classroom use
• Rick Stiggins Assessment
for Learning
• IGOR – data warehouse
• Common Assessments
• Lexia Software
• Dr. Mike Schmoker
Results Now
• Parent Involvement
Parental Involvement
• Title I, ARRA
• GSRP
Family Literacy Night(s)
7. Preschool Transition
• General Fund
8. Teacher Participation in
Making Assessment
Decisions
• General Fund
• Title II A
9. Timely and Additional
Assistance to Students
Having Difficulty
Mastering
the Standards
• Title I, Part A
• Title I, ARRA
• Title IIA
• Section 31a (at-risk funds)
• General Fund
• Kindergarten Round-Up
• Open Houses
• Curriculum Meetings
• Grade Level Meetings
• IGOR Data Warehouse
training
• Professional Development
• Read Naturally
• The Herman Method
• Lexia Reading
• Summer School
• Paraprofessionals
10. Coordination and
Integration of Federal,
State, and Local Programs
and Resources
• General Fund
The Special Project
Coordinator completes
coordination of funds with
staff, administration, and
Central Office
Beyond the federal, state, local and coordination listed in the above chart, this district also
coordinates the following programs to meet the needs of the schoolwide reform for ALL
students:
• National School Lunch Program in all buildings – Free and Reduced Meals
• Violence Prevention Program in all buildings – Counselors/School Social Workers
• Head Start at Stanton Elementary – Eight Cap
• Technical & Vocational Programs – Montcalm Area Career Center
D. Curriculum Alignment
Our district follows a curriculum review cycle. Teams of teachers meet to study the
expectations of the State. They review the district’s current curriculum and make the
necessary changes to insure its proper alignment. Grade level teams have built lotus
diagrams that spell out their expectations in the four core content areas.
E. Use of Community Resources and Volunteers
Sheridan Elementary is fortunate to have a variety of partnerships with Community
Leaders and Service Providers. Among those who partner with us to better prepare our
students for tomorrow’s world are:
Our Sheridan Elementary Parent Group
They offer support in the following ways:
Funding Field Trips
Family Night & End of year carnival
19
Scholastic Book Fairs
Extra School Supplies needed & requested by teachers
Playground Improvements
Teacher Appreciation Luncheon
One College Student hired by Montcalm Community College
Montcalm Community College hired one student to work at Sheridan Elementary fifteen
hours a week in order to assist students in progressing toward their curricular goals.
This opportunity began in the Spring of 2008.
Sheridan VFW
The Sheridan VFW participates in our annual “We Love America Parade” as well as an
assembly at Sheridan Elementary in May. Also in May, our students collect “Pennies for
Poppies” to assist retired veterans and those in veteran hospitals. Students and staff
present the pennies to representatives from the VFW at that assembly.
Area Dentist and Staff
Dr. Marshall and members of his staff visit Sheridan Elementary annually and speak
with students about proper brushing and healthy eating. They emphasize the
importance of excellent tooth care. They also provide a new toothbrush for each student
in the school. Dr. Marshall's office, in concert with the Montcalm Area Health
Department, screen all second grade students and provide free tooth sealants as needed.
Sheridan Fire Department
Our Kindergarten classes take an annual field trip to the Sheridan Fire Department. The
fire department staff talks with students about fire safety and procedures to follow. They
have a smokehouse so that students can practice the correct way to get out of a house
that is burning. The fire department also visits the school and talks with our student
body at an assembly.
Ravell's Orchard
The family owned Ravell's orchard hosts a free field trip for our kindergarten students. The
students tour the orchard while listening to Mr. Ravell teach them about the four seasons and the
life cycles that occur there. Each child receives a cup of cider and an apple. Mr. Ravell also
provides the teachers with bags of apples. Teachers are then able to continue the learning goals
in the classroom as well as make homemade applesauce with the students.
F. Role of Adult and Community Education, Libraries and Community
Colleges in the Learning Community
Our community education program is the only one of its kind in our county. Our
community education program provides opportunities for families in our area that they
would not otherwise be exposed to. Some examples of these include soccer, aerobics,
rocket football, rocket football cheerleading, cooking classes and art opportunities. The
adult education program provides on-line learning opportunities and GED completion
courses.
20
G. Methods for Effective Use of Technology
The staff will spend time exploring ways to integrate technology in the educational lives
of their children. Often, educators think of “teaching” technology to students; this
method of technology instruction is outdated.
As we explore the idea of teaching and learning, a great deal of teaching and learning in
technology can be student–centered. Students can be the teachers and the learners.
Technology evolves quickly; we are in the Age of Information but also already into Web
2.0.
The Internet should not be seen as a “place,” but rather as a process with vast
capabilities in education. Working with district technology leaders, we will integrate
technology into our daily lives—not only for teachers, but students, as well.
H. On the Job Learning
On the job learning is a function of the secondary school. Please contact Central
Montcalm High School at (989) 831–2100 for additional information about our Career
Pathways program.
I. Building–Level Decision Making Process
In 2007, through the use of the Ed. YES! reporting system, Sheridan Elementary involved the
entire teaching staff in the completion of portions of the Comprehensive Needs Assessment. In
2008, the staff decided that this process would be better completed by the Building School
Improvement Team. The District School Improvement Team (DSIT) meets monthly during the
school year to review student achievement, staff development, parental involvement,
instructional programs, curriculum and other tasks as they arise. DSIT meeting agendas and
minutes are provided to all staff members in order to allow for their input. Through the School
Wide Assistance Team process, we spoke regularly about teacher-identified students and the
educational strategies and programs that would help them the most. Programs like 6 + 1 Traits
of Effective Writing Trait Crates and The Expanding Expressions Tool for writing were piloted
by teachers in the building. When the success of the program (for example improved student
work) was shared with the entire staff, these initiatives were further implemented. A staff survey
indicated that Sheridan teachers wanted weekly grade level planning time in order to discuss the
effectiveness of programs and instructional strategies so improvements can be planned.
J. Evaluation
The staff will annually evaluate the school improvement plan and process and look at the results
achieved by our students on the state and local assessments. Our team will determine if we
achieved our goals. Our plan will be revised. The school improvement team will use a calendar
of events to guide the team at implementation and evaluation of monthly activities, evaluations,
and evidence collection and can be found in Appendix 6.
K. Appendices
Appendix 1 – Kindergarten through 2nd Grade Curricular Lotus Diagrams
Appendix 2 — MEAP Data
21
Appendix 3 — Local Assessment Data
Appendix 4 — Parent/Teacher/Student Compact
Appendix 5 — Pyramid of Interventions
Appendix 6 — Professional Development Calendar
22
Appendix 1 – Kindergarten through 2nd Grade Curricular Lotus Diagrams
Phonics
•
•
•
•
•
•
Recite the alphabet, isolating each
letter
Recognize and name all upper and
lower case letters in a random
order
Match each letter with the sound
that it makes
Understand that sounds in words
are represented by letters of the
alphabet
Use letter-sound clues to recognize
a few one syllable words
Begin to match letters and sounds,
including first and last consonants
of words
Phonemic Awareness
•
•
Change the sounds of words by
changing letters that can make new
words (Example: “hat” becomes
“_at”, or “sat”, or “mat”) (Rhyming)
Recognize that words are made of
sounds blended together and that
words have meaning
Concepts of Print
•
•
Understand that words and sentences
are arranged from left to right, top to
bottom, front to the end of books
Isolate and differentiate between a
word and letter
•
Know the meaning of words s/he
hears and sees often
Try to figure out the meaning of
new words and phrases
Informational Text
Central Montcalm
Public School
Lotus Diagram of Curriculum
Kindergarten
•
•
•
Use own experiences to help
understand new ideas and connect
to ideas in text
Retell up to three events from a
familiar story in own words
Predict what will happen next in a
story, based on pictures or portions
of the story
Remember and use what has been
read to them from other subject
areas
•
•
•
•
•
•
•
•
•
•
•
•
Easily recognize familiar words
seen in and around the home, such
as names, brand names, and logos
Read the 7 minimum required sight
words (a, I, in, is, go, to, the)
Follow the written text of familiar
stories by pointing to known words
Be able to predict unknown words
Narrative Text
•
Metacognition
Point (one-to-one correspondence)
to words as they are read
Identify period, exclamation mark,
question mark
Make return sweep to next line
Word Recognition
•
Know the difference between
different types of informational text
(brand names, traffic signs, logos)
•
Discuss the way information is
organized in texts
•
Show through drawing, writing or
conversation how two or more
informational texts are connected
•
•
Reading
•
Comprehension
•
•
Vocabulary
•
Concepts of Print (Con’t.)
Respond to high-quality literature
Begin to know the difference
between different types of genres
(stories, nursery rhymes, poetry,
songs)
Discuss simple story elements in
narrative texts (setting, characters,
events)
Tell how authors uses pictures to
give readers clues about the setting
and characters
Show how two or more stories can
be connected
Critical Standards
Know when to ask questions when
reading familiar text
Know when s/he does or does not
understand the text
Use simple strategies to increase
understanding of texts matched to
his/her reading level
Begin to identify author’s purpose
Begin to sort and put information in
order with the help of the teacher
23
•
With the help of the teacher, begin
to know how to measure the quality
of his/her own work and the work
of others
Reading Attitude
•
•
Become excited about reading and
learning to read
Choose books, book activities, and
word play on their own during free
time in school and at home
1st Marking Period
1.
2.
3.
4.
5.
Name 4 basic shapes.
Count orally from 1 – 25.
Recognize numerals 0 – 5.
Write numerals 1 – 5.
Match sets of objects to numerals
0 – 5.
6. Sequence numerals 0 – 5.
*Begin year-long practice of using
directional and positional words
*Begin year-long practice of using real
and picture graphs.
3rd Marking Period
1. Identify 3D objects (sphere, cube,
cone and cylinder).
2. Sort objects by 2 attributes.
3. Count orally from 1 – 75.
4. Count by 5’s to 30.
5. Manipulate sets of objects to
show more, less and equal.
6. Recognize numerals 0 –20.
2nd Marking Period
1. Sort objects by 1 attribute.
2. Count orally from 1 – 50.
3. Compare two or more objects by
length and weight.
4. Recognize numerals 0 – 10.
5. Write numerals 1 – 10.
6. Match sets of objects to numerals
0 – 10.
Central Montcalm
Public School
Lotus Diagram of Curriculum
Kindergarten
Mathematics
2nd Marking Period (Cont.)
7. Sequence numerals 0 – 10.
8. Count by 10’s to 100.
*Begin practice of creating, describing,
and extending simple geometric and
number patterns.
3rd Marking Period (Cont.)
7. Write numerals 1 – 20.
8. Match sets of objects to numerals
0 – 20.
9. Sequence numerals 0 –20.
10. Manipulate objects to solve simple
addition story problems and write
corresponding number sentences.
11. Tell time to the hour
.
4th Marking Period
1.
2.
3.
4.
5.
6.
Sort by 3 attributes
Count orally from 1 – 100.
Count by 2’s to 30.
Recognize numerals 0 –30.
Write numerals 1 – 30.
Match sets of objects to numerals
0 – 30.
4th Marking Period (Cont.)
Vocabulary to Know:
7.
8.
addition analog clock
clock
coin
dime
equal
group
height
length
less than
minus
money
number
numeral
order
pattern
quarter
rectangle
same
scale
size
skip count
sort
sphere
subtraction take away
time
today
week
weight
Sequence numerals 0 – 30.
Manipulate objects to solve simple
subtraction story problems and write
corresponding number sentences.
9. Use manipulatives to demonstrate
that numbers up to 30 can be placed
into groups of tens and ones.
10. Recognize and state the value of
pennies, nickels, dimes and quarters.
24
calendar circle
cylinder
digital clock
graph
greater than
hour
hundred
matching measure
more that nickel
o’clock
one-to-one
penny
plus
repeat
ruler
set
shape
smaller than solid
story problem square
temperature tens
tomorrow
triangle
year
yesterday
READING
•
Word Recognition and Word Study
Phonemic Awareness
-Change the sound of words by changing letters that can make new
words. Example: “hat” becomes “-at”.
Recognize that words are made of sounds blended together and that
words have meaning.
Phonics
-Use letter-sound clues to recognize a few one-syllable words,
blends and consonant diagraphs such as letter-sounds, word chunks,
word families and diagraphs th, ch, sh.
Word Recognition
-Easily recognize familiar first grade words they see in print.
-Automatically recognize a growing number of basic sight
vocabulary words.
-Be able to use prefixes, suffixes, and context clues to read and
understand known word (untie, replay, careless, playful).
READING (cont.)
Informational Text (Non-fiction)
-Name and describe different types of informational text, such as
how-to books, science and social studies magazines.
-Discuss patterns such as the order in which things happen or ways
they are described.
-Explain how authors and illustrators use features like headings,
titles, captions, and pictures to help readers understand ideas.
Show through drawings, writing or conversations howtow or more
informational texts are connected.
READING (continued)
Vocabulary
-Know the meaning of words they hear and see often.
-Use strategies to make sure the words used in texts sound right and
make sense.
-Use strategies to help figure out the meaning of words that describe
objects, actions, etc. when they appear in a story.
Fluency
-Automatically read words first graders see often, whether they
appear alone or in a sentence.
-Read aloud using expression reacting to the periods and question
marks.
-Independently read aloud new text with 95% accuracy in books
matched to their ability.
READING (cont.)
Metacognition
-Know when to ask questions when reading familiar text.
-Know when they do or do not understand the texts.
-Use simple strategies to increase their understanding of texts.
Example: Reread the story.
-Use book covers and/or pictures to predict what might happen next.
-Talk about the author’s purpose.
-Begin to sort and put information in order with the help of the
teacher.
-Discuss with teacher which comprehension strategies worked.
READING (cont.)
Critical Standards
-Decide and discuss what qualities make stories good.
-With help from the teacher, begin to know how to measure the
quality of their own work and the work of others.
Reading Attitude
-Be excited about reading and learning how to read.
-Choose to read and write on their own during free time in school at
home.
CENTRAL MONTCALM
PUBLIC SCHOOL
LOTUS DIAGRAM OF CURRICULUM
1st GRADE
ENGLISH/ LANGUAGE ARTS
25
READING (continued)
Narrative Text (Fiction)
-Recognize how various cultures are represented in high
quality literature.
-Identify and describe a variety of genre including realistic
fiction, fantasy, and folktales.
-Identify a story’s problem/solution, order of events, and
beginning/middle/end.
-Identify how authors/artists use:
*pictures to support ideas
*Words like before, after, now, etc., to show the
order of events.
-Show through their conversations, drawings, or writing that
they know how two or more stories are connected.
READING (cont.)
Comprehension
-Use their own experiences to help understand new ideas and
connect to ideas in texts.
-Retell up to three events, in order, from a familiar story.
-Connect and compare a story to their lives as well as compare
a story to other stories.
-Compare and contrast relationships among characters, events
and key ideas.
-Use drawings to show key ideas and details in stories.
-Ask questions as they read.
-Remember and use what has been read from other subject
areas.
WRITING
Writing
-Write a brief personal story using pictures, words, and/or
sentences.
-Write a short informational piece that can include headings,
titles, or pictures to help readers understand their ideas.
-Help with a class research project by adding key information
gathered from materials supplied by the teacher.
Personal Style
-Develop a personal style when speaking, writing, or acting
out messages. Example: they may express feelings, use
details, and show examples.
WRITING (Cont.)
Writing Process
-With help from the teacher, think about how those who will read
the paper will react as they plan to write.
-Write three or more connected sentences using first grade
punctuation and spelling.
-Use word lists to try to correct their spelling.
-Make changes to their own writing by reading it to a friend, and
asking for ideas to improve it to make the meaning more clear.
-Use book language when writing stories. (“Once upon a time…”)
Grammar and Usage
-Write with complete sentences beginning with a capital letter and
ending with a period, question mark, or exclamation point.
SPELLING
-Correctly spell one-syllable words they see often from common
word families.
-Use beginning and simple ending sounds, or word lists provided
by the teacher to figure out how to spell more words.
HANDWRITING
-Form upper and lower case letters neatly, so that people can read
them.
WRITING ATTITUDE
-Be eager to write and learn to write.
SPEAKING (Cont.)
Conventions
-Make presentations using Standard English or their version of
Standard English if they are in the process of learning English.
-Give examples of how language in story books is used differently
than real life.
Spoken Discourse
-Stay on topic while responding to comments and questions from
others during conversations.
-Briefly tell or retell familiar stories in an organized way that
makes sense from the beginning to end.
-Be able to talk about the meanings of and the connections
between two or more stories.
-Plan and deliver simple presentations or reports that are
organized and include several facts and details.
CENTRAL MONTCALM
PUBLIC SCHOOL
LOTUS DIAGRAM OF CURRICULUM
1st Grade
English/Language Arts
(Continued)
26
SPEAKING
Conventions
-Use singular and plural nouns (boy/boys, mouse/mice) and
contractions (isn’t, can’t, won’t).
-Use singular possessive pronouns. (my, mine, hers, his).
-Use words to show relationships of events in sentences or
stories (if , because, and after).
-Use word endings while speaking (-s, -es, -ed, -ing, or –er).
-Use language to communicate with all kinds of people for all
kinds of reasons. (express wants and needs, solve problems).
-Be able to speak out loud to the teacher:
-stand straight and tall
-make eye contact
-use illustrations
LISTENING AND VIEWING
Conventions
-Give, restate and follow two-step directions.
-Ask good questions during a report or presentation.
-While in conversations, use eye contact and pay attention.
-Be able to tell who is giving a message and who is receiving
the message.
Response
-Choose, listen to or view and discuss a variety of good books,
both classic and recently written.
-Listen to or view and discuss a variety of genres. (fairy tales,
poetry, stories).
-Make connections between two or more stories as they think
about them. They can do this by discussing the stories, drawing
pictures and/or writing.
WATER PLANET
•
•
•
•
•
•
Identify major features of the Earth’s surface (rivers,
lakes, hills, valleys, mountains, plains and oceans).
Describe how water exists on Earth in three states
(solid, liquid and gas)
Trace the path that rainwater follows after it rains.
Identify sources and uses of water.
Communicating scientific findings to others.
Identify what first graders can do to protect the
environment.
• Learning how scientists figure out answers to their
questions by investigating the world.
•
•
1st Marking Period
ORGANISMS
•
•
•
•
•
Compare and contrast organisms on the basis of
observable physical characteristics.
Observe and describe seeds.
Observe, draw and describe woodland and freshwater
plants.
Describe familiar animals in terms of observable body
parts and characteristics.
Give evidence that characteristics are passed from
parents to young.
2nd Marking Period
CENTRAL MONTCALM
PUBLIC SCHOOL
LOTUS DIAGRAM OF CURRICULUM
1st GRADE
SCIENCE
3rd Marking Period
ORGANISMS
• Observe, draw and describe freshwater snails.
• Observe, draw and describe guppies.
• Observe, draw and describe bugs.
st
• Identify what a 1 grader can do to protect the
environment
4th Marking Period
CHARACTER COUNTS!
WATER PLANET (CONT)
Health and Personal Safety (Mich.
Model)
•
•
•
•
Getting along
Safety
Say “No” to drugs
Growing and Caring
Completed throughout the year
27
•
Practice daily use of the six pillars of
character (trustworthiness, respect,
responsibility, fairness, caring and
citizenship).
BASIC OPERATIONS & CONCEPTS
.Recognize, name and know the major hardware
components in a computer (computer, monitor,
keyboard, mouse, and printer),
.Identify the functions of the major hardware
components in a computer system.
.Use a variety of age-appropriate technologies for
sharing information. (drawing a picture, writing a
story)
.Recognize the command print
SOCIAL, ETHICAL AND HUMAN ISSUES
TECHNOLOGY PRODUCTIVITY TOOLS
•
•
•
•
TECHNOLOGY
COMMUNICATIONS
TOOLS
TECHNOLOGY
RESEARCH TOOLS
CENTRAL MONTCALM
PUBLIC SCHOOL
LOTUS DIAGRAM OF CURRICULUM
•
1st Grade
Technology
•
TECHNOLOGY PROBLEM-SOLVING AND
DECISION-MAKING TOOLS
•
Know how to use menu options to print.
Log on and off
Access age appropriate programs.
ASSESSMENT
•
•
Teacher observation during technology use
Weekly word wall paper.
PLANNED ACTIVITIES
•
•
•
•
•
•
•
28
Weekly 30 minute computer lab time
Weekly sight word typing activity for that weeks
word wall words.
Starfall program working on phonics and social
studies.
Internet programs working on phonics, reading
and math.
Students type a sentence and add a picture to go
with their writing.
Additional computers for student use in the
classroom
1ST MARKING PERIOD
1.
2.
3.
4.
5.
Verbally count from 1-110.
Write numbers from 1-110. (Note reversals).
Verbally count by 10’s to 110.
Orally identify numbers in random order to 110.
Recognize patterns and extend the patterns with 100%
proficiency.
2nd MARKING PERIOD
1.
2.
3.
4.
5.
3rd MARKING PERIOD
1.
2.
3.
4.
5.
6.
7.
Continue work on previously introduced concepts.
Verbally count forward to by tens to 500, starting at 400.
Verbally count forward by one hundred to 500.
Compare measured lengths using shortest and tallest.
Collect and organize data to use in pictograph.
Read and interpret pictograph.
Arrange small sets of numbers in increasing and decreasing
order.
8. Name the U.S. coins and bills.
9. Tell the value of U.S. coins.
10. Practice simple subtraction facts.
11. Explore place value using place value mats and place value
blocks and sticks.
4th MARKING PERIOD (Cont.)
1.
2.
3.
4.
5.
6.
Solve one-step word problems.
Fluently recall addition facts to 10+10 and related
subtraction facts, recognizing the identity property of
addition, and mentally calculate sums and differences up to
two-digit numbers.
Demonstrate recall of addition facts to 10+10.
Demonstrate recall of related subtraction facts.
Introduce fractions of 1/2, 1/3, and 1/4.
Introduce and practice using calculators.
Continue work on previously introduced
concepts.
Verbally count forward by fives to 110 with
100% proficiency.
Demonstrate the ability to identify shapes.
(square, triangle, circle, rectangle, rhombus
that is not a square, oval).
Create and describe two-dimensional
geometric shapes. 100% proficiency.
Describe relative position of objects on a
plane, using words such as above, below,
behind, in front of.
CENTRAL MONTCALM
PUBLIC SCHOOL
LOTUS DIAGRAM OF CURRICULUM
1st GRADE
Mathematics
*Quarterly assessments are given as
post tests each marking period
Vocabulary To Know:
101-110 (numerals) $dollar sign addend a.m.
bar graph bill
capacity clockwise
column
cost
cube
cup
distance
dollar equal parts estimate face clock fact
fact family fewer five dollar bill fraction
half-dollar
half hour half past how many left
how
many more
label
left
left of
long
longest
middle
non-standard unit
number line one-fourth one-half
one dollar
bill
one-third
29
2nd MARKING PERIOD (Cont.)
6.
Use a non-standard unit to measure common
objects. Proficiency 100%. Ex. Unifix cubes.
7. Tell time on an analog clock to the hour. 100%
proficiency.
8. Tell time on an analog clock to the half hour.
9. Practice simple addition facts.
10. Compare numbers using the phrases same as
more than, greater than, fewer than, less than;
use = symbol.
11. When using a number line, know that a
number to the left of a number is smaller and a
number to the right of a number is larger.
4th MARKING PERIOD
1. Verbally count by two’s to 100 starting from 80
and counting to 110.
2. Verbally count backwards from 25 to 1.
3. Compose and decompose numbers to 30,
including groups of tens and ones.
4. Fluently recall addition facts to 10+10 and
related subtraction facts.
5. Calculate mentally sums and differences
involving: a two-digit and a one-digit number
without regrouping; a two-digit dumber and a
multiple of 10.
6. Add three one-digit numbers.
7. Apply knowledge of fact families to solve
simple open sentences for addition and
subtraction.
Vocabulary (cont).
Part
past
pictograph place value
p.m.
predict
problem
rectangle
rhombus right
right of
sequence
shortest pattern
solve
subtract
sum
tally
tally marks
thirds
total
unit
Names of the days of the week.
Names of the months of the year.
1st Marking Period
Civics
Purposes of Government – Identify some reasons for rules
in school. Give examples of the use of power with, and the
use of power without authority in school.
Values and Principles of American Democracy – Explain
how decisions can be made or how conflicts might be
resolved in fair and just ways.
Roles of the Citizen in American Democracy – Describe
some responsibilities people have at home and at school.
History
Living and Working Together in Families and Schools – Use a
calendar to distinguish among days, weeks, and months. (Taught
continually throughout school year).
Identify the events or people celebrated during United States
national holidays and why we celebrate them. (Taught
continually throughout school year).
1st Marking Period (Cont.)
Geography
Places and Regions – Describe the unifying characteristics and/or
boundaries of different school regions (playground, library,
restroom, cafeteria, gym).
Distinguish between physical (clouds, trees, weather) and human
(buildings, playgrounds, sidewalks) characteristics of places.
The World in Spatial Terms – Construct simple maps of the
classroom to demonstrate aerial perspective.
Give examples of places that have absolute locations
(home/school address).
Distinguish between landmasses and bodies of water using maps
and globes. (Ex. Christopher Columbus’ Sail from Spain).
GLCE’s covered during the 1st marking period. C1.0.1
C1.0.2 C1.0.3 C2.0.1 C5.0.1 H2.0.2 H2.0.7
G1.0.1 G1.0.2 G1.0.3 G1.0.4 G2.0.1 G2.0.2
2nd Marking Period
History
Living and Working Together – Compare life today with
life in the past using the criteria of family, school, jobs, or
communication. (Ex. Pilgrims).
Civics and Government
Values and Principles of American Democracy – Identify
important symbols of the United States of America (Statue
of Liberty, Uncle Sam, White House, Bald Eagle).
Roles of the Citizen in American Democracy – Identify
situations in which people act as good citizens in the
school community (volunteering, showing compassion,
courage, honesty – 6 pillars).
2nd Marking Period (Cont.)
Economics
Market Economy – Describe reasons why people voluntarily
trade. (Ex. Pilgrims and Indians).
Describe how money simplifies trade. (Easier to carry money than
large possessions).
Describe why people cannot have everything they want (scarcity)
and describe how people respond (choice).
Geography
Human Systems – Use components of culture (foods, language,
religion, and traditions). (Ex. Christmas, Kwanzaa, and
Hanukkah).
GLCE’s covered during the 2nd marking period. H2.0.6
C2.0.2 C5.0.2 E1.0.3 E1.0.4 E1.0.6 G4.0.1
CENTRAL MONTCALM
PUBLIC SCHOOL
LOTUS DIAGRAM OF CURRICULUM
1st GRADE
3rd Marking Period
History
Living and Working Together in Families and Schools –
Investigate a family history for at least two generations,
identifying various members and their connections in order
to tell a narrative about family life.
- Retell in sequence important ideas and details from
stories about families or schools.
- Use historical records and artifacts (photos, diaries, oral
histories, and videos) to draw possible conclusions about
family or school life in the past. (Example – visit heritage
village or read/watch Laura Ingalls Wilder/Little House on
the Prairie).
GLCE’s covered during the 3rd marking period.
H2.0.3 H2.0.4 H2.0.5
4th Marking Period (Cont.)
Public Discourse, Decision Making, and Citizen
Involvement
Citizen Involvement – Develop and implement an action
plan to address or inform others about a public issue.
- Participate in projects to help or inform others. (Example
– Earth Day Activities).
GLCE’s covered during the 4th marking period.
G5.0.1 E1.0.1 E1.0.2 E1.0.5 P3.1.1 P3.1.2 P3.1.3
P3.3.1 P4.2.1 P4.2.2
4th Marking Period
Geography
Environment and Society – Describe ways in which people
modify (cutting down trees, building roads), and adapt to the
environment (clothing, housing, transportation).
Economics
Market Economy – Distinguish between producers and
consumers of goods and services.
- Describe ways in which families consume goods and services.
- Describe ways in which people earn money. (Providing goods
and services to others, jobs).
Social Studies
History, Geography, Civics, Economics, Public Discourse,
Decision Making, and Citizen Involvement.
4th Marking Period (Cont.)
Public Discourse, Decision Making, and Citizen Involvement
Identifying and Analyzing Public Issues – Identify public issues
in the school community. (Ex. Environmental concerns).
- Use graphic data to analyze information about a public issue in
the school or community. (Ex. Graphs).
- Identify alternative resolutions to a public issue in the school
community.
Persuasive Communication About a Public Issue – Express a
position on a public policy issue in the school community and
justify the position with a reasoned argument.
30
1ST MARKING PERIOD
6.
7.
Review numbers 1-10
Review of number lines including: missing numbers on the
number line, using the number line to add and subtract,
numbers 1-20(circle groups of 10)
8. Sorting and Patterning especially in the form of skip
counting(orally by 3s and 4s starting with 0, and 2s, 5s, and
10s starting from any number)
9. Addition and Subtraction (1-99) including: missing values,
finding differences on number lines, breaking numbers into
parts, using the relationship between addition and
subtraction, and mental math
10. Numbers to 1000 including: counting, ordering, comparing
(<,>), reading and writing both the numerals and in word
forms
*Begin year-long practice of basic math facts, problem solving
and calculator use
4th MARKING PERIOD
12. Measurement (linear, area and perimeter) including:
measuring, comparing, adding, subtracting, using meters,
cm, yard, feet, inches and non-standard units, using
abbreviations and approximating to the nearest whole unit,
use in relationship to geometry
13. Multiplication and Division including: understanding
counting of equal sets, relationship of multiplication to
division, relationship of x and ÷ to + and -, solve and
explain x and ÷ problems using pictures, objects, and
numbers, know their times tables up to 5 x 5
14. Data and Probability including: use of pictographs (and
other graph types), use of scale (representation: ♥ stands
for 5 children), read and interpret graphs, make graphs to
explain data, use and make location grids for information
Calculators:
1. use throughout the year
2. learn basic functions
3. use to solve problems based upon current concepts
Math Facts:
1. daily practice sheet
2. practice during math log time
2nd MARKING PERIOD
12. Geometry including: identifying, describing,
comparing, classifying and predicting with
both 2 and 3 dimensional shapes and curved
and straight lines, flat and curved surfaces,
slides, flips, and turns
13. Measurement including: time (5 minute
intervals, a.m., p.m., duration, intervals or
elapsed time), money (read and write
amounts, + and - in mixed units, simple word
problems), temperature (read and use in real
life problems, Fahrenheit)
*Continue year-long practices
including any introduced concepts
3rd MARKING PERIOD
14. Fractions including: recognize, name,
demonstrate, compare (numerator and
denominator relationship) common
fractions up through 1/12 as well as
understanding which common
fractions are equal to whole numbers,
place 1/2 values on a number line.
15. Numbers to 1000: Addition and
Subtraction (1-1000) including:
missing values, finding differences on
number lines, breaking numbers into
parts, using the relationship between
addition and subtraction, and mental
math
16. Addition and Subtraction 3 digit
numbers with and without regrouping,
estimate sums of two digit numbers
without regrouping, add and subtract
mentally up to three digit (place value)
*Continue year-long practices including
any introduced concepts
CENTRAL MONTCALM
PUBLIC SCHOOL
LOTUS DIAGRAM OF CURRICULUM
2nd GRADE
Mathematics
*Quarterly assessments are given as pre- and
post- tests each marking period
Math Vocabulary to Know
area, array, before, borrow, centimeter, change, congruent,
coordinate, currency, decimal, degree, denominator,
difference, digit, divide, dividend, divisor, division, double,
duration, east, edge, elapsed, end point, equal, equation,
exchange, face, factor, Fahrenheit, flat, flip, foot, fraction,
geometric figure, greatest, grid, hemisphere, horizontal,
hundreds, inch, interpret, interval, least, line segment,
mental math, meter, metric, mixed, most, multiplication,
net, north, number sentence, numeral, numerator, (number
31
words), place, order
perimeter, polygon, product, property, pyramid,
quarter, quarter past, quarter to
quotient, reasonable, regroup, right angle, scale,
semi-circle, skip count, slide, smallest, south, square
corner, square unit, sum, symbol, symmetry, tape
measure, times, trade, unit, vertex, vertical, west,
whole number, yard, yardstick
Read Aloud List
Boxcar Children Books
Books by E.B. White
Stonefox
Blaze and Billy Books
And many more!!!
Genre
Definition of Programs
Unit #1 Advocacy:
Doing the Right Thing
Reading Counts: A computer program
which allows students to read books at their
own rate and check their own
comprehension.
The Teddy Bear
The Giraffe the Pelly and Me
"Super Scooper"
The Star Money
Unit #2 Advocacy:
Doing the Right Thing
"Johnny Appleseed, Johhny Appleseed"
The Legend of the Teddy Bear
A Day's Work
December
The Empty Pot
The Ballad of Davy Crockett
Unit #3 Stories
Tolerence
Frog and Toad are Friends
Tacky the Penguin
"Daddy Daycare"
Boris and Bella
The Girl Who Loved Wild Horses
Rosie and Michael
The Other Side
Stellaluna
32
S.R.A.: An individualized progressive
reading comprehension activity.
READING
•
Narrative Text (Fiction)
1. Discuss how the events and characters are similar in high
quality literature from around the world
2. Describe a variety of genre of narrative texts ( poetry, fantasy,
legends, and drama)
3. Identify and describe story elements (what, where, when, why,
how)
4. Identify how authors/artists use: Pictures, titles and metaphors
5. Show with conversations, drawings, or writing that they know
how two or more stories are connected
•
Informational Text (Non-fiction)
1. Describe different types of informational text, (how-to books,
science and social studies magazines)
2. Discuss patterns (order in which things happen or ways they are
described)
3. Explain how authors and illustrators use features (bold-face
text, graphs, maps and charts)
4. Show how two or more informational texts are connected
WORD WORK
CV, CVe, CVVC, diagraphs, blends, dipthongs, r-controlled,
punctuation, chunking (chunk of a word with meaning: prefix,
suffix, and context clues)
•
read and work to spell 220 Dolch Basic Sight Words &
95 common nouns
vocabulary
Use word cues and resources that include letter/sound,
word families, word walls, word lists, dictionaries, and
spell checkers
Vocabulary
•
•
•
MEDIA
•
•
READING (cont.)
•
READING (cont.)
• Metacognition
1. Know when they need help to understand reading, use
strategies to increase understanding (reread, ask questions, predict,
draw conclusions, author's purpose, sort and order information,
discuss strategies that work)
Introduce use of online card catalog
Find books on the shelves
CENTRAL MONTCALM
PUBLIC SCHOOL
LOTUS DIAGRAM OF CURRICULUM
Comprehension
1. Use prior knowledge to help understand new ideas and connect
to ideas in texts
2. Retell the main ideas and details from text matched to their
ability
3. Connect and compare a story to their lives/other stories,
relationships among characters, events, and key ideas
4. Ask questions as they read
5. Remember/use information from other subject areas
6. Decode for fluency and comprehension (CV, CVe, CVVC,
diagraphs, blends, dipthongs, r-controlled, punctuation, chunking,
expression,) Teacher will use Running Records, Think Alouds,
and Thinking Maps
*C=consonant *V=vowel *e=magic e
WRITING
•
2nd GRADE
ENGLISH LANGUAGE ARTS
*****Assessment Notes******
Beginning of the year: retelling, writing, DIBELS, sight words
Mid Year: DIBELS, DRA levels, sight words
End of Year: retelling, writing, DIBELS, DRA, sight words
We will use Maccomb Genre Units, Rebecca Sitton, Recipe for
Reading, St. Clair Toolbox, Weekly Readers, S.R.A, Reading
Counts, and a variety of other resources *
LISTENING & VIEWING
•
Conventions
-Listen carefully and answer questions with appropriate details,
make eye contact, be aware of who is giving or receiving messages,
and be able to follow a three-four step direction
-Tell the difference between fact and opinion (media, point of view)
Response
• Critical Standards
-Know qualities that make a good story
-With teacher help, measure the quality of their own work
(rubrics)
-Listen to or view and discuss a variety of genre
-Select, listen to, view and discuss old and new quality texts
-Retell, explain and make personal connections to the speaker’s
message
33
• Writing Genre
-Write a narrative including all story elements
-Write poetry
-Write an article with description, features, and
information
-Use the writing process to produce and present a
research project
• Writing Process
-Think about the purpose, audience, and
author’s style when writing
-Write a story from in first or third person
-Write two paragraphs containing main ideas
and details
-Use editing processes (Thinking Maps,
brainstorm, outline, drafting, peer editing,
revising, final draft, publish)
WRITING (cont.)
• Personal Style
-Express own personal style or individuality
(Voice)
• Grammar & Usage
-Write complete sentences using noun/verb
agreement, commas, contractions, capitalization,
end punctuation
• Handwriting
-Print upper and lowercase letters neatly so that
others can read their work
-Begin to write in cursive
SPEAKING
•
Conventions
•
Spoken Discourse
-Use proper grammatical structure
-Use correct pronouns, possessive pronouns, pronoun/
noun agreement, and subject/verb agreement
-Change language to fit audience and purpose
-Vary speed and tone and volume when speaking
-Make presentations
- Stay on topic during conversations
-Respond to texts by reflecting, retelling, making
connections, and sharing understandings
1st Marking Period
2nd Marking Period
Life Cycles
Changes Over Time
1. Recognize structures that help animals reproduce,
grow and survive (egg)
2. Describe life cycles of familiar organisms
3. Explain how body parts and behaviors help animals
to survive in their environments
4. Describe how the behavior of an animal is related to
hunger and changes in the environment
5. Identify familiar organisms as part of a food chain or
food web
* Friends at Home and School: A healthy classroom,
We are Special, Changes, Helping by Listening
* Safety First: Safe Walking, Traffic Signs, Safety
Belts, Bike Safety, Water Safety, Sun Safety, Home and
School Safety
1. Explain how rocks and fossils are used to understand the
history of the Earth
2. Describe weather conditions
3. Describe seasonal changes in Michigan's weather
4. Explain appropriate safety precautions during severe
weather (covered first marking period)
5. Compare and contrast the sun, moon and Earth
6. Describe the motions of the Earth and moon around the
sun (orbit)
7. Describe positive and negative effects of humans on the
environment (covered in Language Arts: Toolbox)
CONSTRUCTING
SKILLS COVERED IN
ALL FOUR SCIENCE
UNITS
•
•
•
•
•
•
Construct charts and graphs and prepare
summaries of observations
Generate reasonable questions about
the world based on observation
Develop solutions to unfamiliar problems through
reasoning, observation and/or experimentation
Develop strategies and skills for
information gathering and problem
solving
Manipulate simple mechanical devices
and explain how they work
Use simple measurement devices to
make metric measurement
Completed throughout the year within all units
rd
3 Marking Period
How Things Move
1. Describe or compare motions of objects in terms of
speed and direction
2. Explain how forces (pushes or pulls) are needed to
speed up, slow down, stop, or change the direction of a
moving object
3. Identify and use simple machines and describe how
they change effort
* Understanding Our Ears: How Sounds Help Us, Let's
Learn How Our Ears Hear, Ear Problems and What to
Do, Ways to Help the Hearing Impaired, Reviewing Our
Knowledge or the Ear
th
4 Marking Period
Lights and Shadows
1. Classify according to attributes: color, size, shape,
smell, hardness, texture, flexibility, length, weight,
buoyancy, states of matter, magnetic properties
CENTRAL MONTCALM
PUBLIC SCHOOL
LOTUS DIAGRAM OF CURRICULUM
2nd GRADE
SCIENCE
REFLECTING SKILLS COVERED IN ALL
FOUR SCIENCE UNITS
• Develop an awareness of the need for evidence in
•
•
•
•
*Pre and post tests are given for each unit
MICHIGAN MODEL HEALTH
See * for each marking period to find where these
units have been placed.
Some Health units will be found in Science,
Social Studies and Language Arts curriculum
documents.
34
making decisions scientifically
Show how science concepts can be interpreted
through creative expressions such as language arts
and fine arts
Describe ways in which technology is used in
everyday life
Develop an awareness of and sensitivity to the
natural world
Develop an awareness of the contributions made to
science by people of diverse backgrounds
Completed throughout the year within all units
Science Vocabulary to Know
speed, direction, motion, friction, gravity, force, simple
machines, investigation, inclined plane, lever, pulley,
gear, wheel, axle, screw, wedge, precipitation, extinct,
fossil, orbit, position, observe, environment, evaporation,
vapor, decompose, consumer, habitat, cycle, organism,
predator, predict, prey, producer, classify, transparent,
opaque,
2. Identify properties of materials that make them useful
3. Use prisms and filters with light sources to produce
various colors of light (rainbow)
4. Explain how shadows are made
* Understanding Our Eyes: Identifying Five Senses,
How Our Sense of Sight Helps Us, Let's See How Our
Eyes See, Eye Problems and What to Do, More Ways to
Help the Visually Impaired, Eye Safety
documents.
1.
2.
3.
4.
5.
6.
Friends at Home and School
Safety First
Inside and Out
Understanding Our Eyes
Understanding Our Ears
Helping and Growing
Completed throughout the year
35
predator, predict, prey, producer, classify, transparent,
opaque,
1st Marking Period
Civics:
2nd Marking Period
History:
3rd Marking Period
Geography:
1. 2:5 Identify the purposes for home, school, and
community rules and safety practices to establish
personal responsibilities of citizenship: local
government authority, rules and consequences, justice
and freedom, sources for locating information, matters
of public concern, compare viewpoint, discuss issues
2. 2:6 Determine relationships between rights,
privileges, and responsibilities among individuals in a
democratic society and use processes for conflict
resolution: group decisions, conflict resolutions, fair
ways, (see key concepts in 2:5)
1. 2:1 Use time and chronology as a means for
understanding past, present and future events: Use
analog and digital clocks, intervals of time (weeks, months
and years), distinguish past, present and future,
chronological order of life events, story elements of the
past, viewpoint of past, biographies, historical examples of
good character, use records, locate information,
observation, create/interpret maps and graphs,
2. 2:2 Describe, analyze, and evaluate past events in the
neighborhood and in the community and the individuals
involved in those events: differentiate between historical
fact and interpretations, explain differing accounts, (see key
concepts in 2:1)
4th Marking Period
1. 2:3 Describe, compare, and explain the
characteristics of environment around the
neighborhood and community: human
characteristics, natural characteristics, use of
environment, affects of human/environments upon
each other, improve the environment, locations of
significance, locate information, observation,
interpret maps/graphs
2: 2:4 Describe, compare, and explain the
characteristics of the local community and its
relationship to the region and the world:
people/places from other regions importance to the
community, characteristics of regions within the
community, compare our community/regions with
others, changes in region over time and presently,
(see key concepts in 2:3)
CENTRAL MONTCALM
PUBLIC SCHOOL
LOTUS DIAGRAM OF CURRICULUM
(DRAFT)
2nd GRADE
*Continue Geography from 3rd period
Economics:
1. 2:7 Describe and explain how individuals and
families prioritize needs and wants and how they are
provided in the neighborhood and community by
business and/or government: families
produce/consume goods and services, conserve limited
resources, paying for government produced
service/good, meeting local economic needs,
observation,
2. 2:8 Identify and explain the role individuals,
families, and businesses play in the economy of the
local neighborhood and community: distinguish
between producers and consumers, impact of choices,
economic exchange, currency, make/interpret maps and
graphs (see key concepts in 2:7)
Social Studies
History, Geography, Civics, Economics
Social Studies Vocabulary to Know
community, imaginary, weekly, symbol, section,
every other, character traits, interpretation,
biography, recount, fact, opinion, democratic society,
interdependence, negative/positive consequences,
privileges, solution, enforcement, government,
protection, law, compass rose, change, immigrant,
function, culture, cultural characteristics, capital
resources, economic need, limited resources,
natural/human resources, government, resources,
conserve, income, budget, job, taxes, local, earn,
distribution, distributor, distribute, balanced budget,
cost, business decision, cash, coin, advertisement,
currency, commercials
Core Democratic Values (know and
apply)
Diversity
Truth
Equality
Common Good
36
Justice
Individual Rights
Patriotism
Popular Sovereignty
Appendix 2 – MEAP Data
37
Appendix 2 (continued) – MEAP Data
38
Appendix 2 (continued)-MEAP Data
39
Appendix 2 – MEAP Data Reading
40
Appendix 2 – MEAP Data
Writing
41
Appendix 2 – MEAP Data
Math
42
Appendix 2 – MEAP Data AYP Targets
Central Montcalm Public School – Sheridan Elementary
Third Grade – Mathematics – Fall 2009
“Percent Passing”
43
Appendix 2 – MEAP Data
AYP Targets
Central Montcalm Public School – Sheridan Elementary
Third Grade – English Language Arts – Fall 2009
“Percent Passing”
44
Appendix 3 – Local Assessment Data
Tracking Reading
Growth over a three
year span
Grade
At or above grade level by the
end of the school year
Made years gain or more
Group #1 Kdg. 06/07
16%
Group #1 First grd. 07/08
62%
63%
Group #1 Second grd. 08/09
74%
83%
Group #2 Kdg. 07/08
71%
Group #2 First grd. 08/09
75%
Group #3 Kdg. 08/09
79%
71%
45
Appendix 4
Sheridan Elementary Parent/Teacher/Student Compact
TEACHER AGREEMENT
It is important that students achieve. Therefore, all teachers will strive to do the following:
• Provide teaching and leadership.
• Demonstrate care and concern for each student.
• Make efficient use of academic learning time.
• Use special activities in the classroom to make learning enjoyable.
• Provide an environment that allows for positive communication between myself, parent, and student.
• Encourage students and parents by providing information about student progress.
Teacher Signature: __________________________________________________
Date: ________________________
STUDENT AGREEMENT
It is important that I work to the best of my ability. Therefore, I shall strive to do the following:
• Come to school ready to learn.
• Finish my school work and participate in classroom activities.
• Follow all school rules.
• Respect others and their belongings.
• Do my part in keeping my school clean and safe.
• Set aside a regular time and place each night to complete homework.
Student Signature:
_________________________________________________
Date: ________________________
PARENT/GUARDIAN AGREEMENT
I want my child to achieve. Therefore, I will encourage him/her by doing the following:
• See that my child is punctual and attends school regularly.
• Support the school in its efforts to maintain proper discipline.
• Encourage my child’s efforts to do his/her best.
• Stay aware of what my child is learning.
• Encourage positive attitudes about school.
• Attend parent–teacher conferences and other school functions.
• Communicate with teachers and/or school officials.
• Establish a time for sharing daily school experiences and or completing homework.
• Read with my child and let my child see me read.
Parent Signature:
_____________________________________________________
46
Date:
__________________________
Sheridan Elementary
Appendix 5
Pyramid of Interventions
Special Ed.
& General
Ed.
Collaborati
on for Reevaluation
of Goals
Special
Education
Behavior
Academic
Plan
Interventions
Child Study
SWAT
SWAT
TITLE I SERVICES
PULL-OUT AND PUSH-IN
Classroom
Accommodations/Interventions
GOOD TEACHING/BEST PRACTICES
Modeling
Thinking
Maps
Manipulatives
2-3 GOOD
TEACHING
/BEST
PRACTICES
K-1 GOOD
TEACHING
/BEST
PRACTICES
Learning
Centers
Modeling
Manipulative
s
47
Appendix 6
School Improvement Plan
2009-2010 Calendar of Events
August/September
*Begin Ed Yes! Review
*ICT Training for the team/get new members?
*Review Curriculum, common assessments, instructional strategies,
(unpacking standards)
*Team meetings 2x month
*Title I push in to classroom (math, reading, writing)
*Curricular writing prompts assigned, scored, teacher discussion, plan for
improvement
*Inform parent of instructional strategies used for writing - Expanding
Expressions, 6 + 1 Traits, Thinking Maps, give parents Lotus
Diagrams - explain & answer questions at open house
*Parent Training on Expanding Expressions at Open House
*Evaluation of Parent Training
*Collect September Writing prompt scores
*DRA/DIBELS
*Homework and practice suggestions sent home (math focus)
*Teacher leader-PLC Curriculum, Discussion, Instructional Assessment
October
*Parent-Teacher Conference share assessment, results, rubrics
*Give quarterly math assessments (look at results)
*Homework and practice suggestions sent home (math focus)
*Team meetings 2X a month to review curriculum, common assessments,
instructional strategies
*Curricular writing prompts assigned, scored, teacher discussion plan for
improvement
*Collect writing prompt scores
*Training on Effective Parent Involvement
*Title I to push-in to classrooms (math, reading, writing)
November
*Homework and practice suggestions sent home (math focus)
*Team meetings 2x a month to review curriculum (common assessments,
instructional strategies)
*Title I push-ins
*Curricular writing prompts assigned, scored, teacher discussion, plan for
improvement, collect writing prompt scores
*Professional Development: continue unpacking standards, updating lotus
diagrams, and quarterly plans. (sign in sheets, agendas, evaluations)
*Teacher leader, PLC, curriculum, instruction, assessment discussion
*Parent Teacher conferences
*Roll out of Parent Teacher Compact
48
December
*Mike Schmoker presents to staff
*DIBELS
*Homework and practice suggestions sent home (math focus)
*Team meeting 2x a month to review curriculum, common assessments,
instructional strategies
*Title I push-ins
*Curricular writing prompts assigned, scored, teacher discussion, plan for
improvement, collect writing prompt scores.
*Professional Development: presentation by Mike Schmoker about Results
Now (Sign in, agendas, evaluations)
*Teacher leader, PLC, curriculum, instruction, assessment discussion
January
*Train staff of ICT process
*ICT to provide parents info needed to understand ICT process (evaluation
of parent training)
*D.R.A
*Give quarterly math assessment
*Homework and practice suggestions sent home (math focus)
*Team meeting 2 x a month to review curriculum assessments, plan for
assessments
*Collect writing prompts scores
*Title I push-in to classrooms (math, reading, writing)
*Teacher leader, PLC, curriculum, instruction, and assessment
February
* Homework and practice suggestions sent home (math focus)
*Team meetings 2x a month to review curriculum, assessments,
instructional strategies
*Collect writing prompt scores
*Title I push-in to classrooms (math, reading, writing)
*Teacher leader, TLC, curriculum, instruction, and assessment
March
*Give quarterly math assessments
*Homework and practice suggestions sent home (math focus)
*Team meetings 2x a month to review curriculum, assessments,
instructional strategies
*Curricular writing prompts assigned scored, teacher discussion, plan for
improvement
*Collect writing prompt scores
*Continue Mike Schmoker's process (sign in, agenda, evaluation)
*Title I push-in to classroom (math, reading, writing)
*Teacher leader, PLC, curriculum, instruction, and assessment
49
April
*Look at MEAP data
*Homework and practice suggestions sent home (math focus)
*Team meetings 2x a month to review curriculum, common assessments,
instructional strategies
*Tile I push-in to classrooms (math, reading, writing)
*Curricular writing prompts assigned, scored, teacher discussion, plan for
improvement
*Collect writing prompts scores
May
*DRA
*DIBELS
*Give quarterly math assessment
*Team meetings 2x a month to review curriculum, common assessments,
instructional strategies
*Title I push-in
*Curricular writing prompts assigned, scored, teacher discussion, plan for
improvement, collect writing prompt scores
*Teacher leader, PLC, curriculum discussion, instructional assessment
discussion
June
*Title I push-in to classrooms (math, reading, writing)
50