Horace Mann Elementary School Improvement Plan
2014-2015
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Horace Mann Elementary School Improvement Plan
2014-2015
Title One Checklist and Table of Contents Horace Mann Elementary School wide Plan
2014-2015
Components of a Schoolwide Plan*:
1A comprehensive needs assessment of the whole school
page 7-10
2. Implementation of schoolwide reform strategies that:
Provide opportunities for all children to meet proficient and advanced levels of student academic achievement
Use effective methods and instructional strategies that are based on scientifically based research that:
Strengthens the core academic program
Increases the amount of learning time
Includes strategies for serving underserved populations
Includes strategies to address the needs of all children in the school, but particularly low achieving children and those at risk of not
meeting state standards
Address how the school will determine if those needs of the children have been met
Are consistent with and are designed to implement state and local improvement plans, if any
page 10-20
3.Highly qualified teachers in all core content area classes
page 21
4.High quality and on-going professional development for teachers, principals, and paraprofessionals
page 22
5.Strategies to attract high-quality, highly qualified teachers to this school
page 22
6.Strategies to increase parental involvement, such as literary services
page 22-24
6a. Description how the school will provide individual academic assessment results to parents
6.b. Strategies to involve parents in the planning, review, and improvement of the schoolwide plan
page 22-24
7.Plans for assisting preschool children in the transition from early childhood programs such as Head Start, Even Start, Early Reading First,
or a state-run preschool program
Page 24
8.Opportunities and expectations for teachers to be included in the decision making related to the use of academic assessment results
leading to the improvement of student achievement
Page 25
9.Activities and programs at the school level to ensure that students having difficulty mastering proficient and advanced levels of the
academic achievement are provided with effective, timely additional assistance
Page 26
10.Coordination and integration of federal, state and local funds; and resources such as in-kind services and program components
Page 30
10 a. A list of programs that will be consolidated under the schoolwide plan (if applicable)
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Horace Mann Elementary School Improvement Plan
2014-2015
SCHOOL PROFILE
Horace Mann Elementary School is located at 902 Anamosa Street in an older section of the
northeastern part of Rapid City. The attendance area includes single family dwelling, apartment
buildings, mobile home courts, churches, and a few commercially zoned areas. Horace Mann School
was built in 1952 with an addition added in 1957.
Horace Mann has an enrollment of 340. It consists of all day kindergarten, and three classrooms of
first, second, and third, classrooms along with two fourth, and fifth grades. Various support staff,
such as literacy, Reading Recovery, math leader, library, music, PE, special education, Title VII
Indian Education, Ateyapi and homeless coordinator also make up the Horace Mann faculty. A daily
after-school program, funded by the 21st Century Grant is available for Horace Mann students.
Horace Mann School’s student profile information is indicated in the table below :
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Horace Mann Elementary School Improvement Plan
2014-2015
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Horace Mann Elementary School Improvement Plan
2014-2015
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Horace Mann Elementary School Improvement Plan
2014-2015
Mission:
Building a community of
lifelong learners, one student
at a time.
Rapid City Area Schools
Staff
District Direction
Approved by RCAS
Board of Education
June 7, 2012
Vision:
All Rapid City Area School
students will achieve to their
full potential.
Guaranteed, Viable, Relevant Curriculum
(Common Core State Standards)
Comprehensive
System of
Assessment
All Students
Learning At
High Levels
Instructional
Practices
 Balanced Literacy
 Inquiry Mathematics
 Technology Literacy
 Diverse Opportunities
Four critical questions will drive our work in order to ensure that all students learn at high levels:
1. What do we want students to learn?
2. How will we know if our students are learning?
3. How will we respond when students do not learn?
4. How will we enrich and extend the learning for students who are proficient?
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Horace Mann Elementary School Improvement Plan
2014-2015
1. Comprehensive Needs Assessment 2009-through-2014
Horace Mann continued to make progress each year as measured by the Dakota Step each
spring. On September 14th, 2009, the BLT Team studied the school’s strengths and weaknesses
as identified by standards based assessment reports. Data was analyzed by looking at individual
student data, grade level data and school wide data. Students not making adequate yearly
progress were identified and targeted for special services. The team disaggregated the data into
the subgroups of Native American, Economic Disadvantaged, and White and looked for trends
over a 6 year period. The school team also looked at each grade level (3-5) and identified the
lowest standards where students did not make adequate yearly progress in both reading and
math. This last year in 13-14 Horace Mann scores were gathered from text reading levels and
math screener data. It was a field test for the new Smarter Balanced Summative Test and no data
was gathered. We used school summative data from formative Text Reading Level Records and
Math Screener Data.
Input was also gathered through a fall staff survey, and a parent survey completed at the PTO
Turkey Bingo Night on November 22, 2013. The survey asked families to identify areas of
concern at Horace Mann. Homework consistency and Parking were the two area identified by
parents wanting improvement.
The 2014 Professional Learning Community Team includes: Scott Phares principal, Tamara
Kerns Math Leader, Kelly Gorman RTI lead interventionists, Tara King 2nd grade, Cindy
Lundgren 4th grade, Jaye Svarstad Reading Teacher, Amy Zens kindergarten teacher, Traci Eaton
3rd grade, 1st Laura Price, Kallie Gebhard and Alice Heiland special education teachers
This team is responsible for leading the Professional Learning Groups through a process of
reviewing data, setting measurable goals focused on student results, selecting instructional
strategies targeted at specific standards of low student performance, and continuously assessing
and refining better ways of teaching the targeted skills by examining student work. The district
provides the time for this to occur during early release Wednesdays from 1:40-3:30.
This PLC team presented Implementation procedures for this process to staff on August of 2014,
and identified targeted standards in reading and math. Grade levels met to delve into the specific
standards to develop strategies for successfully unpacking standards into Learning Targets.
Since this is our second year of doing cycles of PLC work, we have done most of this work
before, but took time to have a great review for new staff members.
Various needs assessment documentations is kept on file at the building level, including surveys,
meeting agendas and outcomes, and parent sign in sheets,
A variety of needs assessments are done on an ongoing basis. Examples of these include:
Parent Resource Network parent surveys, staff needs assessments, student surveys, and
participation in district curriculum mapping endeavors. Other needs assessments that are given
several times a year include: grade level Learning Logs, CBM’s, exit reading levels, letter ID,
observation surveys, concepts about print, K-1 and 2-5 writing rubrics, 3rd and 5th grade writing
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Horace Mann Elementary School Improvement Plan
2014-2015
assessment results, K-2 performance assessments for math (counting, hiding, and grouping 10’s),
Dakota Step grades 3-5, and District Multiplication Assessment 3-5. Documentation of these is
kept on file at the building level.
In addition our 4th and 5th grade students completed the Consolidated Survey System which
included the following surveys: Risky Behavior Survey, Character Education Survey, Healthy
Practices Survey and the Safe Schools Survey. These surveys provided feedback regarding
student behaviors and perceptions.
Last fall, we surveyed students and parents through Parent Resource Network. The results of
that survey are kept at the school and are available for anyone to review.
With the State’s new accountability plan a SPI score is given to each school. Data Below show
the results. 2013 and 14
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Horace Mann Elementary School Improvement Plan
2014-2015
From all this information a need for intervention was designed into our schedule and grade level
planning. 1 We have developed a 30 minute intervention time 4 days a week. All grade levels
will focus on literacy or math enrichments or interventions. Also grade level teachers will have
once a week 60 minute grade level team meetings.
INTERVENTION BLOCK
Literacy Focus
 Students will increase their ability to read accurately, with fluency, and comprehension
Math Focus
 Students will be able to make sense of new things they are learning by connecting them to what they
already know.
The staff to help assist these interventions
 Grade level teachers, paraprofessional, special education teachers, intervention strategist, math and literacy
leaders, and reading recovery teachers
Data used to determine the students’ needs and placement
Math
 New students and those students who are in the lowest 10%. will be re-screened using the 2014 spring
screener
 Lowest 5% will be assessed using the AVMR assessments
Literacy
 New students will be assessed using the Fountas and Pinnell benchmark kits to find instructional level.
STUDENTS WILL BE PROGRESS MONITORIED BY
Math
Average and above average students
 Formative assessments within the Investigations curriculum
Lowest 6 to 10% of students (based on screener averages)
 Kathie Richardson assessments
 Screeners from other grade levels
Lowest 5( Tier 2)
 Progress Monitoring probes (district-RTI Tier II)
 AVMR (Pre/post assessments)
Literacy ELA
 Running records at the student’s instructional level for all students
 Fluency rubric completed with the running records (calculate rate for those readers J and above)
Writing
 Writing rubric
 Students who are below basic, match current working level to the
appropriate section of the K-6 rubric.
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Horace Mann Elementary School Improvement Plan
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H O R A C E M A N N E L E M E N TA RY
2014 - 2015
PROJECT/EVENT
INTERVENTION TEAM
MEETINGS
ORGANIZER
HM STAFF
TEAMS
TIME
KINDERGARTEN
2:00-2:30
1ST GRADE
3:00-3:30
2ND GRADE
2:30-3:00
3RD GRADE
12:301:00
4TH GRADE
1:30-2:00
5TH GRADE
1:00-1:30
OCTOBER
S M T W T F S
1 2 3 4
NOVEMBER
S M T W T F S
1
5 6 7 8 9 10 11 2 3 4 5 6 7 8
DECEMBER
S M T W T F S
1 2 3 4 5 6
Location:
Rm #20 Intervention Room
Calendar Key
Initial Meeting-formulate plan and determine
details (data etc)
Math Meeting
ELA Meeting
End of School data chats
JANUARY
S M T W T F S
1 2 3
FEBRUARY
S M T W T F S
1 2 3 4 5 6 7
MARCH
S M T W T F S
1 2 3 4 5 6 7
7 8 9 10 11 12 13 4 5 6 7 8 9 10 8 9 10 11 12 13 14 8 9 10 11 12 13 14
12 13 14 15 16 17 18 9 10 11 12 13 14 15 14 15 16 17 18 19 20 11 12 13 14 15 16 17 15 16 17 18 19 20 21 15 16 17 18 19 20 21
19 20 21 22 23 24 25 16 17 18 19 20 21 22 21 22 23 24 25 26 27 18 19 20 21 22 23 24 22 23 24 25 26 27 28 22 23 24 25 26 27 28
26 27 28 29 30 31
23 24 25 26 27 28 29 28 29 30 31
25 26 27 28 29 30 31
29 30 31
30
APRIL
S M T W T F S
1 2 3 4
MAY
S M T W T F S
1 2
5 6 7 8 9 10 11 3 4 5 6 7 8 9
12 13 14 15 16 17 18 10 11 12 13 14 15 16
19 20 21 22 23 24 25 17 18 19 20 21 22 23
26 27 28 29 30
24 25 26 27 28 29 30
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Because all districts in District Improvement Level 3 must receive a district audit from the
SEA, the SD DOE conducted a district audit for RCAS in December 2007. As a result of the
audit, the corrective action option to be implemented by RCAS is Option 2, “Institute and
Implement a New Curriculum.”
The following summarizes the district’s intentions to satisfy the DOE intervention in the area of
math:
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Horace Mann Elementary School Improvement Plan
2014-2015



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RCAS will conduct a curriculum audit to review the alignment of the state standards, the
curriculum, the accountability system, and professional development.
RCAS will provide appropriate professional development to staff for growth and an
advanced program in content and methodology, and/or mentoring.
RCAS will review curriculum options and develop implementation procedures.
RCAS will design assessment procedures for learning and addressing the standards;
use assessment procedures to inform instruction and respond to student needs
Goals, Objectives & Strategies
2. GOALS AND OBJECTIVES Implementation of School wide
Reform Strategies
At the elementary level, policies and practices have identified literacy and numeracy as
academic priorities to ensure that all students show adequate yearly growth by the end of the
2014-2015school year. To meet that goal, the following goals have been established for all
students:
Goal 1: Reading 52% of our students will perform at proficient or advanced
levels in Reading measured by Fountas and Pinnell Assessment Kits.
The building wide goal for TRL for 2014-15 is an increase from 15% proficient to 52%
proficiency. Each grade level will show an increase to contribute to the total goal of 52%. The
building Proficiency was determined by taking the total number of students in all grades minus
below basic students divided by total students. Each grade level second through fifth had the
same formula applied to their grades. Then grades Kindergarten and First’s goal was obtained by
increasing Kindergarten’s Spring 2014 Text Reading Level Proficiency percentage from 57% to
63%
Kindergarten
Increase from 0% to 63% by May 2015
First
Increase from 3% to 63% by May 2015
Second
Increase from 10% to 88% by May 2015
Third
Increase from 11% to 71% by May 2015
Fourth
Increase from 40% to 90% by May 2015
Fifth
Increase from 27% to 61% by May 2015
Data will be monitored monthly. Running records for basic and below basic students will
be taken monthly. Grade level reading goals have been determined based on data collected
in the Fall, 2014.
Strategies to meet goal:
 Primary grades maintaining 190 minutes of district literacy curriculum in reading, writing, and
word study while intermediate grades maintaining 152 minutes of district literacy curriculum in
reading, writing, and word study.
o 60 minutes of dedicated writing and balanced literacy
o 15 minute minimum of word study as well as integrated time in Writer’s Workshop and
Reader’s Workshop, interactive reading and writing times for primary. Intermediate
maintaining a separate 10-15 minute block maybe two times a week with integrated time
within Writer’s Workshop and Reader’s Workshop.
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Horace Mann Elementary School Improvement Plan
2014-2015

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
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Fully implement the Lucy Calkins Writing Curriculum within a daily 60 minute time frame
Disaggregate and instruct Reading, Writing, Speaking, and Listening skills of the Common Core
State Standards
Continue triangulating student data utilizing formative assessments to increase student progress
Increase fluency, comprehension and accuracy in Reading
Continue differentiated instruction groups 4 times per week
Continue focus on Scientifically Based teaching strategies.
30 Minute Intervention time 4 times a week for all grades
Horace Mann School Improvement 2014-2015
Math Goal #2
*Mathematics: Each grade level has a goal to raise their proficiency scores by 6%. We
consider a student proficient if they score 15 or higher on the screener by the spring. We
want to go from 48% to 54% on the spring screener.
Universal Math Screener
We will be using a universal math screener as our needs assessment for 2014-2015. We used
these screeners last year throughout the year in every grade level. Each grade level has a goal to
raise their proficiency scores by 6%. We consider a student proficient if they score 15 or higher
on the screener by the spring. Building wide we want a goal from 48 % in 2014 to 54% will be
the average for our building.
Spring 2014
41%
46%
66%
70%
39%
27%
Kindergarten
1st Grade
2nd Grade
3rd Grade
4th Grade
5th Grade
average
48%
Spring 2015
47%
52%
72%
76%
45%
31%
54%
The screener will be administered to every student in the winter (January) of 2015. After the
data has been gathered we will be meeting as a team to discuss the results. Structurally our
building has implemented a 30 minute intervention time for each grade level 4 days a week. We
can utilize the intervention time to address student’s need based off of the screener. Students can
be grouped by skills and receive targeted instruction from our math leader, intervention
strategist, special education staff, classroom teachers, or paraprofessionals. . Using the data
team process, data will be monitored monthly. Common Formative Assessments will be
used to monitor the progress of basic and below. Grade level math goals have been
determined based on data collected in the Spring of 2014
Last year as part of our school improvement plan, each grade selected a priority cluster to do a
data cycle. Those specific clusters are highlighted. This year each grade level will maintain
using the data cycle system to continue work with different priority clusters while maintaining
their work from last year.
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Horace Mann Elementary School Improvement Plan
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The data cycle work includes creating a common summative assessment, common formative
assessment(s), and a rubric. Teachers administer assessments on the same date and then meet as
a team to discuss results and create a plan for achievement improvement. The data cycles lasts
between 4-8 weeks. We use the Doug Reeves formula to progress monitor student proficiency.
Kindergarten
Counting and Cardinality
K.CC.1, K.CC.2, K.CC.3, K.CC.4,
K.CC.5, K.CC.6, K.CC.7


Operations and Algebraic Thinking
Number and Operations in Base
Ten
K.OA.1, K.OA.2, K.OA.3, K.OA.4,
K.OA.5
K.NBT.1



Know number names and the
counting sequence
count to tell the number of
objects
compare numbers
Understand addition and
subtraction
Work with numbers 11-19 to
gain foundations for place
value.
First Grade
Operations and Algebraic Thinking
1.OA.1, 1.OA.2, 1.OA.3, 1.OA.4,
1.OA.5, 1.OA.6, 1.OA.7, 1.OA.8




Number and Operations in Base
Ten
1.NBT.1, 1.NBT.2, 1.NBT.3,
1.NBT.4, 1.NBT.5, 1.NBT.6



Measurement and Data
1.MD.1, 1.MD.2

Operations and Algebraic Thinking
2.OA.1, 2.OA.2

Number and Operations in Base
Ten
2.NBT.1, 2.NBT.2, 2.NBT.3,
2.NBT.4, 2.NBT.5, 2.NBT.6,
2.NBT.7, 2.NBT.8, 2.NBT.9
2.MD.1, 2.MD.2, 2.MD.3, 2.MD.4,
2.MD.5, 2.MD.6
Represent and solve addition
and subtraction
Understand and apply
properties of operations
Add and subtract within 20
Work with addition and
subtraction equations
Extend the counting sequence
understand place value
use place value and properties
to add and subtract
Measure lengths indirectly and
by iterating length units
Second Grade
Measurement and Data
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Represent and solve addition
and subtraction
add and subtract within 20
understand place value
use place value and properties
to add and subtract
measure and estimate lengths
in standard units
relate addition and subtraction
to length
Third Grade
Operations and Algebraic Thinking
3. OA.1, 3.OA.2, 3.OA.3, 3.OA.4,
3.OA.5, 3.OA.6, 3.OA.7, 3.OA.8.
3.OA.9



Represent and solve
multiplication and division
Understand properties of
multiplication and relationship
between multiplication and
division
multiply and divide within 100
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Horace Mann Elementary School Improvement Plan
2014-2015

Number and Operations- Fractions
3.NF.1, 3.NF.2, 3.NF.3

Measurement and Data
3.MD.1, 3.MD.5, 3.MD.6, 3.MD.7


solve problems involving four
operations, explain patterns in
arithmetic
Develop understanding of
fractions as numbers
Solve problems involving
measurement and estimation of
intervals of time, liquid
volumes, and masses of objects
Geometric measurement (arearepeated addition,
multiplication)
Fourth Grade
Operations and Algebraic Thinking
4.OA.1, 4.OA.2, 4.OA.3

Numbers in Operations in Base Ten
4.NBT.1, 4.NBT.2, 4.NBT.3,
4.NBT.4, 4.NBT.5, 4.NBT.6


Number and Operations-Fractions
4.NF.1, 4.NF.2, 4.NF.3, 4.NF.4,
4.NF.5, 4.NF.6, 4.NF.7



Use the four operations with
whole numbers to solve
problems
Generalize place value
understanding for multi-digit
whole numbers
use place value and properties
to perform multi-digit
arithmetic
Extend understanding of
fractions equivalence and
ordering
build fractions from unit
fractions by applying and
extending understanding of
operations of whole numbers
understand decimal notation for
fractions, and compare decimal
fractions.
Fifth Grade
Number and Operations in Base
Ten
Number and Operations-Fractions
5.NBT.1, 5.NBT.2, 5.NBT.3,
5.NBT.4, 5.NBT.5, 5.NBT.6,
5.NBT.7

5.NF.1, 5.NF.2, 5.NF.3, 5.NF.4,
5.NF.5, 5.NF.6, 5.NF.7



Measurement and Data
5.MD.3, 5.MD.4, 5.MD.5

Understand the place value
system
Perform operations with multidigit whole numbers and with
decimals to hundredths
Use equivalent fractions as a
strategy to add and subtraction
fractions
Apply and extend previous
understanding of
multiplication and division of
multiply and divide fractions
Geometric measurement:
understand concepts of volume
and relate volume to
multiplication and to addition
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Horace Mann Elementary School Improvement Plan
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Dreambox
Each student will use Dreambox, adaptive computer program, 60-90 minutes per week.
Dreambox was written to the Common Core State Standards. Teachers will have students use
the program during their 30 minute math lab time which occurs 4 days a week. Teachers can
access data to progress monitor their own students. This data can be used during grade level
meetings to align effective research based instruction strategies.
Professional Development
Developing Number Knowledge with Elementary Students is a course that is being offered this fall by a
math leader from another building. Participants will read, discuss, and explore texts to design ways to
help students develop number knowledge. Participants will practice activities and assessments to help
students in areas of number structure, knowledge of number words/numerals, conceptual place value,
early counting strategies, as well as addition, subtraction, multiplication, and division strategies.
Participants will prepare lessons, small group activities, and individual practice activities that can be
used immediately.
We will be paying the tuition and material fee for our math teacher leaders. Those math teacher
leaders will be expected to take the training/information back to their grade level teams. We will be
able as a building to utilize this training to better design our intervention time to meet the individual
needs of our students.
Big ideas
 Maintain inquiry based instruction
 Increase fluency and accuracy in computation
 continued focus on research based teaching strategies
 implementation of data cycles
 continue coaching cycles
What big ideas should we consider as we begin to focus on the goals?
*Maintain Inquiry Based Instruction
*Increase Fluency and Accuracy in Computation
*Increased Time for Mathematics Instruction Daily
*Continued Focus on Research Based Teaching Strategies
*Implement Differentiated Instruction Daily 30 minute blocks designed to address student
needs in Math, based on beginning of year assessments, and on-going formative assessments.
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Horace Mann Elementary School Improvement Plan
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Specific core standards to address or improve include:
Kindergarten
Indicator 2
Standard 2.1
Students can comprehend and
respond to text read aloud.
Standard 2.2
Students can utilize students
comprehension strategies.
Standard 2.1
Students can apply strategies
to read and comprehend text.
Standard 2.1
Students can apply
comprehension strategies to
read and interpret text.
Standard 2.1
Students can construct
meaning from text by applying
comprehension strategies.
Standard 2.1
Students can integrate
comprehension strategies
while constructing meaning.
First Grade
Indicator 2
Second Grade
Indicator 2
Third Grade
Indicator 2
Fourth Grade
Indicator 2
Fifth Grade
Indicator 2
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Horace Mann Elementary School Improvement Plan
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Goals, Objectives & Strategies (continued):
2. STRATEGIES
The strategies used at Horace Mann Elementary School directly address the goals identified
through our comprehensive needs assessment including; improving reading, and mathematics
instruction and performance for all subgroups. Scientifically based research strategies are used
in both math, and reading. Our focus on effective questioning and professional learning has
proven to be of significant impact on our students. Our research based, data driven formative and
summative assessments providing educators with specific diagnostic assessment data for each
child has proven to be highly effective with our Native American subgroup as well as for our
economically disadvantaged subgroups. These strategies include the implementation of district
selected curricula aligned with the Common Core Standards. Classroom teachers, along with
support staff such as literacy educators, are responsible for implementing these strategies. A
detailed building literacy plan is included in this section which states goals, resources, plan for
family involvement and a timeline. The literacy plan involves using the Balanced Literacy
model. Reading Comprehension strategies focus on

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
Making Connections
Questioning
Visualizing
Inferring
Determining Importance
Synthesizing
In the area of mathematics, Horace Mann School began implementing a new curriculum,
“Investigations,” beginning in the 2003-2004 school year. Currently Horace Mann Elementary
Staff are involved in the inquiry based Cognitively Guided Instruction provided through the SD
Counts Initiative. This constructivist application lends itself perfectly into the Workshop model
approach utilized at Horace Mann Elementary. Each and every lesson has a specific learning
target, activity, and assessment to document and drive the instructional practices taking place.
“Investigations” is part of the PRIME Project, which is a five-year, targeted Mathematics and
Science Partnership grant aimed by improving the academic achievement of all students. The
grant focuses on reducing the achievement gap between Native American and non-Native
American students. The focus of the grant is also on curriculum implementation and
professional development. A full time math teacher leader has been made available to assist the
staff at Horace Mann in becoming more skilled in using this inquiry-based approach. Classroom
teachers are responsible for implementing these strategies. In 2007-2008, Horace Mann was
fortunate to pilot a revision to the Math Investigations series that focuses more aligning standards
and student practice. At the beginning of 2008, Horace Mann implemented the new
Investigations school-wide.
Number Talks is a strategy used to support mathematics at Horace Mann School.
Additionally, each grade level implements mathematics strategies based on grade level needs and
standards. Strategies and timelines are included. A detailed math improvement plan is also
included in this section.
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Horace Mann Elementary School Improvement Plan
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Reform strategies are also supported by the Discovery Center Program, a 21st Century
Community Learning Center grant, which provides after school and summer programs. Goals,
objectives, strategies, and assessments of the Discovery Program are in alignment with the
school.
Supplemental Educational Services are provided to students by service providers outside of the
school community. Parents sign up their children, the school board approves the contracts, and
the services are provided.
Student progress is monitored on an ongoing basis by the following building assessments:
CBM’s, TRL’s, and running records, examination of student work, and literacy assessment
notebooks. Individual student’s results are shared with parents every trimester using a standard
based report card and twice a year during parent-teacher conferences.
Horace Mann teachers have been working hard to show accountability for all students.
Classroom teachers, special education staff, paraprofessionals, literacy and math teachers meet
weekly to share information about student progress and instruction for both reading and math.
Classroom teachers write standard and lesson objectives on the board for any incoming teacher
or assistant. Horace Mann Elementary staff believes we must not only know how to ask
effective questions, but we must also know what to do with the response.
In the 2009-2010 school year, Horace Mann implemented Early Release planning time on
Wednesday afternoons. During this time, staff engages in professional development, book
studies, Response to Intervention team meetings, and collaborative planning. This time has
developed into highly effective data driven instructional dialogue based upon formative,
summative and diagnostic data collected through the course of the Differentiated Instructional
Model. Students are reassessed at least monthly against a specific learning target.
This time has also been utilized to provide instructional training through Cognitive Guided
Instruction through the SD Counts Initiative. Horace Mann Elementary staff has created an
Inquiry Assessment and Activity resource to be utilized with specific identified needs through
the use of our research based inquiry mathematics curriculum. 2012-2013 The Rapid City School
District has a District wide early release on Wednesdays and PLC work takes place on these days
now. The 2012-2013 school year focuses on four goal areas: 1. Build shared knowledge, 2.
establishing essential learning outcomes and power standards, making common team based
formative assessments, forming high functioning collaborative teams.2013-14 will focus on
instructional roadmaps and data teams. 14-15 Pacing guides and roadmaps are being developed
in math and literacy.
Horace Mann also to help discipline: implemented in 2013-2014- The PBIS model for
behavior and is Piloting the Teacher Effectiveness Evaluation State System on teacher
evaluation. The principal has passed the proficiency assessment in Teachscape to be Charlotte
Danielson certified for teacher evaluations.
Goals, Objectives & Strategies (continued):
The following goals have also been established to help ensure that all student groups become
proficient by the end of the 2014-2015 school year:
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Horace Mann Elementary School Improvement Plan
2014-2015
A. An increase in student achievement through an incentive program for student behavior.
1. A weekly drawing for students who exhibit good behavior and get a Hornet Pride”
ticket.
2. A biweekly trip to the school store to spend “Hornet Tokens” that are awarded for
PBIS expectations and behaviors.
B. All teachers will have standard based lesson plans that reflect student learning.
1. Teachers will write daily standards on the board for student and teacher use.
2. Special Education teachers will write IEP to state standards and modify for students as needed.
3. Dreambox a computer math based customized learning will be used for Differential
instruction.
C. A new Standard Based Report Card will be used at Horace Mann to
better reflect the learning of students.
1. Parents will be given opportunity to attend in-services on the
Standard Based Report Card.
2. Parents will be given parent’s guide to reading and math to help
understand the specific needs of their students.
D. We will be implementing District Wide a Professional Learning Community that has: Three
Big Ideas of a PLC
The PLC process rests on three big ideas, and each of those ideas has significant implications for
educators. Importantly, PLC practices are interconnected, and they only have power as a
whole.
Big Idea #1: A Focus on Learning
The first big idea is that the fundamental purpose of schools is to ensure that all students learn
at high levels. In order to bring this idea to life, educators work together to clarify the following
four critical questions in order to ensure that all students learn at high levels:
 What do we want students to learn?
 How will we know if our students are learning?
 How will we respond when students do not learn?
 How will we enrich and extend the learning for students who are proficient?
Big Idea #2: A Focus on Collaborative Teamwork
Helping all students learn will require us to work in a collective effort to meet the needs of each
student. In order to bring this idea to life:
 Educators are organized into meaningful collaborative teams in which members work
interdependently to achieve common goals for which they are mutually
accountable.
 Educators are clear on the purpose and priorities of their collaboration.
Big Idea #3: A Focus on Results
Educators must create a results orientation in order to know if students are learning. They
must have and use evidence of student learning to drive continuous improvement of the PLC
process. In order to bring this idea to life:
 Educators work collaboratively to achieve SMART goals.
 Educators collaboratively gather and analyze evidence of student learning on a regular
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Horace Mann Elementary School Improvement Plan
2014-2015
basis to (1)inform and improve individual professional practice as well as the
collective practice of the collaborative team, and (2) use assessment results to
respond to students by name and by need.
Priorities/Non-Negotiables:
1. Build district-wide shared understanding of PLC concepts
2. Develop high-performing collaborative teams focused on high levels of learning for all
students
3. Clarify essential learning outcomes/power standards
4. Develop and deploy common formative assessments
Goal activities for the 2014-2015school year to increase student achievement
through a decrease in office referrals including the following:
A. Implementing the PBIS model
B. Peer coaching by the school counselor on the Second Step Program,
a sub-program from PBIS (Brandee Palmer or Dirk Kitzelman to also include the EQUIP
Talking Circle format for our students who display similar types of needs and behaviors.
C. Monthly staff meeting to define expectations, goals, and progress of
school wide plan.
Goal activities for the 2014-2015 school year to increase student achievement
through an increase in student daily attendance include the following:
Parental contact when students are absent including tracking when telephone service is not
available
A. Parental conferences regarding absenteeism
B. Encouragement of students through individual student contact, positive
mentoring, and welcoming students (to include when tardy) to school.
C. Student attendance will be addressed on a case by case basis. Individual plans
will be developed on the student’s need and situation. Truancy laws and policies are
followed by documentation and notification of any attendance concerns. Contact is
made by phone, letter, and follow-up communication.
3. Instruction by Highly Qualified Staff
Instruction in the Rapid City Area School District is provided by highly qualified teachers. In
the core content subjects, 100% of Horace Mann’s teachers are highly qualified. The school
district actively strives to attract highly qualified staff through a variety of recruiting and job
notification options, such as attending teacher job fairs and posting job notices electronically on
the district web site. In addition, the district utilizes a screening instrument, the Gallup Insight,
to promote the selection of high quality teacher candidates.
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Horace Mann Elementary School Improvement Plan
2014-2015
Beginning in 2005, the district initiated a New Teacher Induction Program. On an ongoing
basis, sessions are held with all teachers new to the district to support the development of the
knowledge and skills needed by teachers to be successful. Sessions include such topics as
creating a positive learning environment, classroom management, parent communication, active
student engagement, and questioning strategies. This program is designed to span a three-year
period. One of the goals of the induction program is to attract and retain highly qualified
teachers.
The district has hired a person in the Human Resource Office to review all teacher and
paraprofessional files to determine who is highly qualified. Every paraprofessional or certified
teacher who applies to the district must meet the highly qualified status in order to be considered
and interviewed for a position.
A testing area has been established in the Human Resource Office for candidates who choose
to take the Praxis, a competency assessment for teachers and paraprofessionals. At this time,
only the Para-Pro Praxis is available, but teacher candidates will also use the testing station when
the Praxis for certified staff is available. The district provides support assisting paraprofessionals
in meeting the highly qualified status through testing, tutoring, and assistance with tuition.
Paraprofessionals are also included in building level staff development opportunities.
Paraprofessionals currently employed have taken the Praxis or have the required number of
college credits. One hundred percent of Horace Mann’s Title I paraprofessionals providing
instructional service are highly qualified. Horace Mann currently has three full time
paraprofessionals working with students. Of these, 3 are paid for with Title I monies.
4. Professional Development Activities
All staff has an opportunity to further advance his/her education through classes offered by the
Rapid City Area School District. Classes are offered in the fall, winter, spring, and summer.
Classes are offered in all subject matters included on-going professional development in the
areas of math and reading. Staff members participating in classes in the area of reading and math
are reimbursed for their class using monies from Title I funds. Ten percent of our Title I budget
goes to support training for staff in our identified areas of weakness. (reading, math, and special
education).
It is an expectation at Horace Mann that certified staff participates in a “Foundation of Literacy
Class” as well as an “Introduction to Inquiry Based Mathematics.” Participants in these classes
may also receive college credit through the University of Sioux Falls.
The PLC process allows for individual schools to focus on specific goals as identified through
end of year testing
Teachers are taking South Dakota Math Counts, all new teachers take a District New teachers
Induction program. Staff took summer SLO training and will be taking Teachscape Learn
Danielson training, Advantage Math Recovery Classes, grade level district team literacy and
math curriculum PLC Training, Paraprofessionals took training for math screeners and Literacy
Leveled Library intervention kits. Staff has gone through PBIS training the last two years.
Professional Learning Community training has taken place the last three years. See attached
appendixes for 5 year plan.
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Horace Mann Elementary School Improvement Plan
2014-2015
Dreambox computer program and developing number knowledge with elementary students has
been taught to a majority of staff.
The Principal Effectiveness Model has been piloted along with the Teacher Effectiveness
Model at Horace Mann the last two years.
We have train the trainer SLO Booster staff member on board as a Literacy Coach.
PBIS Classroom strategies will be done on Thurdays.
5. Strategies to attract high-quality, highly qualified teachers
to this school: The school district actively strives to attract highly qualified staff
through a variety of recruiting and job notification options. The district has a recruiting team
that attends numerous teacher job fairs located in South Dakota, North Dakota, and Nebraska.
In years past the district has also recruited in Montana, Wyoming, and Colorado. In addition to
the traditional job fairs, recruiting was also done at conferences that target specific teacher areas,
such as the math and science, special education, and speech and hearing. To add diversity to the
teaching staff, recruiting is also done at the Lakota Nations Invitational and the Indian Education
Summit, both in Rapid City.
Teaching positions are posted on the district’s web site and on various college/university
websites (South Dakota, Nebraska, Montana), Associated School Board's website, TeamND.org
(teaching job website for North Dakota universities). Recruiting brochures and DVDs are sent to
colleges and universities such as Haskell Indian Nations University in Lawrence, Kansas, Mount
Marty College in Yankton, and Oglala Lakota College. In addition, the district utilizes a
screening instrument, the Gallup Insight, to promote the selection of high quality teacher
candidates.
The district also provides paid staff development, financial compensation to support coursework,
and low-cost graduate level credit that may be applied toward a salary lane change, advanced
degree, or specialized endorsement. In addition, the district has hired a staff member in the
Human Resources Office to review all teacher and paraprofessional files to determine highly
qualified status. Every paraprofessional must meet the NCLB paraprofessional requirements
prior to applying.
6. A and B Parent Involvement and Education
Increasing parent involvement and participation in school activities is an ongoing goal at
Horace Mann School. Increasing parental participation in school activities by 5% and having
100% participation by parents in Parent/Teacher conferences will be annual goals.
A Parent Involvement Policy and a Parent/Student/School Compact have been developed, are
included in the school handbook, and are provided in this section. A Title I annual parent
meeting is held in conjunction with PTO. The plan is reviewed for parents during the dinner.
Feedback and survey information is sought from the parents during a Turkey Bingo meeting each
Fall. Parent signatures from this meeting as well as other parent sessions held throughout the
year are kept on file at the school.
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Horace Mann Elementary School Improvement Plan
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Parents have an opportunity to be involved in school wide planning and evaluation, and
provide feedback each year by completing at least one survey. Back to School Night is
conducted prior to the start of school, grade level parent meetings are conducted in September
and Parent-Teacher Conferences are held in the fall and the spring. Parents are invited to
participate in various trainings and opportunities. Examples of these include the following:
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Kindergarten Parent Orientation, September 11th 2014
Notification of our status for making adequate yearly progress on the Smarter
Balanced assessment through a letter sent home to each parent before school
starts.
Information on supplemental education services are also provided at the
beginning of the year through letters, flyers and meetings
Grade level meetings with teachers where curriculum, standards and math and
literacy parent guides are reviewed and discussed
Math and Literacy Family Nights where parents have the opportunity to be
involved in the activities students are participating in during the school day. These
sessions are designed for parents of both primary and intermediate level students
Young Author Celebration when students share their writing aloud on the stage
with parents and the community
Math Activity Night to engage parents in inquiry math activities
School safety sessions where programs and strategies are offered to help students
learn how to withstand negative societal pressures—topics include Conflict
Resolution Strategies, Gang Awareness/Resistance Training, Drug and Alcohol
Resistance Education, and involvement with the S.A.V.E. Rapid City and
Character Counts programs
Family activities hosted by the PTO, such as bingo.
Building a Solid a Foundation process to improve the parent involvement policy
and communication between home and school.
Parent Advisory Committee meetings are held at Horace Mann by The Rapid City
Title 7 office
The Horace Mann staff communicates with parents through daily attendance calls, monthly
newsletters, our online Family Access program, and weekly Tuesday folders. Parents receive
progress reports as well as trimester report cards. When parents receive assessment results,
support and assistance is offered in interpreting results through a wide variety of means
including: parent-teacher conferences, parent guides in reading and math sent home every
trimester (included in appendix), online reading and math guides, and a comprehensive letter
included with each testing result.
Community involvement is ongoing in the form of volunteers from Church groups painting
our school, the Junior Achievement program, the America Corps program, and mentors from the
Big Brothers/Big Sisters program. In addition, Horace Mann School is involved in a partnership
with the Juvenile Diversion Truancy Program to monitor daily attendance, Black Hills State
University as a Professional Development School and TIE (Technology and Innovations in
Education).
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Horace Mann Elementary School Improvement Plan
2014-2015
Our Instructional Assistant from the Office of Indian Education provides ongoing
communication, including home visits to assist parents in various aspects of the educational
program, and with Native American students.
Parents are involved in the referral of their child to the Response to Intervention process, the
Reading Recovery, and are active participants of the Multi-Disciplinary Assessment Team
meetings for Special Services.
Our referral team meets weekly to review support services for our families and how we can
better meet the diverse needs of our student population.
Our goal is to make our parents feel more welcome and engaged in our school community,
and thereby, increase the achievement of Horace Mann students. We conducted a family friendly
walkthrough last year and identified homework and parking top two concerns
7. Transition
To ensure a continuity of services and to help prepare children to function successfully
in the school setting, Rapid City School District and Horace Mann School have
developed plans to assist transitions from one setting to another.
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The Rapid City School District provides services from birth-5 for high-risk children at
the District level at Kibben Kuster School. A child-find procedure has been established
to identify qualifying children. Children with high needs are placed in a developmental
preschool. There are several communication preschool classrooms assisting four yearolds in speech and language. The Rapid City School District offers a Community
Preschool Program which is open to all students three to five years of age. These
programs are located in four elementary schools throughout the district.
To assist transition from early childhood programs into Kindergarten, a Kindergarten. The
screening will be completed on incoming Kindergarten
students annually. Kindergarten screening is also done in the spring and again in the fall if
needed. Plus Kindergarten students come two weeks before school for half days. This is called
our Jumpstart program for Kindergarten students. It has assessments done so we know how to
split the children up into classes and get them use to school.
 Head Start students visit Horace Mann Kindergarten classrooms each spring.
Small group sessions are held for Kindergarten students during the first week of school to
assist the transition process.
 Each Spring, Horace Mann Special and General Educators meet with the
Middle Schools’ Learning Center staff to assist with the transitioning of Horace Mann fifth
grade students from elementary school to middle school. Profiles of students receiving
additional services are also shared with the staff at the receiving schools. Additionally, the
fifth grade students from Horace Mann take a field trip to North Middle School to gain some
understanding of the school setting and what is expected of them.
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Students who exit from Special Education receive transition support from the building
level General Educator.
We offer a two week long Jumpstart for Kindergarteners to see school and learn routines
two weeks before school starts in August.
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Horace Mann Elementary School Improvement Plan
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8. Opportunities and expectations for teachers to be included in
the decision making related to the use of academic assessment
results leading to the improvement of student achievement. A
In a PLC, educators engage in specific tasks, which are in direct alignment with the Board of Education’s three
main goals. During team meetings, educators focus on the critical questions of learning and engage in the
following topics:
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Identify and clarify the essential learning outcomes/power standards of each subject, grade, or course
Develop common formative assessments designed to monitor the learning of each student.
Collaboratively analyze and use the results of common assessments to do the following:
Share and identify powerful instructional strategies,
Improve individual practice
Build the team’s capacity to achieve its goals, and
Intervene on behalf of individual students.
The following are indicators of progress that will be monitored regarding the priority of building shared
background and knowledge regarding specific PLC concepts:
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Principals will be able to articulate and provide artifacts of how they have built shared background and
knowledge regarding specific PLC principles, practices, concepts at their buildings.
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Principals and teachers/staff will be able to express the why, how, and what of PLC principles,
practices, and concepts, and articulate the four critical questions and their interconnectedness.
The following processes will monitor the progress toward the priority of building shared background and
knowledge regarding PLC concepts.
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district-wide initial/mid/end-of-year assessment that measures understanding of PLC concepts,
building-level feedback/rubrics completed by staff,
exit slips
written feedback that indicate understanding.
The collaborative team is the basic structure of a PLC and the engine that drives continuous improvement. In
a PLC, collaboration is a systematic process in which teachers work together interdependently in order to
impact their classroom practice in ways that ensure students learn. The learning target for all RCAS staff is
to gain a clear understanding of the power of collaborative teams and why the school is organizing into
teams, who is involved in PLC teams and how team membership is determined, when teams engage in PLC
work, and most important, what the collaborative teams are expected to accomplish.
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Horace Mann Elementary School Improvement Plan
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9. Ongoing Program Development
The Horace Mann School Improvement and School Wide Title Plan include goals and
program implementation for a two year period. The plan is evaluated and revised every fall.
The revision is based upon data analysis of all local and state assessments, the development of
academic goals, the review and implementation of instructional strategies.
Our Title I plan is reviewed by our PLC Team and parents each Fall. Parents are notified of
our plan completion once it has been approved in December and highlights are sent home in a
letter. Parents are encouraged to come into the school and review the entire plan if they are
willing.
The Title I Planning Committee applies suggestions and comments submitted and complete a
final revision of the plan by the first part of December for LEA approval. LEA approval
includes the review process led by the Director of Federal Programs, Lisa Plumb; Director of
Staff Development, Dr. Susie Roth; Superintendent of Rapid City Area Schools, Dr. Tim
Mitchell and the Board of Education for Rapid City Area Schools.
Once the plan is approved at the local level, it is submitted to the State Department of
Education. Monitoring the implementation of the plan is done through meetings periodically
held with the Title I Director to discuss updates and revisions needed.
Ongoing monitoring is conducted through the PLC process. Major components of the plan are
communicated with parents through monthly letter/newsletters as well as any evening events.
9. Monitoring & Support
Students at Horace Mann who exhibit academic or behavior difficulties receive effective and
timely assistance through the RTI (Response to Intervention) model. The assessments used to
determine academic progress for individual students include the following:
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Curriculum based measurements (CBMs) of oral fluency
Text reading levels and Benchmarking
Letter ID
Observation surveys
Concepts about print (CAP)
Writing assessments
DACS
Counting & Hiding assessments
Grouping 10s
If a child is below basic in the universal assessment areas outlined above they may be
considered for interventions if it is decided that the lack of progress is not due to a lack of
research based instruction. The first Tier of RTI commences when the classroom teacher confers
with colleagues to determine appropriate interventions. The problem is defined and measurable
goals are ascertained for the identified student. Time and duration as well as the person
responsible for implementing the plan are specified. The plan may include individual or small
group intervention, modification of assignments, extra resources, or whatever is necessary to
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Horace Mann Elementary School Improvement Plan
2014-2015
provide the best possible instruction for the child. The intervention can include parent
involvement (i.e. the parent agrees to practice a skill at home). After allowing sufficient time for
the interventions to work, the student is reviewed, and:
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If the intervention is working, the intervention is continued until the student has reached
the predetermined goal and can be successful in the regular curriculum.
If some progress is occurring, but the goal has not yet been reached, the intervention is
revised to attain the goal.
If progress is not adequate, the classroom teacher confers again with colleagues to
determine whether the interventions should be changed or if additional interventions are
necessary. The literacy and math staff are an integral part of these decisions.
If a student cannot meet criteria for success at the first Tier, the classroom teacher refers
the student to the building Problem Solving Team (formerly known as TAT) and
provides documentation of the interventions that have been tried.
This sets Tier 2 in motion. The Problem Solving Team reviews the documentation, observes
the student, and gathers additional data, which includes information from parents. The team
brainstorms possible interventions after analyzing assessment results from Tier 1. They develop
and implement the intervention plan, which is based on the identified student’s needs and
research based strategies. Interventions are delivered in a general education setting while still
continuing Tier 1 instruction and intervention. At Tier 2, interventions should be more intense,
extended over a longer period of time, include the student’s school history and any medical
concerns, and continue to involve the parents. Progress is informally measured one or more times
a week. Any requests for assistance are completed at the team meeting or by the General
Educator from the supplied documentation.
After giving the interventions sufficient time, the Problem Solving Team meets to analyze the
student’s progress, review documentation, and determine further actions as follows:
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If the student is making adequate progress or has achieved the determined goal, they may
decide to continue the current intervention plan and monitor the student periodically.
If the student is not making sufficient progress, they may decide to develop a different
plan or modify the one that is in place.
If the team decides that the student’s needs are more than can be met in the regular classroom, they may
refer the child to the special education team for consideration of an evaluation for eligibility. (Tier 3)
The Third Tier includes:
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Referral to the special education team
Review of the documented data and the recommendations of the Problem Solving
Team
Proposal of evaluation components and timelines
Review of evaluation and determination of placement and goals if qualified
Invitation to parents to participate in discussions about the interventions and possible
options
Placement on Individual Education Plan (IEP)
Regular progress monitoring to determine effectiveness of IEP goals and objectives
Annual review of IEP
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Horace Mann Elementary School Improvement Plan
2014-2015

Re-evaluation every three years
If a student does not meet special education eligibility criteria for the state
of South Dakota, Tier I and Tier II interventions will continue to support student
progress.
In addition, at risk first grade students receive additional support in the form of Reading
Recovery. They are selected based on the Individual Observation Survey tasks of Reading
Recovery. The lowest scoring students are placed in Reading Recovery for a period of 18-20
weeks. A new student is selected to enter the program as a student exits the program. Those
students who exit the program continue to be monitored in the first and second grades to ensure
continued strategic reading. Students at Horace Mann receive more instructional time by
utilizing the literacy staff. By adding a second teacher during the literacy time, two certified,
trained teachers are working with students during guided reading.
Support and communication with parents in the form of meetings, Tuesday folders,
conferences, phone calls, and the district and Horace Mann’s web sites are accomplished on an
ongoing basis. Parents are invited and encouraged to come to all meetings that concern their
children.
Horace Mann’s Literacy and Math Improvement Plans are revised annually to reflect the
analysis of assessment data and input from annual surveys of parents and staff. The individual
student assessment portfolios and the Dakota STEP Test results guide our planning for academic
development.
10.
Fiscal Requirement
Horace Mann’s school improvement plan is supported by district, state, and federal funds.
Horace Mann receives general fund, special education and Title I dollars to hire staff members to
carry our programming. We have a total of 26 FTE certified staff members funded from these
areas. Of those, 21are funded from the General Fund, 3 from Special Education, and 2 from our
Title I Budget. We also have 8 FTE paraprofessional staff, 2 funded from Special Education, 3
funded from Title 1, 1 for Ayetapi and 1 funded from Title VII.
Our Title I funds are allocated through our district’s Director of Federal Programs, based on
our population of students on free and reduced lunches. We determine a budget utilizing these
funds to fund teaching and paraprofessional positions, staff development, and purchase
instructional materials.
Funds are used to support this Title I School wide Improvement Plan in regard to staff salaries,
benefits, professional development, and supplies and equipment. These funds are listed and
described on the budgetary attachment.
Horace Mann received a Title I budget of $238,815.00 for the 2014-2015 school year as a
resource to assist in the school improvement process. Through site based decision making, a
large portion of our Title I allocation was determined to go towards the salaries of the following
Title I staff members:
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Horace Mann Elementary School Improvement Plan
2014-2015
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One 1.0 FTE Reading Recovery teacher
.5 math coach
Three paraprofessionals
.5 interventionists
Substitute teachers for staff members involved in professional development
Substitute teachers monthly for classroom teachers for grade level planning time
with math/literacy leaders
 Additional pay made available to staff members who engage in professional
development activities beyond their duty day.
The staff of Horace Mann School will spend at least 10% of allocated
funds to continue participation in various professional development activities such as:
 Ongoing Reading Recovery training, including national conferences
 Ongoing Guided Reading training
 Ongoing classes for Masters in Reading
 College level classes that support improvement in reading and math
 District Math training
 Participation in the Learning Labs Staff Development Pilot School model for
Rapid City Area Schools.
Allocated Title I funds are used for supplies and capital acquisition items such as: teacher
and student books and materials to support the Guided Reading program; supplies and capital
acquisition items to support parent activities, parenting classes, and community service
information nights; teacher and student books and materials that will support the research
based math activities, books, and materials from the Partners in Print program; and
appropriate software for instructional purposes.
A school incentive store is used to support student achievement. Students earning proficient
and advanced scores will be given tickets to turn into the school store weekly for a variety of
rewards with “Hornet Tokens”. Students who display respectful, responsible or safe behaviors
are rewarded with a “Hornet Pride” ticket which is then used for a weekly drawing for an
incentive lunch with the principal or teachers.
The resources provided by the Rapid City Area School District are:
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.5 interventionists
2.0 Literacy teacher
.5 Math Leader
A partnership between Horace Mann and the South Dakota Parent Resource Network
Ongoing staff development in reading and math
Monthly grade level literacy in services
Literacy books and research materials
Needed resources requested of the District are documented on purchase orders and blue claims. The
assistant superintendent’s signature indicates the request was granted. These documents are availab
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Horace Mann Elementary School Improvement Plan
2014-2015
30