KANSAS STATE DEPARTMENT OF EDUCATION ­ Integrated Improvement Plan for Schools QPA

 

 

402                                           Augusta                                    5560                             Augusta Middle School                         6-8

USD Number                             District Name                     Building Number                           Building Name                           Building Grade Span                                                                                                  

School Address                                    City                                Zip Code                         Telephone Number                Fax Number            E-Mail

Date Submitted

Schools on improvement for QPA are eligible to utilize the Expected Gains formula when they submit their plan to KSDE and attend a state sponsored Integrated Improvement Plan review.  When a school meets expected gains for two consecutive years, the accreditation status improves. 

                       

MARK THE SELECTION THAT APPLIES

 

xThe school has applied to utilize the Expected Gains formula.                      

The school has not applied to utilize the Expected Gains formula.

ASSURANCES:                        

                                                           

xThe district assures the school will participate in a Kansas State Department of Education Integrated Improvement Plan       review.

 

                        xThe district assures that the school has review the District State Performance Plan report (SPP).

 

xThe district assures that the school has put into operation a State Technical Assistance Team (STAT).

 

District signatures represent agreement to all assurances marked and that the plan has been reviewed and approved at the district level.  Signature of KSDE official represents plan has been reviewed and approved in meeting all required criteria.

 

Signature of Building Principal:  Eileen M. Dreiling                                                                                                          Date:  09/25/09

Signature of Authorized District Representative:  Dr. John Black, Deputy Superintendent                                                  Date:    

Signature of KSDE Official:                                                                                                                                           Date:

 

 

 

External Technical Assistance Team

 

Directions:  List the name of the individuals who will serve on the External Technical Assistance Team (ETAT) with their contact information.    Additional rows may be added to this chart as needed. 

 

ETAT Membership should be selected based on the skills and knowledge necessary to support the school’s identified areas of improvement.  More information can be located in the QPA Manual under Quality Criteria Two. 

 

Requirements:

·         Each school will select the membership of the ETAT 

·         The local board approves the ETAT

·         An ETAT may serve more than one school in a district

·         ETAT members may be affiliated with the district

·         Members are not to be affiliated with the school (not even as itinerant personnel) 

·         A NCA team may be used as the ETAT

·         The school and ETAT members determine the frequency of the external team visits

 

External Technical Assistance Team (ETAT)
Identify area(s) of expertise of each individual.  Note requirements above. Place an * beside the chairperson for this ETAT team	Name	Email address	Phone Number
Asst. Superintendent	Lisa Brookover	lbrookover@usd402.com	316-775-5484
High school/college English instructor, NCA chair	Cindy Nickel*	cnickel@usd402.com	316-775-5461
Math Department chair, math instructor	AJ Bodyk	ajbodyk@usd402.com	316-775-5461
Principal	Greg Clark	gclark@usd402.com	316-775-0056
School psychologist	Joe Tallman	jtallman@usd420.com	316-775-6383

 

State Technical Assistance Team

 

Directions:  List the name of the individuals who will serve on the State Technical Assistance Team (STAT) with their contact information.   

Add as many rows to this chart as needed.

 

 

If a school is on improvement for QPA and/or on improvement for Title I, membership must include at least two individuals with expertise in the areas(s) resulting in the school being on improvement and needs to include one or more of the following:

·         Highly qualified or distinguished teachers and principals,

·         Pupil services personnel,

·         Parents,

·         Representatives of Institutions of Higher Education,

·         Representatives of regional educational laboratories or comprehensive regional technical assistance centers,

·         Representatives of outside consultant groups.

 

Requirements:

The STAT team is assigned to the school until the school either attains accredited status or is not accredited.  A STAT may serve more than one school in a district.  More information can be located in the QPA Manual under State Technical Assistance.

 

State Technical Assistance Team (STAT)
Identify area(s) of expertise of each individual.  Note requirements in the directions.   Place an * beside the chairperson for this STAT team	Name	Email address	Phone Number

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Stage 1:  Orientation & Readiness

 

 

Stage 1 of this document is to be filled out following the completion of stage 1 of the Kansas Improvement Model. 

 

Refer to the Kansas Improvement Notebook Section C:  Planning Meeting 1.

 

Directions:  List the names of the individuals who will serve on the school planning team with their contact information.    Add as many rows to this chart as needed.  The roles in bold are required.  It is also required that 1) one person fill no more than two roles on the team and 2) no more than one of the asterisked roles may be filled by an employee of the school district

 

School Planning Team
Role	Name	Email address	Phone Number
Superintendent or Representative
Principal or Principals’ Representative (Each building on improvement is represented on the district team)	Eileen Dreiling	edreiling@usd402.com	316-775-6383
Site Council Member*	Kelly Groom	kgroom@usd402.com	316-775-5461
Community Member*	Cindy Rogers
Family/Parent Representative*	Shane Steincamp
General Education Teacher	Jean Shetlar	jshetlar@usd402.com	316-775-6383
Counselor, Social Worker, etc.	Lori MacAdam	lmacadam@usd402.com	316-775-6383
Special Education Educator	Dave MacAdam	dmacadam@usd402.com	316-775-6383
Local Consolidated Plan Contact (if applicable)
Teacher of English Language Learners
Title 1 Representative (if applicable)
Other

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Stage 1:  Orientation & Readiness, continued

 

Adopted Improvement Process

 

Describe the process that will be used to develop and maintain this plan.

 

Through the process of data driven dialogue, Augusta Middle School’s reading/writing and math committees, QPA committees, (led by committee chairpersons) developed smart goals and interventions for the 2009-10 school year.  These smart goals and interventions were developed by analyzing the data from the 2008-09 reading and math state assessments.  Low assessment indicators were identified and reviewed by corresponding committee.  These goals and interventions were presented by each committee chairperson and accepted by our entire faculty.  Along with the QPA committees meeting regularly to update and maintain our SIP, contact is made with the entire faculty, at least quarterly, by designated faculty members for overseeing interventions related to our smart goals.

 

Our School Improvement Plan was also presented to the 2009-10 External Technical Assistant Team for their review.

 

 

Highly Qualified and Fully Licensed

 

List the school’s professional development that supports teachers in becoming highly qualified, as defined by NCLB, and fully licensed in Kansas.

 

100% of the teaching staff at Augusta Middle School is currently Highly Qualified.  USD 402 (Augusta) provides many opportunities for teachers to attend training in order to meet highly qualified teacher requirements.  Some of the professional development offered the past three years to Augusta Middle School teachers includes:

Ø  VPL training

Ø  Study Island training

Ø  Technology training (promethean boards, clickers, white boards, moodle)

Ø  Math conferences (Regional and Marilyn Burns)

Ø  Best Quest training

Ø  BAIP training

Ø  All teachers-DuFour training

Ø  All teachers-TESA

Ø  Consultants from area Service Centers (Clearwater and Greenbush)

Ø  MTSS

 

List strategies the school uses to attract highly qualified, fully licensed teachers.

 

Ø  Deputy superintendent attends college recruiting fairs

Ø  Applicant applies on line through the state web site

Ø  Applicant takes the TeacherInsight Assessment

Ø  Applicants that meet requirements from TeacherInsight are selected to be interviewed

Ø  FIT (Further Insight into Talent) interview questions are used in the interview

Ø  2 year mentoring program (nationally recognized)

Ø  Teachers are recognized at BOE meetings for their successes in their classrooms and other outside accomplishments/state recognitions

Ø  Monthly communication to each household in the district written by administrators about what is happening in each of our schools 

 

List strategies the school uses to ensure paraprofessionals meet the qualifications of highly qualified.

 

Ø  Our special education paraprofessionals are trained through USD# 490 Butler County Coop.

Ø  Paraprofessionals are required to attend a specific number of hours of inservice.

Ø  Until acquiring one regular education para midway through this year, AMS has been without a regular paraprofessional at AMS the past three years. 

 

List strategies the school uses to incorporate a teacher mentoring program as part of its professional development program.

 

Two-year district mentor program which is composed of:

Ø  New teacher has a district mentor and school advisor

Ø  Mentor works very closely with new teacher

Ø  Mentor observes new teachers regularly and works through mentor program standards

Ø  5 Professional Learning Standards (student learning, knowledge of subject matter, assessing achievement, classroom management, lesson design and instructional strategies) that are part of the professional development to support and help beginning teachers be successful in all areas of teaching

Ø  Observations of other teachers

Ø  Individual Learning Plans

Ø  Reflection Journals

Ø  Communication through Moodle

 

Transitions

 

Describe the strategies for assisting preschool children in the transition from early childhood programs, such as preschool, Head Start, or Early Reading First to local elementary school programs. (If applicable)

 

Describe the strategies used for assisting elementary students in the transition from elementary school to middle school. 

(If applicable)

 

Ø  Contact made with elementary feeder school by 6^th grade counselor

Ø  6^th grade counselor and principal visit 5^th grade classrooms as a social visit with question and answer session

Ø  Tours of Augusta Middle School, including Q and A and informational session, are held for feeder school 5^th grade students and parents

Ø  Summer informational letter is sent to parents 

Ø  Orientation day for 6^th grade students only ( on first day of school)

Ø  Parent meeting held for 6^th grade parents in the am and pm for their convenience on first day of school

Ø  6^th grade teachers are updated by counselors on individual student IEP’s and ILP’s

 

Describe the strategies for assisting middle school students in the transition from middle school to high school. 

     (If applicable)

 

Ø  High school counselor visits middle school

Ø  High school counselor comes to middle school to help enroll students

Ø  8^th graders take a spring visit to high school

Ø  High school students and coaches make visits to AMS to present information regarding sports, clubs, and other activities

Ø  Orientation day for 9^th grade students only (on first day of school)

 

Describe the strategies for assisting high school students in the transition from high school to post secondary education or work.  (If applicable)

 

 

Parent/Family involvement

See next page

 

 

 

 

Stage 1:  Orientation & Readiness continued

 

The National Standards for Family School Partnerships are a comprehensive guideline that schools can use to determine how successful they are implementing family school community partnerships.  More information can be found at www.pta.org for assistance on specific strategies.

 

Directions:  Mark the standard(s) the district is using to promote effective parent/family involvement.

For each of the selected standards:

·         List strategies the school is using to promote effective parent/family involvement. 

• List strategies the school is using to monitor the implementation of parental/family involvement.

X 1. Welcoming all families into the school community

Families are active participants in the life of the school, and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class. 

 

Promote family involvement:

 

Ø  Each new family and student is involved in a one-on-one consultation with their grade level counselor prior to enrolling.  This ensures conversation regarding our curriculum, daily schedule, school rules, and activities, including sports and clubs

Ø  6^th grade orientation meeting with parents

Ø  Monthly Communicator article that goes to every household in the district

Ø  Parent/Teacher Conferences twice a year

Ø  Providing printed information to parents regarding parenting skills, summer youth camps, child day care, Kansas Career Pipeline

Ø  Open House at the beginning of the school year

Ø  Open classrooms/labs throughout the school year

Ø  Site council meetings

Ø  PATHS (Parents and Teachers Helping Students) organization.  All parents are invited and welcomed to be on a subcommittee of PATHS

Ø  Parents take an active part in our Accelerated Reader Program mainly by telling of their interest and support in the program and helping to raise money for the program.

Ø  Volunteers in the classroom, library, and for special purpose or event

Ø  Student’s success celebrations throughout the year

Ø  Family communication through use of technology

Ø  Invitation to parents to attend academic team meeting

Ø  Parent access/login to PowerSchool for child’s grades, assignments, attendance, etc.

 

Monitoring of family involvement: 

 

Ø  Communication with families by letter, phone, and meetings using attendance rosters and lists of names

Ø  Annual surveys that monitor parental/family involvement.  Three of these surveys are:  Kansas Communities that Care Survey, Kansas Youth Tobacco Survey, and Survey on School Improvement at Augusta Middle School by School Leadership Team.

Ø  PowerSchool has a report that details parent involvement/participation on Powerschool

  

 X 2. Communicating effectively

Families and school staff engage in regular, meaningful communication about student learning. 

 

Promote family involvement:

 

Ø  Letters

Ø  Post cards

Ø  PowerSchool

Ø  Parent Teacher Conferences twice a year

Ø  Conversations by email and phone

Ø  Parents included in team meetings

Ø  Site Council meetings

Ø  Weekly bulletin

Ø  Student handbook and agenda

Ø  Web page

Ø  Channel 7 TV

 

Monitor family involvement:

 

Ø  Continue to invite, sponsor, schedule, or update above mentioned family involvement and monitor with signature rosters, attendance rosters, login report

 

 X 3. Supporting Student Success

Families and school staff continuously collaborate to support students’ learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively.

 

Promote family involvement:

 

Ø  Invitation to attend team meetings

Ø  Implementing MTSS

Ø  School nurse is very involved with communicating with parents and home about child’s health and development

 

Monitor family involvement:

 

Ø  School records and minutes of meetings

 

X  4. Speaking up for every Child

Families are empowered to be advocates for their own children, to ensure that students are treated fairly and have access to learning opportunities that will support their success.

 

Promote family involvement

Ø  Individual Learning Plans (ILP’s) can be written with parent input for any student that needs support for learning

Ø  Parents/students are invited to attend team meetings to collaborate with teachers to support student learning

Ø  Implementation of MTSS

Ø  Student Improvement team meeting

Ø  504’s are written if necessary

Ø  IEP can be written if student qualifies for special education

 

Monitor family involvement:

 

Ø  School records, written plans, and minutes of meetings

 

 X 5. Sharing Power

Families and school staff are equal partners in decisions that affect children and families and together inform, influence, and create policies, practices and programs.

 

 

Promote family involvement:

 

Ø  Site Council and PATHS offer suggestions and solutions regarding policies, practices, and programs

Ø  Informal conversations with parents

Ø  Focus groups with students

 

X  6. Collaborating with Community

Families and school staff collaborate with community members to connect students, families, and staff to expanded learning opportunities, community services, and civic participation.

 

Promote involvement:

 

Ø  Builder’s Club works with our Lion’s Club on projects throughout the year

Ø  Teachers invite guest speakers such as:  mayor, service men and women, Ms. Kansas, and other community members

Ø  Students work and donate time to the Community Caring Center and other other organizations

Ø  Students entertain for different community groups

Ø  Students read to elementary students

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Stage 2: Gather & Organize Data

Stage 3:  Analyze Data (includes findings from data analysis and identifying root causes)             

 

 

Stages 2 and 3 of this document are to be filled out following the completion of stages 2 and 3 of the Kansas Improvement Model. 

See the Kansas Improvement Notebook Stages 2 & 3 for instructions to the Data Carousel Activity which results in the school planning teams’ determination of key findings.  Examples of Achievement Data, Perception Data, Contextual Data, and Demographic Data are also found in Stages 2 and 3 in the Kansas Improvement Notebook.

 

 

Identify the needs assessment instrument that will guide data collection and explain the process for review by the school planning team.

 

Building Needs Assessment (Academic) from the Kansas State Department of Education Sections 1-5.

 

Below are questions which could be addressed when planning for needs at the building level.   This may also serve as the district needs assessment required by No Child Left Behind, Title II-A Teacher Quality and Title V Innovative Programs.  Personnel such as teachers—including Title I teachers, principals, counselors, and support staff should be involved in determining the needs of the building and district.

 

Section 1:  Student Needs

·         How many students are attending classes in this attendance center?

·         How many students attending this building meet the definition of at-risk?

·         What is the pupil-teacher ratio?

·         What is the pupil-teacher ratio necessary to meet the needs of students and the goals of the attendance center?

·         How many students have an IEP, are severely handicapped, are English Language Learners, etc.?

·         How many students do not meet proficiency?

·         What are your targets/goals regarding percentage of students in the advanced and exemplary categories? 

·         Do you have disparities in student achievement among ethnic groups?

 

Section 2:  Staff Needs

·         Are all your licensed teachers highly qualified and properly assigned?

·         How many teachers are needed to meet the goals of the attendance center?

·         What staff development is necessary for teachers to support student achievement and meet the goals of the attendance center?

·         How many qualified teachers are needed to meet the needs of students from an AYP viewpoint?

·         How much planning time do teachers currently have and how much is needed to meet their teaching schedule?

·         How many paraprofessionals (support staff) are currently employed and how many are needed at this attendance center?

·         Do teachers and students have sufficient access to a variety of technology?

·         Is staff properly trained to incorporate technology into the classroom?

·         Are there adequate licensed support personnel such as counselors, librarians, nurses, etc.?

·         Are principals & other key staff trained to provide instructional leadership to teachers?

 

Section 3:  Curriculum Needs

·         Is the curriculum aligned with state standards?

·         What extended learning opportunities are provided (after school programs, summer school programs, etc.)?

·         Are there appropriate and adequate instructional materials?

·         What technology is needed to support the curriculum?

·         Is current technology appropriate?

 

Section 4:  Facility Needs

·         Is there adequate space for student learning?

·         Are there necessary repairs and/or adjustment to the existing space that need to be made?

 

Section 5:  Parental Needs

·         What parental involvement opportunities do you currently offer?

·         How exactly do you want your parents to be involved in the school such as greater attendance, greater committee involvement, etc.?

·         Are parent training programs (teaching parents how to give student help with homework, teaching parents how to use technology that student will be required to use, etc.) necessary?

·         What types of communication exists with parents and community?  Is it adequate?

 

Section 6:  High Schools Needs

·         What is the current graduation rate?

·         What is the current dropout rate?

 

Section 7:  Other

·         How many licensed personnel were involved in helping to determine the needs of this attendance center (teachers, principal, counselors, support staff, etc.)?

·         Are Title II-A and Title V funds used to address the identified needs?