Jackson County School Dist 9 School Improvement Plan

Plan will be implemented during the 		2008 - 2011			school years.

Building Principal:

Building Name:

School Enrollment:

Grade Levels:

Free/Reduced Lunch %:	
Joni Parsons

Eagle Point Middle School

510 Students

Grades 6 – 8 

46%

School Improvement Plan	

Research tells us that the most effective change is accomplished through a pattern of steps. In order to improve schools something has to change so new patterns can be established. The Sustaining School Improvement Cycle is composed of a seven-step process that is often repeated and revisited in the journey to increase student achievement and improve school for all students.

Briefly describe your plans to meet the seven steps in the Sustaining School Improvement Cycle.

A.  Building Readiness (Planning Team) 
	
* Note:  These people have been involved in various stages of planning this School Improvement Plan; however, they may not have viewed & approved this copy.

Planning Team - List the names of people involved in developing this plan.  Begin to build readiness in people by engaging them in Active School Improvement efforts. Learn to work with and use your Planning Team to assess the data and determine next steps.
	
Parents:		
Licensed Staff:
(include position)	Jennifer Allen, 6th Grade Rep to Leadership Team
Hans Davis, SPED, Leadership Team
Tim Dexter, PE Teacher, Leadership Team
Jill Frodsham, SPED, Leadership Team
Heather Hohnstein, 7th Grade Rep to Leadership Team
Rebecca Konefal, 8th Grade Rep to Leadership Team
Whitney Mitchell, Leadership Team Facilitator 
Scott Townsend, Instructional Coach, Leadership Team
	
Classified Staff: 
(include position)	Gina Mattson – SPED IA	
Administrators: 
(include position)	Joni Parsons, Principal
Harry Hedrick, Asst Principal	
District Staff:
		
Title I Staff:	NA	
Others (Optional):
(students, community members, etc.)		

B.  Collecting and Analyzing Data

Collecting and analyzing data to look at the school’s challenges and strengths is a great way to identify what to work on. Use this section to summarize the key findings of the data review. 

Step I: Complete this section using the information from your previous year’s School Improvement Plan.

1.	State each goal listed in the previous year’s district approved School Improvement plan and the strategies implemented to address the achievement of each goal.
Overall School Improvement Goal # 1
          By the end of the 2008-2009 school year, the percentage of students with disabilities who meet/exceed grade level knowledge and skill standards in Reading & Mathematics will increase by 5 points as measured by the OAKS.

     See 2008-2009 Action Plan for implementation strategies.

Overall School Improvement Goal # 2
          By the end of the 2008-2009 school year, the percentage of students in all relevant subgroups (excluding special education) who meet/exceed grade level standards in Reading, Mathematics, and Writing will increase 5 points.

     See 2008-2009 Action Plan for implementation strategies.

Overall School Improvement Goal # 3
1.	Reduce the number of recorded student disrespect incidents demonstrated in the classroom by  
      25% without reducing the expectations for student behavior. 
2.	Reduce the number of suspensions per 100 students by 20% over what was experienced in
      2007-2008.
3.	Significantly reduce the number of student expulsions related to weapons, violence and threats of 
      violence.

     See 2008-2009 Action Plan for implementation strategies.	
1.	State the progress made toward the achievement of each goal during the 2008-2009 school year. How are you evaluating the impact of the professional development you have provided?
Achievement of Overall School Improvement Goal # 1
          The percentage of students with disabilities who meet/exceed grade level knowledge and skill standards in Reading & Mathematics did not increase by 5 points as measured by the OAKS for 6th and 8th grade students with disabilities (SWD). 7th grade students with disabilities (SWD) gained 9-20%.

Achievement of Overall School Improvement Goal # 2
           The percentage of students in all relevant subgroups (excluding special education) who meet/exceed grade level standards in Reading, Mathematics, and Writing did not increase 5 percentage points. The only exception was 7th grade mathematics.

Achievement of Overall School Improvement Goal # 3
•	The number of recorded student disrespect incidents demonstrated in the classroom decreased by 28% without reducing the expectations for student behavior. 
•	The number of “Out of School” suspensions per 100 students was decreased by 26% over the previous year.
•	The number of student expulsions related to weapons, violence and threats of violence leading to expulsion was decreased by 40% over the previous year.

Reflection on impact of Professional Development: 
During the 08-09 school year, the use of Early Release Wednesdays was re-structured to support District-wide initiatives including curriculum alignment, Response to Intervention (RTI) and school-wide student management systems. In addition to these, staff participated in several school committees including Positive Behavior Support (PBS), Discipline, Social, Child Study Team (CST), Academic Committee and Leadership. In reflection, some of the committees were productive and others were less productive.
Teachers also participated in FREE non-Wednesday staff development opportunities including the Writing Mentor Program, sponsored by the National/Oregon Writing Project through SOU; a Curriculum Alignment Seminar; and, the Technology Integration Committee (TIC).	

Step II: Strengths and Areas in Need of Improvement  08-09

Summarize the findings of the data review by describing the strengths and weaknesses of your current program[s].	
Strengths of the Current Program:  (08-09)	
•	Students consistently score high on Science assessments. 8th graders scored only 2% below the percentage of 8th graders at our comparison school in science.
•	7th graders scored very near, at or above the percentage of 7th graders at our comparison school in mathematics and writing.
•	All subgroups made AYP—except Students With Disabilities.
•	Larger certified staff and classified staff
•	Half-time counselor and full-time disciplinarian
•	Read 180
•	Before and after school homework help (paid tutoring) and regular “whole-team” meetings
•	An Instructional Assistant facilitated all state testing.
•	Comprehensive 6-8 grade math program.
•	Teachers donate time for homework help.
•	Teachers collaborate regularly.	

Weaknesses of the Current Program: 08-09	
•	We have no SPED interventions.
•	We have no SPED curriculum.
•	Class sizes reach 30+ students.
•	Poor economy forces budget cuts and “freeze” on school spending.
•	Reduction In Force, weak economy and contract negotiations lower morale. Mid-year loss of science teacher adds to low morale. Newly assigned/hired science teachers creating curriculum rather than using District approved curricular materials.
•	The poor economy of the state (12% unemployment) affects students and families.
•	Consequences within our discipline system are inconsistent.
•	The standards or expectations for athletic and activity eligibility are unclear.
•	6th graders have the same 7-period schedule as 7th and 8th graders
•	Students With Disabilities did not meet AYP in reading/math/attendance for second year.
•	Health teacher laid off due to budget.
•	Early Release Wednesdays are restructured to disallow Student Clubs. This leads to weaker relationships with students.
•	There are a high percentage of students that received at least 1 failing grade each quarter.
•	It is acceptable for students to refuse to work and remain in the classroom.
•	There is a sense that professional support is inconsistent.
•	Our students don’t perform nearly as well as comparison schools in any area except science, 7th grade writing and mathematics.	

Staff Development History: 2008-2009	
Wednesdays were used as follows:
o	District Teaching Learning Communities
o	District RTI and Data Team meetings
o	Building staff meetings with agendas that include: RTI, Supervision and Evaluation and Data review as established by District
o	Building staff meetings at discretion of the school which include: PBS, OAKS Assessment training, Technology training sessions, and budget discussions.

     Three staff members participated in TIC. 
     Two L.A. staff members participated in a Curriculum Alignment Seminar.
     Two L.A. staff members participated in the Oregon Writing Project.
     Three staff members participated in Writing Mentor Program through National Writing 
               Project.
     Two teachers attended the National Association of Science Teachers convention. 	

Other Factors:	
•	District plans to adopt new Math materials.
•	School participates in implementation of new Math & Science State Standards. 
•	School participates in implementation of RTI model for behavior and academics.	

Step III:  Prioritization of Needs 08-09

Briefly describe the process used to identify your highest priority areas needing improvement.	
1.	EPMS Leadership Team met during the summer to review data and draft goals. 
2.	Goals drafted were reviewed as to their alignment with District 9 goals.
3.	Draft goals were brought to the entire staff during Inservice Week for approval.
4.	Activities were identified by staff--focused on meeting goals agreed upon.
5.	Staff participated in District level meetings to hear about District priorities and projects regarding RTI, curriculum adoptions, etc.
6.	Improvement plan was developed based on District & Site goals aligned to fiscal resources.
7.	Site plan was reviewed at the building level.
8.	Plan underwent a “Peer Review” by a member of the District Leadership Team.	

Step IV: Conclusion 

What do you think has been accomplished to this point?	
The greatest asset of EPMS is its dedicated staff.  We have a strong collaborative team structure in place that effectively looks at individual student academic and behavioral progress.  What is needed, however, are more intervention materials and strategies to support students with disabilities in the regular core classrooms to accelerate their growth in all academic areas.  

Writing continues to be a focus area at EPMS.  It is a content area the staff is committed to strengthen.

EPMS is growing in their understanding of the RTI process.  We are working at identifying effective behavioral and academic interventions to address the needs of our at-risk learners.

Math continues to be an area that needs work. Our math staff works hard at presenting the content needed to our students but are met with a lack of meaningful progress on the most part.  We look forward to exploring new math instructional techniques that more effectively engage students in their understanding of the concepts necessary to acquire higher math skills.

EPMS is growing in their use of technology. Every classroom is equipped with a projection unit and teachers are increasingly using this tool to engage students in learning. As a staff we continue to explore ways to allow students increased access to technology resources outside of what is needed for assessment.

The staff at EPMS is very aware of the “transitional” nature of the middle school environment.  The needs of sixth grade students transitioning from an elementary environment are very different from those students in eighth grade transitioning to high school. Staff is very interested in addressing the needs of our students in transition and working collaboratively with our sister schools to establish consistent language and structure that will make these necessary transitions less severe.

C. Setting measurable goals

School Improvement Plans need to include strategies that address specific issues where AYP was not met and goal-setting is an important step. SMART goals are student-centered and specific, measurable, attainable, realistic, and time bound.  As you begin planning there are many important details to keep in mind. 

Setting SMART Goals 09-10

State the SMART (student-centered and specific, measurable, attainable, realistic, and time bound) goals you plan to use that address specific issues where AYP was not met:	
Goal	Timeline	Outcome	
By the end of the 2009-2010 school year, the number of Students With Disabilities meeting or exceeding the standard in all grade levels will increase by 5% in reading, mathematics and writing.

	1.  Students With Disabilities will be evaluated at least at the beginning and end of the year with OAKS.

2.	Targeted instruction will be provided to students in the curricular areas as indicated by OAKS. 

3.	Activities will be created to motivate ALL students to do their best on OAKS. 	The number of Students With Disabilities meeting or exceeding the standard in all grade levels will increase by 5% in reading, mathematics and writing.

D. Utilize research-based practices

Determining the best research-based programs is a critical piece of the school improvement process. It is important to keep focused on learning about the program or practice that is most effective in meeting the intended goals you select to increase the achievement of your students.

A School Improvement Plan must:  NCLB 1116(b)(3)(A)

•	Incorporate strategies based on scientifically based research that will strengthen the core academic subjects in the school and address the specific academic issues that caused the school to be identified for school improvement, and may include a strategy for the implementation of a comprehensive school reform model that includes each of the components described in part F;
•	Adopt policies and practices concerning the school's core academic subjects that have the greatest likelihood of ensuring that all groups of students specified in section 1111(b)(2)(C)(v) and enrolled in the school will meet the State's proficient level of achievement on the State academic assessment 

  A School wide plan must: NCLB 1114(b)(1)(B)

•	Provide opportunities for all children to meet the State’s proficient and advanced levels of academic achievement,
•	Use effective methods and instructional strategies that are based on scientifically based research that strengthen the core academic program, increase the amount and quality of learning time that provides an enriched and accelerated curriculum,
•	Include strategies that meet the needs of historically underserved populations, 
•	Includes strategies to address the needs of all children in the school, but particularly the needs of low achieving children and those at risk of not meeting the State standards who are member of the target population
•	Provide instruction by highly qualified professional staff;
•	Provide timely, effective assistance to students who experience difficulty in meeting the state’s standards, including taking specific steps to involve parents in helping their children meet the standards.

For the 2009-2010 School Year:
1.	Describe the key strategies based on scientifically based research that will strengthen the Mathematics and Reading/Language Arts instructional programs of the school.  Describe how the mathematics and reading instructional programs will be organized and delivered.  	
             Reading Structure & Strategies:
•	All students at EPMS are assigned a “double block” Language Arts period. This provides the opportunity for 96 minutes of instruction in this content area. (29% of a student’s day is devoted to instruction in this curricular area.) LA classes are heterogeneously grouped.
•	READ 180 is offered to a select group of sixth grade students who are predicted to be most successful with this approach.  Students who demonstrate skills three or more years below level are not appropriately matched for this program.
•	All students are given the Scholastic Reading Inventory (SRI) three times a year – September, January & April. This provides a lexile reading score which can demonstrate growth in independent reading skills.
•	All students will take the MAZE assessment three times a year—September, January, and May.  
•	A comprehensive Scope and Sequence for Language Arts will be created by and for use at EPMS by Language Arts staff.
•	SPED students will receive Specially Designed Instruction (SDI) with researched based reading and writing interventions. 
•	A few “Guest” students will receive direct instruction intervention to improve their reading skills. 
•	ELL students may elect to receive L.A. support in their Study Skills class by the ELL teacher.

              Mathematic Structure & Strategies:
•	Students are enrolled in mathematics classes according to their skill and level. Schedule adjustments are made as early in the year as possible to best align the academic level with the student’s academic base.
•	Some students are enrolled in two mathematics classes to support below-grade level mathematical skills. 
•	Students demonstrating high ability and work ethic are enrolled in classes in which they can earn high school credit. i.e. Algebra & Geometry. Four classes in the EPMS master schedule are designated for these offerings. (22% of math offerings)
•	A comprehensive Scope and Sequence for Mathematics was created and Is being implemented based on new mathematics standards. 
•	SPED students will receive Specially Designed Instruction (SDI) with researched-based mathematics interventions. 
•	ELL students may elect to receive mathematics support in their Study Skills class by the ELL teacher.
•	What worked before—Kids not meeting or exceeding the standard but within 10 points were divided into groups. Teachers were paid to work with them afterschool on skill deficits and test taking strategies. This will have a cumulative effect as the kids move through the grade levels. We would like to see this happen again.
	
2.	Describe the policies and practices concerning the school’s instructional programs for core academic subjects that meet the needs of your school’s specific subgroups. If there are specific strategies or practices for a particular subgroup of students describe these separately.
•	EPMS is the host site for middle school students in the District exhibiting severe behavior problems and/or emotional disturbance. The Pathways Program (SPED) serves this population by meeting students’ individual needs in a self-contained setting and access to the regular curriculum in the regular education classroom.
•	Students With Disabilities (SPED) will receive research-based interventions in reading, writing and mathematics. 
•	Some students are enrolled in two mathematics classes to support substandard mathematical skills. 
•	ELL students may also receive L.A., science, social studies or mathematics support in their Study Skills class by the ELL teacher.
•	Students identified as TAG are served in regular education heterogeneous classrooms. An individualized plan is developed for each.
•	Read 180 is an intervention for struggling 6th grade readers. 
•	ELL students are offered a language support class (ELD) in addition to a study skills class.
•	Motivational activities are implemented to encourage students to perform their best on OAKS.	

3.	Describe strategies, policies and/or practices that address the attendance, graduation or participation rate issue. 
•	Attendance at EPMS is monitored regularly by office staff. Safety calls are made on a daily basis when students are absent. If a student’s attendance is viewed as irregular, a letter is sent to the home reminding the family of the attendance obligation. If the student’s attendance does not improve, a second letter is sent out and the assistance of the District Attendance & Safe Schools Coordinator is requested. At this time, a home visit is done and personal assistance offered to help the family ensure the child attends school. Should a third letter be required, it could lead to the family being cited for failure to supervise the student who is not attending school. 
•	Staff is encouraged to personally contact the families of students who have poor attendance. 
•	Students who are expelled are offered tutoring to enable them to keep up with their studies in their time out of school in an effort to enhance their chances to successfully graduate from high school with their class.
•	Academic banners are hung in the gym honoring OAKS scores and encouraging students to strive for higher scores. 
•	Teachers express happiness when a student returns from an absence.
•	School-wide activities are planned to honor students who demonstrate safe, respectful and responsible behavior. (e.g. The Den, The Zoo, Jamoca Express, Panther Path, Classroom PBS systems, Wii Game, Students vs. Staff Volleyball, dances, etc)
•	Focus Group started with 8th graders to determine what they will work for.	
	
4.	Describe, as appropriate, activities that the school has implemented that take place before school, after school, during the summer or during any extension of the school year that will strengthen students’ ability to meet the state’s standards.	
Due to the inability of the District to pay staff, no afterschool or extended day programs are currently in place.	

E. Develop action plans and determine responsibilities

The action plan highlights what the goal is, how it will be measured, what the steps are for reaching the goal, who is responsible, what the timeline is, and the needed resources. 

Directions for Developing the School Improvement Action Plan

The School Improvement Action Plan is based on the results of the data review and the solutions selected.  The Action Plan will serve as an effective tool for integrating goals, strategies to achieve the goals, and the timeline and resources needed to accomplish the goals.  It should also assist in the implementation by clarifying who will provide leadership for each component of the plan, and how progress will be monitored and evaluated.  

The Action plan template provided on the next page can be modified to meet your school’s specific needs.  Strategies to address attendance, safety, participation rates can be incorporated into the template provided.  Measurable goals will need to be stated for these attendance, graduation or participation strategies if these are an issue.

Establish SMART [specific – measurable – achievable – realistic – time related] goals for continuous and substantial progress by each group of students enrolled in your school.  Review AYP Growth Targets for each group.  Add additional lines under Specific Groups Measurable Goals as needed.

Each year the plan will be updated and submitted to the district. 

Action Plan:  	Eagle Point Middle School – 09-10

Overall School Improvement Goal # 1
        By the end of the 2009-2010 school year, all subgroups and grade levels will increase the number of students meeting or exceeding the standard by 5% in reading, mathematics and writing as measured by the OAKS test.
	
Target Group:   All subgroups

Measurable Targets:   
•	5% Increase in Student Performance in All Subgroups at All Grade Levels in All Subject Areas.
•	Each student would demonstrate at least the state’s standard of growth.
	
Activities	Timeline	Personnel	Evidence of Implementation
Monitoring
[Is what you said you would do being done?  What evidence do you have?]	Evidence of Impact
Evaluation
[What evidence do you have that what was done produced the change you wanted?]
	
Part-time Instructional Coaches hired to support teachers in improving instruction for all students.	Sept-June	Alexander, Townsend	Coaches have been invited to teachers’ classrooms and are coaching.	Improved student performance in reading, writing, math and behavior.	
SPED staff, Instructional Coaches and administrators attend Direct Instruction Institute in Eugene. SPED Staff and Instructional Coaches also attend “Coaching” training.	July-Aug	Davis, Frodsham, Townsend, Alexander, Parsons	Time Sheets	Improved direct instruction teaching strategies and newly acquired coaching techniques.	
Language Arts teachers will meet to examine the program offered at EPMS to affirm the State content standards are met and aligned.  	Nov-Mar
(Early Release Weds)	LA Teachers, Townsend	EPMS L.A. Alignment Document produced.	Improved student performance in reading and writing.	
Scholastic Reading Inventory (SRI) and MAZE are administered at least 3 times annually.	Sept, Jan, May	LA Teachers, All Teachers, Frodsham, S Townsend	Assessment Results documented	Improved student performance in reading and writing.	
Struggling readers will perform regular Oral Reading Fluency in LA classes.	Sept-June	LA Teachers, Frodsham	Lesson plans, record of results	Improved student performance in reading.	
OAKS English & Lit Data will be disaggregated by “element” and instruction will be focused on weak elements.	Nov-May	LA Teachers, Townsend	Meeting Minutes, Assessment Results	Improved student performance in reading.	
Writing Sample Data will be disaggregated by “element” and instruction will be focused on weak elements. Students shall write across the content areas.	Nov-June	All Staff	Lesson Plans	Improved student performance in writing.	
SPED students will receive SDI through research-based reading and writing interventions. (Reading Mastery, Corrective Reading, Rewards) A few students may “guest” in this Direct Instruction Model.	Sept-June	Frodsham, VanVeghel, Butler, Chambers, Mangold, Cam, Mattson, Shaffer	Lesson plans, regular assessments	Improved student performance in reading and writing.	
Read 180, reading intervention, will be provided for students who are not more than 3 years behind 6th grade peers.	Sept-June	Mook	Lesson Plans, Class scheduled in master schedule.	Improved student performance in reading and writing.	
Math teachers will meet to examine the program offered at EPMS to affirm the new State content standards are met and aligned.  	Nov-Mar	Brudevold, Holcombe, Marlia, Alexander 	Mathematics Alignment Document produced.	Improved student performance in mathematics.	
OAKS Math Data will be disaggregated by strand and instruction will be focused on weak strands.	Nov-May	Brudevold, Holcombe, Marlia, Alexander	Team Meeting Minutes, Assessment Results	Improved student performance in mathematics.	
Struggling math students will have the opportunity to enroll in two math classes. One is a regular math class; the other is a mathematics foundation class.	Sept-June	Brudevold, Holcombe, Marlia, Alexander	Master Schedule	Improved student performance in mathematics.	
SPED students will receive SDI through research-based mathematics interventions. (e.g. Connecting Math) A few students may “guest” in this Direct Instruction Model.	Sept-June	Frodsham, VanVeghel, Butler, Chambers, Mangold, Cam, Mattson, Shaffer	Lesson Plans, Regular Assessments	Improved student performance in mathematics.	
Scheduling options will be explored to more effectively utilize student instructional time within the Master Schedule.	Sept-June	Parsons, Hedrick, Townsend	New and improved Schedule	Improved student performance in reading and writing.	
TIC Committee Members will share innovative technology strategies with staff to enhance student instruction.	Nov-June	Brudevold, Herzog, Mook, Hedrick, Parsons, 	Staff Development Minutes	Improved student performance in core curriculum.
	
PLATO Curriculum will be expanded and utilized effectively to address student needs, including: Regular ed, SPED and TAG.	Nov-June	Townsend, Davis, Frodsham, Regular Ed Teachers	Use Log of PLATO Curriculum	Improved student performance in core curriculum.

Rosetta Stone (Language Acquisition) Curriculum will be introduced to interested students.	Dec-June	Townsend, Konefal, Davis, Frodsham	Use Log of Rosetta Stone Curriculum	Improved student performance in LA.
	
Professional Practice will be reviewed to promote best teaching practices.	Oct-April	Parsons, Hedrick	Staff Development Minutes, PowerPoint presentations	Improved teacher practices improves student performance.	
A 3.5 Instructional Assistant will be hired to help mitigate large class sizes in 5+ classrooms. The ELL teacher will also support large class sizes during 5th period.	Nov-June	Parsons, A Townsend	Copies made for teachers, grading performed for teachers, smiles on teachers’ faces	Improved student performance in core curriculum.
	
Academic data will be reviewed at the end at each quarter by committee to monitor and report school-wide academic success.	Nov-June	TBA	Staff Development Minutes, PowerPoint presentations	Improved student performance in core curriculum.

Banners describing past years’ OAKS scores will be hung in the gym—in honor of good student performance. 	Nov-June	Parsons, Palmer	Banners	Improved student performance in core curriculum.
	
Other activities to motivate students to perform their very best on state assessment. 	Nov-June	All Staff	Planned Activities	Improved student performance on OAKS assessment.
	
TAG Students will be identified and service plans will be created for each. TAG interventions will be provided in the regular classroom by the teacher.	Nov-June	S Townsend, All Teachers	TAG Plans	Planned interventions for TAG students.	

Action Plan:  	Eagle Point Middle School – 09-10

Overall School Improvement Goal # 2
          By the end of the 2009-2011 school year, all students will be taught in learning environments that are safe, supportive, drug-free, and conducive to learning.  
	
Target Group:   All students

Measurable Targets:  
•	A decrease of 10% in the number of behavior referrals from all subgroups.  
•	Achieve or exceed the state percentage of attendance.  
	
Activities	Timeline	Personnel	Evidence of Implementation
Monitoring
[Is what you said you would do being done?  What evidence do you have?]	Evidence of Impact
Evaluation
[What evidence do you have that what was done produced the change you wanted?]
	
Pre-School Luncheon to enhance School Culture	August	Brudevold, Edgren, Hohnstein	Invitation?	Getting to know one another.	
Establish PBS/Leadership Team. Leadership Team attended “School-wide Behavior Management Seminar” with Cory Dunn at LCLC.
	August	Parsons, Hedrick, Mitchell, Davis, Townsend, Dexter, Frodsham, Allen, Mattson, Konefal, Hohnstein	Leadership Team Agendas and Minutes	Improved Overall Student Behavior. 	
08-09 PBS data examined and subjective data provided. School-wide PBS Plan Created. (Draft)	August, Oct	Leadership Team	Plan Document	Improved Overall Student Behavior. 	
3 School-wide rules acknowledged. School-wide Expectations taught to staff; expectations taught to students at least 3 times annually.	Sept, Jan, April	All Staff

	Lesson Plans	Improved Overall Student Behavior. 	
PBS School-wide activities identified. E.g. Panther Pats, Panther Path, Den, Dances, Spirit Weeks, SOM themes, SOM Pizza Party, etc. 	Aug-June	Leadership Team 	Calendar	Improved Overall Student Behavior. 	
”4-Square” painted on blacktop. “Ball Wall” created for additional student activity at Lunch.	Sept	Palmer	Painted Blacktop	Improved Overall Student Behavior. 	
Essential 55 identified as Social Skills instruction. Schedule arranged so that first period on Wednesdays is 15 minutes longer to afford time for SS instruction.	Sept-June	All Staff	PBS Schedule, Reminders in Panther Pause	Improved Overall Student Behavior. 	
Office vs. Classroom managed behaviors identified. SWIS Report and Suspension Referral from revamped. Eligibility reports have also been revamped this year.	Sept	Parsons, Hedrick, Mitchell, McKenzie	New Forms 	Clearer expectations for student and staff member behavior.	
Students who received 3 or more trackers last year were interviewed with their parent on Orientation Day by Parsons, Hedrick or Townsend.	Sept	Parsons, Hedrick, Townsend	Record of interview?	Clearer expectations for student behavior.	
Unassigned time in teachers’ schedule designated as TEAM time at least twice a week. Teams of 2-3 teachers meet together to plan for curriculum, address student academic and behavioral concerns and as otherwise directed. Teams might also meet with struggling students to create success plans.	Sept-June	Parsons, All Teachers	Master Schedule, Team Feedback Form	Improved Overall Student Behavior. 	
Full Grade Level Teams will determine incentives for grade levels. Standardized student behavior plans will also be explored.	Sept-June	All Staff

Leadership Team	Documentation of incentives	Improved Overall Student Behavior. 	
Leadership Team will attend Southern Oregon PBS Conference at SOU	Oct	Leadership Team	Conference Registration	Clearer expectations for student and staff member behavior.	
Cory Dunn will provide PBS Technical Support for the Leadership Team and Pathways Program.	Aug, Nov, Jan, April	Leadership Team	Itinerary	Clearer expectations for student and staff member behavior.	
Office staff will help monitor student attendance. Teachers shall make personal contact (phone call or e-mail) to families of absent students. Progressive letters will be sent to families leading up to a fine for non-attendance. Home visits and student conferences will also support this attendance effort.	Nov-June	Office Staff, All Teachers, District Staff 	eSIS Record, Phone Log	Improved Student Attendance.	
Perfect Attendance will be rewarded at assemblies. (e.g. Figaro’s Pizza certificate)
	Quarterly	Parsons, Hedrick, Wyatt	Documentation	Improved Student Attendance.	
Participation in PBS Parent Component (Positive Family Support)	3 yrs, Nov-June	Leadership Team	Partnership	Improved Student Behavior	
Student behavior has focused the Leadership Team on some new innovations, including Fashion Infraction cards, Bathroom Logs, Teacher Passes, etc.	Oct-June	Leadership Team	Artifacts, New Lessons added to PBS books	Improved Student Behavior	
Teachers and parents are encouraged to start “Clubs” for students to help them get and stay connected to EPMS. The clubs may meet on Wednesdays and should be of 3-4 weeks in length.	Nov-June	All Staff	Flyers, EPMS Website Calendar	Improved Student Attendance and Behavior	
School-wide activities are planned to honor students who demonstrate safe, respectful and responsible behavior. (e.g. The Den, The Zoo, Jamoca Express, Panther Path, Classroom PBS systems, Wii Game, Students vs. Staff Volleyball, dances, etc)	Sept-June	Leadership Team	Calendar	Improved Student Attendance and Behavior	
Focus Group started with 8th graders to determine what they will work for.	Dec-June	Parsons/Hedrick	Minutes from Meetings	Improved Student Attendance and Behavior	

F. Implement Plans and Monitor Progress

All the efforts that went into building awareness, deciding on best practices, and creating goals and action plans lead to the implementation phase. Implementing plans requires that you have quality staff that receives adequate professional development and NCLB mandates that parent involvement is included in the school improvement process.

High Quality Staff and Professional Development 

1.	Describe how the professional development funds will be used to strengthen the academic instructional program for all or specific subgroups of students.	
•	Instructional coaches – Support all staff in improving instructional techniques for all students
•	PBS/Leadership Team – SO Conf attended by Leadership Team to support behavior of all students
•	Direct Instruction Institute, - SPED, Admin, Coaches attended – SDI for SPED students
•	Constructing Meaning Institute – Instructional strategies to support ELL students 
•	Oregon Writing Project – improve writing instruction for all teachers
•	TIC – Teaching teachers how to use technology to enhance instruction for all students
•	Writing Mentor program through SOU/NWP - improve writing instruction for all teachers
•	Site visits to other schools with successful programs – improving academic and behavioral success for all students
•	Thematic Presentations: Suicide Prevention, How to use the MAZE, The Role of the Regular Ed Teacher with SPED & TAG students, Constructing Meaning Introduction, Homogenous vs. Heterogeneous Grouping 
•	One teacher is participating in the NWP mentor program this year
•	8th Grade Field Trip to see a Civil War re-enactment
•	Professional Practice – Teacher Evaluation	
2.	Describe the on-going and embedded support and follow up to professional development to ensure staff implementation and effective use of the learned instructional skills and strategies.	
•	It is an on-going expectation that individuals and teams attending staff development opportunities will share information gained with their colleagues at the site. Time will be allowed at staff meetings and/or staff development meetings for this sharing to occur.
•	SRI, MAZE, OAKS, and SWIS Data will focus our work on academic improvement and student behavior.
•	The staff is also working with Kim Hosford and Moira McKenna from SOESD to implement RTI at EPMS. 	
3.	Describe the teacher mentoring program you currently have in place or the one that will be established to support new or struggling teachers.	
Instructional coaches are on-site professional developers who partner with educators to identify and assist with implementation of proven teaching best practice. Charlotte Danielson’s Professional Practice is also used.

One teacher is participating in the NWP mentor program this year.	

Parent and Family Involvement

The school improvement program must: (NCLB Sec.1118(d)

•	Create effective involvement of parents 
•	Have a School Parent Involvement Policy
•	Conduct conferences with the parents of students who have not met academic standards, and
•	Incorporate use of the parent-school compact

The major parent involvement activities should relate to the student academic goals as much as possible, and should include activities that are valued by parents.  In “Best Practice” parent involvement programs, parents actively participate in designing, implementing, and evaluating these activities.

1.	Describe the key strategies planned to increase meaningful parental involvement that are designed to enhance home-school partnerships and improve student learning.  These strategies should be also found in the Action Plan.	
•	WebPages 
•	Parent Connect
•	Parent-Student-Teacher Conferences at traditional intervals or as needed
•	E-mail
•	Call Master (B.E.N.) to inform parents of report cards and conferences
•	Individual classroom progress reports
•	Parent letters/phone calls
•	Parent chaperones on field trips, dances and other activities 
•	Parent volunteers
•	Newsletter – Panther News
•	Behavior contracts
•	“Pink sheets” Weekly Progress reports of all classes
•	Parent-led clubs 
•	Articles in the URI
•	Participation in PBS Family Support Component	
2.	Describe how the school will provide written notice about the identification for Title IA School Improvement to parents of each student enrolled in the school in a format and language the parents can understand.	
EPMS is not a Title IA school.	

Monitoring Progress 

In developing or revising the plan, the school must consult with parents, school staff, the district, and outside experts.  Monitoring Progress involves communication and a variety of reporting formats to gather information that helps continuous planning to occur. 

1.    Briefly describe the processes that were used to inform the entire staff, parents, community and district of the school improvement planning team actions. 	
•	Information Posted on our Web Page 
•	Parent-Student-Teacher Conferences 
•	Regular Use of B.E.N.
•	Parent letters/phone calls
•	Newsletter – Panther News (monthly)
•	Parent-led clubs 
•	Articles in the URI
•	Participation in PBS Family Support Component	

2.   Briefly describe opportunities for feedback from these groups.	
•	At Spring conferences, parents are invited to complete a School Satisfaction Survey. 
•	Students also complete a School Satisfaction Survey. 
•	The PBS Team serves as the school’s Site Council/Leadership Team and oversees school improvement. The PBS Team meets weekly with the principal to provide and receive feedback.
•	An 8th Grade Focus Group meets monthly with the principal to provide feedback.
	
G.	

Evaluate effectiveness

Evaluating the impact of the action plan brings the process full circle. Continuous and sustainable improvement means there are always new ways to improve. As you respond to this section of the document think comprehensively about how the district will utilize strategies to increase the achievement levels of all students. What types of formative and summative data will be collected to demonstrate improvement?

Ongoing Program Development

1.	Describe the process to be used by the school to annually review and update the school improvement plan to ensure that progress is being made toward the goals of the plan.
	
•	The EPMS Leadership Team and the principals have the responsibility to monitor and oversee the progress of the School Improvement Plan. This team is made up of representatives from each grade level team as well as support services.
•	At Spring conferences, parents are invited to complete a School Satisfaction Survey. 
•	Students also complete a School Satisfaction Survey. 
•	Input is also received from staff meetings, PBS Team meetings and School Data Team.
•	SWIS Data is reviewed by PBS team weekly and also shared with staff monthly.	
2.	Describe the technical assistance that the district is and will continue to provide.	
•	Attendance: Phil Ortega
•	Assessment: Lee Shupe 
•	Curriculum: Tina Mondale
•	ELL: Scott Townsend
•	PBS: Cory Dunn 
•	SPED: Doug McKenzie
•	Technology Support: Natalie Snow, Steven Kitts

Fiscal Requirements

Funding Sources
List all sources of funds allocated to this school.  The estimated general education (building) funds allocated to this school should be recorded on the chart below.

Funding Source	Amount 	
General Education :	$1,786,873	
Grant Funds		
Title Funds (if applicable)		
Athletic/Activities Budget	$86,890	
Fundraiser	$6,000	

		

A.  Uses of Funds
	Budget Narrative
1.	Provide a brief budget narrative explaining how funds listed in the table above will be combined and used to support the school improvement plan.  

The goals of the school-improvement plan were devised by the EPMS Leadership Team with input from all staff members. The School Improvement Plan will be used as the guide for program planning and budget expenditures.	

BUDGET SUMMARY
FOR THE 2009_ - 2010_ School Improvement Plan
Use current allocations - Does not include Care and Upkeep of Facility

Budget Areas
	
Local Funds
(Building Allocation) 
(2009-2010)	
Title IA Building Funds 
(if applicable)
(200__- 0__)	
Other Funding Sources
	
Expanded Budget  Detail
(2009-2011) [2 year span]	
Licensed Salaries
	
$1,020,903*	
N/A			
Classified Salaries	
$90,020				
Employee Benefits	
$550,426				
Purchased or Contracted Services	
$10,100				
Supplies / Materials	$38,209				
Equipment / 
Capital Outlay					

Budget Areas
	
Local Funds
(Building Allocation, District)
(2009- 2010)	
Title IA Building Funds
 (200__- 0__)	
Other Funding Sources	
Expanded Budget Detail
(2009-2011)	
Professional
Development	
$3,914	
N/A			
Parent Involvement					
Travel	$600				
Food Services	$72,700				
Other (Identify)
Activities/Athletics	
$86,890		Fund Raiser
$6000		
TOTALS	
+$1,873,763				
*Includes Administrators. Does not include SPED Staff
+Does not include Fund Raiser