School Improvement Plan - Farwell Timberland Alternative High School Farwell Area Schools
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School Improvement Plan
Farwell Timberland Alternative High School
Farwell Area Schools
Mr. Robert First
399 EAST MICHIGAN ST
FARWELL, MI 48622-8762
Document Generated On July 28, 2014TABLE OF CONTENTS Introduction 1 Executive Summary Introduction 3 Description of the School 4 School's Purpose 5 Notable Achievements and Areas of Improvement 6 Additional Information 7 Improvement Plan Stakeholder Involvement Introduction 9 Improvement Planning Process 10 School Data Analysis Introduction 12 Student Enrollment Data 13 Student Achievement Data for All Students 15 Subgroup Student Achievement 17 Perception Data - Students 21 Perception Data – Parents/Guardians 22 Perception Data – Teachers/Staff 23
Other 24 School Additional Requirements Diagnostic Introduction 26 School Additional Requirements Diagnostic 27 English Goal Overview 30 Goals Summary 31 Goal 1: All students will improve upon or meet the career and college readiness benchmark for English. 32 Activity Summary by Funding Source 33 Science Goal Overview 35 Goals Summary 36 Goal 1: All students will improve upon or meet the career and college readiness benchmark for Science. 37 Activity Summary by Funding Source 39 Staff Leadership and Professional Development Overview 41 Goals Summary 42 Goal 1: Staff will continue to use a diversity of professional development to improve staff leadership. 43 Activity Summary by Funding Source 44 Social Studies Goal
Overview 46 Goals Summary 47 Goal 1: All students will improve upon or meet the career and college readiness benchmark for Reading. 48 Activity Summary by Funding Source 50 Math Goal Overview 52 Goals Summary 53 Goal 1: All students will improve upon or meet the career and college readiness benchmark for Math. 54 Activity Summary by Funding Source 56
School Improvement Plan
Farwell Timberland Alternative High School
Introduction
The SIP is a planning tool designed to address student achievement and system needs identified through the school's
comprehensive needs assessment (CNA). Additionally, the SIP provides a method for schools to address the school
improvement planning requirements of Public Act 25 of the Revised School Code and the Elementary and Secondary
Education Act (ESEA) as applicable.
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Executive Summary
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Introduction
Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by
which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful
to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder
engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student
learning. The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the
strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of
how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to
reflect on how it provides teaching and learning on a day to day basis.
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Description of the School
Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include
demographic information about the students, staff, and community at large. What unique features and challenges are associated
with the community/communities the school serves?
Timberland is an alternative education building that has been highly successful at meeting state expectations for student growth and
progress. The students continue to make tremendous progress in all areas, which the SIP team believes is due to the highly qualified
FHS/Timberland staff teaching at both entities. The school is 9th - 12th grade in a small rural community with approximately 75 students.
The community includes three subdivisions: Lake, Lake George, and Farwell. There are 5 class periods each day on a trimester schedule
with 3 classes running for each period. One Dean of Students teaches full-time and the other teaching positions rotate with staff having a
blended schedule between FHS and Timberland. There is also one full-time secretary.
All students that attend Timberland are at risk and many have multiple at risk indicators. The community and school faces an enormous
amount of challenges; such as, high poverty, single family homes, minimal post-secondary experiences (less than 10% of the population in
the county holds a college degree), high rate of teen pregnancy, and too high of a crime rate. Although these factors impact students'
education, they are overcoming the barriers and finding academic success including dual enrollment and CTE opportunities.
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School's Purpose
Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the
school embodies its purpose through its program offerings and expectations for students.
Vision: Farwell -School, Family, and Community,
Hand in Hand, doing what is best for all kids.
Mission: Together with family and community,
Farwell Area Schools will educate all students in a supportive environment,
Engaging them in learning through a variety of challenging experiences
to ensure success in an ever-changing world.
Timberland supports this mission through individualized educational plans for all students, in a school environment that resembles a family
atmosphere.
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Notable Achievements and Areas of Improvement
Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for
improvement that the school is striving to achieve in the next three years.
New building that just under-went construction to improve the facilities by adding a new classroom with state-of-the-art technology and also a
new student service area for cafeteria and physical education purposes. Additionally, class sizes were reduced by adding a third highly
qualified staff member.
Timberland is striving to improve on the number of students taking advantage of dual enrollment and CTE opportunities.
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Additional Information
Provide any additional information you would like to share with the public and community that were not prompted in the previous
sections.
Free opportunities for students and families include the following:
Breakfast
Lunch
College Tuition (up to an Associate's Degree)
College Book Scholarships
CTE
Transportation to area college and CTE
Extracurricular participation within the school day
After-school tutoring with dinner
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Improvement Plan Stakeholder Involvement
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Introduction
The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline
and then transferred into the sections below.
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Improvement Planning Process
Improvement Planning Process
Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include
information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate
them.
Each department has a department head that volunteers for the position and they are responsible to lead the staff for that subject area. They
hold various meetings throughout the year to get input from all staff, analyze data, and inform staff on updates and changes. The SIP team
is made up of the department heads and admin and they meet at least monthly. These meetings are open for other staff, parents, and
students to participate in.
Describe the representations from stakeholder groups that participated in the development of the improvement plan and their
responsibilities in this process.
10 staff (including admin), 1 parent, and 1 student
Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which
stakeholders receive information on its progress.
Sent electronically to all staff and admin, shared at staffing, posted online, hard copies in office and out at school open house.
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School Data Analysis
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Introduction
The School Data Analysis (SDA) is a diagnostic tool intended to facilitate rich and deep collaborative discussions among staff members
about school data. The SDA can serve as a guide to determine a school’s strengths, challenges, and directions for improvement based on an
analysis of data and responses to a series of data related questions. This data collection and analysis process includes the identification of
content area achievement gaps and reflections on causation. Please note that questions related to gaps and causes for a gap are marked
with an asterisk (*). This diagnostic represents the various types of student data that should be continuously collected, reviewed, and
analyzed in conjunction with other local school data. Completion of the SDA is required.
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Student Enrollment Data
How do student enrollment trends affect staffing?
Generally we have 3 full time teachers and one administrative assistant on staff. Depending on enrollment, more staff or less staff may be
added/subtracted.
How do student enrollment trends affect staff recruitment?
Recruitment is based on the subject area and grade level needed. The hiring committees are highly selective and the process is rigorous,
including three rounds of interviews. Postings are wide, sent to newspapers, colleges, and online websites.
How do student enrollment trends affect budget?
With more students we would have more money and more staff, but as a district enrollment is down and we must do more with less.
How do student enrollment trends affect resource allocations?
Resources are limited due to funding and all money spent is accounted for and used only for specific areas of need. We have spent staff
time seeking grants, doing fundraising, and asking for more financial assistance from our community.
How do student enrollment trends affect facility planning and maintenance?
Facility planning and maintenance is extremely tight and very limited. Our staff continues to do their best; however, the buildings show signs
of aging and are in need of updating. Due to internal budgets, outside sources of income are sought to help with these needs. At this time,
we have one maintenance staff for our entire district; including four buildings and one bus garage. This makes adequate maintenance
challenging to keep up with.
How do student enrollment trends affect parent/guardian involvement?
With more student enrolled at Timberland, it has slightly increased parent/guardian involvement.
How do student enrollment trends affect professional learning and/or public relations?
Decreased student enrollment throughout the district influences us to seek more students, sell our points of pride, and advertisement in
varies types of media.
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© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan Farwell Timberland Alternative High School What are the challenges you noticed based on the student enrollment data? Enrollment is not steady, with a very transient population making consistency difficult. Additionally we have processed more homeless referrals and DHS referrals showing extremely challenging times for our students. What action(s) will be taken to address these challenges? We have become more aware on identifying and training for transient student populations. This increases the need of our staff to teach the whole-child, build relationships, and wear multiple hats to support students. What are the challenges you noticed based on student attendance? The value of education in the home causes many students to miss numerous days without being encouraged or supported. As a district, we have implemented attendance policies that send 5-, 10-, and 15 day attendance letters home requesting meetings and providing attendance and academic data. After the 15th day the school liaison officer is involved and a truancy case is opened. What action(s) will be taken to address these challenges? As a district, we have implemented attendance policies that send 5-, 10-, and 15 day attendance letters home requesting meetings and providing attendance and academic data. After the 15th day the school liaison officer is involved and a truancy case is opened. SY 2014-2015 Page 14 © 2014 AdvancED www.advanc-ed.org
School Improvement Plan
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Student Achievement Data for All Students
This area includes data questions.
Which content area(s) indicate the highest levels of student achievement?
For the MME the highest is reading. The highest for ACT is also reading.
Which content area(s) show a positive trend in performance?
Reading is a positive trend on the ACT.
Science and Social Studies is a positive trend for the MME.
In which content area(s) is student achievement above the state targets of performance?
None of the students are above the state targets, but there are some positive trends.
What trends do you notice among the top 30% percent of students in each content area?
These students tend to be enrolled in CTE and/or dual enrollment classes, parents are more involved, they participate in extracurricular
activities, and have good attendance.
What factors or causes contributed to improved student achievement?
A shared, highly qualified staff with Farwell High School and more focus on the common core. Additionally, students have options for CTE
and dual enrollment.
How do you know the factors made a positive impact on student achievement?
Based on the data we analyzed, including failures, assessment scores, attendance, and teacher-student relationships.
Which content area(s) indicate the lowest levels of student achievement?
According to the ACT: math, science and English are at 5% efficiency.
According to the MME: math, writing and science are at 4% efficiency.
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© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan Farwell Timberland Alternative High School Which content area(s) show a negative trend in achievement? All tested subject areas show a negative trend except social students. In which content area(s) is student achievement below the state targets of performance? All subject areas. What trends do you notice among the bottom 30% of students in each content area? Lower attendance rates, lower grades, more course failures, lack of parental involvement, higher transient population. What factors or causes contributed to the decline in student achievement? Lower attendance rates, lower grades, more course failures, lack of parental involvement, higher transient population. How do you know the factors made a negative impact on student achievement? According to the trend data on the ACT and MME and high absences for students failing courses. What action(s) could be taken to address achievement challenges? Credit recovery, night classes offered, traditional classroom and online courses available. SY 2014-2015 Page 16 © 2014 AdvancED www.advanc-ed.org
School Improvement Plan
Farwell Timberland Alternative High School
Subgroup Student Achievement
Statement or Question:Which subgroup(s) show a trend toward increasing overall performance?
Response:
•Male
Statement or Question:For which subgroup(s) is the achievement gap closing?*
Response:
•None
In what content areas is the achievement gap closing for these subgroups?*
Our population is not high enough to have a gap.
How do you know the achievement gap is closing?*
Our population is not high enough to have a gap.
What other data support the findings?
Our population is not high enough to have a gap.
What factors or causes contributed to the gap closing? (Internal and External)*
Our population is not high enough to have a gap.
How do you know the factors made a positive impact on student achievement?
Our population is not high enough to have a gap, but increases are being made due to credit recovery, a shared staff, traditional classes and
online classes.
What actions could be taken to continue this positive trend?
Continue to evolve the curriculum to meet the needs of students and increase rewards for positive behavior/attendance.
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Statement or Question:Which subgroup(s) show a trend toward decreasing overall performance?
Response:
•None
Statement or Question:For which subgroup(s) is the achievement gap becoming greater?*
Response:
•None
In what content areas is the achievement gap greater for these subgroups?*
Our population does not have high enough numbers to have a gap.
How do you know the achievement gap is becoming greater?*
Our population does not have high enough numbers to have a gap.
What other data support the findings?*
Our population does not have high enough numbers to have a gap.
What factors or causes contributed to the gap increasing? (Internal and External)*
Our population does not have high enough numbers to have a gap.
How do you know the factors lead to the gap increasing?*
Our population does not have high enough numbers to have a gap.
What actions could be taken to close the achievement gap for these students?*
Our population does not have high enough numbers to have a gap.
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How is each of the English Language Learners (ELLs) demographics achieving in comparison to the school aggregate?
We do not have a population of ELL students.
How do you ensure that students with disabilities have access to the full array of intervention programs (Title 1, Title III, Section
31a, credit recovery programs, after-school programs, etc.)?
All students have access to a highly qualified staff, opportunities for credit recovery courses, EDP's updated through the secretary, and night
school opportunities.
How are students designated ‘at risk of failing' identified for support services?
The entire student population is at risk due to their poor academic performance in a traditional school setting, along with data on poverty,
single-parent homes, homelessness, and parental education level.
What Extended Learning Opportunities are available for students (all grade configurations respond)?
After school tutoring, CTE, dual enrollment, enrichment courses
Label Question Value
What percentages of students participate in Extended Learning 100.0
Opportunities, either for additional support or increased challenge?
What is the school doing to inform students and parents of Extended Learning Opportunities?
Letters are sent home, information is on school website, open house before school begins
Label Question Value
What is the total FTE count of teachers in your school? 3.0
Label Question Value
How many teachers have been teaching 0-3 years? 5.0
Label Question Value
How many teachers have been teaching 4-8 years? 5.0
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Label Question Value
How many teachers have been teaching 9-15 years? 6.0
Label Question Value
How many teachers have been teaching >15 years? 7.0
What impact might this data have on student achievement?
Due to the balanced mixture of teacher experience, students have access to various teaching styles and learning opportunities
Label Question Value
Indicate the total number of days for teacher absences due to 151.0
professional learning or professional meetings.
Label Question Value
Indicate the total number of days for teacher absences due to illness. 125.0
What impact might this data have on student achievement?
When staff are absent, students are not receiving the same education as they would if staff were present. However, if absences are due to
professional development, the students are receiving new and innovative teaching methods.
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Perception Data - Students
Which area(s) indicate the highest overall level of satisfaction among students?
Classroom resources, variety of teachers and access, staff relationships, counselor availability, and high expectations.
Which area(s) show a positive trend toward increasing student satisfaction?
Variety of teaching resources and staff to work with individual needs, quality of education provided, expectations, and counselor access.
What area(s) indicate the lowest overall level of satisfaction among students?
Respect between students, student respect for teachers, teachers changing teaching methods to meet the needs, student respecting others'
property, students helping each other.
Which area(s) show a trend toward decreasing student satisfaction?
School prepares me for issues I may face in the future, building and grounds are safe, clean and provide a healthy environment for learning,
and my school prepares me for success in the next school year.
What are possible causes for the patterns you have identified in student perception data?
Increased awareness of safety issues at schools across the nation and decreased number of students reaching proficiency as they enter 9th
grade.
What actions will be taken to improve student satisfaction in the lowest areas?
Increased awareness of safety precautions that the district is doing, continue to involve them in their class schedule and requirement needed
for college and career readiness, and continue to increase rigor and higher-order thinking skills.
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Perception Data – Parents/Guardians
Which area(s) indicate the overall highest level of satisfaction among parents/guardians?
Support goals of school, child understands what needs to be learned, school's primary emphasis is student learning, expected to meet high
expectations, schoolwork is relevant and meaningful, grades are fair, child feels safe at school, and welcomed when I visit the school.
Which area(s) show a trend toward increasing parents/guardian satisfaction?
The school effectively communicates its goals, all students are held to high standards, and school work is meaningful.
Which area(s) indicate the overall lowest level of satisfaction among parents/guardians?
higher percentage of parents feel more welcomed, struggling students' parents are contacted more frequently, and discipline is believed to be
dealt with in a more fair manner
Which area(s) show a trend toward decreasing parents/guardian satisfaction?
Even though the trend of fairness in discipline has increased, some parents believe this is still not the case.
What are possible causes for the patterns you have identified in parent/guardian perception data?
Positive trends are due to increased communication with parents, clear and effective goals, and meaningful curriculum. Due to the high level
of discipline referrals there is still a perception of unfairness by some parents.
What actions will be taken to increase parent/guardian satisfaction in the lowest areas?
Effective communication with the parent if a disciplinary situation arises, continue to follow the student handbook and involve parents in
decision-making.
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Perception Data – Teachers/Staff
Which area(s) indicate the overall highest level of satisfaction among teachers/staff?
Teachers feel they are receiving high quality professional development, more planning and work time, and more opportunities for staff input
with building decisions and practices.
Which area(s) show a trend toward increasing teacher/staff satisfaction?
Professional development is improving, more satisfaction with planning time usage, and more time spent in the classroom.
Which area(s) indicate the lowest overall level of satisfaction among teachers/staff?
Teachers and staff would like more time to collaborate across the curriculum, increase elective options, and a higher focus needed on high
flyers and at-risk students.
Which area(s) show a trend toward decreasing teacher/staff satisfaction?
Teachers and staff would like more time to collaborate across the curriculum, increase elective options, and a higher focus needed on high
flyers and at-risk students.
What are possible causes for the patterns you have identified in staff perception data?
Funding has decreased due to increased costs, increased state mandates.
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Other
How does your school use the MiPHY online survey health risk behavior results to improve student learning? (Enter N/A if you
have not completed the MiPHY survey.)
Timberland teachers were presented the data from the high school and adjustments could be made to the curriculum. Also, we are seeking
out-reach community programs for student support.
Describe how decisions about curriculum, instruction and assessment are made at this school and which stakeholders are
involved in the process.
State driven mandates, department heads monitor, and staff collaboration for implementation.
What evidence do you have to indicate the extent to which the standards are being implemented?
Online pacing guides, online curriculum maps, teacher lesson plans, walk-through observations, common assessments and student data.
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School Additional Requirements Diagnostic
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Introduction
This diagnostic contains certification requirements for Michigan schools. This diagnostic must be completed by all schools.
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School Additional Requirements Diagnostic
Label Assurance Response Comment Attachment
Literacy and math are tested annually in grades Yes At the elementary building
1-5.
Label Assurance Response Comment Attachment
Our school published a fully compliant annual Yes www.farwellschools.net
report. (The Annual Education Report (AER)
satisfies this). If yes, please provide a link to the
report in the box below.
Label Assurance Response Comment Attachment
Our school has the 8th grade parent approved Yes See MS office
Educational Development Plans (EDPs) on file.
Label Assurance Response Comment Attachment
Our school reviews and annually updates the Yes Timberland secretary files all
EDPs to ensure academic course work EDP's and works with students to
alignment. update and progress towards
graduation.
Label Assurance Response Comment Attachment
The institution complies with all federal laws Yes
and regulations prohibiting discrimination and
with all requirements and regulations of the
U.S. Department of Education. It is the policy of
this institution that no person on the basis of
race, color, religion, national origin or ancestry,
age, gender, height, weight, marital status or
disability shall be subjected to discrimination in
any program, service or activity for which the
institution is responsible, or for which it receives
financial assistance from the U.S. Department
of Education.
References: Title VI of the Civil Rights Act of
1964, Section 504 of the Rehabilitation Act of
1973, The Age Discrimination Act of 1975, The
Americans with Disabilities Act of 1990, Elliott-
Larsen prohibits discrimination against religion.
Label Assurance Response Comment Attachment
The institution has designated an employee to Yes Carl Seiter
coordinate efforts to comply with and carry out Superintendent
non-discrimination responsibilities. If yes, list 399 East Michigan
the name, position, address and telephone Farwell, MI 48622
number of the employee in the comment field. 989-588-9917
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Label Assurance Response Comment Attachment
The institution has a School-Parent Involvement Yes www.neola.com/farwell-mi/
Plan (that addresses Section 1118 activities)
that is aligned to the District's Board Policy. If
yes, please attach the School-Parent
Involvement Plan below.
Label Assurance Response Comment Attachment
The institution has a School-Parent Compact. If Yes Student Handbook is provided to
yes, please attach the School-Parent Compact all students and must be signed
below. by the student and their parent.
Label Assurance Response Comment Attachment
The School has additional information No
necessary to support your improvement plan
(optional).
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English Goal
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© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan Farwell Timberland Alternative High School Overview Plan Name English Goal Plan Description All students will improve upon or meet the career and college readiness benchmark for English SY 2014-2015 Page 30 © 2014 AdvancED www.advanc-ed.org
School Improvement Plan
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Goals Summary
The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.
# Goal Name Goal Details Goal Type Total Funding
1 All students will improve upon or meet the career Objectives:1 Academic $0
and college readiness benchmark for English. Strategies:1
Activities:1
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Goal 1: All students will improve upon or meet the career and college readiness benchmark for
English.
Measurable Objective 1:
100% of All Students will demonstrate a proficiency from the 8th Explore to the 11th ACT in English Language Arts by 03/31/2014 as measured by the English
benchmark score.
Strategy 1:
Data Placed Student Scheduling - Students will be placed into courses basxed on their state assesments, district assessments, and course assessments along with
following IEP placements. These courses will include remediation courese, general track courses, upper level placements, and dual enrollment. Additionally, students
will be recommended for addititional assistances with the afterschool tutoring program and credit recovery. Personal curriculums are used for both special education
and general education students to assist with their individual needs. Lastly, students are also recommended for the early college and alternative education program
based on their individual needs and career direction.
Research Cited: Johnson, E., Pool, J. & Carter, D. (2013). Screening for Reading Problems in a RTI Framework. RTI Action Network. Retrived from
http://www.rtinetwork.org/essential/assessment/screening/screening-for-reading-problems-in-an-rti-framework
Tier:
Activity - Collect and Analyze Placement Data Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
use the data collection tool for appropriate student placement Implementa 03/01/2013 03/31/2014 $0 No Funding Bob First
tion Required
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Activity Summary by Funding Source
Below is a breakdown of your activities by funding source
No Funding Required
Activity Name Activity Description Activity Tier Phase Begin Date End Date Resource Staff
Type Assigned Responsibl
e
Collect and Analyze use the data collection tool for appropriate student Implementa 03/01/2013 03/31/2014 $0 Bob First
Placement Data placement tion
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Science Goal
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© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan Farwell Timberland Alternative High School Overview Plan Name Science Goal Plan Description All students will show growth or meet the career and college readiness benchmark for science. SY 2014-2015 Page 35 © 2014 AdvancED www.advanc-ed.org
School Improvement Plan
Farwell Timberland Alternative High School
Goals Summary
The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.
# Goal Name Goal Details Goal Type Total Funding
1 All students will improve upon or meet the career Objectives:1 Academic $0
and college readiness benchmark for Science. Strategies:2
Activities:2
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Goal 1: All students will improve upon or meet the career and college readiness benchmark for
Science.
Measurable Objective 1:
100% of All Students will demonstrate a proficiency on state assessment scores in Science by 06/30/2014 as measured by the 8th grade Explore to the 11th ACT
reading assessment score.
Strategy 1:
RA - All staff will implement RA strategy at least once per week across all subject areas
Research Cited: Reading Apprenticeship at WestEd. Reading Appprenticeship Academic Literacy Course and Its Effects on Reading Comprehension. Retrived from:
www.wested.org/cs/ra/view/sli_r/11
Tier:
Activity - RA Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
All staff will use RA strategies at least once per week in all Academic 05/31/2013 06/30/2014 $0 No Funding The RESD
subject areas Support Required has
Program assisted us
in WAC
professiona
l
developme
nt and it is
shared by
our English
Department
with all staff
Strategy 2:
WAC - All staff will conduct weekly WAC activities to support student argumentitive writing
Tier:
Activity - WAC Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
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Farwell Timberland Alternative High School
All staff will use WAC strategies at least once per week across Academic 05/31/2013 06/30/2014 $0 No Funding Headed up
all subject areas. Support Required by English
Program Department
and
professiona
l
developme
nt is shared
with all
staff.
Students
are
assessed
at least
twice per
year.
SY 2014-2015 Page 38
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Farwell Timberland Alternative High School
Activity Summary by Funding Source
Below is a breakdown of your activities by funding source
No Funding Required
Activity Name Activity Description Activity Tier Phase Begin Date End Date Resource Staff
Type Assigned Responsibl
e
RA All staff will use RA strategies at least once per Academic 05/31/2013 06/30/2014 $0 The RESD
week in all subject areas Support has
Program assisted us
in WAC
professiona
l
developme
nt and it is
shared by
our English
Department
with all staff
WAC All staff will use WAC strategies at least once per Academic 05/31/2013 06/30/2014 $0 Headed up
week across all subject areas. Support by English
Program Department
and
professiona
l
developme
nt is shared
with all
staff.
Students
are
assessed
at least
twice per
year.
SY 2014-2015 Page 39
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Farwell Timberland Alternative High School
Staff Leadership and Professional Development
SY 2014-2015 Page 40
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan Farwell Timberland Alternative High School Overview Plan Name Staff Leadership and Professional Development Plan Description All staff will increase their knowledge and instructional practices to improve student achievement. SY 2014-2015 Page 41 © 2014 AdvancED www.advanc-ed.org
School Improvement Plan
Farwell Timberland Alternative High School
Goals Summary
The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.
# Goal Name Goal Details Goal Type Total Funding
1 Staff will continue to use a diversity of professional Objectives:1 Organizational $2500
development to improve staff leadership. Strategies:1
Activities:1
SY 2014-2015 Page 42
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Farwell Timberland Alternative High School
Goal 1: Staff will continue to use a diversity of professional development to improve staff
leadership.
Measurable Objective 1:
collaborate to improve upon staff development and leadership by 06/30/2014 as measured by student achievement scores from the 8th grade Explore through the
11th grade ACT..
Strategy 1:
Staff Leadership and Professional Development - Staff Leadership and Professional Development-Staff and administration will participate in a variety of professional
development opportunities provided by the RESD. The topics covered in the professional development opportunities range from instructional practices and common
core, to data collection and analysis.
Research Cited: Wallace Foundation. University of Minnesota and the University of Toronto. "How Leadership influences student learning." Leithwood, Kenneth, etal.
2004.
Tier:
Activity - Professional Development Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Staff is provided a variety of professional development Professiona 05/31/2013 06/30/2014 $2500 General Department
opportunities to enhance student performance. l Learning Fund Head and
Administrati
on
SY 2014-2015 Page 43
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Farwell Timberland Alternative High School
Activity Summary by Funding Source
Below is a breakdown of your activities by funding source
General Fund
Activity Name Activity Description Activity Tier Phase Begin Date End Date Resource Staff
Type Assigned Responsibl
e
Professional Staff is provided a variety of professional Professiona 05/31/2013 06/30/2014 $2500 Department
Development development opportunities to enhance student l Learning Head and
performance. Administrati
on
SY 2014-2015 Page 44
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Farwell Timberland Alternative High School
Social Studies Goal
SY 2014-2015 Page 45
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan Farwell Timberland Alternative High School Overview Plan Name Social Studies Goal Plan Description All student will show growth or meet the career and college readiness benchmarks for social studies. SY 2014-2015 Page 46 © 2014 AdvancED www.advanc-ed.org
School Improvement Plan
Farwell Timberland Alternative High School
Goals Summary
The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.
# Goal Name Goal Details Goal Type Total Funding
1 All students will improve upon or meet the career Objectives:1 Academic $0
and college readiness benchmark for Reading. Strategies:2
Activities:2
SY 2014-2015 Page 47
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Farwell Timberland Alternative High School
Goal 1: All students will improve upon or meet the career and college readiness benchmark for
Reading.
Measurable Objective 1:
100% of All Students will demonstrate a proficiency on state assessment scores in Social Studies by 06/30/2014 as measured by the 8th grade Explore to the 11th
ACT reading assessment score.
Strategy 1:
RA - All staff will use RA strategies at least once per week in all subject areas
Research Cited: Reading Apprenticeship at WestEd. Reading Apprenticeship Academic Literacy Literacy Course and Its Effects on Reading Comprehension.
Retrieved from:www.wested.org/cs/ra/view/sli_r/11
Tier:
Activity - RA Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
All staff will use RA strategies at least once per week in all Academic 06/30/2013 06/30/2014 $0 No Funding English
subject areas. Support Required Department
Program , admin,
and all staff
Strategy 2:
WAC - All staff will conduct weekly WAC activities to support student argumentitive writing.
Tier:
Activity - WAC Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
SY 2014-2015 Page 48
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Farwell Timberland Alternative High School
All staff will use WAC strategies at least once per week across Academic 05/31/2013 06/30/2014 $0 No Funding Headed up
all subject areas Support Required by English
Program Department
and
professiona
l
developme
nt is shared
with all
staff.
Students
are
assessed
at least
twice per
year.
SY 2014-2015 Page 49
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Farwell Timberland Alternative High School
Activity Summary by Funding Source
Below is a breakdown of your activities by funding source
No Funding Required
Activity Name Activity Description Activity Tier Phase Begin Date End Date Resource Staff
Type Assigned Responsibl
e
WAC All staff will use WAC strategies at least once per Academic 05/31/2013 06/30/2014 $0 Headed up
week across all subject areas Support by English
Program Department
and
professiona
l
developme
nt is shared
with all
staff.
Students
are
assessed
at least
twice per
year.
RA All staff will use RA strategies at least once per Academic 06/30/2013 06/30/2014 $0 English
week in all subject areas. Support Department
Program , admin,
and all staff
SY 2014-2015 Page 50
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Farwell Timberland Alternative High School
Math Goal
SY 2014-2015 Page 51
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan Farwell Timberland Alternative High School Overview Plan Name Math Goal Plan Description All students will improve upon or meet the career and college readiness benchmark for math. SY 2014-2015 Page 52 © 2014 AdvancED www.advanc-ed.org
School Improvement Plan
Farwell Timberland Alternative High School
Goals Summary
The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.
# Goal Name Goal Details Goal Type Total Funding
1 All students will improve upon or meet the career Objectives:1 Academic $1500
and college readiness benchmark for Math. Strategies:2
Activities:3
SY 2014-2015 Page 53
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Farwell Timberland Alternative High School
Goal 1: All students will improve upon or meet the career and college readiness benchmark for
Math.
Measurable Objective 1:
100% of All Students will demonstrate a proficiency on state assessments in Mathematics by 06/27/2014 as measured by the students' growth from Explore to ACT
or MI-Access data.
Strategy 1:
Data Placed Student Scheduling - Students will be placed into courses based on their state assessments, district assessments, and course assessments along with
following IEP placements. These courses will include remediation courses, general track courses, upper level placements, and dual enrollment. Additionally, students
will be recommended for additional assistances with the afterschool tutoring program and credit recovery. Personal curriculums are used for both special educaiton and
general education students to assist with their individual needs. Lastly, students are also recommended for the early college and alternative education program based
on their individual needs and career direction.
Research Cited: Geary, D, Hoard, M, Nugent, L & Bailey, D. (2013). Adolescents' Functional Numeracy Is Predicted by Their School Entry Number System
Knowledge. PLoS ONE. Retrieved from: www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0054651
Tier:
Activity - Data Placed Student Scheduling Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
All staff will use the data collection tools for appropriate student Implementa 05/31/2013 06/30/2014 $0 No Funding Department
placement. tion Required Heads,
Admin, and
counselor
Strategy 2:
Number Sense - Basic mathematic calculations in all curriculums as to how number sense is a relevant part of real life in all careers.
Research Cited: Geary, D, Hoard, M, Nugent, L, & Bailey, D. (2013). Adolescents' Functional Numeracy Is Predicted by Their School Entry Number System
Knowledge. PLoS ONE. Retrieved from: www.plosone.org/article/info%3Adoi%2Fjournal.pone.0054651
Tier:
Activity - STARmath Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
SY 2014-2015 Page 54
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Farwell Timberland Alternative High School
All students will be assessed at least twice per year with Monitor 05/31/2013 06/30/2014 $1500 General Math
STARmath Fund Department
Head,
Admin, and
all staff
Activity - Number Sense Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
All staff will use a number sense strategy at least once per Academic 05/31/2013 06/30/2014 $0 No Funding Math
week across all subject areas Support Required Department
Program Head,
admin, and
all staff
SY 2014-2015 Page 55
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Farwell Timberland Alternative High School
Activity Summary by Funding Source
Below is a breakdown of your activities by funding source
No Funding Required
Activity Name Activity Description Activity Tier Phase Begin Date End Date Resource Staff
Type Assigned Responsibl
e
Data Placed Student All staff will use the data collection tools for Implementa 05/31/2013 06/30/2014 $0 Department
Scheduling appropriate student placement. tion Heads,
Admin, and
counselor
Number Sense All staff will use a number sense strategy at least Academic 05/31/2013 06/30/2014 $0 Math
once per week across all subject areas Support Department
Program Head,
admin, and
all staff
General Fund
Activity Name Activity Description Activity Tier Phase Begin Date End Date Resource Staff
Type Assigned Responsibl
e
STARmath All students will be assessed at least twice per Monitor 05/31/2013 06/30/2014 $1500 Math
year with STARmath Department
Head,
Admin, and
all staff
SY 2014-2015 Page 56
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