The Mission

The mission of Webberville Community Schools, an exemplary school system, is to guarantee a progressive, personalized education in a safe and caring environment by a dedicated, vision-driven staff.

 

The Vision

To be a premier school system that will set the new standard of excellence.

 

The Core Values

Respect, Integrity, Responsibility, Excellence, Loyalty, Compassion, Dedication

At Webberville, we are striving to create Webberville STARS. Our goal is to develop Solvers of problems, Thinkers, Achievers, Responsible citizens, and Self-directed learners. We believe that all our children can succeed academically given enough time and at a rate appropriate for their individual needs. Additionally, we believe that this success can be observed and measured.

Webberville Elementary School Pledge

As a Webberville STAR I am a solver of problems, a thinker, an achiever, and a responsible citizen.
A Webberville STAR is what I will be
So caring and honesty are traits for me.
I will treat others with respect, myself and all guests, while solving problems and doing my best.

School Improvement Summary

The Webberville Elementary School Improvement Team has continued its work on the long-term goals of improving student achievement in writing across the curriculum, math problem solving, and reading comprehension. Additionally, the staff chose to work on assessment and an affective goal through the NEST (No Elementary School Teasing) Program this year. The WES School Improvement Team along with the Webberville community strongly believes in educating the whole child and demonstrates this philosophy by supporting the early childhood program that is incorporated into our elementary program.

The staff and parents of the elementary school selected their goals based on the district school improvement plan, the MEAP data, NEST survey results, and other evidence of our students’ school achievement. As a learning community, we brought ideas from “best practices”, research, specific readings, graduate coursework, and a multitude of experience to our decision making process. The K-3 elementary staff was trained in MLPP. Every teacher, along with some parents, bus drivers, paraprofessionals and cafeteria staff were trained in NEST. Additionally, the elementary staff has participated in professional development with Tamara Bayshore, ISD consultant, with regards to data analysis, collection, and application for SI goals. As we advance in skills and instructional methodology, our evaluation process guides us to celebrate our progress and reevaluate our plans for future work.

With the completion and alignment of the core academic curriculums to the state standards, the focus continues to be the implementation of these new curriculums. As with most changes, the implementation of these new curriculum areas has held many challenges for the teaching staff at WES.

The use of more hands on activities for science, the use of leveled reading for students, the pairing of fictional and non-fictional pieces for reading, implementation of process writing, and implementation of the new social studies curriculum with a focus on the five major strands has created a need for other changes as well.

As part of our school improvement plan, the elementary school has purchased several thousands of dollars in leveled reading materials, both fiction and non-fiction, to support high-quality reading instruction for each individual student. The use of running records, support services from our Title I department, an individualized program with over 40 volunteer reading tutors, and teacher training in Reader’s Workshop and Guided Reading have allowed our students to succeed on the MEAP reading test. Holding a Family MEAP night in which parents came and learned more about MEAP expectations was also successful in promoting our students’ reading abilities.

Additionally, a science resource/supply room to provide easy accessibility for teachers and students’ implementation of hands-on science experiences was established. The use of the scientific process and experiential/investigative experiences have contributed to the success of our students on the fifth grade MEAP science test. WES initiated a Science Demonstration Night, held every other year, in which all students participated by creating a science project. This also helped promote our students’ science success as well as improved the community’s understanding of our students’ abilities.

Last year’s MEAP writing data indicates that this is an area we need to focus attention on this year. The elementary staff previously participated in a Writing across the Curriculum workshop with Mark Dressel. Increased writing opportunities in the classroom on a daily basis, use of a consistent writing rubric aligned with the state’s rubric and the requirement of two pieces of writing for student portfolios have been created as part of our writing plan for this year.

Data from the fourth grade MEAP indicates that the area of math is one we will continue to work on this year as well. Two years ago WES initiated a Family Math Night, has begun work on a math resource/supply room, and the staff received a two-hour math presentation promoting hands on/conceptual development of math concepts. Additionally, this year, our title I program has expanded to include math support for those students falling below the 25th. Additionally, our upper elementary teachers have received training in MEAP strategies to ensure the optimum focus of our curriculum toward student achievement.

An affective goal has been addressed through our NEST program. No Elementary School Teasing is a pilot program that WES has been implementing for the last 4 years. This program is based on a three-legged approach to teaching skills to students. These skills are problem solving, communication and conflict resolution skills. Parents/Community/and staff are all-important partners of this program in which the end result is to provide children with the skills they need to cope with teasing and bullying. Additionally diminishing the number of office referrals and finally creating a building culture that allows children to feel listened to and responded to are also benefits of the NEST program.

Reviewed fall 2003

Membership of the Webberville Elementary School Improvement Team:

Suzi Slater Principal

School Social Worker

Liz Davis School Secretary

Norm Nack School Maintenance Supervisor

Laurie Miller Parent

Debbie Clufetos Parent

Charlene Cobb Title I Director

Susan Wells Paraprofessional

Sue Snow Third Grade Teacher

Caron Guidroz Parent

Linda Baxter Speech Pathologist

Dana Coon 6th Grade Teacher

Karen Mrowka Preschool Teacher

Geri Hare 1st Grade Teacher

School Decision Making Process

Step 1. Presenter states the background leading up to this proposal, idea or suggestion.

Step 2. State the proposal (This can be done by an individual, small group or committee).

Step 3. Group discussion of the proposal. All opinions will be respected and every attempt will be made to ensure all have a chance to have their opinion heard. Additionally, all supporting research, "Best Practice" information, and experience is provided at this time.

Step 4. Attempt to reach consensus takes place.

• This can be done verbally or as a written task if people are more comfortable with writing rather than verbalizing. In addition, we would ask that each person feel free to add an explanation for support or reservations about the proposal.

Step 5: The facilitator reflects (ie.states) the decision formed based on the consensus of the group.

Accreditation Status

Webberville Elementary School is in its first year of NCA accreditation and is implementing several goals as well as an evaluation plan to document progress of those goals. Under the direction of a new superintendent, WES has begun a new NCA path. This is the ‘Transition’ tract of accreditation and we will continue to pursue this accreditation along with the other buildings in the district. Finally, Webberville Elementary School plans to apply for the Michigan Blue Ribbon Exemplary Schools Program in the fall of 2004.

Professional Development

All educators in our district are provided long-term, sustained professional development experiences. These experiences are based on an annual needs assessment, which is conducted by each building with parents and teachers, is also compiled at the district level and upon recommendation of the superintendent. Additionally, at the building level, professional development opportunities are provided in correlation with our individual building school improvement goals. During 2003-2004, WES teachers will participate in training in the following areas:

Literacy
• Master’s Degree Coursework
• Building level workshops with Title I assistance and a focus on informational text
• Workshop practice on MEAP strategies
• PD in cooperation with the ISD on “Best Practices” and strategies.

Asset Development
• NEST training continues with NEST consultants that focus on communication, problem solving, and conflict resolution skills
• Classroom instruction on the three skill areas including: Conflict Resolution, Problem Solving, and Communication Skills

Math strategies
• Making the shift from computation to problem solving instruction and strategies
• Assessment and alignment to our curriculum
• Hands on Math
• Math manipulative supply room established
• The use of a newly adopted textbook that maintains a focus on problem solving and reflects alignment of our curriculum to the state standards

Writing
• Adding daily writing into the classroom
• Assessing written pieces with alignment to the state assessment criteria
• MEAP Language Arts
• Graduate Coursework
• Best Practices in writing/What to increase, What to decrease
• Mark Dressel, Writing across the Curriculum

Additionally, three staff members were selected to begin the teacher leader training through the Ingham ISD for the 2003-04 school year. These three teachers are critical to the professional development in our building. Each has accepted a leadership role in working with Tamara Bayshore, the ISD consultant, for professional development.

Mentors

Traditionally, all new teachers are assigned a mentor and this has been accomplished for the two new staff members at WES.

In addition to mentoring our staff, the Outreach Program of volunteers mentors approximately 10 students in reading. We have implemented a program in which the High School Family Living Class members have adopted a student in the first grade to mentor at lunch time and during recess, to read to, to connect with, etc. We have several buddy systems established. For example we have 6th/3rd grade combinations and a 6th/1st grade buddy combination, as well as a 5th and 2nd grade combination and finally a 5th and 3rd grade combination.

Webberville Elementary also hosts the PAWS (Pops At Webberville School) Program. This program brings dads and grandfathers into the school to serve as male role models for our students. The elementary staff is primarily women and the lack of diverse male models is a significant area of concern. Therefore, we have a supportive group of dads and grandfathers who come into our school, share their time and serve as a model to all of our students.

Development and use of Community Resources and Volunteers

Community involvement is one of the strong points of WES. We average around 80 reading and math volunteers each year with a peak of over 150 for the 2002-2003 school year. These people are critical to the success of our students as they are helping us with every child who is falling behind grade level standards.

Parents and community members are active in our parent organization called The Boosters, work as classroom helpers and speakers, support field trips, coordinate our Reading is Fundamental distribution, direct our fund raisers, and help with science labs. Additionally parents coordinate an after school math program, and direct the Backpack program.

Each grade level participates in taking a local field trip beginning with the kindergarten classes attending the city fire hall. Our fourth grades travel to the Jiffy Plant in Chelsea, and our Fifth grade classrooms travel to Greenfield Village. All of our classrooms are also able to visit the village Library where the school and library work cooperatively to bring in authors, performers, and illustrators as models for our students.

We also have parents directing our After-School-Activities program in which we offer an annual spelling bee, as well as a variety of activities for our students. Additionally, we have members of our high school football team reading to classrooms and individual students on Fridays. This provision of modeling from older students within our system to younger ones is providing new insight for both the recipients and the providers.

The business community has become partners in education with us by providing support for our programs, modeling partnership behavior by participating in school assemblies and school projects. Additionally, the service groups in our community continue to provide financial support as well as programmatic support for our students.

Central Michigan University along with Michigan State University continues to be strong partners in establishing WES as a quality school for student teachers. Our students benefit from this partnership by receiving quality instruction from aspiring new teachers and social work interns who are full of energy and new ideas.

WES students have access to a variety of resources. The following list is not meant to be all-inclusive:

Resource Function

Webberville Recreation All sports for 3-6
Association grades

Webberville Village Library Diverse programming through community grants
Library and media services

Webberville Industrial Business shadowing
Park Speakers
Field trip sites
Activity sponsors/donors

Early childhood Child development
Preschool/Day Care classes and quality day care

Lansing Community Diverse Programming
College Extension activities
Field Trip experiences
Technology services
Capitol Area Science Program
Enrichment programs

Michigan Sate Enrichment programs
University Extension Activities
Kids College
Animal Clinic
Field Trip experiences
Diagnostic Assistance
Audiology Assistance
Lansing Symphony experience
Ingham County
Sheriff’s Dept. DARE program
Lugnuts Baseball Family Entertainment

Williamston Schools Pool/Family Entertainment

Ingham Intermediate Psychological
School District services
Speech and language services
Occupational/Physical therapy services
Professional development
Technology services

Area Churches Program Outreach
Activity support/donors
Enrichment activities

PAWS (Pops At Webberville Mentoring
Elementary School) support for all kids
Male model support
Senior Citizens involved with our students

Service Groups Program support &
Lions, Masonic Lodge financial assistance
Fire Department career partners
Community service partners

Identification of Education and Skills Needed to Fulfill Adult Roles

The staff has helped to develop a curriculum that reflects the skills needed to fulfill adult roles including the identification and educational skills for specific careers. Time is spent with students in classrooms talking about local possibilities and needs. Speakers who represent a variety of occupations add much to student understanding and appreciation of job pre-requisites and requirements. In addition, our students participate in a number of activities that expand their knowledge of adult roles. Among these are Student Council, Safety Patrol, cafeteria helpers, peer tutors, classroom buddies, conflict resolution activities, Michigan Model Health Curriculum, assemblies, yearly food drives, and the D.A.R.E. Program.

Career Pathways

The elementary school student population has received benefits from a district initiative called Career Pathways. This initiative has encouraged the elementary school to forge partnerships with the industrial park members, with parents who model careers for our students and with Michigan State University Extension office. Expanding our World to Work philosophy is better preparing our students for their futures. Students at each grade level are given ample opportunities to sample job tasks, responsibilities, quality control and cooperative efforts. Children learn through their experiences.

Identification of Curriculum Changes Needed

Guiding us in the identification of suggested curriculum changes is the State Department of Education. All areas of our curriculum have been aligned with the state content standards and benchmarks. The staff also participates in review of the MEAP data and correlates that data with our curriculum outcomes. Staff members serve on curriculum committees that work to close gaps with our curriculum content. These committees also work to align cognitive goals with core curriculum development, instructional strategies, and assessment practices. Our staff work closely with the Title I Coordinator and staff as well as our 31A funds. As noted previously, we apply our Title program to meeting the needs of all of our at risk students as well as provide a strong math component working inside classrooms in a cooperative model with the classroom teachers. Additionally, supplemental help with science and social studies will be incorporated through a cooperative effort between the teachers, specialists and parents.

Technology

Webberville Community Schools (WCS) has a K-12 Technology Curriculum integrating technology throughout the core curriculum areas. In addition to this curriculum, the district has outlined a five-year technology plan. With the recent passing of a bond, the elementary school will be establishing a computer lab on site at the elementary school. Additionally, the district will be creating an infrastructure that meets the state of the art technology needs for the students at Webberville. At the present time, students have access to computers in their rooms, and at the Library Media Center. They attend this center one time a week. These computers, as well as the ones in their classrooms, are networked and provide internet access for student use.

Implementation of Best Practices

Webberville Elementary School has increased the use of teaching and learning strategies that reflect Best Practices. Teachers use cooperative learning groups, group presentations, role-playing, product assessments, problem solving, and application of skills learned. Culminating activities are part of the science, social studies and reading curriculums and other documentation of student learning can be found in student portfolios, examples of finished products and teacher lesson plans. Teachers have been encouraged to implement practices as noted in the Michigan Curriculum Frameworks document.

Process for Aligning the Cognitive Goals, Core Curriculum Development Processes, Instructional Strategies and Assessment Practices

Goals for WES have been selected as a result of a review and analysis of the needs of our students, parent input, MEAP data, MLPP testing in K-3 and our annual reading and math testing K-6. Additionally, our goals reflect the training and awareness of "best practices" in core curriculum areas. These goals exemplify our philosophy that al children must succeed academically and that no child will be left behind.

WES teachers use a variety of instructional strategies, establish a learning environment that is conducive to all student styles and meets the needs of all students. We follow the learning cycle of planning, teaching, assessing, evaluating, and re-teaching until all students are able to reach success. The teachers provide a balanced literacy program including shared, guided, and independent reading and writing activities across the curriculum. Providing students with reading material appropriate to their level helps support this balance.

We offer tutorial support for those students who require additional time. We have integrated the Title I program so that we close the gaps for all students. We are providing professional development for staff members to support this philosophy of no child left behind. An important part of our student support is a team approach to obtaining further help for students through the SST meetings (Student Study Meetings). These meetings provide an individualized approach for those who may require assistance from our Special Education programs. Our special education students benefit from maximum integration with the general education program.

WES has chosen to focus on developing assessments to evaluate our students' achievement and to improve the effectiveness of our instruction. A wide variety of procedures are currently being implemented. These may include running records, portfolios, demonstrations, writing rubrics, standardized and criterion-referenced tests, projects, learning logs, and group presentations. This process will continue with further developments to fine-tune our effectiveness.

Webberville Elementary School Improvement Action Plan 2003-2004

GOAL #1: Writing Across The Curriculum

Evidence of Need:

1. MEAP Writing scores Winter 2003 Grade 4
Proficient 61.8 %
Not Yet Proficient 28.2 %

Clearly the data indicates our students need work on writing. Both the "Inquiry & Decision-Making" and the "Reflecting on Scientific Knowledge" writing sections assess content-area writing and both indicate that our students need more instruction and practice in this area. Therefore we have decided to continue our writing focus to content-area writing across the curriculum.

Target Goal Statement for Writing:
All students will improve their writing skills and ability to answer content area extended response questions.

Strategies:

1) Math logs will be used by all students for the purpose of writing during math, explaining math processes, and for allowing practice in thinking during math writing. Practice answering reflection questions and responding to conceptual questions will illustrate their understanding of the math concepts. Kindergarten students will participate in creating classroom experiments recording documents.

2) Upper elementary teachers will directly teach the nonfiction/report genre text structure.

3) Upper elementary teachers will directly teach the persuasive writing genre text structure.

4) Implementation of a strong writing process instruction in every classroom will continue, with the use of Writing Rubrics developed by the staff and contained in the district Writing curriculum document.

5) Writing samples will be scored by staff at differing grade levels.

6) Two writing pieces each semester will be submitted for placement in each student's portfolio.

7) Teachers will be provided professional development on Writing across the Curriculum with Mark Dressel.

8) Monthly Professional Development meetings will be held to focus on this element of writing.

9) Grade level planning time will be provided to teachers for the purpose of establishing consistent instructional guidelines.

10) Staff will investigate MI Climb resources for support and integration of the writing program.

11) Special services including Title I will be used to enhance writing instruction in content areas of at risk students. These services will be based on teacher referral, parent referral and end of the year testing. Additionally, these services will reflect a collaborative team approach. Appropriate materials and modifications will be provided to support this special instruction for the at-risk student population.

Assessment

We will expect the following results demonstrating success with our plan:

1. Improved MEAP Writing scores in January 2005 Grade 4 and 7 (Improvement by 5% Proficient.)

2. Improved MEAP Reading scores, January, 2005 Grade 4 (Improvement of 5% on the "Reflecting on Scientific Knowledge" section.)

3. Improved MEAP Math scores, January 2005
Grade 4 (Improvement of 5% on the "Inquiry & Decision Making" section.)

GOAL #2: Math
Evidence of Need:

1) MEAP Math scores, winter, 2003 4th Grade
Proficient 61.1 %
Not Yet Proficient 28.9 %

Clearly the data indicates our students need practice and instruction in the area of math.
Professional Development and focus will be on instructional strategies for math problem solving, with a goal of 75 % proficient.

Target Statement for Math.
All students will improve their math skills as noted on the MEAP and classroom assessments.

Strategies:

1) Teachers will provide daily practice at solving word problems, using cooperative groups with multiple and diverse solutions.

2) Teachers will use learning logs for math instruction directly teaching writing responses to math questions.

3) Students will provide written answers to math questions on a daily basis.

4) Teachers will provide experiential math activities with a minimum of three lessons per week.

5) Teachers will demonstrate 'best practices' instruction for math lessons on a daily basis.

6) Professional development will be provided to teachers on math instruction following best practice models, including but not limited to graphic organizers, math writing practice, and interactive activities.

7) Best practice information and research will be provided to all teachers relating to math instruction.

8) Our 3rd, 4th and 5th grade teachers will participate in MEAP workshops relating to math instruction.

9) The math curriculum committee will continue working on closing the gaps while aligning our curriculum with the state standards and benchmarks.

10) Family math night will continue as an effective way of informing parents and helping parents and children work together for success.

11) Monthly professional development meetings will focus on math instruction.

12) Establishing a math resource room will occur to further facilitate math experiential instruction.

13) Tutorial assistance for those students who require additional time and help.

14) After school math help sessions will be available for all students.

15) Special services including Title I services and special education services will be used to enhance the instruction for all at-risk students. These special services will be provided through teacher referral, parent referral, and testing. These services will reflect a collaborative team model.

GOAL #2: Reading:

Evidence of Need:

MEAP Reading scores Winter 2003 Grade 4
Proficient 61.8 %
Not Yet Proficient 28.2 %

Strategies:

1). Students will practice a minimum of ninety minutes of reading per day with an increase in the amount of independent reading completed by each student.

2) Upper elementary teachers will directly and intentionally teach the format and skills necessary for informational text reading and comprehension.

3) Students will provide answers to comprehension questions on a weekly basis with the information being collected for analysis by classroom teachers.

4) Professional Development will provide instruction to teachers as well as 'best practices' for the area of literacy and comprehension.

5) Monthly professional development meetings will
Be devoted to this area.

6) Family Reading Night will provide an opportunity for parents and students to work together as well as become more informed of the expectations.

8) The use of special services including Title I and special education services will be used to help those students who require additional time and assistance to be successful.

10) Continuation of a strong writing program in every classroom at all grade levels will be demonstrated.

11) Staff will investigate MI Climb resources for additional supporting curriculum information.

GOAL #3: Affective goal through the NEST

Evidence of Need:

Elementary teasing and bullying are evident in every school. WES is committed to reducing the amount of such behaviors as well as providing students with the skills necessary to deal appropriately and effectively with such behavior.
In the fall of 2003 the Olweus Bullying survey was given to 150 students. The results of this survey were presented to the staff in December 2003 and indicated several problem environmental areas of concern. These included the bus, cafeteria, and playground.

Target statement for NEST:

WES is committed to providing students with the necessary skills to deal effectively with teasing and bullying as well as providing a learning environment that is perceived as caring and nurturing.

Strategies:

1) NEST training for all staff including secretaries, kitchen staff, bus drivers, parents, and teachers.

2) Intentional and deliberate training for students in classrooms. The use of Michigan Model Health sections as well as training provided by the School Social Worker, principal and selected teacher for problem solving, conflict resolution, and communication skills.

3) Reduction in office referrals due to teachers and students implementing their training and dealing with situations in an effective manner by applying problem solving strategies and compensation techniques.

4) Providing children with a means of furthering positive communication with their parents and peers.

5) Professional development devoted to training for staff.

6) Research of 'best practices' regarding bullying and teasing in elementary schools.

7) Consistent application of skills learned by teachers, parents, and staff members.

8) Student skits at assemblies demonstrating NEST skills and promoting a positive school climate.

9) Student surveys to monitor perceptions. Specifically, looking at ways students feel they are being listened to.

10) Reviewing district and school policies to ensure alignment with NEST goals.

11) Continuation of the Backpack program facilitated by a parent volunteer.

12) Student council will perform skits at assemblies demonstrating our caring community.

13) School-wide announcements referring to NEST and consistent application of the skills.

14) Implementation of the Webberville Elementary School Pledge with daily recitation over the PA system.

Assessment:

We expect the following to demonstrate success with our plan:

1. Decrease in office referrals to less than 3 per day
2. Teacher intervention occurring before any office intervention.
3. Increased positive interaction among students with peers.
4. Survey results indicating positive school climate exists.
5. Increase number of students who report feeling confidant to handle teasing and bullying independent of adult intervention. (up 5% from the 10% originally reported on student survey)