ITHACA SOUTH ELEMENTARY

2008-2009 ANNUAL REPORT

Terri Brown, Principal

Principal’s Greeting/Message
South Elementary is a Pre-K through 2nd grade school located in the middle of
Michigan's Lower Peninsula. We are the home to approximately 400 students.
We call ourselves the Junior Jackets (Yellow Jackets).

Table of We have a Michigan School Readiness program (MSR4), a tuition preschool,

five sections of every-day Kindergarten, four sections of 1st grade, five sections
Contents of 2nd grade. We also offer art, music, physical education, Title I and special
education services.
School
2
Improvement Ithaca Public Schools has an outstanding reputation for education! The
students are successful; the community is proud of the programs and extremely
supportive; the staff have a wonderful reputation for putting students first; the
Pupil
3 district is managed well with a stable budget, foresight, vision and planning.
Retention Rate We are aware and supportive of events happening at the state and national
levels. We are an NCA Accredited school.
Core
3 Curriculum At South Elementary we have a wonderful staff! People are committed to
Status working with children in the educational process as well as being concerned
with their personal development and skills to deliver the best educational
experience possible. We work as a Professional Learning Community and are
Teacher
4 continually pursuing ways to better serve our students and families.
Quality Data

Parent
4
Involvement School Mission Accreditation Status
5 Local Data South Elementary school exists NCA Accreditation
to develop skilled and Ed Yes! Grade: A
Accountability/ Met AYP
enthusiastic learners who are
6 Assessment responsible and caring citizens. South Elementary is a Title I Targeted
Data (AYP) Assisted Building
DISTRICT MISSION
6 Points of Pride STATEMENT
Ithaca Public Schools is committed to
excellence in learning for every
student by providing a supportive,
educational community where each
individual strives to reach his or her
maximum potential.

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 School Improvement
The School Improvement/NCA Team, composed of several focus groups, meets regularly during the
school year. The School Improvement/NCA Team facilitates the continuous collection and analysis of
academic assessment data to guide instruction. South Elementary participates in the North Central
Accreditation process and received continuing accreditation. Setting goals, implementing strategies to
achieve the goals and measuring progress toward accomplishing the goals are the responsibilities of the
entire staff at South. In 2005-2006 a “student profile” was completed and new school improvement goals
were selected. These goals were further developed along with strategies and baseline data was collected
during the 2006-2007, 2007-2008, and 2008-2009 school years. We will analyze this data at the
beginning of the 2009-2010 school year and make adjustments/changes as necessary.
South Elementary will be hosting a QAR (Quality Assurance Review) during the fall of 2009
following NCA guidelines.

Goals that are being addressed:

* Target Goal: All students will improve their ability to write across the curriculum.
Rationale: Writing is a fundamental skill necessary for students to become life learners. Given the fact that we are a pre-K
through second grade school, the need for quality writing is on going.

* Target Goal: All students will improve their ability to read and comprehend a variety of printed material across the
curriculum.
Rationale: Reading is a fundamental skill necessary for all children to become life long learners. Given the fact we are a pre-K
through second grade school, the need for quality reading is on going. In these grades the child’s future success in learning is
established.

* Target Goal: All students will improve their ability to read with fluency across the curriculum.
Rationale: Reading is a fundamental skill necessary for all children to become life long learners. Given the fact we are a pre-K
through second grade school, the need for quality reading is on going. In these grades the child’s future success in learning is
established.

Our building has received full NCA accreditation. The accreditation process is voluntary and requires annual review.
NCA accreditation demonstrates to our students, parents, and community that we are focused on raising student achievement,
providing a safe and enriching learning environment, and maintaining an efficient and
effective operation staffed by highly qualified educators. The accreditation process
focuses the school staff on analyzing student performance data, identifying areas of
weakness, and developing clear goals and plans for improvement.
We have reviewed the Response to Intervention process and adjusted our
intervention plans to begin implementation in the 2008-2009 school year. All staff
have received background information and training in RtI.
The Board of Education continues to focus on: Curriculum and student
responsibility/school climate and public relations and communications.
 We continue the intervention system which was designed and implemented in
the 2005-2006 school year. This assists struggling students and we have a
building-wide process for students who need more time and support to learn
the essential outcomes in the core curriculum
 With the development of the intervention system, student responsibility/school climate as well as improved
communications and public relations are also addressed

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 Pupil Retention Rate

Pupil Retention Rate

Number of Students Enrolled
Grade
2006-2007 2007-2008 2008-2009
126
Kindergarten 101 110

First 102 101 81

Second 117 97 116

Building Total 345 299 307

Core Curriculum Status

English Language Arts

The English Language Arts curriculum follows the Grade Level Content Expectations approved by Michigan’s State Board of
Education. Building educators utilize Houghton-Mifflin and other resources for the English Language Arts curriculum. All
staff received Reading First training in 2007-2008. All have been trained in MLPP, LETRS, and DIBELS. The Houghton-
Mifflin Series is utilized which was implemented in the 04-05 school year. Common assessments for each child at each grade
level have been developed and are utilized. MLPP (Michigan Literacy Progress Profile) and DIBELS assessments are used to
monitor student progress. All staff have completed the 9 modules of the LETRS training to compliment the MLPP assessments
we use. During the 2008-2009 school year, all staff have been trained and began implementation of ZooPhonics.
All students participate daily in grade level SWARM – Students Working At Reading Mastery. This is a building-
wide process to work with students at their current level of reading to allow them to develop their skills. Adjustments are often
made to these groups throughout the year, as the student’s individual need changes.

Mathematics
The Mathematics curriculum follows the Grade Level Content Expectations approved by Michigan’s State Board of Education.
Building educators utilize Everyday Math. The Mathematics curriculum was last approved for an update by our local Board of
Education in 2007-2008. Math was reviewed and aligned in the 2002-2003 school year, implemented 2003-2004 with all staff
receiving professional development and updates as necessary.

Science
The Science curriculum follows the Grade Level Content Expectations approved by Michigan’s State Board of Education.
Building educators utilize the Battle Creek Area Math and Science kits. We reviewed and realigned our science curriculum in
2007-2008 with full implementation in 2008-2009. All staff received training in this curriculum area and are trained as needed
throughout the year. The Science curriculum was last approved by our local Board of Education in 2007-2008.

Social Studies
The Social Studies curriculum follows the Grade Level Content Expectations approved by Michigan’s State Board of
Education. Building educators utilize a variety of resources to deliver this curricular area which has been selected by a grade
level and building committee. The Social Studies curriculum was last approved by our local Board of Education in 2007-2008.
Staff members have worked together to standardize delivery of this curricular area. Full implementation occurred in the 2008-
2009 school year to meet the new state guidelines.

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Art, Music, Physical Education
All Grade Level Content Expectations were reviewed during the 2007-2008 school year and added to curriculum notebooks.
All students have art, music, and physical education on a regular basis throughout the school year.

Response to Intervention
South Elementary staff have continue to develop the process for Response to Interventions throughout the 2008-2009 school
year. We expect implementation during the 2008-2009 school year. Staff have continued to receive professional development
and time to develop the process and strategies for RtI.

Teacher Quality Data

2008-2009 Teacher Quality Data

Percentage of Certified Teachers 100%
Percentage of Teachers with Emergency
0%
Credentials
Percentage of Core Academic Teachers Meeting
100%
NCLB Highly Qualified Requirement
Percentage of Core Academic Classes NOT Taught
0%
by Highly Qualified Teachers

Parents have the right to know of the provisions of No Child Left Behind (NCLB) teacher qualifications. All paraprofessional
staff are also “highly qualified” and have met State guidelines and standards.

Additional Resources/Special Needs

Eligible students who qualify for special education services can attend several schools in the Gratiot-Isabella RESD, through
the Individualized Educational Planning Committee (IEPC) process. Students may attend the Partial Treatment Classroom in
Mt. Pleasant, the Pre-Primary program at Alma Schools, the Hearing Impaired classroom in St. Louis, and any age appropriate
EMI, TMI, SMI, or SXI classroom in the RESD.

Parent Involvement

Involving parents and the community is an integral component to the educational process at South Elementary School.
Parents, family members, and community members have participated in both curricular and co-curricular activities. The
community is an extension of the classroom and is a very important part of our school. The cooperation and courtesy extended
by local business people and community workers is greatly appreciated. Parents have served as chaperones on field trips and
with classroom activities helping to keep our students safe.
Parents, Foster Grandparents, grandparents, and community friends have assisted as reading tutors, nutrition
instructors, and Junior Achievement instructors in the building. Parents and friends have visited classrooms to share
occupational information, hobbies, pets, and travel stories. Family members have attended student classroom performances,
guest days, week-end activities, field trips, Family Fun Night, PTO, the Halloween musical program and the art fair. Special
events designed to bring parents and guests into the building included:
 Open House (Meet the Teacher Night), August 2008 (257 guests visited the building, average 18 per class)
 Parent-Teacher Conferences, November 2008, 91.9% attended
 Grandparents/VIP Day, May 2009, 363 Special Guests attended
 Family Fun Night, February 2009, 247 Guests
 Art Fair, May 2009 (approx 3600 pieces of art work were created and displayed throughout the building)
Parent-Teacher conference data are presented below as a 3-year comparison as required by law:
2006-2007 92.3% 2007-2008 93% 2008-2009 91.9%

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  Additional parent conferences occurred throughout the year at school, in students’ homes, via e-mail and the
telephone
 Student Study Teams convened for students who were experiencing difficulties or who had unique educational needs
 IEPCs were held for students referred for or served by Special Education
 Parents have been involved in curriculum committees, advisory committees, South Elementary School improvement
committee and district committees

Parent Involvement Policy

The Parent Involvement Policy is approved by the Ithaca School Board of Education and fulfils the requirements of No Child
Left Behind. Included in the Board Policies are: Relations with Parents and Parent Participation in Title I Programs.

Parents Right to Know Statement

The Parents Right to Know Statement is approved by the Ithaca School Board of Education and fulfils the requirements of No
Child Left Behind. Included in the Board Policies is the “Parents Right to Know Statement”.

Parent Teacher Conference Attendance Data

Parent Teacher Conference Attendance Data

Percentage of Students Having a Parent in Attendance
Subgroup
2007-2008 2008-2009

All

Open House 283 guests 257 guests

Parent/Teacher
93% Attendance (92.3% 2006-2007) 91.9%
Conferences
Grandparents/VIP Day 360 guests 363

Family Fun Night 155 guests 247

Art Fair 3600 Pieces of Art displayed 3600 Pieces of Art displayed

Note: Due to small subgroups <10, data is not

disaggregated

Local Assessment Data

The most accurate assessments are continuous and cumulative in nature. Assessment of student achievement should
occur in a variety of settings involving ordinary tasks and situations. Assessment techniques include observation, checklists
and self-appraisal. Reporting student achievement through report cards showing skill levels is much more meaningful than
letter grades. The building’s standard based report card links the curriculum to assessment and reporting. Assessment that is
linked to the curriculum and allows for administration of student outcomes is the best measure of student success in the core
curricular areas.
The report card was reviewed and revised in 2007-2008 school year as we moved to trimester reporting. Grade Level
Content Expectations (GLCE’s), as well as curriculum and assessment data were analyzed in this process.
Our 2nd grade students are assessed monthly using “Study Island” in the areas of reading and math. The results assist
in driving classroom instruction.
Progress reports, conferences and student work are also appropriate means to share student information with parents.
This information is reviewed periodically with teachers and parents and presented to their next year’s teacher.

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North Elementary MEAP Results
2006 2007 2008 State
3rd Grade Reading 92% 95% 86% 86.4%
3rd Grade Writing 48% 71% 62.8% 61.1%
3rd Grade Math 94% 100% 93.1% 91.3%

2006 2007 2008 State

4th Grade Reading 91% 92% 86.0% 82.8%
4th Grade Writing 45% 41% 62.8% 44.4%
4th Grade Math 93% 89% 93.1% 87.9%
5th Grade Reading 91% 86% 90.1% 81.5%
5th Grade Writing 52% 63% 68.3% 63.4%
5th Grade Math 93% 82% 84.2% 76.8%
5th Grade Science 93% 92% 90.1% 83.1%
6th Grade Reading 90% 92% 87.0% 80.5%
6th Grade Writing 76% 80% 83.0% 75.7%
6th Grade Math 87% 91% 87.1% 79.9%
6th Grade Soc Studies 84% 86% 85.0% 73.6%

Points of Pride

Service Project – Shoe Drive for South African Students

Character Counts! Program and assemblies Annual Book Fair
Computer Lab Guest Author
Responsible Thinking Center Community Field Trips
Book-It Program Friday Folders
LatchKey Programs a.m. and p.m. Art Reach
Grandparent/VIP Day Nutrition Program
Foster Grandparents Junior Achievement
Breakfast Program Open House
Salad and Fruit Bar daily Classroom Newsletters
Curbside Morning Greeters Book Buddies
Field Day PTO
March is Reading Month activities Math-A-Thon (over $2,900)
Books for Babies Project Parent-Teacher Conferences
Building Website Protect Yourself Program
Junior Jacket Bi-weekly Newsletter SWARM reading program/PASS days
Family Fun Night Community Flower Planting Project
Random Acts of Kindness Week Mrs. Brown, Principal, received MEMSPA
Mileage Club – 7 week program Region 11 Honors
Kindergarten Student-Character Counts! Poster Sister School in Africa
Grand Prize Winner K-2 Division

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