The document describes stakeholder involvement in decision making at a school. It lists the stakeholders including the principal, teachers, parents, and school board members. The principal and leadership team, which includes representatives from the stakeholders, govern the school and meet regularly to develop and monitor the school improvement plan. All stakeholders participated in developing the plan and have roles in curriculum, instruction, and assessment decisions. Student progress and information is shared with stakeholders through reports, the school and district websites, and at meetings using clear and understandable language.

2. The building is governed by the Principal with direct consultation with an elected Leadership Team. This team meets monthly and then each team member meets weekly during 2 one hour planning meetings a month to report back and receive feedback from the rest of the staff. This plan was developed through the Leadership Team with the addition of the other Stake holders listed on the SIP. All stakeholders participated in the development of their own building plans, as well as the district. Staff members were given release time by the district to participate. School Improvement Plans are in a constant stage of development! This plan is based on improved student achievement. Assessments involved in this Needs Assessment are both formative and summative. Progress monitoring of results are done by all stakeholders. Those stakeholders respond to the results through instruction, instructional practices and the modification of both Title I and Special Education services which are modified based on the results of the ongoing Needs Assessment.

3. Describe how decisions about curriculum, instruction and assessment are made at this institution, and how all stakeholders are involved in the process.

4. As stated above all stakeholders participated in the development of our building plan, as well as the district. This plan is based on improved student achievement. Assessments involved in this Needs Assessment are both formative and summative. Progress monitoring of results are done by all stakeholders. Those stakeholders respond to the results through instruction, instructional practices and the modification of both Title I and Special Education services which are modified based on the results of the on-going Needs Assessment. Stake holders work together to identify curriculum needs, request new materials, design instruction and participate in assessment.

5. Describe how institution and student information and progress will be shared with all stakeholders in a language that they can understand.

6. Student information and student progress written in clear formats with easy to read language are available immediately on our district and building websites, district and building annual report and in hard copy form with Report Cards.