richard gordon school improvement plan, 2015-16 mid-year ... district... · richard gordon school...

Richard Gordon School Improvement Plan, 2015-16 Mid-Year Update

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Goal 1, English Language Arts: School will increase the number of students who are at or above benchmark on the SBA and STAR Reading by June 2016 based on the following amount.

SBA ELA Grade 3 Grade 4 Grade 5

2015 Result 76% 69% 88%

2016 Goal 80.8% 75.2% 90.4 %

STAR Reading K 1 2 3 4 5

September 2015 74% 56% 49% 65% 76% 72%

January/February 2016 80% 75% 78% 85% 86% 84%

June 2016

School End-of-Year Goal 79.2 64.8 59.2% 72% 80.8 77.6%

Rationale:

This goal addresses the District’s Strategic Goal of “Success for All Students”. This goal also moves us toward the District’s goal of being in the top 5% for graduation rates in Washington State by 2020.

Data reveals an opportunity to adjust ELA instruction in coordination with the ongoing ELA adoption/review and PLC's.

Actions:

Master Schedule created to build RTI/MTSS capacity

Monthly Data Meetings with Grade Level PLC’s, Learning Assistance Program and Special Education Program to monitor student progress and adjust instruction as needed

Develop capacity to enhance/enrich support for Highly Capable students

PLC’s will collaborate and identify priority learning targets, align assessments, analyze data, use best practices and adjust instruction

Develop teachers skill capacity in utilizing STAR technology, instructional resources and progress monitoring tools

Gordon will host two STEM Family Nights linking the love for literature and learning with interactive problem solving stations aligned to Next Generation Science Standards.


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To promote family engagement and a love of reading, Gordon Library will host monthly Family Reading Night

Utilize Technology to support student learning: LexiaCore5, Accelerated Reader, STAR

Monthly TPEP Workshop to support new staff in the use of Instructional Frameworks Goal 2, Math: School will increase the number of students who are at or above benchmark on the SBA and STAR Math by June 2016 based on the following amount.

SBA Math Grade 3 Grade 4 Grade 5

2015 Result 80% 66% 46%

2016 Goal 84% 72.8% 56.6%

STAR Math K 1 2 3 4 5

September 2015 49% 86% 75% 83%

January/February 2016 78% 87% 89% 81%

June 2016

School End-of-Year Goal 59.2 87.2 80% 86.4%

Rationale:


Data reveals an opportunity adjust instructional curricular materials and pacing through PLC's.

Actions:

Master Schedule created to build RTI/MTSS capacity

Monthly Data Meetings with Academic Coach and Special Education Program to monitor student progress and adjust instruction as needed

Develop capacity to enhance/enrich support for Highly Capable students


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PLC’s will collaborate and identify priority learning targets, align assessments, analyze data, use best practices and adjust instruction

Academic Coach will collaborate with teachers to review math data and modify instructional strategies

Develop teachers skill capacity in utilizing STAR technology, instructional resources and progress monitoring tools

Gordon will host two STEM Family Nights linking the love for literature and learning with interactive problem solving stations aligned to Next Generation Science Standards.

Utilize Technology to enhance student achievement: IXL, Accelerated Math, Math Facts in a Flash

Three staff members piloting Brightlink Interactive Technology

To advance teachers knowledge of technology and digital resources, Teacher Librarian will provide professional development opportunities

Goal 3, School Culture: All students will be educated in learning environments that are safe, drug free, and conducive to learning. We will develop a consistent method for identifying and tracking student behavior in order to develop appropriate interventions.

Rationale: This goal addresses the District’s Strategic Goal of “Success for All Students”. This goal also moves us toward the District’s goal of being in the top 5% for graduation rates in Washington State and having all Grade 3 students reading at grade level by 2020.

Actions:

School Wide Expectations created and explicitly taught to all students

MultiTiered Systems (MTSS) Team created to provide data driven interventions and instructional support for students

Positive Behavior Intervention Team (PBIS) created to analyze school data related to problem behaviors, school routines and systems and proactively address areas of need

PBIS Team attend PBIS Training August 19-20

Teachers will continue teaching Second Step as a Tier 1 instructional strategy

Teachers will collaborate with Behavior Interventionist to increase Tier 1 instructional strategies


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School Counselor will collaborate with Behavior Interventionist and Teachers to plan targeted interventions with progress monitoring

Create and implement plan for student voice and leadership (5th grade, MSOP)

Pearson Elementary School Improvement Plan 2015-16 Mid-Year Update

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Goal 1, English Language Arts: Pearson Elementary School will increase the number of students who are at or above benchmark on the SBA and STAR Reading Assessment by June 2016. The amount of increase for each grade level will be determined through the SMART goal process.


2015 Result 55% 71% 69%

2016 Goal 65% 77% 75%


September 2015 59% 41% 44% 71% 69% 75%


June 2016

School End-of-Year Goal 70% 55% 55% 75% 75% 80%

Rationale:


Data reveals an opportunity to adjust ELA instruction in coordination with the ongoing ELA adoption/review and PLC's. Actions:

Our Master Schedule will be designed by 9-2-15 to facilitate a block of time at each grade level dedicated to core instruction & intervention.

PLC teams will collaborate with the Special Education Program and the Learning Assistance Program once every month to provide targeted interventions for subgroups to close the achievement gap.

PLC grade level teams will collaborate weekly to analyze data of grade level skills and plan interventions for deficit support.

Teachers will use a variety of technology supports such as RAZ kids, A-Z Science, Accelerated Reader, Word Lab, IXL language, and ABCya programs to provide targeted interventions and skill practice at each student’s developmental learning level.

The Learning Assistance Program will administer an additional diagnostic to identify reading skills needed for student proficiency.

The Learning Assistance Program will provide additional reading intervention and support in small groups for struggling students.

The Learning Assistance Program will implement new curriculum materials called Reading Mastery and Corrective Reading.

Pearson will host 3 family nights integrating STEM strategies with literacy to improve family engagement and build a passion for learning.


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Goal 2, Math: Pearson Elementary School will increase the number of students who are at or above benchmark on the SBA and STAR Math by June 2016 based on the following amount.


2015 Result 64% 52% 49%

2016 Goal 72% 63% 60%

STAR Math 2 3 4 5

September 2015 48% 89% 73% 84%


June 2016

School End-of-Year Goal 55% 91% 80% 90%

Rationale:


Data reveals an opportunity to adjust Math instruction with curricular materials and pacing through PLC's. Actions:

Our Master Schedule will be designed by 9-2-15 to facilitate a block of time at each grade level dedicated to core instruction & intervention.

PLC teams will collaborate with the Special Education Program and the Learning Assistance Program once every month to provide targeted interventions for subgroups to close the achievement gap.

PLC grade level teams will collaborate weekly to analyze data of grade level skills and plan interventions for deficit support.

Our Academic/Behavior Coach will work with teachers to analyze and improve math instruction by providing support with evidence gathering, data analysis, intervention collaboration and modeling best practices.

Teachers will use a variety of technology to support fluency such as Mega Math, Math Magician, IXL math, and other online math programs.

Pearson will host 3 family nights integrating STEM strategies with literacy to improve family engagement and build a passion for learning.


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Goal 3, School Culture: Pearson Elementary students will be educated in learning environments that are safe, drug free, and conducive to learning. We will develop a consistent building wide approach to behavior management to facilitate the development of appropriate interventions and increase our students’ abilities to engage the academic rigor.

Rationale: This goal addresses the District’s Strategic Goal of “Success for All Students”. This goal also moves us toward the District’s goal of being in the top 5% for graduation rates in Washington State and having all Grade 3 students reading at grade level by 2020. Actions:

All staff will display the Pearson P.R.I.D.E. poster in their classrooms and reinforce those expectations regularly.

All staff will reference the Positive-Respectful-Integrity-Dependable-Engaged behaviors as a building-wide common language when talking with students and providing both positive and negative consequences.

All teachers will have a set of class expectations and a plan for helping students monitor their behavior displayed in the classroom.

All staff will use the Pearson discipline progression when a student needs additional support beyond the classroom structure.

Teachers and the school counselor will continue supporting Second Step, Super Flex, and Steps to Success curriculum instruction to help students improve executive functioning skills.

The principal and coach will collaborate with other elementary schools to develop a consistent application of identifying and tracking student behavior.

Our Academic/Behavior Coach will collaborate with teachers to plan targeted interventions for behaviors that interfere with learning.

Our counselor will invite and host the Fleet and Family team from the Bangor Base to meet for a short period of time with students whose parents are on active duty.

Our counselor will continue to provide opportunities for our military students to meet in small groups and teach coping strategies for the stressors related to military life.

Poulsbo Elementary School Improvement Plan, 2015-2016

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Goal 1, English Language Arts: School will increase the number of students who are at or above benchmark on the Smarter Balanced assessment (SBA) and Star Reading by June 2016 based on the following amount.


2015 Result 60% 70% 62%

2016 Goal 68% 78% 70%


September 2015 56% 52% 51% 63% 54% 66%

January/February 2016 64 % 85% 66% 83% 78% 70%

June 2016


Rationale:


Data reveals an opportunity to adjust English Language Arts (ELA) instruction in coordination with the ongoing ELA adoption/review and Professional Learning communities (PLS’s).

Actions/Activities: Intervention Plan

Curriculum Night – Increased parent participation WE HAD 45% OF OUR STUDENTS REPRESENTED ON JANUARY 25

Ongoing coaching and professional development for reading framework and differentiation TEACHER PD IN SEPT AND NOV

Use the training online (tutorials) for STAR Assessment Course Suite WILL OCCUR ON FEBRUARY 22

Professional Development will be coordinated to enhance student learning based on staff survey and needs ONGOING

Teachers are piloting new ELA Curriculum 1ST GRADE TEAM IS DOING THIS

Participation in Cultural Heritage Club HAVE MET 7 TUESDAYS WITH 12-20 STUDENTS IN ATTENDANCE

Ongoing training and implementation of Positive Behavior Interventions & Supports (PBIS) will increase academic engaged time – PBIS team is using the Team implementation Checklist (TIC) to monitor progress of planning/implementation/fidelity STAFF UPDATES HELD IN NOV AND WILL BE HELD AGAIN ON FEB. 22


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See attached Reading Intervention Plan and Attendance Intervention Plan – Multi-Tiered System of Support (MTSS) team has monthly meetings planned to review progress of Tier 2 and Tier 3 groups/individual students. Results shared at PLC.

See Poulsbo Elementary Highly Capable Service Plan Goal 2, Math: School will increase the number of students who are at or above benchmark on the SBA and STAR Math by June 2016 based on the following amount.


2015 Result 57% 64% 50%

2016 Goal 65% 72% 58%


September 2015 70% 89% 58% 75% 68% 73%


June 2016 School End-of-Year Goal 78% 97% 66% 83% 76% 81%

Rationale:


Data reveals an opportunity adjust instructional curricular materials and pacing through PLC’s. Actions:

Math-Science, Technology, Engineering and Math (STEM) day – increase participation

Math Olympiad (4th and 5th grades) – increase participation

Walk to Math at some grade levels – ongoing progress monitoring of students participating in this invention NO WALK TO MATH, DIFFERENTIATION OCCURING WITHIN THE CLASSROOM FOLLOWING THE DAILY 5 MODEL

Curriculum Night – increase parent participation 45% OF OUR STUDENTS WERE REPRESENTED ON JAN. 25

Use the training online (tutorials) for STAR Assessment Course Suite WILL OCCUR ON FEBRUARY 22

ONGOING coaching of the MTSS process through PLC to differentiate instruction and provide appropriate interventions –


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documented activities in PLC binders

Ongoing training and implementation of PBIS will increase academic engaged time – PBIS team is using the TIC (Team Implementation Checklist) to monitor progress of planning/implementation/fidelity UPDATES WERE GIVEN IN NOV. AND WILL OCCUR AGAIN IN FEBRUARY 22

See attached Math intervention Plan, Attendance Intervention Plan – MTSS team has monthly meetings planned to review progress of Tier 2 and Tier 3 groups/individual students. Results shared at PLC.

See the Highly capable Service Plan for Poulsbo Elementary.

Goal 3, School Culture: All students will be educated in learning environments that are safe, drug free and conducive to learning.

Student discipline incidents will be reduced by 10% as measure by Office Discipline Referrals/Offenses.


Actions:

Ongoing training and implementation of PBIS – planning for full implementation in Fall 2016 – PBIS team is using the TIC (Team Implementation checklist) to monitor progress of planning/implementation/fidelity UPDATE GIVEN IN NOV AND WILL OCCUR AGAIN ON FEBRUARY 22

Continue building the MTSS structure to increase systematic use of data to plan and evaluate interventions - # of students referred to MTSS Team, # of students referred to Special Education, and % of students making progress in each intervention group will be monitored ALL OF THE ABOVE DATA POINTS MENTIONED ABOVE ARE REVIEWED MONTHLY BY THE MTSS TEAM

Celebrations at the Tier 1 level, including monthly ORCA Pride Assemblies, 4 ORCA PRIDE ASSEMBLIES HAVE BEEN HELD, IMPLEMENTATION OF ATTENDANCE AND GROWTH AWARDS FOR CLASSROOMS, MONTHLY IMPROVED ATTENDANCE AWARDS FOR INDIVIDUAL STUDENTS FUNDED BY LIBERTY BAY AUTO AND ASB

Revitalization of ASB, EXTREMELY ACTIVE AND KID DRIVEN

Ongoing coaching during PLC for classroom management and individual student intervention plans – documented activities in PLC binders ONGOING


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Love and Logic classes offered to community – increased participation ABOUT THE SAME AS LAST YEAR WITH 37 FAMILIES REPRESENTED.

Kitsap Mental Health counselor providing service to students and their families in need FULL CASE LOAD WITH WAITING LIST

Increased administrative support with the hiring of an Assistant Principal THANK YOU AND ONGOING

See attached Attendance Intervention Plan

Suquamish Elementary School Improvement Plan 2015-2016 Mid-Year Update

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Goal 1, English Language Arts: Suquamish Elementary will increase the number of students who are at or above benchmark on the Smarter Balanced Assessments (SBA) and STAR Reading by June 2016 based on the following amount.


2015 Result 60% 51% 73%

2016 Goal 68% or +8% 60.8% or +9.8% 78.4% or +5.4%


September 2015 54% 53% 58% 71% 67% 55%


June 2016


Rationale:


Data reveals an opportunity to adjust English Language Arts (ELA) instruction in coordination with the ongoing ELA adoption/review and PLC's.

This also supports NKSD’s strategic goal to have 100% of third graders reading on grade level by 2020.

Actions:

During Professional Learning Communities (PLC) time, grade level teams will collaborate to create flexible intervention groups to provide targeted small group instruction to meet the academic needs of all students.

Our Master Schedule includes both core instruction & a K-4 literacy intervention block called “WIN time” (what I need…)

Technology: Reading A-Z (RAZ) Kids, STAR Reading, Science A-Z, AR Reading, and Lexia will be used for strategic interventions and individualized instruction.


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Teacher on Special Assignment (TOSA) will facilitate process to coordinate all available resources in order to provide interventions to all sub groups of learners. Resources include: Title/Learning Assistance Program (LAP), kindergarten intervention, special education, Rolling Readers, Tribal Education staff, before school reading lab, and parent/community volunteers.

TOSA and LAP staff will administer diagnostics every 4-6 weeks and will implement our district’s new reading intervention supplemental curriculum in order to close the achievement gap.

Para staff will be trained on diagnostic administration and on new reading intervention supplemental curriculum.

Staff will participate in professional development centered on Common Core English Language Arts

Parent Involvement: Suquamish will host a series of family nights (number dependent upon budget resources) to promote reading at home and will host a family book group again this year.

Our Academic/Behavior Coach and district TOSA will work with teachers to improve literacy instruction with assistance in unpacking standards, analyzing data, planning lessons and assessments aligned to learning targets.

Goal 2, Math: Suquamish Elementary School will increase the number of students who are at or above benchmark on the SBA and STAR Math by June 2016 based on the following amount.


2015 Result 66% 44% 65%

2016 Goal 72.8% or +6.8% 55.2% or +11.2% 72% or +7%


September 2015 46% 71% 63% 70%


June 2016

School End-of-Year Goal 57% 77% 70% 76%


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Rationale:


Data reveals an opportunity adjust instructional curricular materials and pacing through PLC's.

Actions:

Technology: I Excel (IXL) Math will be used for strategic interventions and to individualize instruction during the school day, during before and after school programs, and at home.

Teachers will use a variety of tools to support fluency such as Math Talks, Mega Math, IXL math, Bubble Math and other programs.

Classroom discourse around mathematical thinking will be incorporated into teacher’s mathematics instruction.

PLC grade level teams will collaborate weekly to analyze formative and summative data and plan interventions.

PLC teams will collaborate with the Special Education staff, the Learning Assistance Program staff and Title 1 staff to provide targeted interventions for subgroups in order to close the achievement gap.

Staff will increase the use of common core aligned “rich tasks” in order to increase problem solving skills and real world connections in mathematics

Title 1 math support provides intervention at grades 3, 4, and 5. Tribal Education staff members support a weekly intervention group at grade 5.

Parent Involvement: Suquamish will host a math “STEM Night” for parents and students.

Our Academic/Behavior Coach will work with teachers to analyze data and improve math instruction with assistance in unpacking standards, analyzing data, planning lessons and assessments aligned to learning targets.


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Goal 3, School Culture: All students will be educated in learning environments that are safe, drug free, and conducive to learning.

We will develop a consistent method for identifying and tracking student behavior in order to develop appropriate interventions.


Actions:

Staff will attend a district Positive Behavior Interventions and Supports (PBIS) introduction training - September 2015

All staff will continue to implement PBIS

All staff will teach and display our Suquamish school-wide expectations.

The Academic and Behavior Coach will develop, in collaboration with the Building Leadership Team, a PBIS implementation plan by end of February 2016.

Staff will continue to implement our compliment tickets as positive acknowledgement of student behavior. These tickets are sent home to families, in order to increase school to home communication.

All teachers will have a set of class expectations and a plan for helping students monitor their behavior displayed in the classroom.

Teachers will utilize buddy classrooms and think sheets as a behavior intervention tool.

Staff will participate in de-escalation training, provided by Laurie Bridgham, Behavior Support Teacher, fall 2015.

Teachers and the school counselor will continue implementing Kelso’s Choices and Second Step curriculum in order to help students improve executive functioning skills.

The principal and coach will collaborate with other elementary schools to develop consistent methods of identifying and tracking student behavior and office referrals.

Our Academic and Behavior Coach will collaborate with teachers to plan targeted interventions to improve behavior and maintain a focus on learning.

Vinland Elementary School Improvement Plan 2015-16 Mid-Year Update

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Goal 1, English Language Arts: Vinland will increase the percentage of students who are at or above benchmark on the SBA and STAR Reading by June 2016 based on the following baseline achievement scores.


2015 Result 51 70 68

2016 Goal 61 76 74

STAR Reading Results K 1 2 3 4 5

September 2015 63 56 45 74 71 76

January/February 2016 81 75 70 86 83 74

June 2016

School End-of-Year Goal 70 65 56 79 77 81

Rationale:


Data reveals an opportunity to adjust ELA instruction in coordination with the ongoing ELA adoption/review and PLC's.

Actions: (Should be measureable) 1. Staff will provide daily interventions and enrichment during designated instructional blocks built into our master schedule. 2. Grade Level teams will collaborate during early release days to address the four critical questions of Professional Learning

Communities. 3. A before-school reading lab will be offered 4 days/week to targeted LAP students. 4. Grade Level teams will develop reading SMART goals based on fall STAR and spring SBA performance (SBA for grades 4, 5 only). 5. Grade Level teams will analyze and triangulate student data to plan for interventions and enrichment. 6. Grade Level teams will collaborate with our Instructional Support Specialist TOSA and paraeducators to provide targeted LAP and ELL

interventions.


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7. Spanish speakers in the district Dual Language program will be supported by collaboration between teachers, ELL & LAP paraeducators, a grant-funded Spanish-speaking paraeducator, and our district ELL coordinator.

8. Technology: Resources including RAZ Kids, Read Naturally, Accelerated Reader, and our library and educational technology teachers will be available for core instruction, personalized learning, and interventions. These resources will be available during the school day, at home, and in our before-school program.

9. Vinland will host monthly family reading nights in our library to model and promote a love for books and reading. 10. Professional Learning Plan (attached) will include opportunities for deeper understanding of ELA standards, best instructional practices

(Marzano framework), and differentiation strategies.

Goal 2, Math: Vinland will increase the percentage of students who are at or above benchmark on the SBA and STAR Math by June 2016 based on the following baseline achievement scores.


2015 Result 59 70 59

2016 Goal 67 76 67

STAR Math Results K 1 2 3 4 5

September 2015 Not tested Not tested 53 89 80 86

January/February 2016 Not tested 90 79 90 88 88

June 2016

School End-of-Year Goal 62 91 84 89

Rationale:



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Data reveals an opportunity to adjust instructional curricular materials and pacing through PLC's.

Actions: (Should be measureable) 1. Staff will provide daily interventions and enrichment during designated instructional math blocks built into our master schedule. 2. Grade Level teams will collaborate during early release days to address the four critical questions of Professional Learning

Communities. 3. Grade Level teams will develop math SMART goals based on fall STAR and spring SBA performance (SBA for grades 4, 5 only). 4. Grade Level teams will analyze and triangulate student data, including common classroom formative assessments, to plan for

interventions and enrichment. 5. Specialists (math, music, technology teachers) will provide 5th grade math interventions. 6. Vinland will host a family math night to promote hands-on math learning and emphasizing real-world math applications. Feb. 25, 2016 7. Technology: resources including IXL, Math Expressions website and our Educational technology teacher will be available for core

instruction, to personalize learning, and to provide interventions during the school day and at home. 8. Professional Learning Plan (attached) will include opportunities for deeper understanding of common core math standards, best

instructional practices (Marzano framework), and differentiation strategies.

Goal 3, School Culture: All students will be educated in learning environments that are safe, drug free, and conducive to learning. Vinland students will be provided clear expectations building-wide, behaviors will be taught, and students will be recognized and acknowledged for their effort and achievement.

Rationale: This goal addresses the District’s Strategic Goal of “Success for All Students”. This goal also moves us toward the District’s goal of being in the top 5% for graduation rates in Washington State and having all Grade 3 students reading at grade level by 2020. Actions: (Should be measureable) (Note: these actions have been revised by our LT since our initial SIP from October, 2015)

1. Our PBIS system will be expanded to include greater schoolwide recognition and acknowledgment systems to promote student success and a safe and respectful school climate.


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2. A PBIS team will be established to develop, monitor and evaluate schoolwide PBIS systems. 3. The PBIS team will monitor student behavior data and share results with Vinland Leadership Team and full staff. 4. Our Intervention Coach will work with our full staff and individual teachers to implement PBIS and support our diverse student needs. 5. All school staff will teach, recognize and reinforce common school behavior expectations. 6. Teachers will implement the Second Step social emotional learning curriculum K-5 to build skills for academic, social and behavioral

success and to establish a common language for social/behavioral support school wide. 7. Staff (counselor, teachers) will teach and model Kelso’s Choice conflict management strategies to students in grades K-1 to build skills

for problem solving and create a common language for social/behavioral support school wide. 8. Counselor will teach the Second Step bullying prevention lessons in grade 5 in order to promote student success and a safe and

respectful school climate.

Wolfle Elementary School Improvement Plan 2015-16 Mid-Year Update

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Goal 1, English Language Arts: Wolfle Elementary School will increase the number of students who are at or above benchmark on the Smarter Balanced Assessment (SBA) and STAR Reading by June 2016 based on the following amount.


2015 Result 67% proficient 62% proficient 72% proficient

2016 Goal 73.6% (or +6.6%) 69.6% (or +7.6%) 77.6% (or +5.6%)


September 2015 40% 55% 48% 52% 63% 59%


June 2016

School End-of-Year Goal 52% (+12%) 64% (+9%) 58.4% (+10.4%) 61.6% (+9.6%) 70.4% (+7.4%) 67.2% (+8.2%)

Rationale:


Data reveals an opportunity to adjust English Language Arts (ELA) instruction in coordination with the ongoing ELA adoption/review and PLC's.

Actions:

Our Master Schedule will be designed to facilitate blocks of time at each grade level dedicated to core instruction & intervention wherever possible.

Professional Learning Communities (PLC) grade level teams will collaborate weekly to analyze data of grade level skills and plan interventions for deficit support and enrichment.

We will use all the STAR Early Literacy as a screener all students, grades K-1. We will use the STAR test as a screener for all students, grades 2-5.

We will collect data and determine further needs assessment based on administering the Beginning & Advanced Decoding Survey. We will progress monitor subgroups.


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Technology: Resources such as Reading A-Z (RAZ) Kids, Read Naturally, Accelerated Reader, A-Z Science and Waterford Reading (or some other alternative to Waterford) will be used to individualize instruction and to provide strategic interventions during the school day, in our before-school program, and at home.

We will offer a before-school reading lab 4 days/week for our Title/Learning Assistance Program (LAP) students.

Classroom teachers will collaborate with our Teacher on Special Assignment (TOSA), Special Education teachers and Para-educators to provide targeted Title/LAP, English Language Learners (ELL) and Special Education interventions.

Grade level teams will collaborate with Special Education and LAP to provide targeted interventions for subgroups of students to close the achievement gap.

We will continue to use our trained and dedicated volunteer corps to provide extra support and practice.

We will host three family reading nights to improve family engagement and build a passion for literacy and reading, as well as to build upon family and community connections.

Goal 2, Math: Wolfle Elementary School will increase the number of students who are at or above benchmark on the SBA and STAR Math by June 2016 based on the following amount.


2015 Result 63% proficient 56% proficient 60% proficient

2016 Goal 70.4% (or +7.4%) 64.8% (or +8.8%) 68% (or 8%)


September 2015 60% 58% 70% 80%


June 2016

School End-of-Year Goal 68% (or +8%) 66.4%(or+8.4%) 76% (or +6%) 84% (or +4)


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Rationale:


Data reveals an opportunity to adjust Math instruction with curricular materials and pacing through Professional Learning Communities (PLC's).

Actions:

Our Master Schedule will be designed to facilitate blocks of time at each grade level dedicated to core instruction & intervention wherever possible.

PLC grade level teams will collaborate weekly to analyze data of grade level skills and plan interventions for deficit support and enrichment.

We will use STAR test as a screener for all students, grades 2-5. Technology: Resources including IXL (pronounced I Excel), ALEKS and the Math Expressions website will be used to individualize

instruction and to provide strategic interventions during the school day, before school lab and at home.

We will offer a before-school math lab 4 days/week for our Title students.

Classroom teachers will collaborate with our TOSA, Special Education teachers and Para-educators to provide targeted Title/LAP, ELL and Special Education interventions.

Grade level teams will collaborate with Special Education and LAP to provide targeted interventions for subgroups of students to close the achievement gap.

We will continue to use our trained and dedicated volunteer corps to provide extra support and practice.

We will host a family math night to improve family engagement and build an understanding for mathematics, how to assist kids with homework, as well as to build upon family and community connections.


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Goal 3, School Culture: Wolfle Elementary students will be educated in learning environments that are safe, drug free, and conducive to learning. We will continue to examine approaches to student behavior management in order to facilitate the development of appropriate interventions and increase our students’ abilities to engage in academic rigor. Rationale: This goal addresses the District’s Strategic Goal of “Success for All Students”. This goal also moves us toward the District’s goal of being in the top 5% for graduation rates in Washington State and having all Grade 3 students reading at grade level by 2020. Actions:

All staff will teach at least at least once annually (the first weeks of school and as needed) the Wolfle Common Areas Expectations & Safety DVD.

All staff will teach the 4-Week Plan (summary of the Wolfle DVD) the first month of school and review after the winter break.

All staff will review and put into place Think Time (school wide, low level discipline management system) procedures the first weeks of school and review the week after winter break.

All staff will review the Student / Parent Handbook the first weeks of school before sending it home with students.

All students will attend an onsite review of the safety and behavior expectations of the lunchroom and playground the first week of school given by lunchroom and playground staff.

Playground staff will be trained by the school counselor using “Safe & Civil Schools” DVD’s as a training framework at least every other year over a 10 hour training in-service period.

Teachers and the school counselor will continue supporting Second Step & Kelso’s Choice curriculum instruction to help students improve social skills, problem solving and conflict resolution skills.

The counselor, playground staff and 5th grade teachers will train all 5th grade students in Mediation Life Skills, and use them as Peer Mediators at recess as part of our Meaningful Work program.

The principal and coach will collaborate with other elementary schools to develop a consistent application of identifying and tracking student behavior.

Our Behavior Coach will collaborate with teachers to plan targeted behavioral interventions to improve learning.


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Staff will attend PBIS district PBIS introduction training – fall, 2015.

Our Behavior Coach will continue to lay the groundwork for full implementation of PBIS – fall, 2016.

PD will focus on building an environment of acceptance, a culture of respect and cultural competency; relationships.

Students will be surveyed on the safety and culture at Wolfle. Results will be shared annually.

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