title i school wide plan

Component # 1 Needs Assessment – Kamiak Elementary School 1

Title I School Wide Plan Kamiak Elementary School

Pullman School District

2020-2021

Contents (with hyperlinks)

Component #1: Needs Assessment ......................................................................................................................................................................... 2

Component #2: School Wide Reform Strategies .................................................................................................................................................. 44

Component #3: Activities to Ensure Mastery ....................................................................................................................................................... 46

Component #4: Coordination and Integration of Funding ................................................................................................................................... 51


Component #1: Needs Assessment

Plan

The data collected and examined came from multiple data sources including: Dynamic Indicator of Early Literacy Skills (DIBELS),

Measure of

Academic Progress (MAP), Smarter Balance Assessment (SBA), Parent Perception Surveys, Thought Stream perception data, Skyward

Attendance Data, and SWIS behavior data. This data is collected through processes including: Electronic databases, staff data digs,

paper and pencil parent surveys, electronic surveys of stakeholders, and teacher submitted classroom and behavior data.

Demographic Data

OSPI Report Card

Skyward Attendance Data

ELPA 21

Reading Data

Dynamic Indicator of Early Literacy Skills (DIBELS): Used as a universal screener (Benchmark and Progress Monitoring)

Measure of Academic Progress (MAP)

Smarter Balance Assessment (SBA)

Kindergarten Classroom Based Assessments – and WaKIDS Data

Math Data

Measure of Academic Progress (MAP)

Smarter Balance Assessment (SBA)

Behavior Data

SWISS Data

Parent Perception Data

Parent Surveys

Thought Stream


Demographic Data Supporting Documentation


Projected Student Demographic Data (2019-20 School Year) DEMOGRAPHICS -Race and Ethnicity

Kamiak Elementary has a total of 350 students. The highest

demographic population is White (69%), followed by Hispanic (15%),

Asian (8%), Multicultural (5%), and Black (2%). The Pacific Islander and

American Indian populations make up less than one percent of our

current demographic.

-Programs We have 49% of our population on Free or Reduced Meal plans.

Our students receiving support services in special education total 16%,

and our transitional ELD students make up 15% of our population. There

are 2% of students on a 504 plan.

-Gender Our population is made up of 52% female and 48% male.

SAMPLE Data Demographic Overview from OSPI School Report Card:


Staff Demographic Data Kamiak Elementary School will have 20 general education

certificated classroom teachers when the school opens. There are four at kindergarten teaching three classes, four at 1st grade, four at 2nd grade, three at 3rd grade, two at 4th, and three at 5th grade. We will have three Special Education teachers, one Title I/LAP teacher, one PE teacher, and three itinerant teachers who teach specialized

classes including: Music, Art, and STEM. Kamiak Elementary School currently has 24 support staff. This includes one full time office administrator, one office support paraprofessional, and one instructional paraprofessional used for tiered instruction and supervision. There are 2 custodians and 2 part-time kitchen staff. Our teaching support includes five paraprofessionals in the special education department and four for Title 1/LAP support. There is one library paraprofessional and one certificated librarian that oversees all 6 schools within the district. We have one paraprofessional who provides ELL instruction under the supervision of a certified ELL instructor who is shared between four buildings. The district currently shares one nurse supervisor with other nursing support as needed. Kamiak Elementary School has one OT and one PT that is shared throughout the school district, and has one SLP. Kamiak Elementary School currently has one principal, one counselor, and a .5 school psychologist.

SAMPLE Data Demographic Overview from OSPI School Report Card:


Language fluency of staff include: English and Spanish.


Atmosphere Data Supporting Documentation

Data Based Decision Making/ Support Systems: Kamiak Elementary School will use a Tiered Model for Interventions that is based on the Response to Intervention (RtI) model for both academic and behavior. Core instruction is delivered in the general education classrooms while Tier II instruction is delivered through in-class and pull out models using researched and evidence-based materials and practices. The majority of intervention support will come via the push-in model. The school Student Intervention Team (SIT) team will meet weekly to analyze student data and develop a student plan of intervention in collaboration with the teacher(s). Teachers may refer a student to the SIT for intervention support and progress monitoring. The SIT will provide coaching and instructional support for teachers and staff implementing intervention plans. Tier 3 instruction (supplanting core) is currently delivered to general education students that have an Individualized Education Plan (IEP). Core Instruction in Reading Each grade level will spend an average of 60 or more minutes per day on core reading instruction. Core instruction is differentiated in the classroom to meet students’ needs. The majority of Tier 2 support will be done as a push-in model at every grade level. Tier 2 push-in instruction will be delivered

Below are Tables of our Core , Supplemental

, and Intervention

Materials:

Math Description Adopted K 1 2 3 4 5

EnVision MATH

Core Instruction

2011- 2012

EnVision MATH

Intervention 2011- 2012

Project M2 &M3

Hi-Cap Students

2015- 2016

Math 180 5th grade

Intervention

2015- 2016

ELD Description Adopted K 1 2 3 4 5

Carousel of IDEAS

Elem. ELD Program

2012- 2013

In the USA Beginning ELL Students

2014- 2015

Reach Advanced ELL Students

2015- 2016

Science Description Adopted K 1 2 3 4 5

Mystery Science

Elementary Science Kits

2018-19


by the classroom teacher and/or the certificated Title I teacher. Paraeducators will provide instructional support in our push-in model. We will have four support paraprofessionals who will assist in delivering the push-in Tier 2 support for reading. Pull-out will be used for the students that need a double dose of intervention. Tier 3 instruction for students with Reading and Writing IEPs will be delivered in class and as a pull-out model by our special education staff under the supervision of a certificated Special Education teacher.

Delta Science Models

Elementary Science Kits

2004/05 2012/13

Reading Description Adopted K 1 2 3 4 5

StoryTown Core Instruction

2008- 2009

Story Town Strategic Intervention

2008- 2009

Tiered Support for grade levels – Reading

Grade level Amount Tier II Support

Type of Support

Kindergarten 45 minutes Push-in small group guided reading groups

1st 30 minutes Push-in small group guided reading groups

2nd 30 minutes Push-in small group guided reading groups

3rd 30 minutes Push-in small group guided reading groups

4th 45 minutes Pull out groups – Read 180

5th 45 minutes Pull out groups – Read 180

Core Instruction in Math Each grade level will spend an average of 60 minutes or more per day on core math instruction. Core instruction will be


differentiated in the classroom to meet students’ needs. Tier 2 instruction will be delivered by the classroom teacher. Tier 3 instruction for students with math IEPs will either be delivered in class or as a pull-out model by special education staff under the supervision of a certificated Special Education teacher.

Tiered Support for grade levels – Math

Grade level Amount Tier II Support

Type of Support

Kindergarten 20 minutes

1st 20 minutes

2nd 30 minutes

3rd 30 minutes

4th 30 minutes Push-in Groups

5th 30 minutes Pull out Groups


Access to Books: Kamiak Elementary School will have a school library that provides students with the opportunity to check out books each week. Students will have a library class for 40 minutes each week where they are taught reading skills and have book check out time. All classroom teachers have classroom libraries where students have access to books for in class and take-home use. The Title I program has a daily book check out program for all students in need of extra access to literature to promote at home reading. Access to Supplies: Staff and students will have ready access to school supplies. The staff supply room will be stocked with basic school supplies. Teachers may request supply orders above and beyond what is available through the school and/or district. Through community donations there are school supplies available for any student who needs supplies. Extended Learning Opportunities – Students: Kamiak Elementary School will offer a wide range of activities, clubs, and family nights to extend student learning including. Kamiak Elementary School will have community partners with Washington State University for “Coug Pals” – a writing connection with WSU, Before School Tutoring- A program coordinated by a building teacher and a university instructor to provide an hour of tutoring before school Monday through Thursday. The tutors are WSU students who are applying for entry into the College of Education to earn a teaching degree. Kamiak Elementary School will partner with the YMCA for after school tutoring and activities, and has activities with many community partners coming to the school to provide instruction. Family Nights include: Family Game Night, Science and Technology Fair, Art Show, and other classroom-based family learning activities. Clubs offered at Kamiak Elementary School Include: Geography Club, Chess Club, and Destination Imagination.


Extended Learning Opportunities – Staff: Staff at Kamiak Elementary School can participate in extended learning opportunities in the form of whole staff professional development (PD), individual professional development, and peer coaching. Professional development opportunities include: Making Math Reasoning Explicit (MMRE) classes and coaching, Reading Strategies PD K-2, Math Number Talk training, Struggling Readers Can Thrive Conference K-2, ELL Workshops and SIOP training, ELA Best Practices Book Studies, Highly Capable Workshops, grade level assessment diagnostic training, sovereignty workshops, and Right Response Training. Peer coaching opportunities include: Student Intervention Team (SIT), Building Leadership Team (BLT), Positive Behavior Intervention Support (PBIS), early dismissal building/district collaboration days once a month, and 3 district Learning Improvement (LID) days a year. Class size: District Class Size limit targets are as follows: K-3rd grade-22 students and 4th and 5th grade-25 students. Technology available: Kamiak Elementary School classrooms all have presentation stations that include a computer and a document camera. Each classroom has at least 6 Chromebooks for student use. Our school currently has 9 Chromebook carts with 30 Chromebook each that can be checked out by teachers for use in the classroom. Relevant curriculum materials: The general education materials for reading include: StoryTown Reading, Zoophonics, and teacher selected materials that align with the grade level Common Core State Standards (CCSS).


Title I intervention materials for reading include: Fountas and Pinnell Leveled Literacy Intervention, Read 180, Read Naturally, Zoophonics, and Reading Mastery. The general education materials for math include: enVision Common Core, Title I intervention materials for math include: enVision Intervention Kit. Community and school services for homeless or migrant families and students in foster care: School services include transportation, free breakfast and lunch, school supplies and backpacks. We have shower facilities and laundry access if a family needs access. Our community has a Family Promise program that coordinates living spaces in Churches around the community. The program includes food and counseling as well as job coaching and assistance. Connections with tribal councils: We do not have any tribal lands in the Pullman School District. We have coordinated programs with WSU and the Nez Perce tribe in Lapwai, ID for field trips and professional development. Pullman Schools Pantry Program: This is a supplemental food program to support the health of Kamiak Elementary School families in need. Hunger negatively impacts the ability to learn. Many circumstances in life can lead families to struggle in accessing enough food. This program is meant to supplement the food available to Kamiak Elementary School students, and their siblings, during weekends and long school breaks. We want to create better learning situations for Kamiak Elementary School students. Healthy, full students are able to focus, resulting in better learning


SBA Data – ELA (Based on Spring 2018 SBA) Overall scores on Smarter Balance Assessment (SBA) show that 42% of 3rd

grade and 36.8% of 4th grade students scored below proficient. We have no

5th grade students from last year. Students who qualify for free and reduced lunch subgroup, 24% of third graders, and 26.3% of fourth graders scored below proficient on SBA assessment.

KES (2018)

SBA ELA - All Student Not Met Met

3 42% 58%

4 36.8% 63.2%

5

KES (2018)

SBA ELA Free and Reduced

Not Met Met

3 24% 76%

4 26.3% 73.7%

5


SBA Data – Math (Based on Spring 2018 SBA) Overall scores on Smarter Balance Assessment (SBA) show that 44.9% of

3rd grade and 47.5% of 4th grade. We have no 5th grade student from last

year. Students who qualify for free and reduced lunch subgroup, 28.6% of third graders and 31.1% of fourth graders scored below proficient on the math SBA assessment.

KES

SBA Math All School

Not Met Met

3 44.9% 55.1%

4 47.5% 52.4%

5

KES

SBA Math Free and Reduced

Not Met Met

3 28.6% 71.4%

4 31.1% 68.9%

5


Kindergarten Preparedness Supporting Documentation (Sample) Kamiak Elementary School students, who are entering Kindergarten, highest needs are in social -emotional preparedness, cognitive reasoning, and mathematics preparedness. Most students are entering Kindergarten with the needed skills in physical and literacy preparedness. This will be continually monitored and studied by the end of the year WaKIDS Information

http://www.k12.wa.us/WaKIDS/

http://www.k12.wa.us/WaKIDS/


Behavior Data Supporting Documentation (Fall 2018)

Based on the data for Pullman School District, we anticipate that Kamiak Elementary School Elementary School will have an average of 1.28 student office referrals per day. Again, based on district data, we would anticipate that the lunch period will be the time when the most behavior referrals occur, then the classroom and playground will be where most referrals originate. The district data show that the behavior issues with the greatest occurrence physical contact, physical aggression, defiance, and disruption.


District Parent Perception Data Supporting Documentation


Parent Perception Survey was given the week of February 27th – March 3rd, 2018. A paper pencil survey was handed out at Parent Teacher Conferences and done on a voluntary basis by families. The respondents were asked to rate their agreement with the following questions on a scale of 1 – 5 with 5 being the most agreement. There were 265 surveys returned. The families who responded to the survey ranked knowing what academic services my child is receiving as the lowest score with the average response being 3.05. The highest-ranking question was teachers communicate with me about my child’s progress in academic subjects with the average response being 4.65. Our data would indicate we need to focus on communicating specific academic services a child is receiving. The data indicated that we should focus on making it easier for parents to participate in their child’s education. The data indicates that most parents who responded to the survey feel that their child is learning the skills and knowledge necessary for success, teachers communicate about their child’s progress, they understand what academic support is provided at the school, and the school staff provides extra help when it is needed. None of the categories were at 100% of respondents at a level 5 so there is room for growth in each category. The area of focus - communicating specific academic services a child is receiving – when broken down by grade-level indicates that it is an area for growth across all grade levels.

Parent Perception Surveys were given the week of February 27th – March 3rd, 2018. A paper pencil survey was handed out at Parent Teacher Conferences and done on a voluntary basis by families. The respondents were asked to rate their agreement with the following questions on a scale of 1 – 5 with 5 being the most agreement. **See Supporting Documentation for Grade Level Break Down

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

I know what academic

services my child is

receiving

My child is learning the

skills and knowledge

necessary for success

Teachers communicate with me about

my child's progress in academic subjects.

I understand what academic

support is provided at this

school.

The school makes it easy

for me to participate in

my chil's education

School Staff provides extra help when my child needs it.


Study

Evaluation of ELA Practices and Assessment


How are we implementing best practices and strategies? ELA best practices include a multi-tiered model for instruction and intervention. This includes a strong differentiated core program that is data driven, and collaboration between classroom teachers and intervention teachers. We will be using both a pull-out and push-in intervention model for reading intervention. The students who are currently receiving interventions are selected based on screener results, diagnostic data, and teacher input. Identified students must qualify for Title I services based on these criteria. Collaboration between teachers and intervention teachers happens on an as needed basis and in an informal manner. There is occasional collaboration, but it is not structured or consistent. Kamiak Elementary School certificated staff would benefit from professional development on the implementation of Professional Learning Communities (PLC’s). Best practices indicate that PLC’s need to occur on a regular basis to ensure student academic growth. Best practices state that for double dosing to be effective, the students should be simultaneously working on skill deficits in both the general education classroom and intervention or double dosing time. This year’s schedule will accommodate those best practices. Best practices states that teachers providing support for struggling students should be highly qualified and highly trained. With the current push-in model we have classroom teachers working with our lowest students. With the fluidity of funding provided in a school-wide Title I program we currently have our highest qualified staff work with our most struggling students. What are the professional development needs? Our data would indicate that Kamiak Elementary School staff would benefit from professional development on teaching to diverse populations and instructional training to support social-emotional learning, and strong core instruction and differentiating for needs based on data in the core instruction. This training would provide staff tools and resources to use in the general education classroom. With these tools in place, the classroom teacher and interventionist can collaborate to follow best practices in meeting their students’ needs, double dose instruction and differentiation instruction for students. What are ways we collaborate or partnerships we have? Pullman School District currently has seven half–day early release time for collaboration by grade levels. During this time, grade levels have time to analyze data and strengthen their instruction practice through collaboration. This PLC time is based on the DuFour Model and the four essential questions: What will we expect our students to learn? How will we know they are learning? How will we respond when they don’t learn? What will we do when they already know? With this structure in place, we would benefit from professional development around using data effetely to answer these questions, drive instruction and interventions.


While Kamiak Elementary School grade levels meet as a team, the frequency, level of collaboration and data analysis at each grade level varies. All

K-5th teachers would benefit from professional development and coaching around the implementation of PLC’s, using data to inform and drive our

instruction. Kamiak Elementary School Building-Wide Student Intervention Team (SIT) meets every week. This is a team made up of a grade level representative from each grade K-5, the Title I reading teacher, school psychologist, principal, and district special education and curriculum representatives. This team works to structure support for students who are struggling and provides peer coaching and support for the general education implementing tiered interventions in their classroom. What is our commitment to continuous improvement? Kamiak Elementary School staff is committed to continuous improvement to ensure that every student is successful. The goal would be to use a continuous cycle of analysis to review student data, implement interventions, and provide supports where necessary. The SIT and Building Leadership Team (BLT) will meet regularly to review data, and revise our plan as necessary to ensure that all students are making academic progress and social-emotional growth. What are you going to evaluate? In an effort of continuous improvement and dedication to best practices, Kamiak Elementary School staff will continually assess our data at all grade levels. At the classroom and grade level, teachers will use common progress monitoring data, common formative and summative assessments to analyze student growth and effectiveness of core and tiered interventions and supports. This reflective practice will ensure students are making adequate progress and all learning needs are being met. Through professional development and collaboration teachers will strengthen their practice and ability to provide timely data driven interventions. At the building level, the principal and SIT will lead the staff in analyzing progress monitoring, formative, summative, and state assessment data to ensure that student learning goals are being met. This data will come from, but not be limited to, MAP, SBA interim, SBA, grade level common formative assessments, and common progress monitoring. These learning goals will be in our School Improvement Plan (SIP) and Title I plan, which will be revisited on a regular basis to ensure progress is being made. What are the best practices and how are we going to evaluate our practice? We know best practices for ELA are a tiered approach to instruction and intervention using researched and evidenced based practices. Strong core instruction including differentiation to meet student needs should be the essential foundation of our instruction. Utilizing double dosing, the students will be simultaneously working on skill deficits in both the general education classroom and intervention classrooms to increase students’


academic success. Collaboration between the general education teachers (vertical and horizontal) providing this core instruction with intervention teachers who provide Tier 2 support that meets the specific learning needs of each student. Educating our staff and providing professional development on best practices will provide a common starting place for instruction and interventions. The principal and SIT work to ensure that these practices are being implemented in each classroom. Student data will be analyzed and when gaps or deficits appear, instructional models and best practices will be analyzed. Support, coaching, and professional development will be provided when necessary.


Evaluation of Math Practices and Assessment

How are we implementing best practices and strategies? Math Menu of Best Practices emphasizes the shift that math standards have taken in the past years. Math instruction should provide greater focus on fewer topics or foundational skills, have coherence – a logical progression from grade level to grade level with intentional connections between content within a grade, and provide rigor – conceptual understanding, procedural skills and fluency and application are all taught with equal intensity. Kamiak Elementary School will be developing teaching capacity around this shift in standards. During the 2017-18 school year, the Pullman School District the K-2 teachers participated in ongoing professional development around building conceptual understanding and number sense at the primary level. Then, in 2018-19 school year, the 3rd, 4th and 5th grade teachers participated in a professional development partnership to build teacher capacity around conceptual understanding and math reasoning. New teachers to the school and the district will continue to have staff development in these areas. Math best practices include a multi-tiered model for instruction and intervention. This includes a strong differentiated core program that is data

driven, and collaboration between classroom teachers and intervention teachers. We are currently using a pull-out intervention model at 4th and

5th grade. The students who are currently receiving interventions are selected based on screener and diagnostic data, and must qualify for Title

Services based on these criteria. Best practices states that teachers providing support for struggling students should be highly qualified and well trained. With the current push-in model we have classroom teachers working with our neediest students, while the para educators are providing Tier I and Tier 2 support. With the fluidity of funding provided in a school-wide Title I program we are able to have our highest qualified staff work with our most struggling students. What are the professional development needs? Our data indicates that Math is our greatest academic area of need. Staff would benefit from continued high-quality, continuous professional development on the implementation of best practices and the shift in the K-12 Learning Standards for Math. A greater focus on the foundational skills, having a coherent progression between grade levels, an integration of skills between content areas, and greater focus on rigor. Staff would benefit from coaching and professional development around how to pursue conceptual understanding, procedural skills and fluency, and application all with equal intensity. Cross-grade level data analysis to determine learning gaps and ensure coherence and progression across grade levels would benefit teachers’ instruction.


Our data would indicate that Kamiak Elementary School staff would benefit from professional development on teaching to diverse populations and instructional training to support social-emotional learning, and strong core instruction and differentiating for needs based on data in the core instruction. This training would provide staff tools and resources to use in the general education classroom. With these tools in place, the classroom teacher and interventionist can collaborate to follow best practices in meeting their students’ needs, double dose instruction and differentiation instruction for students. What are ways we collaborate or partnerships we have? Pullman School District currently has seven half–day early release time for collaboration by grade levels. During this time, grade levels have time to analyze data and strengthen their instruction practice through collaboration. This PLC time is based on the DuFour Model and the four essential questions: What will we expect our students to learn? How will we know they are learning? How will we respond when they don’t learn? What will we do when they already know? With this structure in place, we would benefit from professional development around using data effetely to answer these questions, drive instruction and interventions. To ensure that collaboration results in the outcomes we desire, Kamiak would benefit from professional development and coaching around the implementation of PLC’s, using data to inform and drive our instruction. Kamiak Elementary School Building-Wide Student Intervention Team (SIT) meets every week. This is a team made up of a grade level representative from each grade K-5, the Title I reading teacher, school psychologist, principal, and district special education and curriculum representatives. This team works to structure support for students who are struggling and provides peer coaching and support for the general education implementing tiered interventions in their classroom. Kamiak Elementary School teachers have partnered with a group of math professionals in a multi-year project with provided professional

development at the K-5th grade levels on implementing math instruction with high rigor with a high focus on communicating math reasoning. This

years’ focus will be on the core instruction on early numeracy at the K-2 grade levels.

Looking at the data, not all students who performed below grade level in reading and math were accessing the core AND intervention. Our focus

this fall will be to ensure all students are accessing core instruction plus intervention, and double dosing for the students who scored the lowest. What is our commitment to continuous improvement? Kamiak Elementary School Elementary School staff is committed to continuous improvement to ensure that every student is successful in mathematics. The goal would be to use a continuous cycle of analysis to review student data, implement interventions, and provide supports where


necessary. The SIT and Building Leadership Team (BLT) will meet regularly to review data, and revise our plan as necessary to ensure that all students are making academic progress and social-emotional growth.

What are you going to evaluate? In an effort of continuous improvement and dedication to best practices, Kamiak Elementary School staff will continually re-assess our data at all levels. At the classroom and grade level, teachers will use common progress monitoring data, common formative and summative assessments to analyze student growth and effectiveness of core and tiered interventions and supports. This reflective practice will ensure students are making adequate progress and all learning needs are being met. Through professional development and collaboration teachers will strengthen their practice and ability to provide timely data driven interventions. At the building level, the principal and BLT will lead the staff in analyzing progress monitoring, formative, summative, and state assessment data to ensure that student learning goals are being met. This data will come from, but not be limited to, MAP, SBA interim, SBA, grade level common formative assessments, and common progress monitoring. These learning goals will be in our School Improvement Plan (SIP) and Title I plan, which will be revisited on a regular basis to ensure progress is being made. What are the best practices and how are we going to evaluate our practice? Best practices for mathematics instruction are a tiered approach to instruction and interventions using researched and evidenced based practices. Strong core instruction including differentiation to meet student needs should be the essential foundation of our mathematics instruction. Collaboration between the general education teachers (vertical and horizontal) providing this core instruction and with intervention teachers who provide Tier II support that meets the specific learning needs of each student. Educating our staff and providing professional development on best practices will provide a common starting place for instruction and interventions. The principal and BLT will work to ensure that these practices are being implemented in each classroom. Student data will be analyzed and when gaps or deficits appear, instructional models and best practices will be analyzed. Support, coaching, and professional development will be provided when necessary.


Evaluate Non-Academic Areas

Parent Perception Data How are we implementing best practices and strategies? Best practices include frequent communication with families in a variety of ways and the promotion of two-way communication for families. We started with a twitter account, even before the school has been opened to demonstrate the commitment to communication at the outset. Kamiak Elementary School will have an active PTA. Family feedback will be solicited during family nights, and conference weeks. Our data will help us with parent communication around services that students can and do receive. We will work to better keep parents informed, as well as to listen to parents. Behavior Data PBIS (Positive Behavior and Intervention Supports) will form the backdrop of the behavior program. Additionally, we will need to respond to students with high behavioral needs in the classrooms, providing a safe place for both the student and the teacher. We need to provide professional development to staff around supporting Tier II and Tier III student behaviors and teaching replacement behaviors.

Act

Needs Assessment Action Plan

School-level

• Data will be shared with staff and priorities and areas of concern will be determined

• Collaboratively created school-wide academic and behavioral goals based on the data will be implemented and monitored

• Specific areas of concern, determined through data analysis, will be targeted for professional development and intervention

• The BLT and grade level teams will analyze data at a deeper level. Deeper disaggregation of demographic data by individual student will assist in closely aligning instruction to needs of each child to better meet our goals

District-level The Center for Educational Effectiveness (CEE) conducted an Educational Effectiveness Survey, which is a formative and diagnostic tool designed to stimulate and inform conversations for improvement within the district staff. This survey determined that areas of need or opportunity to improve upon were:

We receive training on instruction to support social emotional learning

We are provided training to meet the needs of diverse student population in our school

We have opportunities to learn effective teaching strategies for the diversity represented in our school


As we conducted Data Digs during the school year, it became apparent that not all students who performed below grade level in reading and math were accessing the core AND intervention. Our focus this fall will be to ensure all students are accessing core instruction plus intervention. Another challenge for our system is to ensure our para professionals have access to appropriate and meaningful professional development. This year we are going to provide job embedded professional development using the support of our Math TOSA and certificated intervention teachers at least once a month in an attempt to better meet this need.

Component #2 School Wide Reform Strategies – Kamiak Elementary School 45

Component #2: School Wide Reform Strategies Kamiak Elementary School’s school-wide plan will maintain a comprehensive level of focus including

targeting a range of subjects, such as reading, math and student behavior. This will be done by:

• Continual cycle of analysis of student achievement and growth by the school-wide BLT.

• Grade level PLC’s will center discuss on DuFour’s four questions: What do we expect our

students to learn? How will be know if they are learning it? How will we respond if they don’t

learn? How will we respond if they already know?

• Data digs to look deeply at classroom level student data and interventions – modifying

instruction and interventions to ensure student learning.

• Continue Professional Development involving Mathematics, specifically numbers sense, for all

grades

Kamiak Elementary School will work to improve transitions between grades and/or schools. This will

be done by:

• Students multi-tiered intervention data will be shared with the next grades teacher to ensure

flow of program.

• Transition meeting between grade levels to discuss data, successful interventions, and student

concerns.

• Transition meeting between preschool and kindergarten to ensure that interventions and

supports follow students.

• Transition meeting between 5th grade and the Lincoln Middle School to ensure that interventions

and supports follow students.

• Family conferences with all kindergarten families to learn about needs and learning styles of

incoming kindergarten students.

• HighCap transition meeting between grade levels to discuss data, successful interventions, and

student concerns.

Kamaik Elementary School will work to realign curriculum both horizontally and vertically from grade

to grade enriching and accelerating curriculum when needed. This will be done by:

• Grades K-1 will use and revise scope and sequence for all subject areas.

• Grades 2-5 will begin work towards creating and implementing a scope and sequence for all

subject areas.

• PLC’s will work both in their grade level and across grade levels to strengthen core instruction

and develop strong differentiated instructional strategies to meet all needs.

• Create a consistent vocabulary for all subject areas that progress through the various grade levels

• Provide PD to staff on both instructional interventions and ways to enrich core instruction- by

Title I teacher

Component #2 School Wide Reform Strategies – Kamiak Elementary School 45

INCREASE THE AMOUNT AND QUALITY OF TEACHING AND LEARNING

Goal Action Steps

Strengthen Core Instruction

• Provide ongoing professional development in the area of math (early number sense and building conceptual understanding.)

• Use the Menu of Best Practices (ELA, Math and Behavior) to guide our instruction and interventions in all subject areas.

• Work to align instruction, both vertically and horizontally, between grade levels to ensure a comprehensive program. (Scope and Sequence)

• Grade level PLC’s focusing discussion on DuFour’s four

questions: What do we expect our students to learn? How

will be know if they are learning it? How will we respond if

they don’t learn? How will we respond if they already

know?

Strengthen Differentiation During Core Instruction

• Actively use data to drive instruction and interventions – grade level and school wide data digs.

• Provide professional development to staff and PLCs around using relevant data to help drive instruction.

• Provide professional development for staff around differentiating and appropriate and timely interventions and extensions during core instruction.

• Work to create a bank of intervention strategies/materials

for teachers to use when differentiating core instruction.

Increase communication between classroom teachers

and intervention teachers

• Title I teacher and principal will meet monthly with each grade level team to discuss intervention progress and student needs. Focus on best practices and the need for flexible groups.

• Title I teacher keeps record of student progress and

collaborates with individual teachers when students are not

making sufficient growth during intervention times – adjust

interventions as needed.

Manage challenging behaviors that impact student learning

• Work with behavior specialists, to help meet the needs of struggling students by building teacher capacity and skills.

• Routinely analyze student behavior data to strengthen behavior interventions.

• PBIS expectations are taught and reinforced by ALL staff on

an ongoing basis.

Component # 3: Activities to Ensure Mastery – Kamiak Elementary School 50

Component #3: Activities to Ensure Mastery

Activities to Ensure Mastery Essential Area

Resources

Identifying and support of our most at-risk students:

1. Run a data report from My School Data’s Early Warning System, which is linked to assessments scores, discipline, demographics, and attendance.

2. Identify students as at-risk (academically and/or behaviorally).

3. These students will be a focus of our SIT and Positive Behavioral Supports & Intervention (PBIS) team.

4. The student will be assigned a case liaison who will coordinate interventions and communicate with the child’s teacher.

5. These students will receive Title I academic and/or behavioral support services.

6. Parents will be notified of the supports and on-going communication will happen on a monthly basis to communicate student progress.

7. Parents will be provided information on how to work with their child at home on the skills the child may be lacking.

8. We will offer summer school, before school, and/or after-school instruction if deemed necessary

9. If the family is in need, coordinate with WISE services and with our school’s Food Pantry to provide students with food for the weekend and/or long breaks.

10. At the end of the year, complete a data analysis of all of our students by the next-year’s teacher(s) to determine at risk students whom may have not yet been identified throughout the year. -MAP, DIBELS, SBA, SWIS Behavioral/Discipline Data, and Attendance Records

11. Use data from assessments in grade level PLC teams to determine students who are in the most need of additional academic/behavioral support.

12. Utilize grade level PLC teams, Title/LAP team, Special Education and SIT team to monitor success of reading and math intervention structures at various grade levels, including type of intervention, collaboration intervals and content, student progress, success.

At-Risk Students

-Teacher Time -SIT Team -PLC Groups -Data Sources -PTA -Community Partnerships


Ensure student’s non-academic needs are met: 1. School climate interventions (e.g., anti-bullying strategies, PBIS). Continue PBIS implementation, including

utilizing SWIS data to guide and inform PBIS lessons, expectations and supervision structure.

2. Utilize Second Step (social-emotional curriculum) in grades K-5; with all K-5 teachers presenting the full curricula to students, modeling the processes consistently

3. Provide students with access to a counselor during the school day

Counseling and Mental

Health Support

-Community Partnerships -Data Sources -Curriculum Materials -Counselor Time -Teacher Time

Providing opportunities for students to become college and career ready and to graduate high school

1. Field Trips: Fire Station, Police Department, Washington State University, Science Museum, and Schweitzer

Engineering firm

2. Family Math Nights (math reasoning skills)

3. Family Literacy Nights (reading skills)

4. Geography Club

5. Lunch Room Helpers

6. Crossing Guard

7. Student Council

8. Science Fair

9. Art Show

10. Destination Imagination

11. Orchestra

College and Career

Readiness

-Teacher Time -PTA -Donations -Community Partnerships -Family members


Ensure student’s behavioral needs are met:

1. RtI strategies intended to allow for early identification of students with behavioral needs and to provide a tiered response based on those needs: Tier 2 & Tier 3 Support

2. Consistent school wide behavioral expectations and learning - PBIS

3. Maintain schedule consistent and regular meeting times to review student data and assist with interventions and supports. Structure a “smooth handoff” of students and data from grade level to grade level.

4. School climate interventions (e.g., anti-bullying strategies, PBIS). Continue PBIS implementation, including utilizing SWIS data to guide and inform PBIS lessons, expectations and supervision structure.

5. Enhance reinforcement strategies

6. Utilize Second Step in grades K-5, with all K-5 teachers presenting the full curricula to students, modeling the processes consistently: Tier 1 Support

7. If the student’s behavior is impacting their ability to have success in school, the SIT team will evaluate the student and implement a Behavioral Improvement Plan (BIP)

8. Coordinate and communicate with parents regarding interventions and support for their child. Ensure

open lines of communication with parents about any concerns they have or any medical diagnosis of their

student

Tiered Behavioral

Support

-Community partnerships -SIT Team -PBIS Team -Counselor/ Psychologist Time -Behavior Specialist Time -Teacher Time


Ensure student’s academic needs are met:

1. Use data from assessments in grade-level PLC teams to determine students who are in the most need of additional academic support.

2. Continue to successfully implement our district’s RtI model and use of research-based interventions.

3. Provide responsive assistance to students struggling in mathematics during the school day, in addition to current Title reading support. Utilize a combination of push-in teacher directed interventions and pull-out interventions. Monitor progress according to RTI policy and enhance collaboration between classroom teachers and Title I staff.

4. Provide responsive assistance to students struggling in reading during the school day, through the Title I reading program.

5. Provide continued support for identified students during the summer months.

6. Provide responsive assistance to students participating in the transitional bilingual instruction

program during the school day, in addition to structure in-class opportunities. Utilize a combination of

push-in, teacher-directed interventions and pull-out interventions. Monitor progress according to ELD regulations and enhance collaboration between classroom teachers and the ELD teacher.

7. Utilize grade level collaboration teams, Title team, SPED and SIT to monitor success of reading and math intervention structures at various grade levels, including type of intervention, collaboration intervals and content, student progress, success.

8. Using the transitions documents created by SIT, next year’s teacher will be provided with data on any interventions and what type of interventions have been provided to that student in the previous year

9. As a grade-level, each team will meet at the end of the year to analyze academic and behavioral data of students who will be entering the grade level at the following school year.

10. Creation of K- 5 grade level pacing guides and curriculum maps by grade level PLC’s and facilitated by building administrators and district staff.

Intensive Academic Support

-RTI Manual -SIT Team -Intervention Materials -Case Liaisons -Counselor/ Psychologist Time -Data Source -Teacher Time -Summer Academy


1. Attend Early Childcare Provider meetings on a regular basis throughout the year

2. Conduct Preschool Transition meetings with Administrators, the child’s preschool teacher, Kindergarten teacher, and SPED teacher -Discuss the student’s current Individualized Education Plan (IEP), their services and service model, and create a plan for the following year that involves all individuals

3. Conduct a Kindergarten Round-Up for newly registering students

4. Conduct a Parent Welcome Information Night in the Spring for new students entering in the Fall

5. Hold Open House Nights at each school

6. Complete entry conferences for each student and their guardian(s) before school begins to learn about their child’s: strengths, opportunities, family dynamics, family/child needs, etc.

Preschool Transition

-Preschool Teacher Time -Kindergarten Teacher Time -Administrator Time -Coordinated services

1. Provide professional development for staff regarding challenging behaviors in the classroom, and how to support teachers in recognizing those behaviors and how to support students.

2. Provide professional development for staff regarding Mental Health of young people and how it affects their learning.

3. Provide opportunities for PLC teams to meet and develop professionally by analyzing data to determine trends, needs, opportunities, strengths, etc. of individual and groups of students.

4. Continue professional development in early numeracy for grades K-2, and begin professional development opportunities for grades 3-5 in mathematics. Implement school-wide progress monitoring in math with district support.

5. Provide job-embedded training to teachers in the classroom to create reading groups using data from classroom and district assessments, and work together to create independent learning activities for students. Provide assistance throughout the year.

6. Support teachers in grades 3-5 in district wide Interim Assessment Block’s (IAB’s) training and how to use the IAB’s to guide instruction.

7. Provide ongoing professional development for teachers around strengthening core instruction and

implementing appropriate interventions during core instruction in the areas of reading, math, and behavior.

Professional Development

-Teacher Time -Provider Pay -District Training -Materials

Component #4 Coordination and Integration of Funding – Kamiak Elementary School 52

Component #4: Coordination and Integration of Funding

Program Amount Available

How the Intents and Purposes of the Program will be Met

Basic Education TBD To provide all students with instruction aligned to grade level CCSS, including differentiation and enrichment services. Basic education funds are combined to support the activities listed in components two and three. Examples include: Classroom teachers, curriculum materials, supplies, equipment, technology, staff development, substitutes, and educational support personnel.

Title I, Part A TBD To provide all children the opportunity to receive a fair, equitable, and high-quality education designed to close educational achievement gap.

• Math Professional Development: Collaborative, on-going opportunity for teachers (K-5) to integrate learned math strategies for teaching through job-embedded opportunities. Data from needs assessment and classroom will help to drive this intensive professional development.

• PBIS

• RTI

• SIT Team

• Utilize a combination of push-in, teacher directed interventions and pull-out interventions. Utilize the schedule to ensure all students receive the intensive interventions they need, including double dosing. Monitor progress according to RTI policy and enhance collaboration between classroom teachers and Title staff.

• Family engagement and coordination

Title II, Part A TBD Title II, Part A funds support three broad goals:

• Get good teachers through recruitment and hiring practices.

• Support and grow new teachers using effective induction strategies.

• Keep, develop, and sustain teachers through best practices, and effective and continual professional development.

Pullman School District Title II, Part A funds will be used in the professional development of teachers, administrators and other school staff. Professional Development will be provided by the TOSA (Teacher on Special Assignment) which is job embedded, data driven, sustained, and collaborative.

Component #4 Coordination and Integration of Funding – Kamiak Elementary School 52

Title III TBD Title III addresses the needs of eligible students, who come from linguistically and culturally diverse backgrounds. The goal of Title III is to develop language proficiency that enables meaningful access to grade level curricula and instruction. Funds are used to implement language instruction education programs designed to assist LEP students achieve these standards, to ensure that Limited English Proficient (LEP) students develop English Language proficiency and meet the same academic content and academic achievement standards that other children are expected to meet. • Provide responsive assistance to students participating in the transitional bilingual instruction program during the school day, in addition to structure in-class opportunities • Utilize a combination of push-in, teacher directed instruction and pull-out instruction. • Monitor progress according to ELD regulations and enhance collaboration between classroom teachers and the ELD teacher. • Family engagement and coordination. • Professional development provided by ELD coach to general education teachers on increasing language acquisition and access to academic content for LEP students

Local Funds TBD Local levy revenue may be combined in school-wide programs. Local levy revenues are intended for locally elected “enhancements.” For example:

• Science Curriculum Materials

• Teacher Pay

Total TBD

title i school wide plan

Documents