· web viewan analysis of our school wide data indicates a substantial need to improve our...

SCHOOL IMPROVEMENT PLAN (SIP)TITLE I SCHOOLWIDE PROGRAM (SWP) PLAN

School: White Oak Elementary

School Year: 2018-19 Revision Date: 8/1/18Principal: Andrew Clarke Title I Director: Melissa Wimbish

District: Coweta Superintendent: Steve Barker

ESSA Accountability Status(check all that apply)

X Schoolwide Title 1 School □ Targeted Assistance Title 1 School□ Comprehensive Support School □ Targeted Support School □ Opportunity School □ SWSS Improvement Plan

*All required components of the Title I Schoolwide and Targeted Assistance Program are included in this template.

Planning Committee Members

[List all members that were a part of the Stakeholders Input Meeting and School Improvement Planning Days/Meetings including teachers, staff, parents, school council

members, community stakeholders, students, etc. Add more rows, if needed]

Name Position/RoleAndrew Clarke PrincipalKimberly Taylor Assistant PrincipalTracy Liles Instructional CoachSilverlene Kindle CounselorApril Young Media SpecialistJamie Dettmering Kindergarten teacherDeborah Derden 1st grade teacherSheila Bealing 2nd grade teacherErin Neal 2nd grade teacherCappie Wray 3rd grade teacherKelly Aguzzi 4th grade teacherNikki Rutledge 5th grade teacherAshley Mol Special Ed.

In-School CoordinatorLindsey Shuman School Council MemberLynn Stinchcomb School Council Member

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*We have developed our schoolwide plan with the participation of individuals who will carry out the comprehensive schoolwide/school improvement program plan. Those persons involved are listed.

Comprehensive Needs Assessment/Data Review Results

1. Comprehensive Needs Assessment: Sec. 1114(b)(6)

a. is based on a comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging State academic standards and any other factors as determined by the local educational agency;

[List the assessments and instruments you used to analyze your ELA and Math data]Georgia Milestones End Of Grade Assessment 2018Star Reading Assessment data (Aug., Oct., Dec., March, May)Universal GRASP screeners (oral reading fluency, Maze comprehension, math concepts, math fact fluency)Kindergarten SGA data

[Embed graphs, tables, charts, etc., to display ELA and Math data]

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[Write a brief summary describing what the data shows and list the prioritized needs]An analysis of our school wide data indicates a substantial need to improve our literacy instruction in an effort to increase the number of students who are reading at or above grade level each year (2018 Milestone data: 56% of 3rd-5th graders not proficient or distinguished). Literacy instruction needs to addresses not only oral reading fluency, but also comprehension skills and written response in order to grow each child as an independent reader. Our subgroup populations (black, Hispanic, economically disadvantaged, and students with disabilities) require specific and intense intervention, as they are not performing on grade level and experienced a significant decrease in scores this past year. Mathematics performance is an additional area of concern, as we had 59% of our 3rd-5th grades students who did not score proficient or distinguished on the 2018 Milestones. Additionally, our subgroup populations are not performing on grade level in mathematics and experienced a significant decrease in scores this past year. An increase in reading comprehension will aid many students in the area of mathematics as well due to the need for reading comprehension in solving mathematical word problems.

● Literacy instruction - increase number of students reading at or above grade level● Interventions - specifically targeting our subgroup populations who are underperforming (in

both reading and math)● Mathematics instruction - increase number of students performing at or above grade level● Analyzing instruction - utilizing data to adjust instruction; thoroughly deconstructing standards

Root Causes and SMART (Specific, Measurable, Attainable Results-based, Time-bound) Goals

Why are students not performing well in ELA?

Root Cause: The Whys How to Address the Concerns

Specific data isn’t being used to drive instruction effectively

Data meetings to facilitate data analysis and use of data to adjust instruction accordingly; create spiral assessments per

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grade level and use to classroom graphs to progress monitor effectiveness of instruction

Not effectively teaching the standards (deconstructing); students need to deconstruct as well

Professional learning to increase capacity among staff; grade level collaboration each week

Not utilizing skills block effectively Based on classroom graphs from spiral assessments, create small groups for remediation/enrichment during skills block (verified through lesson plans)

Need more consistency, rigor, DOK, evidence-based strategies

Analyze lesson plans; grade level spiral assessments; professional learning to increase capacity

ELA SMART GOAL:By April of 2018-2019 school year, increase by 5% (from 44.33% to 49.33%) the number of students in Grades 3-5 scoring at Proficient or Distinguished levels in ELA Milestones (from 133 students to 148 students).

Why are students not performing well in Math?


Specific data isn’t being used to drive instruction effectively

Data meetings to facilitate data analysis and use of data to adjust instruction accordingly; create spiral assessments per grade level and use to classroom graphs to progress monitor effectiveness of instruction

Not effectively teaching the standards (deconstructing); students need to deconstruct as well; increase math vocabulary

Professional learning to increase capacity among staff; grade level collaboration each week

Not utilizing skills block effectively Based on classroom graphs from spiral assessments, create small groups for remediation/enrichment during skills block

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(verified through lesson plans)

Need more consistency, rigor (Pearson curriculum), DOK, evidence-based strategies

Analyze lesson plans; grade level spiral assessments; professional learning to increase capacity; utilize Pearson math curriculum in our daily lesson plans

Math SMART GOAL:By April of 2018-2019 school year, increase by 5% (from 41.81% to 46.81 %) the number of students in Grades 3-5 scoring at Proficient or Distinguished levels in Math Milestones (from 115 students to 140 students).

Why are students not performing well in ____________________________________?


SMART GOAL:

Schoolwide Reform Strategies

2. Schoolwide Reform Strategies that: Sec. 1114(b)(7)(A)(i-iii)

a. The school will be implementing to address school needs, including a description of how such strategies will:

i. provide opportunities for all children, including each of the subgroups of students (economically disadvantaged students, students from major racial and ethnic groups, children with disabilities and English learners [Sec 1111(c)(2)]) to meet the challenging State academic standards; (Addressed in Implementation Plans)

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ii. use methods and instructional strategies that strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education; (Addressed in Implementation Plans)

iii. address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards, through activities which may include—

a. counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas; [Briefly discuss how this need will be addressed]

Through the PBIS framework, we will identify students who need Tier 2 behavior interventions. The classroom teacher, school counselor, school psychologist, and RTI team will work together to implement and monitor behavioral interventions. The counselor will work to provide social skills classes to those in need.

We utilize staff mentors and a check in/out system for students in need of extra support. We also have an advocate program in which each student is paired up with a staff member for the year. Several times a year, students meet with their advocates to set goals, discuss school safety, and generally connect with students in a meaningful relationship. Advocates also meet with students individually as needed.

b. preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical education programs and broaden secondary school students’ access to coursework to earn postsecondary credit while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools); [Briefly discuss how this need will be addressed]

Through guidance lessons with each grade level, the school counselor will address various career opportunities and qualifications. First through third grades receive lessons throughout the year on at least 3 different career clusters. Fourth and fifth grades receives lessons throughout the year on at least 4 different career clusters. Additionally, fifth graders create a career portfolio in which they research one career of interest to them, write a paper based on their research, and then present it to their class.

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c. implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.) [Briefly discuss how this need will be addressed]

We utilize a schoolwide PBIS framework to discipline. Part of this process is the explicit teaching and modeling of desired behaviors, along with praise and recognition when these behaviors are present (Tier1). Through the PBIS framework, we will identify students who are in need of Tier 2 behavioral interventions. The administration, classroom teacher, school counselor, school psychologist, and RTI team will work together to implement and monitor behavioral interventions. The counselor will work to provide social skills classes to those in need.

d. professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data from academic assessments, and to recruit and retain effective teachers, particularly in high need subjects; [Briefly discuss how this need will be addressed]

In order to address the areas of focus within our school improvement implementation plan, we will offer professional learning to teachers and staff in the following areas: increasing rigor, depth of knowledge, and expectations in assessments; evidence-based strategies to utilize in ELA and math; deconstructing standards; writing instruction; MTSS framework.

e. strategies for assisting preschool children in the transition from early childhood education [Briefly discuss how this need will be addressed]

Our Pre-K teacher collaboratively plans with our kindergarten team during grade level meetings. She is also a member of our SBLT and participates in all school professional learning as well as the state mandated Pre-k professional learning requirements (DECAL).

In May, our Pre-k students visit our kindergarten classes.

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WOES ELA School Improvement Implementation Plan 2019SMART Goal: By April of 2018-2019 school year, increase by 5% (from 44.33% to 49.33%) the number of students in Grades 3-5 scoring at Proficient or Distinguished levels in ELA Milestones (from 133 students to 148 students).

Coherent Instructional System

Evidence- based Action Steps:

Describe the

evidence-based action

steps to be taken to

achieve the goal.

Action Steps Funding

a. Timeline for Implementation Role Respon

sibleb. Method for Monitoring

1. Deconstructing standards - utilizing specific vocabulary within standards

a.2018-2019 school year classroom teachers; SBLT

b. lesson plans; collaborative planning (grade levels)

2. Increasing rigor, depth of knowledge, and expectations through common, spiral assessments

a.2018-2019 school year classroom teachers, support teachers, instructional coach, admin.

b.spiral assessments; lesson plans; observations

3. Develop school-wide system for utilizing data to drive instruction, specifically during skills block, to differentiate instruction for all students

a..2018-2019 school year classroom teachers; support teachers, instructional coach; admin.

b.spiral assessments; data meetings; grade level meetings; lesson plans

Supplemental Supports: What

supplemental action steps will be implemented

for these subgroups?

Economically Disadvantaged Foster and Homeless English LearnersMorning small group reading tutoring; mentoring and relationship building

opportunities; additional instructional support

Provide additional support and assistance (ex. Instructional coach,

advocates, mentors) to students who are mobile or in need of stable, positive

relationships

Provide instruction that includes a variety of mediums, visual displays, print-rich environments, cooperative groups, and peer tutoring; morning

small group reading tutoringMigrant Race/Ethnicity/Minority Students with Disabilities

n/a Provide additional, targeted reading support as needed based upon current and relevant reading data and adjust instruction as needed to meet literacy

needs

Homeroom and support teachers will implement research-based reading

interventions to ensure that all students have appropriate access to

the curriculum

Effective LeadershipEvidence-

based Action Steps:

Describe the

evidence-




1.Provide professional learning opportunities in order to develop capacity of staff to increase rigor, depth of

a..2018-2019 school year classroom b..spiral assessments; lesson plans; observations and

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based action


achieve the goal.

knowledge, and expectations in assessments feedback teachers, support teachers, instructional coach, admin.

2. Provide opportunities for quarterly vertical team planning and weekly grade level collaboration

a..2018-2019 school year admin., classroom teachers

b.agendas; meeting minutes




Economically Disadvantaged Foster and Homeless English LearnersSchool leaders will closely and regularly

monitor data and progress of this subgroup and implement research-based interventions

as needed

School leaders will closely and regularly monitor data and progress of this

subgroup and implement research-based interventions as needed

School leaders will remain in constant communication with ESOL teachers in order to monitor data and progress of

students, as well as to provide additional support as needed to

ensure literacy growth and development

Migrant Race/Ethnicity/Minority Students with Disabilitiesn/a School leaders will closely and regularly

monitor data and progress of this subgroup and implement research-based

interventions as needed

School leaders will remain in constant communication with the in-school special education coordinator to

ensure their service time and accommodations meet their specific

learning needs

Professional Capacity


Describe the



achieve the goal.




1.Increasing rigor, depth of knowledge, and expectations through constant collaboration and creation of spiral assessments

a..2018-2019 school year classroom teachers, support teachers, instructional coach, admin.

b..spiral assessments; lesson plans; observations and feedback; meeting minutes

2. Provide professional learning on evidence-based strategies (book study)


b.reflection forms; observation and feedback; grade level and vertical team collaboration




Economically Disadvantaged Foster and Homeless English LearnersProfessional development will be focused

around research and evidence-based instructional practices specifically targeting

Embed strategies that build staff capacity in developing and fostering relationships in order to build a sense of stability and

Include ESOL teachers in all professional learning opportunities, specifically targeting reading and

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those who are economically disadvantaged belonging with these students writing strategies that are research-based

Migrant Race/Ethnicity/Minority Students with Disabilitiesn/a Embed strategies that build staff capacity

in implementing effective research-based strategies to increase literacy

development in these students

Include special education teachers and in-school coordinator in all

professional learning opportunities, specifically targeting reading and

writing strategies that are research-based

Family and Community Engagement


Describe the



achieve the goal.




1. Restructure plans for parent conferencesthroughout the year


b. pre-made conference form; conference days

2. Strengthen family/community communication and relationships through mentoring, events, social media connections, workshops/trainings, and conferences


b.newsletters; Remind, PTO Facebook page, emails, agenda




Economically Disadvantaged Foster and Homeless English LearnersBuild parent capacity by providing

opportunities for parents to understand grade-level expectations and assist their

child at home with learning targets

Build parent capacity by providing opportunities for parents to understand

grade-level expectations and assist their child at home with learning targets

Provide translation services during conferences, workshops, and trainings

to ensure that parents and students feel comfortable attending

Migrant Race/Ethnicity/Minority Students with Disabilitiesn/a teachers will communicate with parents

to ensure they are provided with the skills and resources to address individual student needs

Special education teachers will communicate with parents to ensure they are aware of all conferences, trainings, and workshops

Supportive Learning EnvironmentEvidence-

based Action Steps:

Describe the



achieve the goal.




1. Continue to implement PBIS with fidelity utilizing recognition of positive behaviors (golden tickets)

a..2018-2019 school year classroom teachers, support teachers, instructional

b.Wow folder checklists; monthly recognition awards

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coach, admin.

2.Restructure schedules to ensure maximum instructional time


b.master schedule; lesson plans




Economically Disadvantaged Foster and Homeless English LearnersUtilize PBIS, mentors, and advocates to

build strong relationships and connections with students

Utilize PBIS, mentors, and advocates to build strong relationships and

connections with students


connections with studentsMigrant Race/Ethnicity/Minority Students with Disabilities

n/a Utilize PBIS, mentors, and advocates to build strong relationships and




WOES Math School Improvement Implementation Plan 2019SMART Goal: By April of 2018-2019 school year, increase by 5% (from 41.81% to 46.81 %) the number of students in Grades 3-5 scoring at Proficient or Distinguished levels in Math Milestones (from 115 students to 140 students).

Coherent Instructional System


Describe the


steps to be taken

to achieve the goal.




1. Deconstructing standards - utilizing specific vocabulary within standards

a..2018-2019 school year classroom teachers; SBLT

b. lesson plans; collaborative planning (grade levels)

2. Increasing rigor, depth of knowledge, and expectations through common spiral assessments


b.spiral assessments; lesson plans; observations

3. Using data to drive instruction, specifically during skills block, to differentiate instruction for all students

a..2018-2019 school year classroom teachers; support teachers, instructional coach; admin.

b..spiral assessments; data meetings; grade level meetings; lesson plans

Supplemental Economically Disadvantaged Foster and Homeless English Learners

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Supports: What supplemental action

steps will be implemented for these

subgroups?

Morning small group reading tutoring; mentoring and relationship building

opportunities; additional instructional support

Provide additional support and assistance (ex. Instructional coach,

advocates, mentors) to students who are mobile or in need of stable, positive

relationships

Provide instruction that includes a variety of mediums, visual displays, print-rich environments, cooperative groups, and peer tutoring; morning

small group math vocabulary tutoringMigrant Race/Ethnicity/Minority Students with Disabilities

n/a Provide additional, targeted reading support as needed based upon current and relevant reading data and adjust instruction as needed to meet literacy

needs

Homeroom and support teachers will implement research-based reading

interventions to ensure that all students have appropriate access to

the curriculum

Effective Leadership


Describe the


steps to be taken





1.Provide professional learning opportunities in order to develop capacity of staff to increase rigor, depth of knowledge, and expectations in assessments


b.spiral assessments; lesson plans; observations and feedback

2. Provide opportunities for quarterly vertical team planning and weekly grade level collaboration

a..2018-2019 school year admin., classroom teachers

b..agendas; meeting minutes


supplemental action steps will be

implemented for these subgroups?

Economically Disadvantaged Foster and Homeless English LearnersSchool leaders will closely and regularly

monitor data and progress of this subgroup and implement research-based interventions

as needed

School leaders will closely and regularly monitor data and progress of this

subgroup and implement research-based interventions as needed

School leaders will remain in constant communication with ESOL teachers in order to monitor data and progress of

students, as well as to provide additional support as needed to

ensure mathematical growth and development

Migrant Race/Ethnicity/Minority Students with Disabilitiesn/a School leaders will closely and regularly

monitor data and progress of this subgroup and implement research-based

interventions as needed

School leaders will remain in constant communication with the in-school special education coordinator to

ensure their service time and accommodations meet their specific

learning needs

Professional CapacityEvidence-

based Action Steps:

Describe the


steps to be taken





.Increasing rigor, depth of knowledge, and expectations through constant collaboration and creation of spiral assessments


b.spiral assessments; lesson plans; observations and feedback; meeting minutes

2. Provide professional learning on evidence-based math strategies and using data reports to drive

a..2018-2019 school year classroom teachers, b.reflection forms; observation and feedback; grade

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instruction (STAR Math) level and vertical team collaboration support teachers, instructional coach, admin.




Economically Disadvantaged Foster and Homeless English LearnersProfessional development will be focused

around research and evidence-based instructional practices specifically targeting those who are economically disadvantaged

Embed strategies that build staff capacity in developing and fostering relationships in order to build a sense of stability and

belonging with these students

Include ESOL teachers in all professional learning opportunities, specifically targeting mathematical

vocabularyMigrant Race/Ethnicity/Minority Students with Disabilities

n/a Embed strategies that build staff capacity in implementing effective research-based

strategies to increase mathematical development in these students

Include special education teachers and in-school coordinator in all

professional learning opportunities, specifically targeting math strategies

that are research-based

Family and Community Engagement


Describe the


steps to be taken





1. Restructure plans for parent conferencesthroughout the year


b. pre-made conference form; conference days

2. Strengthen family/community communication and relationships through mentoring, events, and social media connections


b.newsletters; Remind, PTO Facebook page, emails, agen




Economically Disadvantaged Foster and Homeless English LearnersBuild parent capacity by providing

opportunities for parents to understand grade-level expectations and assist their

child at home with learning targets

Build parent capacity by providing opportunities for parents to understand

grade-level expectations and assist their child at home with learning targets

Provide translation services during conferences, workshops, and

trainings to ensure that parents and students feel comfortable attending

Migrant Race/Ethnicity/Minority Students with Disabilitiesn/a teachers will communicate with parents

to ensure they are provided with the skills and resources to address individual student needs

Special education teachers will communicate with parents to ensure they are aware of all conferences, trainings, and workshops

Supportive Learning EnvironmentEvidence-

based Action Steps:

Describe the


steps to




1. Continue to implement PBIS with fidelity utilizing recognition of positive behaviors (bucket fillers)

a..2018-2019 school year classroom teachers, support teachers,

b.Wow folder checklists; monthly recognition awards

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be taken to achieve the goal.

instructional coach, admin.

2.Restructure schedules to ensure maximum instructional time


b.master schedule; lesson plans




Economically Disadvantaged Foster and Homeless English LearnersUtilize PBIS, mentors, and advocates to

build strong relationships and connections with students




connections with studentsMigrant Race/Ethnicity/Minority Students with Disabilities

n/a Utilize PBIS, mentors, and advocates to build strong relationships and




Evidence-based Strategy/Intervention

4. ESSA Requirements to Include in your Schoolwide Plan

a. Define how your interventions are evidence-based; or other effective strategies to improve student achievement. Sec. 1111(d)(B)

List interventions such as programs, strategies, activities, software, staff (instructional coach, support teacher, paraprofessional, CSR teacher), professional learning, behavior reform, and attendance strategies you plan to implement to improve student achievement. Research your intervention and indicate the evidence-based level.

Resources that can be used to help identify the evidence-base level: What Works Clearinghouse Best Evidence Encyclopedia Evidence for ESSA Child TrendsIf you can not find your program on one of these websites, then you will need to contact the company/vendor to provide the research to help determine the level of evidence. Link the research within the chart.

Evidence-Based Interventions Powerpoint 2017 --explains the different levels of evidenceEvidence-Based Interventions Powerpoint 2018

Statistically significant effect on improving student outcomes or other relevant outcomes based on:

Check one

Evidence-Based Strategy/Intervention

List Subject: Math, ELA, or Other Subjects/Discipline

Strong Evidence

Moderate Evidence

Promising Evidence

Rationale Evidence

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Response to Intervention ELA, Math, Behavior X (1.29)

Providing formative evaluation

ELA, Math X (.48)

Effective feedback ELA and Math X (.48)

Teacher Clarity ELA, Math X(.75)

Identified Learning Goals ELA, Math X (.68)

Strategy to Integrate with prior knowledge

ELA, Math X (.93)

Direct Instruction ELA, Math X (.60)

Small group Instruction ELA, Math X (.47)

Early reading intervention ELA, Math X (.44)

Phonics Instruction ELA X (.70)

Balanced literacy approach using CAFE/Daily 5 literacy instruction

ELA X

Lyrics to Learnhttps://www.lyrics2learn.com/results.html

http://www.lyrics2learn.com/blog/rocking-out-reading-fluency/

ELA X

Flocabularyhttps://flocabulary.s3.amazonaws.com/pdfs/flat/efficacy-study-summary.pdf

ELA X

Write Score Reading & Writing Programhttps://search.proquest.com/openview/9d3956619526667e3b363dcc1363bedd/1?pq-origsite=gscholar&cbl=18750&diss=y

ELA X

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Schoolwide Plan Development

3. Schoolwide Plan Development: Sec. 1114(b)(1-5)

a. is developed during a 1-year period, unless— the school is operating a schoolwide program on the day before the date of the enactment of the Every Student Succeeds Act, in which case such school may continue to operate such program, but shall develop amendments to its existing plan during the first year of assistance after that date to reflect the provisions of this section; [Briefly discuss how this need will be addressed]

Each year in April/May, we begin analyzing our school wide data and collecting feedback from stakeholders so that we are able to align the goals and action steps of our school improvement to the present needs of our community of learners. We continue to revisit the school improvement implementation plan throughout the year to ensure we are addressing the prioritized concerns, as well as making any changes as necessary.

b. is developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, other school leaders, paraprofessionals present in the school, administrators (including administrators of programs described in other parts of this title), the local educational agency, to the extent feasible, tribes and tribal organizations present in the community, and, if appropriate, specialized instructional support personnel, technical assistance providers, school staff, if the plan relates to a secondary school, students, and other individuals determined by the school;

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[Briefly discuss how this need will be addressed]

In order to gain as much insight and feedback as possible, we schedule input meetings with parents/families and teachers/staff, as well as send out questionnaires/surveys.

c. remains in effect for the duration of the school’s participation under this part, except that the plan and its implementation shall be regularly monitored and revised as necessary based on student needs to ensure that all students are provided opportunities to meet the challenging State academic standards; [Briefly discuss how this need will be addressed]

During monthly SBLT meetings, various family input nights, monthly faculty meetings, and school council meetings, we continue to monitor the school improvement implementation plan throughout the year to ensure we are addressing the prioritized concerns, as well as making any changes as necessary.

d. is available to the local educational agency, parents, and the public, and the information contained in such plan shall be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can Understand. [Briefly discuss how this need will be addressed]

Our school improvement plan is shared in a team drive with our district, posted on our school website (available to parents and the public), and shared with our staff. The plan is available in both English and Spanish.

Parent and Family Engagement


b. Describe how the school will use and implement effective parent and family engagement strategies under Section 1116, Sec. 1112(b)(7), and Sec. 1112(e)(3)(C) for parents of English Learners

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i. Building Parent Capacity (Addressed in the Parent and Family Engagement Plan and through parent and family engagement learning opportunities)

ii. Building Staff Capacity (Addressed in the Parent and Family Engagement Plan and through professional learning on building staff capacity)

Middle and High School Transition


c. If a middle or high school, describe how the school will implement strategies to facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education including, if applicable—

i. through coordination with institutions of higher education, employers, and other local partners; and

ii. through increased student access to early college high school or dual or concurrent enrollment opportunities, or career counseling to identify student interests and skills. Sec. 1112(b)(10)

In order to prepare White Oak’s students for middle school and beyond, students are provided with career-awareness lessons by the school counselor so that they can begin to think about possible career pathways. Fifth grade teachers also integrate career discussions into the classroom environment as situations allow. Sixth grade students from Arnall Middle School come to visit each fifth grade classroom in May to talk to students about middle school expectations.

Progress Monitoring (Impact Checks) Principals meet with district leaders to discuss SMART goals,

implementation plans, action steps with evidence-based interventions, and progress)

Date: [Link PowerPoint presentation]


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Annual Evaluation of the School Wide Title I Program/School Improvement Plan[The annual evaluation of the programs and evidence-based interventions will be

completed at the end of the school year by June 13, 2019]

Identify Needs: What were the prioritized needs and goals based on the CNA?

Evidence

● Talk with many people who have a stake in the improvement

● Collect information from many places to decide the needs of students and teachers.

● Identify the processes in the school that are broken and are causing the needs

Select Interventions: What were the evidence-based interventions?

Evidence

● Consider all the evidence for needed improvement

● Research possible interventions● Determine if staff has the capacity to

implement possible interventions

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Plan Implementation: What were the action steps? Evidence

● Identify roles and responsibilities of those implementing the intervention

● Develop a team that will deeply understand the intervention and of the best ways to implement it.

● Develop the implantation timeline.● Identify resources and supports needed

for the implementation of the intervention● Develop a set of information to be

reviewed to track the implementation]

Implement Plan: How were the actions steps carried out and monitored?

Evidence

● Collect information to monitor the quality of supports being provided for the implementation

● Consider what additional information is needed to determine if the intervention is working.

● Assess the degree to which the implementation is being followed

● Identify ways to break down any barriers● Build capacity of others to facilitate the

improvement process now and in the future

Examine Progress: What were the effects of the interventions? Did they define the goals?

Evidence

● Determine if the staff can formally study the effects of the intervention to share

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with others in the field● Monitor implementation and progress

against the defined goals● Define reasonable expectations for

success● Identify and track progress and

performance Develop a plan for how knowledge about the intervention will be shared with others

● Use the evidence to determine whether the intervention should continue as is, be modified, or be discontinued

Budgeting: Did the plan drive the budget (staff, programs, software, supplies, equipment, etc)?

Evidence

● Use the evidence to determine whether the school wide initiatives should continue as is, be modified, or be discontinued

( Expenditures)

Family and Community Engagement Evidence

● Welcoming all families in the community

● Communicating effectively with families/community

● Supporting student success● Empowering Families● Sharing leadership with families/the

community● Collaborating with the community

( Parent & Family EngagementInvolvement Plan)

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· web viewan analysis of our school wide data indicates a substantial need to improve our...

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