young woods elementary school at b jae clanton complex ... · 14. regina richards, kindergarten...

School Improvement Plan Young Woods Elementary School at B

Jae Clanton Complex | 2013-2015

School Improvement Plan 2 | Page

TABLE OF CONTENTS

Part 1: General Information …………………………………….…………………………………..…. p. 3

A. Overview B. Instructions C. Timeline and Key Dates

Part 2: School Improvement Plan Template ……………………………………………………… p. 4 Section 1: Cover Page Section 2: Vision, Mission, and Values Section 3: Data Profile and Needs Analysis Section 4: School Priority Areas and SMART Goals Section 5: School Improvement Strategies and Implementation Timeline

Part 3: Requirement Checklists …..…………..……………………………………………………… p. 13

A. Title I School-Wide Program Checklist B. SIG Model Elements Checklist (SIG Cohort 1 and 2 Schools Only)


PART 1: GENERAL INFORMATION

Overview Providence Public Schools participate in the Title I Schoolwide Program, which give schools greater latitude in organizing their resources and operations to support school improvement and improved student outcomes. As such, all schools are required to prepare school improvement plans. While PPSD requires schools to prepare school improvement plans every two years, federal regulation requires schools to submit school improvement plans every year. The district simplifies this process by asking schools to prepare two-year plans instead of yearly plans, but schools must revisit and modify the plan at the end of the first year and prior to the start of the second year. In other words, schools will be asked to revise their plans between years 1 and 2. The planning process is the first phase in a very important cycle of implementation effectiveness and performance monitoring. Providence School Department has modified and streamlined the planning process to ensure that it is coherent, comprehensive, actionable, and results-oriented. The new school improvement plan (SIP) template is designed to provide a step-by-step, strategic approach to promote ongoing improvement district-wide. Through the planning process, school teams will:

1. Articulate the mission, vision and values of the school; 2. Provide a data profile and needs analysis; 3. Identify three to four SMART goals to address the prioritized areas of need; 4. List specific strategies and implementation milestones to achieve each goal.

Instructions Review and follow all directions carefully when completing the SIP template. School administrators should collaborate with their Instructional Leadership Teams (ILT) to complete all sections of the SIP template and use the checklist located in the Appendix Section to review the completed plan.

Timeline and Key Dates

1. School teams attend SIP planning sessions

2. DATs provide on-site technical assistance as needed Ongoing

3. School teams submit SIP sections 1-4 to Executive Directors for review May 28th

4. Executive Directors provide feedback on sections 1-4 June 3rd

5. School teams incorporate feedback and complete sections 5 June 3rd - June 14th

6. Schools submit a final draft SIP and Title 1 budget to Executive Directors and Tomas for approval

June 14th


PART 2: SCHOOL IMPROVEMENT PLAN TEMPLATE

Section 1: Cover Page Instructions: Please complete this cover page by entering the requested information below.

Name of School: Young Woods Elementary School at BJ Clanton Complex

School Address: Prairie Avenue, Providence Rhode Island

School Principal Name: Christine Riley

Classification (check one):

SIG Cohort 1 School SIG Cohort 2 School ESEA Waiver Warning School ESEA Waiver Focus School ESEA Waiver Priority School None of the above

ILT/SIT Member Names:

1. Christine Riley, Principal 2. Krystal Interlini, 5th grade teacher, Co-Chair 3. Jeremy Sencer,5th grade teacher, Co-Chair 4. Jenn Scarduzio, 1st grade teacher, Note Taker, 5. Megan Darnowski, 2nd grade teacher, Note Taker 6. Lenny Ellis, 3rd grade teacher, Time Keeper 7. Winnie Van Horne-Prior,Reading Coach, Facilitator 8. Bridget Richardson, 4th grade teacher 9. Laura Leach, 4th grade teacher 10. Jen Jubinville, 3rd grade teacher 11. Claudine Mello, 2nd grade teacher 12. Melissa Yergey, 2nd grade teacher 13. Jamie Asadorian, Kindergarten grade teacher 14. Regina Richards, Kindergarten integrated ESL teacher 15. Rose Cacchiotti, special educator 16. Sharon Arena-Zanghi, Reading Specialist 17. Elizabeth Hogan, 3rd ESL 18. Cheryl McElroy- Math coach, facilitator

Parent and Community Member Representatives:

Executive Zone Director:

../../Grant%20Office/Elementary%20Schools/B%20Jae%20Clanton/Title%20I/2013-2014/Budget%20File%20-%20Submission/13-14%20BJ%20Clanton%20-%20C.%20Riley%20-%2003338%20-%20Title%20I%20Budget.xlsx


Executive Zone Director Signature: Date:

School Principal Signature: Date:

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

NECAP results measuring 2008-2009

teaching year

NECAP results measuring

2009-2010 teaching year

NECAP results measuring 2010-

2011 teaching year

NECAP results measuring

2011-2012 teaching year

NECAP results

measuring 2012-2013

teaching year

Before transformation

began

Beginning of

transformation

Transformation in first

full year

Transformation in

second full year

Transformation

in third full

year

Previous administrator Transformation

administrator

Transformation

administrator

Transformation

administrator

Transformation

administrator

Previous faculty and staff Previous faculty

and staff

Transformation faculty

and staff

Transformation

faculty and staff

Transformation

faculty and

staff

Young

210

students

total 3-5

Woods

185

students

total 3-5

Young

150

students

total 3-5

Woods

193

students

total 3-5

Young Woods merged

185 students total 3-5*

*NECAP data documented below

represents only a portion of student

population and obtained scores from

both Young Elementary and Woods

Elementary. There were actually

297 students in 3rd-5th

Young Woods

merged

382 students total 3-5

Young Woods

merged

Math

AP/P 54 or

26%

48 or

26%

38 or

25%

48 or

25%

58 or 31% 96 or 25%

Math

PP/SBP PP: 59

or 28%

SBP: 99

or 47%

PP: 44 or

24%

SBP: 92

or 50%

PP: 50 or

32%

SBP: 66

or 43%

PP: 42 or

22%

SBP: 102

or 53%

PP: 45 or 24%

SBP: 83 or 45%

PP: 87 or 23%

SBP: 200 or 52%

ELA

AP/P 75 or

36%

62 or

34%

67 or

44%

70 or

37%

79 or 43% 140 or 37%

ELA

PP/SBP PP:80 or PP: 68 or PP: 46 or PP: 64 or PP: 54 or 29% PP: 115 or 30%


38%

SBP: 55

or 26%

37%

SBP: 55

or 30%

31%

SBP: 37

or 25%

37%

SBP: 59 or

31%

SBP: 52 or 28% SBP: 127 or 33%

NECAP results

measuring 2008-

2009 teaching

year

NECAP results

measuring 2009-

2010 teaching year

NECAP results

measuring 2010-2011

teaching year

NECAP results

measuring 2011-

2012 teaching

year

NECAP results

measuring

2012-2013

teaching year


Section 2: Vision, Mission, and Values Instructions: Using the space provided below, insert the school’s vision statement describing the school’s aspirations for the future. Insert the mission statement explaining the school’s driving purpose. Lastly, define the core values or guiding beliefs that are to be embodied by all staff, students, and members of the school community.

What is the school’s vision statement?

Young Woods Elementary School at B Jae Clanton Complex will be a national leader in educating urban youth.

What is the school’s mission statement?

Young Woods Elementary School at B Jae Clanton Complex will prepare all students to succeed in the nation’s colleges and universities and in their chosen professions.

What are the school’s core values?

W- well behaved

I-industrious S-safe E-empathetic WELL BEHAVED We will

take ownership of our behaviors

be respectful and trustworthy

use words and actions to honor others

stand up for what we believe INDUSTRIOUS We will

develop learning goals and achieve them

demonstrate problem solving and decision making skills SAFE We will

work together to prevent and protect each other from harm EMPATHETIC We will

Understand the viewpoints of others.

Find ways to contribute to the community

celebrate the growth and successes of others


share time and talents with others

Support and encourage a peaceful and caring community.

Section 3: Data Profile and Needs Assessment

3.1. SCHOOL DATA PROFILE Instructions: Complete the school data profile below by providing enrollment and demographic data for the current 2012-13 school year and inserting achievement and school climate data for the past several years.

Grades: K, 1, 2, 3, 4,5

# of Administrators: 2

Student Enrollment: 681 # of Teachers: 28

5-yr Enrollment Trend: # of Support Staff: 13

Student Demographic Breakdown (2012-13):

% Black: 167 or 24.5%

% Limited English Proficient (LEP) 149 or 21.9%

% Hispanic: 414 or 60.8%

% Special Education: 65 or 9.54%

% White: 26 or 3.82% % Free/Reduced (F/R) Meals: 654 or 96.04%

% Other: 10.88%

NECAP Achievement (Teaching Year): 2009 2010 2011 2012

Young Wood Young Wood Young Woods ES Young Woods ES

Math Overall % Proficient: 26% 26% 25% 25% 31% 25%

Math % Below Proficient: (pp+sbp) 75% sbp=47%

74% sbp= 50%

75% sbp=43%

75% sbp=53%

69% sbp=45%

75% sbp 52%

Math African American % Proficient: 26.3% 21.7% 22.2% 20.4% 22.2% 21.3%

Math Hispanic % Proficient: 25% 26.4% 26.3% 27.3% 35.1% 25.3%

Math LEP % Proficient: 4.8% 0% 8.3% 0% 0% 11.0%

Math IEP % Proficient: 5.6% 7.7% 5.9% 8.5% 3.6% 10%

Reading Overall % Proficient: 36% 34% 44% 37% 43% 37%

Reading % Below Proficient: (pp+sbp) 64% sbp=26%

67% sbp=30%

56% sbp=25%

64% sbp=31%

57% sbp=28%

63% sbp=33%

Reading African American % Proficient: 35.1% 31.9% 57.6% 22.0% 35.6% 39.4%

Reading Hispanic % Proficient: 36.6% 36.1% 40.8% 41.8% 46.9% 34.5%

Reading LEP % Proficient: 10% 0.0% 13.6% 0.0% 60% 12.2%


Reading IEP % Proficient: 16.7% 10.3% 8.8% 8.3% 10.7% 8.3%

Writing Overall % Proficient: No

scores No

scores 17.1% 34.8% 16.7% 29.5%

Science Overall % Proficient: 3.0% 5.0% 8.3% 2.1% 3.9% 1.0%

School Climate Data: 2009-2010 2010-2011 2011-2012 2012-2013

Young Wood

Student Attendance Rate: 27.8% 39.1% 38.2% 92.20% 92.65%

% of Students Chronically/Excessively Ab.: 20.0% 24.2% 24.5% 32.9% 51%

Graduation Rate (HS only):

Dropout Rate (HS only):

3.2. NEEDS ANALYSIS Instructions: Prior to identify goals and strategies, school teams must engage in a thorough needs assessment to evaluate the current state of the school. School administrators and ILTs should carefully analyze school qualitative and quantitative data to identify school strengths and areas for development. Consider strengths and weaknesses in the following areas: academic achievement, teacher and leader effectiveness, curriculum and instruction, family and community engagement, use of time, use of data, culture and climate, and nonacademic supports. Summarize the school’s greatest strengths and growth areas and provide specific data points to support the analysis.

Summarize the school’s greatest strengths.

Data Analysis

academic achievement, *60% of students scored proficient on DIBELS EOY 12% are nearly proficient *59% of students scored proficient on STAR math EOY, 31% nearly proficient

Young Woods is making growth according to formative diagnostic data

teacher and leader effectiveness, Over 80% of teachers received a rating of effective or higher

Young Woods teachers are vested professionals in all areas

curriculum and instruction, Charlotte Danielson’s High yield strategies implemented school-wide

Student engagement is high and teaching and learning is rigorous

family and community engagement,

use of time Increased school day by 60 minutes was added 2011-12 through 2012-13 to the

This enabled us to extend differentiated instructional time


instructional day

use of data, Data is brought through the CARA cycle during common planning time and Instructional Leadership Team meetings

This enabled distributed leadership and teacher ownership of data and student growth

culture and climate 75% PPSD CCSurvey 86% -respected-PPSD CCSurvey 86%- adult to go to-PPSD CC Survey 68%-PPSP CCSurvey-peer respect 82%-PPSD CCSurvey-help others Yw 36% vs PPSD 45% PPSD CCSurvey and related safety data

Most students identify the YW as a good to excellent school Students at YW feel connected to the school-teachers respect them and that they have at least one teacher or adult at school that they can talk to if they have a problem Data contradictions due to “do not “statements. Students at YW report that students treat others with respect and that most students help each other. Students at YW feel safer and worry about crime less than other students in PPSD. Class environment, academic expectations/engagement

Nonacademic supports *We have partnerships with community partners such as Family Service and Inspiring Minds that have provided family social emotional support as well as 2 full time Americore teachers. *We have a community partnership with Family Service who have provided a wrap around service provider

*Americore teachers have aided in the RTI process in reading and math *The social emotional needs of our families are met in an effective and timely manner

In the 2013-14 school year, the CCSS for Mathematics will replace the RI Mathematics GLEs/GSEs in preparation for the change from NECAP (reading, writing, mathematics) to the new statewide assessment (PARCC) (ELA/literacy, mathematics) in 2014-15.


Summarize the school’s most significant growth areas.

Data Analysis

academic achievement

READING: * DIBELS growth: in 2012-13 BOY: only 44% of students were green (proficient). By of that same year EOY 60% of students were green. 42% of students scored red (well below proficient) in BOY. By EOY the % of red students decreased to 28%. *Comparative Reading level DATA across the Transformation

process:

BOY 2011 -Tier 1 students

(On level and Advanced)


(On level and Advanced)

K 54 out of

118

46% K N/A until

Nov

TBA

1st 21 out of

106

20% 1st 61 out of

124

49%

2nd 39 out of

98

40% 2nd 68 out of

142

48%

3rd 33 out of

102

32% 3rd 47 out of

103

46%

4th 38 out of

101

38% 4th 42 out of

100

42%

5th 23 out of

94

24% 5th 40 out of

100

40%


(Strategic Intervention)


(Strategic Intervention)

K 51 out of

118

43% K N/A until

Nov

TBA

1st 69 out of

106

65% 1st 25 out of

124

20%

2nd 31 out of

98

32% 2nd 34 out of

142

14%

3rd 17 out of

102

17% 3rd 34 out of

103

33%

The numbers of students scoring proficient in both reading and math has increased. The numbers of students scoring in intensive intervention has decreased.


4th 27 out of

101

27% 4th 37 out of

100

37%

5th 16 out of

94

17% 5th 21 out of

100

21%


(Students who are more

than 1 grade level behind

in reading)


(Students who are more than

1 grade level behind in

reading)

K 11 out of

118

9% K N/A until

Nov

TBA

1st 19 out of

106

18% 1st 38 out of

124

31%

2nd 28 out

of 98

29% 2nd 38 out of

142

27%

3rd 48 out

of 102

47% 3rd 25 out of

103

24%

4th 40 out

of 101

40% 4th 19 out of

100

19%

5th 61 out of

94

65% 5th 33 out of

100

33%

*Met SLO goals for school for 2011-12, 2012-13 in reading

MATH: *STAR MATH growth: MOY data: 53% of students scored proficient, 17% nearly proficient, 20% strategic intervention, 20% intensive intervention. EOY: 59% of students scored proficient on STAR math EOY, 31% nearly proficient, 20% strategic intervention, 9% intensive intervention *Met SLO goals for school for 2011-12, 2012-13 in math

teacher and leader effectiveness

Administrative PGG was to establish a highly functioning ILT. Goal was met in 2012-13.

curriculum and instruction

Instructional tools have continuously been added to target instruction in reading and math.

family and community

Increased school/community events and attendance at school/community events


engagement

use of time An additional 60 minutes was added 2011-12 through 2012-13 to the instructional day

use of data ILT began conducting walkthroughs school wide in 2012-13 where there had been no teacher to teacher walks previously in place CARA cycle used during Collaborative Planning Time facilitated by both ILT members and instructional coaches

culture and climate 2010-11 attendance rate 38.2% up to 92.65% in 2012-13

nonacademic supports

Partnership with Family Services to improve social/emotional help of students and their families. Future partnerships with Capital Goodfund, YMCA, and Dorkus Place to begin in January 2014.

Section 4: School Priority Areas and SMART Goals

Instructions: Successful and sustainable school improvement requires a targeted and focused approach on the school’s most pressing needs and challenges. Please reflect upon school data and the needs analysis in Section 3 to identify a manageable set of priorities to guide the school’s improvement efforts over the next two years. Based on these identified priorities develop 3 or 4 SMART goals that are specific, measurable, attainable, results-oriented, and time-bound. SMART goals should align to and support the district’s vision, mission, and goals. Step 1: Priority Areas

Priority Areas: Based upon the analysis conducted, what 3 to 4 priorities emerge for the school? Cite relevant evidence from your analysis to support these priorities.

Improve school culture Improve ELA proficiency Improve math proficiency

Step 2: SMART Goals

Goal #1: Insert the first SMART goal below. District strategic alignment:

6% of Young Woods qualified as absent. 51% of that 6% is

considered chronically absent. By June 2014, Young Woods

will decrease their chronic absenteeism from 51% to 41%.

6% of Young Woods students are considered chronically tardy.

By June 2014, the percentage will drop to 1% (a 5% decrease).

Engaged students and families Highly-effective educators Student-centered instruction Systems that work Collaborative community


Goal #2: Insert the second SMART goal below. (Optional) District strategic alignment:

Grades K-3 will increase 10% from BOY to EOY as measured by DIBELS composite scores. Grades 4 and 5 will increase 10% from BOY to EOY as measured by STAR reading scaled scores.


Goal #3: Insert the third SMART goal below. (Optional) District strategic alignment:

Grades 1-5 will increase 10% from BOY to EOY as measured by star math.



Section 5: School Improvement Strategies and Implementation Timeline Instructions: Identify a comprehensive and coherent set of strategies that are aligned with the school’s SMART goals identified in Section 4. Select strategies that are transformative, actionable, and student-centered. Complete the strategic planning process outlined below for each of the SMART goals. Provide a performance metric to help measure progress and gauge whether or not the strategy is being implemented effectively and with fidelity. Identify when each strategy will occur by year and semester.

Goal #1: Insert your first SMART goal below.

6% of Young Woods qualified as absent. 51% of that 6% is considered chronically absent. By June 2014, Young Woods will decrease their

chronic absenteeism from 51% to 41%.

6% of Young Woods students are considered chronically tardy. By June 2014, the percentage will drop to 1% (a 5% decrease).

Summary: Briefly describe the school’s comprehensive approach to produce gains in this goal area.

The attendance rates of chronically absent students continue to be an on-going problem as exemplified by the data above. The school plans to continue the systems and procedures created by the School Level Attendance team.

Strategies: Identify a core set of strategies to achieve this goal.

Funding: If the strategy requires funding identify source: local or Title I

ESEA Waiver Intervention: (If applicable)

Performance Metric: Identify an indicator for each strategy.

2013-14 2014-15

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

1.1 Develop a chronically absent

attendance team that will meet

weekly.

Team minutes

X

1.2 The team will review current tardy and absence data. Team will identify students who are chronically tardy/absence (using Cara Cycle)

CARA Cycle template for review dictating action plan. Student attendance data

X X X X X X X X

1.3 Team will consistently monitor systems

and procedures accurate data

collection

Agenda and Minutes Surveys Weekly attendance reports

X X X X X X X X


Roster of students identified as chronically absent

1.4 Team members will have

parent/contact and conferences with

parents/guardians of students

identified as chronically absent in order

to determine root cause and provide

supports necessary.

Meeting dates,

minutes, parent log,

action plan

developed for each

family, and schedule

post conference with

case manager

Student

attendance/tardy

data

X X X X X X X X

1.5 Create and implement a school wide

program for recognizing and

motivating students and families

monthly of identified (chronically

absent/tardy) students who

demonstrate improvement.

Title I

Student

attendance/tardy

data X X X X X X X X

1.6 Parent workshops each semester to engage parents and students around the importance of attendance.

Parent exit slips

Student

attendance/tardy

data



Grades K-3 will increase 10% from BOY to EOY as measured by DIBELS composite scores. Grades 4 and 5 will increase 10% from BOY to EOY as measured by STAR reading scaled scores.


Young Woods began its transformation process with the majority of the students qualifying for academic reading Tier 3. For example, 65% of 5th

grade students qualified for academic Tier 3 in reading. In our third year of transformation we have lowered our numbers to 33%. Upon digging deeper into who is still in Tier 3, the majority of the students are ESL and IEP. Along with continuing to target all Tiers of students in reading, we will focus attention on instruction for ESL and IEP students. Data: BOY reading data for 2011 showed that 65% of 5th graders were in tier 3. 17% of those tier 3 students were ESL. That left 48%* of the 2011 tier 3 students who were either IEP or General Education. Compared with: BOY reading data for 2013 shows that we now have 33% of our 5th graders in tier 3. 18% of those tier 3 students are ESL. This only leaves 15% non-ESL current 5th graders who are in tier 3. 10% of those students have IEP's. This leaves only 5% of our 5th grade students who are General Education tier 3.


Funding: If the strategy requires funding identify source: local or Title I



2013-14 2014-15

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

2.1. Teachers will implement Whole Brain Teaching and other research based high yield student engagement

Title I Adult observations Student outcomes

X X X X X X X X ILT will participate in walkthroughs using a calibrated classroom walkthrough tool

K-3 data as measured by DIBELS. 4-5 data as measured by STAR reading


strategies in order to meet the needs of all learners in all subject areas

focused on student engagement

Progress monitoring

Every teacher will be visited at least 1x per month

Progress monitoring

Tiered according to district RTI guidelines

evidence Aggregated data compiled on a spreadsheet or survey

evidence Data graphs from DIBELS and STAR

2.2. ESL teachers will use technology and other supplemental resources to provide targeted English Language acquisition instruction for ELD 1 and ELD 2 (students who score 0-2.9 on ACCESS) in grades 2nd-5th grade. Students will use technology for centers/stations and progress monitoring (for goal setting) of English language acquisition.

Title I Local

Adult observations Student outcomes

X X X X X X X X

ILT will participate in

walkthroughs of ESL teachers

using a calibrated classroom

walkthrough tool focused on

SIOP

In program English acquisition

tests

ACCESS test

Progress monitoring

Every ESL teacher will be visited at least 1x per month

Progress monitoring

Tiered according

to program

guidelines for

testing

evidence Aggregated data compiled on a spreadsheet or survey

evidence ACCESS testing

scores

2.3. Teachers will use technology and other supplemental resources to provide targeted research based reading instruction to the ESL tier 3 students.

Title I Local


X X X X X X X X


walkthroughs of teachers using a

calibrated classroom

walkthrough tool focused on

SIOP

K-3 data as measured by

DIBELS. 4-5 data as measured

by STAR reading . Targeted

and specific gap analysis tests

(PSI, fluency in Corrective

Reading measure, DIBELS,

STAR etc.)

Progress monitoring

Every ESL teacher

will be visited at

least 1x per month

Progress monitoring

Tiered according

to program and

district guidelines

for testing

evidence Aggregated data

compiled on a

spreadsheet or

survey

evidence Data graphs from

DIBELS and STAR


2.4. Teachers will use technology and other supplemental resources to provide targeted research based reading instruction to the academic tier 3 students.

Title I Local


X X X X X X X X


walkthroughs of teachers using a

calibrated classroom

walkthrough tool targeted

reading interventions for IEP

K-3 data as measured by

DIBELS. 4-5 data as measured

by STAR reading . Targeted

and specific gap analysis tests

(PSI, fluency measure, DIBELS,

STAR etc.)

Progress monitoring

Every resource

teacher will be

visited at least

1x per month

Progress monitoring

Tiered

according to

program and

district

guidelines for

testing

evidence Aggregated data

compiled on a

spreadsheet or

survey

evidence Data graphs

from DIBELS

and STAR


Grades 1-5 will increase 10% from BOY to EOY as measured by star math.


Young Woods began mathematics transformation with 75% of students performing below proficiency. We began our transformation with most students needing tier 3 interventions in mathematics. The percent of students needing tier 3 instruction has significantly reduced. The students the data indicates are in most need of intervention are English Language Learners and IEP. Data: The percent of students in 2012 who were proficient in mathematics is 25%. Of those students who are most in need of intervention are LEP (11% proficient) and IEP students (10% proficient).


Funding: If the strategy requires funding



2013-14 2014-15

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4


identify source: local or Title I

3.1 Teachers will actively participate in (and apply) job embedded professional development in research based multi-media modules in order to build and extend knowledge of mathematics content (K-2 Whole Numbers) and (3-5 Fractions) and Mathematics Practice Standards.

Title I Local

Adult Observations Student Outcomes

X X X X X X X X

ILT will participate in walkthroughs of teachers using a calibrated classroom walkthrough tool focused on Mathematical Practices.

STAR math data. Targeted and specific gap analysis tests (PSI, fluency measure, DIBELS, STAR etc.

Progress Monitoring

Every teacher will be visited at least once a month.

Progress Monitoring

Tiered according to program and district guidelines for testing

Evidence Aggregated data in graph and chart form of walkthrough Practice Standards

Evidence STAR data on graphs and charts

3.2. Teachers will provide targeted research based interventions for students performing in the “intervention” category (tier 2) and “urgent intervention” category (tier 3).

Title I Local


X X X X X X X X


walkthroughs of teachers

using a calibrated

classroom walkthrough

tool focused on targeted

mathematics interventions.

STAR math data. Targeted

and specific gap analysis

tests (PSI, fluency

measure, DIBELS, STAR

etc.)

Progress

monitoring

Every

resource

teacher will be

visited at least

1x per month

Progress

monitoring

Tiered

according to

program

and district

guidelines

for testing

Evidence Aggregated

data compiled

on a

spreadsheet

Evidence STAR data

on graphs

and charts


or survey

3.3. Teachers will explicitly teach the structure and strategies of word problems to tier 2 and tier 3 students.

Title I Local


X X X X X X X X


walkthroughs of resource

teachers using a calibrated

classroom walkthrough

tool focused on word

problem structure.



tests (PSI, fluency


etc.)

Progress

Monitoring

Every

resource

teacher will

be visited at

least 1x per

month

Progress

Monitoring

Tiered

according to

program

and district

guidelines

for testing

Evidence Aggregated

data

compiled on

a

spreadsheet

or survey

Evidence STAR data

on graphs

and charts

3.4. Integrate technology to implement a greater variety of interventions and core lessons that meet the learning needs of students and deliver more effective instruction.

Title I Local


X X X X X X X X


walkthroughs using a

school specific tool focused

on student use of

technology.



tests (PSI, fluency


etc.).

Progress

Monitoring

Every

teacher will

be visited at

least 1x per

month

Progress

Monitoring

Tiered

according to

program

and district

guidelines

for testing


Evidence Aggregated

data

compiled on

a

spreadsheet

or survey

Evidence STAR data

on graphs

and charts


PART 3: REQUIREMENT CHECKLISTS

Title I School-wide Program Checklist

Instructions: Complete the Title I School-wide Program checklist to ensure that the school’s SIP meets the

federal Title I requirements. A comprehensive school improvement plan must address all of the components

defined in the Elementary and Secondary Education Act (Section 1114(b) of Title I).

Component 1: School-wide reform strategies that provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement

Component 2: Use of effective methods and instructional strategies that are based on scientifically based research that strengthen the core academic program, increase the amount and quality of time (such as providing before and after school and summer programs and opportunities), and include strategies for meeting the educational needs of historically underserved populations.

Component 3: Instruction by highly qualified teachers

Component 4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals, and if appropriate, pupil service personnel, parents, and other staff to enable all children to meet the State’s academic achievement standards.

Component 5: Strategies to attract highly qualified teachers to high-need schools

Component 6: Strategies to increase parental involvement

Component 7: Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs

Component 8: Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on, and to improve, the achievement of individual students and the overall instructional program

Component 9: Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance to ensure student difficulties are identified on a timely basis

Component 10: Coordination and integration of Federal, State, and local services and programs


SIG Transformation Element Requirement Checklist (SIG Cohorts 1 and 2 ONLY)

Instructions: Complete the SIG Transformation Element Requirement Checklist to ensure that the school’s SIP

meets federal School Improvement Grant (SIG) element requirements under the Transformation model.

Strategies for teacher and leader effectiveness

Strategies for comprehensive instructional reform

Strategies for increased learning time and community oriented schools

Strategies for operational flexibility and sustained support

young woods elementary school at b jae clanton complex ... · 14. regina richards, kindergarten...

Documents