Strategic Plan Quarterly Report. Student Growth. High Academic Achievement Safe & Healthy Environments. Efficient & Effective Operations

Transcription

1 Strategic Plan Quarterly Report for the quarter ending June 30, 2017 Student Growth The Natrona County School District empowers every learner to grow, excel and be successful contributors to the local/global community. High Academic Achievement Safe & Healthy Environments Efficient & Effective Operations

2 Strategic Plan The Natrona County School District empowers every learner to grow, excel and be successful contributors to the local/global community. STUDENT GROWTH AND HIGH ACADEMIC ACHIEVEMENT By 2019, NCSD will increase the four-year graduation rate to 85%. NCSD graduates will be prepared for college or a high-skills career as measured by the NCSD graduate profile. Strategies: 1. Deploy a system of common assessments that support school improvement plans 2. Build and cultivate environments that foster 21st Century Learning 3. Implement Academy Based Learning approaches and principles By 2019, NCSD will increase the percentage of students in grades 3, 5, and 8 reading at or above grade level to 85% as measured by the NWEA reading assessment. Strategies: 1. Deploy a system of common assessments that support school improvement plans 2. Engage students in learning aligned to Language Arts State Standards 3. Partner with parents and community to strengthen literacy skills By 2019, all NCSD schools will meet or exceed school-level performance expectations as defined in the Wyoming School Accountability model. Strategies: 1. Deploy a system of common assessments that support school improvement plans 2. Engage students in learning aligned to Wyoming s content-area standards SAFE & HEALTHY ENVIRONMENTS AND EFFICIENT & EFFECTIVE OPERATIONS By 2019, NCSD will achieve an overall stakeholder satisfaction rating of 80% from annual climate surveys of students, parents, and staff. Strategies: 1. Ensure environments are physically and mentally safe and healthy for everyone 2. Improve efficiency and effectiveness of operations at all levels 3. Recognize and celebrate student, parent, community and employee contributions 4. Design and implement effective processes for all stakeholders that include providing information, gathering input, sharing results and taking action based upon feedback Transparency Excellence Joy Responsible Risk-Taking Considerate, Meaningful Communication Collaboration Integrity Diversity Mutual Trust Fairness

3 Contents Quarter 4 - April, May, June Executive Summary 1) Goal Four year graduation minimum of 85% & prepared for college and/or career i) SI Predictive four-year graduation rates ii) SI Credits attempted vs. credits earned and GPA in grades 9-12 for the 2nd Semester and Full Year ii) SI Non-graduate rates for HS for year 2) Goal NWEA grade level in grades 3, 5, and minimum of 85% a) PI NWEA MAP Reading Assessment 3, 5, 8 3) Goal Meet or exceed school accountability on WAEA i) SI NWEA spring grades K-8 for ii) SI District Math Assessments K-8 District Assessment System iii) SI Wyoming contents standards update 4) Goal Stakeholder satisfaction minimum of 80% from the NCSD climate surveys a) PI AdvancED with parent, student, and staff satisfaction for i) SI CSF Campus customer satisfaction surveys for (Fourth quarter) ii) SI CSF Campus customer satisfaction surveys for (Full year) Projections of Data Availability Appendices Non-Graduate Rate by School NWEA Reading School Data NWEA Math Spring MAP School Data Math DAS School Data Customer Satisfaction Survey by Department - Business and Facilities Division Customer Satisfaction Survey by Department - Curriculum and Instruction Division Customer Satisfaction Survey by Department - Human Resources Division Summary of Schools Strategic Plans Schools and Departments Quarterly Reports *PI primary indicator **SI secondary indicator NCSD Strategic Plan Quarterly Report 2

4 Executive Summary The Natrona County School Board of Trustees has worked with the Natrona County Leadership Staff to assist in analyzing school and district improvement efforts while making recommendations for future improvement actions. Quarterly, Trustees and Leadership will deliberate over the issues associated with implementing a systematic improvement process that supports a district-wide strategic plan for improvement. This report presents the organization of those deliberations in the form of performance indicators and action items in current and future context. The purpose of this report is to share information with our stakeholders about Natrona County School District s (NCSD) current state of performance and the progress we are making toward our strategic plan. A group of stakeholders, including the NCSD Board of Trustees, representatives from all employee groups, parents, community members, and students, developed the Strategic Plan. The NCSD Board of Trustees has officially adopted this strategic plan to guide the District s work. The Curriculum & Instruction Division is tracking progress towards three of the four goals to impact student growth and high academic achievement: By 2019, NCSD will increase the four-year graduation rate to 85%. NCSD graduates will be prepared for college or a highskills career as measured by the NCSD graduate profile. By 2019, NCSD will increase the percentage of students in grades 3, 5, and 8 reading at or above grade level to 85% as measured by the NWEA reading assessment. By 2019, all NCSD schools will meet or exceed school-level performance expectations as defined in the Wyoming School Accountability model. Collective Strategic Approach NCSD s Four (4) Goals 1. Raise Graduation Rates 2. Increase Grade Level Reading 3. Meet or Exceed the Wyoming School Performance Levels 4. Establish Stakeholder Satisfaction Strategies to Support Goals Systems of Common Assessments 21st Century Learning Academy Based Learning Aligned ELA Standards Aligned to Wyoming Content & Performance Standards Physically & Mentally Safe Environments Efficient & Effective Operations Recognize & Celebrate Processes for Input & Communication The Human Resources Division is assessing progress of the goal in the area of safe and healthy environments and efficient and effective operations: By 2019, NCSD will achieve an overall stakeholder satisfaction rating of 80% from annual climate surveys of students, parents, and staff. NCSD Strategic Plan Quarterly Report 3

5 Predictive Graduation Rate The predictive graduation rate is a real-time indicator of the number of students that currently are enrolled in each of NCSD high schools and have earned the number of credits that make them on-time graduates. This rate is different from the four-year on-time graduation rate because the true enrollment of the high schools is used as the n (number) size not a cohort number. At the end of first semester, the number of credits earned by grade twelve (12) students represented that 76% of the students were on track to accumulate at least 26.5 credits within four (4) years. Next year s seniors maintained that 76% were on track to earn the number of credits necessary. This year s 9th and 10th grade classes ended the academic year in line with next year s seniors. Those cohorts of students are projecting that 76% of the students are on track to accumulate at least 26.5 credits within four (4) years. These figures do not indicate the same positive trend as seen in semester 1. NCSD Grade Level Predictive Rates for Graduation through 1st Semester and the School Year Without Summer Credits 2017 Graduating Class - 12th graders % % 2018 Graduating Class - 11th graders % % 2019 Graduating Class - 10th graders % % 2020 Graduating Class - 9th graders % % NCSD has seen a fluctuation in this rate between different graduating classes. This secondary indicator allows us track the students that are still enrolled in NCSD schools. NCSD Strategic Plan Quarterly Report 4

6 Credits Attempted, Credits Earned, Grade Point Average and Non-graduates Cumulative GPA is a statistically significant predictor of high school students future performance, academic achievement, and success in postsecondary education. High school grade point averages (GPA) are useful for predicting many aspects of students college performance. High school GPA has a strong association with their college GPA. High school GPA also has a strong association with college credit accumulation. Also, students who perform at or above the B threshold (e.g., students who earn a 3.0 grade point average [GPA] or higher) are more likely to be prepared for their college and career pursuits. Graduating classes need to earn 26.5 credits in order to graduate, which means that each student needs to earn at least 6.6 credits each year, which is a little more than three credits a semester. The KW and NC students averaged 5.83 credits their senior year, this is a slight increase from the 2016 seniors at 5.40 credits. Non-Graduate Rates The non-graduate rate due to students that dropped-out declined by 39 students when this school year was compared to last school year. Over the past three (3) years NCSD has 89 fewer dropout students. In 2015 NCSD had accumulated 270 non-graduates as compared to 181 in Non-Graduate Students NCSD: 181 students KWHS: 59 students MW: 3 students NCHS: 66 students RHS: 53 students NCSD Cumulative Credits Attempted vs. Earned and GPA for the Academic Year 2017 Graduating Class NCSD: 6.33 attempt, 6.10 earn, 2.93 GPA KWHS: 6.28 attempt, 6.12 earn, 3.13 GPA MW: 6.96 attempt, 6.93 earn, 3.13 GPA NHCS: 5.74 attempt, 5.54 earn, 2.99 GPA RHS: 6.35 attempt, 5.81 earn, 2.48 GPA 2018 Graduating Class NCSD: 7.02 attempt, 6.57 earn, 2.74 GPA KWHS: 7.32 attempt, 7.14 earn, 3.08 GPA MW: 6.48 attempt, 6.14 earn, 2.68 GPA NCHS: 7.79 attempt, 7.41 earn, 2.91 GPA RHS: 6.48 attempt, 5.60 earn, 2.29 GPA 2019 Graduating Class NCSD: 7.22 attempt, 6.76 earn, 2.75 GPA KWHS: 7.40 attempt, 7.10 earn, 2.94 GPA MW: 7.28 attempt, 7.13 earn, 3.07 GPA NHCS: 7.70 attempt, 7.26 earn, 2.82 GPA RHS: 6.48 attempt, 5.55 earn, 2.16 GPA 2020 Graduating Class NCSD: 7.37 attempt, 6.86 earn, 2.61 GPA CCA: 7.27 attempt, 6.85 earn, 2.79 GPA KWHS: 7.67 attempt, 7.24 earn, 2.84 GPA MW*: 7.64 attempt, 7.73 earn, 2.70 GPA NCHS: 7.74 attempt, 7.15 earn, 2.70 GPA RHS: 6.57 attempt, 5.34 earn, 2.04 GPA 2017 vs Non-Graduate dropped students Sept - Oct: 17 = 36 vs. 16 = 55 Nov - Dec: 17 = 32 vs. 16 = 28 Jan - Feb: 17 = 38 vs. 16 = 35 Mar - Apr: 17 = 40 vs. 16 = 46 May - Jun: 17 = 35 vs. 16 = 56 Yearly: 17 = 181 vs. 16 = 220 KW and NC experienced a similar rate of drop out only differing by seven students. NCSD Strategic Plan Quarterly Report 5

7 NWEA Assessments The Measure of Academic Progress (MAP) Assessment is a computerized adaptive test. The MAP test is administered district wide to all 1st-8th grade students twice a year in reading and math and once to kindergarten in the spring. The MAP assessment is administered as an interim assessment as part of the District Assessment System. Many schools also administer MAP a third time during the winter testing window as a third interim assessment to inform schools about the progress of students towards the school improvement goals. Any student that scores at the 40th percentile or above was considered to be at or above grade level. NWEA Reading Assessments In grades 3, 5 & 8 the district has set a goal to have 85% of the students at or above grade level. Grade 3 decreased the percent of students grade-level proficient from 2016 to Grade 5 experienced the greatest improvement from 2016 to Grade 8 maintained their grade-level proficiency from 2016 to The highest increase was in grade 5 students, with a threepoint increase. The percentage of students district wide at or above the 40th percentile in reading was 78% for the school year. This was a one-point decrease from the previous school year. In 2017, NCSD had five (5) of nine (9) grade levels either maintain or improve the percentage of students at or above the 40th percentile on the spring MAP reading assessment, which was the same quantity as in NWEA Spring Reading Assessments Grades K-8 at Grade Level 2017: 78% 2016: 79% 2015: 77% 2014: 79% 2013: 77% NWEA Math Assessments The percentage of students district wide at or above the 40th percentile in math was 76% for the school year. This was a two-point decrease from the previous school year. In 2017, NCSD had three (3) of nine (9) grade levels either maintain or improve the percentage of students at or above the 40th percentile on the spring MAP reading assessment. Grade 5 experienced the greatest improvement from 2016 to Grades 1 and 8 maintained their grade-level proficiency from 2016 to NWEA Spring Math Assessments Grades K-8 at Grade Level 2017: 76% 2016: 78% 2015: 77% 2014: 76% 2013: 77% NCSD Strategic Plan Quarterly Report 6

8 District Assessment System (Part of the Standards Based System) During the summer of 2016, the Math Subject Area Committee established interim assessments for each high school math course and proficiency scales in grades k-8. High School opted for a more traditional approach of an assessment each semester. The elementary and middle school chose a more formative approach with the use of proficiency scales, which allowed educators the autonomy to indicate math understanding throughout the calendar year. This adjustment allowed educators to utilize instructional information at the classroom level. In addition, teachers can instructionally respond to the information as an instructional model that allows them to either reteach or move into enrichment. Semester 2 Quintile 4 and 5 Baseline Data for High School Math Courses Algebra 1 Middle School NCSD 72% Algebra 1 High School NCSD 45% Algebra 2 NCSD 46% Geometry NCSD 57% AdvancEd Survey AdvancEd is a nonprofit educational organization that conducts on-site external reviews of school districts. The state of Wyoming uses AdvancEd as the accrediting body for all of the districts in Wyoming. Wyoming Statute requires the implementation of the accreditation process every five years and is a rigorous review around five standards. The five standards are research based and are: Standard 1: Purpose and Direction Standard 2: Governance and Leadership Standard 3: Teaching and Assessing for Percentage of Students At or Above a Proficiency Level of 3.0 Kindergarten Counting 82% Number Names 79% Shapes 65% Grade 1 Problem Solving to 20 79% Place Value 85% Grade 2 Place Value 70% Addition and Subtraction 65% Grade 3 Computation 56% Fractions 56% Problem Solving 34% Grade 4 Multiplication 53% Division 45% Fractions 51% Grade 5 Multiplication 59% Division 60% Addition/Subtraction of Fractions 65% Grade 6 Quantitative Relationships using Equations 64% Ratio and Proportional Relationships 71% Grade 7 The Number System 57% Ratios and Proportions 47% Grade 8 Equations 57% Functions 43% NCSD Strategic Plan Quarterly Report 7

9 Learning Standard 4: Resources and Support Systems Standard 5: Using Results for Continuous Improvement The AdvancEd structure also allows for individual philosophy at the district level to achieve the requirements as rated through rubrics for the five standards ( As part of the accreditation process, the district is required to administer a survey to all stakeholders at a minimum of once every five years. NCSD has elected to conduct the AdvancEd survey once a year to assist in school improvement planning. Within the AdvancEd survey there were specific indicators embedded in the standards that address the strategies of goal four in NCSD s strategic plan. The response rates for these indicators will be reported over time to monitor the progress towards the goal of 80% satisfaction rate on climate surveys. This is the same process as the year. The 2017 survey was administered in April for all schools in the district. The staff survey for Central Services Facility employees was administered in May. Overall as a district, we had increased participation from each of the stakeholder groups. The surveys were administered electronically for all groups. The one major change in the survey is that an early elementary (K-2 students) survey is no longer available from AdvancEd. Therefore, the 2017 data only includes student data for grades 3 through 12. CSF Campus Customer Satisfaction Surveys The data included in this report reflects responses on the Customer Satisfaction Survey from March 18, 2017 through June 16, There were 159 log-ins during this time period, however, only 136 responses recorded information other than demographic. Twenty-four departments/services were identified to inform the overall district satisfaction level. One service, cabinet administrative assistants was counted in the overall district satisfaction levels, but not in division level reporting because they are a part of all three divisions. NCSD Strategic Plan Quarterly Report 8

10 Student Growth & High Academic Achievement By 2019, NCSD will increase the four-year graduation rate to 85%. NCSD graduates will be prepared for college or a high-skills career as measured by the NCSD graduate profile. Strategies: 1. Deploy a system of common assessments that support school improvement plans. 2. Build and cultivate environments that foster 21st Century Learning. 3. Implement Academy Based Learning approaches and principles. i. Secondary Indicator: Predictive four-year graduation rates Credits earned by a graduating class of students each year are a secondary indicator for on-time graduation rate. Starting with the graduating class of 2017 the number of credits required to graduate from high school increased from 24.5 to The increase in required credits also increased the number of credits required for NCSD to consider a student on track to graduate with their cohort in four years. Tables 1-4 represent the number of credits earned at the end of the academic school year for each graduating class. This calculation uses real-time data for students currently enrolled in each of the NCSD high schools and does not take into account the students that have left the school through transfer or dropping out. The calculation for credits earned is simply the quantity of credits and does not ensure that the credits meet all of the required coursework for graduation. For the 2017 graduating class as a district, there was a trend of a decreased percentage of students on track to graduate in four years as the students moved into the grade 10 year, this trend stabilized during the grade 11 year with a 1% increase. There was a slight increase at the district level after the first semester of their grade 12 year to 80%, however, at the conclusion of the academic year the percentage of students on track was 76% (Table 1). There continues to be a decrease in enrollment for this class. This table does not depict the reason for the decrease in enrollment and some of the decrease could be due to students dropping out, which would have a negative impact on the overall ontime graduation rate for the district. For the 2018 graduating class in all four high schools, there was a decrease from the previous graduating class at the grade 9 levels in the percent of students on track to graduate in four years. At the end of the grade 10 year for the 2018 cohort, there were 70% students on track to graduate in four years. There was a slight increase after the first semester of the grade 11 year. This trend continued into second semester and the rate was at 76%, which is higher than during the grade 9 year. Additionally, this rate is higher than the 2017 graduating class in their grade 11 year. However, there was a decrease in enrollment and if this was due to students dropping out there could be a more significant drop in the on-time graduation rate (Table 2). In their first semester of high school, the 2019 graduating class had 83% of the students on track to graduate on time, this reduced to 79% at the end of the first year. This rate was higher than the 2018 graduating class at grade 9, but equal to that of the 2017 graduating class. Currently at the end of their grade 10 year, this class has maintained a higher predictive graduation rate than previous classes of students (Table 3). The 2020 graduating class has completed their first year of high school. At the end of semester 1 of grade 9, 84% of the students are on track for graduation. This declined to 76% at the end of the year. This is lower than two of three preceding graduating classes (Table 4). NCSD Strategic Plan Quarterly Report 9

11 Student Growth & High Academic Achievement By 2019, NCSD will increase the four-year graduation rate to 85%. NCSD graduates will be prepared for college or a high-skills career as measured by the NCSD graduate profile. i. Secondary Indicator: Predictive four-year graduation rates (continued) NCSD Strategic Plan Quarterly Report 10

12 Student Growth & High Academic Achievement By 2019, NCSD will increase the four-year graduation rate to 85%. NCSD graduates will be prepared for college or a high-skills career as measured by the NCSD graduate profile. i. Secondary Indicator: Predictive four-year graduation rates (continued) NCSD Strategic Plan Quarterly Report 11

13 Student Growth & High Academic Achievement By 2019, NCSD will increase the four-year graduation rate to 85%. NCSD graduates will be prepared for college or a high-skills career as measured by the NCSD graduate profile. i. Secondary Indicator: Predictive four-year graduation rates (continued) NCSD Strategic Plan Quarterly Report 12

14 Student Growth & High Academic Achievement By 2019, NCSD will increase the four-year graduation rate to 85%. NCSD graduates will be prepared for college or a high-skills career as measured by the NCSD graduate profile. ii. Secondary Indicator: Credits attempted vs. credits earned and GPA in grades 9-12 for the 2nd Semester and Full Year Figures 1-8 indicate the average number of credits attempted, average number of credits earned, and average GPA for NCSD high school students for the second semester of the school year and the full school year. Averages indicate an overall picture; however, outliers (high or low) can skew the data. The 2017 graduating class needs to earn 26.5 credits in order to graduate, which means that each student needs to earn at least 6.6 credits each year, which was a little more than three credits a semester. Figure 2 shows that on average, grade 12 students were attempting and earning a lower average number of credits in the second semester to complete 26.5 credits over the course of their high school career. However, this trend was not concerning because many grade 12 students have already earned the majority of their credits before the second semester of their grade 12 year, and therefore may not have taken a full course load. The average GPA of grade 12 students for the full year was 2.93, which was the same as during their grade 11 year. The 2018 graduating class (Figure 3) had a district average GPA of 2.74, above a C average. This GPA was the same average GPA during the school year of their grade 10 year. During the grade 11 year, this cohort was averaging 6.6 credits per year and was on track as a cohort in average credits earned. The 2019 graduating class (Figure 5) had a district average GPA of 2.75, which was a.05 increase from their grade 9 year. The cohort has earned on average 6.8 credits for the school year. The 2020 graduating class (Figure 7) had a district average GPA of 2.61 and an average of 6.9 credits for the school year. The grade 9, 10, and 11 cohorts earned enough credits during the school year on average to be on track to graduate. The grade 12 students were below on the average number of credits; however, many seniors may have earned more than the needed credits in previous semesters. NCSD Strategic Plan Quarterly Report 13

15 Student Growth & High Academic Achievement By 2019, NCSD will increase the four-year graduation rate to 85%. NCSD graduates will be prepared for college or a high-skills career as measured by the NCSD graduate profile. ii. Secondary Indicator: Credits attempted vs. credits earned and GPA in grades 9-12 for the 2nd Semester and Full Year (continued) Figure 1 Data taken from Infinite Campus Figure 2 Data taken from Infinite Campus NCSD Strategic Plan Quarterly Report 14

16 Student Growth & High Academic Achievement By 2019, NCSD will increase the four-year graduation rate to 85%. NCSD graduates will be prepared for college or a high-skills career as measured by the NCSD graduate profile. ii. Secondary Indicator: Credits attempted vs. credits earned and GPA in grades 9-12 for the 2nd Semester and Full Year (continued) Figure 3 Data taken from Infinite Campus Figure 4 Data taken from Infinite Campus NCSD Strategic Plan Quarterly Report 15

17 Student Growth & High Academic Achievement By 2019, NCSD will increase the four-year graduation rate to 85%. NCSD graduates will be prepared for college or a high-skills career as measured by the NCSD graduate profile. ii. Secondary Indicator: Credits attempted vs. credits earned and GPA in grades 9-12 for the 2nd Semester and Full Year (continued) Figure 5 Data taken from Infinite Campus Figure 6 Data taken from Infinite Campus NCSD Strategic Plan Quarterly Report 16

18 Student Growth & High Academic Achievement By 2019, NCSD will increase the four-year graduation rate to 85%. NCSD graduates will be prepared for college or a high-skills career as measured by the NCSD graduate profile. ii. Secondary Indicator: Credits attempted vs. credits earned and GPA in grades 9-12 for the 2nd Semester and Full Year (continued) Figure 7 Data taken from Infinite Campus *Earned credits > attempted credits due to transfer credits awarded but not attempted at the school with a small n size. Figure 8 Data taken from Infinite Campus NCSD Strategic Plan Quarterly Report 17

19 Student Growth & High Academic Achievement By 2019, NCSD will increase the four-year graduation rate to 85%. NCSD graduates will be prepared for college or a high-skills career as measured by the NCSD graduate profile. iii. Secondary Indicator: Non-Graduates for the School Year The data in Figures 9-10 was extracted from Infinite Campus, the NCSD management system, and included real time data. The data was contingent upon data entry at the school level, and informed the district towards the graduation rate through trend data. There are variations in Figure 9 from the last quarterly report due to changes in the codes entered in Infinite Campus at the school site. As of June 2017, 181 students were non-graduates and coded as dropouts for the school year. This is a decrease of 39 students from the year. These figures fluctuate due to the mobility of students in and out of the school district throughout the year. Figure 9 NCSD Strategic Plan Quarterly Report 18

20 Student Growth & High Academic Achievement By 2019, NCSD will increase the four-year graduation rate to 85%. NCSD graduates will be prepared for college or a high-skills career as measured by the NCSD graduate profile. iii. Secondary Indicator: Non-Graduates for the School Year (continued) Figure 10 NCSD Strategic Plan Quarterly Report 19

21 Student Growth & High Academic Achievement By 2019, NCSD will increase the percentage of students in grades 3, 5, and 8 reading at or above grade level to 85% as measured by the NWEA reading assessment. Strategies: 1. Deploy a system of common assessments that support school improvement plans. 2. Engage students in learning aligned to Language Arts State Standards. 3. Partner with parents and community to strengthen literacy skills. a. Primary Indicator: NWEA MAP Reading Assessment 3, 5, 8 The Measure of Academic Progress (MAP) Assessment is a computerized adaptive test. The MAP test is administered district wide to all 1st-8th grade students twice a year in reading and math and once to kindergarten in the spring. The MAP assessment is administered as an interim assessment as part of the District Assessment System. Many schools also administer MAP a third time during the winter testing window as a third interim assessment to inform schools about the progress of students towards the school improvement goals. The MAP test adapts to each students learning level by adjusting the questions that students receive based on their ability to answer questions. If a student received a question and answered the question incorrectly then the test gave the student a question at a lower level. Likewise, if the student answered a question correctly then the test adapted and presented the student with a higher-level question. This continued until enough questions were administered to a student to determine a RIT scale score. A percentile in relation to the national norm based on the RIT scale score was given to each score. NWEA developed new norms in August These norms began to be used district wide with the fall 2015 testing season. For purposes of this goal, any student that scores at the 40th percentile or above was considered to be at or above grade level. Additionally, the MAP assessment gave information to teachers about strengths and weaknesses individual students have in relation to reading skills. These skills were used to support the Wyoming Content and Performance standards. The percentage of students district wide at or above the 40th percentile in reading was 78% for the school year. This was a one-point decrease. This could be due to a fluctuation in enrollment and was statistically static. The results for reading are relatively static for each grade level (Figure 11). Appendix II indicates aggregate school level data; some schools have seen success through the implementation of a school wide instructional framework. NCSD Strategic Plan Quarterly Report 20

22 Student Growth & High Academic Achievement By 2019, NCSD will increase the percentage of students in grades 3, 5, and 8 reading at or above grade level to 85% as measured by the NWEA reading assessment. a. Primary Indicator: NWEA MAP Reading Assessment 3, 5, 8 (continued) Figure 11 Data taken from NWEA based on 2015 Norms Note: There were clerical errors found in in the last quarterly report. These have been corrected; there was a 2% increase in the overall score. There was no significant effect of this error. NCSD Strategic Plan Quarterly Report 21

23 Student Growth & High Academic Achievement By 2019, all NCSD schools will meet or exceed school-level performance expectations as defined in the Wyoming School Accountability model. Strategies: 1. Deploy a system of common assessments that support school improvement plans. 2. Engage students in learning aligned to Wyoming s content-area standards. i. Secondary Indicator: NWEA Spring Math The percentage of students district wide at or above the 40th percentile in math was 76% for the school year. This was a two-point decrease. This could be due to a fluctuation in enrollment and was statistically static. The largest decrease for cohort in math was evident from grades 5 to 6; the same cohort of students declined ten points. There was also a decrease for a student cohort from grades 2 to 3 and grades 3 to 4, both with declines of seven points. Appendix II indicates aggregate school level data; some schools have seen success through the implementation of a school wide instructional framework. Figure 12 Note: There were clerical errors found in in the last quarterly report. These have been corrected; there was a 1% increase in the overall score. There was no significant effect of this error. NCSD Strategic Plan Quarterly Report 22

24 Student Growth & High Academic Achievement By 2019, all NCSD schools will meet or exceed school-level performance expectations as defined in the Wyoming School Accountability model. ii. Secondary Indicator: District Math Assessments The Math Interim Assessments are a part of the District Assessment System (DAS) to inform instruction. Overall Participation for Interim Two Table 5 depicts the number of students that participated in the Interim 2 assessments in Algebra 1, Algebra 2, and Geometry. Subject/Test Number of Students Algebra 1/Interim Algebra 2/Interim Geometry 590 Table 5 Performance Level The high school course interim assessments were revised during the summer of The Math Subject Area Committee determined that there would be two interim assessments per course (Algebra 1, Algebra 2, and Geometry). There would be one assessment given half way through the course, which in a traditional schedule would be after semester 1, and a second assessment given at the end of the course. Figures 13 through 16 depict the baseline data for the second interim in each course. Figure 13 NCSD Strategic Plan Quarterly Report 23

25 Student Growth & High Academic Achievement By 2019, all NCSD schools will meet or exceed school-level performance expectations as defined in the Wyoming School Accountability model. ii. Secondary Indicator: District Math Assessments (continued) Figure 14 Figure 15 NCSD Strategic Plan Quarterly Report 24

26 Student Growth & High Academic Achievement By 2019, all NCSD schools will meet or exceed school-level performance expectations as defined in the Wyoming School Accountability model. ii. Secondary Indicator: District Math Assessments (continued) Figure 16 K-8 District Assessment System The District Assessment System (DAS) in math for the elementary and middle school levels changed to a proficiency scale system to align with the provided professional development from the Wyoming Department of Education based on Marzano Research. The math subject area committees wrote a proficiency scale and one aligned assessment for priority standards based on feedback from their colleagues across the district. Please see the standards update portion of this report for specifics on the process. The proficiency scale is a framework for instruction and assessment that is aligned to the NCSD Curriculum. Classroom teachers used the aligned assessment in conjunction with other classroom data points (minimum of 3) to make a summative determination on the proficiency level of students based on each of the scales. The score of a 3.0 is considered proficient and scores above this indicate that a student is performing above the required level of proficiency. There were suggested reporting times but the window was left open, to allow some flexibility since it was a validation year. Tables depict the proficiency levels on the district proficiency scales for kindergarten through grade 8. The Math SAC committee met in June 2017 to review validation feedback from teachers across the district. There were revisions made based on this feedback to the proficiency scales, assessments, reporting timeline, and administration guidelines. These revisions will be in place for the school year. NCSD Strategic Plan Quarterly Report 25

27 Student Growth & High Academic Achievement By 2019, all NCSD schools will meet or exceed school-level performance expectations as defined in the Wyoming School Accountability model. ii. Secondary Indicator: District Math Assessments (continued) Figure 17 Figure 18 NCSD Strategic Plan Quarterly Report 26

28 Student Growth & High Academic Achievement By 2019, all NCSD schools will meet or exceed school-level performance expectations as defined in the Wyoming School Accountability model. ii. Secondary Indicator: District Math Assessments (continued) Figure 19 Figure 20 NCSD Strategic Plan Quarterly Report 27

29 Student Growth & High Academic Achievement By 2019, all NCSD schools will meet or exceed school-level performance expectations as defined in the Wyoming School Accountability model. ii. Secondary Indicator: District Math Assessments (continued) Figure 21 Figure 22 NCSD Strategic Plan Quarterly Report 28

30 Student Growth & High Academic Achievement By 2019, all NCSD schools will meet or exceed school-level performance expectations as defined in the Wyoming School Accountability model. ii. Secondary Indicator: District Math Assessments (continued) Figure 23 Figure 24 NCSD Strategic Plan Quarterly Report 29

31 Student Growth & High Academic Achievement By 2019, all NCSD schools will meet or exceed school-level performance expectations as defined in the Wyoming School Accountability model. ii. Secondary Indicator: District Math Assessments (continued) Figure 24 Figure 25 NCSD Strategic Plan Quarterly Report 30

32 Student Growth & High Academic Achievement By 2019, all NCSD schools will meet or exceed school-level performance expectations as defined in the Wyoming School Accountability model. iii. Secondary Indicator: Wyoming Contents Standards Update In 2012, the State Board of Education adopted the Wyoming 2012 Content and Performance Standards for Language Arts and Math, also known as the Common Core State Standards (CCSS). The impact of this was dramatic because of the substantial change in the content and rigor expected of students from the 2008 Wyoming standards. During the spring session of 2015, the Wyoming Legislative Body adjusted the standards review and adoption process from five (5) to nine (9) years. Under the previous five (5) year process, the Natrona Curriculum Coordinating Council had recommended a cyclic timeline for each of the nine (9) content areas. On July 28, 2015, the State Board of Education approved a statewide cycle for all content standards through NCSD will have all nine (9) content areas systematically developed to Wyoming s standards and cyclically maintained before the start of the 2018 school year. A majority of elementary and middle schools have identified a strategic focus to improve their performances related to the ELA and Math standards. Schools intend to accomplish this by aligning their instruction to support the fundamentals of the standards. Schools have strategies intended to strengthen skills. They are also designing an assessment system that will monitor their progress towards the goal. The Natrona County School District s Curriculum and Instruction Division is supporting this goal through the standards-based initiative. NCSD is working to establish a guaranteed and viable curriculum. The design of the work is to establish a learning curriculum that guides equal opportunities for all students to learn the expectations of the content standards, outcomes, and components. The essential learning is what students must know or be able to do in order to meet the performance level of the standards during the academic school year. The work also provides a common understanding among educators as to what the students should learn at particular grades. Classroom representatives from all grade levels assemble and work collectively to help define this work through subject area committees. Subject area committees will incorporate vertical and horizontal alignment of standards K-12, the identification of the primary outcomes, specificity of the supporting content components, the establishment of a district-wide assessment structure, and efforts to align resources. Currently we have eight (8) of nine (9) subject areas that are engaged in supporting the work around a guaranteed and viable curriculum. All of these content areas are at different phases of the work. NCSD Strategic Plan Quarterly Report 31

33 Student Growth & High Academic Achievement By 2019, all NCSD schools will meet or exceed school-level performance expectations as defined in the Wyoming School Accountability model. iii. Secondary Indicator: Wyoming Contents Standards Update (continued) Math Timeline The State Board of Education adopted the Wyoming 2012 Content and Performance Standards for Math, also known as the Common Core State Standards. A math committee was established in 2012 to recommend new math materials and resources since the previous materials and resources were aligned to the previous standards. An additional committee was convened to develop the district-wide interim assessments and grade level learning progressions A smaller group of teachers, instructional facilitators, and district personnel met and created the NCSD Math Progressions that highlighted select resource chapters. This committee also developed the interim (benchmark) assessments. However, no assessment windows were set during the first year of administration A second group of classroom teachers and instructional facilitators gathered (via an application process). This group revised the district interim math assessments. The assessments were created using the online eassessment platform that was one component of the 2013 resource adoption. Another task of this group was to analyze the order for which the standards should be taught at each grade level. The second group recommended assessment windows to align with the established Math Learning Progressions C & I Division adjusted classroom access to the district interim assessments to allow flexible administration. The C & I Division provided school goal teams the autonomy and flexibility to choose platforms that would support their management and/or delivery needs. This allowed school teams to collaborate, analyze data, and make informed educational decisions within their established system The C & I Research and Assessment Department realigned the K-8 Math District Assessment System to the professional development offered by the Wyoming Department of Education based on proficiency scales from Marzano s research. The high school structure remained constant with revisions by the subject area committee to include more items towards the priority standards. Vertical Articulation Committee formed and met throughout the year. During the summer of 2017, the Math SAC used validation data and made revisions based on feedback to deploy the final assessments during the school year Fully aligned Math system Vertical Articulation Committee will meet for continuous improvement feedback. NCSD Strategic Plan Quarterly Report 32

34 Student Growth & High Academic Achievement By 2019, all NCSD schools will meet or exceed school-level performance expectations as defined in the Wyoming School Accountability model. iii. Secondary Indicator: Wyoming Contents Standards Update (continued) English Language Arts Timeline The State Board of Education adopted the Wyoming 2012 Content and Performance Standards for Language Arts, also known as the Common Core State Standards The English Language Arts subject area committee was established. The committee identified the primary outcomes and critical components through the solicitation of input from teachers across NCSD in relation to the content standards. Draft curriculum was completed May Validation of the curriculum occurred and district teachers were able to provide specific feedback about how outcomes align to the standards, how components align to the outcomes, and overall general feedback. The committee then revised the draft curriculum based on the feedback. The ELA curriculum was complete in July The Natrona County Board of Trustees approved the ELA Curriculum February The ELA SAC wrote assessments based on the priority outcomes from district wide teacher feedback. The ELA Subject Area Committee wrote grade level assessments, evaluated them for reliability, validity, and fairness through the first semester. In January 2017, ELA SAC members piloted the assessments in select classrooms to garner more feedback. The ELA subject area committee reviewed and recommended ELA resources using selection criteria, shared the process with schools, opened public display and comment period. The NCSD Board of Trustees approved the ELA recommended resources April Schools could purchase ELA resources beginning April 2017 continuing through December Vertical Articulation Committee formed and met throughout the year Validation stage of the assessments will begin. The committee will receive continuous improvement feedback from teachers across the system and will meet summer Schools continue to purchase ELA resources. Vertical Articulation Committee will meet for continuous improvement feedback. Health Timeline The State Board of Education adopted the Wyoming 2012 Content and Performance Standards for Health The health area committee was established. The committee identified the primary outcomes and critical components through the solicitation of input from teachers across NCSD in relation to the content standards. Draft curriculum was completed May NCSD Strategic Plan Quarterly Report 33

35 Student Growth & High Academic Achievement By 2019, all NCSD schools will meet or exceed school-level performance expectations as defined in the Wyoming School Accountability model. iii. Secondary Indicator: Wyoming Contents Standards Update (continued) Validation of the curriculum occurred and district teachers were able to provide specific feedback about how outcomes align to the standards, how components align to the outcomes, and overall general feedback. The committee then revised the draft curriculum based on the feedback. The Health curriculum was complete in July The NCSD Board of Trustees approved the Health Curriculum February The Health Subject Area Committee wrote assessments based on the priority outcomes from district wide teacher feedback. The Health Subject Area Committee wrote grade band assessments, evaluated them for reliability, validity, and fairness. The Health Subject Area Committee reviewed and recommended Health resources using selection criteria, shared the process with schools, opened public display and comment period. The NCSD Board of Trustees approved the Health recommended resources April Schools could purchase Health resources beginning April 2017 continuing through December Vertical Articulation Committee formed and met throughout the year Validation stage of the assessments will begin. The committee will receive continuous improvement feedback from teachers across the system and will meet summer Schools continue to purchase Health resources. Vertical Articulation Committee will meet for continuous improvement feedback. Physical Education Timeline The State Board of Education adopted the Wyoming 2014 Content and Performance Standards for Physical Education The physical education subject area committee was established. The committee identified the primary outcomes and critical components through the solicitation of input from teachers across NCSD in relation to the content standards. Draft curriculum was completed May The committee reviewed validation feedback and began revising the Physical Education Draft Curriculum. The committee met again on May 4, 2017 to complete final revisions to the draft curriculum. The Physical Education Curriculum was completed in May The Board of Trustees approved the Physical Education Curriculum on June 12, The Physical Education Subject Area Committee will write assessments and recommend resources for the district curriculum-instruction-assessment system. Vertical Articulation Committee will be formed and meet throughout the year. NCSD Strategic Plan Quarterly Report 34

36 Student Growth & High Academic Achievement By 2019, all NCSD schools will meet or exceed school-level performance expectations as defined in the Wyoming School Accountability model. iii. Secondary Indicator: Wyoming Contents Standards Update (continued) Fine and Performing Arts Timeline The State Board of Education adopted the Wyoming 2013 Content and Performance Standards for Fine and Performing Arts The Fine and Performing Arts subject area committee was established. The committee identified the primary outcomes and critical components through the solicitation of input from teachers across NCSD in relation to the content standard. Draft curriculum was completed May The committee reviewed validation feedback and began revising the Fine and Performing Arts Draft Curriculum. The committee met again on April 5, 2017 and May 3, 2017 to complete final revisions to the draft curriculum. The Fine and Performing Arts Curriculum was completed May The Board of Trustees approved the Fine and Performing Arts Curriculum on June 12, The Fine and Performing Arts Assessment SAC will write assessments and recommend resources for the district curriculum-instruction-assessment system. Vertical Articulation Committee will be formed and meet throughout the year. Social Studies Timeline The State Board of Education adopted the Wyoming 2014 Content and Performance Standards for Social Studies The Social Studies subject area committee was established. The committee identified the primary outcomes, critical components through the solicitation of input from teachers across NCSD in relation to the content standards. Draft curriculum was completed May The committee reviewed validation feedback and began revising the Social Studies Draft Curriculum. The committee met on January 10, 2017, April 4, 2017 and May 2, 2017 to complete final revisions to the draft curriculum. A number of revisions occurred during the SAC validation meetings; therefore, the committee released a second draft curriculum for a second validation NCSD teachers will teach a second draft curriculum and provide feedback through validation. NCSD Strategic Plan Quarterly Report 35

37 Student Growth & High Academic Achievement By 2019, all NCSD schools will meet or exceed school-level performance expectations as defined in the Wyoming School Accountability model. iii. Secondary Indicator: Wyoming Contents Standards Update (continued) Foreign Language Timeline The State Board of Education adopted the Wyoming 2014 Content and Performance Standards for Foreign Language The Foreign Language subject area committee was established. The committee identified the primary outcomes and critical components through the solicitation of input from teachers across NCSD in relation to the content standards Draft curriculum was completed May NCSD teachers will teach the draft curriculum and provide feedback through validation. Career Vocational Education Timeline The State Board of Education adopted the Wyoming 2014 Content and Performance Standards for Career Vocational Education The Career Vocational Education subject area committee was established. The committee identified the primary outcomes and critical components through the solicitation of input from teachers across NCSD in relation to the content standards. Draft curriculum was completed May NCSD teachers will teach the draft curriculum and provide feedback through validation. NCSD Strategic Plan Quarterly Report 36

38 Safe & Healthy Environments and Efficient & Effective operations By 2019, NCSD will achieve an overall stakeholder satisfaction rating of 80% from annual climate surveys of students, parents, and staff. Strategies: 1. Ensure environments are physically and mentally safe and healthy for everyone. 2. Improve efficiency and effectiveness of operations at all levels. 3. Recognize and celebrate student, parent, community and employee contributions. 4. Design and implement effective processes for all stakeholders that include providing information, gathering input, sharing results and taking action based upon feedback. a. Primary Indicator: AdvancEd Survey AdvancEd is a nonprofit educational organization that conducts on-site external reviews of school districts. The state of Wyoming uses AdvancEd as the accrediting body for all of the districts in Wyoming. Wyoming Statute requires the implementation of the accreditation process every five years and is a rigorous review around five standards. The five standards are research based and are: Standard 1: Purpose and Direction Standard 2: Governance and Leadership Standard 3: Teaching and Assessing for Learning Standard 4: Resources and Support Systems Standard 5: Using Results for Continuous Improvement AdvancEd believes that each school requires stable governance, coherent curriculum, a reliable system to assess students, teachers with clear understanding of what and how to teach, and access to resources. The beliefs provide the structure for the standards. The AdvancEd structure also allows for individual philosophy at the district level to achieve the requirements as rated through rubrics for the five standards ( As part of the accreditation process, the district is required to administer a survey to all stakeholders at a minimum of once every five years. NCSD has elected to conduct the AdvancEd survey once a year to assist in school improvement planning. Within the AdvancEd survey there were specific indicators embedded in the standards that address the strategies of goal four in NCSD s strategic plan. The response rates for these indicators will be reported over time to monitor the progress towards the goal of 80% satisfaction rate on climate surveys. This is the same process as the year. The entire data set for all five standards was uploaded into a secure database and displayed using tableau. All district and school administrators have access to the district wide and school based data to assist in school improvement planning. The survey data set may be used to target specific needs at the school level and allowed for data triangulation for analysis. The 2017 survey was administered in April for all schools in the district. The staff survey for Central Services Facility employees was administered in May. Overall as a district, we had increased participation from each of the stakeholder groups. The surveys were administered electronically for all groups. The one major change in the survey is that an early elementary (K-2 students) survey is no longer available from AdvancEd. Therefore, the 2017 data only includes student data for grades 3 through 12. NCSD Strategic Plan Quarterly Report 37

39 Safe & Healthy Environments and Efficient & Effective operations By 2019, NCSD will achieve an overall stakeholder satisfaction rating of 80% from annual climate surveys of students, parents, and staff. a. Primary Indicator: AdvancEd Survey (continued) Stakeholder Group Parents Staff K-2 Students not surveyed 3-5 Students Secondary Students Table 6 Number of Participants on the AdvancEd Survey The satisfaction rates on the surveys were calculated by the number of responses at the ratings of agree and strongly agree and then divided by the total number responses within each stakeholder group. In response to the four indicators, there were overall satisfaction rates over 80% for three out of the four areas. The indicator of 2.4 was slightly below 80% at 79% satisfaction rate, this is a decline of two points from last year. When analyzing the different stakeholder groups, satisfaction levels were all at or above 80% with the exceptions of 2.4 and 4.3 for secondary students. Within the stakeholder group of secondary students the low satisfaction rates came from two specific questions. Both questions were around respect. 2.4 question: In my school, students treat adults with respect. 4.3 question: In my school, students respect the property of others. The satisfaction rate for the 2.4 question was 38% for 2017, which was a six-point decrease from The satisfaction rate for the 4.3 question was 39% and was a decrease from the 2016 rate of 43%. NCSD Strategic Plan Quarterly Report 38

40 Safe & Healthy Environments and Efficient & Effective operations By 2019, NCSD will achieve an overall stakeholder satisfaction rating of 80% from annual climate surveys of students, parents, and staff. a. Primary Indicator: AdvancEd Survey (continued) NCSD Strategic Plan Quarterly Report 39

41 Safe & Healthy Environments and Efficient & Effective operations By 2019, NCSD will achieve an overall stakeholder satisfaction rating of 80% from annual climate surveys of students, parents, and staff. i. Secondary Indicator: CSF Campus Customer Satisfaction Surveys for Fourth Quarter Overall District Satisfaction Level Question number one of the survey asked customers to determine if he/she was satisfied by services provided by answering yes or no. This gave customers only two choices and he/she stated their overall satisfaction level with an answer of yes or no. This decision was made purposefully so that a customer did not have a neutral choice. Based on this question, 92% of those customers that took the survey answered that, Yes, he/she was overall satisfied by the service provided by one of the departments in the district. To determine the satisfaction of each of divisions within the district, the department and service data was aggregated to one total. The departments that make up each of the divisions is seen in table 8. List of Departments and Services within each Division Business and Facilities Division Accounts Payable Accounting Facilities Department Food Services Department Table 8 Informational Technology Department Maintenance Department Payroll Transportation Services Warehouse Services Curriculum and Instruction Division Assessment and Research Department District Athletics and Activities Department Enrollment Office Grant Management Special Education Department Student Support Services Teaching and Learning Department Human Resources Division Central Services Main Entry Services Community Relations Department Compensations and Benefits Services Discover Program HR Generalist Services Multimedia Department Professional Development Risk Management Services Substitute Services NCSD Strategic Plan Quarterly Report 40

42 Safe & Healthy Environments and Efficient & Effective operations By 2019, NCSD will achieve an overall stakeholder satisfaction rating of 80% from annual climate surveys of students, parents, and staff. i. Secondary Indicator: CSF Campus Customer Satisfaction Surveys for Fourth Quarter (continued) Each of the divisions had different participation rates. The percent of satisfied customers per division was calculated by the number of customers who answered yes to question one divided by the number of respondents within each of the divisions. The customer satisfaction rates within each division for quarter four of was for Currciulum and Instruction 93%, and for Human Resources 96% (Figure 27 & 28). There were not enough responses to meet the n size of 10 for the Business and Facilities Division to be reported separately. Of the 136 respondents, the majority came from within the organization in the roles of administrators, certified staff, and classified staff. The overall satisfaction rate of 92% by role was administrators 8%, certified staff 55%, classified staff 18%, parents 9%, and the other roles 3% for the district as a whole. There were differences in the participation numbers within the roles at each division (Figure 29). There was limited data due to the n size of 10 to report satisfaction level by role and division in Figure 30. Figure 27 NCSD Strategic Plan Quarterly Report 41

43 Safe & Healthy Environments and Efficient & Effective operations By 2019, NCSD will achieve an overall stakeholder satisfaction rating of 80% from annual climate surveys of students, parents, and staff. i. Secondary Indicator: CSF Campus Customer Satisfaction Surveys for Fourth Quarter (continued) Figure 28 *Contains only division specific data Figure 29 * Contains all data NCSD Strategic Plan Quarterly Report 42

44 Safe & Healthy Environments and Efficient & Effective operations By 2019, NCSD will achieve an overall stakeholder satisfaction rating of 80% from annual climate surveys of students, parents, and staff. i. Secondary Indicator: CSF Campus Customer Satisfaction Surveys for Fourth Quarter (continued) Figure 30 * Contains only Division Specific data. Only data of ten or more was reported. Specific Feedback The division sought feedback in four specific areas through question two on the survey. The four areas were effective communication, courteous service, timely service, and quality product and/or service. Each respondent was asked to rate the statements in each area as strongly disagree, disagree, neutral, agree, and strongly agree. For the purposes of this analysis the two ratings of agree and strongly agree were seen as satisfied. As seen in Figure 31, the ratings on the four areas were closely related to the overall satisfaction at the district level. At the division level there was some variance between the overall division satisfaction level and satisfaction level in each of the specific areas as seen in Figure 32. NCSD Strategic Plan Quarterly Report 43

45 Safe & Healthy Environments and Efficient & Effective operations By 2019, NCSD will achieve an overall stakeholder satisfaction rating of 80% from annual climate surveys of students, parents, and staff. i. Secondary Indicator: CSF Campus Customer Satisfaction Surveys for Fourth Quarter (continued) Figure 31 Figure 32 There was not enough data to report Business and Facilities separately. NCSD Strategic Plan Quarterly Report 44

46 Safe & Healthy Environments and Efficient & Effective operations By 2019, NCSD will achieve an overall stakeholder satisfaction rating of 80% from annual climate surveys of students, parents, and staff. ii. Secondary Indicator: CSF Campus Customer Satisfaction Surveys for Year Overall The data included in this section reflects responses on the Customer Satisfaction Survey from June 18, 2016 through June 16, There were 636 log-ins to the web based survey during this period, which are 191 less than Only 519 responses recorded information other than demographic, which are 145 less than the school year. Overall District and Division Satisfaction Level Question number one of the survey asked customers to determine if he/she was satisfied by services provided by answering yes or no. This gave customers only two choices and he/she stated their overall satisfaction level with an answer of yes or no. This decision was made purposefully so that a customer did not have a neutral choice. Based on this question, 91% of those customers that took the survey answered that, Yes, he/she was overall satisfied by the service provided by one of the departments in the district. This rate is up 13% from the baseline of 78% in the school year. To determine the satisfaction of each of divisions within the district, the department and service data was aggregated to one total. The departments that make up each of the divisions are seen in table 8. Each of the divisions had different participation rates. The number of customers who answered yes calculated the percent of satisfied customers per division to question one divided by the number of respondents within each of the divisions. The year-to-year comparison is seen in Figure 33 and the individual division satisfaction rates are seen in Figure 34. Of the 519 responses, the majority came from within the organization in the roles of administrators (55), certified staff (240), and classified staff (99). The overall satisfaction rate of 91% by role was administrators 12%, certified staff 51%, (this is up from 29% the previous year), classified staff 21%, parent 1%, other 4%, community 4%, and student less than 1% for the district as a whole. There were differences in the participation numbers within the roles at each division (Figure 37). There was some variance within each of divisions for the rate of satisfaction within each role. The percentages were calculated for each division by the number of participants answering yes to question one divided by the total number of participants within the role at the division level. Administrators reported being more satisfied with the Curriculum and Instruction and Human Resources Divisions than with Business and Facilities Division. Conversely, certified staff reported being more satisfied with the Business and Facilities Division. Classified staff members reported being more satisfied with the Human Resources Division. However, the difference in response rates for each division does have an effect on these percentages. NCSD Strategic Plan Quarterly Report 45

47 Safe & Healthy Environments and Efficient & Effective operations By 2019, NCSD will achieve an overall stakeholder satisfaction rating of 80% from annual climate surveys of students, parents, and staff. ii. Secondary Indicator: CSF Campus Customer Satisfaction Surveys for Year (continued) Figure 33 Figure 34 NCSD Strategic Plan Quarterly Report 46

48 Safe & Healthy Environments and Efficient & Effective operations By 2019, NCSD will achieve an overall stakeholder satisfaction rating of 80% from annual climate surveys of students, parents, and staff. ii. Secondary Indicator: CSF Campus Customer Satisfaction Surveys for Year (continued) Figure 35 Figure 36 NCSD Strategic Plan Quarterly Report 47

49 Safe & Healthy Environments and Efficient & Effective operations By 2019, NCSD will achieve an overall stakeholder satisfaction rating of 80% from annual climate surveys of students, parents, and staff. ii. Secondary Indicator: CSF Campus Customer Satisfaction Surveys for Year (continued) Figure 37 Figure 38 NCSD Strategic Plan Quarterly Report 48

50 Safe & Healthy Environments and Efficient & Effective operations By 2019, NCSD will achieve an overall stakeholder satisfaction rating of 80% from annual climate surveys of students, parents, and staff. ii. Secondary Indicator: CSF Campus Customer Satisfaction Surveys for Year (continued) Department Satisfaction Levels Figures 39, 40, and 41 illustrate the satisfaction level at each department/service within each division. The number of responses affects the percent of satisfaction. Only departments that received ten or more responses are included in this report. Each of the divisions had one or more departments not included because the n size was too small. Table 9 displays the number of responses for each department. The number of responses accounts for some of the variance in the satisfaction rate at each department. Figure 39 NCSD Strategic Plan Quarterly Report 49

51 Safe & Healthy Environments and Efficient & Effective operations By 2019, NCSD will achieve an overall stakeholder satisfaction rating of 80% from annual climate surveys of students, parents, and staff. ii. Secondary Indicator: CSF Campus Customer Satisfaction Surveys for Year (continued) Figure 40 NCSD Strategic Plan Quarterly Report 50

52 Safe & Healthy Environments and Efficient & Effective operations By 2019, NCSD will achieve an overall stakeholder satisfaction rating of 80% from annual climate surveys of students, parents, and staff. ii. Secondary Indicator: CSF Campus Customer Satisfaction Surveys for Year (continued) Figure 41 NCSD Strategic Plan Quarterly Report 51

53 Safe & Healthy Environments and Efficient & Effective operations By 2019, NCSD will achieve an overall stakeholder satisfaction rating of 80% from annual climate surveys of students, parents, and staff. ii. Secondary Indicator: CSF Campus Customer Satisfaction Surveys for Year (continued) NCSD Strategic Plan Quarterly Report 52

54 Safe & Healthy Environments and Efficient & Effective operations By 2019, NCSD will achieve an overall stakeholder satisfaction rating of 80% from annual climate surveys of students, parents, and staff. ii. Secondary Indicator: CSF Campus Customer Satisfaction Surveys for Year (continued) Specific Feedback The division sought feedback in four specific areas through question two on the survey. The four areas were effective communication, courteous service, timely service, and quality product and/or service. Each respondent was asked to rate the statements in each area as strongly disagree, disagree, neutral, agree, and strongly agree. For the purposes of this analysis the two ratings of agree and strongly agree were seen as satisfied. The rates of satisfaction in all four specific areas are higher this year than last year (Figure 42). As seen in Figure 43, the ratings on the four areas are closely related to the overall satisfaction at the district level. Two areas are slightly lower than the district satisfaction percent; in effective communication (-3%), and quality service/product (-2%). In courteous service, the specific area is 1% higher than the overall district percentage of 91%. Figure 42 NCSD Strategic Plan Quarterly Report 53

55 Safe & Healthy Environments and Efficient & Effective operations By 2019, NCSD will achieve an overall stakeholder satisfaction rating of 80% from annual climate surveys of students, parents, and staff. ii. Secondary Indicator: CSF Campus Customer Satisfaction Surveys for Year (continued) Figure 43 Figure 44 NCSD Strategic Plan Quarterly Report 54

56 Projections of Data Availability (Updated in August 2017) Quarter 1 - July, August & September Report out - November ) Goal Four year graduation minimum of 85% & prepared for college and/or career i) SI Predictive four year graduation grade 12 for w/summer school credits ii) SI ACT grade 11 for iii) SI Hathaway grade 12 for iv) SI Advanced Placement & International Baccalaureate programming for ) Goal NWEA grade level in grades 3, 5 & minimum of 85% - i) No information in this report 3) Goal Meet or exceed school accountability on WAEA a) PI Wyoming state accountability summary data i) SI - PAWS grades 3-8 for ii) SI - PAWS grades 3-8 for iii) SI - PAWS grades 4 & 8 for ) Goal Stakeholder satisfaction minimum of 80% from the NCSD climate surveys i) SI CSF Campus customer satisfaction surveys Quarter 2 - October, November, December Report out - March ) Goal Four year graduation minimum of 85% & prepared for college and/or career a) PI Federal on-time four (4) year graduation grade 12 for i) SI High school and college articulation agreements for ii) SI High school certification programs for iii) SI Credits attempted vs credits earned vs grade point average in grades 9-12 for (1st semester) iv) SI Non-graduate rates for HS for (1st semester) 2) Goal NWEA grade level in grades 3, 5, and minimum of 85% No information in this report 3) Goal Meet or exceed school accountability on WAEA i) SI Wyoming contents standards update 4) Goal Stakeholder satisfaction minimum of 80% from the NCSD climate surveys i) SI CSF Campus customer satisfaction surveys for NCSD Strategic Plan Quarterly Report 55

57 Projections of Data Availability (cont.) (Updated in August 2017) Quarter 3 - January, February, March Report out - May ) Goal Four year graduation minimum of 85% & prepared for college and/or career i) SI Predictive four (4) year graduation rates (1st semester) 2) Goal NWEA grade level in grades 3, 5, and minimum of 85% No information in this report 3) Goal Meet or exceed school accountability on WAEA i) SI - 1st Semester Common Assessments (1) Math 4) Goal Stakeholder satisfaction minimum of 80% from the NCSD climate surveys i) SI CSF Campus customer satisfaction surveys for *PI primary indicator **SI secondary indicator NCSD Strategic Plan Quarterly Report 56

58 Strategic Plan Quarterly Report for the quarter ending June 30, 2017 Appendix Appendix I Non-Graduate Rate by School Appendix II NWEA Reading School Data Appendix III NWEA Math Spring MAP School Data Appendix VI Math DAS School Data Appendix V Customer Satisfaction Survey Business and Facilities Division Appendix VI Customer Satisfaction Survey Curriculum and Instruction Division Appendix VII Customer Satisfaction Survey Human Resources Division Appendix VIII Summary of Schools Strategic Plans Schools and Departments Quarterly Reports

59 Appendix I Non-Graduate Rate by School Number of Non Graduates per Month for Number of Students NCSD KWHS Midwest NCHS RHS 0 Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May June Figure 45

60 Appendix II NWEA Reading School Data Percent of NCSD Grade K Students At or Above 40 th Percentile on the Spring Reading MAP Test School Name n 1 % n 1 % n 1 % n 1 % n 1 % Bar Nunn Elementary School 28 76% 35 90% 32 94% 32 91% 31 86% Cottonwood Elementary School 52 98% 44 83% 43 88% 40 63% 24 48% Crest Hill Elementary School 38 79% 38 75% 33 70% 44 71% 31 47% Evansville Elementary School 41 82% 37 84% 43 90% 34 94% 40 80% Fort Caspar Elementary School 81 95% 74 93% 65 94% 64 94% 68 96% Grant Elementary School 28 78% 24 71% 22 64% 24 73% 24 77% Lincoln Elementary School 61 87% 44 76% 37 76% 40 75% 37 74% Manor Heights Elementary School 54 81% 51 98% 46 87% 38 72% 36 73% Midwest Elementary School 11 79% ts 2 ts ts 2 ts ts 2 ts ts 2 ts Mills Elementary School 26 79% 30 86% 25 78% 30 88% 24 68% Mountain View Elementary School 30 61% 19 66% 19 70% 23 82% 13 45% Oregon Trail Elementary School 58 82% 55 82% 47 87% 47 87% 51 88% Paradise Valley Elementary School 64 91% 71 91% 67 94% 60 88% 69 93% Park Elementary School 41 84% 43 80% 47 87% 46 84% 51 89% Pineview Elementary School 58 82% 51 89% 33 86% 34 97% 24 72% Poison Spider School 23 79% 16 70% 14 74% 17 94% 19 79% Sagewood Elementary School 41 82% 47 87% 49 91% 45 87% 48 96% Southridge Elementary School 48 94% 44 85% 47 90% 51 98% 54 98% Summit Elementary 64 91% 61 85% 59 84% 63 93% 58 81% University Park Elementary School 33 94% 35 97% 24 80% 25 71% 32 89% Verda James Elementary School 66 93% 59 84% 61 87% 62 85% 61 86% Willard Elementary School 30 91% 29 83% 25 74% 31 66% 29 63% Woods Learning Center 11 69% 14 82% 16 89% 13 72% 13 72% Total At and Above 40th % % % % % Table 10 Data from NWEA with 2015 norms 1 n = the number of students at or above 40 th percentile 2 Schools with n < 10 do not have individual scores but were calculated in the District Totals. ts = too small

61 Percent of NCSD Grade 1 Students At or Above 40 th Percentile on the Spring Reading MAP Test School Name n 1 % n 1 % n 1 % n 1 % n 1 % Bar Nunn Elementary School 27 75% 30 77% 35 92% 31 91% 30 86% Cottonwood Elementary School 47 92% 44 83% 40 78% 35 71% 28 60% Crest Hill Elementary School 35 69% 38 73% 39 76% 38 78% 37 74% Evansville Elementary School 39 74% 33 77% 44 84% 35 76% 33 92% Fort Caspar Elementary School 76 88% 76 96% 73 86% 63 90% 56 92% Grant Elementary School 24 73% 23 68% 18 60% 19 63% 20 77% Lincoln Elementary School 26 72% 53 88% 38 73% 36 80% 38 79% Manor Heights Elementary School 47 90% 39 74% 37 82% 39 76% 44 90% Midwest Elementary School ts 2 ts 10 67% ts 2 ts ts 2 ts ts 2 ts Mills Elementary School 27 87% 28 93% 30 94% 28 85% 22 69% Mountain View Elementary School 25 74% 27 63% 17 59% 18 78% 17 65% Oregon Trail Elementary School 43 83% 59 87% 54 78% 45 85% 49 88% Paradise Valley Elementary School 64 96% 66 93% 75 97% 64 90% 60 90% Park Elementary School 36 75% 42 79% 47 85% 46 85% 46 87% Pineview Elementary School 25 68% 42 65% 46 78% 31 86% 18 51% Poison Spider School ts ts 13 65% 14 82% % 16 76% Sagewood Elementary School 34 63% 41 80% 42 84% 42 84% 43 84% Southridge Elementary School 38 72% 50 93% 44 81% 47 90% 49 91% Summit Elementary 63 88% 65 90% 65 92% 58 83% 66 93% University Park Elementary School 33 92% % 32 89% 25 76% 27 79% Verda James Elementary School 61 85% 60 86% 51 72% 55 81% 63 88% Willard Elementary School 25 74% 29 83% 24 71% 19 58% 24 75% Woods Learning Center 14 78% 13 72% 13 72% 15 83% 11 61% Total At and Above 40th % % % % % Table 11 Data from NWEA with 2015 norms

62 Percent of NCSD Grade 2 Students At or Above 40 th Percentile on the Spring Reading MAP Test School Name n 1 % n 1 % n 1 % n 1 % n 1 % Bar Nunn Elementary School 21 60% 26 70% 31 79% 28 76% 22 69% Cottonwood Elementary School 35 78% 37 80% 41 80% 35 71% 31 66% Crest Hill Elementary School 38 76% 40 78% 39 78% 35 69% 37 80% Evansville Elementary School 38 76% 37 70% 41 82% 41 80% 34 74% Fort Caspar Elementary School 77 96% 73 92% 75 99% 70 92% 59 91% Grant Elementary School 25 76% 24 80% 16 44% 18 69% 16 62% Lincoln Elementary School 24 69% 21 58% 50 79% 33 63% 31 65% Manor Heights Elementary School 33 66% 42 81% 41 77% 45 90% 40 80% Midwest Elementary School ts 2 ts ts 2 ts ts 2 ts ts 2 ts ts 2 ts Mills Elementary School 24 73% 26 79% 27 87% 30 86% 25 74% Mountain View Elementary School 20 56% 17 68% 28 82% 21 68% 17 81% Oregon Trail Elementary School 40 89% 49 92% 60 85% 52 83% 44 88% Paradise Valley Elementary School 60 92% 62 93% 64 90% 58 83% 53 80% Park Elementary School 28 85% 39 74% 32 63% 45 85% 48 88% Pineview Elementary School 34 57% 36 78% 61 90% 42 89% 25 66% Poison Spider School 22 92% 15 88% 14 67% 14 88% 13 93% Sagewood Elementary School 35 70% 42 78% 44 81% 40 76% 43 83% Southridge Elementary School 42 82% 44 83% 47 90% 49 80% 45 85% Summit Elementary 55 79% 57 80% 66 92% 61 91% 54 78% University Park Elementary School 26 74% 25 71% 32 89% 29 88% 26 79% Verda James Elementary School 53 75% 63 88% 57 79% 49 83% 50 81% Willard Elementary School 27 82% 25 71% 20 67% 19 72% 17 52% Woods Learning Center 11 73% 12 67% 11 61% 13 58% 13 76% Total At and Above 40th % % % % % Table 12 Data from NWEA with 2015 norms

63 Percent of NCSD Grade 3 Students At or Above 40 th Percentile on the Spring Reading MAP Test School Name n 1 % n 1 % n 1 % n 1 % n 1 % Bar Nunn Elementary School 19 63% 27 75% 26 79% 24 67% 26 70% Cottonwood Elementary School 36 72% 40 80% 43 86% 46 88% 30 67% Crest Hill Elementary School 37 77% 41 80% 39 81% 39 76% 37 73% Evansville Elementary School 38 86% 28 67% 40 74% 42 82% 37 79% Fort Caspar Elementary School 68 91% 79 99% 77 91% 77 99% 63 89% Grant Elementary School 22 67% 19 68% 23 82% 22 76% 24 89% Lincoln Elementary School 20 59% 24 69% 24 71% 48 71% 32 64% Manor Heights Elementary School 37 73% 41 77% 46 88% 39 75% 43 78% Midwest Elementary School 11 73% ts 2 ts ts 2 ts ts 2 ts ts 2 ts Mills Elementary School 24 77% 28 85% 26 76% 24 83% 17 52% Mountain View Elementary School 23 61% 28 82% 17 65% 25 83% 14 83% Oregon Trail Elementary School 37 74% 39 76% 44 83% 60 86% 52 87% Paradise Valley Elementary School 44 85% 66 93% 62 90% 61 85% 54 87% Park Elementary School 28 82% 31 86% 40 73% 39 75% 45 87% Pineview Elementary School 40 63% 33 56% 31 67% 39 70% 37 71% Poison Spider School 18 75% 21 88% 11 79% 13 59% 11 61% Sagewood Elementary School 46 90% 40 80% 41 79% 45 85% 36 72% Southridge Elementary School 44 88% 47 89% 45 85% 52 96% 44 81% Summit Elementary 27 79% 54 77% 61 86% 64 91% 63 90% University Park Elementary School 23 64% 27 77% 28 76% 27 79% 20 69% Verda James Elementary School 63 89% 66 92% 65 90% 61 85% 52 75% Willard Elementary School 24 80% 23 70% 16 55% 21 75% 18 55% Woods Learning Center 13 72% 15 83% 13 72% 13 72% 14 82% Total At and Above 40th % % % % % Table 13 Data from NWEA with 2015 norms

64 Percent of NCSD Grade 4 Students At or Above 40 th Percentile on the Spring Reading MAP Test School Name n 1 % n 1 % n 1 % n 1 % n 1 % Bar Nunn Elementary School 31 79% 24 65% 23 66% 28 78% 25 74% Cottonwood Elementary School 37 80% 38 84% 40 83% 40 85% 37 79% Crest Hill Elementary School 55 76% 35 70% 34 71% 34 74% 41 85% Evansville Elementary School 28 67% 38 79% 30 79% 40 80% 38 79% Fort Caspar Elementary School 68 89% 63 95% 76 94% 70 89% 66 97% Grant Elementary School 24 67% 21 78% 29 83% 17 85% 24 86% Lincoln Elementary School 30 77% 20 57% 32 82% 26 68% 48 81% Manor Heights Elementary School 35 71% 42 86% 37 77% 47 92% 31 62% Midwest Elementary School % 10 71% ts 2 ts ts 2 ts ts 2 ts Mills Elementary School 26 79% 24 71% 18 72% % Mountain View Elementary School 28 82% 20 56% 18 67% 18 78% 15 56% Oregon Trail Elementary School 41 95% 46 88% 43 86% 45 88% 58 81% Paradise Valley Elementary School 44 88% 44 86% 69 91% 52 80% 62 89% Park Elementary School 28 72% 30 75% 28 74% 35 67% 38 79% Pineview Elementary School 46 71% 39 66% 43 69% 31 63% 31 55% Poison Spider School 24 69% 17 81% 18 95% 13 76% 16 67% Sagewood Elementary School 34 72% 44 94% 43 88% 40 89% 45 88% Southridge Elementary School 44 92% 43 88% 44 86% 43 83% 50 94% Summit Elementary 20 83% 36 73% 54 68% 64 82% 71 91% University Park Elementary School 24 65% 22 61% 31 86% 21 66% 23 67% Verda James Elementary School 60 83% 62 81% 63 82% 74 95% 61 77% Willard Elementary School 25 69% 21 70% 24 67% 23 82% 21 72% Woods Learning Center 13 76% 13 72% 15 83% 15 83% 12 67% Total At and Above 40th % % % % % Table 14 Data from NWEA with 2015 norms

65 Percent of NCSD Grade 5 Students At or Above 40 th Percentile on the Spring Reading MAP Test School Name n 1 % n 1 % n 1 % n 1 % n 1 % Bar Nunn Elementary School 13 50% 28 68% 27 73% 23 64% 25 74% Cottonwood Elementary School 32 71% 30 60% 37 78% 33 66% 38 78% Crest Hill Elementary School 39 81% 65 89% 38 78% 40 83% 37 80% Evansville Elementary School 32 74% 23 59% 40 78% 27 71% 37 84% Fort Caspar Elementary School 71 90% 65 90% 61 97% 73 92% 76 93% Grant Elementary School 24 77% 26 79% 25 86% 26 70% 19 83% Lincoln Elementary School 16 67% 31 78% 21 58% 29 76% 26 70% Manor Heights Elementary School 37 76% 41 79% 42 86% 37 77% 38 79% Midwest Elementary School 10 71% % 10 67% ts 2 ts ts 2 ts Mills Elementary School 20 80% 22 71% 24 77% 20 77% 21 78% Mountain View Elementary School 21 66% 19 61% 21 64% 16 62% 12 52% Oregon Trail Elementary School 41 91% 45 92% 44 86% 41 87% 45 88% Paradise Valley Elementary School 58 85% 43 88% 36 75% 59 80% 43 69% Park Elementary School 35 81% 28 78% 23 68% 38 81% 37 77% Pineview Elementary School 33 66% 50 68% 30 60% 37 73% 33 65% Poison Spider School 17 61% 22 73% 13 59% 12 55% 14 67% Sagewood Elementary School 51 98% 23 55% 48 92% 38 75% 40 87% Southridge Elementary School 40 85% 43 86% 41 84% 40 80% 41 85% Summit Elementary 16 76% 25 96% 44 85% 61 80% 66 85% University Park Elementary School 23 70% 25 63% 26 70% 29 78% 29 73% Verda James Elementary School 58 82% 65 87% 59 77% 61 81% 69 90% Willard Elementary School 18 75% 27 79% 19 58% 25 69% 21 72% Woods Learning Center 12 71% 14 78% 14 74% 14 78% 15 83% Total At and Above 40th % % % % % Table 15 Data from NWEA with 2015 norms

66 Percent of NCSD Grade 6 Students At or Above 40 th Percentile on the Spring Reading MAP Test School Name n 1 % n 1 % n 1 % n 1 % n 1 % Casper Classical Academy % % % % 90 87% Centennial Junior High School % % % % % CY Middle School % % % % % Dean Morgan Junior High School % % % % % Frontier Middle School 25 60% 11 39% 42 61% 20 72% 26 39% Poison Spider School 18 69% 13 68% 12 55% 11 55% 13 54% Woods Learning Center 16 94% 11 61% 14 70% 12 63% 14 82% Total At and Above 40th % % % % % Table 16 Data from NWEA with 2015 norms Percent of NCSD Grade 7 Students At or Above 40 th Percentile on the Spring Reading MAP Test School Name n 1 % n 1 % n 1 % n 1 % n 1 % Casper Classical Academy 71 84% % 91 85% % % Centennial Junior High School % % % % % CY Middle School % % % % % Dean Morgan Junior High School % % % % % Frontier Middle School 32 58% 20 47% 15 43% 40 54% 19 46% Midwest Elementary School 10 63% 12 63% ts 2 ts ts 2 ts ts 2 ts Poison Spider School 10 50% 16 70% 12 55% 14 70% 10 56% Woods Learning Center 14 93% 12 86% 10 63% 12 63% ts 2 ts Total At and Above 40th % % % % % Table 17 Data from NWEA with 2015 norms

67 Percent of NCSD Grade 8 Students At or Above 40 th Percentile on the Spring Reading MAP Test School Name n 1 % n 1 % n 1 % n 1 % n 1 % Casper Classical Academy 91 84% 76 89% % 86 89% % Centennial Junior High School % % % % % CY Middle School % % % % % Dean Morgan Junior High School % % % % % Frontier Middle School 41 71% 43 70% 27 61% 22 51% 47 65% Midwest Elementary School ts 2 ts ts 2 ts 16 89% ts 2 ts ts 2 ts Poison Spider School 13 62% 15 68% 15 69% 16 80% 17 81% Woods Learning Center 16 94% 15 94% 12 92% 12 75% 13 76% Total At and Above 40th % % % % % Table 18 Data from NWEA with 2015 norms

68 Appendix III NWEA Math Spring MAP School Data NWEA MAP Spring Math School Data Percent of NCSD Grade K Students At or Above 40 th Percentile on the Spring Math MAP Test School Name n 1 % n 1 % n 1 % n 1 % n 1 % Bar Nunn Elementary School 34 92% 35 90% 31 91% 34 97% 33 89% Cottonwood Elementary School 48 91% 36 68% 41 84% 43 67% 32 64% Crest Hill Elementary School 41 85% 38 73% 35 74% 49 79% 45 68% Evansville Elementary School 41 82% 41 93% 45 94% % 43 86% Fort Caspar Elementary School 82 96% 77 96% 70 99% % 69 97% Grant Elementary School 31 86% 25 74% 26 76% 28 85% 25 81% Lincoln Elementary School 60 85% 50 86% 38 79% 43 81% 44 88% Manor Heights Elementary School 57 85% 42 81% 43 81% 42 79% 39 78% Midwest Elementary School ts 2 ts ts 2 ts ts 2 ts ts 2 ts ts 2 ts Mills Elementary School 27 82% 32 91% 27 84% 32 94% 29 83% Mountain View Elementary School 35 71% 17 59% 20 77% 20 71% 13 45% Oregon Trail Elementary School 62 87% 52 78% 51 96% 47 87% 53 91% Paradise Valley Elementary School 67 96% 68 87% 69 97% 66 94% 63 85% Park Elementary School 40 80% 46 85% 49 89% 46 82% 51 89% Pineview Elementary School 64 90% 51 89% 32 84% 33 94% 26 79% Poison Spider School 25 86% 21 91% 16 84% % 19 86% Sagewood Elementary School 44 88% 50 93% 51 94% 47 90% 47 94% Southridge Elementary School 47 92% 46 88% 47 90% 51 98% 53 96% Summit Elementary 63 90% 66 92% 59 83% 62 91% 67 93% University Park Elementary School 34 97% 33 92% 24 80% 31 89% 31 86% Verda James Elementary School 65 92% 66 93% 63 90% 64 88% 59 83% Willard Elementary School 30 91% 30 86% 30 88% 32 68% 36 77% Woods Learning Center 13 81% 16 94% 16 89% 15 83% 15 83% Total At and Above 40th % % % % % Table 19 Data from NWEA with 2015 norms

69 Percent of NCSD Grade 1 Students At or Above 40 th Percentile on the Spring Math MAP Test School Name n 1 % n 1 % n 1 % n 1 % n 1 % Bar Nunn Elementary School 24 67% 30 77% 32 84% 32 97% 33 94% Cottonwood Elementary School 46 90% 46 87% 33 65% 40 83% 35 74% Crest Hill Elementary School 34 67% 43 83% 41 80% 41 84% 39 78% Evansville Elementary School 44 83% 35 81% 44 83% 34 74% % Fort Caspar Elementary School 84 98% 76 96% 77 92% 69 97% 60 98% Grant Elementary School 27 82% 22 65% 23 77% 20 67% 18 69% Lincoln Elementary School 29 83% 47 76% 42 79% 38 86% 42 88% Manor Heights Elementary School 50 96% 43 81% 37 82% 46 90% 47 96% Midwest Elementary School ts 2 ts 10 67% ts 2 ts ts 2 ts ts 2 ts Mills Elementary School 29 94% 27 90% 29 91% 29 88% 29 91% Mountain View Elementary School 26 76% 32 74% 20 69% 18 78% 17 65% Oregon Trail Elementary School 42 81% 51 75% 47 68% 48 91% 50 89% Paradise Valley Elementary School 65 98% 67 94% 71 92% 64 90% 61 92% Park Elementary School 36 73% 44 83% 46 84% 49 91% 44 83% Pineview Elementary School 27 73% 50 77% 50 85% 30 83% 24 69% Poison Spider School 11 61% 15 75% 16 94% % 18 86% Sagewood Elementary School 41 76% 45 88% 40 80% 43 86% 46 90% Southridge Elementary School 47 89% 50 93% 48 89% 49 94% 49 91% Summit Elementary 57 80% 62 86% 66 93% 59 84% 66 94% University Park Elementary School 33 92% 35 97% 35 97% 29 88% 28 82% Verda James Elementary School 68 94% 64 91% 62 87% 62 91% 64 89% Willard Elementary School 28 82% 22 63% 24 71% 24 73% 26 81% Woods Learning Center 15 83% 15 83% 14 78% 16 89% 13 72% Total At and Above 40th % % % % % Table 20 Data from NWEA with 2015 norms

70 Percent of NCSD Grade 2 Students At or Above 40 th Percentile on the Spring Math MAP Test School Name n 1 % n 1 % n 1 % n 1 % n 1 % Bar Nunn Elementary School 16 47% 23 64% 29 74% 28 78% 25 78% Cottonwood Elementary School 42 93% 39 85% 39 76% 35 71% 30 64% Crest Hill Elementary School 38 76% 41 80% 37 74% 34 67% 39 87% Evansville Elementary School 35 70% 46 87% 40 78% 47 92% 41 89% Fort Caspar Elementary School 77 96% 71 90% 74 97% 71 93% 59 89% Grant Elementary School 27 82% 22 76% 21 58% 20 77% 18 69% Lincoln Elementary School 22 61% 20 56% 48 76% 38 73% 35 73% Manor Heights Elementary School 30 60% 45 87% 41 77% 38 76% 40 80% Midwest Elementary School ts 2 ts ts 2 ts % ts 2 ts ts 2 ts Mills Elementary School 29 88% 26 79% 28 90% 31 89% 26 76% Mountain View Elementary School 28 78% 22 88% 28 80% 20 65% 18 86% Oregon Trail Elementary School 36 82% 41 77% 50 71% 43 68% 39 80% Paradise Valley Elementary School 61 94% % 66 93% 58 83% 51 77% Park Elementary School 27 82% 36 68% 37 73% 46 87% 51 94% Pineview Elementary School 36 59% 38 83% 60 88% 43 91% 22 58% Poison Spider School 23 96% 11 65% 16 76% % 12 86% Sagewood Elementary School 36 72% 45 83% 47 87% 45 90% 44 85% Southridge Elementary School 47 92% 44 83% 48 92% 47 87% 40 75% Summit Elementary 60 86% 61 86% 63 88% 63 93% 55 80% University Park Elementary School 29 83% 28 80% 31 86% 30 86% 21 64% Verda James Elementary School 60 85% 61 85% 60 83% 49 72% 57 92% Willard Elementary School 30 91% 26 74% 18 60% 24 73% Woods Learning Center 12 80% 12 67% 14 78% 15 83% 16 94% Total At and Above 40th % % % % % Table 21 Data from NWEA with 2015 norms

71 Percent of NCSD Grade 3 Students At or Above 40 th Percentile on the Spring Math MAP Test School Name n 1 % n 1 % n 1 % n 1 % n 1 % Bar Nunn Elementary School 21 70% 23 64% 22 67% 25 69% 25 68% Cottonwood Elementary School 40 78% 41 82% 40 82% 50 96% 26 58% Crest Hill Elementary School 37 79% 39 80% 38 79% 47 92% 37 73% Evansville Elementary School 39 89% 30 71% 46 85% 44 86% 41 87% Fort Caspar Elementary School 72 96% 76 95% 79 92% 77 99% 68 96% Grant Elementary School 18 55% 20 71% 21 75% 21 72% 24 86% Lincoln Elementary School 26 76% 27 77% 22 65% 49 73% 32 64% Manor Heights Elementary School 34 67% 39 74% 46 88% 40 77% 43 78% Midwest Elementary School 10 67% ts 2 ts ts 2 ts ts 2 ts ts 2 ts Mills Elementary School 26 84% 23 70% 23 68% 25 86% 22 88% Mountain View Elementary School 28 74% 30 86% 21 81% 22 73% 16 59% Oregon Trail Elementary School 42 84% 40 80% 42 79% 55 79% 50 79% Paradise Valley Elementary School 48 92% 66 93% 64 93% 63 88% 53 85% Park Elementary School 29 85% 28 78% 39 71% 39 75% 48 91% Pineview Elementary School 37 58% 29 49% 33 72% 42 75% 43 83% Poison Spider School 19 79% 22 92% 10 71% 13 59% 13 72% Sagewood Elementary School 47 92% 37 74% 48 92% 46 96% 39 78% Southridge Elementary School 48 96% 49 92% 43 81% 52 89% 42 79% Summit Elementary 26 76% 54 77% 61 86% 64 82% 61 87% University Park Elementary School 28 78% 18 51% 24 65% 28 83% 23 79% Verda James Elementary School 62 87% 66 92% 60 83% 60 79% 57 83% Willard Elementary School 24 80% 27 82% 21 68% 23 72% 20 61% Woods Learning Center 13 72% 15 83% 14 78% 13 96% 15 88% Total At and Above 40th % % % % % Table 22 Data from NWEA with 2015 norms

72 Percent of NCSD Grade 4 Students At or Above 40 th Percentile on the Spring Math MAP Test School Name n 1 % n 1 % n 1 % n 1 % n 1 % Bar Nunn Elementary School 30 77% 25 68% 19 54% 24 65% 28 82% Cottonwood Elementary School 36 78% 24 52% 28 60% 40 85% 34 72% Crest Hill Elementary School 54 75% 34 68% 42 88% 32 70% 40 83% Evansville Elementary School 27 64% 38 79% 31 82% 44 88% 43 90% Fort Caspar Elementary School 73 96% 55 85% 72 89% 75 95% 64 94% Grant Elementary School 28 78% 19 70% 28 80% 18 90% 24 86% Lincoln Elementary School 31 79% 21 60% 28 72% 27 71% 44 75% Manor Heights Elementary School 35 71% 37 76% 32 67% 38 75% 29 59% Midwest Elementary School ts 2 ts ts 2 ts ts 2 ts ts 2 ts 13 87% Mills Elementary School 21 64% 19 56% 18 72% 22 69% 25 76% Mountain View Elementary School 25 74% 23 64% 17 65% 13 57% 11 41% Oregon Trail Elementary School 39 91% 41 79% 35 71% 43 84% 51 73% Paradise Valley Elementary School 45 90% 45 88% 66 87% 50 76% 58 83% Park Elementary School 31 79% 20 50% 30 81% 37 71% 35 73% Pineview Elementary School 38 58% 36 61% 43 70% 33 67% 30 54% Poison Spider School 27 77% 12 57% 18 95% 13 76% 14 58% Sagewood Elementary School 29 62% % 35 71% 43 96% 40 77% Southridge Elementary School 41 85% 36 73% 41 80% 35 67% 42 79% Summit Elementary 22 92% 34 71% 49 62% 63 81% 68 88% University Park Elementary School 24 65% 17 47% 25 69% 17 53% 22 65% Verda James Elementary School 56 79% 60 78% 62 81% 67 86% 67 85% Willard Elementary School 29 81% 18 60% 25 69% 20 71% 17 57% Woods Learning Center 10 59% 11 61% 13 72% 14 78% 12 67% Total At and Above 40th % % % % % Table 23 Data from NWEA with 2015 norms

73 Percent of NCSD Grade 5 Students At or Above 40 th Percentile on the Spring Math MAP Test School Name n 1 % n 1 % n 1 % n 1 % n 1 % Bar Nunn Elementary School 14 54% 32 74% 29 78% 24 67% 25 74% Cottonwood Elementary School 27 59% 27 55% 24 51% 31 62% 34 69% Crest Hill Elementary School 27 56% 56 77% 32 65% 32 67% 34 74% Evansville Elementary School 38 88% 24 62% 45 88% 29 76% 40 91% Fort Caspar Elementary School 72 91% 65 90% 58 91% 74 93% 77 94% Grant Elementary School 21 68% 25 76% 20 69% 26 70% 20 87% Lincoln Elementary School 22 96% 32 80% 26 74% 33 87% 27 73% Manor Heights Elementary School 32 65% 30 57% 34 69% 34 71% 36 75% Midwest Elementary School 12 86% ts 2 ts 10 71% ts 2 ts 10 91% Mills Elementary School 15 60% 12 39% 21 68% 16 62% 16 59% Mountain View Elementary School 19 59% 20 65% 20 61% 13 50% 10 43% Oregon Trail Elementary School 42 93% 43 88% 44 86% 39 83% 46 90% Paradise Valley Elementary School 59 86% 44 90% 39 81% 62 84% 42 67% Park Elementary School 34 79% 27 75% 22 67% 37 79% 35 73% Pineview Elementary School 30 60% 45 62% 24 48% 31 61% 35 69% Poison Spider School 12 43% 12 40% 11 50% 10 45% ts 2 ts Sagewood Elementary School 51 98% 20 48% 51 98% 36 71% 43 93% Southridge Elementary School 36 77% 42 84% 32 65% 42 82% 37 77% Summit Elementary 16 76% 22 85% 36 69% 53 70% 64 82% University Park Elementary School 22 69% 23 58% 19 51% 24 65% 23 58% Verda James Elementary School 48 68% 60 80% 56 73% 62 83% 67 87% Willard Elementary School 20 83% 24 71% 15 45% 26 72% 17 59% Woods Learning Center 12 71% 13 72% 14 74% 13 72% 14 78% Total At and Above 40th % % % % % Table 24 Data from NWEA with 2015 norms

74 Percent of NCSD Grade 6 Students At or Above 40 th Percentile on the Spring Math MAP Test School Name n 1 % n 1 % n 1 % n 1 % n 1 % Casper Classical Academy % 88 79% 98 81% 97 83% 84 82% Centennial Junior High School % % % % % CY Middle School % % % % % Dean Morgan Junior High School % % % % % Frontier Middle School 26 62% 11 39% 31 46% 15 32% 18 28% Midwest School 11 58% 10 77% ts 2 ts ts 2 ts ts 2 ts Poison Spider School 17 65% ts 2 ts ts 2 ts 10 50% 11 46% Woods Learning Center 16 94% 12 67% 13 65% 11 58% 11 65% Total At and Above 40th % % % % % Table 25 Data from NWEA with 2015 norms Percent of NCSD Grade 7 Students At or Above 40 th Percentile on the Spring Math MAP Test School Name n 1 % n 1 % n 1 % n 1 % n 1 % Casper Classical Academy 74 87% 92 79% 85 79% % 86 75% Centennial Junior High School % % % % % CY Middle School % % % % % Dean Morgan Junior High School % % % % % Frontier Middle School 34 63% 21 48% 13 37% 39 53% 15 36% Midwest School 11 69% 11 58% ts 2 ts ts 2 ts ts 2 ts Poison Spider School 12 60% 16 70% 10 45% 11 55% ts 2 ts Woods Learning Center 13 87% 13 93% 11 69% 13 68% 13 76% Total At and Above 40th % % % % % Table 26 Data from NWEA with 2015 norms

75 Percent of NCSD Grade 8 Students At or Above 40 th Percentile on the Spring Math MAP Test School Name n 1 % n 1 % n 1 % n 1 % n 1 % Casper Classical Academy 86 79% 69 80% 95 90% 85 89% 99 93% Centennial Junior High School % % % % % CY Middle School % % % % % Dean Morgan Junior High School % % % % % Frontier Middle School 40 70% 43 70% 25 56% 19 44% 44 61% Midwest School ts 2 ts 10 63% 15 83% ts 2 ts ts 2 ts Poison Spider School 12 57% 14 64% 12 55% 10 50% 10 48% Woods Learning Center 16 94% 14 88% 12 92% 11 69% 14 82% Total At and Above 40th % % % % % Table 27 Data from NWEA with 2015 norms

76 Appendix IV Math DAS School Data Kindergarten Proficiency Levels Proficiency Scale Name School Name At or Above Proficiency Below Proficiency Bar Nunn Elementary 82.86% 17.14% Cottonwood Elementary 86.79% 13.21% Crest Hill Elementary 76.47% 23.53% Evansville Elementary 73.47% 26.53% Ft Caspar Academy 97.18% 2.82% Grant Elementary % 0.00% Journey Elementary 52.78% 47.22% Lincoln Elementary 80.77% 19.23% Manor Heights Elementary 82.35% 17.65% Mountain View Elementary 64.71% 35.29% Counting Oregon Trail Elementary 94.83% 5.17% Paradise Valley Elementary 70.67% 29.33% Park Elementary 94.34% 5.66% Pineview Elementary 78.79% 21.21% Poison Spider School 72.22% 27.78% Sagewood Elementary 86.00% 14.00% Southridge Elementary 92.73% 7.27% Summit Elementary School 75.00% 25.00% University Park Elementary 88.89% 11.11% Verda James Elementary 71.83% 28.17% Willard Elementary 93.94% 6.06% Woods Learning Center 88.89% 11.11% Bar Nunn Elementary 82.86% 17.14% Cottonwood Elementary 75.47% 24.53% Crest Hill Elementary 66.67% 33.33% Evansville Elementary 75.51% 24.49% Ft Caspar Academy 98.59% 1.41% Grant Elementary 75.00% 25.00% Journey Elementary 55.56% 44.44% Lincoln Elementary 76.92% 23.08% Manor Heights Elementary 86.27% 13.73% Number Names/Count Sequence Mountain View Elementary 64.71% 35.29% Oregon Trail Elementary 87.93% 12.07% Paradise Valley Elementary 64.00% 36.00% Park Elementary 92.98% 7.02% Pineview Elementary 78.79% 21.21% Poison Spider School 72.22% 27.78% Sagewood Elementary 70.83% 29.17% Southridge Elementary 90.91% 9.09% Summit Elementary School 84.72% 15.28% University Park Elementary 75.00% 25.00% Verda James Elementary 76.06% 23.94% Willard Elementary 82.35% 17.65%

77 Woods Learning Center 83.33% 16.67% Bar Nunn Elementary 40.00% 60.00% Cottonwood Elementary 71.70% 28.30% Crest Hill Elementary 70.59% 29.41% Evansville Elementary 57.14% 42.86% Ft Caspar Academy 80.28% 19.72% Grant Elementary 68.75% 31.25% Journey Elementary 52.78% 47.22% Lincoln Elementary 68.63% 31.37% Manor Heights Elementary 76.47% 23.53% Mountain View Elementary 23.53% 76.47% Shapes Oregon Trail Elementary 74.14% 25.86% Paradise Valley Elementary 28.00% 72.00% Park Elementary 92.98% 7.02% Pineview Elementary 72.73% 27.27% Poison Spider School 61.11% 38.89% Sagewood Elementary 48.00% 52.00% Southridge Elementary 74.55% 25.45% Summit Elementary School 72.22% 27.78% University Park Elementary 41.67% 58.33% Verda James Elementary 66.20% 33.80% Willard Elementary 85.29% 14.71% Woods Learning Center 66.67% 33.33%

78 Grade 1 Proficiency Levels Proficiency Scale Name School Name At or Above Proficiency Below Proficiency Bar Nunn Elementary 73.53% 26.47% Crest Hill Elementary 68.00% 32.00% Evansville Elementary 98.11% 1.89% Ft Caspar Academy 91.49% 8.51% Grant Elementary 80.77% 19.23% Lincoln Elementary 75.00% 25.00% Manor Heights Elementary 92.00% 8.00% Mountain View Elementary 50.00% 50.00% Oregon Trail Elementary 98.21% 1.79% Problem Solving to 20 Paradise Valley Elementary 83.33% 16.67% Park Elementary 90.74% 9.26% Pineview Elementary % 0.00% Sagewood Elementary 40.00% 60.00% Southridge Elementary 67.31% 32.69% Summit Elementary School 87.50% 12.50% University Park Elementary 79.41% 20.59% Verda James Elementary 71.83% 28.17% Willard Elementary 90.32% 9.68% Woods Learning Center 38.89% 61.11% Bar Nunn Elementary 91.18% 8.82% Crest Hill Elementary 66.00% 34.00% Evansville Elementary 98.11% 1.89% Ft Caspar Academy 95.74% 4.26% Grant Elementary 65.38% 34.62% Lincoln Elementary 84.78% 15.22% Manor Heights Elementary 91.84% 8.16% Mountain View Elementary 73.08% 26.92% Oregon Trail Elementary 94.64% 5.36% Place Value 1 Paradise Valley Elementary 93.85% 6.15% Park Elementary 80.26% 19.74% Pineview Elementary 97.06% 2.94% Sagewood Elementary 64.00% 36.00% Southridge Elementary 85.19% 14.81% Summit Elementary School 94.37% 5.63% University Park Elementary 88.24% 11.76% Verda James Elementary 93.06% 6.94% Willard Elementary 83.87% 16.13% Woods Learning Center 50.00% 50.00%

79 Grade 2 Proficiency Levels Proficiency Scale Name School Name At or Above Proficiency Below Proficiency Bar Nunn Elementary 43.33% 56.67% Cottonwood Elementary 45.71% 54.29% Crest Hill Elementary 73.91% 26.09% Evansville Elementary 60.47% 39.53% Ft Caspar Academy 75.38% 24.62% Grant Elementary 57.69% 42.31% Journey Elementary 65.71% 34.29% Lincoln Elementary 80.85% 19.15% Manor Heights Elementary 86.00% 14.00% Mountain View Elementary 10.53% 89.47% Addition and Subtraction Oregon Trail Elementary 78.00% 22.00% Paradise Valley Elementary 42.42% 57.58% Park Elementary 97.30% 2.70% Pineview Elementary 40.54% 59.46% Poison Spider School 71.43% 28.57% Red Creek Elementary School % 0.00% Sagewood Elementary 76.47% 23.53% Summit Elementary School 68.12% 31.88% University Park Elementary 81.25% 18.75% Verda James Elementary 53.23% 46.77% Willard Elementary 62.50% 37.50% Woods Learning Center 70.59% 29.41% Bar Nunn Elementary 53.33% 46.67% Cottonwood Elementary 81.08% 18.92% Crest Hill Elementary 78.26% 21.74% Evansville Elementary 71.43% 28.57% Ft Caspar Academy 84.62% 15.38% Grant Elementary 57.69% 42.31% Journey Elementary 42.86% 57.14% Lincoln Elementary 59.57% 40.43% Manor Heights Elementary 85.71% 14.29% Mountain View Elementary 23.81% 76.19% Place Value 2 Oregon Trail Elementary 78.00% 22.00% Paradise Valley Elementary 52.31% 47.69% Park Elementary 86.49% 13.51% Pineview Elementary 47.37% 52.63% Poison Spider School % 0.00% Sagewood Elementary 80.39% 19.61% Summit Elementary School 94.20% 5.80% University Park Elementary 75.76% 24.24% Verda James Elementary 58.06% 41.94% Willard Elementary 39.39% 60.61% Woods Learning Center 72.73% 27.27%

80 Grade 3 Proficiency Levels Proficiency Scale Name School Name At or Above Proficiency Below Proficiency Bar Nunn Elementary 48.48% 51.52% Cottonwood Elementary 65.22% 34.78% Crest Hill Elementary 16.33% 83.67% Evansville Elementary 58.06% 41.94% Ft Caspar Academy 47.78% 52.22% Journey Elementary 41.67% 58.33% Lincoln Elementary 72.34% 27.66% Manor Heights Elementary 52.00% 48.00% Mountain View Elementary 25.00% 75.00% Computation Paradise Valley Elementary 70.33% 29.67% Park Elementary 96.97% 3.03% Pineview Elementary 84.62% 15.38% Poison Spider School 32.35% 67.65% Sagewood Elementary 58.82% 41.18% Southridge Elementary 69.81% 30.19% Summit Elementary School 59.15% 40.85% University Park Elementary 53.57% 46.43% Verda James Elementary 34.38% 65.63% Woods Learning Center 45.71% 54.29% Bar Nunn Elementary 18.18% 81.82% Cottonwood Elementary 69.33% 30.67% Crest Hill Elementary 41.94% 58.06% Evansville Elementary 53.33% 46.67% Ft Caspar Academy 47.89% 52.11% Journey Elementary 36.11% 63.89% Lincoln Elementary 68.75% 31.25% Manor Heights Elementary 27.87% 72.13% Midwest School 55.56% 44.44% Mountain View Elementary 14.81% 85.19% Fractions 3 Paradise Valley Elementary 73.68% 26.32% Park Elementary 88.24% 11.76% Pineview Elementary 94.23% 5.77% Poison Spider School 27.78% 72.22% Sagewood Elementary 33.33% 66.67% Southridge Elementary 71.70% 28.30% Summit Elementary School 60.56% 39.44% University Park Elementary 58.62% 41.38% Verda James Elementary 59.42% 40.58% Willard Elementary 29.41% 70.59% Woods Learning Center 70.59% 29.41%

81 Bar Nunn Elementary 3.13% 96.88% Cottonwood Elementary 28.57% 71.43% Crest Hill Elementary 2.04% 97.96% Evansville Elementary 27.27% 72.73% Ft Caspar Academy 25.56% 74.44% Journey Elementary 25.00% 75.00% Lincoln Elementary 63.83% 36.17% Manor Heights Elementary 23.53% 76.47% Mountain View Elementary 0.00% % Problem Solving Paradise Valley Elementary 59.55% 40.45% Park Elementary 87.88% 12.12% Pineview Elementary 90.20% 9.80% Poison Spider School 27.03% 72.97% Sagewood Elementary 39.22% 60.78% Southridge Elementary 60.38% 39.62% Summit Elementary School 30.99% 69.01% University Park Elementary 0.00% % Verda James Elementary 3.23% 96.77% Woods Learning Center 22.86% 77.14%

82 Grade 4 Proficiency Levels Proficiency Scale Name School Name At or Above Proficiency Below Proficiency Bar Nunn Elementary 75.00% 25.00% Crest Hill Elementary 37.50% 62.50% Evansville Elementary 54.17% 45.83% Ft Caspar Academy 70.77% 29.23% Grant Elementary 25.00% 75.00% Journey Elementary 44.12% 55.88% Lincoln Elementary 45.76% 54.24% Manor Heights Elementary 26.67% 73.33% Midwest School 50.00% 50.00% Mountain View Elementary 65.38% 34.62% Division 4 Oregon Trail Elementary 18.06% 81.94% Paradise Valley Elementary 74.47% 25.53% Park Elementary 44.68% 55.32% Pineview Elementary 52.00% 48.00% Poison Spider School 19.35% 80.65% Sagewood Elementary 40.26% 59.74% Summit Elementary School 68.42% 31.58% University Park Elementary 62.50% 37.50% Verda James Elementary 37.18% 62.82% Willard Elementary 26.83% 73.17% Woods Learning Center 16.67% 83.33% Bar Nunn Elementary 40.63% 59.38% Cottonwood Elementary 54.35% 45.65% Crest Hill Elementary 25.00% 75.00% Evansville Elementary 75.00% 25.00% Ft Caspar Academy 75.38% 24.62% Journey Elementary 8.82% 91.18% Lincoln Elementary 52.17% 47.83% Manor Heights Elementary 42.22% 57.78% Midwest School 33.33% 66.67% Mountain View Elementary 26.92% 73.08% Fractions 4 Oregon Trail Elementary 15.49% 84.51% Paradise Valley Elementary 58.57% 41.43% Park Elementary 61.70% 38.30% Pineview Elementary 60.00% 40.00% Poison Spider School 25.00% 75.00% Sagewood Elementary 59.62% 40.38% Southridge Elementary 65.38% 34.62% Summit Elementary School 75.64% 24.36% University Park Elementary 64.71% 35.29% Verda James Elementary 49.37% 50.63% Willard Elementary 34.48% 65.52% Woods Learning Center 50.00% 50.00%

83 Bar Nunn Elementary 80.00% 20.00% Crest Hill Elementary 30.00% 70.00% Evansville Elementary 60.42% 39.58% Ft Caspar Academy 80.88% 19.12% Grant Elementary 24.00% 76.00% Journey Elementary 20.83% 79.17% Lincoln Elementary 56.90% 43.10% Manor Heights Elementary 53.03% 46.97% Midwest School 57.14% 42.86% Mountain View Elementary 88.89% 11.11% Multiplication Oregon Trail Elementary 22.22% 77.78% Paradise Valley Elementary 66.67% 33.33% Park Elementary 69.39% 30.61% Pineview Elementary 57.53% 42.47% Poison Spider School 25.81% 74.19% Sagewood Elementary 25.00% 75.00% Southridge Elementary 71.43% 28.57% Summit Elementary School 61.04% 38.96% University Park Elementary 50.00% 50.00% Verda James Elementary 55.13% 44.87% Willard Elementary 61.76% 38.24% Woods Learning Center 38.89% 61.11%

84 Grade 5 Proficiency Levels Proficiency Scale Name School Name At or Above Proficiency Below Proficiency Bar Nunn Elementary 6.25% 93.75% Cottonwood Elementary 61.22% 38.78% Crest Hill Elementary 63.64% 36.36% Evansville Elementary 64.10% 35.90% Ft Caspar Academy 64.63% 35.37% Grant Elementary 82.61% 17.39% Journey Elementary 0.00% % Lincoln Elementary 50.00% 50.00% Manor Heights Elementary 85.42% 14.58% Midwest School % 0.00% Division 5 Mountain View Elementary 80.00% 20.00% Oregon Trail Elementary 50.98% 49.02% Paradise Valley Elementary 56.72% 43.28% Park Elementary 17.02% 82.98% Pineview Elementary 94.12% 5.88% Sagewood Elementary 57.45% 42.55% Southridge Elementary 60.87% 39.13% Summit Elementary School 48.08% 51.92% Verda James Elementary 69.23% 30.77% Willard Elementary 51.72% 48.28% Woods Learning Center 70.59% 29.41% Bar Nunn Elementary 54.55% 45.45% Cottonwood Elementary 57.14% 42.86% Crest Hill Elementary 56.82% 43.18% Evansville Elementary 73.17% 26.83% Ft Caspar Academy 76.54% 23.46% Grant Elementary 91.30% 8.70% Journey Elementary 15.38% 84.62% Lincoln Elementary 47.37% 52.63% Manor Heights Elementary 80.85% 19.15% Midwest School 72.73% 27.27% Addition/Subtraction of Fractions Mountain View Elementary 52.00% 48.00% Paradise Valley Elementary 68.25% 31.75% Park Elementary 60.42% 39.58% Pineview Elementary 86.27% 13.73% Poison Spider School 16.67% 83.33% Sagewood Elementary 89.13% 10.87% Southridge Elementary 43.48% 56.52% Summit Elementary School 67.31% 32.69% University Park Elementary 35.00% 65.00% Verda James Elementary 68.42% 31.58% Willard Elementary 69.23% 30.77% Woods Learning Center 61.11% 38.89%

85 Bar Nunn Elementary 6.25% 93.75% Cottonwood Elementary 66.67% 33.33% Crest Hill Elementary 68.18% 31.82% Evansville Elementary 66.67% 33.33% Ft Caspar Academy 70.73% 29.27% Grant Elementary 73.91% 26.09% Journey Elementary 15.69% 84.31% Lincoln Elementary 56.67% 43.33% Manor Heights Elementary 87.76% 12.24% Midwest School % 0.00% Multiplication 5 Mountain View Elementary 76.00% 24.00% Oregon Trail Elementary 50.98% 49.02% Paradise Valley Elementary 71.43% 28.57% Park Elementary 20.00% 80.00% Pineview Elementary 90.20% 9.80% Sagewood Elementary 25.53% 74.47% Southridge Elementary 60.87% 39.13% Summit Elementary School 44.23% 55.77% Verda James Elementary 78.02% 21.98% Willard Elementary 51.72% 48.28% Woods Learning Center 47.06% 52.94%

86 Grade 6 Proficiency Levels Proficiency Scale Name School Name At or Above Proficiency Below Proficiency Casper Classical Academy 56.44% 43.56% Quantitative Relationships using Equations Centennial Junior High School 86.35% 13.65% CY Middle School 54.84% 45.16% Dean Morgan Junior High School 61.17% 38.83% Frontier Middle School 36.36% 63.64% Poison Spider School 33.33% 66.67% Casper Classical Academy 75.26% 24.74% Centennial Junior High School 79.80% 20.20% Ratio and Proportional Reasoning CY Middle School 63.24% 36.76% Dean Morgan Junior High School 72.13% 27.87% Frontier Middle School 31.82% 68.18% Midwest School 70.00% 30.00% Grade 7 Proficiency Levels Proficiency Scale Name School Name At or Above Proficiency Below Proficiency Casper Classical Academy % Centennial Junior High School 53.70% 46.30% The Number System CY Middle School 54.18% 45.82% Dean Morgan Junior High School 59.84% 40.16% Frontier Middle School 48.65% 51.35% Midwest School 53.33% 46.67% Casper Classical Academy 86.67% 13.33% Centennial Junior High School 46.98% 53.02% CY Middle School 55.46% 44.54% Ratios and Proportions Dean Morgan Junior High School 34.36% 65.64% Frontier Middle School 51.28% 48.72% Midwest School 60.00% 40.00% Poison Spider School 22.22% 77.78%

87 Grade 8 Proficiency Levels Proficiency Scale Name School Name At or Above Proficiency Below Proficiency Casper Classical Academy 37.76% 62.24% Centennial Junior High School 49.79% 50.21% CY Middle School 72.57% 27.43% Equations Dean Morgan Junior High School 66.37% 33.63% Frontier Middle School 19.15% 80.85% Midwest School 71.43% 28.57% Poison Spider School 34.78% 65.22% Casper Classical Academy 18.37% 81.63% Centennial Junior High School 36.25% 63.75% Functions CY Middle School 66.07% 33.93% Dean Morgan Junior High School 48.29% 51.71% Frontier Middle School 15.71% 84.29% Poison Spider School 26.09% 73.91%

88 Appendix V Business and Facilities Division Q4 Accounts Payable This department had fewer than 10 responses. Accounting This department had fewer than 10 responses. Facilities This department had fewer than 10 responses. Food Services This department had fewer than 10 responses. Information Technology This department had fewer than 10 responses. Maintenance This department had fewer than 10 responses. Payroll This department had fewer than 10 responses. Purchasing Services This department had fewer than 10 responses. Transportation This department had fewer than 10 responses. Warehouse This department had fewer than 10 responses.

89 Appendix VI Curriculum and Instruction Division Q4 Assessment and Research Department This department had fewer than 10 responses. District Athletics and Activities This department had fewer than 10 responses. Enrollment Office This department had fewer than 10 responses. Grant Management This department had fewer than 10 responses. Special Education Department Satisfaction Are you satisfied with the services provided? Percentage of Respondents

90 Specific Feedback Percentage of Respondents

91 Student Support Services Satisfaction Are you satisfied with the services provided? Percentage of Respondents Specific Feedback

92 Teaching and Learning Department This department had fewer than 10 responses.

93 Appendix VII Human Resources Division Central Services Facility Main Entry Services This department had fewer than 10 responses. Community Relations Department This department had fewer than 10 responses. Compensation and Benefits Services This department had fewer than 10 responses. Discover Program This department had fewer than 10 responses.

94 HR Generalist Services Satisfaction Are you satisfied with the services provided? Percentage of Respondents Specific Feedback Percentage of Respondents

95 Multimedia Department This department had fewer than 10 responses. Professional Development Satisfaction Are you satisfied with the services provided? Percentage of Respondents Specific Feedback Percentage of Respondents

96 Risk Management Services This department had fewer than 10 responses. Substitute Services This department had fewer than 10 responses.

97 Appendix VIII - Summary of Schools Strategic Plans Lit Math Safe & Healthy ABL and/ or 21st Century Science Grad Rate Part Act & Ath Bar Nunn CCA Centennial Crest Hill Cottonwood CY Dean Morgan Evansville Ft. Caspar Frontier Grant Kelly Walsh Lincoln Manor Heights Midwest Mills Mountain View NCHS Oregon Trail Park Pineview Poison Spider Paradise Valley Roosevelt Sagewood Southridge Summit University Park Verda James Willard Woods

98 Quarter %. Our Leadership Team and Goal Teams continue to work on specific items to help increase our achievement score. Next Steps : The Reading / Math Goal Team will be working with the staff on ELA resources adoption. We will also be working with PLC Teams to improve our collaboration for the school year. Goal : Goal 2: By May of 2019, Bar Nunn School will increase the percentage of our students, -5, reaching math proficiency to 90% as measured by the NWEA Math Growth Assessment and 85% as measured in the state accountability model using PAWS grades 3-5. Data: Actual NWEA Math Targets May 2013 = 68% May 2014 = 76% May 2015 = 75% May 2015= 80% May 2016 = 78% May 2016= 82% May 2017 = 80% May 2017 = 82% PAWS 2016 Math = 39% State Accountability Model - See ELA Goal Strategy : Engage students in essential learning aligned to state standards and targeting Numbers and Operations, specifically Base 10 and ractions. Timeline : 01/ /2018 Focus this quarter : The combined Reading and Math Goal Teams focused on ELA resource adoption and research based instructional components. See Goal 1. In addition the team surveyed teachers about their Number Corner implementation and reviewed the information for next steps. The main need was for grade level team collaboration time to plan their aligned implementation. Results : In 2015, our school was not meeting expectations on the state accountability plan. Our 2016 data moved us back into partially meeting expectations. Our achievement level is at 46% and we need to reach 52%. Our Leadership Team and Goal Teams continue to work on specific items to help increase our achievement score. or Math, all classrooms are implementing the Number Corner Program. Next Steps : The academic team will work on the ELA resource adoption and improving PLC Team Collaboration processes. Goal : Goal 3: By May of 2019, Bar Nunn will achieve an overall stakeholder satisfaction rating of 90 % from annual climate surveys of students, parents, and staff. Data: Our team believes the stakeholder perceptions reflected in our surveys implies the following: 1. In general, students enjoy school and feel supported. 2. The staff is more consistent minded about our direction and vision, but we continue to see a need to work on teaching and learning. This includes increasing our communication regarding processes and practices to all stakeholders. 3. Parents feel their students are in a safe learning environment and we have the resources and support in place to meet their students needs Strategy : Implement effective and efficient strategies throughout the building to create and maintain a school-wide environment that fosters high student achievement using the continuous improvement process, Bar Nunn Page 2

99 Quarter that include: a. Effective Crisis Management Drills b. Effective Student Management Procedures c. Effective Parent Involvement Activities Timeline : 10/2014-5/2019 Focus this quarter : The Effective and Efficient Operations Goal Team completed ALICE training for students. The team implemented the Academic Recognition Board for 4th quarter and students celebrated their academic achievements. The Parent Goal Team continuously updated the parent communication bulletin board. They completed the end of year activities, including the 5th grade send off. The team worked to get parents in to complete the online AdvancED Survey. We provided various opportunities in our computer lab and office. A drawing for prizes from those who completed the survey was completed. A team member has begun to develop our new website. Results : In 2015, our school was not meeting expectations on the state accountability plan. Our 2016 data moved us back into partially meeting expectations. Our achievement level is at 46% and we need to reach 52%. Our Leadership Team and Goal Teams continue to work on specific items to help increase our achievement score. Next Steps : The Effective and Efficient Operations Goal Team will begin review of how crisis drills will change with the addition of the new building. The Parent Goal Team will develop a plan for school year with various Parent Involvement Activities. Both teams will review the AdvancEd Survey results as they develop action plans for the school year. Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Bar Nunn Page 3

100 Quarter Casper Classical Academy asper lassical cademy engages learners in a challenging classical education that fosters excellence, character, and independence. eveloped Spring by parents and staff. Goal : By 2019, 100% of CCA students will exceed individual growth targets and expectations as defined in the Wyoming School Accountability model on the Reading PAWS Assessment. Data: Actual Targets May 2013= 47 MGP May 2014 = 55 MGP May 2015= 46.5 MGP May 2016= 49 May 2017= May 2018= May 2015= 56 MGP May 2016= 57 MGP May 2017= 58 MGP May 2018= 60 MGP May 2019 = May 2019= 62 MGP Strategy : 1. Students earning Basic and Below Basic on PAWS reading and students scoring below the 40th%ile on NWEA reading will receive services/a tiered-intervention. 2. The reading team will ensure those on the PAWS equity list are getting services (or have refused). 3. ELA teachers will align and commit to the GVC, our new ELA curriculum guides. 4. ELA teachers will look at PAWS blueprint and released items to identify gaps and possible strategies to implement. Timeline : 10/2014-5/2019 Focus this quarter : This quarter we focused on getting our grade level teachers ready to choose resources and to begin planning 6th and 7th grades for next year with our modified ELA block (same teacher for reading as writing). Teachers also administered the NWEA reading and language usage tests. Results : 6th grade met on May 10 and 7th grade on May 24. There is a working class objectives/agenda for teachers to use. 6th grade made some selections for both resources and book club books. 6th grade teachers mapped out first quarter to get them started with district outcomes. ELA NWEA Spring 2017 Data 6th Grade Casper Classical Academy Page 1

101 Quarter % at 40%ile: 88% READING % met/exceeded growth: 51% READING % at 40%ile: 90% LANGUAGE USAGE (Winter to Spring) % met/exceeded growth: 66% LANGUAGE USAGE (Winter to Spring) 7th Grade % at 40%ile: 88% READING % met/exceeded growth: 58% READING % at 40%ile: 89% LANGUAGE USAGE (Spring to Spring) % met/exceeded growth: 64% LANGUAGE USAGE (Spring to Spring) 8th Grade % at 50%ile:92% READING % met/exceeded growth: 59% READING 9th Grade % at 50%ile: 69% READING % met/exceeded growth: 69% READING What it tells us: We still have strong achievement. We still have a ways to go to get growth from all students. Next Steps : Teachers will meet twice over the summer (two half days and one full day) to continue planning. Teachers will also meet informally to have book club discussions to feel what it s like to be in our students shoes. At the half days where the department is present, we will look at how to structure gradebooks with the removal of book reports and introduction of independent reading/conferring, setting up notebooks, how to analyze poetry/recitations, among other things. We will be looking to take part in WDE s training on Power Standards to help our department be on the same page in the fall moving forward with those. Goal : By 2019, 100% of CCA students will exceed individual growth targets and expectations as defined in the Wyoming School Accountability model on the Math PAWS Assessment. Data: Actual Targets May 2013= 40.5 MGP May 2014 = 39 MGP May 2015= 38.5 MGP May 2016= 48 May 2017= May 2018= May 2015= 46 MGP May 2016= 52 MGP May 2017= 56 MGP May 2018= 60 MGP Casper Classical Academy Page 2

102 Quarter May 2019= May 2019= 62 MGP Strategy : 1. CCA teachers will use district assessment data to evaluate student achievement on individual math standards and adjust instructional strategies to improve student learning in areas of need. 2. Utilize a tiered system of intervention (e.g., tutor, special education, after school study skills lab). Timeline : 10/2014-5/2019 Focus this quarter : The math goal team focused on NWEA administration and results, budget use and adjustments, criteria for student placement in courses, next year s schedule, adding a new department member that will also teach CTE, looking at sharing resources, and curriculum alignment particularly for accelerated 6th and 7th grade courses. Results : Math goal team members decided to meet for half a day June 19 to inventory supplies, materials, manipulatives, etc. in all of our classrooms in addition to a storage closet elsewhere in the building. We will ensure that all members have teaching resources including teacher books for the courses they are teaching. This will help ensure effective use of our budget specifically in light of budget cuts and the splitting of 7th grade course 2 between a new hire that will also teach CTE and the 7th grade science teacher. Students were placed in math labs and study skills labs for next year according to NWEA results and teacher recommendation. Also, we are going to revamp the criteria sheet for course placement to reflect a change in NWEA as we will no longer be administering it and to use the 85th percentile and higher for accelerated student placement. However, we are waiting to see what type of data points the WY-TOPP will be able to provide. Additionally, student goal setting was tabled until we learn about how or if we can incorporate WY-TOPP. NWEA Spring 2017 results: 6th grade 17% met/exceeded growth projection 83% at or above the 40th percentile 7th grade 53% met/exceeded growth projection 76% at or above the 40th percentile 8th grade 67% met/exceeded growth projection 96% at or above the 40th percentile 9th grade 50% met/exceeded growth projection 83% at or above the 40th percentile Next Steps : 1. Look for ways to increase growth in all grades. 2. Create an organized inventory system for the department. 3. Collaborate frequently especially to support our new hire. 4. Continue working on placement and student goal setting forms. Casper Classical Academy Page 3

103 Quarter Learn as much as possible about WY-TOPP. 6. Be involved in district level opportunities such as curriculum and articulation. Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Casper Classical Academy Page 4

104 Quarter Centennial ur mission at entennial r. igh School is to encourage all students to learn, grow, have fun, and excel in a safe, supportive environment. Goal : By May of 2019, 100% of our students will meet or exceed the expectations on the Wyoming School Accountability model in reading as measured by PAWS results. Data: PAWS Data Actual Targets May 2014 (Baseline) = 54% May 2015 = 54% May 2015= 60% May 2016 = 53% May 2016= 70% May 2017 = 54% May 2017= 80% May 2018 = May 2018= 90% May 2019 = May 2019 =100% Initial unverified PAWS data Strategy : Implement Guaranteed and Viable Curriculum aligned to state standards in all content areas. Timeline : 9/2014 5/2019 Focus this quarter : The principals developed new collaboration schedules for the school year where all PLCs will meet with their evaluating administrator for at least one hour each week. A team of both administrators and 4 teachers attended the first two days of the PLC Coaching Academy on June Results : Our initial PAWS results show an overall increase of 1% on reading. This appears to be at or above the district average in all 3 grades and above the state average in 8th grade. Next Steps : The PLC Coaching Academy will continue in August, and the team will begin training the certified staff when they return August 28. All certified staff will begin a book study using the 3rd edition of Learning by Doing with a PLC focus. Goal : By May of 2019, 100% of our students will meet or exceed the expectations on the Wyoming School Accountability model in mathematics as measured by PAWS results. Data: Mathematics Achievement Actual Targets May 2014 (Baseline) = 36% May 2015 = 33% May 2015 = 50% May 2016 = 33% May 2016 = 65% May 2017 = 41% May 2017 = 80% May 2018 = May 2018 = 90% May 2019 = May 2019 = 100% Initial unverified PAWS data Strategy : Implement Guaranteed and Viable Curriculum aligned to state mathematics standards. Timeline : 9/2014-5/2019 Focus this quarter : The principals developed new collaboration schedules for the school year where all PLCs will meet with their evaluating administrator for at least one hour each week. A team of both administrators and 4 teachers attended the first two days of the PLC Coaching Academy on June Centennial Page 1

105 Quarter Results : Our initial PAWS results show an overall increase of 8% on math. This includes an 8% increase in 6th grade, 3% increase in 7th grade, and 13% increase in 8th grade. Next Steps : The PLC Coaching Academy will continue in August, and the team will begin training the certified staff when they return August 28. All certified staff will begin a book study using the 3rd edition of Learning by Doing with a PLC focus. Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Centennial Page 2

106 Quarter Crest Hill rest ill is a community of students, staff, and parents dedicated to providing experiences which nurture a responsibility for lifelong learning. ogether we will develop the s ills, nowledge, and attitudes that will challenge all to thin, dream, and achieve in a complex and changing society. Goal : By 2019, Crest Hill will be classified as meeting or exceeding targets as defined in the Wyoming School Accountability model. Data: May 2013= Meeting May 2014 = Meeting May 2015= Partially Meeting May 2015= Meeting May 2016= Partially Meeting May 2016= Meeting Strategy : Engage, challenge and support students in learning aligned to Language Arts and Math Standards in order to meet or exceed Wyoming School Accountability achievement targets. Timeline : 10/2014 to 5/2016 (Engage), 10/2015 to 5/2017 (Challenge), 10/2016 to 5/2018 (Support) Focus this quarter : This quarter there was a large shift in strategic focus. Engagement Continuum indicators continued to be monitored and shared with certified staff however, this quarter the focus moved to staff being engaged in Professional Learning Communities across the building. All certified, classroom support staff and office staff participated in PLC collaborations. Principal and Instructional acilitator led all collaborations. Results : Leadership team initiated the implementation of the PLC framework across the building. A formal PLC structure and agenda were created and fully implemented this quarter. All teams engaged in discussion surrounding school culture and needs analysis. All teams engaged in conversation regarding the book, Transforming School Culture by Anthony Muhammad. A needs analysis was completed with input from all staff members. Next Steps : Crest Hill has a representative team attending the PLC Academy that will continue into the next quarter. Solution Tree will provide all certified teachers training this upcoming August. Additional professional development has been scheduled with Charlotte Gilbar to obtain greater depth in standards based teaching and learning. The needs analysis will be compiled in order to determine an action plan to address various areas of ELA instruction. Strategy 1 will be updated to capture the work of this shift. Goal : By 2019, Crest Hill will be classified as meeting or exceeding targets as defined in the Wyoming School Accountability model. Data: Actual Targets May 2013= R66% (3) R53%(5) M57%(3) M38%(5) May 2014 =R63%(3) R53%(5) M43%(3) M36%(5) May 2015= R39%(3) R42%(5) May 2015-RM 65% (3) RM57% (5) M49%(3) M42%(5) May 2016= R43%(3) R59%(5) May 2016-RM 68% (3) RM62% (5) Crest Hill Page 1

107 Quarter M72%(3) M28%(5) May 2017= R58%(3) R66%(5) May 2017-RM 70% (3) RM66% (5) M68%(3) M72%(5) Strategy : Increase the percentage of 3rd and 5th grade students meeting or exceeding individual growth projections in reading and math to 75% as measured by NWEA in order to meet or exceed Wyoming School Accountability growth targets. Timeline : 10/2014 to 5/2019 Focus this quarter : All students continue to be placed in ability groups for two sessions of math and two sessions of reading each week. This quarter the focus on data and individual skill progress has continued to be targeted and intentional. Collaborative teams now include certified and classified members. Results : or the first time in five years, 100% of classrooms were at or above the national norm for projected growth in reading and math Next Steps : Professional Learning Communities will focus their work on the first two PLC questions (What do my students need to learn How will I know they have learned it ) in reading and math. WIN (What I Need) will be implemented building wide. Data Based Instruction will be implemented for all SPED students building wide. Goal : By 2019, Crest Hill will be classified as meeting or exceeding targets as defined in the Wyoming School Accountability model. Data: Academy Based Learning Survey Actual Targets May 2013= NA May 2014 =NA May 2015= NA May 2015= NA May 2016= 2.67 out of 5.0 May 2016= 2.0 out of 5.0 May 2017= 3.0 out of 5.0 May 2017= 3.0 out of 5.0 Strategy : Build and cultivate environments that foster 21st Century Learning by implementing Academy Based Learning approaches and principles that include the elements of the Graduate Profile. Timeline : 10/2015 to 10/2019 Focus this quarter : This quarter s focus continued to be on Project Based Learning Units. Results : All grade levels completed two interdisciplinary PBL Units. All grade levels have collaborated with teaching teams from other schools using Project Based Learning to refine and reflect on units. Next Steps : Planning will occur to ensure more collaborative opportunities for teams to meet with other PBL school team members. A community component has been added in order to include families in extension opportunities for the upcoming school year. Goal : By 2019, 100% of Crest Hill 3rd and 5th grade students will be reading at grade level as measured by the NWEA reading assessment. Data: Actual Targets May 2013= 79% (3) 77%(5) Crest Hill Page 2

108 Quarter May 2014 = 80%(3) 85%(5) May 2015= 81%(3) 71% (5) May 2015= 85% (3) 85% (5) May 2016= 76%(3) 83%(5) May 2016= 85% (3) 85% (5) May 2017= 74%(3) 83%(5) May 2017= 90% (3) 90% (5) Strategy : All Crest Hill students will participate in weekly focused intervention and/or enrichment opportunities during the school day. Timeline : 10/2015 to 5/2019 Focus this quarter : The building intervention team met with all teachers to determine the individual needs of all students. Students were identified for tiered support in reading, math and behavior. These students were given targeted instruction in their areas of deficit. Students were also progress monitored for data based improvement. inally students were identified and invited for additional support in a summer school program. Results : All students at Crest Hill were assessed in order to target individual needs. Needs were addressed through small group instruction, one-on-one tutoring, and other means of intervention. Students in grades kindergarten through 4 that need further intervention have been invited to the Crest Hill summer program. Next Steps : Staff will continue to develop depth in the areas of standards based learning and assessment. This will allow for deeper analysis of data and more targeted intervention for students not achieving grade level standards. Crest Hill Page 3

109 Quarter CYMS ocusing on our school and district strategic plans, we emphasi e high expectations for student learning we engage students in st entury s ills we celebrate achievement and we create a safe and healthy environment. Goal : By May of 2019, 100% of CY students will meet or exceed the expectations on the Wyoming School Accountability Model in science as measured by PAWS. Data: Science Achievement Actual Targets May 2013= 44.6% May 2014 = 46% May 2015= 45% May 2015= 53% May 2016= 44% May 2016= 63% May 2017= May 2017= 73% May 2018= May 2018= 90% May 2019 = May 2019 =100% Strategy : Implement an integrated (physical, earth, life) science approach aligned to Wyoming State Standards. Timeline : 08/ /2019 Focus this quarter : We continue to be encouraged by the positive correlation between the Science NWEA results and the Science PAWS results. We exceeded the state average and were number 2 in the district in the area of science. We will continue to focus more on the PAWS Blueprint and released items to achieve better results. We also plan to look at test administration and the amount of time allocated. CY science teachers continue to collaborate to create integrated units and lessons as part of a three-year pilot. Teachers collaborate daily to ensure that the integration includes spiraling learning for each grade level. CY also piloted the Science NWEA this year and they plan on a winter test administration in January. CY science teachers attended Buck Problem-Based Learning training in California over the summer. They led a professional development day in August and shared their learning with their colleagues. PBL is a driving force of the science planning for this school year. Projects include working with the BLM on a field science project and the procurement and planting of tower gardens that will result in a armer s Market. New this quarter: The Science Goal Team continues to roll out and refine the third year of the Integrated Science Pilot and Buck Institute Problem Based Learning. Looking at the recently approved science standards, teachers have compared the current tested standards to correlate with the progression of NWEA growth and PAWS. Science teachers have focused more on the success skills. Science teachers have developed a science report rubric that is used across grade levels. All grade levels implement problem based learning projects including: 6th grade water project, Life Jacket Safety Project, and Morad Park study 7th grade tower produce gardens and engineering project 8th grade will work on the Get Off My Land invasive species BLM project. Science teachers also focus on the recently released recommendations from the Educator Group to make sure that difficult vocabulary and concepts are being emphasized. Results : 100% of teachers are using their curriculum maps to guide instruction. Action plans are being implemented. Surveys have been taken by all students to establish baseline data. NWEA baseline has been established. NWEA data shows 72.77% of CYMS students scored at or above the district grade level mean RIT on NWEA spring test CYMS Page 1

110 Quarter Next Steps : Teachers created integrated units and lessons. The science department continues to incorporate PBL into the integrated curriculum. ull implementation of standards integration for 6th, 7th grade and 8th grade has been implemented during the 2016/2017 school year. Next steps include becoming involved with the District teams that will be working on the newly adopted state science standards. Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : CYMS Page 2

111 Quarter CYMS ocusing on our school and district strategic plans, we emphasi e high expectations for student learning we engage students in st entury s ills we celebrate achievement and we create a safe and healthy environment. Goal : By May of 2019, 100% of CY students will meet or exceed the expectations on the Wyoming School Accountability Model in reading as measured by PAWS/WYTOPP results. Data: : Reading Achievement Actual Targets May 2013= 76.5% May 2014 = 54% May 2015= 48% May 2015= 64% May 2016= 56% May 2016= 74% May 2017= May 2017= 84% May 2018= May 2018= 94% May 2019 = May 2019 = 100% Strategy : Implement the Common Core English Language Arts Standards including the Content Literacy Standards. Timeline : 08/ /2019 Focus this quarter : Work this quarter continued to focus on strategic, standards-based instruction and analyzing PAWS assessment results and NWEA assessment results to guide instruction in order to grow all students. Students in the Equity Group worked in their intervention classes, inclusion tutoring, AM or PM Bridges Extended Day, Inclusion co-taught classrooms, Read 180, and reading extension classes. The focus of all instruction and interventions is the taught and tested curriculum to prepare for both spring assessment windows. CY Literacy Goal Team members worked in a cohort study group focusing on researched-based instructional strategies and peer-to-peer coaching. They also continued to refer all struggling students to the Bridges Extended Day Program. The CY Math and Science Goal Teams continued to support literacy by utilizing the WDE Domain Report to focus on areas in need of literacy/vocabulary support. The monthly Wednesday PD afternoons included having each content area document how they have been supporting literacy standards. or example, 7th grade social studies students have worked on the art of debate and created an argument for an assigned topic by citing textual evidence (literacy standards.) Wednesday PD has also included Google Classroom training, Quantum Learning, Peer-to-Peer Coaching, Crucial Conversations, Classroom Engagement, and Standards Based Instruction. Additionally, another Standards-Based Assessment cohort of study led by I, Cynthia Porter, is taking place in the evenings via Google Hangout so that participants can be involved in learning from the comfort of their own homes. The November and ebruary PD days included time for middle level teachers to meet with other schools to discuss standards and common assessment development and implementation. CY language arts teachers are in the process of resource selection for the coming school year. The following areas are CY s ongoing ocus Areas for literacy: Literacy ocus Areas: Literature - ey Ideas/Supporting Details Literature - Craft and Structure CYMS Page 1

112 Quarter Informational Text - ey Ideas/Supporting Details Teachers in all content areas continue to support literacy through focused work toward students being able to: draw inferences, cite textual evidence, understand figurative and connotative meanings, select word choice, identify tone, theme, setting, plot, author s purpose, point of view, complex words, structure of text, repetition of sound/rhyme, alliteration, analyzing poetry, character development, symbolism, mood, analogies, humor, suspense, dramatic irony, how parts of a story or text contribute to the whole, allusions, and analysis of author s response to conflicting evidence or views. CY Literacy Goal Team members are utilizing the PAWS Blueprints and released items to guide work and to create opportunities for other content area teachers support with literacy. All teachers are using graphic organizers, Marzano Strategies, Literacy irst Strategies, and MIRP (Monitored Independent Reading Practice) strategies. CY teachers continue to attend Wednesday PD sessions (first Wednesday of each month) to work on the standards. Teachers also meet during daily collaboration time (PLC time) to plan with their like-content teaching partners (3 per week) and CORE team members (2 per week). District I s and CY s Teacher Coach continue to support teacher planning and implementation of CCSS. Cynthia Porter and Sheri Coughenour,, District I s, have been working with CY Language Arts and Reading teachers to focus on the Common Core State Standards. The WDE Consolidated Report has been used to make sure that students are placed in the appropriate interventions and have support through before or after school Bridges Extended Day. CY Language arts and reading teachers co-teach with special education teachers and tutors to meet the needs of all students and to focus on the growth of each student. New this quarter: Language arts and Reading teachers have been involved in the resources selection process - examining the approved selections and making recommendations for CY. Language arts and reading content teacher continued working on PAWS Blueprint items and NWEA test samples to prepare students for the spring assessment windows. Teachers focused on the individual growth of each student using RIT results and stretch goals to help students focus their efforts. All literacy teachers are teaching the outcomes of the draft curriculum as written. There has been an increased focus on assessment vocabulary and standards vocabulary that students will see on tests. Teachers are also focused on the released teaching tips from the Educator Group that indicate areas of struggle for middle school students. Additionally, principals are helping teachers make focused connections to literacy standards during each post-classroom observation conference. Principals have strategically divided supervision of certified teaching staff by content areas in order to focus on horizontal and vertical articulation and supervision of a balanced approach to teaching the standards among CORE teams. One principal works with Language Arts, Social Studies and electives that naturally connect to literacy standards. The I s have created a PD University website that links all resources and cohort study materials in one easy location for all CY staff. The Google Hangout Cohort of Study, Standards Based Assessment, is new this quarter. Also new are the Peer-to-Peer Coaching Cohort, Trading Spaces Cohort, and Crucial Conversations Cohort. Spring NWEA results show spring-to-spring growth in reading for all three grade levels. Results : 100% of teachers are using their curriculum maps based on the draft curriculum to guide instruction. Science, social studies and elective teachers are continuing to support literacy standards. Short readings have been developed, uploaded and are ready for teacher use. % of CYMS students at or above grade level (40th percentile) on NWEA spring tests Reading Reading Reading - 6th 71.08% 6th 75.93% 6th 77% 7th 61.07% 7th 66.39% 7th 75% 8th 72.77% 8th 73.11% 8th 75% CYMS Page 2

113 Quarter Next Steps : Teacher s observation and evaluation conferences with principals include discussion regarding embedding, where appropriate, work related to the focus areas. There is also discussion regarding growth, results, data-driven decisions, co-teaching/inclusion successes, and discussion regarding professional growth goals. Teacher s Professional Growth Goals all have some connection to growing all students. Teachers continue to work to plan integrated units/lessons with other content area teachers to support the ELA standards. During the staffing window the decision was made to add a standards-based reading tutorial class, taught by a -12 Reading Endorsed and Highly Qualified teacher, for identified 7th and 8th graders as a Tier 2 double-dip and part of the RTI model. The class is currently helping the identified Consolidated Group students develop their literacy skills. Teachers will use PLC collaboration time to work on priority standards and growth opportunities for students. Goal : By May of 2019, 100% of CY students will meet or exceed the expectations on the Wyoming School Accountability Model in reading as measured by PAWS/WYTOPP results. Data: May 2013= 39.1% May 2014 = 80 May 2015= 39 May 2015= 85 May 2016= 57 May 2016= 90 May 2017= May 2017= 95 May 2018= May 2018= 97 May 2019 = May 2019 = 100 Strategy : Implement the Inclusion Co-Teaching and Inclusion Tutoring Model. Timeline : 08/ /2019 Focus this quarter : CY language arts and reading teachers co-teach daily. I s assist, coach and provide feedback and help with differentiation strategies including stations, parallel teaching, and flipped classroom instruction. Language arts tutors also provide inclusion support in language arts classrooms to assist students who need support mastering standards. Special education students and tutored students are included in regular language arts classrooms. The Equity Group students, many of whom are also in inclusion classes, are expected to attend Bridges Extended School Day and/or the Reading and Math Extension elective class opportunities. Equity Group students are double-dipped in content standards in reading through intervention classes. Results : There continue to be significantly fewer students in pullout resource classes. Only two very small sections will be needed for the school year. More equity students are receiving assistance in real-time classroom situations and exposed to the grade level taught and tested standards-based curriculum. When there is a need for additional help, students are referred to AM or PM Bridges Extended School Day or they work with one of their grade level CORE teachers before or after school. Tutors progress monitoring shows growth of inclusion tutored students. Inclusion case managers are reporting more growth from their students than when they were in pullout resource classrooms. Significant growth was seen on PAWS reading categories. Some students who had fallen behind academically, benefitted from Academic ocus to get caught up on their work and show progress toward the standards. Students in the READ 180 intervention classes are meeting growth goals and developing reading confidence. Next Steps : Teachers are continuing to implement the Inclusion/Co-Teaching Model and they are self-sufficient with I support and without consultant support. Teachers continue to analyze individual student data to guide differentiation and to make schedule decisions for students regarding releasing students from or adding students to intervention tutorial classes. The Wednesday PD sessions have included training from Ted CYMS Page 3

114 Quarter Hanson and Lori Cetak on grading and assessing BASE students and inclusion special education students. The I s also provided training regarding instructional strategies for the taught and tested standards-based curriculum with a focus on other content area teachers teaching reading and supporting the ELA standards. We continue to focus on grading, modifications, accommodations, and improving instruction through better assessment of standards. Goal : By May of 2019, 100% of CY students will meet or exceed the expectations of the Wyoming School Accountability Model in math as measured by PAWS results. Data: Actual Targets May 2013= 70.2% May 2014 = 45% May 2015= 41% May 2015= 58% May 2016= 41% May 2016= 70% May 2017= May 2017= 80% May 2018= May 2018= 90% May 2019 = May 2019 =100% Strategy : Implement the Common Core Math Standards including Math Practice Standards. Timeline : 08/ /2019 Focus this quarter : Math Goal Team members have analyzed the WDE Domain Report and continue to focus on areas where CY students scored significantly below the district or state. The focus areas receive support from math teachers and other content area teachers throughout the school year. The WDE Domain focus areas for math are: Math ocus Areas: The Number System Geometry Statistics and Probability Math teachers have created additional opportunities for students to practice in these areas and they will help other content area teachers know how to support students in the focus areas. Warm-ups, extended practice, exit slips and quick checks for understanding are being used to assess progress. Supporting Math ocus Areas - What exactly do students need to know and be able to do in our focus areas The Number System: 6th Grade: multiplication and division to divide fractions by fractions, computing fluently with multi-digit numbers and find common factors and multiples, applying and extending understanding of numbers to the system of rational numbers. 7th Grade: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. 8th Grade: now that there are numbers that are not rational, and approximate them by rational numbers. Geometry: 6th Grade: Solve real-world and mathematical problems involving area, surface area, and volume 7th Grade: Draw, construct and describe geometrical figures and describe the relationships between them. Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. 8th Grade: Understand congruence and similarity using physical models, transparencies, or geometry software. Understand and apply the Pythagorean Theorem. Solve real-world and mathematical problems CYMS Page 4

115 Quarter involving volume of cylinders, cones and spheres. Statistics and Probability: 6th Grade: Develop understanding of statistical variability. Summarize and describe distributions. 7th Grade: Use random sampling to draw inferences about a population. Draw informal comparative inferences about two populations. Investigate chance processes and develop, use, and evaluate probability models. 8th Grade: Investigate patterns of association in bivariate data. CY math teachers continue to implement the new math materials and math progression with fidelity including the administration of the required benchmark assessments. District I s have been involved with coaching and providing strategies. The strategy of the flipped classroom has spread throughout the math department and it provides students with the ability to view short teacher-created mini-lessons as homework, enabling more 1 on 1 time with teachers for problem solving and engagement during class time. Students and parents report liking the flipped classroom model for math This continues to be supported by parents comments at Back to School Night and during Parent Teacher Conferences. New this quarter: Most exciting is the plan for math teachers to have two release days beginning on May to work under Charlotte Gilbar s guidance to identify and unpack priority standards at each grade level, followed by work to develop common assessments. Math teachers will have two release days per month beginning in Sept of 2017, Oct, Nov, Jan, eb, and March to continue the important work. The release days are in addition to scheduled Math Goal Team Meetings and CY PD days. Math and science teachers continue to use the PAWS Blueprint and released items for student practice and they continue to expose students to practice with geometry and statistics. Tutored students have been exposed to Geometry concepts when tutors embedded the concepts in skills-based activities. They also focused on the teaching tips from the Educator Group. Principals have strategically divided supervision of certified teaching staff by content areas in order to focus on horizontal and vertical articulation and a balanced approach to teaching the standards among CORE teams. One principal worked with math and science classes and electives that naturally connect to math standards. The November and ebruary PD days created time for middle level teachers across the district to work together on standards and assessment implementation. Most important, CY math teachers have begun the important work of identifying their priority standards, unpacking them, and they are looking forward to the creation of common assessments to support and guide instruction along with the new WYTOPP interim and summative assessments. Results : 100% of the teachers are implementing the -12 district math curriculum and math progression. Math teachers are following and adjusting their curriculum maps. Common assessments across the grade levels are being created. Building I s continue to support math teachers and math instruction. There is still some disconnect between the implementation of the new math curriculum/standards and growth and achievement that will hopefully be remedied by the intensive standards/common assessment work. Spring 2017 NWEA scores show growth at all three grade levels. NWEA Data: % of CYMS students at or above grade level (40th %) on spring NWEA Math tests: 2015 Math 2016 Math 2017 Math 6th 72.22% 6th 65.43% 6th 71% 7th 59.18% 7th 61.73% 7th 66% 8th 71.55% 8th % 8th 65% CYMS Page 5

116 Quarter Next Steps : Wednesday PD sessions include time to plan integrated units/lessons with other content area teachers to support the math standards. All students that are in the Equity Group are expected to attend AM or PM Bridges Extended Day Program and attended the Summer Jump Start Program in July/August. The decision was made to add a math extension/intervention class for students in need of more math support with focused standards-based tutoring as a double-dip for identified students in lieu of the current Math Skill Builder and Accelerated Math approach (which are still beneficial for some students.) amily Math Night was held again this year and it was a huge success, attended again by over 400 parents and students, with incredible staff support. The Math Goal Team Leader and the CY I have led a Math Cohort for the Math Goal Team teachers for to focus their work more on priority standards and instructional practice (Using the book, Mathematical Mindsets.). The cohort study group began this fall and it includes peer collaboration and observation with a focus on math standards. Additional cohorts began in January and April - Peer to Peer Coaching, Trading Spaces, and Crucial Conversations. Peer-to Peer Coaching will continue in the school year along with the ambitious calendar to identify/unpack priority standards and create common assessments. Goal : By May of 2019, 100% of CY students will meet or exceed the expectations of the Wyoming School Accountability Model in math as measured by PAWS results. Data: : Math Equity Actual Targets May 2013= 23.4% May 2014 = 82 May 2015= 41.5 May 2015= 85 May 2016= 42 May 2016= 90 May 2017= May 2017= 95 May 2018= May 2018= 97 May 2019 = May 2019 =100 Strategy : Implement the Inclusion/Co-Teaching and Inclusion Tutoring Model. Timeline : 08/ /2019 Focus this quarter : CY math teachers co-teach daily with special education teachers assigned to their CORE Teams. The CY I s coach, provide feedback, and help with differentiation strategies including stations, parallel teaching, and flipped classroom instruction. Math tutors also provide support in math classrooms to assist students who need support mastering the standards. Special education students and tutored students are included in regular math classrooms. Case managers are playing a crucial role in expecting their students to attend Bridges Extended Day. The CY Math Goal Team continued with peer-to-peer coaching and their flipped classroom approach to instruction. The Equity Group students, many of whom are also in inclusion classes, are enrolled in Math Extension elective class opportunities. Equity Group students are double dipped in content standards through the additional course. The CY Math and Science Goal Teams also continued to utilize the WDE Domain Report to focus on areas in need of literacy/vocabulary support. Results : Significantly fewer students are in pullout resource classes. More Equity Group students are receiving assistance in real-time classroom situations and exposed to grade level curriculum. Equity students will be expected to attend Bridges Extended School Day for additional skill support. The inclusion co-teaching model is showing promising results. Next Steps : Teachers will continue the Inclusion/Co-Teaching Model. The Wednesday PD sessions include time to plan integrated units/lessons with other content area teachers to support the math standards. CYMS Page 6

117 Quarter Double-dips for identified math students have been added this year through new extension/intervention courses that are required for identified students. CYMS Page 7

118 Quarter Dean Morgan Vision: Building a ulture of xcellence Mission: ean Morgan Middle School will challenge, support, and empower all learners on their ourney to become productive global citi ens Goal : By May of 2019, Dean Morgan will meet or exceed the performance expectations on the Wyoming School Performance Report as measured by PAWS results in Reading. Data: Dean Morgan School Performance Report - Data Picture of Dean Morgan - NWEA Spring 2017 Update Strategy : - Bi-monthly meetings with NCSD School Improvement Director Rick Skatula with principal and/or grade level collaboration teams - WDE: Root Cause Analysis Training with Math and Language Arts Representation - Christi asa -- Differentiated Instruction Techniques - Collaboration time spent on Grade Distribution and Assessment Profile List to identify students in need of Tier 1 interventions - Awareness for Math Goal team members of Possibly Proficient students (correlation of Growth Assessment to PAWS) Timeline : 4/11/17-7/10/17 Focus this quarter : - Implemented school-wide vocabulary and vocabulary checks aligned with tier 2 common academic vocabulary - Develop action steps towards possibly proficient students - Use of grades to define effective strategies to use Comet Block time to implement strategies to improve learning--develop Grade Distribution and Assessment Profile Lists for a starting point to start identifying students for interventions Results : - BLT approved work of the literacy team around school wide vocabulary starting in the fall of Created three ad-hoc teams to establish new systems for school year around student behavior, enrichments/interventions supporting ELA standards and results, and summer school Next Steps : - Summer BLT to work finalize and approve structures and guidelines of implementing new systems from three ad-hoc teams - BLT will update Comprehensive Plan and Strategic Plan - Steps to update and finalize Strategic Plan Dean Morgan Page 1

119 Quarter Initiate process with Charlotte Gilbar with quarterly common formative assessments in all content areas Goal : Goal 2: By May of 2019, Dean Morgan will meet or exceed the performance expectations on the Wyoming School Performance Report as measured by PAWS results in Math Science. Data: Data: Dean Morgan School Performance Report - Data Picture of Dean Morgan - NWEA Spring 2017 Update Strategy : - Collaboration time spent on Grade Distribution and Assessment Profile List to identify students in need of Tier 1 interventions - Awareness for Math Goal team members of Possibly Proficient students (correlation of Growth Assessment to PAWS) Timeline : 4/11/17-7/10/17 Focus this quarter : - Develop action steps towards possibly proficient students - Use of grades to define effective strategies to use Comet Block time to implement strategies to improve learning--develop Grade Distribution and Assessment Profile Lists for a starting point to start identifying students for interventions - Develop strategies to have common vertically aligned vocabulary and procedures in a variety of math concepts Results : - Created three ad-hoc teams to establish new systems for school year around student behavior, enrichments/interventions supporting math standards and results, and summer school - Math Goal Team created anchor charts focusing developing common understanding of order of operation and solving equations Next Steps : - Summer BLT to work finalize and approve structures and guidelines of implementing new systems from three ad-hoc teams - BLT will update Comprehensive Plan and Strategic Plan - Steps to update and finalize Strategic Plan - Initiate process with Charlotte Gilbar with quarterly common formative assessments in all content areas - Implement common strategies vertically aligned in all math classrooms for the school year - Moving forward with studying math practice standards and developing shared knowledge with math practice standards Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Dean Morgan Page 2

120 Quarter Evansville mpowering students to succeed in academics, attendance and citi enship. Goal : All Evansville students will read at proficient level as measured by District and State tests. Data: PAWS 2016 data 3rd 52% / 59% 4th 68% / 66% 5th 53%/ 62% Strategy : Research Best Practice in reading instruction and implement a system of short -cycle predictive assessments. Timeline : Focus this quarter : We have begun to work with University of Wyoming Literacy Research Center and Clinic. This quarter we had several virtual meetings with professors, instructional facilitator and principal. The team working with us visited in May and did a needs assessment. Results : Our reading achievement on our initial PAWS report showed improvement. We look forward to the final report to know the exact improvement. Next Steps : We are working during the first quarter of next year to put in action plan in place for fall professional development and our partnership throughout next year. We will have targets for next year and for a 3-5 year literacy plan which we will begin to implement in the fall. While doing this work we will also use our learnings to select resources that meet the needs of our students and our instructional framework as it evolves. Goal : All Evansville Students will score at a proficient or advanced level in math as measured by District and State tests. Data: PAWS 2016 Math data Evansville/ State 3rd 54% / 54% 4th 84% / 56% 5th 73% / 57% Strategy : The focus for the quarter was to continue true implementation of math practices and student driven lessons. Timeline : 2017/2019 Focus this quarter : Math goal team has utilized classroom data to determine areas of success and areas in need of improvement. Based on this data, teachers are able to adjust their teaching strategies to best meet the needs of the students and provide support or intervention where it is deemed necessary. Along with this, we have utilized peer observations as a way to continually grow as educators, and provide feedback to one another, helping our classrooms grow. Results : We continue to refine our math delivery and instruction. Our system is running effectively and efficiently. Next Steps : We will continue to monitor our progress and be agile to responding to areas where we see opportunity of improvement. Goal : All students will be proficient or advanced in writing, as measured by Common Core. Data: Conventions was the lowest area at most grade levels. Evansville Page 1

121 Quarter Strategy : New rubrics are being used to analyze student writing. Timeline : Focus this quarter : We continued to implement our writing rubrics and collected data from another sample during the quarter. Results : The rubrics were implemented this year. We now have baseline date to use in moving forward with our writing instruction and assessment. Next Steps : The new rubrics was implemented and data was collected on student writing progress. We now have baselines to monitor our progress. Goal : Increase student engagement in citizenship and attendance. Data: Strategy : Evansville awards Eagle Cup points for attendance and citizenship to classes to support engagement. We also are communicating with parents through a State of the School report delivered two times a year. inally we have begun to implement Soaring Eagles club which recognizes our top students in citizenship. Timeline : Focus this quarter : The Eagle Pride team collaborated and analyzed weekly attendance data, quarterly behavior data, and reward data. They organized and held assembly, Soaring Eagle lunch, and quarter reward. The team analyzed Hope Survey by grade level and chose two weakest areas per grade level. Results : Next Steps : A plan will be designed to address the areas of opportunity for the Hope Survey. Evansville Page 2

122 Quarter ort Caspar Academy he mission of ort aspar cademy is to train the intellect and the character of the student to teach and prepare the student academically, not only for college but also for a lifetime of learning to provide a structured environment that enhances the learning process and to promote parental involvement. rue learning progresses from facts to understanding to expression. o ensure this progression is made, our mission is to continue a consistency in our approach to education at all grade levels. Goal : By 2019, 100% of CA students will E CEED individual growth targets and expectations as defined in the Wyoming School Accountability model on the MATH PAWS assessment Data: Actual Targets May 2014 = 43 MGP May 2015= 49 MGP May 2015= 48 MGP May 2016= 57 MGP May 2016= 53 MGP May 2017= May 2017= 58 MGP May 2018= May 2018= 60 MGP May 2019 = May 2019 = 61 MGP Strategy : Strategy 1: Alignment to and implementation of Common Core State Standards, with vertical alignment discussions from grade to grade to follow. Strategy 2: Utilize a tiered system of interventions (i.e. tutor, special education, tier 2 classroom interventions) for students in that cohort of need. Timeline : 4/ Focus this quarter : Staff members continued their focus on the needs of students related to geometry and improvements to geometry instruction, a low-area in our data school-wide. Results : Grade level representatives developed a list of vocabulary related to geometry that aligns to common-core rather than Saxon to help with students understanding of concepts. The team presented their vocabulary lists to BLT, received some feedback about additional geometry vocabulary and approval to proceed with presentations to staff for implementation. Included in their presentation will be Word Wall planning and effective instructional use. Next Steps : Starting in the fall of 17, the task force will also look at next steps for preparing students for high-level expectations for conceptual mathematical thinking. I want them to review instructional material from Engage NY/Eureka, My Math, and Singapore Math. Goal : By 2019, 100% of CA students will E CEED individual growth targets and expectations as defined in the Wyoming School Accountability model on the READING PAWS assessment. Data: Actual Targets May 2014 = 58 MGP May 2015= 62 MGP May 2015= 59 MGP May 2016= 60 MGP May 2016= 60 MGP May 2017= May 2017= 61 MGP May 2018= May 2018= 62 MGP ort Caspar Academy Page 1

123 Quarter May 2019= May 2019= 63 MGP Strategy : Strategy 1: Alignment to and implementation of Common Core State Standards, with vertical alignment discussions from grade to grade to follow. Strategy 2: Utilize a tiered system of interventions (i.e. tutor, special education, tier 2 classroom interventions) for students in that cohort of need. Timeline : 4/ Focus this quarter : The team did not stay focused reviewing SIOP as expected. Results : The team focused on how teachers can better review student instructional needs so that they can be better aware of student learning needs and more readily address those needs. The team did develop a student data tracker for teachers to use and share with appropriate instructional staff. Next Steps : Next steps will include administrator-guided completion of a survey of SIOP practices in place in classrooms at CA. Once that is complete the plan is to develop a -W-L for teachers so that the team can begin preparing to present some PD to staff. Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : ort Caspar Academy Page 2

124 Quarter rontier Middle School rontier Middle school is a small school that W....S We learn to wor hard, overcome obstacles, believe in respect and responsibility so that we can become solid, stable, society members. Goal : By May of 2019, 100% of our students will meet or exceed their stretch goals as put forth by the NWEA assessment or meet or exceed expectations on the Wyoming Accountability model in Reading as measured by PAWS results. Data: Actual Targets May 2014 = 39% May 2015= 27% May 2015= 49% May 2016= 33% May 2016= 61% May 2017= May 2017= 74% May 2018= May 2018= 87% May 2019 = Strategy : Reading Growth Implement Language Arts CCSS through continuous improvement and differentiation. Timeline : 9/2014 5/2019 Focus this quarter : More students were placed in reading labs for 4th quarter. These were kids who were identified now that we had more data from SRI and grades. We also discussed the need to have screeners in place. A representative from iready came and gave a presentation on the program and how it could work as a screener or even possibly as a reading intervention (in place of Read180). Much of our collaboration time also centered around curriculum choices for the next years. We made a visit to the district to see the curriculum, and we requested books from Houghton Mifflin as well. Results : Results from NWEA Reading: 35% of 6th graders met their projected growth (mean RIT of 204) 39% of 7th graders met their projected growth (mean RIT of 210) 63% of 8th graders met their projected growth (mean RIT of 217--above the 40th percentile) Next Steps : Our main focus is to decide on a curriculum to adopt. We are leaning toward Code (Houghton Mifflin), but we will look over it in more detail, as well as compare with other materials, over the summer as a whole team (we were missing one member to maternity leave). We also will look at iready more in depth to see if we want to use that as a screener and possibly replace Read180 after next year (Read180 is continuing for next year for sure). Goal : By May of 2019, 100% of our students will meet or exceed the expectations on the Wyoming Accountability model in Math. Data: Actual May 2014 = 25% Targets rontier Middle School Page 1

125 Quarter May 2015= 15% May 2015= 40% May 2016= 18% May 2016= 55% May 2017= May 2017= 70% May 2018= May 2018= 87% May 2019 = Strategy : Math Growth Implement Math CCSS through continuous improvement and differentiation. Timeline : 9/2014 5/2019 Focus this quarter : As a result of our training at the NCTM conference, we revisited our Tier I instruction as well as our approach to our tiered system. We began integrating performance tasks into our classroom instruction and shifted our focus from procedures to conceptual understanding. We analyzed the data from our NWEA results. The big takeaway from MTSS training is that our tiered triangle is not properly balanced. Rather than having 15% identified as Tier II and 5% identified as Tier III, if we went strictly by the data, we would have at least half of our students tiered. Our goal is to shift the balance of our tiers so that when students leave MS for high school, 80% of students without IEPs will be Tier I only. This begins by improving our Tier I instruction. We are focusing on conceptual understanding first and then introducing the procedure. We met as a team to look at diagnostic screeners to give us data that can efficiently guide instruction in the classroom for all tiers. We identified those students most in need of intervention and placed them in labs for next year so they can receive targeted instruction to allow them to access grade level material. Results : Our NWEA results showed that 38% of students are proficient. This is the highest percentage we have had in our current plan. Particular growth was seen in 8th grade with several students reaching proficiency who had never been proficient on standardized testing. Next Steps : This summer the math team will meet and go over the curriculum, aligning standards to the curriculum, finding supplementary materials when needed and cutting back on material that does not focus on power standards. The team will also create a plan to make sure that our math labs are supporting students where they need it most. We will, whenever possible, teach prerequisite skills to the standards that are being taught in class so that students can access the curriculum, staying flexible so that we can always meet student needs. Goal : By May of 2019, 100% of our students will meet or exceed the expectations on the Wyoming Accountability model in Science as measured by PAWS results. Data: Actual Targets May 2014 = 26% May 2015= 17% May 2015= 41% May 2016= 13% May 2016= 56% May 2017= May 2017= 71% May 2018= May 2018= 87% May 2019 = May 2019 = 100% rontier Middle School Page 2

126 Quarter Strategy : Strategy 1: Science Achievement Implement Standards Based Science Curriculum Strategy 2: Science Achievement Implement STEM Units Timeline : 9/2016 5/2019 Focus this quarter : STEM ridays during Home Den school wide continue this quarter. We are continuing standards based lesson planning while integrating the new science standards. Results : Our April/May STEM riday challenges included designing, building, and testing a paper bridge and a paper platform within specific specifications, each for it s ability to hold the greatest amount of weight. Home Den winners were awarded. Next Steps : We are continuing to work on lesson and unit planning while integrating new science standards. STEM ridays will continue to be utilized in the school year. One adjustment is to add some opportunities where students create and test 15-minute challenges whole school in the cafeteria versus bringing in a completed product for testing. Summer work will include finding and copying challenges, purchasing supplies for the challenges and restocking STEM challenge supply buckets. Goal : MS will provide a safe and healthy learning environment for young adolescents measured by student engagement survey. Data: Actual Targets May 2014 = 59% May 2015= 60% May 2015= 65% May 2016= 52% May 2016= 73% May 2017= May 2017= 85% May 2018= May 2018= 93% May 2019 = May 2019 = 100% Strategy : Implement school wide Positive Behavior Supports Program with fidelity. Timeline : 9/2014 5/2017 Focus this quarter : ocus this quarter has been on the implementation of the Behavior Documentation Process. Results : 1st Quarter 16-6th grade students ineligible to attend behavior incentive due to behavior alone. 7-7th grade students ineligible to attend behavior incentive due to behavior alone. 17-8th grade students ineligible to attend behavior incentive due to behavior alone. 2nd Quarter 24-6th grade students ineligible to attend behavior incentive due to behavior alone. 11-7th grade students ineligible to attend behavior incentive due to behavior alone. 28-8th grade students ineligible to attend behavior incentive due to behavior alone. rontier Middle School Page 3

127 Quarter rd Quarter 26-6th grade students ineligible to attend behavior incentive due to behavior alone. 17-7th grade students ineligible to attend behavior incentive due to behavior alone. 30-8th grade students ineligible to attend behavior incentive due to behavior alone. 4th quarter 26-6th grade students ineligible to attend behavior incentive due to behavior alone. 17-7th grade students ineligible to attend behavior incentive due to behavior alone. 28-8th grade students ineligible to attend behavior incentive due to behavior alone. Next Steps : There is new leadership and also new processes that are being implemented as we move forward. rontier Middle School Page 4

128 Quarter WHS reparing ll Students for their Next Step by creating igh xpectations, cademic igor, and ersonal esponsibility. W V haracter, ntegrity, espect, and ccountability. Goal : By 2019, WHS will increase the four-year graduation rate to 85%. By 2019, WHS will meet or exceed school-level performance expectations as defined in the Wyoming School Accountability model. Data: our-year graduation rate as released by the WDE. Strategy : ocus on the at-risk process and maintaining clean, accurate records. Timeline : 9/2016-5/2017 Focus this quarter : Strategic teams focused on development of a homeroom period to fully implement the remediation, intervention, and enrichment opportunities for students for the school year. Academic success will be the focus of this daily meeting time, titled Trojan Connections. Results : Impact results of Trojan Connections will be calculated at the end of the school year. Next Steps : Teachers will be oriented to the new Intervention/Enrichment time period and expectations will be presented to students, teachers, support personnel, and administrators. Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : WHS Page 1

129 Quarter Lincoln E.S. We, at incoln lementary School, build strong foundations leading to unlimited success through high expectations, high time on tas, a strong academic focus, strong instructional leadership, and accountability. Goal : Goal 1: At-Grade Level Readers. By May of 2019, 85% of our students will read at grade level as measured by the NWEA assessment. 75% at GL in May 2017 Data: In the Spring of 2016, 72% of -5 students at Lincoln ES were reading at grade level on the NWEA assessment. In the all of 2016, 59% of our students (Grades 1-5) were reading at grade level on the NWEA assessment. inders were not tested in all on NWEA. Strategy : Strategy 1 Using the Literacy irst and/or NWEA learning continuums to guide and differentiate instruction to address individual student needs. Strategy 2 Build foundational skills and fill gaps using explicit instruction that follows the Literacy irst continuum. Strategy 3 - Master schedule that includes a reading block at each grade level, guaranteeing sufficient time allotted for reading instruction. Timeline : 9/2016-6/2017 Focus this quarter : ELA blocks, time allotted for reading and writing instruction, are established in all classrooms via master schedule. Lesson plans are collected weekly. Alignment of planning and instruction is checked informally through walkthroughs, analysis of lesson plans, and full observations. Teachers continue to monitor progress on skills progression using Literacy irst assessments. They are using Literacy irst and Mastery Connect data to guide instructional groupings in classrooms during WIN/EI time - a component of our new building master schedule. Our Tier I interventionist continues to work with students in targeted groups who do not qualify for tutoring, yet are showing difficulties in the classroom. Our OCUS meetings drive out her caseload and she collaborates reqularly w/ tutors. Our reading goal team began seeking out alternatives to the Literacy irst Reading Comprehension assessment, which is no longer required by the district. They wanted an assessment that did not require 1-on-1 administration and provided adequate data. 3 teachers are currently piloting the STAR 360 reading comp test. Reading goal team is recommending it to be purchased and used in grades 2-5 to monitor comprehension in these upper grade levels. Results : We look forward to collecting baseline data from this new assessment tool soon, as well as analyzing Winter NWEA data next quarter. Next Steps : Refine PLCs and planning of classroom instruction and WIN time. Determine sustainability of our Tier I interventionist position in light of future budget cuts. Lincoln E.S. Page 1

130 Quarter Purchase STAR 360 assessment for Grades 2-5. Create a timeline and building-level expectations for administration and data reporting. Goal : Goal 2: Proficient Readers. By May of 2019, 90% of our students will meet or exceed the expectations in reading as measured by the state assessment. Data: In the Spring of 2016, 43% of our students were proficient or above in reading on PAWS. This was an 11% increase from the previous year, where only 32% of our students were proficient. Strategy : Strategy 1: To create a system and explicitly teach CCSS-aligned ELA content vocabulary words to students. - Teach guaranteed ELA content words using 6-step process, integrate vocabulary into themes/units and assessments. - Incorporate CCSS critical words into units and teach explicitly. Strategy 2: Supplement current reading program by increasing exposure to lengthier, more rigorous text. - Use Motivation Reading materials in Grades Continue to identify rigorous alternatives to LbD - Instructional strats (SIOP, etc.) observed in lesson plans. Strategy 3 - Develop formative assessment system at each grade level. Discuss data at weekly PLCs. Strategy 4 - Master schedule that includes a reading block at each grade level, guaranteeing sufficient time allotted for reading instruction. Timeline : 9/2016-6/2017 Focus this quarter : Teachers are implementing components of the Marilee Sprenger vocabulary PD we received August Jingles are being taught school-wide. Mrs. Sprenger provided follow-up training to teachers, where she delivered model vocabulary lessons and collaborated with grade level teams on planning of vocabulary instruction and strategies that can be used. Our grade-level teams continue to refine their guaranteed word lists and integrate words into their unit planning. Teachers continue to use a variety of CCSS-aligned instructional materials in their planning and delivery of instruction, to include Motivation Reading. Mastery Connect is the management platform we are using for formative assessments. Teachers are using this data in their team PLCs /collaboration times at various levels to determine who needs reteaching. Our I, Deanna Brownell, has been supported this work. I attended a 2-day Solution Tree RtI at Work institute in Denver to gain understanding and assist in leading changes in our at-risk processes. Results : In the Spring of 2016, 43% of our students were proficient or above in reading on PAWS. This was an 11% increase from the previous year. Lincoln E.S. Page 2

131 Quarter Next Steps : Our long term plan was to bring vocabulary trainer, Marilee Sprenger, back to Lincoln ES to observe vocabulary instruction and provide feedback to teachers. Our BLT has decided to not bring her back - potential benefits do not seem to justify the costs at this time. Looking into attending MasteryCon 2017 conference in Park City, UT. Sent a team of 3 last summer, that returned with expanded knowledge base of Mastery Connect and excitement about shifts in practice and using formative assessments. Considering sending small team next summer. Bringing 2-day Solution Tree PLC at Work training to Lincoln ES in August 2017 for all staff. Goal : Goal 3: Proficient Mathematicians. By May of 2019, 90% of our students will meet or exceed the expectations in math as measured by the PAWS and NWEA assessments. Data: In the all of 2016, 78% of our -5 students were performing at or above grade level on NWEA MAP test in math. This was a 6% increase from the previous year. In the all of 2016, 45% if our 3-5 students were proficient on the PAWS math test. This was a 12% increase from the previous year. Strategy : Strategy 1: To create a system and explicitly teach CCSS-aligned Math content vocabulary words to students. - Teach guaranteed Math content words using 6-step process, integrate vocabulary into themes/units and assessments. - Incorporate CCSS critical words into units and teach explicitly. Strategy 2: Supplement current math program by adding more rigor, spiraling, fact practice, and tech integration. - Use Motivation Math materials in Grades Use Number Corner in Grades Continue to identify rigorous alternatives to My Math - Instructional strats (SIOP, etc.) observed in lesson plans. Strategy 3 - Develop formative assessment system at each grade level. Discuss data at weekly PLCs. Strategy 4 - Developed a master schedule that includes a math block at each grade level, guaranteeing sufficient time allotted for math instruction. Timeline : 9/2016-6/2017 Focus this quarter : Master schedule has provided time for math block. Some grade levels have incorporated Number Corner into this time other grade levels have added time for Number Corner. Our grade-level teams continue to refine their guaranteed word lists and integrate words into their unit planning, and deliver explicit vocabulary instruction in math. Teachers continue to use My Math, supplemented with a variety of CCSS-aligned instructional materials in their planning and delivery of instruction, to include Motivation Math and Number Corner. Data from formative math assessments is being tracked via Mastery Connect. Again, teachers use this data in Lincoln E.S. Page 3

132 Quarter their team PLCs /collaboration times to determine who has attained mastery and who needs reteaching. Number Corner is all classrooms in grades -3 5th. One 4th grade teacher will pilot Number Corner in her grade level this spring. At least three different grade levels have been collaborating with Laurie iltz re. delivery of Number Corner, questioning sequences, and differentiating instruction via math stations. Results : In the all of 2016, 78% of our -5 students were reading at or above grade level on NWEA MAP test and 45% if our 3-5 students were proficient on the PAWS math test. Currently, teachers are delivering vocabulary instruction and using Mastery Connect at expected levels. Next Steps : Our long term plan was to bring vocabulary trainer, Marilee Sprenger, back to Lincoln ES to observe vocabulary instruction and provide feedback to teachers. Our BLT has decided to not bring her back - potential benefits do not seem to justify the costs at this time. Looking into attending MasteryCon 2017 conference in Park City, UT. Sent a team of 3 last summer, that returned with expanded knowledge base of Mastery Connect and excitement about shifts in practice and using formative assessments. Considering sending small team next summer. Bringing 2-day Solution Tree PLC at Work training to Lincoln ES in August 2017 for all staff. Goal : Goal 4: Proficient Writers. By May of 2019, 90% of our students will meet or exceed the expectations in writing as measured by the state assessment. Data: No data available - SAWS was nixed. Strategy : Deliver Being a Writer with idelity Plus addition of graphic organizers, mini-lessons, etc. Prompt writing practice, scored with feedback Grades 2-5. Master schedule that includes a writing block at each grade level, guaranteeing sufficient time allotted for writing instruction. Timeline : 9/2016-6/2017 Focus this quarter : Delivering BaW program w/ fidelity, to include the grammar portion. Results : Writing instruction is occurring. Writing GT is tabulating data at this time. Next Steps : Continue to seek options for quality writing assessments and ways to systematize our writing assessment system at Lincoln ES. Lincoln E.S. Page 4

133 Quarter Lincoln ES We, at incoln lementary School, build strong foundations leading to unlimited success through high expectations, high time on tas, a strong academic focus, strong instructional leadership, and accountability. Goal : Goal 1: At-Grade Level Readers. By May of 2019, 85% of our students will read at grade level as measured by the NWEA assessment. Data: -5-73% at grade level (40th %ile) inder - 74% 1st - 83% 2nd - 65% 3rd - 64% 4th - 81% 5th - 70% Strategy : Strategy 1 Using the Literacy irst and/or NWEA learning continuums to guide and differentiate instruction to address individual student needs Strategy 2 Build foundational skills and fill gaps using explicit instruction that follows the Literacy irst continuum. Strategy 3 - Master schedule that includes a reading block at each grade level, guaranteeing sufficient time for differentiated instruction and E/I time. Timeline : 9/2016-6/2017 Focus this quarter : -5 teachers continued to use Mastery Connect data to guide instructional groupings in classrooms during WIN/EI time. -3 teachers also using Literacy irst assessments. This data was discussed in weekly PLCs. Our Tier I interventionist continued to work with students in targeted groups who do not qualify for tutoring, yet are showing difficulties in the classroom. Our OCUS meetings drive out her caseload. She collaborates reqularly w/ tutors. Purchased and began piloting Star 360 to assess comprehension in grades 2-5. Initial training has occurred. This will replace the Lit. irst comprehension assessment. Results : Spring % grade level Spring % grade level Spring % grade level Upward trend, but progress is slow. Next Steps : Lincoln ES will continue using NWEA next year ( ) for math and reading in the winter and spring. We will eliminate the fall sessions. Our reading goal team will continue to lead our staff through Lincoln ES Page 1

134 Quarter the reading materials adoption process this year. Instructional practices continue to be analyzed and refined in grade-level PLCs Goal : Goal 2: Proficient Readers. By May of 2019, 90% of our students will meet or exceed the expectations in reading as measured by the state assessment. Data: In the Spring of 2017, 51% of our students (3rd-5th) were proficient or advanced in ELA on PAWS. 3rd - 40% 4th - 59% 5th - 51% Strategy : Strategy 1: To create a system and explicitly teach CCSS-aligned ELA content vocabulary words to students. Strategy 2: Supplement current reading program by increasing exposure to lengthier, more rigorous text. Strategy 3 - Develop a formative assessment system at each grade level. Discuss data at weekly PLCs. Strategy 4 - Master Schedule that includes a reading block at each grade level, guaranteeing sufficient time allotted for reading instruction. Timeline : 9/ Focus this quarter : Most grade-level teams have completely ditched our previous core reading program (Rigby s Literacy by Design) because it was purchased pre-ccss, and is not aligned to CCSS. Teachers continue to use a variety of CCSS-aligned instructional materials (Motivation Reading, etc.) in their planning and delivery of instruction. ormative assessment were addressed through Mastery Connect this year. Intermediate teachers are using MC at high levels primary teachers started to use MC more during the 2nd semester. Primary teachers stated using Certica test bank during the 4th quarter. Results : Spring % Spring % Spring % Lincoln ES is trending upward in ELA, showing substantial improvement on PAWS over the past 3 years. Next Steps : ELA materials adoption in Vocabulary acquisition is a never-ending focus at Lincoln ES. With the help of Marilee Springer, we systemically emphasized words pertinent to CCSS this year. This work will continue in Substantial progress was made with PLCs this year. Our I was critical in this work. PLC PD to take place this fall. We have an excellent foundation for this work. Continued refining of our tutor model incorporate ESL teachers and programming into PLCs more. We will continue to align instruction to standards by designing rigorous lessons/units. We will participate in a day of formative assessment PD from Solution Tree. Lincoln ES Page 2

135 Quarter Goal : Goal 3: Proficient Mathematicians. By May of 2019, 90% of our students will meet or exceed the expectations in math as measured by the PAWS and NWEA assessments. Data: In the Spring of 2017, 47% of our students (Grades 3-5) were proficient or advanced in math on PAWS. By grade level: 3rd - 40% 4th - 48% 5th - 54% In the Spring of 2017, 77% of our students ( -5) were at grade level (40th %ile) in math on NWEA MAP test. By grade level: inder - 88% 1st - 88% 2nd - 73% 3rd - 64% 4th - 75% 5th - 73% Strategy : Strategy 1: To create a system and explicitly teach CCSS-aligned math content vocabulary words to students, to include: incorporating all math vocabulary ( critical words and guaranteed words) into themes/units/lessons, (b) explicitly teaching math content words using 6-step process, (c) assess student knowledge of guaranteed and critical words. Strategy 2: Supplement math programming by adding more rigorous tasks, fact practice, spiraling, tech integration, etc. - Motivation Math, Number Corner, etc. Strategy 3 - Develop formative assessment system at each grade level discuss data in weekly PLCs. Strategy 4 - Developed master schedule that includes a sufficient block of time for math instruction in all grade levels. Timeline : 9/2016-6/2017 Focus this quarter : Purchased Number Corner for 4th grade. All classroom teachers will be expected to use the Number Corner program daily. Laurie iltz continues to be a resource for this in our building. Results : PAWS Math Spring % Spring % Spring % NWEA Math Spring % Spring % Spring % Next Steps : 1. Continue to refine PLC practices. 2. Continue to align instruction to the adequate rigor level required of CCSS. Lincoln ES Page 3

136 Quarter Increase use of Mastery Connect and other formative assessments. Goal : Goal 4: Proficient Writers. By May of 2019, 90% of our students will meet or exceed the expectations in writing as measured by the state assessment. Data: No data available - SAWS was nixed. Strategy : 1 - Deliver BaW program with fidelity plus - grammar component, addition of graphic organizers, mini-lessons, etc. 2 - Prompt writing practice, scored as a team, with feedback provided to students. 3 - Master schedule with sufficient blocks of time to teach writing. Timeline : 9/2016-6/2017 Focus this quarter : - Grade-level rubrics for scoring individual student writing were developed and submitted to BLT. - WGT to start working on developing proficiency scales to evaluate trends in student writing and proficiency on standards. Results : Writing instruction continues to take place at Lincoln ES. Next Steps : Continued work in progress with alignment of instruction and assessment to standards. Lincoln ES Page 4

137 Quarter Manor Heights Elementary t Manor eights lementary, we B V we can wor together as a learning community of students, families, and staff to V high levels of learning for all students so they will S in school and in life. Goal : All Manor Heights students will be successful readers and writers, and prepared mathematical thinkers, as measured by meeting or exceeding proficiency standards based on multiple data points. How we will achieve these goals: ELA and Math instruction aligned to NCSD curriculum Common formative assessment through a systematic approach Technology: integrate at individual instructional level and create and apply understanding of a concept Participate in research-based tiered interventions as needed Data: Data Wyoming Accountability in Education Act (WAEA) School Performance Reporting Reading Achievement Actual Target May % 63% May % 66% May % May % May % Reading Equity Actual Target May % 47% May % 49% May % May % May % Mathematics Achievement Actual Target May % 50% May % 55% May % May % May % Mathematics Equity Actual Target May % 35% Manor Heights Elementary Page 1

138 Quarter May % 40% May % May % May % Strategy : Strategy 1: ELA and math instruction aligned to the NCSD curriculum. Timeline: 8/16 6/19 Strategy 2: Common formative assessments through a systematic approach. Timeline: 8/16 6/19 Strategy 3: Integrate technology at individual instructional level and create and apply understanding of a concept. Timeline: 8/14 6/19 Strategy 4: Participate in research-based, tiered interventions, as needed. Timeline: 8/14 6/19 Timeline : 8/2014-6/2019 Focus this quarter : We continued our weekly grade level PLC meetings, focusing on math screener data, District DAS assessments, and classroom data. We have finalized the implementation of Jag Time (Intervention and Enrichment time) for each grade level beginning next school year. Our school-wide PLC discussions have centered around the ELA adoption and the rigor and the demands of the NCSD curriculum. As a school we have made a decision to order Wonders by McGraw Hill as our resource. Results : NWEA GT Above Grade On Below At Risk MATH (95% ) ( - 3 RIT) Grade Grade (Below25%) Spring 2017 indergarten irst Second Third ourth ifth NWEA GT Above Grade On Below At Risk READING (95% ) ( - 3 RIT) Grade Grade (Below25%) Spring 2017 indergarten irst Second Third ourth ifth Manor Heights Elementary Page 2

139 Quarter Grade levels have incorporated Lexia to help students work independently to develop fundamental reading skills in a structured, sequential manner. Our data has shown steady growth in all grade levels. Lexia School Wide Reading Data Sept Nov Jan April May June Complete 0 17(5%) 17(6%) 17(6%) 18(6%) 23(7%) Above 19(7%) 30(9%) 49(17%) 74(27%) 117(39%)138(44%) On 92(35%) 127(40%) 130(46%) 134(47%) 108(36%) 98(31%) Below 153(58%) 143(45%) 85(30%) 62(20%) 55(18%) 53(17%) link to End of Year Data / Multiple Sources R-NypSofb-46T6LV9vgveCoq39 cua 8Pz4/edit gid=0 Next Steps : Explore ELA materials, analyze PAWS data, all Manor Heights data and climate survey results to determine next steps in the fall, and implement Jag Time (remediation enrichment). Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Manor Heights Elementary Page 3

140 Quarter Midwest Midwest School will prepare students for the opportunities and demands of the st century. Goal : By 2019, Midwest School will meet or exceed school-level performance expectations as defined in the Wyoming School Accountability model. Data: PAWS Data by Grade Level - Math - % Proficient and Above 3rd % 4th % 5th % 6th - 10% 7th % 8th % PAWS Data by Grade Level - Reading - % Proficient and Above 3rd % 4th % 5th % 6th % 7th - 40% 8th % preliminary ACT Aspire testing results Strategy : Develop a system to implement standards based instruction in Math, ELA, and Science. Timeline : 8/2016-5/2017 Focus this quarter : Determined priority standards and started work on developing proficiency scales. Results : Our teachers gained a better understanding of which standards were of highest priority for them to focus on. A better understanding of the vertical alignment of standards was reached as well. Next Steps : Continue work on priority standards, bringing new teachers up to speed on the work that has been done, finish proficiency scales and create assessments for the scales. Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Midwest Page 1

141 Quarter Mills Elementary ur actions result in a learning environment that fosters and celebrates the education of the whole child. Goal : By May of 2019, our students will meet or exceed the expectations of the Wyoming School Accountability model in Reading as measured by PAWS results. Data: Achievement Data Actual Targets May 2014 = 45% May 2015 = 55% May 2015 = 46% May 2016 = 56% May 2016 = 44% May 2017 = 56% May 2017 = May 2018 = May 2018 = May 2019 = May 2019 = Spring 2017 Reading data is 70% PAWS not available until late summer Staff have been trained in PLC, Syfr Strategies, ELA, PBL, Mastery Connect Strategy : To increase student engagement and quick response to student needs regarding vocabulary and grade level figurative language according to the ELA curriculum with a focus on questioning and prescriptive feedback. Established a system to communicate between PLC and goal teams. Collapsed ⅘ Combo to better deliver grade level standards to all students. Timeline : 10/2016-5/2017 Focus this quarter : 10/6/16 Staff did a data review with Charlotte Gilbar and discussed next steps to address areas of concern. Instructionally, teachers will be focusing at a higher level on the NWEA at a 75% percentile. 1/5/17 Chose tipping point kids. Tweaked it by looking at kids making low growth regardless of achievement band, some are tipping point kids. Holding an expectation to move kids above the 60th %. 4/6/17 Teams met to assign and determine Power Standards for ELA. Teachers did cross grade-level observations. 5/25/17 Classroom observations brought to light inconsistencies throughout the building, indicating the need for a common structure to meet standards. Results : 10/6/16 all NWEA has just been completed. Results have not been tabulated. RTI process has been reformatted to allow for quicker response to student need. Through PLCs, formative data is allowing us to be more responsive. 1/5/17 Model has become more inclusion-based. Tutors are providing services in classrooms to ensure more exposure to grade level material. Inclusion time is during core time and Tier 3 time is not. Mini lessons are taking place immediately. Connections with different subjects in different classrooms are supported through tutors support. 4/6/ teams came up with Power Standards for grade levels grade level teams met to discuss the 2 separate standard results and agree upon one set. 5/25/17 Literacy Goal Team has worked to create a common structure school-wide and shared it out. They have developed a PD plan for the year Next Steps : 10/6/16 PLCs will continue to focus on alignment with the verb in the ELA curriculum. Grade level teams are researching assessments in Mastery Connect that align with ELA curriculum. 1/5/17 We are collapsing to allow all grade levels to be represented in core subject area goal teams to get vertical alignment. 4/6/17 Readaround with entire certified staff to review and agree upon final version of Power Standards for ELA at Journey. 5/25/17 Common Power Standard structure to be shared out with staff now and in the fall. Common reading structure to be implemented in Determining assessments for Power Standards. Mills Elementary Page 1

142 Quarter Goal : By May of 2019, our students will meet or exceed the expectations of the Wyoming School Accountability model in Math as measured by NWEA results. Data: NWEA Actual Targets May 2013 = 76% May 2014 = 71% May 2015 = 80% May 2015 = 78% May 2016 = 83% May 2016 = 83% May 2017 = 78% May 2017 = 85% May 2018 = May 2018 = May 2019 = May 2019 = Strategy : Number Corner is being implemented on a regular basis, -5. Will use formative and quarterly assessments to monitor student growth. Collapsed ⅘ Combo to better deliver grade level standards to all students. Syfr strategies PBL and PLC support Timeline : 10/2016-5/2017 Focus this quarter : 10/6/16 We will use baseline data from Number Corner assessment and look at that as a building to maintain (85% or above). Teachers are using Mastery Connect assessments to track standards and student growth. 1/5/17 A focus has been placed on the story problems in number corner in order to be responsive to our data. 4/6/17 Teams met to assign and determine Power Standards for Math. 5/25/17 Staff agreed Power Standards for Math and implementation timeline. Share out will occur now and again in the fall. Results : 10/6/16 all NWEA has just been completed. Results have not been tabulated. RTI process has been reformatted to allow for quicker response to student need. Through PLCs, formative data is allowing us to be more responsive. 1/5/17 all data supported tipping point kids and students are showing improvement in understanding through number corner assessment compared to the baseline. Tutor support with inclusion is showing positive results. 4/6/ teams came up with Power Standards for grade levels grade level teams met to discuss the 2 separate standard results and agree upon one set. 5/25/17 Number Corner remains an expectation with fluency. Next Steps : 10/6/16 PLCs will continue to focus on alignment with the verb in the Math curriculum. Grade level teams are researching assessments in Mastery Connect that align with Math curriculum. 1/5/17 We are collapsing to allow all grade levels to be represented in core subject area goal teams to get vertical alignment. 4/6/17 Readaround with entire certified staff to review and agree upon final version of Power Standards for Math at Journey. 5/25/17 Determining assessments for Power Standards. Goal : By May of 2019, our students will feel hopeful, engaged, and thriving as measured by the student Gallop poll results. Data: Student Gallop Actual Targets Nov 2012 = 29% Nov 2013 = 46% Nov 2014 = 54% Nov 2015 = 60% Nov 2015 = 48% Nov 2016 = 60% Nov 2016 = 50% Nov 2017 = 60% Nov 2017 = Nov 2018 = Mills Elementary Page 2

143 Quarter Strategy : Continue to utilize check in process 2x daily to address needs of the whole child. 2nd year of mindfulness pilot in 2nd grade classes. Starting a pilot in 3rd grade using the MTSS process. In that process, one of the strategies will be that we give a baseline assessment for behavior (BIESY). We will also be going through the MTSS checklist and assigning our Tier 1 process (3rd grade only at this time). Institutional structures (recess bells, lining up to come in) are being eliminated in order to provide student ownership of character traits (respect, responsibility) and provide freedom in student choices to express those traits. Timeline : 10/2016-5/2017 Focus this quarter : 10/6/16 House meetings have begun with a focus on team building and character development. We will continue to meet monthly. Behavior Interventionist is holding monthly Behavior PD support meetings with differentiated staff focus. 1/5/17 House meetings are focusing on students understanding, demonstrating, and teaching pillar words to the school community. Refocus Room teacher continues to check in multiple times daily. The Whole child goal team is working towards alignments on all behavior systems ie: refocus document, office referral, class dojo, and building matrix and non academic standards, PBIS. 4/6/17 Houses continue to meet monthly to do community building work that supports the six pillars. At-risk Behavior team working on MTSS process and tiers around the tenets of the Whole Child. Behavior Interventionist continues to meet monthly with certified staff and one-on-one with classroom teachers as needed. 5/25/17 Modified House system to work with our larger Journey population (still focused around the Pillars). Results : 10/6/16 Based on numbers of Infinite Campus office referrals, our building has one of the lowest incidences of behavior referrals. 1/5/17 Our Gallop results show improvement in both the hope and engagement index. 4/6/17 Students and staff members continue to build school-wide multi-age relationships in houses. Office referrals remain low. 5/25/17 Students and staff members continue to build school-wide multi-age relationships in houses. Office referrals remain low. Next Steps : 10/6/16 Gallup data will be gathered from students in grades 3-5 this month. Data will be reviewed to implement into the MTSS work as well as whole building behavior work. 1/5/17 Improvements are noted in hope and engagement from we will continue with the processes in place and third grade pilot in MTSS work. 4/6/17 District-wide meeting on MTSS to take place on April 7th to set direction in behavior work. 5/25/17 The Behavior At-Risk team is transforming into a MTSS team to continue work in this area (Coebie, Jen Grey, Cori Williams, Candi Wilson, Cassie Holt, ylie Rainwater, Allison Orr.) Quarterly award celebrations will serve the purpose of recognizing each student at least once throughout the year. Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Mills Elementary Page 3

144 Quarter Mountain View nspiring Success Goal : All Mountain View students will be reading at grade level by 2020 unless otherwise stated in an IEP goal. Data: 59% of our students met proficiency according to NWEA in reading. Strategy : Implement ELA standards with support of Literacy irst and track student growth with Mastery Connect, Literacy irst, and NWEA. Timeline : Sept May 2020 Focus this quarter : The focus this quarter was to grow teacher s understanding of standards and district curriculum by unpacking all grade level standards and utilizing this work in collaboration to support instruction. Results : Our students growth was not what was expected but the teacher collaboration and understanding of standards will support growth in instruction. Next Steps : This work will continue into the fall by utilizing the unpacked standards to work towards common formative assessments to increase the collaboration around student needs and matching the student with the supports/instruction needed to be successful. Goal : All Mountain View students will be meeting targets in growth, equity and achievement measured by the Wyoming School Accountability Act. Data: We do not have up to date PAWS data for this year but were Not Meeting last year. Strategy : Align units and lessons to meet k-12 curriculum from the district. Timeline : Sept May 2020 Focus this quarter : The focus this quarter was with unpacking standards to better match instruction and assessment with the standards. With this gained understanding they are continuing alignment work with the curriculum and resources used for instruction. Results : Teacher s understanding of standards has grown in both content areas and this will support their instructional strategies utilized in the classroom to support student learning. Next Steps : This work will continue into the fall with looking at common formative assessments to support the standards and to meet the students at their level. Teachers will also be reading over the summer The Purposeful Classroom and using this to support intentionality behind what instruction happens in their classroom. Goal : Decrease the number of office referrals by the end of the year. Data: At the end of the school year we had 359 office referrals. Strategy : Implementation of behavior expectations school wide with support of professional development and consistent reviews of the rules/matrix. Timeline : Sept May 2020 Focus this quarter : The focus this quarter has been on continued coaching and support of giving students the skills they need to be successful in all areas of school by setting expectations, communicating those and following through. Results : Our SET eval completed by the district behavior interventionists shows growth in all areas. Last year at this time we scored 71% and this year we are at 88% for implementation of PBIS. Next Steps : As we move into next year we will continue our focus on implementation of PBIS but shift our focus to consistent prosocial behavior lessons in all grade levels based off the same curriculum. All teachers Mountain View Page 1

145 Quarter will be trained and coached by the school counselor and behavior interventionist in utilizing the curriculum to ensure that all students are receiving social and emotional learning daily. Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Mountain View Page 2

146 Quarter NCHS N S community is committed to preparing responsible and life long learners, who value themselves, contribute to their society, and succeed in a changing world. Goal : By June of 2019, NCHS will increase the four year graduation rate to 85%. NCHS graduates will be prepared for college or a high skills career as measured by the NCSD graduate profile. Data: 1st Semester : st Semester : nd Semester : nd Semester : Year: Year: Strategy : Implement and support Professional Learning Communities within NCHS as discussed in Du our s Learning By Doing (2006). NCHS will continue to focus on student attendance data, decreasing unexcused and unverified absences through the implementation of a guaranteed and viable curriculum. Continued focus on helping student who fail classes and are close enough that specific intervention will help them recapture the lost credit- working within the Mustang Connection block of our day to get students support, in addition to Summer School. Timeline : 4/ /2019 Focus this quarter : Have teachers continue to focus on developing common assessments, as well as designing summative assessments that will help chart growth in every content area. Plan for Professional Development to meet staff wants and needs for the School Year. Plan and implement the end-of-year celebrations we design for student incentives, awards, and recognition (especially around academic and athletic achievement of our seniors). Continue working with Casper PD and State to help students in need, especially those who use the P3 Tip Line. Identify students in need of assistance to graduate, as well as those other students whose performance levels indicate a need for intervention (behavior, attendance, and academic). Use Summer School as a tool to help these individuals to graduate on-time. Results : Positive growth in attendance rates. Supportive staff/student climate and culture. NCHS Page 1

147 Quarter Increased response to students who feel they are being targeted by bullies, as well as those students who are seeking help regarding their mental status and outlook on life. Over 180 credits have been recaptured 108 credits from Summer School. Next Steps : ocus on reshmen Orientation for the school year, as well as those students whose grades have made them at-risk of not graduating. Planning schedules for the school-year. Goal : By 2019, NCHS will meet or exceed school level performance expectations as defined in the Wyoming School Accountability model. Data: Wyoming Accountability system. Strategy : Design a system of support, as well as improve upon Culture and Climate at NCHS as discussed by Marzano s High Yield Strategies (2009) and Silver, Berckemeyer, and Baenen s Deliberate Optimism (2015). Timeline : 04/ /2019 Focus this quarter : Interpret and disseminate data from Wyoming Accountability System (working, specifically, with ASPIRE data now and the state data when it is released). Training staff, assign students, and generate a culture of testing that will increase the importance of students demonstrating growth on these state/national tests. Results : Undefined (Wyoming s Assessment System will be published this summer). Next Steps : Continue staff meeting/trainings as well professional development around implementing test-taking strategies, as well as how to adhere to testing guidelines- identified by ACT and the WDE. Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Goal : Data: Strategy : Timeline : Focus this quarter : Results : NCHS Page 2

148 Quarter Paradise Valley Mission Student chievement B V Vision ur students W be globally competent through investigating the world around them, recogni ing their own and others perspective, communicating ideas and ta ing action. ur students will value innovation and they will achieve Goal : 100% of 3rd-5th grade students at Paradise Valley will meet the exceeding expectations as measured by the Wyoming School Accountability Model. Data: Meeting exectation Strategy : Grade level PLC teams will develop and use common assessments with priority standards and proficiencies. Timeline : August 2014-June 2019 Focus this quarter : Staff worked to unpack standards and develop proficiency scales. Dr. Gilbar led the PD for staff and they worked on it eb-june. In addition, We developed a work team to address the survey data and provide teachers with resources for more effective PLC. 5 staff members are attending the PLC training with Solution Tree for 6 days. Results : Set direction for PLC to be more meaningful and effective. Next Steps : PLC Work team is bringing all staff up-to-date on their work the last month of school. Design PD for each grade level Goal : 100% of students will increase their use of 21st Century skills measured by the progress on the Graduate Profile (measure are being developed). Data: 100% of teachers implemented Genius Hour. Strategy : Implement the ISTE standards to increase staff and student knowledge with the use of technology Timeline : ebruary 2014-May 2019 Focus this quarter : How to make genius hour more applicable. PBL work and training for 4th and 5th grade Results : Teachers are using technology very effectively to enhance instruction. Next Steps : Continue to work on the implementing the ISTE standards and Genius Hour. Goal : 100% of teachers will find and use community resources to enhance and support learning in classrooms. Data: All grade levels found at least 1 community resource to partner with to enhance a learning outcome. Strategy : Identify interested community members/organizations and how they can support learning. Timeline : August 2016-May 2019 Focus this quarter : We are still working on the best way to communicate our needs to our parents, who in turn can provide community resources to contact. Results : Next Steps : Continue the work we have started. Goal : Data: Strategy : Timeline : Paradise Valley Page 1

149 Quarter Park ar School hin, ream, Believe, chieve Goal : By May of 2019, 100% of our students will meet or exceed the expectations of the Wyoming School Accountability model in Reading and Math as measured by PAWS results Data: R eading Achievement: May 2015=58% May 2016= 70% Reading Growth: May 2015=52% May 2016=65% Math Achievement: May 2015= 52% May 2016=65% Math Growth: May 2015=58% May 2016=70% Strategy : Implementation of the Common Core Standards with fidelity in both reading and math Timeline : 10/ /2019 Focus this quarter : New academic building goals have been made for the academic year. Student growth as measured by NWEA increased from 77% (2016) to 85% this spring. aculty and staff will receive focused training on PLC structure and processes. Additionally Mastery Connect will be used to track student progress on standards beginning all Results : Park school met or exceeded expectations in New building leadership and renewed faculty/staff commitment will help Park reach our goals Next Steps : Additional training in the function of PLC s will assist teachers with prioritizing standards and developing common assessments. These will lead to improved student learning Goal : By May of 2017, Park school will improve overall student achievement by at least 10% over May 2016 data as reported by the Wyoming School Accountability model in Reading and Math as measured by PAWS results Data: R eading Achievement: May 2015=58% May 2016= 70% Reading Growth: May 2015=52% May 2016=65% Math Achievement: May 2015= 52% May 2016=65% Math Growth: May 2015=58% May 2016=70% Strategy : Implementation of professional learning communities with increased structure to support grade-level instruction and increase student learning. Adoption of Master Connect to track/monitor student progress will begin in the fall, Timeline : 9/2016-6/2017 Focus this quarter : Discussion of and selection of power standards in ELA by grade level will result in common formative assessments that will be used to monitor student learning, resulting in immediate remediation/enrichment of concepts. Results : Grade level teachers are working to identify power standards in ELA by grade level to prioritize instructional time. requent use of developed formative assessments will provide teachers with instructional feedback of student learning. Remediation/enrichment of concepts can be immediate and frequent based on student learning data. Additional vertical discussions help clarify student readiness and expectations Next Steps : Identification of power standards in ELA will continue and result in development of common summative assessments and common formative assessments. Professional development will be provided in August focused on PLC framework and common assessments. ELA curriculum adoption process will continue, Park Page 1

150 Quarter select units will be piloted and discussed. aculty is researching schools that perform at high levels, visits have been made to other schools and will continue. Goal : By May of 2017, Park school will improve overall student achievement by at least 10% over May 2016 data as reported by the Wyoming School Accountability model in Reading and Math as measured by PAWS results Data: R eading Achievement: May 2015=58% May 2016= 70% Reading Growth: May 2015=52% May 2016=65 Math Achievement: May 2015= 52% May 2016=65% Math Growth: May 2015=58% May 2016=70% Strategy : MasteryConnect will be adopted at Park in fall, 2017 to aid our school in monitoring student learning Timeline : 3/17-9/17 Focus this quarter : aculty have decided to adopt Mastery Connect as a way to track/monitor student learning. PLC training will be completed with all faculty in August and will become the way we do our work at Park Results : aculty are excited about the adoption of Mastery Connect, and the training they will receive for PLC adoption. Next Steps : Complete adoption of MasteryConnect for the next school year. Schedule and receive professional development training in August to better utilize MC to monitor student learning. A SolutionTree facilitator will spend 2 days with Park teachers in August to provide us with the right start for our PLC processes Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Park Page 2

151 Quarter Pineview ineview Mission: We guarantee each student and staff member achieve high levels of learning for success through actions, which reflect high expectations. Goal : Pineview Goal: By May of 2019, Pineview Elementary will meet and exceed the expectations as defined by the Wyoming School Accountability Model. Our long Strategic Plan has changed. Data: Accountability Data: 2016 Achievement Math = 3rd = 41 %, 4th = 46%, 5th = 49% Total Growth = 3rd = up 1 %, 4th = same Achievement Reading = 3rd = 57%, 4th = 46%, 5th = 45% Growth = 4th = down 6% 5th = up 10% 2017 Achievement Math = 3rd = 69 %, 4th = 42%, 5th = 46% Total Growth = 4th = up 1 % 5th = same Achievement Reading = 3rd = 71%, 4th = 51%, 5th = 56% Growth = 4th = down 6% 5th = up 10% Strategy : our Strategies: 1. Teachers and students will engage in relevant high quality discussions, exemplified by responding to and extending each other s thinking in all content areas. 2. Teachers and students will use formative assessment data and proficiency scales to determine their growth and achievement 3. Teachers will provide continued opportunity for growth and achievement on all power standards, for each child at every grade level, until proficiency has been met. 4. Teachers will know and understand the level and context of standards taught and how they are going to pre-assess, formatively assess, and reach proficiency with each student in all content areas. We will use our data to guide instructional change as needed. Timeline : Focus this quarter : Pineview s overarching focus for your staff s professional learning: PLC, Common ormative Assessments, Marzano s Art and Science of Teaching, RTI-MTSS, Ron Clark Academy ramework Professional learning will align to state, district, and school initiatives. Our Collaboration plan will be our actions, while our Professional Learning Plan is our approach. We will provide learning to improve our Pineview Page 1

152 Quarter educational systems and standards based learning, focusing on methods of delivery within curriculum and researched best practices. As our school s regular education teams and our gifted team continues to nurture and grow our programs, emphasis will be placed on professional learning opportunities that build on to our collective commitments, and we will expect active learning by all Pineview staff. Becoming building experts for all of our students on delivery methods and teacher/student motivation will be part of our talk at Pineview. This will be established through Professional Learning and implemented during the school year. Results : Pineview Elementary was not meeting expectations. Our leadership has been working on developing a new strategic plan the last two years. Our mission has changed, our plan has changed. rom 2016, to 2017, we have shown a rise in scores on the Wyoming Accountability System (See actual data). With support from cabinet members, we will continue our overarching focus from last year in order to continue to growth and improve as a staff and with each child. Next Steps : Pineview will continue building a framework for high-quality formative assessments by working in grade level teams digging into the the context and depth level per standard, then providing vertical alignment. Teams are establishing a consistent way to effectively monitor student learning, collectively responding to results, using proficiency scales, and implementing informed practices. Staff will be gaining tools, protocols, and strategies from Professional Development from Solution Tree and the Wyoming Department of Education to design and effectively employ quality assessments that enable teams to collect meaningful instructional data and respond appropriately with interventions and enrichments. Staff will work in teams. Teams time will be provided collaboration time each day to support implementation. We will identify the process of designing and the practice of employing a robust and balanced assessment system at the classroom level. We have agreed upon raising expectations for ourselves and each student. Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Goal : Data: Strategy : Timeline : Pineview Page 2

153 Quarter Poison Spider oison Spider Mission Statement: We weave a Web of earning: apture nowledge Build elationships onnect to ommunity Goal : By May 2019, 100% of our students will read at grade level as measured by NWEA results. Data: May 2013= 64% May 2014= 72% May 2015=68% May 2016=73% May 2017= 71% Target= Measure will change with the discontinuation of NWEA. Strategy : Consistently utilize high yield strategies school-wide. Timeline : 1/2017-9/2017 Focus this quarter : Staff training on Lesson Design and effective lesson planning. Continued to implement learning targets in all classrooms. Results : NWEA showed a slight loss from 2016 to 2017 in reading scores. The decline was 2% school-wide. Next Steps : Poison Spider will be adopting American Reading Company 100 Book Challenge. Progress will be monitored using the software included with the program. School-wide data will be kept from the beginning of the program. Continue to have I, aty Davey work with the teachers and principal in implementation of high yield strategies. Goal : By May 2019, 100% of our students will meet or exceed the expectations of the Wyoming School Accountability Model in reading and math as measured by PAWS results. Data: Reading May 2014=52% May 2015= 46% May 2016= 43% Target May 2017= 60% This will change based on new state test Math May 2014=38% May 2015= 31% May 2016= 26% Target May 2017= 60% Poison Spider Page 1

154 Quarter This will change based on new state test Strategy : Continue to utilize high yield strategies school-wide. Timeline : 1/2017-9/2017 Focus this quarter : Used the universal screener data to place students in IE groups and work on math strategies. Lesson Design and effective lesson plan training for all staff. Results : Preliminary results on PAWS shows growth in overall proficient students and with equity students. Next Steps : Implement Number Corner in grade -4th. Adopt American Reading Company 100 Book Challenge. Progress will be monitored using the software included with the program. School-wide data will be kept from the beginning of the program. Continue to have I, aty Davey work with the teachers and principal in implementation of high yield strategies. Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Poison Spider Page 2

155 Quarter Roosevelt High School oosevelt igh School is committed to engaging, real world learning through strong relationships, high expectations and a safe, structured learning environment. Non Negotiables nrelenting focus on high school graduation and future goals ositive behavior ositive, healthy relationships cademic excellence Goal : By May 2019, 100% of our students will meet or exceed school level performance expectations as measured by the Wyoming Alternative School Accountability model. Data: Our ACT scores for the remain low. We saw some improvements in our English score. Our Reading and Math scores were flat. Our scores in Science dropped dramatically. ELA- from 14.0(15-16) to 14.6 (16-17) Math- from 15.7 to 15.8 Reading- from Science to 14.8 Composite Strategy : We are going to spend time during our fall P.D. studying our scores with Charlotte Gilbar. We will build strategies learned from this study into our daily and weekly classroom goals and lesson plans. Timeline : 9/2017-4/18 Focus this quarter : Deep data review followed by PLC work in content area teams Results : TBD Next Steps : We will bring Charlotte Gilbar in semi-annually to support our work and help maintain focus on our goal. Goal : We will improve our scores on the Alt. High School Student Satisfaction Survey in the area of Student s treat each other with respect in my school. Data: In this area, only 47% of our students agreed that our students treat each other with respect in our school. Positive healthy relationships is one of RHS s Non-Negotiables. Strategy : We have restructured our Personal and Social Responsibility mentoring block to include activities and discussions focusing on building and maintaining healthy relationships. We will administer the survey in the fall and again in the spring. Timeline : 9/17-5/18 Focus this quarter : More structured PSR mentor block Results : TBD Next Steps : We will review the survey results from the fall and the spring. We will monitor and adjust the work being done in PSR groups to support our goal of improving student to student respect and relationships. Goal : Data: Strategy : Timeline : Focus this quarter : Roosevelt High School Page 1

156 Quarter Sagewood ur Mission is who we are we believe in Safety, eamwor, ccountability and espect. ur Vision is what we want to be we will strive to ma e our community a better place where everyone learns. Goal : By May of 2019, 100% of our students will be prepared for Middle School as measured by meeting or exceeding the expectations on the Wyoming School Accountability model in Reading and Math. Data: The last two years, Sagewood was Exceeded Expectations on the Wyoming accountability model. Currently we are predicting 65% proficiency on PAWS for the school year. Strategy : Sagewood students will learn the CCSS ELA with clearly defined power standards and essential skills using school wide collective commitments in reading and writing. Timeline : 5/2014-5/2019 Focus this quarter : We spent the majority of the quarter reviewing data and materials for ELA resource adoption. We identified our philosophy and had great discussion around how to read reading and writing. Results : We identified a need for consistent yet flexible tools. We identified differences in learning and teaching styles, which we believe best fit a deep thinking and questioning approach. We will begin the school year reviewing Comprehension Toolkit and starting the reading process with comprehension strategies. Next Steps : Train and implement comprehension toolkit school-wide. Goal : By May of 2019, 100% of our students will be prepared for Middle School as measured by meeting or exceeding the expectations on the Wyoming School Accountability model in Reading and Math. Data: Sagewood has been exceeding expectations for the last two years on the Wyoming Accountability Model. Strategy : Sagewood will implement research-based interventions with fidelity to improve our work with the district RTI process (Tiers 2-4). Timeline : 5/2014-5/2019 Focus this quarter : Teams of teachers implemented a revised RTI process for behavior practices. They implemented the Toolbox social skills curriculum and revamped classroom management strategies. Results : While behavior problems still existed in these areas, they had a system and approach for following up and tracking behaviors and implementing interventions. Next Steps : We have developed a system aligning current practices with necessary changes. The building will utilize a co-teaching method on the Toolbox social skills curriculum next year. In addition we have outlined the steps for tier 1 management, behavior referrals, and the tier behavior process. Next year will begin implementing these steps building wide. Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Goal : Sagewood Page 1

157 Quarter Southridge Standing or xcellence hrough rowth and indness Goal : By May of 2019, 100% of our students will read at or above grade level as measured by PAWS results. Data: Targets May 2015= 55 May 2016=65 May 2017= 75 May 2018= 85 May 2019= 100 Actual May 2014 = 60.4 May 2015= 60.4 May 2016= 77.8 Strategy : Reading Growth Understand and implement the Wyoming State English/Language Arts Standards. Timeline : 9/2014 5/2019 Focus this quarter : or the fourth quarter, Southridge continued to work on the vertical alignment of the -5 curriculum. This will continue into the 1st semester of the school year. Our Literacy Team also spent a considerable amount of time evaluating and selecting new literacy resources. The selection of resources at this time seemed to be a match for our alignment efforts. Results : The number of students proficient or advanced increased by 17%. Our school also made significant gains in our growth and equity scores moving from Partially Meeting Expectations to Meeting Expectations. Growth scores will improve as our faculty understanding of CCSS implementation improves. Next Steps : 1. Southridge will continue to work with the Literacy Clinic at University of Wyoming to improve reading instructional practices and continued vertical alignment of the curriculum. 2. The faculty at Southridge has developed a Professional Learning Community (PLC) model of collaboration for school improvement. Grade level teams have been provided discovery days to provide more time for the development of formative assessments. 3. Certified staff will receive training at the beginning of on the new literacy resources. 4. Students in need of additional interventions will be offered interventions through Summer Bridges. Goal : By May of 2019, 100% of our students will meet or exceed the expectations of the Wyoming School Accountability model inmath as measured by PAWS results. Data: Targets May 2015= 45 May 2016= 60 May 2017= 80 May 2018= 90 May 2019 = 100 Actual Southridge Page 1

158 Quarter May 2014 = 64.2 May 2015= 47.2 May 2016= 68.5 Strategy : Math Growth Understand and Implement the Wyoming State Math Standards Timeline : 9/2014 5/2019 Focus this quarter : The Math Goal team at Southridge finished a book study on Math mindsets and continued to evaluate data from the math benchmarks. Results : As indicated, Math improved for Southridge but was above our target for However, we still need considerable improvement to reach our goal for This will change significantly as we develop more understanding of CCSS implementation. Next Steps : 1. As the Literacy team finishes vertical alignment and an instructional framework. The math team will start the same process when the Literacy Team has finished their work. This process requires participation from all certified teachers and is very involved. 2. The math team will continue to evaluate benchmark data and make adjustments to instruction based on these results. Goal : In the area of Safe and Healthy Schools, The PBIS/Behavior Goal Team s goal is reduce behavior referrals 30% by 2019 Data: Target Actual Strategy : Continue to revise and implement acceptable behavior strategies for all venues and reinforce expectations through weekly skill focus and re-teaching as outlined in the calendar or as reflected in behavior referrals. Timeline : 10/2015 6/ 2019 Focus this quarter : The PBIS team continued to work on implementing Project Wisdom and work on developing consistency across the school for behavioral expectations. The PBIS team continued to work with the ESP team to implement best practices in unstructured areas. Results : Results: or the school year, our recent efforts to provide more consistency, re-teaching interventions, and a Social Skills program resulted in a dramatic reduction in office referrals far exceeding our 2019 goal. Our school went from 206 citations in the school year to 96 citations in the school year. Next Steps : 1. Continue revisions to Tier 1 and Tier II intervention systems. 2. Southridge will send a team to the district MTSS training in the fall to work on developing an intervention system with more fidelity and consistency. Southridge Page 2

159 Quarter Summit Elementary o prepare children to excel and lead in the st entury. Goal : Summit Elementary will increase Achievement, Growth and Equity targets (each by 5 MGP / % per year) to meet exceeding targets on the WAEA by Data: WAEA Actual Data rom PAWS: Achievement Growth MGP Equity MGP Spring 15 55% Spring 16 64% ( 9%) 54 ( 11) 52 ( 7) Spring 17 71% ( 7%) TBD TBD Strategy : Strategy 1: To focus, track and monitor Growth for all students in reading and math and adjust instruction as needed. Strategy 2: To implement a -5 journey-of-the-child philosophy and approach to teaching math and to acquire needed tools and resources to increase rigor and support the use of common assessments Strategy 3: To implement the CCSS to the rigor level contained in the standards. Timeline : 10/2015-5/2019 Focus this quarter : Growth for each and every student in grades -5 was a continued focus for the 3rd quarter. All teachers in grades -5 continued to engage in bi-monthly professional development from Summit s instructional facilitator in how to teach math effectively and in the implementation of Eureka Math and Summit s -5 journey-of-the-child approach to teaching math. Mastery Connect Data was kept and used for intervention and enrichment groups and sent home as standards-based reporting to students. Summit teachers met on May 24 and May 25 to spend time reviewing the current growth of each student. Learning cycle data and progress monitoring data were reviewed in reading, math and behavior to determine if students are making satisfactory progress and to recommend needed interventions for those who are not. Results : In 2015, Summit was Partially Meeting Expectations. In 2016, Summit is MEETING Expectations. In addition, the number of equity students is substantially lower for the school year than in previous years. Based upon preliminary results, it is anticipated achievement will reach 71% proficient, a 7% increase from Next Steps : We are anxiously awaiting 2017 PAWS results to determine effectiveness of strategies and to plan next steps. We are also learning about the new state-wide assessment system that will be in place for the Spring of Goal : By 2019, 85% of students in grades -5 will be proficient in READING as measured by the STATE RIT on the NWEA. We will do this by increasing READING performance of -5 grade-level cohorts by 5% per year in the STATE RIT on the NWEA. Data: Percent of -5 Students Meeting the State RIT in Reading. Spring % Summit Elementary Page 1

160 Quarter Spring % ( 3%) Spring % (-1%) Grade-level cohort targets and (goal of 5% increase) results for 2017 are: Spring 2017 Target Actual indergarten 80% 56% irst Grade 80% 80% Second Grade 74% 67% Third Grade 83% 79% ourth Grade 85% 85% ifth Grade 80% 74% Strategy : Strategy 1: Teach and assess Language Arts Common Core in grades -5. Strategy 2: Implement flexible reading groups in grades -5. ocus on growth for all students. Strategy 3: Implement student goal setting and tracking of reading progress in grades -5. Timeline : 10/2015-5/2019 Focus this quarter : ocus for the ourth Quarter: Students performing below the STATE RIT were monitored and the use of the NWEA Learning Continuum and Literacy irst Data supports instruction and intervention for them. Also, teachers of the highest-reading flex groups implemented reading materials purchased for high-level learners. In addition, teachers have begun to review ELA resources in order to make a school-wide decision by ebruary, The Professional Development Plan where time is allocated to explore, pilot and discuss different ELA resources prior to a final decision officialy adopted by 100% consensus. Results : all and Winter NWEA Data for Reading all Winter Spring % 38% 56% 58% 91% 81% 1 61% 69% 54% 82% 84% 93% 2 63% 71% 70% 70% 93% 78% 3 71% 78% 86% 80% 89% 90% 4 73% 81% 77% 81% 81% 91% 5 61% 72% 71% 73% 70% 85% All 62% 69% 69% 74% 84% 86% It is interesting to note Spring NWEA results in Reading for students in grades 3 and 5 Meets the 40%ile (District Goal) are: Spring 3 90% 5 85% Summit Elementary Page 2

161 Quarter Next Steps : Next steps will be determined once the district s strategic goal is adjusted and more is understood about WYTOPP. We will implement reading PLCs beginning in Based upon feedback for all staff (Google survey and feedback), Summit s Professional Development Plan was created to allocate time to continue learning and implementing Eureka Math as well as learning more concerning effective teaching and assessment practices in the areas of ELA and Math. Goal : By 2019, 84% of students in grades -5 will be proficient in MATH as measured by the STATE RIT on the NWEA. We will do this by increasing MATH performance of -5 grade-level cohorts by 5% per year in the STATE RIT on the NWEA. Data: Percent of -5 Students Meeting the Spring STATE RIT in Math Spring % Spring % ( 4%) Spring % ( 7%) Grade level Cohort targets and actual (goal of 5% increase) results for Spring 2017 are: Target Actual indergarten 80% 75% 1 80% 83% 2 68% 61% 3 79% 77% 4 83% 81% 5 70% 68% Strategy : Strategy 1: Teach and assess Math Common Core in grades -5. Strategy 2: Implement PLC process in grades -5. Strategy 3: Implement student goal setting and tracking of math progress in grades -5. Timeline : 10/ /2019 Focus this quarter : The focus for the fourth quarter mirrored the focus for quarters one two, and three: Students performing below the STATE RIT were monitored and the use of the NWEA Learning Continuum supported instruction and intervention for them. Implementation of Eureka Math and the ongoing bi-monthly professional development in teaching math effectively facilitated by the instructional facilitator was ongoing. Grade-level PLCs were focusing on math. All teachers in grades -5 are engaged in bi-monthly professional development from Summit s instructional facilitator in how to teach math effectively and in the implementation of Eureka Math and Summit s -5 journey-of-the-child approach to teaching math. The principal and instructional facilitator met with all -5 teachers to determine levels of fidelity in math instruction and struggles that teachers were having with the intent to tweak schedules, etc. as needed. Results : The Common Core (CCSS) Goal Team collected data from teachers to determine the barriers to peer coaching during the first semester. Based upon feedback, changes were made and beginning in April, all ten grade-level teachers in 3, 4, 5 are visiting each other s classrooms (grade 3 teachers are observing grade 2 teachers, grade 4 teachers are observing grade 3 teachers and grade 5 teachers are observing grade 4 teachers) during math instruction to develop a better understanding of math standards and rigor at a the grade preceding them. Summit Elementary Page 3

162 Quarter Results : ALL and WINTER NWEA (State RIT) data for MATH: Results are promising as the trend of improvement as evidenced by WINTER NWEA is continuing from one year to another: ALL WINTER Spring % 36% 53% 57% 93% 93% 1 58% 72% 50% 71% 83% 94% 2 69% 81% 66% 70% 88% 80% 3 78% 75% 68% 77% 91% 87% 4 55% 68% 51% 73% 82% 88% 5 49% 61% 53% 63% 80% 82% All 58% 65% 57% 68% 86% 87% Next Steps : New PLC targets in Math will be set once NCSD 1 establishes changes in the strategic plan, and identifies WYTOPP expectations in the fall of The PLC Leadership Team will be attending a PLC Workshop August 2 and 3 in Sheridan, Wyoming and will create a plan to deepen collaboration conversations and focus on common assessments to drive differentiated instruction. Summit has lost its 1.0 TE I, However, the principal will meet with grade-level teams on a monthly basis throughout the school year to focus on data analysis and effective instructional strategies in ELA and Math. New for the School year is the addition of monthly vertical collaboration with the principal to ensure -5 alignment in ELA and Math. Summit Elementary will be participating in the all-school intensive behavior training beginning in September of Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Summit Elementary Page 4

163 Quarter University Park very hild, very ay Whatever t a es Goal : By June 2017, 100% of University Park students will have a positive attitude and acceptable behavior as measured by climate surveys, discipline data, membership to the Caring Community and House Points. Data: Caring Community Members: % Office Referrals: Q 23% 2Q 19% 3Q 24% 4Q 19% Q 16% 2Q 18% 3Q 25% 4Q 14% House Points Per Qtr House 1st Qtr 2nd Qtr 3rd Qtr 4th Qtr Big Winner Red Black Pink Green Purple Orange Blue Strategy : Implement and monitor UP Core Values. Timeline : August 2017-June 2018 Focus this quarter : Since June of 2016, University Park has been focused on improving the culture and climate. We established the 15 Core Values which encapsulate the correlates of Ron Clark Academy s Essential 55. This quarter our focus has been specifically on improving student behavior. The goal was to decrease the amount of office referrals by providing additional behavior interventions to our Tier 2 and Tier 3 students, as well as have an understanding of how stressful the end of the school year can be for students and staff. We talked as a staff about our own behaviors, and how staying calm and collected is necessary as students are constantly looking to us as role models. Results : We had the least amount of office referrals during 4th quarter (14%) out of 8 quarters over the past two years This is great news as targeting specific behaviors and being proactive has been our goal. Many of the students receiving office referrals are repeat offenders, so we made a new plan for next year to address this. We ended the year with 79% of student population as members of the Caring Community. This is our highest percent this year. Since this is new, we do not have comparative from the previous school year. Next Steps : We will continue to focus on providing behavior interventions to our students most in need. We will use our Behavior Interventionist and Refocus Room Coordinator to assist us as much as possible. Both are incredible, and have made such a difference with our students who struggle with behavior and/or social skills. In addition, our tutor will teach social skills to students on a Tier 2 or 3 behavior plan. The programs are still being decided, but I believe we are going to use Tough ids for our Tier 3. Also, 7 of us will be attending the MTSS training throughout the school year, allowing us to have more strategies and skills to University Park Page 1

164 Quarter better serve all students. Through our new learnings, the intervention team will continue to meet and analyze behavior data and the effectiveness of the interventions we implement school wide. Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : University Park Page 2

165 Quarter Verda James Verda ames lementary School s mission is to ensure high levels of learning for all students. Goal : 100% of Verda James students will be at or above the 60th percentile in math as measured by NWEA and proficient or advanced according to the Wyoming State Assessment by the end of the current school year. Data: NWEA Results: After reviewing the Spring NWEA data, the results are as follows in alignment with our goal of scoring at the 60% or above. indergarten: 71% 1st Grade: 78% 2nd Grade: 68% 3rd Grade: 56% 4th Grade: 67% 5th Grade: 70% PAWS Results Grades PAWS Results are based on Preliminary Results from the TOMS System. Math 3rd Grade 51% of students were Proficient or Advanced Math 4th Grade 62% of students were Proficient or Advanced Math 5th Grade 60% of students were Proficient or Advanced Solid scores in all areas that did align well to our NWEA projections. I would also add we are still aligning materials - resources to our Power Standards in these areas. Strategy : Grade levels continue to utilize pieces of the 21st Century Assessments which is provided by the My Math Program. We have found that these assessments provide rigor and expose our students to a variety of questions that include selected response and constructed-response items. Differentiated instruction in all grade levels lexible grouping (Tier groups, small groups which include enrichment and reteach, I L, and homework club). Use MasteryConnect to identify and track students to see if interventions are working to help students succeed and look at targeted interventions for struggling students. Timeline : 9/15/16-6/7/17 Focus this quarter : Continue with our goal from previous quarter (see strategy section) Bubble students are a focus within all grade levels (NWEA percentile). The purpose is to have those students be successful in moving into the 60% or above on the NWEA math test. We have set the 60% and the data supports this is the level needed to attain Proficient and above status on PAWS. Results : See Spring NWEA results in Data Section. Verda James Page 1

166 Quarter Bubble students (NWEA percentile) per documentation showed growth 100% in kindergarten and 1st grade, 93% in 2nd grade, 4th grade, and 5th grade, and 84% in 3rd grade within their lowest strand from winter to spring on NWEA. Click on the link below for students data. DIs Px2mtHfM1PEP1P2jo TmisB9BlhJ7 LM eed4/edit gid=0 Next Steps : Math goal team will officially transition to STEAM goal team. Develop new plan based on assessments yet to be determined by the district/state for Academic year. Use Tutors to support instruction for students below the 40% while focusing more on Power standards to suppor long term academic needs at the individual level. Goal : ELA Goal TEAM: All grade levels at Verda James will maintain or increase the number of students meeting or exceeding at grade level fluency by May 25, Data: We are collecting data 3 times this year. We will collect fluency scores in October, ebruary and May. See below... Baseline Data from September sight words 66/71 students 93% 1st - 50 sight words 59/72 students 82% 2nd - 51 WPM 41/64 students 64% 3rd - 75 WPM 31/66 students 47% 4th - 98 WPM 41/77 students 53% 5th WPM 62/76 students 82% Winter Data from January sight words 71/72 students 99% 1st sight words 58/72 students 81% 2nd - 88 WPM 44/63 students 70% 3rd WPM 36/68 students 53% 4th WPM 47/77 students 61% 5th WPM 63/76 students 83% Spring Data from May sight words 67/72 students 93% 1st sight words 60/72 students 83% 2nd WPM 49/63 students 78% 3rd - 121WPM 46/68 students 68% 4th WPM 51/77 students 66% 5th WPM 66/76 students 87% Verda James Page 2

167 Quarter Translation to PAWS Reading Scores Based on TOMS Preliminary Data: Third Grade 58% Proficient or Advanced ourth Grade 71% Proficient or Advanced ifth Grade 73 % Proficient or Advanced Strategy : Each teacher will commit to 10 minutes of fluency practice per day. Interventions will be monitored and adjusted based on student progress. Timeline: September 2016-May 2017 Timeline : 9/15/16-6/1/17 Focus this quarter : luency Tracker created to monitor progress of students - See Link - Literacy irst Data harvested - Updated luency Tracker - Included spring NWEA scores as a data point - Teachers identified interventions being used - Possible barriers and concerns were identified - New students added, fluid document Gather the data from end of the year testing. Identify successful strategies and interventions. Results : Goal achieved: All grade levels at Verda James maintained or increased the number of students meeting or exceeding at grade level fluency by May 25, luency Tracker Student Data U2oOAd QbInBvnQz Jtq6W 7zA/edit gid=0 Next Steps : To minimize the Summer Slide: amily Literacy team and ELA Goal Team Created Summer Backpacks with sight words and Think Sheets to go with the 4 books for every student. Students were given books aligned to both their reading interests as well as Lexile Levels. Think sheets are then tickets for the drawing when they return from summer vacation. Parents were informed Via a letter Home from Mr. Pagett as well as reminders about the program in the Viking. PD ollow up for staff as part of the new ELA Materials Adoption. Goal : Safe and Healthy Schools Goal Team: All students at Verda James will meet the expectations for monthly recognition in the area of behavior.. Data: Year Long Data in Google older: ktw1zdepiy c March 2017 Behavior Data emales Males Total who MET recognition Total who DID NOT MEET recognition Verda James Page 3

168 Quarter Male emale Met Did Not Meet /71= 96% 3/71=4% 1st /72=86% 10/72=14% 2nd /62=92% 5/62=8% 3rd /68=90% 7/68=10% 4th /79=95% 4/79=5% 5th /77=79% 16/77=21% April 2017 Behavior Data emales Males Total who MET recognition Total who DID NOT MEET recognition /71= 93% 5/71=7% 3% increase from March 1st /72=88% 9/72=12% 2% decrease from March (1) student 2nd /62=89% 7/62=11% 3% decrease from March 3rd /68-97% 2/68=3% 7% decrease from march (5 students) 4th 3 9 (4/9 were SSSL) 67/79 = 85% 12/67=15% 5th /75=88% 9/75=12%=9% decrease from May 2017 Behavior Data emales Males Total who MET recognition Total who DID NOT MEET recognition /71 = 94% 4 /71 = 6% 1st /72 = 81% 14/72 = 19% 2nd /64=89% 7/64=11% 3rd /68=84% 11/68= 16% 4th No Data Reported 5th /74=84% 12/74=16% Strategy : Monthly Recognition and Behavior Assembly s at VJ Chain Of indness winners each month. Monthly Re-teaching - in all classrooms Teaching 8 eys and 4 Be s. as needed as part of behavior intervention cycle. Timeline : 9/15/17-6/1/17 Focus this quarter : SET Evaluation was completed and results were shared with staff. Verda James Page 4

169 Quarter Goal Team 3 (Safe and Healthy Schools) met with Christi Bayer to create action steps for Goal Team 3 created a calendar of events for the upcoming school year, as a result of the SET Evaluation. Members of the staff were selected to go to MTSS training in the fall of Results : Our monthly behavior data remains strong. As a building, we are maintaining at least 80% positive behavior for 4th quarter. Next Steps : Implement the calendar schedule in the fall for training students and new staff. PBIS Refresher/Training in August Part of PD Plan. Develop Crisis Plan Script for Go Bags for Extreme Danger Update the Handbook w/ these artifacts Suggestion came for specific matrix development for playground equipment so we have consistency when teaching and using it Review Posts for adults :) Develop After School Matrix - working with Boys and Girls club team at VJ. Review 8 eys lessons for those who have not been trained - New Staff. Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Verda James Page 5

170 Quarter Willard Succeeding oday, Soaring omorrow Goal : By, 2019, Willard Elementary will meet or exceed school-level performance expectations as defined in the Wyoming School Accountability model in Reading and Math as measured by the PAWS results. Data: PAWS Reading Data: Date Actual Targets May % May % - Partially Meeting May % - Partially Meeting Partially Meeting May % - Meeting Meeting May 2017 Meeting May 2018 Meeting May 2019 Exceeding Strategy : Reading Achievement ocus on E.L.A. Common Core State Standards Grade Level Collaboration Team Meetings using the P.L.C. model Intermediate and Primary Collaboration Team Meetings using the P.L.C. model Inclusion ocus on research based reading instructional strategies such as: Read Alouds Word Work Guided Reading Differentiated Student Centered Workstations Vocabulary Development Alignment of CCSS within our whole group reading instruction Identification of ELA Power Standards Common ormative Assessments/Proficiency Scales Timeline : 10/2014-5/2016 Focus this quarter : This quarter we have continued our work with Catapult Learning with a differentiated focus for each grade level. Our -1 teachers are working on shared writing opportunities within a whole group setting. 2-5 grade teachers are continuing their work to create engaging student centered activities for small group reading. We have also added a focus of Word Work for grades 1 through 5. Our I.. is working with grade levels on deepening our understanding of word work and how we can better support that within classrooms. We are also continuing our work in whole group reading with alignment to CCSS and providing multi-sensory approach to our instruction in order to meet the needs of all students. Grade level teams are beginning to identify power standards within the area of ELA, so they can begin creating proficiency scales and common formative assessments. Results : We have continued our work in the area of ELA instruction. During our grade level collaboration times grade levels continue to identify areas of opportunity. With the help of our instructional facilitator our grade level teachers are able to identify skill gaps, make adjustments to their instructional practices, and meet Willard Page 1

171 Quarter the identified needs of our students. We are working to become intentional within our instructional practices by using several data points and focusing on our 4 guiding questions. Next Steps : This summer our staff will report for two work days focusing on common formative assessments and proficiency scales. Grade level teams will create a document that will focus their work on flexible grouping and using data to drive instruction. This will work will also be beneficial as we move forward with determining resource that we would like to adopt in the area of ELA. Goal : By, 2019, Willard Elementary will meet or exceed school-level performance expectations as defined in the Wyoming School Accountability model in Reading and Math as measured by the PAWS results. Data: Math Data: Date Actual Targets May % May % - Partially Meeting May % - Partially Meeting Partially Meeting May % - Meeting Meeting May 2017 Meeting May 2018 Meeting May 2019 Exceeding Strategy : Math Achievement - ocus on Math Common Core State Standards District Provided Math Learning Progressions Differentiate Math Instruction School-wide act luency ocus Grade Level Collaboration Team Meetings using the P.L.C. model Intermediate and Primary Collaboration Team Meetings using the P.L.C. model Inclusion Common ormative Assessments/Proficiency Scales Identification of Math Power Standards Timeline : October, 2014 through May, 2017 Focus this quarter : Each grade level has identified priority standards and has selected one of those standards to create a proficiency scale and C..A. Staff were asked to use the assessment check list and discuss their C..A. within their primary or intermediate collaboration meeting. Teachers have administered the C..A. and are now analyzing the data and making adjustments to their instruction according to their data. This work is taking place during our whole group collaboration and grade level collaboration. Our DIstrict Assessment acilitator has come to Willard on a scheduled basis in order to help us continue our learning around this process. Results : Staff are gaining understanding around proficiency scales, common formative assessments, and data analysis. During grade level collaboration we have witnessed deeper conversations around student learning and the use of our four guiding questions. Teachers are understanding how to create flexible instructional groups in order to fill identified skill gaps. Willard Page 2

172 Quarter Next Steps : Staff will be coming in over the summer for two days of work around common formative assessments, proficiency scales, and data analysis work. We will continue this focus in the area of math along with ELA. Goal : By 2019, 100% of Willard Elementary students will read at grade level as measured results. by NWEA Data: NWEA Reading Data: Date Actual Targets May 2013 May % May % 79% May % 84% May % 79% May % May % Strategy : ocus on E.L.A. Common Core State Standards Grade Level Collaboration Team Meetings using the P.L.C. model Intermediate and Primary Collaboration Team Meetings using the P.L.C. model Inclusion ocus on research based reading instructional strategies such as: Read Alouds Word Work Guided Reading Differentiated Student Centered Workstations Vocabulary Development Alignment of CCSS within our whole group reading instruction Identification of ELA Power Standards Common ormative Assessments/Proficiency Scales Timeline : May, May, 2017 Focus this quarter : This quarter we have continued our work with Catapult Learning with a differentiated focus for each grade level. Our -1 teachers are working on shared writing opportunities within a whole group setting. 2-5 grade teachers are continuing their work to create engaging student centered activities for small group reading. We have also added a focus of Word Work for grades 1 through 5. Our I.. is working with grade levels on deepening our understanding of word work and how we can better support that within classrooms. We are also continuing our work in whole group reading with alignment to CCSS and providing multi-sensory approach to our instruction in order to meet the needs of all students. Grade level teams are beginning to identify power standards within the area of ELA, so they can begin creating proficiency scales and common formative assessments. Results : We have continued our work in the area of ELA instruction. During our grade level collaboration times grade levels continue to identify areas of opportunity. With the help of our instructional facilitator our grade level teachers are able to identify skill gaps, make adjustments to their instructional practices, and meet Willard Page 3

173 Quarter the identified needs of our students. We are working to become intentional within our instructional practices by using several data points and focusing on our 4 guiding questions. Next Steps : This summer our staff will report for two work days focusing on common formative assessments and proficiency scales. Grade level teams will create a document that will focus their work on flexible grouping and using data to drive instruction. This will work will also be beneficial as we move forward with determining resource that we would like to adopt in the area of ELA. Goal : By 2019, 85% of Willard students will meet expectations on the Willard PBIS matrices as measured by behavioral data from Infinite Campus. Data: SET Evaluation Completed Actual Targets Strategy : Students will have access to classroom/buddy classroom break zones All Willard staff will use the identified Magnitude Scale when reporting behaviors All Willard staff will use a 4 intervention protocol before calling for additional support with behaviors of 1 through 3 on the Magnitude Scales All Willard staff will implement the selected Social/Emotional Curriculum - Caring Classroom Communities Implement a universal system to teach school wide behavior expectations Implement a universal system to reward school wide behavior expectations Implement a universal system to respond to behavior Create a Behavior Leadership Team that will learn content from Diana Browning Wright and bring information back to building Timeline : 09/ /2019 Focus this quarter : This quarter we have focused on sharing the results of our SET evaluation. We have also started the implementation process around Break ones in Every Classroom, the Magnitude Scale, and researching and collaborating around a school wide SEL curriculum. We have determined that Willard Elementary will purchase and use Caring Classroom Communities as our SEL program. Results : All classrooms have implemented a functional break zone and protocol for students around the break zone. We have identified staff members who will sit on or behavior leadership team and attend district trainings with Diana Browning Wright. Next Steps : All staff will be trained in Caring Classroom Communities this fall, we will create an implementation calendar for all staff to use, along with having a refresher training around PBIS and the structures that we have in place at Willard for all staff. Willard Page 4

174 Quarter Woods Learning Center o foster lifelong learners and responsible citi ens of a democracy. Goal : By May of 2019, Woods Learning Center will meet or exceed the expectations in reading as defined by the Wyoming School Accountability in Education Act Model. Data: Reading Actual Targets May 2013= Meeting Expectations May 2014 = Meeting Expectations May 2015= Meeting Expectations May 2015= Meeting May 2016= Partially Meeting Expectations May 2016= Meeting May 2017= May 2017= Meeting/Exceeding May 2018= May 2018= Meeting/Exceeding May 2019 = May 2019 = Exceeding Strategy : All - 8 level teachers will consistently implement a research- based reading framework to address NCSD English Language Arts Curriculum. Timeline : 9/2016 to 5/2019 Focus this quarter : Teachers -8th grades went and looked at resources for ELA. We selected resources that addressed comprehension standards. We finished creating a critical vocabulary list for grades -8. Results : We unpacked standards in -8 ELA and began making comprehension checklists/ guiding questions for grade level alignment. Next Steps : Middle School 6-8 was offered a pilot period for Making Meaning resources. We will look into the whether the company will let all grades -8 have a trial of the materials. Professional development days next fall will have an ELA focus. We will finish making comprehension checklists/ guiding questions for grade level alignment and begin using them. Goal : By May of 2019, Woods Learning Center will meet or exceed the expectations in math as defined by the Wyoming School Accountability in Education Act Model. Data: Math Actual Targets May 2013= Meeting Expectations May 2014 = Meeting Expectations May 2015= Meeting Expectations May 2015= Meeting May 2016= Partially Meeting Expectations May 2016= Meeting May 2017= May 2017= Meeting/Exceeding May 2018= May 2018= Meeting/Exceeding May 2019 = May 2019 = Exceeding Woods Learning Center Page 1

175 Quarter Strategy : -5 is using Investigations as a way to supplement and align to 6-8 Connected Math. Investigations and Connected Math are used to address NCSD Mathematics Curriculum in a constructivist manner. Timeline : 9/2016-5/2019 Focus this quarter : We created a document for math critical vocabulary. We began finding standard specific vocabulary and putting them into grade level categories, along with an example of how it is applied at that grade level. We read/shared all released information on AIRS (WY-TOPP). -8 gave all interim math assessments. Results : -8 used interim data to adjust instruction. Teachers used interim data to plan instruction for the school year. Next Steps : Continue to work on critical vocabulary list. Continue conversation around WY-TOPP and how to prepare students. Encourage all teachers to give interims earlier in year instead of waiting until 4th quarter. Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Woods Learning Center Page 2

176 Quarter District Athletics/Activities Department rovide direction, support and assistance which engages all students in co curricular activities that align with the goals and strategies of the ivision the istrict s ive ear Strategic lan Goal : By May 2019, student participation (engagement) in co-curricular activities offered -12th grade will be supported, tracked, analyzed and shared district-wide in order to foster Academy BasedLearning, prepared graduates and achieve a graduation rate of 85% or above. Data: Secondary Student participation in Co-curricular Activities Data: Actual Targets May 2013 = 71% May 2014 = 73% May 2015 = 67% May 2015=75% May 2016 = 70% May 2016=77% May 2017 = 67% May 2017=79% May 2018 = May 2018=82% May 2019 = May 2019=85% 12th Grade Student participation in one co-curricular activity Data: Actual Targets May 2013 = 48% May 2014 = 50% May 2015 = 45% May 2015=52% May 2016 = 54% May 2016=54% May 2017 = 46% May 2017=56% May 2018 = May 2018=58% May 2019 = May 2019=61% Strategy : Increase 12th grade engagement in co-curricular activities up to 2%-3% annually by supporting co-curricular activities -12th grade which foster academy based learning through results gathered from student participation data, feedback from students, feedback from coaches/sponsors, activities directors, parents and by maximizing employee parent talents in offering co-curricular requested or found to be most attractive to students Timeline : 10/2014 6/2019 Focus this quarter : Collected end of the school year data recording secondary student participation in at least one co-curricular activity during the school year from all AD s and AA s. Historical data continues to reflect a graduation rate of 96% for students participating in a co-curricular activity during their senior year. Their graduation rate is 30% higher than 12 grade students not participating in a co-curricular activity during their senior year. Completed a co-curricular activity interest survey for 8th through 11th grade students in May 2017 in order to measure male and female interests in co-curricular activities currently offered and not offered at NCSD. District Athletics/Activities Department Page 1

177 Quarter The survey also satisfied the OCR s Title I interest in measuring female student interest in the co-curricular activities currently offered by NCSD and to make sure NCSD is offering the activities which male and female students are most interested in participating in during their high school career. Results : The end of the year participation data did not meet the goal set for May Middle level student participation did meet the 79% goal however high school participation data declined again in especially at elly Walsh high school. High school student participation at NCHS = 61% WHS = 53% Possible barriers to achieving the May 2017 goal for the high school student participation: 1.) Ongoing school construction at both high schools, 2.) Students moving into the new high school space during the school year, 3.) Opening of Roosevelt high school and Pathways Innovation Center, 4.) Displacement of Midwest school during the school year, 5.) Reduced number of facilities available for games and practices due to the ongoing school construction process and displacement of Midwest high school. 6.) Sports coaches and Activity sponsors not recording student participation or not recording participation data accurately due to the requirements and changes of the new school setting, 7.) Not enough emphasis in communicating with the coaches and sponsors to accurately promote and record student participation in co-curricular activities, 8.) The student participation goal may be unrealistic for high schools as the number of opportunities for students to participate in their favorite sport or activity diminish due to number of teams offered for the sport and activity. The 12th grade student participation in at least one co-curricular activity also missed the May 2017 goal of 56%. The goal is less lofty and achievable. NCHS 12th grade students met the target goal of 56% while WHS under performed with a 12th grade student participation rate of 44%. Many of the same barriers listed above also apply to the 12th grade co-curricular participation data. WHS has traditionally been the leader in both areas measured as well as the total number of co-curricular activities offered at WHS. NCHS has now taken leadership in both areas which I think is reflective of the new administration leading NCHS. The survey results showed that the majority of high school students feel their interests in participating in a sport are currently being met, 59% to 41%. The sport requested to be added by females are fast pitch softball at 21.16%, then archery 16.38%, badminton-8.53%, bowling 6.48%. Archery was at the top of the student interest list three years ago and it remains near the top again with this survey. As a result we added additional archery club opportunities at the high school and middle level the past two years. Next Steps : The data has been shared with all secondary AD s and AA s, After they have digested the results and we have had time to discuss the results, the data will be shared with the rest of the leadership at each school. In August we will receive the official graduation results for from the State department of education which we will apply to the 12th grade graduates in NCSD in order to calculate and compare the graduation rate for 12th grade students participating in a co-curricular activity during their senior year versus the graduation rate of 12th grade students who did not participate in at least one co-curricular activity during their senior year. Another next step will be to encourage all secondary schools to channel their focus in on encouraging student participation in co-curricular activities with the construction phases ending at all secondary schools except NCHS. District Athletics/Activities Department Page 2

178 Quarter Steps will be taken to continue to meet the growth of student interest in participation in archery, swimming and soccer at the middle level. Efforts are being made to regain the momentum in growing student engagement at the elementary level and recording the participation rates at each elementary level. New responsibilities with setting up a new district wide facility use system hampered our growth in this area during the school year. Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : District Athletics/Activities Department Page 3

179 Quarter Business Services he mission of the Business Services epartment is to manage the financial resources for Natrona ounty School istrict through accurate and timely processing of business functions with a commitment to continuous improvement. Goal : By May of 2019, Business Services will function efficiently and effectively in all areas of operations as measured by receiving a rating of 80% or higher on the stakeholder satisfaction survey. Data: Pending Current Data Strategy : Improve the efficiency, effectiveness and accuracy of accounting, accounts payable, and payroll through individual work team strategic plans and action plans. Timeline : 1/2015 5/2019 Focus this quarter : Continued implementation of system efficiencies. We began preliminary implementation of position control, a feature that controls the number of TE budgeted and hirable in our financial system. We also began preliminary design of an electronic reimbursement system for mileage and other reimbursements. Timecard Online is in its final stages of implementation and should be fully implemented by the end of August We continued implementation of Subtracker (electronic substitute payment) and its scheduled to go live in August Results : All teams within the Business Services Department are consistently receiving high satisfaction ratings and we are meeting our goal of over 80% satisfaction. Next Steps : ull implementation of the electronic mileage reimbursement process. Ensure successful implementation of Subtracker and Timecard Online. Redesign payroll workflow to accommodate new processes and realize efficiencies. Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Goal : Data: Strategy : Timeline : Focus this quarter : Business Services Page 1

180 Quarter Custodial Operations he S ustodial perations epartment will provide a safe and clean environment to all building users and build a high functioning team with a commitment to continuous improvement. Goal : Ensure all CS buildings are clean and opportunities are addressed in a timely manner. Data: None to report. Strategy : Review existing CS custodial cleaning procedures and support service activities in order to identify efficiencies that allow us to maintain the same level of services with the resources allocated to us. Timeline : 1/ /2019 Focus this quarter : Collaboratively identify and implement custodial efficiency opportunities. Results : We have received numerous compliments about the enhanced CS restroom cleaning and inspection process. Custodial staff continues to distribute cards to CS staff that provides them feedback when staff will be out of the office so deep cleaning can occur in their office or work area. Concerns about availability of CS custodial staff has been significantly reduced with the implementation of our revised work schedule, enhanced communication plan (e.g. Use of two-way radios, sharing of the Custodial Supervisor and Lead Custodial cell numbers, automatic notifications when custodial staff are out of the office that includes who can be contacted for immediate assistance, use a white board chart posted on the CS custodial door that notes their location so CS staff knows who to call if a situation arises that needs immediate attention). At least one CS custodian is on the main campus at all times. The new CS trash removal protocol has been successfully implemented. The protocol includes having non-custodial staff empty their own waste receptacles in centrally located hall waste cans and use the centralized food waste receptacle to dispose of food and drinks. CS custodial staff all CS campuses are removing weeds at their sites each week to enhance our grounds appearance. Next Steps : Continue to identify efficiencies that will further enhance the CS custodial responsibilities and support services. Goal : Develop and implement District wide custodial training program. Custodial Operations Page 1

181 Quarter Data: We received over 85% response rate to the Google custodial training survey that was sent to all custodians. Their responses set the agenda for the newly implemented custodial training scheduled in July, Strategy : Develop and implement a custodial training program to all NCSD 1 custodial staff that provides them information how to effectively and efficiently complete custodial cleaning processes and use of custodial products. Timeline : 3/2017-8/2019 Focus this quarter : Develop custodial training agenda and presenters. Results : We successfully and collaboratively developed the custodial training agenda. We have 87 custodians scheduled to attend. We plan to video tape each presentation and post those on the Google Custodial Resources website for those could not attend. Next Steps : Working with the HR development staff, we plan to begin developing on-line custodial training modules on custodial cleaning processes, product utilization, etc. Our work will benefit current custodians, substitute custodians and newly hired custodians. Goal : Develop new and/or enhanced efficiencies that benefit District wide custodial operations, the Maintenance Department and other departments. Data: None to report Strategy : Collaboratively develop and implement strategies that enhance custodial cleaning practices and achieve our custodial cleaning standards that will be released in the fall of Timeline : 3/2017-6/2019 Focus this quarter : Begin aligning the CS Custodial Operations Department strategic plan with the Maintenance Department strategic plan. Results : CS custodial staff collaboratively provided feedback on the new CS custodial strategic plan that aligns with the Maintenance Department. Maintenance and CS custodial staff receives copies of the final SCI reports from both departments at the end of each quarter. Next Steps : We received considerable interest from the NCSD 1 custodial staff in response to a question we asked in the Google custodial survey requesting custodians to provide their name if they were interested in participating on a District custodial committee. This committee will be finalized this quarter and will represent a small group of individuals from Primary and Secondary schools. Our goal is to share the CS Custodial Operations Department strategic plans, obtain feedback on strategies to successfully implement the plan, develop a plan to address site-based custodial equipment needs, actively Custodial Operations Page 2

182 Quarter participate in developing a revised custodial cleaning, routine maintenance and safety standards handbook, share best practices and work on other topics the committee identifies. Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Custodial Operations Page 3

183 Quarter Dept. of Differentiation and Early Childhood Mission: ollaboration with educators and community members to create and implement actions that promote school readiness in young children and differentiated learning opportunities for students in need. Goal : Strategic Goal: By 2019, the Differentiation and Early Childhood Department will develop and fully implement a system (including implementation, monitoring and adjusting) for differentiated instruction in the areas of English as a Second Language, Multi-Tiered Systems of Support for At Risk Learners and Early Childhood Education, in order to engage students in learning aligned to Wyoming s nine content-area standards as measured by AdvancEd Customer Satisfaction Surveys. (Teaching and Assessing for Learning, Indicator 3.1) Data: Data: Targets Actual 2016= 80% 2016 = 85.5% 2017= 80% 2017= 85% 2018= 80% or higher 2018= 2019 = 80% or higher 2019 = Strategy : Strategy 1: Early Childhood - School Readiness Action: Accredited Preschool Programs Action: Collaboration with Community Early Childhood Agencies (NCECA) Action: WE READ Timeline : 9/2016-6/2019 Focus this quarter : Early Childhood - School Readiness Accredited Preschools: NAEYC Accreditation Site Visits Preschool registration for Closing of Grant Preschool Collaboration with Community Early Childhood Agencies (NCECA): Create a monthly meeting schedule for the Natrona County Early Childhood Alliance. Plan for quarterly preschool provider and family community events. We Read: We Read App Contest (school with most app downloads/usage) Budget for Secure content writers for My Trib (weekly student newspaper) Select We Read student books for Results : Early Childhood - School Readiness Accredited Preschools: Ten NCSD Preschools completed NAEYC Accreditation Site Visits. Nine of the ten preschools have received letters of congratulations for attaining re-accreditation status for the next five year period. One school is expecting to receive the letter very soon. Preschool registration for is complete. 364 children applied for spots in our NCSD preschools. All financially qualified (TAN grant) students have been placed into classrooms. All classes are full with a few Dept. of Differentiation and Early Childhood Page 1

184 Quarter spots being held for fall walk-ins who are financially qualified. Currently 16 four year olds and 43 three year olds are on waitlists. Collaboration with Community Early Childhood Agencies (NCECA): The NCECA has meetings scheduled for the fourth Wednesday of each month from 7:30 to 9:00 a.m. at CS. We Read: Pineview Elementary School won the We Read App Contest with the most downloads of the app. An ice cream bar celebration was provided by the Casper Star Tribune and the Department of D EC on June 2, 2017 at Pineview. The We Read budget for has been created and includes purchase of the student books for My Trib Content Writers and We Read Book Selection Team. Three elementary librarians agreed to form the We Read Book Selection Team. They met in June to select books for September 2017 through ebruary 2018 for grades - 3. We Read books have been ordered for Sept. - eb. from ollett and will begin arriving at schools in August Next Steps : Early Childhood - School Readiness Accredited Preschools : Communicate with schools and community about NAEYC Accreditation status. Work with preschool waitlists to offer preschool as soon as spots become available. Monthly preschool collaboration around an early childhood curriculum based on NAEYC Accreditation feedback. Collaboration with Community Early Childhood Agencies (NCECA): The Natrona County Early Childhood Alliance (NCECA) will plan for quarterly preschool provider and family community events around early childhood issues at their September meeting. Review and monitor the TAN Community Partnership grant to spend out by spring of We Read: Create new We Read App Contest for first semester Meet with new My Trib Content Writers - provide copies of We Read books for review and set deadlines for content submission to the Casper Star Tribune. We Read Book Selection Team will work with local bookstores to select We Read books for March through August Goal : Strategic Goal: By 2019, the Differentiation and Early Childhood Department will develop and fully implement a system (including implementation, monitoring and adjusting) for differentiated instruction in the areas of English as a Second Language, Multi-Tiered Systems of Support for At Risk Learners and Early Childhood Education, in order to engage students in learning aligned to Wyoming s nine content-area standards as measured by AdvancEd Customer Satisfaction Surveys. (Teaching and Assessing for Learning, Indicator 3.1) Data: Data: Targets Actual 2016= 80% 2016 = 85.5% 2017= 80% 2017= 85% Dept. of Differentiation and Early Childhood Page 2

185 Quarter = 80% or higher 2018= 2019 = 80% or higher 2019 = Strategy : Strategy 2.: Differentiated Learning Opportunities Action: Differentiated indergarten (Classic, Traditional, Advanced ) Action: ESL HUB/SIOP Programming Action: Multi-Tiered Systems of Support (Academic/Behavioral) (Tutoring, Behavioral Interventionists, oundations, Coteaching, ABLE) Action: SPED Support Action: Library Services Support Timeline : 9/2016-6/2019 Focus this quarter : Differentiated Learning Opportunities Differentiated indergarten: Members of the NCSD Early Childhood Leadership Team served on the Universal Screening Ad-Hoc to select and recommend a new Universal Screener for grades -3. Classic and Advanced Considerations for Placement were created and approved by Cabinet. Based on Brigance assessment, late birthdays and parent request for social/emotional concerns, 37 students have been placed into Classic programs and 3 students have been placed in the Advanced program for the school year. Seven spots are available for Classic students if the Universal Screening identifies students in need. ESL HUB/SIOP Programing: Principal reps from NCHS and WHS agreed that the Recommended ESL Course Pathway would work at both high schools. The pathway has been recommended to C I. Planning for English Language Development Curriculum (ELD) work to take place beginning fall SIOP (Sheltered Instruction)Training for teachers was held in June Multi-Tiered Systems of Support: Content and a schedule for Elementary Behavior Training has been set beginning Sept Library Services Support: Closing of the Grant Library Updates to the Librarian Purchasing Process Regular collaboration between elementary and secondary librarians Continued assistance to schools with weeding and inventory Results : Differentiated Learning Opportunities Differentiated indergarten: Members of the NCSD Early Childhood Leadership team assisted in selecting astbridge as the new Universal Assessment System for elementary grades. This recommendation has been forwarded to the Board of Trustees. This will be used as a Universal Screener during the first two weeks of kindergarten in the areas of Literacy and Math. Behavior screening will begin in October after training opportunities. ESL HUB/SIOP Programming: Dept. of Differentiation and Early Childhood Page 3

186 Quarter Both ESL HUB High Schools will work to use the Recommended ESL Course Pathway when enrolling ESL qualified students. English Language Development Curriculum work is scheduled for Sept , 2017 and April 5, All ESL teachers and some EL Tutors will work with ESL principals, program leader and the Director of D EC to create alignment between WIDA Standards and Classroom instruction/learning. SIOP training was not well attended by teachers this June for the first time in several years. Will not plan for additional SIOP training without a request from a school administrator. Multi-tiered Systems of Support: An MTSS overview will be offered to administrators and schools by request from the Behavior Lead team consisting of the Director of Special Programs, the Director of Differentiation Early Childhood, the At-Risk Program Leader and Behavior Interventionists in the fall of Sixteen elementary schools, which will include approximately 100 administrators and educators, will participate in Tier I Classroom Student Behavior Training from Diana Browning Wright for 8 days during the school year. Library Services Support: The library at Grant Elementary School closed on June 7, Elementary Librarians from across the district selected books from the library to add to their school collections. When books were discarded, every student and educator was invited to select a book to take home with them as a keepsake of the school. All additional books were became part of the district book discard program in June. Updates to the Librarian Purchasing Processes which include the use of credit cards for direct purchase instead of going through the Wyoming State Library are working well at the Elementary Level. Secondary Librarians have much larger budgets and purchase a much larger amount of books annually for the library and for other members of school communities. The secondary librarians still prefer to order through the Wyoming State Library and are allowed to do so. The new process for sending money to the WSL delays the ordering/shipment process, but allows for better pricing. Librarians at all levels may choose to use direct order with credit cards or the WSL. Through regular collaboration with other librarians, trainings have been offered in many areas of program development. Positive relationships have been built, support from within has been created. Next Steps : Differentiated Learning Opportunities Differentiated indergarten: Complete and communicate an End of the Year Classic and Advanced Report using student data and family/teacher surveys. Training for kindergarten teachers - astbridge Universal Screener. Request feedback from indergarten teachers about the value of the new astbridge Universal Screener. indergarten teachers with concerns academically or social/emotionally after the astbridge Universal Screener in the fall of 2017 may choose to review the Considerations for Placement into Classic with parents and then contact the Director of Differentiation and Early Childhood for possible placement into a Classic program. NCSD Early Childhood Leadership Team select a screener for indergarten Screening in January Brigance or astbridge ESL Hub/SIOP Programming: Dept. of Differentiation and Early Childhood Page 4

187 Quarter EL Leadership Team will review process for high school recommended ELS Course Pathway usage and value. Plan for English Language Development (ELD) Curriculum work/build team Library Services Support: Library Services Office and Records Clerks will work with elementary librarians, training them how to process books into their own collections using the books that were selected from Grant. Create a schedule for Monthly collaboration for elementary and secondary librarians. Continue to review ordering processes for efficiencies. Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Dept. of Differentiation and Early Childhood Page 5

188 Quarter HR Development he evelopment epartment helps all N S staff to learn and grow by providing employees an induction into the organi ation, annuali ed training, differentiated professional development, and uality coverage while the employee is absent. Goal : By May of 2019, Human Resources Development will function efficiently and effectively in all areas of operation as measured by receiving a rating of 80% or higher on the district stakeholder satisfaction survey. Data: Data Actual Targets May 2015= 84.5% May 2015= 80% May 2016= 90.5% May 2016= 85% May 2017= 91.3 % May 2017= 90% May 2018= May 2018= 90% May 2019 = May 2019= 90% Strategy : Monitor and improve employee induction to ensure all new staff will have information and skills needed to be successful. Timeline : 7/1/2017 6/30/2018 Focus this quarter : Actions completed from April 1 June 30 Moving forward with new employee orientations being done at sites with site-based evaluator/supervisor. Compliance training would be completed at the work site within 30 days of hire. Results : All employees receive an orientation opportunity. Next Steps : Build and finalize new employee checklist to be implemented by site-based evaluator/supervisor. Goal : Above Data: Above Strategy : Monitor and improve training to ensure all employees receive and are current in their job-required training and certifications. Timeline : 7/1/2017 6/30/2018 Focus this quarter : Actions completed from April 1 June 30 Completed Training cycle. Admin Managers will be leading all Mandt and CPR sessions during the school year. The Training schedule has been created with Admin Managers assigned as lead trainers. The training schedule is available in Employee Online for staff enrollment. The HR Tech will be providing support for training sessions. We will monitor the ongoing progress and success of this transition to a new training group and provide support as needed. Results : The transition of CPR and Mandt to Administrative Managers is complete. Next Steps : Monitor the implementation. Goal : Above Data: Above Strategy : Monitor and improve Substitute Services to attain a substitute fill rate of 90% or greater for employee absences. Timeline : 8/2014-5/2019 HR Development Page 1

189 Quarter Focus this quarter : Actions completed from April 1 June 30 Continued monitoring of the substitute fill rate and ongoing hiring of substitutes to increase the available substitute pool. We have increased the minimum expected working days from 9 (approximately 1 per month) to 18 (approximately 2 per month) for the year. Results : The annual substitute fill rate for teacher absences was 88.2% for the year (12689 filled out of requested). The annual substitute fill rate was 88% in (12861 filled out of requested). April fill rate was 89%, May was 90%, and June was 97%. Our data, including fill rates, and action plan is also readily available on our strategic plan dashboard here: Next Steps : We will continue to monitor of fill rates, continue to hire interested and qualified substitute candidates. Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : HR Development Page 2

190 Quarter Maintenance he Maintenance epartment will collaboratively build a high functioning team with a commitment to continuous improvement that will efficiently and effectively repair, maintain, and improve the safety of our facilities and grounds. Goal : The Maintenance Department will develop strategies to consistently achieve the following benchmarks: Original Benchmarks: 10/14-6/ days: NA days:15% days: 10% days: 5% 120 days: 10% Revised Benchmarks: 07/16-06/ days: NA days:12% days: 8% days: 4% 120 days: 9% Data: Outstanding work order percentages As of 06/30/17: 0-30 days: 71% days: 10% days: 11% days: 3% 120 days: 5% As of 06/30/16: 0-30 days: 62% days: 14% days: 14% days: 2% 120 days: 8% As of 06/30/15: 0-30 days: 67% days: 11% days: 8% days: 5% 120 days: 9% Number of outstanding work orders: 06/30/17: /30/16: /30/15: /01/17 thru 06/30/17 Total number of work orders completed: 2,901 Work orders submitted by buildings: 1,252 Work orders submitted by Maintenance 1,649 04/01/16 thru 06/30/16 Total number of work orders completed: 2,747 Work orders submitted by buildings: 1,300 Work orders submitted by maintenance: 1,447 04/01/15 thru 06/30/15 Total number of work orders completed: 3,425 Work orders submitted by buildings: 1,511 Work orders submitted by maintenance: 1,914 Maintenance Page 1

191 Quarter Y 16/17 Number of completed work orders: 11,657 Y 15/16 Number of completed work orders: 11,351 Y 14/15 Number of completed work orders: 12,431 Our successful work to reduce overtime had an impact in the number of work orders that we were able to complete when compared to Y14/15. Strategy : Maintenance staff continually looks for opportunities that improve our work (e.g. completing work orders ASAP, implement quality control initiatives, etc.) Timeline : 10/2014-6/2019 Focus this quarter : Maintenance staff continues to identify and implement strategies that will help us achieve our outstanding work order benchmarks (e.g. Encourage and support staff in obtaining additional certifications or licenses so they can assist other departments in emergencies and broaden our service capabilities to complete our work as quickly as possible. Results : Outstanding work orders benchmarks 60 plus days and older met three of the four benchmarks this quarter. School Dude work order ey Performance Indicators : 1. 19% of the total work orders submitted annually are preventive maintenance work orders % of the work orders we receive are completed within seven days. Next Steps : We will continue our work to align CS Custodial Operations Department strategic plans with the Maintenance Department (e.g. annual custodial training, site-based training, development of a site-based custodial preventive maintenance program, etc.) Goal : The Maintenance Department will collaboratively develop and implement strategies that will enhance operational efficiencies identify and resolve life, health, and safety concerns in our facilities. Data: Schools have made significant effort since 2014 in submitting monthly playground safety inspection reports and reporting potential playground equipment or fall material safety concerns. Shown below are the site-based inspection reports submission percentages. 2014: 53% 2015: 84% 2016: 93% 2017: 97.66% Strategy : We will continue to work with our Risk Manager, Casper ire Department, Workers Compensation staff, custodial staff, Building Administrators and others in identifying strategies that enhance the security and safety of our buildings. Maintenance Page 2

192 Quarter Operational efficiencies continue to be identified and implemented as shown in our results this quarter. Timeline : 10/2014-6/2019 Focus this quarter : Maintenance staff continues to evaluate and identify new operational efficiencies identify and resolve life, health and safety opportunities in our buildings and enhance delivery of services to our customers. Results : Considerable time and effort by school and maintenance staff, and our NCSD Risk Manager resolving potential safety concerns that were identified by State of Wyoming Workers Compensation staff. The Workers Compensation evaluation and resolving any findings will initially provide an annual savings in excess of 30,000 dollars. Our collaborative work with our Risk Manager and many others will provide NCSD 1 considerable additional annual savings in the near future. Work has started to align custodial practices and work the Maintenance Department performs (e.g. annual custodial training is scheduled on 7/12 and 7/13, strategic plans between both departments are aligned. etc.). Access management protocol has been completed and shared with school staff. Maintenance staff are working with HR and I.T. staff on an on-line site-based key and OB management program. This process will automate site-based OB and key distribution at our buildings, vendors and/or contractors. This work will also assist HR staff ensure that all keys and OB s are returned when staff separate from NCSD 1 or transfer to another building. Grounds Management Update 1. Our grounds work unit purchased a hydro seeder. Benefit: This equipment will expedite seed germination on grass areas that are worn from high student use and you will be able to visibly see that work has occurred in that area. 2. Plumbing staff is assisting our grounds irrigation staff on irrigation repairs. Benefit: This has allowed us to expedite irrigation repairs and reduced the amount of time our turf is without water. 3. Warehouse staff is assisting the Maintenance grounds work unit along with two additional seasonal moving staff to help complete summer pickup and delivery work orders. Benefit: The additional assistance will allow our grounds staff more time maintaining our grounds. 4. Chrome laptops were purchased for our irrigation staff and herbicide staff to use while in the field. Maintenance Page 3

193 Quarter Benefit: The laptops allow our two irrigation staff to manage our 7 locations that have on-line irrigation management systems and our herbicide spray staff to record weather conditions and record the amount of product used. Staff can now create work orders in the field instead of waiting to return to the office to complete this work providing them more time in the field. 5. We are applying two customized fertilizer applications starting this year. Benefit: A Spring and early fall fertilizer application will strengthen our grass root system. 6. We plan to personally meet with high and middle school Building Administrators and Head Custodians no later than mid-july to review, confirm and coordinate: a. Maintenance grounds management responsibilities (fertilization, mowing, irrigation schedules and repairs, etc.) b. Site based grounds staff grounds management responsibilities (e.g. site trash removal, herbicide spot spraying, and weed removal, etc.). Benefit: Our work will help to ensure all parties are aware and coordinating their respective grounds management responsibilities. 7. A follow up reminder will be sent to Elementary Building Administrators and Head Custodians about site-based grounds management responsibilities (e.g. entire site trash removal, weed removal in landscape rock areas and planting beds). Benefit: The reminder and quality control inspections that are being performed will help our schools to schedule this work on a consistent basis. 8. Maintenance grounds staff adjusted their work hours so we could apply herbicide spraying and fertilization on Saturday s and after school hours when students/staff are not in the buildings. Benefit: This ensured we are addressing these areas as early as possible and accommodate inclement weather conditions. Maintenance Page 4

194 Quarter Our Landscape and Support Supervisor implemented weekly grounds quality control spot checks on work orders assigned to his staff. We also continue our in-depth bi-weekly grounds management quality control inspections. Benefit: Grounds management opportunities can be identified sooner than in the past and resolved ASAP by informing those affected so they can be resolved ASAP (e.g. Maintenance grounds staff, NCSD 1 Project Managers, school staff, etc.). OB s have been provided to the City of Casper Police Department so they have access to our buildings. The Maintenance Department is filing all fire inspection reports we complete on-line using that allows the Casper ire Department to receive our fire inspection reports on-line. Next Steps : We will continue our work with our NCSD 1 Risk Manager and school staff to complete Workers Compensation findings to ensure our buildings our safe for students and staff. Operational efficiencies continue to be identified and new programs implemented that will enhance the services we provide our customers. Goal : Collaboratively work with maintenance staff to identify interests and opportunities to acquire additional licenses, certifications, and train staff to have the skills to successfully perform the work required if one of our staff is out of the office. Data: None to report. Strategy : The Maintenance Department will collaboratively establish staff training programs that will enhance our cross functionality and effectiveness in meeting the needs of our customers. Timeline : 10/2014-6/2019 Focus this quarter : We continue to identify training opportunities (e.g. additional licenses, CEU s, training, or certifications) that allow our employees to further enhance their ability to maintain and repair our buildings and grounds. Results : Shown below are additional licenses or certifications that were obtained during this quarter. Class: Backflow Certification Class Date: April 20th and 21st, 2017 Attendees: Justin Daniels Class: Understanding irrigation hydraulics Date: April 3rd, 2017 Attendees: Doug Haines and Mark olker Master Plumber License Obtained by: Chris Warner Maintenance Page 5

195 Quarter Next Steps : The Director and supervisors will meet with their staff to identify other opportunities that will allow staff additional certifications, licenses, and/or cross functionality capabilities so the work continues when someone is out of the office (access management programming, etc.) Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Maintenance Page 6

196 Quarter SESC We provide exceptional professional support to school personnel in the education of students with special needs. Goal : By 2019 Develop a system (including implementation, monitoring and adjusting) for the differentiation of subgroups in order to engage all students in learning aligned to Wyoming s nine content area standards Data: or WDE, Special Education programs is monitored on progress on PAWS. The target for students with disabilities in reading was 100% for all grades. In grades 3-6, NCSD students scored at 19%, grades 7-8 scored at 13%, and grade 11 scored at 8%. In maybe the target was 100% proficiency for all grades. In grades 3-6, NCSD students scored at 20%, grades 7-8 at 11%, and grade 11 at 3%. Additionally, 9 schools have now had direct support from Christi asa for moving the school to co-teaching practices.we have two new schools (Roosevelt and Midwest) that will receive initial co-teaching training in August Strategy : Co-teaching: provide school based training and programming for unique school/ student needs to ensure student access to general education. Cottonwood and Paradise Valley have continued with support each month from Christi. Implement district assessment system for all special populations. Work has begun on Alt assessment system for Alternate assessment students. LS and ILS will begin work with Charlotte and the dept to develop alternative assessments in Math.There will be initial implementation and training in August Timeline : Focus this quarter : Continued work at Cottonwood and Paradise Valley for Co-teaching support and implementation. Provided after school support for I s at SESC from all schools to hear about co-teaching/ Q and A. Plan to bring training to Midwest and Roosevelt for August ALT assessment workgroup worked to develop alternative assessments for math -12. Results : The beginning of the alternate assessment system for math is built. CO-teaching schools and LRE percentages are improving. We have met the state target for inclusion rates. Next Steps : Continue to analyze co-teaching data. Plan for implementation of alternative assessment system in the fall Goal : BY 2019, 85% O STUDENTS WITH IEPs WILL GRADUATE ROM HIGH SCHOOL (Aligns to District Strategic Goal 1) Data: According to the report card from WDE. NCSD graduation rate for students with disabilities in the 4 year co-hort is 55.8%. The state target is 85%. Strategy : Identify gaps in transition services and develop a plan to address student needs. Transition facilitators are tracking students on track for graduation Timeline : Focus this quarter : (Student Audit) results are in. Shared information with high school special education teams. Indicator 14 interviews with parents/ students were completed. Data not yet received from WDE. Results : On track for graduation for students with disabilities by grade and high school: NC 9th - 42 kids - 81% 10th 46 kids % SESC Page 1

197 Quarter th 22 kids % 12th 12 kids % W 9th -54 kids - 83% 10th 48 kids - 75% 11th - 32 kids - 63% 12th - 25 kids - 96% Roosevelt 9th - 17 kids - 65% 10th - 14 kids - 71% (went up) 11th - 14 kids - 43% (went down) 12th - 11 kids - 55% (went down) Next Steps : Transition facilitators will continue to meet with high school teams to do a student audit of courses,information, and graduation trajectory for students with disabilities.teams are meeting to determine next steps for students not on track and support for them. Goal : BY 2019, THERE WILL BE A REDUCTION IN THE NUMBER O STUDENTS REQUIRING TIER 3 INTERVENTIONS TO ADDRESS DISRUPTIVE BEHAVIORS (Aligns to District Strategic Goals 1, 2 3) Data: At the end of quarter 4, 37 students had active tier 3 status. At the completion of the school year, there were 59 students on Tier 3 behavior plans across the district. Historically the numbers are: 2014: : 100 (The are total served throughout the year, not necessarily active students at the end of the year). 2016= 71 (This includes the 59 students who were active tier 3 at the end of last year and the 12 new referrals this fall). We are down with students with active Tier 3 status at the end of the school year from historic trends. Strategy : Provide options to meet the needs of all students with behavioral challenges Provide an interim alternative educational setting providing intensive, targeted behavioral interventions that will address personal/social needs, academic instruction and student interventions with positive behavior supports -2. Provide training to staff who support students with behavioral challenges Continue to work with Behavior adhoc group to determine planning and support for school year. 18 schools have signed up for training and support with MTSS and behavior with Diana Browning Wright beginning all Timeline : Focus this quarter : The Behavior Interventionists have been providing support across buildings: So far this year they have provided schoolwide trainings, done 12 SET evals with an elementary, and performed 48 unctional Behavior Assessments. Elementary Behavior Adhoc has brought forward a recommendation on process for training elementary schools for the school year. 18 schools have chosen to participate in the training. Results : We currently have 37 students with tier 3 behavior status SESC Page 2

198 Quarter Next Steps : Continued work with Elementary Behavior Adhoc. PD proposed and developed for elementary teams that elected to participate beginning fall Plan development for Behavior Interventionist support with reduced number of TE supporting schools. Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : SESC Page 3

199 Quarter Student Support Services Student Support Services provides accurate information and technical assistance in a timely fashion and in a respectful manner in support of N S students, staff, parents, and external entities. Goal : By May 2019, develop a system (including implementation, monitoring/adjusting and sustaining) for differentiation of subgroups in order to engage all students in learning aligned to Wyoming s nine content area standards. Data: Natrona Virtual Learning (NVL) began Quarter One with: Grade Students Courses Enrolled Total 47 students254 courses Note: 4 additional 9-12 students were enrolled in 8 OdysseyWare courses in addition to their brick and mortar courses to make a full schedule. Strategy : Strategy 1: Develop a system (including implementation, monitoring/adjusting, and sustaining) in which virtual learning (NVL) supports standards implementation. Timeline : Focus this quarter : Continue services to enrolled virtual students and add additional students as circumstances warrant. Results : NVL concluded the school year with the following results: students enrolled during the year and 40 (89%)successfully completed the school year. 2. In Grades 9-12, a total of 9 enrolled and all 9 (100%)successfully completed the school year. Looking to the school year, as of June 19, NVL enrollment in grades -8 totals 46 students of which 17 are new and 29 are returning to NVL: grade - 2 1st grade - 1 Student Support Services Page 1

200 Quarter nd grade -1 3rd grade - 3 4th grade - 1 5th grade - 3 6th grade - 1 7th grade - 2 8th grade - 3 = 46 students -8 NVL Grade 9-12 Students = 17 students 9th grade-7 (All to 12) 10th grade-4 (All to Odyssey) 11th grade-4 (All to Odyssey) 12th grade-2 (Depends on schedule needed) Total -12 NVL = 63 students Next Steps : Continue planning for and add additional students as financial resources allow. Goal : By May 2019, develop a system (including implementation, monitoring/adjusting and sustaining) for differentiation of subgroups in order to engage all students in learning aligned to Wyoming s nine content area standards. Data: May 2014 Baseline Data: Elementary return rate = 26.2% Secondary return rate = 28.0% May 2015 Results Elementary return rate = 23.6% Secondary return rate = 25.2% May 2016 Results: Elementary return rate = 37.9% Secondary return rate = 25.5% Strategy : Strategy 2: Improve efficiency and effectiveness of operations for District Suspension Labs by a 10% annual reduction in the number of students returning two or more times to the District Elementary and Secondary Short-term Suspension Labs. Timeline : Student Support Services Page 2

201 Quarter Focus this quarter : Continue to assist with the development, and practice of, strategies by students for their use upon return from short-term suspension labs to home schools Results : May 2017 Results: Elementary return rate = 34.0% 31 of 91 2 or more times (11 of 91 returned 3 or times =12%) Secondary return rate = 26% 55 of or more times (21 of 210 returned 3 or times = 12%) Next Steps : Continue to assist with the development, and practice of, strategies by students for their use upon return from short-term suspension labs to home schools. Goal : Goal 2: By May 2019, Student Support Services will have fully implemented an advanced system for improving efficiency and effectiveness operations at all levels as measured by scoring 80% or higher on the district climate survey Data: Quarter our Customer Satisfaction Survey for the period of March 19, 2016-June 17, 2016: Strategy : Analyze quarterly data from the CS /Student Support Services Satisfaction Survey found at: Timeline : Focus this quarter : Analyze quarterly data from the CS /Student Support Services Satisfaction Survey found at: Results : District Goal is to achieve a Satisfaction Rate of 80% or Student Support Services exceeded this goal with Satisfaction Results ranging from 98%-100% in all measured areas. Overall Question: Are you satisfied with the services provided by the Student Support Department Yes. 80 of 80 Respondents (100%) Analysis of the four (4) specific subsection satisfaction questions: Q. 1 This department communicated effectively. A. 1 Strongly Agree or Agree 79 of 80 (99%) Q. 2 I received courteous service. A. 2 Strongly Agree or Agree 79 of 80 (99%) Q. 3 The services I received was timely. A. 3 Strongly Agree or Agree 77 of 78 (99%) Q. 4 I received a quality product and/or service. A. 4 Strongly Agree or Agree 78 of 80 (98%) Next Steps : Maintain and build upon the excellent efforts to date. Student Support Services Page 3

202 Quarter Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Student Support Services Page 4

203 Quarter Teaching and Learning he mission of the eaching and earning epartment is to support the implementation of the district strategic plan through uality coaching and capacity building of instructional facilitators. Goal : Goal 1: By May of 2019, develop a system (including implementation, monitoring/adjusting, and sustaining) to support school improvement in which the workforce engages students in learning aligned to Wyoming s nine content area standards. Data: Actual Targets 2014 Baseline = 1/9 2015= 3/9 2015= 3/9 2016= 6/9 2016= 5/9 2017= 8/9 2017= 7/9 2018= 2018= 9/ = 2019 = start 2nd cycle Strategy : Develop a system (including implementation, monitoring/adjusting, and sustaining) in which standards implementation is continuously improved. Timeline : 10/2014-6/2019 Focus this quarter : Principals and Instructional acilitators continued to support teachers as they implemented the Math, ELA and Health Curriculum, as well as draft curricula in Physical Education, Social Studies and ine and Performing Arts. Teachers provided feedback (through the validation process) on Physical Education, Social Studies and ine and Performing Arts draft curricula. Physical Education and ine and Performing Arts proposed curriculum was complete in May 2017 and presented to the Board of Trustees for approval June Subject Area Committees in oreign Language and Career and Vocational have completed draft curricula, which will be released May Results : ELA and Health Natrona County School District teachers are implementing the adopted curricula and previewing recommended resources for school selection. English Language Arts and Health Resource school plans are being submitted. Physical Education, Social Studies ine and Performing Arts Physical Education and ine and Performing Arts proposed curriculum was completed by the SAC in May 2017 and approved by the Board of Trustees June Natrona County School District teachers will continue implementing and validating the Social Studies draft curricula for another year due to major changes through the validation process. oreign Language The draft curriculum was finalized and posted in May Career and Vocational Education - The draft curriculum was finalized and posted in May Next Steps : English Language Arts Schools will continue submitting school resource selection plans through May Upon approval, schools will purchase resources utilizing school allocation. Health Schools will continue submitting school resource selection plans through May Upon approval, schools will purchase resources utilizing school allocation. Physical Education Subject Area Committees Committee members will research and recommend a resource selection process. Social Studies Subject Area Committees - Committee members will examine teacher feedback provided through validation and will complete adjustments to the draft curriculum throughout the school year. Teaching and Learning Page 1

204 Quarter ine and Performing Arts Subject Area Committees - Committee members will research and recommend a resource selection process. oreign Language Subject Area Committee -12 L Draft Curriculum completed and shared with teachers. Summer/fall training scheduled. Committee members will examine teacher feedback provided through validation and will complete adjustments to the draft curriculum throughout the school year. Career and Vocational Education Subject Area Committee CVE Draft Curriculum completed and shared with teachers. Summer/fall training scheduled. Committee members will examine teacher feedback provided through validation and will complete adjustments to the draft curriculum throughout the school year. Science Subject Area Committee A - 12 subject area committee will be formed. Members will participate in staff development and then write the science draft curriculum. Goal : By May of 2019, develop a system (including implementation, monitoring/adjusting, and sustaining) to support school improvement in which the workforce engages students in learning aligned to Wyoming s nine content area standards. Data: Actual Targets 2014 Baseline = 1/9 2015= 3/9 2015= 3/9 2016= 6/9 2016= 5/9 2017= 8/9 2017= 7/9 2018= 2018= 9/ = 2019 = start 2nd cycle Strategy : Develop a coaching system (including implementation, monitoring/adjusting, and sustaining) in which standards implementation is continuously improved. Timeline: 10/2014-5/2019 Timeline : 10/2014-6/2019 Focus this quarter : The Director of Teaching and Learning continues to lead the Standards Leads and building-based Instructional acilitators as well as the monthly principal cohort. All work is grounded in the strategic plan of each building and district efforts toward implementing a guaranteed and viable curriculum. I s meet the first riday of each month to strengthen Core Competencies, attend the monthly Principal Cohort with their principal(s) and participate in collaboration with other I s twice a month. Results : I s attended Learning ridays on May 5, 2017 and June 2, Click here for I Learning riday Agendas. Shared learning occurred with I s and principals at the Principal Cohort Meeting on April 20, There was not a Principal Cohort Meeting in May or June. The focus of the principal cohort this quarter was professional development planning and ELA and Health resource selection. Next Steps : I Learning ridays and Principal Cohorts will begin again in September. The focus will be on developing high performing PLC s focusing on the our Big Questions. What do we want students know (curriculum) How do we know (formative assessments) What do we do if they know it (enrichment) What do we do if they don t (remediation) Goal : Goal 2: By May of 2019, the Teaching and Learning will have fully implemented an advanced system for improving efficiency and effectiveness of operations at all levels as measured by scoring 80% or higher on the climate survey. Teaching and Learning Page 2

205 Quarter Data: Actual Targets 2015= Baseline Year 2016=74% 2016=74% 2017= 80% 2017= 80% 2018= 2018= 84% 2019 = 2019 = 88% Strategy : Strategy 3: Improve efficiency and effectiveness of operations for coaching services (I s), and communication on standards implementation. Timeline : 7/2015-6/2019 Focus this quarter : Coaching Services Transfer of I funding and transition of I workforce began this quarter. Articulation Committees Articulation Meetings have been established and communicated through Admin and Staff News. Articulation Committees are an additional communication loop for teachers as an opportunity to engage in collaborative conversations and provide ongoing feedback regarding our NCSD curriculum (curriculum documents, resources, assessments, staff development, etc.) to the Subject Area Committees. Membership on this committee is open to all and voluntary. Math met on 4/26/17, Health on 5/24/17, and English Language Arts met on 5/24/17. Results : Coaching The Instructional acilitator Grant was reduced and became part of the school block grant. No annual I report was required. Eighteen Instructional acilitators have returned to teaching positions. Articulation Committees Eight teachers attended the math meeting on 4/26/17. No one attended the Health meeting on 5/24/17. Ten subject area committee members attended the English Language Arts meeting on 5/24/17. The ELA committee developed and distributed a survey to all ELA teachers to collect information on suggested or protected book lists. The data will be studied in September Agendas, sign-in sheets and minutes were kept. Next Steps : Coaching Directors on the System Support Team will develop a plan for best use of the remaining part and full-time instructional facilitators, mentors and coaches to support the schools and District s Strategic Plans. Articulation Committees The schedule for Articulation Meetings will be communicated through Admin and Staff News beginning in August Math, English Language Arts, Health/PE, and ine and Performing Arts will each have the opportunity to meet at least four times. PTBS credit will be offered to teachers that attend articulation meetings. Goal : Data: Strategy : Timeline : Focus this quarter : Results : Next Steps : Teaching and Learning Page 3