KDE Comprehensive School. Improvement Plan WALLER ENVIRONMENTAL

Transcription

1 KDE Comprehensive School Improvement Plan Jefferson County Heather Moss, Principal 2415 Rockford Lane Louisville, KY Document Generated On January 4, 2016

2 TABLE OF CONTENTS Introduction 1 Executive Summary Introduction 3 Description of the School 4 School's Purpose 5 Notable Achievements and Areas of Improvement 6 Additional Information 7 Waller-Williams Environmental CSIP Overview 9 Goals Summary 10 Goal 1: Waller Williams Environmental will increase the level of proficiency for all students in Reading in order to reach the average district proficiency of 47.9% (elementary), 45.2% (middle), and 48.4% (high school) by 2018 as measured by KPREP data. 11 Goal 2: Waller Williams Environmental will increase the level of proficiency for all students in Mathematics in order to reach the average district proficiency of 47.6% (elementary), 35.4% (middle), and 38.3% (high school) by 2018 as measured by KPREP data. 29 Goal 3: All students at Waller will improve their behavior and social skills in an effort to utilize replacement behaviors and achieve success both academically and behaviorally to help students be successful in transitioning back to a general education setting. 45 Goal 4: In the school year, Waller-Williams Environmental will fully implement the Professional Growth and Effectiveness System (PGES). The baseline data for school year will guide our implementation. 55 Goal 5: Instructional Resources Goal - Waller Williams will use 100% of the Instructional Resources (textbook) within two years to support student access to high quality resources. 56 Summary by Source 58

3 KDE Needs Assessment Introduction 67 Data Analysis 68 Areas of Strengths 69 Opportunities for Improvement 70 Conclusion 71 KDE Compliance and Accountability - Schools Introduction 73 Planning and Accountability Requirements 74 KDE Assurances - School Introduction 124 Assurances 125 The Missing Piece Introduction 131 Stakeholders 132 Relationship Building 133 Communications 134 Decision Making 136 Advocacy 138 Learning Opportunities 139

4 Community Partnerships 140 Reflection 141 Report Summary 142 Improvement Plan Stakeholder Involvement Introduction 144 Improvement Planning Process 145 School Safety Report Introduction 147 School Safety Requirements 148 Equitable Access Diagnostic Introduction 151 Needs Assessment 152 Equitable Access Strategies 153 Questions 155

5 Introduction The process of Improvement Planning in Kentucky is used as the means of determining how schools and districts will plan to ensure that students reach proficiency and beyond by The process focuses school and district improvement efforts on student needs by bringing together all stakeholders to plan for improvement, by focusing planning efforts on priority needs and closing achievement gaps between subgroups of students, by building upon school and district capacity for high quality planning, and by making connections between the funds that flow into the district and the priority needs in schools. Your school's plans for improvement must be based on careful and honest analysis of data, address all content areas, and clearly address gaps in student achievement. SY Page 1

6 Executive Summary SY Page 2

7 Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning. The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis. SY Page 3

8 Description of the School Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves? Waller-Williams Environmental School is a special school for students with severe and profound emotional and/or behavioral disabilities. The school serves students from K-HS in a highly structured environment and utilizes a token economy behavior management system. There are 20 homeroom units each of which contains a maximum of 8 students with a certified teacher and a teacher assistant. The school follows the district curriculum and incorporates a social skills program as part of its programming. Waller-Williams has a partnership with Seven Counties Services that provides on-site therapeutic services to many of the students. In addition, we have added a mental health counselor and a fulltime board certified behavior analyst to provide the building with extra support. In the past five years, we have acquired a new principal, an assistant principal, a goal clarity coach, increased security, became a PBIS school and are implementing social skill instruction daily. We have intentionally incorporated reading and math intervention time within the school schedule. Through the point/level system and connection with Seven Counties, we strive to prepare students for return to comprehensive school. We focus on teaching replacement behaviors and increasing students' academic levels so that they feel confident and prepared to be successful. SY Page 4

9 School's Purpose Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students. MISSION: Our mission at Waller is to provide a positive, structured, and therapeutic environment conducive to emotional and behavioral growth for all students. We accept our responsibility to educate the whole child in a manner that promotes academic achievement as well as social and emotional growth within both educational and community settings. VISION: Our vision is to provide our students with the tools to make the positive social, emotional, and behavioral changes necessary to be lifelong learners and productive citizens in today's society as we believe all students can achieve at high levels. Guidelines for Success: We HOWL: H: Have a positive attitude O: Own our behaviors W: Work together L: Lead by Example Our motto is the following: We are RICH We are rich in spirit and rich in heart. We focus on: Relationship Building Intentional Planning and Teaching Creating a Positive Culture Helping Students Learn Replacement Behaviors Within our motto, mission and vision lies our purpose and value which is to provide access to the common core and necessary social skills for our students to be successful. All students are on a point system and level system which monitors their behavioral goals and are taught replacement behaviors. We utilize CARE, Second Steps and teacher/staff designed materials for our social skills lessons. In addition we work on their current academic level to increase their skills and achievement levels in order to help them when transitioning back to regular schools. We also work closely with Seven Counties to provide therapeutic services and offer assistance to families as needed. Our focus is to increase students' reading, math and social skills. SY Page 5

10 Notable Achievements and Areas of Improvement Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years. In the last year, we have added a mental health counselor and a full-time board certified behavior analyst to provide the building with extra support. We have put new systems in place for scheduling, arrival and dismissal, cafeteria procedures and classroom expectations. We have embedded professional development that covers academics/instruction one day per week and behavioral another day per week. These meetings are made of small groups to analyze data, improve IEPs and to enhance instructional practices. PLC time has been built into the week to ensure teams can meet regularly to analyze data, create differentiated lesson plans, and design intervention and enrichment lessons. We have increased PTSA membership and need to continue to increase community involvement. We are working to improve teachers' instructional practices by giving them additional tools and professional development opportunities. The Goal Clarity Coach and teachers are attending district provided PD. We are a PBIS school and are continuing to attend PD to effectively train staff in utilizing positive behavioral supports. We continue to need to increase the monitoring of classroom practices and instruction as well as the tracking of students' progress and achievement. While we are regularly performing classroom walkthroughs to find areas to celebrate and support our teachers, we can always find ways to more effectively monitor and support. In tracking student progress both academically and behaviorally we need to improve the transition process for students by setting up a transition plan and identifying the school or program they will transition to when leaving Waller. The ultimate goal is to graduate more students from the Waller program by promoting both academic achievement and social growth to help them successfully transition to regular school and society. SY Page 6

11 Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. The priority needs and goals were determined after examining assessment data and school disciplinary records. The strategies outlined address both academic and behavior needs. The school's Leadership Team will regularly discuss and review the school assessment data and disciplinary records to help determine students' needs. The Leadership Team will continue to make recommendations and include other stake holders when determining school strategies and areas of improvement. Waller-Williams is a special school and does not receive all the disaggregated data outlined in SB168. SY Page 7

12 Waller-Williams Environmental CSIP SY Page 8

13 Overview Plan Name Waller-Williams Environmental CSIP Plan Description SY Page 9

14 Goals Summary The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section. # Goal Name Goal Details Goal Total 1 Waller Williams Environmental will increase the level of proficiency for all students in Reading in order to reach the average district proficiency of 47.9% (elementary), 45.2% (middle), and 48.4% (high school) by 2018 as measured by KPREP data. Objectives: 2 Strategies: 4 Activities: 17 $ Waller Williams Environmental will increase the level of proficiency for all students in Mathematics in order to reach the average district proficiency of 47.6% (elementary), 35.4% (middle), and 38.3% (high school) by 2018 as measured by KPREP data. 3 All students at Waller will improve their behavior and social skills in an effort to utilize replacement behaviors and achieve success both academically and behaviorally to help students be successful in transitioning back to a general education setting. Objectives: 2 Strategies: 4 Activities: 15 Objectives: 1 Strategies: 4 Activities: 17 4 In the school year, Waller-Williams Environmental will fully implement the Professional Growth and Effectiveness System (PGES). The baseline data for school year will guide our implementation. Objectives: 1 Strategies: 1 Activities: 2 5 Instructional Resources Goal - Waller Williams will use 100% of the Instructional Resources (textbook) within two years to support student access to high quality resources. Objectives: 1 Strategies: 1 Activities: 1 $7300 Organizational $9750 Organizational $0 Organizational $0 SY Page 10

15 Goal 1: Waller Williams Environmental will increase the level of proficiency for all students in Reading in order to reach the average district proficiency of 47.9% (elementary), 45.2% (middle), and 48.4% (high school) by 2018 as measured by KPREP data. Measurable Objective 1: A 10% increase of Third, Fourth, Fifth, Sixth, Seventh and Eighth grade students will demonstrate a proficiency of Common Core Standards in English Language Arts by 12/01/2016 as measured by KPREP. Not Met In progress: 35% of elementary students increased reading scores as measured by DRA 2. 17% of intermediate students increased reading scores as measured by DRA 2. 20% of intermediate students increased reading scores as measured by SRI. 47% of middle school students increased reading scores as measured by SRI. June 06, 2013 Heather Moss (shared) Strategy 1: Standards aligned to common core including reading across all content areas - All teachers will follow the Common Core State Standards and Quality Core when developing lessons and objectives in Reading/Language Arts. Category: Professional Learning & Research Cited: CCSS consistently review data from district assessments as well as other assessments in order to improve instruction to meet student needs. KPREP scores not available until 2013/2014 school year. *Students at Waller-Williams have emotional and/or behavioral disorders which lead to inconsistencies in attendance, focus, and completion of assessments/assignments. - Professional Development on common core and curriculum alignment Resource Source Of SY Page 11

16 will attend weekly EPD on curriculum/instruction, behavior and Professional ECE/IEP needs. PLC Teams will meet regularly to analyze data and design Learning classroom instruction, develop intervention/enrichment, differentiate instruction and create common formative assessments that are congruent to the learning target and CCSS. $0 No Goal Clarity Coach, Behavior Analyst, School Counselor, School Liasion In Progress Professional Development on common core and curriculum alignment was conducted with all June 12, 2015 Heather Moss teachers throughout the school year during embedded professional development. Opportunities will be provided at the beginning of the school year for teachers to participate in professional development focused on common core, curriculum alignment, and lesson planning. More focus will be place on PLC's and thoroughly examining data to determine needs. This is a continuous process. In Progress Professional Development on common core and curriculum alignment was conducted with all June 25, 2014 Heather Moss teachers throughout the school year during embedded professional development. Opportunities will be provided at the beginning of the school year for teachers to participate in professional development focused on common core, curriculum alignment, and lesson planning. This is a continuous process. In Progress June 06, 2013 Heather Moss Professional Development on common core and curriculum alignment was conducted with all teachers throughout the school year during embedded professional development. Opportunities will be provided throughout the summer for teachers to participate in professional development focused on common core, curriculum alignment, and lesson planning. - Walk-Throughs Resource Leadership Team members routinely conduct instructional and environmental walk-throughs to look at learning targets/"i can" statements and objectives. They will also observe to make sure classroom instruction, student work and assessments match the learning targets and CCSS. Source Of $0 No Leadership Team In Progress Walk-throughs will continue to be conducted weekly by the administrative team. We will better utilize June 12, 2015 Heather Moss this data to determine staff and students' needs. In addition, we will give immediate feedback to teachers in an effort to commend or make necessary changes. We will continue to use TPGES standards and practices for walk-throughs. SY Page 12

17 In Progress In Progress Walk-Throughs are conducted weekly by Principal and other members of the leadership team and will be continued throughout the school year. We will begin to use a technology version to more quickly share results with teachers. We will also begin PGES and the use of peer observations. In addition, walk-throughs will focus on standards, targets and assessments. Walk-Throughs are conducted weekly by Principal and other members of the leadership team. Walkthrough data for the 2012/2013 school year has been reviewed by administration and will be analyzed with the staff in professional developments. June 25, 2014 June 05, 2013 Heather Moss Heather Moss - Learning Targets Resource Clear learning targets will be posted in classrooms daily. Learning targets will be congruent to Common Core State Standards. will reference the learning target throughout the lesson to make sure students understand the expectations for learning and make connections to what they are learning. Source Of $0 No Leadership Team, In Progress are instructed to post daily learning targets which are connected to the standards. District June 12, 2015 Heather Moss curriculum maps provide "I can" statements for teachers to utilize. If teachers do not use "I can" statements we will immediately work with them to have this completed. In Progress are instructed to post daily learning targets which are connected to the standards. District June 25, 2014 Heather Moss curriculum maps provide "I can" statements for teachers to utilize. Walk-throughs for the school year will focus on standards, targets and assessments. In Progress post daily learning targets. Embedded professional development has been provided and teachers include student friendly learning targets in lesson plans. June 05, 2013 Heather Moss - Embedded reading and writing strategies across all content areas Resource All teachers will embed and include reading, writing, vocabulary and language mechanic strategies in each content area (Science, Social Studies, Language Arts, Math and Related Arts). The common core state standards associated with reading, writing and language mechanics will be included regularly in lesson planning. Source Of $0 No Leadership Team All certified teachers SY Page 13

18 In Progress In Progress In Progress incorporate reading and writing strategies throughout the content areas. Professional development opportunities will be provided for teachers in the area of incorporating reading and writing strategies. Time will be provided for teachers to collaborate as Professional Learning Communities to analyze reading and writing data and to share strategies. One team worked with the GCC to complete writing portfolios for all students. We will continue this process with all teams. incorporate reading and writing strategies throughout the content areas. Professional development opportunities will be provided for teachers in the area of incorporating reading and writing strategies. Time will be provided for teachers to collaborate as Professional Learning Communities to analyze reading and writing data and to share strategies. incorporate reading and writing strategies throughout the content areas. Planning to implement school wide reading and writing strategies in the beginning of the 2013/2014 school year. June 12, 2015 June 25, 2014 June 05, 2013 Heather Moss Heather Moss Heather Moss - Technology Instruction Resource Technology will be integrated into instructional practices to enhance student learning and to provide students with necessary accommodations. Forms of technology include websites, computer programs, Smart Boards, document cameras, Smart Response systems,tablets, computer stations and laptops. Leap Frog, computer based intervention programs and other instructional enhancements may also be used. Technological assistance will be provided by the STC and/or district personnel. They will provide aid in implementing any reform efforts with technology integration. Source Of Technology $5000 General Fund STC Principal In Progress Continue- plan lessons using classroom SmartBoards, document cameras, projectors, TIP June 12, 2015 Heather Moss computers, response clickers, Nooks and other technology. Professional Development opportunities have been provided throughout the year on how to use different pieces of technology and incorporate them into lesson plans. We will also work to improve student performance on the 21at century skills assessment. Most students scored in the Basic range and we need more students at proficiency. In Progress Continue- plan lessons using classroom SmartBoards, document cameras, projectors, TIP computers, response clickers, Nooks and other technology. Professional Development opportunities have been provided throughout the year on how to use different pieces of technology and incorporate them into lesson plans. Professional Development opportunities for the summer have been planned and scheduled based off of TELL survey results. During the professional development teachers will review SmartBoard technology, response clickers, Nooks, ipads, SAS, , Dojo, and Lync. June 25, 2014 Heather Moss SY Page 14

19 In Progress plan lessons using classroom SmartBoards, document cameras, projectors, TIP computers, response clickers, Nooks and other technology. Professional Development opportunities have been provided throughout the year on how to use different pieces of technology and incorporate them into lesson plans. Professional Development opportunities for the summer have been planned and scheduled based off of TELL survey results. During the professional development teachers will review SmartBoard technology, response clickers, Nooks, ipads, SAS, , Dojo, and Lync. June 05, 2013 Heather Moss (shared) Strategy 2: Interventions - All students will receive common core instruction in reading through differentiated instruction. They will be assessed and placed into tiers and provided interventions based off of individual students' needs. s include: Study Island, Moby Max, Reading Eggs, Reading Mastery, Earobics, Literacy by Design, Read XL, Making Meaning, Brain Pop, and Common Core Clinics. Category: Continuous Improvement Research Cited: RTI - ESS Resource Students will stay after school or be pulled during the day to receive direct instruction in reading. Source Of Tutoring $1300 State Funds All ESS, ESS Coordinator In Progress ESS is provided after school and throughout the day. We will look more closely at ESS and pull June 12, 2015 Heather Moss students individually to focus on specific essential skill areas. In Progress ESS is provided after school and throughout the day. We will look more closely at ESS and pull June 25, 2014 Heather Moss students individually to focus on specific essential skill areas. In Progress ESS is provided after school and throughout the day. June 05, 2013 Heather Moss - Reading Lab Resource Students are scheduled into Reading Lab based on individual need. The instructor assesses each student and designs instruction based on reading data. Source Of $60200 Title I Part A, General Fund Reading Lab Teacher Principal SY Page 15

20 In Progress Continue to utilize the Reading Lab instructor to work with students in Tier 2 or 3 during related arts June 12, 2015 Heather Moss and/or intervention time. In Progress Stuents are selected for Reading Lab based off of academic need. Students remain in the course June 25, 2014 Heather Moss which is during Related Arts until they have reached their individual goals. In Progress All students have a 12 week course in the Reading Lab. During this time students receive individualized reading instruction. June 05, 2013 Heather Moss - IEPs Resource All students with academic goals will receive necessary interventions and accommodations as specified in their IEP and will receive common core instruction in reading. Policy and Process Source Of $0 No Counselor, Family Liaison, ECE In Progress IEP data collection is on-going and IEPs are reviewed every 6 weeks. have been trained in June 12, 2015 Heather Moss implementing accommodations and students have been encouraged to self advocate for accommodations when needed. Continue to work with teachers on collecting IEP data and creating FBAs and BIPs. The BCBA and Family Liaison will work closely with teachers in designing and implementing FBA's and BIPs. In Progress IEP data collection is on-going and IEPs are reviewed every 6 weeks. have been trained in June 25, 2014 Heather Moss implementing accommodations and students have been encouraged to self advocate for accommodations when needed. Continue to work with teachers on collecting IEP data and creating FBAs and BIPs. In Progress IEP data collection is on-going and IEPs are reviewed every 6 weeks. have been trained in June 05, 2013 Heather Moss implementing accommodations and students have been encouraged to self advocate for accommodations when needed. - Response to Intervention (RTI) Resource We will use the Response to Intervention (RTI) process to identify, match, and monitor student progress in reading. Source Of $0 No RTI Lead and Intervention Team, Team Leaders, SY Page 16

21 In Progress Interventions have been put into place for students in Tier 2 and 3. RTI data will continually be June 16, 2015 Heather Moss analyzed and next steps modified and planned for the school year. Intervention time will be part of the Master Schedule. We have both Reading Interventions and Math Interventions as a Related Arts In Progress Interventions have been put into place for students in Tier 2 and 3. RTI data will continually be June 25, 2014 Heather Moss analyzed and next steps modified and planned for the school year. Intervention time will be part of the Master Schedule. In Progress Interventions have been put into place for students in Tier 2 and 3. RTI data has been analyzed and next steps will be planned for the 2013/2014 school year. June 05, 2013 Heather Moss - Writing Resource are using the district writing proclamation as a guide to teaching and scoring writing. embed writing into all content areas. The students are encouraged to use SRE in their short answer and extended responses. Source Of $0 No In Progress ensure that all students have completed writing pieces for each grade level. The GCC will work with teachers and classrooms to ensure completion. We will add the practice of live scoring to our Friday assessments. June 16, 2015 Heather Moss In Progress ensure that all students have completed writing pieces for each grade level. We will adress June 25, 2014 Heather Moss the needs of the school wide plan and modify as needed. (shared) Strategy 3: Assessment - Students will be given pre and post assessments throughout the year to monitor student progress and academic achievement. District assessments, teacher-made assessments, and reading program assessments will be used. District assessments will be entered into CASCADE so that the data can be analyzed in Professional Learning Communities. Category: Continuous Improvement Research Cited: DuFour's PLC work, Marzano's Classroom Instruction that Works and Sapier's The Skillful Teacher - PLCs/Embedded Professional Development Resource Source Of SY Page 17

22 PLC Teams will design classroom instruction, create differentiated lessons, and formative assessments that are congruent to the learning targets and CCSS. will meet in their professional learning communities during embedded professional development to examine student work, develop intervention plans, analyze assessment data in order to develop lessons and activities that will better meet individual students' needs. Professional Learning $0 No Principal Goal Clarity Coach In Progress All teachers participate in PLCs and embedded professional development. Reading/Language Arts June 16, 2015 Heather Moss curriculum, analyzing student reading scores, and implementing reading strategies in the content areas are often a focus. Professional development in the area of PLCs will be provided throughout the school year. Waller is part of Cohort 2 PLC training and the Principal and Goal Clarity Coach have attended Solution Tree trainings and coaching opportunities. We will also attend the PLC Institute this summer. Each administrator will be assigned a PLC to work more closely with for the school year. In Progress All teachers participate in PLCs and embedded professional development. Reading/Language Arts June 25, 2014 Heather Moss curriculum, analyzing student reading scores, and implementing reading strategies in the content areas are often a focus. Professional development in the area of PLCs will be provided throughout the school year. Waller is part of Cohort 2 PLC training and the Principal and Goal Clarity Coach have attended Solution Tree trainings and coaching opportunities. In Progress All teachers participate in PLCs and embedded professional development three times a week. Reading/Language Arts curriculum, analyzing student reading scores, and implementing reading strategies in the content areas are often a focus. June 05, 2013 Heather Moss - Administer district asssessments Resource All students will be administered the district diagnostic assessments and proficiency assessments every grading period. These results will be entered into CASCADE. Other - Assessments Source Of $0 No All, Team Leaders, Goal Clarity Coach In Progress administered district assessments for the school year. Data was analyzed to June 16, 2015 Heather Moss improve student achievement. More focus will be placed on analysis and choosing a specific reading strategy to incorporate across all contents. In Progress administered district assessments for the 2013/14 school year. Data was analyzed to June 25, 2014 Heather Moss improve student achievement. In Progress administered district assessments for the 2012/2013 school year. Data was analyzed to improve student achievement. June 05, 2013 Heather Moss SY Page 18

23 - Administer other assessments Resource All students will be administered either the DRA or SRI for reading 4 times a year. will also keep running records and give in-class assessments to monitor students' reading levels and progress. Kindergarten students will also complete the Brigance assessment. Other - Assessments Source Of $0 No All, Team Leaders, Goal Clarity Coach In Progress administered assessments throughout the school year to measure student June 16, 2015 Heather Moss achievement and were able to make adjustments to instruction when needed. We will utilize live scoring and specific school-wide reading strategies. In Progress administered assessments throughout the 2013/14 school year to measure student June 25, 2014 Heather Moss achievement and were able to make adjustments to instruction when needed In Progress administered assessments throughout the 2012/2013 school year to measure student achievement and were able to make adjustments to instruction when needed. June 06, 2013 Heather Moss - Disaggregated Data Resource will look at disaggregated data in PLC's during EPD. The Leadership Team will meet monthly and they will look at the current data. This constant review will allow us to make changes to scheduling and improve reading instruction, as well as enable us to provide students with the interventions they need to be successful. Professional Learning Source Of $0 No Leadership Team In Progress analyze student data (from CASCADE, KPREP, SRI, Star Math, DRA 2, SuccessMaker, June 16, 2015 Heather Moss and Study Island) regularly in PLCs. Adjustments are made to instruction when needed. Focus on interventions and improving student performance. In Progress analyze student data (from CASCADE, KPREP, SRI, Star Math, DRA 2, SuccessMaker, June 25, 2014 Heather Moss and Study Island) regularly in PLCs. Adjustments are made to instruction when needed. In Progress analyze student data (from CASCADE, KPREP, SRI, Star Math, DRA 2, SuccessMaker, and Study Island) regularly in PLCs. Adjustments are made to instruction when needed. June 05, 2013 Heather Moss Strategy 4: Parent Involvement - Parents will be contacted in various ways in an effort to keep them informed of their child's progress both behaviorally and academically. Parents SY Page 19

24 will be contacted via daily point sheets, phone calls, s, Seven Counties Services and newsletters. Category: Stakeholder Engagement - Parent Involvement Nights Resource Source Of Waller holds three different parent nights each year, our orientation, a Holiday Celebration and a Talent Show/Spring. We will include a Reading / at one of these nights. At these events we include Title 1 information, PTSA reports, PBIS information and other updates at Waller. Parent Involvement $500 Title I Part A Principal In Progress Parent Nights were hosted in the school year. A Reading/Literacy Night was added this June 16, 2015 Heather Moss school year and will be continued for next year. Future parent nights are being planned for the school year. In Progress Parent Nights were hosted in the 2013/2014 school year. A Reading/Literacy Night was added this June 25, 2014 Heather Moss school year adn will be continued for next year. Future parent nights are being planned for the 2014/2015 school year. In Progress Parent Nights were hosted in the 2012/2013 school year. Future parent nights are being planned for the 2013/2014 school year. June 05, 2013 Heather Moss - Communication Resource Progress Reports, Report Cards, and other forms of communication will be used to communicate student academic progress with parents. will be available for conferences throughout the year. Parent Involvement Source Of $0 No Administration In Progress Communication between staff members, students, and parents is on-going through daily notes, June 16, 2015 Heather Moss phone calls and conferences. In Progress Communication between staff members, students, and parents is on-going. June 25, 2014 Heather Moss In Progress Communication between staff members, students, and parents is on-going. June 05, 2013 Heather Moss SY Page 20

25 - PTSA Resource We will work to increase PTSA involvement and representation by offering some incentives and scheduling more meetings and events to encourage participation. Parent Involvement Source Of $500 Title I Part A Principal PTA Members In Progress PTSA membership increased for the school year and we will continue to look for ways to June 16, 2015 Heather Moss improve parent participation and involvement. In Progress PTSA membership increased for the school year and we will continue to look for ways to June 25, 2014 Heather Moss improve parent participation and involvement. In Progress PTSA was implemented in the 2012/2013 school year. We are planning for the 2013/2014 PTSA membership drive and events to increase participation. June 05, 2013 Heather Moss Measurable Objective 2: 14% of All Students will demonstrate a proficiency in Reading to reduce the percentage of novice GAP students in Reading by 05/31/2016 as measured by Unbridled Learning Accountability Model/KPREP. (shared) Strategy 1: Standards aligned to common core including reading across all content areas - All teachers will follow the Common Core State Standards and Quality Core when developing lessons and objectives in Reading/Language Arts. Category: Professional Learning & Research Cited: CCSS - Professional Development on common core and curriculum alignment will attend weekly EPD on curriculum/instruction, behavior and ECE/IEP needs. PLC Teams will meet regularly to analyze data and design classroom instruction, develop intervention/enrichment, differentiate instruction and create common formative assessments that are congruent to the learning target and CCSS. Resource Professional Learning Source Of $0 No Goal Clarity Coach, Behavior Analyst, School Counselor, School Liasion SY Page 21

26 In Progress Professional Development on common core and curriculum alignment was conducted with all June 12, 2015 Heather Moss teachers throughout the school year during embedded professional development. Opportunities will be provided at the beginning of the school year for teachers to participate in professional development focused on common core, curriculum alignment, and lesson planning. More focus will be place on PLC's and thoroughly examining data to determine needs. This is a continuous process. In Progress Professional Development on common core and curriculum alignment was conducted with all June 25, 2014 Heather Moss teachers throughout the school year during embedded professional development. Opportunities will be provided at the beginning of the school year for teachers to participate in professional development focused on common core, curriculum alignment, and lesson planning. This is a continuous process. In Progress June 06, 2013 Heather Moss Professional Development on common core and curriculum alignment was conducted with all teachers throughout the school year during embedded professional development. Opportunities will be provided throughout the summer for teachers to participate in professional development focused on common core, curriculum alignment, and lesson planning. - Walk-Throughs Resource Leadership Team members routinely conduct instructional and environmental walk-throughs to look at learning targets/"i can" statements and objectives. They will also observe to make sure classroom instruction, student work and assessments match the learning targets and CCSS. Source Of $0 No Leadership Team In Progress Walk-throughs will continue to be conducted weekly by the administrative team. We will better utilize June 12, 2015 Heather Moss this data to determine staff and students' needs. In addition, we will give immediate feedback to teachers in an effort to commend or make necessary changes. We will continue to use TPGES standards and practices for walk-throughs. In Progress Walk-Throughs are conducted weekly by Principal and other members of the leadership team and June 25, 2014 Heather Moss will be continued throughout the school year. We will begin to use a technology version to more quickly share results with teachers. We will also begin PGES and the use of peer observations. In addition, walk-throughs will focus on standards, targets and assessments. In Progress Walk-Throughs are conducted weekly by Principal and other members of the leadership team. Walkthrough data for the 2012/2013 school year has been reviewed by administration and will be analyzed with the staff in professional developments. June 05, 2013 Heather Moss SY Page 22

27 - Learning Targets Resource Clear learning targets will be posted in classrooms daily. Learning targets will be congruent to Common Core State Standards. will reference the learning target throughout the lesson to make sure students understand the expectations for learning and make connections to what they are learning. Source Of $0 No Leadership Team, In Progress are instructed to post daily learning targets which are connected to the standards. District June 12, 2015 Heather Moss curriculum maps provide "I can" statements for teachers to utilize. If teachers do not use "I can" statements we will immediately work with them to have this completed. In Progress are instructed to post daily learning targets which are connected to the standards. District June 25, 2014 Heather Moss curriculum maps provide "I can" statements for teachers to utilize. Walk-throughs for the school year will focus on standards, targets and assessments. In Progress post daily learning targets. Embedded professional development has been provided and teachers include student friendly learning targets in lesson plans. June 05, 2013 Heather Moss - Embedded reading and writing strategies across all content areas Resource All teachers will embed and include reading, writing, vocabulary and language mechanic strategies in each content area (Science, Social Studies, Language Arts, Math and Related Arts). The common core state standards associated with reading, writing and language mechanics will be included regularly in lesson planning. Source Of $0 No Leadership Team All certified teachers In Progress incorporate reading and writing strategies throughout the content areas. Professional June 12, 2015 Heather Moss development opportunities will be provided for teachers in the area of incorporating reading and writing strategies. Time will be provided for teachers to collaborate as Professional Learning Communities to analyze reading and writing data and to share strategies. One team worked with the GCC to complete writing portfolios for all students. We will continue this process with all teams. In Progress incorporate reading and writing strategies throughout the content areas. Professional June 25, 2014 Heather Moss development opportunities will be provided for teachers in the area of incorporating reading and writing strategies. Time will be provided for teachers to collaborate as Professional Learning Communities to analyze reading and writing data and to share strategies. In Progress incorporate reading and writing strategies throughout the content areas. Planning to implement school wide reading and writing strategies in the beginning of the 2013/2014 school year. June 05, 2013 Heather Moss SY Page 23

28 - Technology Instruction Resource Technology will be integrated into instructional practices to enhance student learning and to provide students with necessary accommodations. Forms of technology include websites, computer programs, Smart Boards, document cameras, Smart Response systems,tablets, computer stations and laptops. Leap Frog, computer based intervention programs and other instructional enhancements may also be used. Technological assistance will be provided by the STC and/or district personnel. They will provide aid in implementing any reform efforts with technology integration. Source Of Technology $5000 General Fund STC Principal In Progress Continue- plan lessons using classroom SmartBoards, document cameras, projectors, TIP June 12, 2015 Heather Moss computers, response clickers, Nooks and other technology. Professional Development opportunities have been provided throughout the year on how to use different pieces of technology and incorporate them into lesson plans. We will also work to improve student performance on the 21at century skills assessment. Most students scored in the Basic range and we need more students at proficiency. In Progress Continue- plan lessons using classroom SmartBoards, document cameras, projectors, TIP June 25, 2014 Heather Moss computers, response clickers, Nooks and other technology. Professional Development opportunities have been provided throughout the year on how to use different pieces of technology and incorporate them into lesson plans. Professional Development opportunities for the summer have been planned and scheduled based off of TELL survey results. During the professional development teachers will review SmartBoard technology, response clickers, Nooks, ipads, SAS, , Dojo, and Lync. In Progress June 05, 2013 Heather Moss plan lessons using classroom SmartBoards, document cameras, projectors, TIP computers, response clickers, Nooks and other technology. Professional Development opportunities have been provided throughout the year on how to use different pieces of technology and incorporate them into lesson plans. Professional Development opportunities for the summer have been planned and scheduled based off of TELL survey results. During the professional development teachers will review SmartBoard technology, response clickers, Nooks, ipads, SAS, , Dojo, and Lync. (shared) Strategy 2: Interventions - All students will receive common core instruction in reading through differentiated instruction. They will be assessed and placed into tiers and provided interventions based off of individual students' needs. s include: Study Island, Moby Max, Reading Eggs, Reading Mastery, Earobics, Literacy by Design, Read XL, Making Meaning, Brain Pop, and Common Core Clinics. Category: Continuous Improvement Research Cited: RTI SY Page 24

29 - ESS Resource Students will stay after school or be pulled during the day to receive direct instruction in reading. Source Of Tutoring $1300 State Funds All ESS, ESS Coordinator In Progress ESS is provided after school and throughout the day. We will look more closely at ESS and pull June 12, 2015 Heather Moss students individually to focus on specific essential skill areas. In Progress ESS is provided after school and throughout the day. We will look more closely at ESS and pull June 25, 2014 Heather Moss students individually to focus on specific essential skill areas. In Progress ESS is provided after school and throughout the day. June 05, 2013 Heather Moss - Reading Lab Resource Students are scheduled into Reading Lab based on individual need. The instructor assesses each student and designs instruction based on reading data. Source Of $60200 Title I Part A, General Fund Reading Lab Teacher Principal In Progress Continue to utilize the Reading Lab instructor to work with students in Tier 2 or 3 during related arts June 12, 2015 Heather Moss and/or intervention time. In Progress Stuents are selected for Reading Lab based off of academic need. Students remain in the course June 25, 2014 Heather Moss which is during Related Arts until they have reached their individual goals. In Progress All students have a 12 week course in the Reading Lab. During this time students receive individualized reading instruction. June 05, 2013 Heather Moss - IEPs Resource Source Of SY Page 25

30 All students with academic goals will receive necessary interventions and accommodations as specified in their IEP and will receive common core instruction in reading. Policy and Process $0 No Counselor, Family Liaison, ECE In Progress IEP data collection is on-going and IEPs are reviewed every 6 weeks. have been trained in June 12, 2015 Heather Moss implementing accommodations and students have been encouraged to self advocate for accommodations when needed. Continue to work with teachers on collecting IEP data and creating FBAs and BIPs. The BCBA and Family Liaison will work closely with teachers in designing and implementing FBA's and BIPs. In Progress IEP data collection is on-going and IEPs are reviewed every 6 weeks. have been trained in June 25, 2014 Heather Moss implementing accommodations and students have been encouraged to self advocate for accommodations when needed. Continue to work with teachers on collecting IEP data and creating FBAs and BIPs. In Progress IEP data collection is on-going and IEPs are reviewed every 6 weeks. have been trained in June 05, 2013 Heather Moss implementing accommodations and students have been encouraged to self advocate for accommodations when needed. - Response to Intervention (RTI) Resource We will use the Response to Intervention (RTI) process to identify, match, and monitor student progress in reading. Source Of $0 No RTI Lead and Intervention Team, Team Leaders, In Progress Interventions have been put into place for students in Tier 2 and 3. RTI data will continually be June 16, 2015 Heather Moss analyzed and next steps modified and planned for the school year. Intervention time will be part of the Master Schedule. We have both Reading Interventions and Math Interventions as a Related Arts In Progress Interventions have been put into place for students in Tier 2 and 3. RTI data will continually be June 25, 2014 Heather Moss analyzed and next steps modified and planned for the school year. Intervention time will be part of the Master Schedule. In Progress Interventions have been put into place for students in Tier 2 and 3. RTI data has been analyzed and next steps will be planned for the 2013/2014 school year. June 05, 2013 Heather Moss SY Page 26

31 - Writing Resource are using the district writing proclamation as a guide to teaching and scoring writing. embed writing into all content areas. The students are encouraged to use SRE in their short answer and extended responses. Source Of $0 No In Progress ensure that all students have completed writing pieces for each grade level. The GCC will work with teachers and classrooms to ensure completion. We will add the practice of live scoring to our Friday assessments. June 16, 2015 Heather Moss In Progress ensure that all students have completed writing pieces for each grade level. We will adress June 25, 2014 Heather Moss the needs of the school wide plan and modify as needed. (shared) Strategy 3: Assessment - Students will be given pre and post assessments throughout the year to monitor student progress and academic achievement. District assessments, teacher-made assessments, and reading program assessments will be used. District assessments will be entered into CASCADE so that the data can be analyzed in Professional Learning Communities. Category: Continuous Improvement Research Cited: DuFour's PLC work, Marzano's Classroom Instruction that Works and Sapier's The Skillful Teacher - PLCs/Embedded Professional Development Resource PLC Teams will design classroom instruction, create differentiated lessons, and formative assessments that are congruent to the learning targets and CCSS. will meet in their professional learning communities during embedded professional development to examine student work, develop intervention plans, analyze assessment data in order to develop lessons and activities that will better meet individual students' needs. Professional Learning Source Of $0 No Principal Goal Clarity Coach SY Page 27