Emerick Elementary School

Transcription

1 Emerick Elementary School Annual School Plan for October S. Nursery Ave. Purcellville, VA Page 1

2 Page 2

3 School Data at a Glance Meeting LCPS Goals Our school improvement plans need to meet our school s goals and be aligned to the district s goals. This chart provides evidence of alignment to LCPS goals. LCPS Goals These goals guide improvement at the school level. 1. All students will demonstrate gradelevel reading proficiency by the end of the first grade or will have an individualized program of reading instruction. School Data School data from that reflects that the school is making progress toward achieving LCPS School Board Goals DRA RESULTS Percentage of students in first grade who are at or above grade level based on Spring 2008 DRA results. 79% of first-grade students at or above grade level PALS RESULTS Percentage of students in kindergarten and first grade who pass PALS test. 92% of kindergarten students at or above grade level 89% of first-grade students at or above grade level INDIVIDUALIZED PROGRAM OF READING INSTRUCTION 4% of kindergarten students have an individualized program of reading instruction 14% of first-grade students have an individualized program of reading instruction Target Data Data targets for the school year that shows continued progress toward achieving LCPS School Board Goals DRA RESULTS Percentage of students in first grade who are at or above grade level based on Spring 2009 DRA results. 81% of first-grade students will be at or above grade level PALS RESULTS Percentage of students in kindergarten and first grade who pass PALS test. 92% of kindergarten students will be at or above grade level 90% of first-grade students will be at or above grade level INDIVIDUALIZED PROGRAM OF READING INSTRUCTION Maintain or reduce the % of kindergarten students will have an individualized program of reading instruction 13% of first-grade students will have an individualized program of reading instruction 2. English language proficiency and achievement will improve among non-english speaking students. Historically, Emerick has had few to no LEP students. However, that is changing quickly. For the school year, there are 6 ELL students. The proficiency levels for these students range from monitor status to limited English proficient. Currently, all 6 students receive services at the ELL center at Round Hill Elementary. Many interventions are given to these students to help support their ELL services. Page 3

4 School Data at a Glance Meeting LCPS Goals Our school improvement plans need to meet our school s goals and be aligned to the district s goals. This chart provides evidence of alignment to LCPS goals. LCPS Goals These goals guide improvement at the school level. School Data School data from that reflects that the school is making progress toward achieving LCPS School Board Goals Target Data Data targets for the school year that shows continued progress toward achieving LCPS School Board Goals 3. Eliminate the disparity in achievement among identified racial/ethnic and socio-economic groups. Race/Ethnicity During the school year, the percentage of students by Race/Ethnicity, in grades 3-5 combined, passing the SOL reading test were as follows: 87% of black students (Gr. 3-5) passed the SOL reading test. (7 students) 91% of Hispanic students (Gr.3-5) passed the SOL reading test. (10 students) 96% of white students (Gr. 3-5) passed the SOL reading test. The gap in achievement was decreased. SES Groups During the school year, the percentage of students by Socioeconomic Status, in grades 3-5 combined, passing the SOL reading test were as follows: 73% of economically disadvantaged students (Gr. 3-5) passed the SOL reading test. (11 students) 97% of non-economically disadvantaged students (Gr.3-5) passed the SOL reading test. There is a gap in achievement of 18% points between these two groups of students. Race/Ethnicity During the school year, the following are goals for students in grades 3-5 combined, passing the SOL reading test: 95% of black students (Gr. 3-5) passing the SOL reading test. Maintain or increase the % of Hispanic students (Gr. 3-5) passing the SOL reading test. Maintain or increase the % of white students (Gr. 3-5) passing the SOL reading test. SES Groups During the school year, the following are goals for students in grades 3-5 combined, passing the SOL reading test: 80% of economically disadvantaged students (Gr. 3-5) passing the SOL reading test. Maintain or increase the % of non-economically disadvantaged students (Gr.3-5) passing the SOL reading test. The gap in achievement would then be 17% points. Page 4

5 School Data at a Glance Meeting LCPS Goals Our school improvement plans need to meet our school s goals and be aligned to the district s goals. This chart provides evidence of alignment to LCPS goals. LCPS Goals These goals guide improvement at the school level. School Data School data from that reflects that the school is making progress toward achieving LCPS School Board Goals ALL STUDENTS Percentage of Students in Grades 3-5 passing all required SOL tests. 95% of students passed all SOL tests they took during the school year. Target Data Data targets for the school year that shows continued progress toward achieving LCPS School Board Goals ALL STUDENTS Percentage of Students in Grades 3-5 passing all required SOL tests. Maintain or increase % of students passing all SOL tests they will take during the school year. 4. At least 90% of students will pass all required SOL tests. 6. LCPS will promote programs that enhance students health, safety, and well-being. In addition, the following were combined averages for the following tests: Reading SOL test (Grades 3-5) 96% Math SOL test (Grades 3-5) - 95% Science SOL test (Grades 3 & 5) 94% History SOL test (Grades 3 & 4) 95% Writing SOL test (Grade 5) 91% Emerick continues to do an excellent job in this area. The following are a few examples: Full-time clinic assistant Running club (gr. 4-5) Girls on the Run club (gr. 3-5) PTO DARE classes (gr.5) Guidance classes, small group sessions and individual sessions Practice of Safety Drills Participation in Presidential Physical Fitness tests. (gr. 3-5) Emergency Response Plan Arrival/Dismissal Procedures established and followed strictly Yearly safety audits Excellent student attendance (individuals monitored if necessary) Positive results on Parent Surveys Character Education initiatives have been in place Page 5

6 Our Mission - why we exist - The Emerick Elementary School staff believes that all students should be given opportunities and encouragement to develop the skills necessary to succeed in our changing world. These include basic academics, technology, and appreciation for the arts, a positive attitude and a healthy self-concept. We recognize that every student has different talents and abilities. Together with their families and our community, we seek to provide the instruction, resources and support necessary to meet the individual needs of our students. Our Vision - what we hope to become - So that no child is left behind, we aim to maintain a climate in which all students: *demonstrate competence in academics, technology, fine arts, and life skills that will allow them to succeed to the best of their abilities. *demonstrate pride in self, community, and country. *demonstrate positive and realistic selfconcepts. *demonstrate appropriate social skills and considerate behavior. Page 6

7 Our Steering Committee Team Members We strive each year to include representation from the diverse community representing our school. We value and appreciate the time, energy, and talent of each of our steering committee members. Deborah Cookus Jeff Joseph Karen Whitaker-Ficher Sandra KinCannon Jen Boner Sarah Hoyt Weller Erika Romack Maria Palese Emerick Staff Principal Assistant Principal Parent Representative Parent Representative Parent Representative Parent Representative Parent Representative Parent Representative Teacher Representatives Page 7

8 This portion of the school improvement plan is for the area of Reading. Members of this team analyzed data for reading, conducted an audit in the areas of curriculum, instruction, and assessment for the reading program, and identified and prioritized critical tasks that will likely lead to improvement in reading. Thanks to These Team Members Karen Whitaker-Ficher Shirley Mastria Leslie Kash Kristi Sanders Kara Parker Mary Anderson Stephanie Fidler Deborah Saenz Page 8

9 District Goal Area School Objective Student Achievement/CTAG (Closing the Achievement Gap) Improve Reading Skills Evidences of Need Multiple data points that show a need to spend time, energy, and resources on this particular objective. Include disaggregated data. 92% of the ( ) kindergarten students are reading on-grade level based on the PALS testing. 89% of the ( ) first-grade students are reading on grade level based on the PALS testing. 88% of the ( ) second-grade students are reading on grade level based on the PALS testing. During the school year, 73% of economically disadvantaged students passed the SOL reading test. (CTAG) Evidences of Success Data that show end-of-year achievement targets and success as related to identified areas of need.. Maintain or increase the percentage of kindergarten students reading on grade level based on the PALS testing. Maintain or increase the percentage of first-grade students reading on grade level based on the PALS testing. Maintain or increase the percentage of second-grade students reading on grade level based on the PALS testing. Increase the percentage of economically disadvantaged students passing the SOL reading test from 73% to 78%. 92% of the ( ) third-grade students passed the SOL reading test. 80% of the ( ) first-grade students met the spring DRA benchmark. More students will achieve scores in the advance proficient scores on the Reading SOL test. Maintain or increase the percentage of the third-grade students passing the SOL reading test. Increase the percentage of first-grade students meeting grade level spring DRA benchmark from 80% to 82%. 3% of students currently scoring in the proficient range on the Reading SOL test will achieve scores in the advanced proficient range. Page 9

10 Action Strategies/Tasks (Use action strategies from the School Strategy Cards here. Use 1 page for each action strategy.) Person(s) Responsible Resources Needed to Complete Task (Building Level Resources) Budget Implications (Building Level Resources) Dates of Activity (start-to-end) Monitoring Dates Monitoring Indicators (Indicators point to success during and upon completion of the strategy) Curriculum 1.1 Provide teachers with training for Pathways (K-2) and Literacy Framework (3-4). Pathways facilitators Framework facilitators Provided by county and school Aug (begin) Oct (end) As scheduled by Pathways and Framework facilitators Agendas and coaching sheets completed by facilitators Instruction 1.2 Using the PALS test identify all at-risk readers and provide remediation activities. Reading Specialist Teachers Administration PALS tutor PALS tutor PALS money Nov (begin) Oct (end) May 2010 End of year report prepared by reading specialist 1.3 Offer equitable reading incentive programs with clear rewards for all students. Reading Incentive Committee Faculty Potential resources needed for reading incentives. PTO and School funds Nov (begin) Oct (end) Per incentive Tabulate percentage of students participating from each class 1.4 Inform all parents of reading strategies in an equitable manner. Classroom teachers Resource teachers Reading Specialist Administration Grade level reading strategies Teachers Parent Liaison Sept (begin) Oct (end) Ongoing Homework Night Conferences AEW Lessons 1.5 Instruct K-2 students in reading with the Steps to Literacy or Pathways program and instruct 3-4 the Literacy Framework program daily. Classroom teachers Reading Specialist Administration Leveled Books Reading A to Z Books Writing Journals Steps to Literacy resource materials Framework materials Sept (begin) Oct (end) Ongoing Students DRA results PALS Data Lesson Plans Running Records 1.6 Provide enrichment activities for successful readers. Teachers Search/Futura Teachers Technology Teacher Computer programs Search/Futura materials Classroom resources Sept (begin) Oct (end) Ongoing Search classroom evaluation sheet Assessment scores from computer programs. Assessment 1.7 Administer DRA Fall testing to grades 1 through 5 and analyze results for instructional implications. All teachers DRA kit for every classroom and special education teacher. If available: Funding for additional DRA kits & sub. teachers. Fall 2009 As dictated by county DRA window Focus for instruction for each student (individualized plan found in each classroom) Page 10

11 This portion of the school improvement plan is for the area of writing. Members of this team analyzed data for writing, conducted an audit in the areas of curriculum, instruction, and assessment for the writing program, and identified and prioritized critical tasks that will likely lead to improvement in writing. Thanks to These Team Members Sarah Hoyt Weller Tara Ballenger Judy Harrington Elizabeth Evans Rachel Renninger Linda Robinson Jocelyn Shaffer Page 11

12 District Goal Area School Objective Student Achievement/CTAG Improve Writing Skills Evidences of Need Multiple data points that show a need to spend time, energy, and resources on this particular objective. Include disaggregated data. In , 43% of students with disabilities in fifth-grade did pass the writing portion of the English SOL test. (CTAG) Evidences of Success Data that show end-of-year achievement targets and success as related to identified areas of need.. In ,75% or more of the students with disabilities will pass the writing portion of the fifth-grade SOL Writing test. In , 32% of fifth-grade students did pass the writing portion of the English SOL test at the advanced proficiency level. In , 45% or more of our fifth-grade students will pass the writing portion of the English SOL test at the advanced proficiency level. Page 12

13 Action Strategies/Tasks (Use action strategies from the School Strategy Cards here. Use 1 page for each action strategy.) Person(s) Responsible Resources Needed to Complete Task (Building Level Resources) Budget Implications (Building Level Resources) Dates of Activity (start-to-end) Monitoring Dates Monitoring Indicators (Indicators point to success during and upon completion of the strategy) Curriculum 1.1 Assess writing prompts by a rubric developed to follow the SOL reporting categories. (CTAG) Writing Committee Administration Classroom teachers Writing rubric that aligns with state s writing standards Yellow literacy folders Funding to purchase yellow folders for kindergarten and new students to the school Sept Sept 30, 2009 Jan.20, 2010 May 5, 2010 End of year rubric is placed in child s writing folder in the cumulative file. 1.2 Plan and implement survey to evaluate grade level performance using the writing rubrics. Classroom Teachers Administration Writing Committee Grade level survey folders Sept Nov. 10, 2009 Feb. 9, 2010 April 27, 2010 June 8, 2010 Data from team survey to be collected and reviewed by the writing committee. (Results will be discussed at faculty meetings.) Instruction 1.3 Plan and implement writing incentive activities to enhance the school writing program.( Ex: Instructional strategies, school wide literary magazine that address various genres, writing boards.) Writing Committee Binding materials Ink cartridges Paper Manpower Funds to purchase binding materials, ink cartridges and paper Sept Monthly Monthly hall bulletin boards dedicated to writing activity. Published literary magazine. 1.4 Use writing rubrics that align with state s writing standards. Assessment 1.5 Provide staff training on proper use of rubrics Writing Committee Classroom teachers Writing committee Writing rubrics Sample rubrics and scoring sheets Funding needed Sept Sept Sept 30, 2009 Jan. 20, 2010 May 5, 2010 Sept 2009 Scored writing rubrics are used to indicate student needs and drive classroom instruction. Faculty meeting discussions 1.6 Special needs children will be evaluated on their instructional level Special Education and Classroom teachers IEP Instructional level rubric Sept Sept 30, 2009 Jan.20, 2010 May 5, 2010 Special Education teacher will determine if the child s level and rubric will be altered. Page 13

14 This portion of the school improvement plan is for the area of mathematics. Members of this team analyzed data for math, conducted an audit in the areas of curriculum, instruction, and assessment for the math program, and identified and prioritized critical tasks that will likely lead to improvement in math. Thanks to These Team Members Sandra KinCannon Todd Lewis Rachel Bartanowicz Dawn Snyder Roxanne Ayers Kim Bowyer Joe Dolansky Page 14

15 District Goal Area School Objective Student Achievement/CTAG Improve Math Skills Evidences of Need Multiple data points that show a need to spend time, energy, and resources on this particular objective. Include disaggregated data. 83% of students with disabilities passed the SOL Math test 57% of third grade students had advanced scores on the third grade test and 70% of fourth grade students had advanced scores on the fourth grade SOL test Evidences of Success Data that show end-of-year achievement targets and success as related to identified areas of need.. Maintain or increase the percentage of students with disabilities passing the SOL Math test Maintain or increase the percentage of the fourth (57%) and fifth (70%) grade students passing the Math SOL test with advanced proficiency Page 15

16 Action Strategies/Tasks (Use action strategies from the School Strategy Cards here. Use 1 page for each action strategy.) Person(s) Responsible Resources Needed to Complete Task (Building Level Resources) Budget Implications (Building Level Resources) Dates of Activity (start-to-end) Monitoring Dates Monitoring Indicators (Indicators point to success during and upon completion of the strategy) Curriculum 1.1 Grade level teachers and special education teachers will team teach and/or collaborate to design and implement effective math lessons. 1.2 Provide teachers with the opportunity for staff development addressing math SOLs. Classroom Teachers Special Education Teachers Administration No special resources needed Professional to provide inservices TBD Sept. 2009(begin) to (end) Aug (begin) May 2010 (end) November February May Aug May 2010 Survey List of attendance and activities Teacher survey Instruction 1.3 Monthly math questions will be provided for each grade level. This will be held in the lab for whole group discussion/instruction by the classroom teacher. (CTAG) Math Committeequestions provided Classroom Teachersinstruction provided Benchmark test results SOL test results Oct (begin) May 2010 (end) Monthly October thru May 2009 Monthly Checklist 1.4 Identify at-risk math students with special consideration given to students receiving special education and students with economic disadvantages and provide remedial instruction and test taking strategies during an after school program (Grades 3-5) (CTAG) Classroom Teachers Test taking strategy materials SOL reporting category data??? October 2010 Log of assistance provided to students Results of students SOL Assessments Page 16

17 Action Strategies/Tasks (Use action strategies from the School Strategy Cards here. Use 1 page for each action strategy.) Person(s) Responsible Resources Needed to Complete Task (Building Level Resources) Budget Implications (Building Level Resources) Dates of Activity (start-to-end) Monitoring Dates Monitoring Indicators (Indicators point to success during and upon completion of the strategy) 1.5 Provide parents with strategies to assist children with math homework. Teachers Help Your Child with Homework Night Committee No special resources needed TBD List of attendance and math activities 1.6 Each teacher in grades 3-5 will identify two students with low math achievement for the Early Bird SME math program. Classroom Teachers Administration No Special Resources needed Oct May 2010 SME student reports Assessment 1.6 Administer benchmark testing and analyze results for instructional implications in grades 3-5. (CTAG). Classroom Teachers Administration County Benchmark Test Yearly After each benchmark test Surveys of how teachers analyzed the results to modify instruction Page 17

18 This portion of the school improvement plan is for the area of science. Members of this team analyzed data for science, conducted an audit in the areas of curriculum, instruction, and assessment for the science program, and identified and prioritized critical tasks that will likely lead to improvement in science. Thanks to These Team Members Jen Boner Renee Voce Karin Lewis John Frye Brook Blinn Jason Hathaway Page 18

19 District Goal Area School Objective Student Achievement/CTAG Improve Science Skills Evidences of Need Multiple data points that show a need to spend time, energy, and resources on this particular objective. Include disaggregated data. 60% of the economically disadvantaged students passed the SOL science test Evidences of Success Data that show end-of-year achievement targets and success as related to identified areas of need.. Increase the percentage of economically disadvantaged students passing the SOL science test at or above 75%. 75% of the students with disabilities passed the SOL science test. (CTAG) Increase the percentage of students with disabilities passing the SOL science test at or above 80%. 77% of minority students passed the SOL science test. (CTAG) Increase the percentage of the minority students passing the SOL science test at or above 80% Page 19

20 Action Strategies/Tasks (Use action strategies from the School Strategy Cards here. Use 1 page for each action strategy.) Person(s) Responsible Resources Needed to Complete Task (Building Level Resources) Budget Implications (Building Level Resources) Dates of Activity (start-to-end) Monitoring Dates Monitoring Indicators (Indicators point to success during and upon completion of the strategy) Curriculum 1.1 During morning announcements, students will use core vocabulary words while giving daily weather reports. Classroom Teacher computers Daily October th and 5 th grade teachers share and record on the weather reminder template. 1.2 Maintain and update the set of core vocabulary words for each grade level. SIP Committee Grade level teams Technology Global share Ongoing August 2009 List of core vocabulary on global share. Instruction 1.3 Provide a variety of ways for students to review science concepts school wide. Ex. Science questions during the morning announcements (Dr. Fryezzel), use of core vocabulary flash cards, school wide assembly, and science fair. (CTAG) Science SIP Committee Classroom Teachers PTO Global share flash cards PTO funding for Assembly PTO funding for Assembly Oct. 2009(begin) May 2010 (end) October May 2010 List of documentation of activities: Science fair certificates and survey of core vocabulary strategies. 1.4 Build academic background knowledge using nonlinguistic representation. Ex. Drawings, graphs, symbols, pictures. Classroom Teacher Global share Ongoing Ongoing: Classroom teachers monitor as vocabulary is presented Teacher Survey Page 20

21 Action Strategies/Tasks (Use action strategies from the School Strategy Cards here. Use 1 page for each action strategy.) Person(s) Responsible Resources Needed to Complete Task (Building Level Resources) Budget Implications (Building Level Resources) Dates of Activity (start-to-end) Monitoring Dates Monitoring Indicators (Indicators point to success during and upon completion of the strategy) 1.5 Provide a committee of teachers for students who need extra support with their science project. Staff (volunteers) No special resources needed. Jan. -March 2010 Jan-March 2010 List of teacher and student teams working together. 1.6 Provide the opportunity for all children to participate in the science fair All teachers No special resources needed March 2010 March 2010 Percent of participation compared to whole student population 1.7 Provide students with opportunity to apply science skills during math and science day Faculty No special resources needed Nov American Education Week Nov American Education Week List of lessons being taught through a teacher sign up sheet. 1.8 Continue the use of mentoring from high school students, providing and teaching lessons based on Science SOLs. Classroom teachers (contact LVHS) None Ongoing Quarterly Classroom teacher observations Assessment 1.9 Design and review test questions that reflect the SOL science format. Ex. Teachers will create tests in the format of the SOL science test. Teachers will use released questions from the SOL science test. Classroom teachers SIP Committee Example of SOL test questions Technology Fall Spring 2010 May 2009 Teacher Survey Page 21

22 This portion of the school improvement plan is for the area of social sciences. Members of this team analyzed data for social studies, conducted an audit in the areas of curriculum, instruction, and assessment for the social sciences program, and identified and prioritized critical tasks that will likely lead to improvement in social sciences. Thanks to These Team Members Erika Romack Gina Delgado Karen Houtz Courtney Blessed Lori Doleman Yvonne Stoltzfus Michele Nowell Page 22

23 District Goal Area School Objective Student Achievement/CTAG Improve Social Science Skills Evidences of Need Multiple data points that show a need to spend time, energy, and resources on this particular objective. Include disaggregated data. Evidences of Success Data that show end-of-year achievement targets and success as related to identified areas of need.. 72% of economically disadvantaged students passed the SOL history and social science test. 25% of English Language Learners passed the SOL history and social science test. Maintain or Increase the percentage of economically disadvantaged students passing the SOL history and social science test from 72% to 82%. Maintain or Increase the percentage of English Language Learners students passing the SOL history and social science test from 25% to 50%. 73% of the third-grade were advanced proficient on the SOL history and social science test. Maintain or Increase the percentage of third-grade grade advanced proficiency students in the SOL history and social science test from 73% to 77%. 65% of the fourth-grade were advanced proficient on the SOL history and social science test. Maintain or Increase the percentage of fourth-grade advanced proficiency students in the SOL history and social science test from 65% to 70%. 75% of the Hispanic students passed the SOL history and social science test. Maintain or Increase the percentage of Hispanic students passing the SOL history and social science test from 75% to 80%. Page 23

24 Action Strategies/Tasks (Use action strategies from the School Strategy Cards here. Use 1 page for each action strategy.) Person(s) Responsible Resources Needed to Complete Task (Building Level Resources) Budget Implications (Building Level Resources) Dates of Activity (start-to-end) Monitoring Dates Monitoring Indicators (Indicators point to success during and upon completion of the strategy) Curriculum 1.1 Continue to incorporate the use of key vocabulary into lessons Classroom Teachers See Staff Drive for 1-3 Vocabulary Guides 4 th Grade use curriculum guides September 2009 (begin) (end) Benchmark test dates Results of Benchmark tests Instruction 1.2 Invite identified Economically Disadvantaged, atrisk Minority and English Language Learners students to attend the Soaring Eagles after school program. (CTAG) Classroom Teachers No special resources needed Start depends on grade level End- SOL test dates Spring 2010 Attendance record for Soaring Eagles 1.3 Continue to incorporate Marzano s strategies of nonlinguistic representations. Classroom Teachers No special resources needed Sept (begin) (end) Quarterly Survey Student Notebooks and/or Portfolios Assessment 1.4 Administer benchmark tests and analyze the results for instructional implications. (CTAG) Classroom Teachers Administration County Benchmark Test Dec (begin) (end) After each benchmark test Results of benchmark testing Page 24

25 This portion of the school improvement plan is for the area of Climate. Members of this team analyzed data for our character education program and conducted an audit in the areas of our guidance curriculum. In addition, we reviewed our communication practices as well as the monitoring of student attendance. Thanks to These Team Members Maria Palese Karen Bettencourt Bryan Pecoraro Jeannine Raymond Cindy Bailey Page 25

26 District Goal Area School Objective Climate Promote programs that enhance students health, safety and well-being. Evidences of Need Multiple data points that show a need to spend time, energy, and resources on this particular objective. Include disaggregated data. Positive character traits and creating a strong sense of family and community are areas of need. Evidences of Success Data that show end-of-year achievement targets and success as related to identified areas of need. Building on the success of the Caught Being Kind program, further emphasize positive character traits, including fairness, respect, responsibility, cooperation, caring and citizenship, creating a stronger sense of community. (Team Awesome Initiative- T.A.I) Emerick PTO and afterschool activities are highly attended. There are activities that are available for all students and families throughout the year. Continue to promote and involve family participation during afternoon and evening school activities. Subgroups at Emerick Elementary are achieving. (CTAG) continued county wide training for closing the achievement gap. Emerick Elementary students, faculty, and community need to be aware of our carbon foot print. With on going efforts to conserve resources, increase students participation in school and community projects. New Initiative GreenKids Page 26

27 Action Strategies/Tasks (Use action strategies from the School Strategy Cards here. Use 1 page for each action strategy.) Person(s) Responsible Resources Needed to Complete Task (Building Level Resources) Budget Implications (Building Level Resources) Dates of Activity (start-to-end) Monitoring Dates Monitoring Indicators (Indicators point to success during and upon completion of the strategy) Instruction 6.1 Provide a variety of opportunities within the classroom and school-wide for students to develop and demonstrate positive character traits. (Caught Being Kind, Respect, Commitment, Fairness, Compassion, Equality, Caring, Trustworthiness, Responsibility and Citizenship) Guidance Counselor Administration Classroom Teachers Use of school digital camera and printer Sept Last day of each month. Tally number of students demonstrating traits each month. 6.2 Maintain high attendance rate of 96% or above. Classrooms with highest attendance rate will receive recognition to promote the attendance goal. Principal Secretary Staff Students and Parents Make poster set, one per grade level. Use of poster maker Sept Last day of each month. Use Starbase records. Instruction 6.3 Recognizing individual differences and similarities Education of staff and community Equity team Staff Training resources None Sept Oct. 15 Nov. 5 Jan. 14 Staff survey feedback Page 27

28 Action Strategies/Tasks (Use action strategies from the School Strategy Cards here. Use 1 page for each action strategy.) Person(s) Responsible Resources Needed to Complete Task (Building Level Resources) Budget Implications (Building Level Resources) Dates of Activity (start-to-end) Monitoring Dates Monitoring Indicators (Indicators point to success during and upon completion of the strategy) Instruction 6.4 Reduce student tardies Staff, students and parents No special resources needed Fall Spring 2010 On-Going Starbase Data Instruction 6.5 Involve students in activities including but not limited to GreenKids, mentoring Staff Administration Students GreenKids materials Fall Spring 2010 On-Going Student participation Page 28