Riverside Elementary School-Wide Reform Strategies

Transcription

1 SMART GOAL: Objectives: (Please write objectives as responses to the italicized guiding questions.) Activities What actions will occur? What steps will staff take? (Provide sufficient detail to ensure successful implementation.) o Staff Overview and sharing of key Walk to Reading components Riverside Elementary School-Wide Reform Strategies By June 2011, 100% of Tier I, II and III Literacy Instruction will be designed to support individual student s needs. By June 2011, there will be a 10% increase in special education students reaching proficiency in ELA as evidenced by state and local assessments. What school practices/programs will be improved through this strategy? o Identify key components of differentiating instruction in Reading o Understand the importance of differentiating instruction in Reading o Create individual student support plans based on assessment data and student performance o Differentiate instruction based on individual student needs o Develop communication systems to share information focused on student progress How will student learning be improved/enhanced through this strategy? o Articulate Reading development goals o Demonstrate proficiency on targeted Reading skills o Identify strategies to monitor own Reading development o Monitor Reading progress and attainment of Reading goals What are existing resources that can be used? What new o PowerPoint detailing key components; resources on differentiated instruction; planning documents When will this activity begin and end? o August 2010 o Principal; District Reading IST This strategy relates to: (Check all that apply): X Staffing Closing/reopening school Hiring outside provider Restructuring School Governance X Professional development X Leadership Fiscal resources X Access to student data X Extending Instructional Time X Mandating change in curriculum, instruction, supervision, scheduling or other major systems X Mandating teams to focus on data and planning X School Schedule What evidence will be gathered on an ongoing basis to document o Information gathered as a result of walk-throughs, observations and data meetings o Analysis of Reading Assessment data, development of student support plans for Tier I, II, III and creation of flexible skill groups o Team planning focused on identifying skill needs of students, differentiating instruction, integrating word study o DIBELS Benchmarking and Progress Monitoring data; reading support plans; differentiated strategies; planning documents June 2011 Data Meetings; Weekly Planning time o Principal; Building IST; District Reading IST; Classroom Teachers; Support Staff o Meeting minutes; student support plans; lesson plans teacher feedback

2 Riverside Elementary Parent (Family) Involvement Plan Standard Communicating Parenting Student Learning Volunteering Activities/Events/Idea Newsletters are sent to parents each week via the Wednesday Folder. Newsletters include dates for activities, updates on instructional programs, recognitions and ideas for ways to support learning at home. The Riverside Roar is published and sent home each month with a principal s message, information highlighting grade level/special area activities, as well as monthly updates. Parent attendance at Building Planning Team, PFCO, School-Wide Activities, Coffee Hours, Parent-Teacher Conferences, etc Ongoing use of Auto-dialer to share information with parents, recognize students for their accomplishments and encourage students to be responsible for their learning. Parent-Teacher Report Card Conferences held twice a year with follow-up as needed. Parent Handbook utilized as a means to share information on school policies, programs, reforms and transitions. Sign Language Interpreters to assist families as needed. Home visits completed for all pre-k students opportunity to meet the teacher, share information, answer questions Kidtalk Team to develop support systems for families (dealing with social/emotional issues) through a partnership with Children s Integrated Services and Family Services. Reading Support staff continuation of Good Reader Bags as a tool to support student reading development at home. Opportunity for parents to share information with school about culture, background, children s talents and needs (Grade Level Orientation Nights) Staff to plan and host Literacy Carnival and Game Night to share with parents the developmental stages of reading for Prek 5 th graders as well as provide parents with ideas for activities that can be used at home to support student learning. Art Committee to plan activities giving parents the opportunity to experience Arts at Riverside and how it supports student learning. Three ceremonies will take place to recognize students for reaching self-developed goals as well as to recognize parent and community volunteers. Information on homework policies and ways to support students at home shared via a weekly newsletter and detailed in the Parent Handbook. Information on state assessments shared via Family Learning Night. Family participation in Library Nights supported by the Steele Memorial Library. Parent Partner will organize Parents as Reading Partners initiative. Parents volunteer to come in and read with students throughout the year. Parent volunteers will be recognized at an assembly held at the end of each marking period. Parents are invited to be a participant in extra-curricular activities such as Sign Language Club, Yearbook Club, Arts Planning, Service Learning, etc. Parents are asked to volunteer at school-wide activities sponsored by the PFCO (Winter Carnival, Book Fair, Family Dance, Fundraising, Make a Difference Day, etc ) PFCO to conduct parent survey to identify parents who are interested in volunteering. Collect areas of interest, availability, etc

3 School Decision Making & Advocacy Collaborating with the Community Parent Participation on Building Planning Team, PFCO, Arts Committee, PBIS Team PFCO to plan fundraising activities for the School Community. BPT to develop and implement Parent Feedback Survey providing the opportunity for parents to share information on the positive experiences occurring at Riverside, frustrations encountered and ideas for continual improvement. Share information with parents on community health, cultural, recreational, social support, and other programs or services. Develop activities to promote service integration of school in partnership with local businesses, cultural, health, recreation, and other agencies and organizations. Service to the community by students and their families (use Learn n Serve initiatives to support service learning projects to be implemented to support the Riverside Community)

4 SMART GOAL: Objectives: (Please write objectives as responses to the italicized guiding questions.) Activities What actions will occur? What steps will staff take? (Provide sufficient detail to ensure successful implementation of each activity.) o Establish building-wide expectations for the Playground, Cafeteria, Hallway, Bathrooms Riverside Elementary School-Wide Reform Strategies By June % of students will meet success through Universal Interventions identified in the school-wide Positive Behavior Support System. What school practices/programs will be improved through this strategy? o Develop consistent and clear classroom expectations o Identify key components in communicating and teaching expectations to students o Understand the importance of acknowledgement systems o Identify behaviors that are classroom managed, administrator managed and community managed o Identify strategies to monitor behavior o Create classroom and individual student support plans utilizing behavioral data (referrals and acknowledgements) o Develop communication systems to share information with parents How will student learning be improved/enhanced through this strategy? o Articulate and demonstrate classroom and school-wide expectations o Demonstrate an understanding of the acknowledgement system o Identify strategies to monitor own behavior o Understand Positive Behavior Support Systems and how these supports can be accessed What are existing resources that can be used? What new o PBIS Framework; samples from neighboring schools When will this activity begin and end? On what dates will certain actions take place? o July 2010 o Leadership Team This strategy relates to: (Check all that apply): X Staffing Closing/reopening school Hiring outside provider Restructuring School Governance X Professional development X Leadership Fiscal resources X Access to student data Extending Instructional Time X Mandating change in curriculum, instruction, supervision, scheduling or other major systems X Mandating teams to focus on data and planning School Schedule What evidence will be gathered on an ongoing basis to document o Building-wide expectations listed for each are Be Safe, Be Polite, Do What s Right o Staff Overview and sharing of key PBS components o Research on PBS; PowerPoint presentation detailing key components; handouts adapted from Dr. March o August and September 2010 o Kevin Deery; Jessica Reger o Sign-in Sheets

5 Activities What actions will occur? What steps will staff take? (Provide sufficient detail to ensure successful implementation of each activity.) What are existing resources that can be used? What new When will this activity begin and end? On what dates will certain actions take place? What evidence will be gathered on an ongoing basis to document o Establish classroom expectations o Building-wide expectations; samples from other classrooms. o August 2010 o Classroom Teachers; Support Staff; Special Area Staff o Classroom Expectations Chart submitted to Principal o Teach and model building-wide expectations, routines, acknowledgement systems (town meetings and classroom specific) o Expectations posters; acknowledgement certificates; role playing o PBIS Team; Teachers; Aides o Completion of town meetings; Lesson plans submitted by teachers o Implementation of building-wide acknowledgment system. o Handout detailing process; certificates; tracking device June 2011 o All Riverside Staff o Tracking Sheets submitted monthly o Establish support system classroom, office and community managed behaviors o Research on Support Systems; Samples of behavior management levels. o Tiffany Welch; Instructional and Support Staff o Final copy of school-wide management system shared with all staff; ongoing monitoring of system by Administration and PBIS Team o Aide training on active supervision o Research on Active Supervision; Handout detailing strategies o October 2010 o PBIS Team; Tiffany Welch o Sign-in Sheets; evidence of Active Supervision through Walkthroughs o Analysis and sharing of data focused on student behavior and the acknowledgement system o Monthly data focused on individual students and areas of concern o October 2010 June 2011 o Intervention and PBIS Team o Monthly meeting log; tracking of information shared with staff o Monthly meeting of PBIS Team to share feedback, concerns and to identify next steps for implementation o Staff feedback; student specific data June 2011 o PBIS Team o Monthly Meeting Minutes