Boone Park Elementary. Needs Assessment

District: Superintendent: School: Principal: North Little Rock Kelly Rodgers Boone Park Elementary Steven A. Orobona School Leadership Team Members: Maryam Baig, Jamesetta Ballard, Terry Gates, Angie Haustein, Dana Ingram, Missy Jaros, Scot Tyler Parent/Community Team Members: Boone Park Elementary Needs Assessment 2017-2018 School Year 1

Table of Contents Schoolwide Grade Comparison & Analysis Reading Data Schoolwide Grade Comparison & Analysis Math Data Schoolwide Grade Comparison & Analysis Science Data Enrollment/Discipline Data Teacher Attendance Data Student Attendance Data Summary of K-2 Students School Climate Summary of 3-5 Students School Climate Summary of Educators School Climate Analysis of Data Goal 1 Goal 2 Goal 3 School Rationale For District Support Resources 2

Step 1: Identify Data Grade Level Grade Level Reading Percentage of Students Reading Above Grade Level (Using DRA levels/grg) End of Q1 K - n/a 1 - Level 5/6 2 - Level 18/20 3 - Level 30 4 - Level 40 5 - Level 50 End of Q2 K - n/a 1 - Level 8 2 - Level 24 3 - Level 34 4 - Level 40 5 - Level 50 End of Q3 K - Level 2/3 1 - Level 12 2 - Level 24/28 3 - Level 36 4 - Level 40 5 - Level 50 Schoolwide Grade Comparison & Analysis Reading Data NWEA Percentage of Students Scoring Above the Reading RIT Score Average Fall National Norm K - 141 1-161 2-175 Winter National Norm K - 151 1-172 2-184 Spring National Norm K - 158 1-178 2-189 ACT Aspire Interims Percentage of Students Scoring Ready or Exceeding in Reading Interim I 3-160 and above 4-160 and above 5-162 and above Interim II 3-160 and above 4-160 and above 5-162 and above Interim III 3-160 and above 4-160 and above 5-162 and above K 71% 33% 19% 21% 1 37% 53% 59% 31% 20% 20% 2 33% *35% 27% 21% 19% 14% 3 55% 61% 61% 17% 18% 28% 4 41% 64% 78% 8% 17% 26% 5 51% 63% 62% 2% 6% 13% Grade Level Grade Level Reading Percentage of Students Reading Below Grade Level (Using DRA levels/grg) Schoolwide Grade Comparison & Analysis English Language Data NWEA Percentage of Students Scoring Under the Reading RIT Score Average ACT Aspire Interims Percentage of Students Scoring Close or In Need of Support in Reading End of Q1 K - n/a 1 - Level 5/6 2 - Level 18/20 3 - Level 30 4 - Level 40 5 - Level 50 End of Q2 K - n/a 1 - Level 8 2 - Level 24 3 - Level 34 4 - Level 40 5 - Level 50 End of Q3 K - Level 2/3 1 - Level 12 2 - Level 24/28 3 - Level 36 4 - Level 40 5 - Level 50 Fall National Norm K - 141 1-161 2-175 Winter National Norm K - 151 1-172 2-184 Spring National Norm K - 158 1-178 2-189 Interim I 3-159 and below 4-159 and below 5-161 and below Interim II 3-159 and below 4-159 and below 5-161 and below Interim III 3-159 and below 4-159 and below 5-161 and below K 29% 67% 81% 79% 1 63% 47% 41% 69% 80% 80% 2 67% *65% 73% 79% 81% 77% 3 45% 39% 39% 83% 82% 72% 4 59% 36% 22% 92% 83% 74% 5 49% 37% 38% 98% 94% 87% 3

Grade Level Percentage of Students Scoring A,B, or C on Report Cards 1Q 2Q 3Q Schoolwide Grade Comparison & Analysis Math Data NWEA Percentage of Students Scoring Above the Math RIT Score Average Fall National Norm K - 140 1-162 2-177 Winter National Norm K - 152 1-174 2-186 Spring National Norm K -159 1-181 2-192 ACT Aspire Interims Percentage of Students Scoring Ready or Exceeding in Math Interim I 3-160 and above 4-160 and above 5-157 and above Interim II 3-160 and above 4-160 and above 5-157 and above Interim III 3-160 and above 4-160 and above 5-157 and above K 26% 24% 30% 1 76% 98% 98% 30% 21% 35% 2 87% 88% 94% 21% 12% 14% 3 84% 86% 84% 8% 20% 35% 4 68% 60% 84% 24% 13% 19% 5 72% 63% 84% 12% 35% 4% Grade Level Percentage of Students Scoring D and F on Report Cards NWEA Percentage of Students Scoring Under the Math RIT Score Average ACT Aspire Interims Percentage of Students Scoring Close or Need of Support in Math 1Q 2Q 3Q Fall National Norm K - 140 1-162 2-177 Winter National Norm K - 152 1-174 2-186 Spring National Norm K -159 1-181 2-192 Interim I 3-159 and below 4-159 and below 5-156 and below Interim II 3-159 and below 4-159 and below 5-156 and below Interim III 3-159 and below 4-159 and below 5-156 and below K 74% 76% 70% 1 24% 2% 2% 70% 79% 65% 2 13% 12% 6% 79% 88% 86% 3 16% 14% 16% 92% 80% 65% 4 32% 40% 16% 76% 87% 81% 5 28% 37% 16% 88% 65% 96% 4

Grade Level Report Cards Percentage of Students Scoring A, B, or C Schoolwide Grade Comparison & Analysis Science Data ACT Aspire Interims Percentage of Students Scoring Ready or Exceeding in Science 1Q 2Q 3Q 1 Q 2Q 3 Q Interim I 3-164 and above 4-164 and above 5-167 and above Interim II 3-164 and above 4-164 and above 5-167 and above Interim III 3-164 and above 4-164 and above 5-167 and above K 1 100% 100% 100% 2 100% 100% 100% 3 90% 98% 96% 13% 15% 24% 4 100% 78% 80% 23% 9% 15% 5 95% 93% 84% 0% 9% 13% Grade Level Report Cards Percentage of Students Scoring D and F ACT Aspire Interims Percentage of Students Scoring Close or Need of Support 1Q 2Q 3Q 1 Q 2Q 3 Q Interim I 3-163 and below 4-163 and below 5-166 and below Interim II 3-163 and below 4-163 and below 5-166 and below Interim III 3-163 and below 4-163 and below 5-166 and below K 1 0% 0% 0% 2 0% 0% 0% 3 10% 2% 4% 87% 85% 76% 4 0% 22% 20% 77% 91% 85% 5 5% 7% 16% 100% 91% 87% 5

Enrollment/Discipline Data Grade Level Number of Students Enrolled SWD Percent of Total Student Population EL Percent of Total Student Population AA Percent of Total Student Population C Percent of Total Student Population H Percent of Total Student Population Low SES Percent of Total Student Population Total Number of Discipline Referrals (Include all discipline referrals) Number of Students with 5 or more Discipline Referrals (*Cumulative) 1Q 2Q 3Q 97% 1Q 2Q 3Q 1Q 2Q 3Q K 73 78 72 4 1 15 1 1 7 4 4 0 0 0 1 70 68 71 3 1 15 1 <1 7 8 9 0 0 1 2 80 76 73 4 1 15 1 1 32 17 24 1 0 2 3 68 64 63 3 1 14 1 2 4 6 4 0 0 0 4 62 60 60 2 1 18 1 2 31 26 20 0 0 2 5 64 57 56 3 1 14 <1 1 19 4 8 0 0 0 *SWD-Students with Disabilities *EL-English Language Students *AA-African American *C-Caucasian *H - Hispanic 6

Teacher Attendance Data Grade Span Total Teachers Per Grade Span Total Teacher Days Absent for Illness Total Teacher Days Absent for Personal Days Total Teacher Days Absent for Professional Development 1Q 2Q 3Q 1Q 2Q 3Q 1Q 2Q 3Q 1Q 2Q 3Q K 4 4 4 0 34.5 14.5 0 0 1 2 2 1 1 3 3 3 12.5 36.5 41 0 1 1 2.5 0 1 2 3 3 3 2 27.5 28 1 0 0 0 6 1.5 3 3 3 3 2.5 4 4.5 3 0 0 0 3 0.5 4 2 2 2 2 3 8 0 3 0 0 0 1 5 2 2 2 2.5 17 14.5 0 3 1 1.5 0 0 Spec. Ed. 2 2 2 2 8 8.5 0 0 0 4.5 2 2 Specials 5 5 5 2.5 17 14.5 0 3 1 1.5 0 0 Support 12 12 12 9.5 24.5 41.5 1 1 9.5 0 15.5 3 Staff Admin. 2 2 2 0 0.5 0 0 0 0 0 1 0 Specials-Art, Music, PE, Media, EL, Counselors, GT Support Staff-Reading Recovery, Instructional Coaches, Interventionists 7

Student Attendance Data Grade Level Average Daily Attendance (%) Number of Students Absent 3 or more Days Per Quarter 1Q 2Q 3Q 1Q 2Q 3Q K 93.56% 89.51% 91.49% 36 37 51 1 92.05% 91.79% 89.32% 33 34 46 2 93.62% 93.38% 91.09% 39 21 52 3 93.1% 91.95% 92.18% 36 38 45 4 93.45% 92.55% 93.28% 32 30 39 5 94.91% 94.04% 93.73% 27 29 37 8

Summary of K-2 Students School Climate Survey Data (Survey aggregate average) K-2 Results First Quarter Second Quarter Agree 70% Third Quarter Disagree 30% No Response 1. My classroom is a fun place to be. 2. Students in my class help each other learn. 3. The teachers always try to be fair. 4. I like the way my teacher treats me when I need help. 5. In this class, we learn every day. 6. Student misbehavior affects the learning in the classroom. 7. My teacher doesn t let people give up when the work gets hard. 8. My teacher checks to make sure we understand what he/she is teaching us. 9. The teacher/principal is willing to listen if a student has a serious problem. 10. Teachers know what I like. 70% 24% 6% 92% 8% 88% 12% 48% 48% 4% 90% 10% 78% 20% 2% 88% 10% 2% 94% 6% 90% 4% 6% 9

3-5 Survey Summary of 3-5 Students School Climate Survey Data (Survey aggregate average) First Quarter Second Quarter Third Quarter 1. My classroom is a fun place to be. 41.1% SA 23.2% A 14.3% D 21.4% SD No Respon se 2. I like my school. 3. Students in my class help each other learn. 4. I feel safe and comfortable with the staff and students in this school. 5. Students in my class treat each other with respect. 6. The teachers always try to be fair. 7. Students in this school accept and follow the rules. 8. Students in my school care about learning and getting a good education. 9. People in this school are willing to go out of their way to help each other. 10. I like the way my teacher treats me when I need help. 11. In this class, we learn a lot almost everyday. 12. Our class stays busy and does not waste time. 13. Student misbehavior affects the learning in the classroom. 33.9% 21.4% 19.6% 25% 35.7% 21.4% 25% 17.9% 48.2% 23.2% 10.7% 17.9% 21.4% 21.4% 30.4% 26.8% 39.3% 26.8% 21.4% 12.5% 25% 14.3% 35.7% 25% 33.9% 23.2% 32.1% 10.7% 33.9% 21.4% 23.2% 21.4% 57.1% 26.8% 10.7% 5.4% 50% 32.1% 12.5% 5.4% 21.4% 19.6% 35.7% 23.2% 48.2% 19.6% 14.3% 17.9% 10

14. My teacher has several good ways to explain each topic that we cover in this class. 15. The principal/teachers have high expectations for ALL students. 16. My teacher doesn t let people give up when the work gets hard. 17. My teacher wants us to use our thinking skills, not just memorize things. 18. My teacher checks to make sure we understand what he/she is teaching us. 19. The teacher/principal is willing to listen if a student has a serious problem. 20. Teachers know about their students lives outside of school. 53.6% 32.1% 7.1% 7.1% 62.5% 14.3% 10.7% 12.5% 46.4% 32.1% 8.9% 12.5% 48.2% 19.6% 14.3% 17.9% 55.4% 17.9% 10.7% 16.1% 57.1% 23.2% 8.9% 10.7% 17.9% 16.1% 26.8% 39.3% 11

Summary of Educators School Climate Survey Data (Survey aggregate average) Educators First Quarter Second Quarter Strongly Agree Agree Third Quarter Disagree Strongly Disagree No Respon se 1. Within my school, I feel comfortable raising issues and concerns that are important to me. 2. There is an atmosphere of trust and mutual respect within this school. 3. Teachers and administrators at this school set high standards for all students. 4. I look forward to coming to school every day. 5. I know and understand my job expectations. 6. The vision for our school incorporates a culture conducive to teaching and learning. 7. Materials, resources, and trainings (professional developments) are available and provided in order to do my job effectively. 8. The school creates a caring and supportive environment. 9. There is positive and productive collaboration between teachers and leadership teams to analyze and use data throughout the year to establish specific goals and strategies aimed at increasing students achievement and growth and promoting school improvement. 52.2% 39.1% 4.3% 4.3% 17.4% 60.9% 17.4% 4.3% 39.1% 56.5% 4.3% 52.2% 43.5% 4.3% 87% 13% 73.9% 21.7% 4.3% 56.5% 30.4% 13% 69.6% 26.1% 4.3% 47.8% 47.8% 4.3% 12

10. My principal facilitates and sustains a culture that actively encourages educators to help all students reach their full potential. 11. The vision for our school incorporates continuous improvement. 12. Teachers help each other and work together. 13. The principal keeps the school focused on academic achievement. 14. Adults in this school are good examples of the values the school teachers: respect, responsibility and fairness. 15. The school s schedule allows adequate time for teacher collaboration. 16. I am given the opportunity to provide input on school matters or decisions that affect student achievement. 17. I am provided with useful and constructive feedback with specific actions steps to improve classroom practices. 18. I feel safe and comfortable with the staff and students in this school. 19. I am offered and engaged in researched based professional learning that is designed to meet school improvement needs. 20. Disciplining students does not hinder classroom instructional time. 78.3% 17.4% 4.3% 73.9% 26.1% 39.1% 47.8% 13% 69.6% 30.4% 26.1% 52.2% 21.7% 47.8% 39.1% 13% 47.8% 43.5% 4.3% 4.3% 43.5% 52.2% 4.3% 34.8% 60.9% 4.3% 34.8% 52.2% 8.7% 4.3% 4.3% 43.5% 17.4% 34.8% 13

Step 2: Analysis of Data Schoolwide Grade Comparison and Analysis Chart Reading Data How are the reading levels related to the NWEA results? The NWEA reading levels are typically lower than the reading levels given through the DRA. We give the DRA reading assessment which is fairly subjective. This has lead to an inflation of actual reading levels being reported. We have begun to discuss using Lexile scores in order to gain more objective reading level information for students. Elementary will switch from DRA to Lexile for purposes of aligning Elementary to Secondary and PD will be offered for teachers. How are the reading levels related to the ACT Aspire results? Our reading levels reflect a much higher proportion of students reading on their appropriate grade level than what is reflected on the assessments. We believe that a contributing factor to this inflation is the subjectivity of the DRA. The teacher may be consciously or unconsciously impacted the data when administering DRA. We are also realizing gains on each ACT Aspire assessments. The students are showing growth, but there is still a discrepancy between ACT Aspire performance and DRA reported reading levels. How are instructional practices and assignments aligned with NWEA and ACT Aspire? With NWEA assessment and instruction, we have tailored our instructional goals and practices to mirror those being assessed at the higher DOK levels of the NWEA assessments. We need additional support in getting instructional practices to the rigor and DoK levels of ACT Aspire exams. We would like to work with District Content Area specialists to create differentiated DoK PD for Boone park teachers in each content area. What does data indicate needs improvement when looking at reading levels and success on the assessments given? There is a disconnect in the methods and rigor of the assessment and the levels of instruction in the classroom. We need to ensure that we are delivering content at the higher levels of DoK 2 and 3 (at 50% and 30%) before they are assessed this way. We will be changing from DRA to Lexile, which will take out the subjectivity. Finally, we will equip teachers with the knowledge of the characteristics of Dyslexia. What are the contributing factors impacting the percentage of students reading below grade level? 14

We have students with some poor foundational skills (i.e. home to school skills like concepts about print, colors, and recognizing family) and we have to build this background before we can begin to get them to grade level mastery. We have also noticed a correlation between chronic absenteeism, lack of support outside of school, lack of exposure to print materials and lower reading levels. Schoolwide Grade Comparison and Analysis Chart Math Data How are the math grades related to the NWEA results? We are seeing growth in K-2 over the 9 weeks. Discrepancy between the NWEA RIT Scores and the grades that students earn or are given. Students in special education do not receive less than a C(modified grading) which causes grade inflation. NWEA and ACTAspire test for Mastery while our Special Education students are taught at the level at which they work on. How are the math grades related to the ACT Aspire results? We do see significant growth in third and decrease in fourth and fifth on interims. We attribute this to the fourth grade teacher resigning mid year in fourth grade. Also, we attribute this to a change in personnel due to departmentalization in the second semester in fifth grade. The standards may have been misunderstood by the new teacher and person solely teaching math. Describe the math grading policy throughout the school. Is the grading policy uniform? This is selected by the school district. It is 90 to 100 is an A. We need to make sure that each teacher is taking at least two grades a week. There is some grade inflation that has occurred such at 100% for participation. How are instructional practices and assignments aligned with the DOK levels of NWEA and ACT Aspire? No alignment occurs. NWEA skills are being taught at a lower DOK in the classroom than on the tests. On ACT Aspire some students are being tested on skills that have not been introduced. We need to start out at the first of the year with a charge. In other words, we will begin next year working on higher-level questioning assignments and being sure that students are doing things like justification and explanation from the start.. Assignments are aligned based on students instructional needs. What are the contributing factors impacting the percentage of D-F grades? We have students with some poor foundational skills and we have to build this background before we can begin to get them to grade level mastery. We have also noticed a correlation between chronic absenteeism, lack of support outside of school, lack of exposure to print materials and lower reading levels. Schoolwide Grade Comparison and Analysis Chart Science Data How are the science grades related to the ACT Aspire results? 15

Many science scores are given based on participation and science content. Teachers are scoring assignments that are aligned to content but the ACT Aspire is aligned to a separate set of standards. Students are not being exposed to analysis of tables charts and graphs on a consistent basis. Describe the science grading policy throughout the school. Is the grading policy uniform? This is selected by the school district. It is 90 to 100 is an A. We need to make sure that each teacher is taking at least two grades a week. There is some grade inflation that has occurred such at 100% for participation. How are instructional practices and assignments aligned with the DOK levels of ACT Aspire? Most classroom instruction is focused on the state-mandated content while the assessment is only focused on science data analysis. There is a gap between the content that teachers are required to teach and the assessment that students are required to complete. What are the contributing factors impacting the percentage of D-F grades? We have students with some poor foundational skills and we have to build this background before we can begin to get them to grade level mastery. We have also noticed a correlation between chronic absenteeism, lack of support outside of school, lack of exposure to print materials and lower reading levels. Demographic/Discipline Referral Data Chart If applicable, explain how student discipline is a contributing factor to low student achievement. Yes student discipline contributes to low student achievement as well as having an impact on positive school climate. Students out of class are not learning and teachers have to attend to disruptions instead of teaching. This prevents the entire class from learning. Classroom management is an issue when teachers attempt to deal with discipline issues. What does the data indicate regarding student behaviors and the number of discipline referrals issued by teachers? There is significant amount of student behavior issues that are mostly contributed to by African American males. For example, in May of 2018 14 out of 21 long forms were from African American males. There is a high number of discipline referrals by teachers primarily from African American males.teachers appear to be trying to follow procedures concerning discipline referrals. Principals have tried to assist by creating an atmosphere of zero tolerance with fighting. There were some teachers in certain grades where referrals were high that did not possess an ability to use classroom management successfully. Positive reinforcement has been put in place to deter discipline issues especially through Kings in Training and Queens in Training Program. What does the data indicate regarding subpopulations and the number of discipline referrals issued by teachers? The data confirms that more African American males are referred by teachers for severe rule infractions. Teacher Attendance Data Chart/Summary of Educators School Climate Chart 16

Explain the correlation between teacher attendance and student achievement? Teacher absenteeism was high in the second quarter was due to flu, maternity leave, FMLA, military obligations and teachers who knew they were going to resign after Christmas began to take numerous days off from school. If a certified teacher is not in a classroom teaching on a daily basis student achievement decreases. When teachers are not in classrooms, students are not following procedures or expectations, causing the number of behavior referrals to increase. Explain the correlation between the educator climate survey results and teacher attendance? Teachers generally agree that Boone Pk is a great place to be and work. They also said Boone Pk climate was positive. The replacement of three teachers mid-year may have positively affected the outcome of the survey results. Student Attendance Data Chart/Summary of Students School Climate Chart Explain the correlation between student attendance and student achievement? When students come to school and only take off from school for solid reasons, they will achieve more and their learning will increase. When teachers create an environment that nurtures children and fully engages their minds, students will want to come to school more frequently. Explain the correlation between the student climate survey results and student attendance? When students are not at school they can not be taught and therefore learn and become successful. A successful student creates a positive climate. The replacement of three teachers mid-year may have positively affected the outcome of the survey results. 17

Step 3: Prioritize Needs Please use the attached Word Document that contains the Process Template. 18

Step 4: Create a Theory of Action Goal 1 Statement : Increase ACT and NWEA scores for all grade levels by at least 10% by May 24, 2019. I. What will the school do to influence the lagging indicator? List the evidence-based initiative, intervention or strategy specific to the improvement efforts and support needed for implementation. 1. Generation Ready Consultants will work with staff in order to increase student achievement in areas of math and reading. 2. Teachers will attend professional development on DoK, standard clarifications, classroom management, academic rigor and relevance, and culture. 3. Provide extra, structured time for students, in the form of an after-school program, utilizing a partnership with local church in order to provide K-5 interventions and encouragement. II. What data will be collected & monitored quarterly to ensure the fidelity of the evidenced-based initiative, intervention or strategy? 1. Data tracking tools as provided by Generation Ready 2. PD sign in sheets, PLC agendas, classroom observations, lesson plans, student self assessments 3. Quarterly track student achievement and discipline data for students who participate in the after-school program as well as all students. III. What are the expected improvements or gains by implementing this evidenced-based initiative, intervention or strategy? (Include resource and expected effect size) 19

1. According to Hattie, by increasing teachers knowledge of students we expect to see improvements in class environment which has an effect size of.56. 2. According to Hattie, through the assistance of Generation Ready, as teachers use reciprocal teaching which will be implemented along with student-led conferences, we would expect to see an effect size of 0.74. 3. According to Hattie s work, a community partnership between the school and ACTS Church, would expect to see an effect size of 0.82. Goal 2 Statement : Decrease the number of office referrals by at least 10% by May 24, 2019. I. What will the school do to influence the lagging indicator? List the evidence-based initiative, intervention or strategy specific to the improvement efforts and support needed for implementation. 1. We will develop and implement short and long-term behavior goals for students. 2. The Kings/Queens in Training will help teach our students social skills and bring in speakers to provide positive role models. 3. Cultural Proficiency Training for Teachers will provide tools to staff to better meet the needs of students from poverty. II. What data will be collected & monitored quarterly to ensure the fidelity of the evidenced-based initiative, intervention or strategy? 1. State required tracking data 2. Student behaviors will be tracked weekly to ensure participation in Kings/Queens incentives and activities. 20

3. Checking lesson plans, checking assessments, tracking trends in discipline data. III. What are the expected improvements or gains by implementing this evidenced-based initiative, intervention or strategy? (Include resource and expected effect size) 1. Through the implementation of a social skills program, we expect to see an effect size of.57. 2. Through the implementation of teacher professional development on cultural proficiency, we expect to see an effect size of.68. Goal 3 Statement : Decrease the number of student absences and tardies by at least 10% through educating parents and community members on the importance and impact of daily on-time attendance by May 24, 2019. I. What will the school do to influence the lagging indicator? List the evidence-based initiative, intervention or strategy specific to the improvement efforts and support needed for implementation. 1. With monthly Second Cup of Coffee meetings, we plan on inviting parents and community partners to Boone Park to help parents improve craft knowledge on having successful students, build stakeholder relationships, and help parents understand how tardiness and absenteeism affect student achievement. 2. Provide monthly student & staff incentives, like a school-wide Tardy Race, to encourage teachers and staff to be at school. II. What data will be collected & monitored quarterly to ensure the fidelity of the evidenced-based initiative, intervention or strategy? 1. Sign in sheets to track attendance 2. Quarterly Parent surveys 21

3. Daily attendance tracking III. What are the expected improvements or gains by implementing this evidenced-based initiative, intervention or strategy? (Include resource and expected effect size) 1. Through parent involvement meetings, we expect to see an effect size of.55. 2. 3. Step 5: School Rationale for District Support * Please indicate the district supports and/or resources that will be needed to effectively address all components of the selected initiatives, interventions, strategies, or theories of action (i.e., technical support, materials, personnel, estimated cost), even if funding is not needed. Initiative/Intervention/Strategy District Supports/Resources Needed Estimated Cost 1.Kings/Queens in Training Funding Source District Amount Approved 2.Student Small Group Interventions Math Interventionist Kindergarten Aides Literacy Coach 22

District Use Only 3.DOK and Content Proficiency PD District Content Area Specialists $0 4. Generation Ready GR Consultants $ 5. After-School Tutoring ACTS church, community partners, Parent Engagement Facilitator 6. Cultural Proficiency Training Executive Director of Student Equity Services, Coordinated School Health Coordinator $0 23

Have any of the initiatives/interventions/strategies listed above been used before? (Provide an explanation for numbers of years implemented and previous funding amount received) Kings and Queens in Training - 2 years - $0 in costs/funding. Second Cup of Coffee - 5 years - $50-$100 per event/funding 24

How will the initiative/intervention/strategy be expanded if it has been implemented in the past? Next year, we plan on expanding Kings & Queens program to include 2nd and 3rd grades along with the 4th and 5th grade students. Next year, we plan on alternating the Second Cup of Coffee with Parent Academy events where parents are presented with skills to be better parents. 25

Helpful resources for evidence-based practices (EBP): Rules on EBP - What Works Clearinghouse https://ies.ed.gov/ncee/wwc/ Evidence for ESSA https://www.evidenceforessa.org/ Council of Chief State School Officers http://www.ccsso.org/documents/2017/essa/evidenceconsiderationsccssofebruary2017.pdf Florida Center for Reading Research http://www.fcrr.org/ National Center for Intensive Interventions http://www.intensiveintervention.org/ 26