District: North Little Rock Superintendent: Kelly Rodgers School: Ridge Road Elementary Principal: Matthew How School leadership team members: Patrice Brown, Zondria Campbell, Laura Cooper, Tracy Harris, Matthew How, Deedra Lee, Ranell Mahan, Lauren Scott, Vicki Steadman, Sheila Williams 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 86 44 26 24 1 50 61 73 21 20 24 2 44 29 48 21 16 19 3 32 37 46 15 16 32 4 54 59 68 14 35 38 5 49 64 72 14 15 17 Grade Level Grade Level Reading Percentage of Students Reading Below Grade Level (Using DRA levels/grg) Schoolwide Grade Comparison & Analysis Reading Data NWEA Percentage of Students Scoring Below 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 14 56 74 76 1 50 39 27 79 80 76 2 56 71 52 79 84 81 3 68 63 54 85 84 68 4 46 41 32 86 65 62 5 51 36 28 86 85 83 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 28 28 34 1 92 95 97 50 27 24 2 100 98 94 33 17 11 3 100 97 98 10 31 49 4 98 97 93 18 33 28 5 91 86 90 13 22 24 Grade Level Percentage of Students Scoring D and F on Report Cards NWEA Percentage of Students Scoring Below 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 72 72 66 1 0 0 1 50 73 76 2 0 2 6 67 83 89 3 0 3 2 90 69 51 4 2 3 7 82 67 72 5 9 14 10 87 78 76 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 3 100 100 100 11 20 20 4 100 100 100 16 26 27 5 99 100 99 12 20 24 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 0 0 0 89 80 80 4 0 0 0 84 74 73 5 1 0 1 88 80 76 5
Enrollment/Discipline Data Grade Level Number of Students Enrolled SWD Percent of Total Student Populati on EL Percent of Total Student Population AA Percent of Total Student Population C Percent of Total Student Population H 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 1Q 2Q 3Q 1Q 2Q 3Q K 101 103 98 16 21 51 29 20 14 22 31 1 1 2 1 103 102 102 15 21 63 22 17 11 27 24 0 1 1 2 102 100 92 12 27 51 36 13 21 34 42 1 1 3 3 96 96 104 15 12 71 26 7 6 14 13 0 0 0 4 99 100 95 13 12 64 30 4 4 22 25 0 1 1 5 106 109 102 11 21 61 39 8 39 56 42 1 2 2 *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 5 5 5 7 7.5 12 0.5 1 0 3 1 0.5 1 4 4 4 6.5 8.5 16 0 1 1 0 0 0 2 4 4 4 11.5 11.5 13 0 2 2 0 0 0 3 5 5 5 15 5.5 18 0 0 3 0 3 0.5 4 4 4 4 5.5 10 3.5 0 2 1 0 0.5 0.5 5 4 4 4 4 4.5 7 0 1 4.5 0 1 2 Spec. Ed. 4.5 5 5 31 11 8 0 0 1 1 0 1 Specials 8.5 8.5 8.5 8 18 13 5 0 6.5 6 2 1 Support 6.5 6.5 6.5 10 14.5 19.5 4 1 3 0.5 2 2 Staff Admin. 2 2 2 2.5 1 2.5 0 0 2 0 0 3 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 96 93 91 12 32 42 1 94 92 91 14 30 40 2 95 93 92 16 24 40 3 96 94 94 12 21 34 4 96 95 94 14 20 40 5 95 94 92 17 23 36 8
Summary of K-2 Students School Climate Survey Data (Survey aggregate average) K-2 Results First Quarter Second Quarter Third Quarter Agree Disagree 1. My classroom is a fun place to be. 146 8 2. Students in my class help each other learn. 140 24 153 15 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. 159 6 157 8 129 38 142 22 163 3 153 13 142 21 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. 2. I like my school. Strongly Agree Agree Disagree Strongly Disagree 63.1 23.3 9.3 4.3 48.4 29.4 11.8 10.4 3. Students in my class help each other learn. 33 36.2 21.9 9 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. 14. My teacher has several good ways to explain each topic that we cover in this class. 53 24.4 12.5 10 25.1 33.3 23.7 17.9 71.3 15.1 8.6 5 16.5 30.8 37.6 15.1 31.5 39.8 20.8 7.9 38.4 33.3 19 9.3 77.1 10.8 6.8 5.4 63.8 24 6.8 5.4 28.3 38.7 18.3 14.7 47.3 24 12.5 16.1 69.5 20.8 6.5 3.2 10
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. 65.2 21.9 8.2 4.7 70.3 15.1 5.7 9 66.7 22.6 6.1 4.7 79.2 12.5 3.9 4.3 50.2 24.7 14.3 10.8 27.6 24.7 16.5 31.2 11
Summary of Educators School Climate Survey Data (Survey aggregate average) Educators 1. Within my school, I feel comfortable raising issues and concerns that are important to me. First Quarter Second Quarter Strongly Agree Third Quarter Agree Disagree Strongly Disagree 18 31 37 14 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. 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. 18 33 33 16 33 39 20 8 20 33 39 8 59 31 8 2 29 31 26 14 28.5 33 28.5 10 30.5 26.5 33 10 22 45 25 8 25 39 18 18 27 45 20 8 12
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. 74 18 6 2 27 41 14 18 33 51 12 4 26.5 33 28.5 12 29 41 14 16 35 43 14 8 39 34.5 24.5 2 27 45 20 8 2 20 35 43 13
Step 2: Analysis of Data Schoolwide Grade Comparison and Analysis Chart Reading Data How are the reading levels related to the NWEA results? DRA levels are based on subjective scoring, whereas, lexile assessments are more objective. DRA levels rose while NWEA RIT scores dropped. Students grew over the year but the growth was not enough to meet the RIT score. How are the reading levels related to the ACT Aspire results? DRA levels are based on subjective scoring, whereas, lexile assessments are more objective. DRA levels rose and ACT Aspires also rose. However, the amount growth did not match. How are instructional practices and assignments aligned with NWEA and ACT Aspire? Staff needs to utilize the data from the testing to plan and deliver more rigorous instruction Teachers need to teach at higher DOK levels and assign more differentiated and personalized assignments according to the students instructional levels. What does data indicate needs improvement when looking at reading levels and success on the assessments given? Data indicates the staff will review NWEA scores following each assessment and develop instruction based on students needs. Based on our alignment of ACT Aspire and state standards teachers will focus reading instruction on the following;: Inferencing, point of view, main idea, compare/contrast and questioning need more rigorous levels of instruction and assessment What are the contributing factors impacting the percentage of students reading below grade level? Attendance Lack of rigorous instruction and assessments based on standards Discipline Language barriers Expectations and accountability Mastery vs. Coverage 14
Schoolwide Grade Comparison and Analysis Chart Math Data How are the math grades related to the NWEA results? Grades are much higher than NWEA scores due to grade inflation, misunderstanding on how students can receive failing grades, participation grades, and grade modification. Some students are not working at their zone-proximal development but are tested on it through NWEA. Therefore students scores are rising overall but not at the rate need to meet the norm set be NWEA. Students do not master standards for each grade level due to starting with gaps in their academic foundation. Teachers need further clarification of the standards to teach to mastery. Professional development will be provided by the district and school to provide teachers with training on teaching the standards and holding students accountable for their learning. How are the math grades related to the ACT Aspire results? Grades are much higher than ACT Aspire scores due to grade inflation, misunderstanding on how students can receive failing grades, participation grades, and grade modification. On ACT Aspire students are assessed on the entire set of standards even if it has not been introduced yet.. Teachers need further clarification of the standards to teach to mastery. Professional development will be provided by the district and school to provide teachers with training on teaching the standards and holding students accountable for their learning. Describe the math grading policy throughout the school. Is the grading policy uniform? Staff are giving some grades based on misinformation. To address this, professional development will be provided on assigning grades related to mastery of standards. How are instructional practices and assignments aligned with the DOK levels of NWEA and ACT Aspire? Staff needs to utilize the data from the testing to plan and deliver more rigorous instruction Teachers need to teach at higher DOK levels and assign more differentiated and personalized assignments according to the students instructional levels. What are the contributing factors impacting the percentage of D-F grades? Grades are much higher due to grade inflation, misunderstanding on how students can receive failing grades, participation grades, and grade modification. 15
Schoolwide Grade Comparison and Analysis Chart Science Data How are the science grades related to the ACT Aspire results? Grades are much higher than ACT Aspire scores due to grade inflation, misunderstanding on how students can receive failing grades, participation grades, and grade modification. Some teachers have not studied the clarification of the standards, thereby they cannot teach the standards. Teachers are also not knowledgeable about the concepts of science. Describe the science grading policy throughout the school. Is the grading policy uniform? Staff are giving some grades based on misinformation. To address this, professional development will be provided on assigning grades related to mastery of standards. How are instructional practices and assignments aligned with the DOK levels of ACT Aspire? Staff members are engaging students in evidence-based learning and will begin coupling this with the manner of assessment aligned with ACT Aspire including multiple choice and open response. Staff needs to utilize the data from the testing to plan and deliver more rigorous instruction Teachers need to teach at higher DOK levels and assign more differentiated and personalized assignments according to the students instructional levels. What are the contributing factors impacting the percentage of D-F grades? Grades are much higher due to grade inflation, misunderstanding on how students can receive failing grades, participation grades, and grade modification. Demographic/Discipline Referral Data Chart If applicable, explain how student discipline is a contributing factor to low student achievement. Students out of class are not receiving instruction Students who are requiring redirection and discipline are impeding instruction for themselves and others. Students do not believe that teachers know who they are outside of the classroom (building relationships) Students are not being authentically engaged What does the data indicate regarding student behaviors and the number of discipline referrals issued by teachers? A school-wide discipline system is needed. Based on the data students feel that teachers in general do not know them outside of the school environment. Incentives are needed for appropriate behavior. 16
Teacher Attendance Data Chart/Summary of Educators School Climate Chart Explain the correlation between teacher attendance and student achievement? Teacher attendance is not having a significant impact on student achievement Discrepancies are related to personal or family medical issues Teachers do not have a clear understanding of district policy related to personal days Explain the correlation between the educator climate survey results and teacher attendance? Teachers generally come to school on a daily basis unless there is illness, pregnancy or epidemic Student Attendance Data Chart/Summary of Students School Climate Chart Explain the correlation between student attendance and student achievement? There is a correlation between student attendance and student achievement. Data indicates that a significant percentage of instructional time is being missed in each grade level due to absences and/or tardies. Explain the correlation between the student climate survey results and student attendance? Students indicate that discipline is affecting instruction Students also indicate that teachers do not know who they are outside of school which affects respect and rapport 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 : Provide professional development and frequent ongoing team-building activities to build and maintain strong relationships with staff, students and all stakeholders to improve school climate by 10 or more percent 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. Building communications form filled out as issues arise that goes against expected norms. Typed forms will be placed on Google document. Forms placed near mailroom. Solution is not required. 2. Professional Development; books studies such as Energy Bus and character development program 3. Team building and fun activities II. What data will be collected & monitored quarterly to ensure the fidelity of the evidenced-based initiative, intervention or strategy? 1. Educator & student climate survey would be given each quarter. 2. Teacher retention 3. Staff and student attendance will be reviewed. III. What are the expected improvements or gains by implementing this evidenced-based initiative, intervention or strategy? (Include resource and expected effect size) 1. Professional development and frequent ongoing team-building activities will build and maintain a strong team and improve school climate, Caring School Community Character education program (+.4 Academic Achievement, +.8 Behavior, +.7 Knowledge, Attitudes, and Values.) 2. Teacher-student relationships have a.74 effect size according to Hattie, 2016 19
Goal 2 Statement : Improve student discipline as evidenced by a decrease of disciplinary referrals by 10 or more percent 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. Create building-wide expectations for behavior and share with all stakeholders 2. High visibility of administrators 3. Frequent staff/student/parent incentives II. What data will be collected & monitored quarterly to ensure the fidelity of the evidenced-based initiative, intervention or strategy? 1. Behavior referrals will be tracked monthly 2. Refer to staff/student school climate survey data on a quarterly basis 3. Number of students and teachers receiving incentives III. What are the expected improvements or gains by implementing this evidenced-based initiative, intervention or strategy? (Include resource and expected effect size) Student discipline will improve as evidenced by a decrease of disciplinary referrals by 10 or more percent. 1. Caring School Community Character education program implemented by teachers with professional development (+0.4 Academic Achievement, +0.8 Behavior, +0.7 Knowledge, Attitudes, and Values.) 20
Goal 3 Statement : Create a culture of focused curriculum alignment of content to assessment and Depth of Knowledge (DOK), questioning and teaching to mastery of standards to increase academic achievement by 10 or more percent as measured by ACT Aspire and NWEA assessments 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. Increase focus walks, observation and reflective conferences 2. Student led conferences 3. Professional learning communities focused on content areas, data and standards 4. ESOL training for teachers 5. Utilize services of Generation Ready II. What data will be collected & monitored quarterly to ensure the fidelity of the evidenced-based initiative, intervention or strategy? 1. Edreflect, Bloomboard 2. Teacher anecdotal notes and lesson plans 3. PLC agendas and minutes 4. ACT interim data 5. NWEA data 21
III. What are the expected improvements or gains by implementing this evidenced-based initiative, intervention or strategy? (Include resource and expected effect size) 1. Curriculum alignment of content to assessment, and DOK instruction is expected to increase academic achievement with an effect size of +0.68 http://www.evidencebasedteaching.org.au/hatties-2017-updated-list/ 2. Improved classroom behavior due to stronger classroom management is expected to have an effect size of +0.62 http://www.evidencebasedteaching.org.au/hatties-2017-updated-list/ 3. Professional development has a 0.62 effect size according to Hattie, 2016. 4. Questioning has a 0.46 effect size according to Hattie, 2016. 5. Student led conferences and self-reported grades has an effect size of 1.44 according to Hattie, 2016 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 Funding Source District Amount Approved 1. Analyze summative and formative assessment data to drive instruction and align to district literacy and math units. Building Administrative Staff Teachers and Coaches 2. Generation Ready Building Administrative Staff Teachers and Coaches 22 Generation Ready
District Use Only 3. Update technology according to rotation 4. Professional development for building capacity of instruction,culture and climate Building Administrative Staff Technology department Teachers Building Administrative Staff Teachers Stakeholders $29,200 $2,000 5. Caring School Community Building Administrative Staff Teachers Consultant $3,900 6. Standard and data focused PLCS, Targeted intervention for students below reading level, Instructional support for teacher District Administrative Staff Building Administrative Staff K-5 Literacy Coach $70,000 7. Standard and data focused PLCS, Targeted intervention for students not meeting 23 District Administrative Staff Building Administrative Staff K-5 STEM Coach $70,000
ready, Instruction support for teachers 8. Targeted intervention with small groups and 1-1 with Kindergarten students 9. Monthly Parent Engagement meetings 10. Address health issues trending among students Building Administrative Staff 2 Kindergarten teacher Assistants District Administrative Staff Parent Involvement Coordinator Staff Members Parents Building Administrative Staff School Counselor Physical Education Teachers Human Services Worker SnapED Curriculum STRIVE program through UAMS $80,000 $8,000 24
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) 1. The analysis of formative and summative assessments has been implemented for three years without the use of specified funding. It is necessary to be able to identify mastery, or lack thereof, of content mastery and various academic skills. 3. Updated technology was purchased in the 2017-2018 school year for 3rd-5th grade to ensure 1 to 1. $122,361.11 was designated for this from Title I funding. 4. Professional development is provided throughout each school year for the purpose of enhancing teacher performance. Various amounts provided by the state and through Title I have been made available. 6. Our school has had two literacy coaches for three years. In 2017-2018 school year, $169,484.84 was designated for these two positions utilizing Title I funding. Data indicates an increase in ACT interim and NWEA scores. 7. Our school has previously had math coaches, and has had one science coach for two years. In 2017-2018 school year funds from Title I funding totaling $69,721.53 were designated for the science coach position. Data indicates an increase in ACT interim and NWEA scores. 8. Two Kindergarten teacher assistants have been utilized for three years. Title I funds totaling $76,405.52 were designated for these positions in the 2017-2018 school year. Data indicates an increase in NWEA scores. 9. The Parent Involvement coordinator has worked with district and school personnel to determine and implement ways to involve parents in the academic process. $8,000 were designated for this from Title I funding in the 2017-2018 school year. The coordinator will work with the PTA president to align, create, and support parent engagement initiatives. 10. Last year, we planned for health literature shared with our families to be provided in English and Spanish, and provide ELL student and their families with services needed. Additionally, with our nutrition tastings throughout the year, we modified food offerings to include fresh fruits and vegetables from a variety of cultures (such as jicama). We had a part time Human Service Worker that aided us in meeting the needs of the "whole child". He provided case management, assistance referrals, and other services. To meet the mental health needs of our students, as well as social services needs, we had a counselor. The counselor coordinated services provided through our district's Families in Transition program through our District Social Worker. Currently, we do offer mental health services through a unique blend of contracted mental health provider (STRIVE) and district staff (school counselor onsite, district employed school psychologist, and a district employed clinical counselor). Services offered varied depending on the need of the individual. With parental consent through our Special Services Department, we strived to get at risk students evaluated and referred to necessary services. We had a full-time nurse housed at our school to meet the needs of all of our students, especially those with chronic health conditions such a diabetes, sickle cell anemia, and severe asthma. 25
How will the initiative/intervention/strategy be expanded if it has been implemented in the past? 1. Summative and formative assessment data will be analyzed on a more frequent basis to drive instruction. Staff will also utilize services of Generation Ready in order to gain insight on trends and how to adjust accordingly. 3. Updated technology was purchased for 3rd-5th grade to ensure 1 to 1. It is necessary to update 2nd grade equipment at this point in order to remain as current as possible. Teachers will be attending professional development technology training provided by the district. 4. Professional development will be provided that will focus on developing a stronger and healthier school culture. 6. Our school has had two literacy coaches for three years. With the assistance and guidance of district personnel along with support from Generation Ready we will have one literacy coach to assist teachers with the planning and delivery of rigorous instruction. 7. Our school has previously had math coaches, and has had one science coach for two years. With the assistance and guidance of district personnel along with support from Generation Ready we will have one STEM coach to assist teachers with the planning and delivery of rigorous instruction. 8. Kindergarten teacher assistants will assist teachers in assessing students and implementing strategies from Generation Ready and the Caring School Program. 9. The Parent Engagement committee will host events and meetings to garner parent input and inform parents frequently on expectations and the progress of the school. The committee will work alongside the PTA to host events and raise support for the school. Based on feedback through quarterly surveys, parents will be provided opportunities to be engaged in school-wide initiatives. 10. Caring School Community will be utilized as well to support the development of effective social skills. 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