Terrell Elementary Accountability Report Card Reported Using Data from the 2017 18 Year California Department of Education By February 1 of each year, every school in California is required by state law to publish a Accountability Report Card (SARC).The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. For more information about SARC requirements, see the California Department of Education (CDE) SARC web page at https://www.cde.ca.gov/ta/ac/sa/. For more information about the LCFF or LCAP, see the CDE LCFF web page at https://www.cde.ca.gov/fg/aa/lc/. For additional information about the school, parents/guardians and community members should contact the school principal or the district office. DataQuest DataQuest is an online data tool located on the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners). Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents. Mrs. Michelle Reghitto, Principal Principal, Terrell Elementary About Our About Our Terrell Elementary is a California Distinguished and has been an Honor Roll two years in a row. Based on SBAC scores, Terrell is considered a GREEN school. Terrell is also a PBIS and an Early Literacy Institute that provides differentiated instruction for K - 2nd grade in Reading. We also incorporate language strategies, which include interactive structures. This will give students opportunities to collaborate and communicate with increased usage of academic language to increase oral language development for all students. We also implement the Lucy Calkins Writing Program and Common Core Literacy Standards for TK 5th grade. 2nd 5th grade students also participate in receiving 30 minutes of music each week from Music for Minor Educators. Kindergarten and 1st grade Music is taught by a parent volunteer. Terrell also has a strong emphasis in technology and has a computer lab. Each grade level shares a mobile cart for student use and the TK and Kindergarten classroom have access to a class set of IPAD's and the school wide computer lab. Students also have access to blended learning programs and Achieve 3000, which is a resource of non fictional articles for 3rd - 5th grade. Terrell has a tremendous partnership with Little Heroes, offering activities and skill development during recess and PE time. The local businesses and PTA support enrichment programs that includes music for Kindergarten - 5th grade, study field trips, science camp for 5th graders, curriculum based assemblies and school wide events that celebrate student achievement. Teachers and support staff are a great asset and through their dedication and commitment our studentso will be the thinkers, leaders and creators of tomorrow, and they will ROAR. (Responsible, Organized, Always Respectful) Contact Terrell Elementary 3925 Pearl Ave. San Jose, CA 95136-1531 Phone: 408-535-6255 E-mail: mreghitto@sjusd.org
About This Contact Information ( Year 2018 19) District Contact Information ( Year 2018 19) Contact Information ( Year 2018 19) District Name San Jose Unified Name Terrell Elementary Phone Number (408) 535-6000 Street 3925 Pearl Ave. Superintendent Nancy Albarr n City, State, Zip San Jose, Ca, 95136-1531 E-mail Address nalbarran@sjusd.org Phone Number 408-535-6255 Web Site http://www.sjusd.org Principal Mrs. Michelle Reghitto, Principal E-mail Address mreghitto@sjusd.org County-District- (CDS) Code 43696666048714 Description and Mission Statement ( Year 2018 19) Terrell Elementary is an Early Literacy Institute, which has the primary focus of all K -2nd students reading at grade level, by differentiating instruction to meet the needs of each individual student. Each student is assessed throughout the year to determine their instructional reading level. Each student will experience guided reading groups with the use of leveled readers. These guided reading groups are fluid as they are based on formative assessments. For 3rd - 5th grade using Lucy Calkins writing, our primary focus is for all students to write narrative, informational, opinion papers using the district learning progressions. Our student support team meets with all parents of students that are in need of more support with reading instruction three to four times a year. These interventions could include, but are not limited to, addtional small group instruction with the intervention specialist and/or teacher, and after school support. We also offer Stepping Stones Mathematics, which gives students the opportunity to have a hands on experience and frequent opportunities to collaborate and share thought process when tackling a math problem. Page 2 of 19
Student Enrollment by Grade Level ( Year 2017 18) Grade Level Number of Students Kindergarten 77 Grade 1 62 Grade 2 61 Grade 3 58 Grade 4 72 Grade 5 61 Total Enrollment 391 80 70 60 50 40 30 20 10 0 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Student Enrollment by Student Group ( Year 2017 18) Student Group Percent of Total Enrollment Black or African American 5.9 % American Indian or Alaska Native % Asian 10.0 % Filipino 2.6 % Hispanic or Latino 52.9 % Native Hawaiian or Pacific Islander 0.3 % White 19.7 % Two or More Races 8.7 % Other -0.1 % Student Group (Other) Percent of Total Enrollment Socioeconomically Disadvantaged 55.0 % English Learners 18.9 % Students with Disabilities 13.8 % Foster Youth 0.8 % Page 3 of 19
A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the State priority: Basic (Priority 1): Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and facilities are maintained in good repair Teacher Credentials Teachers 2016 17 2017 18 2018 19 District 2018 19 With Full Credential 21 23 22 1368 Without Full Credential 0 0 0 70 25 20 Teachers with Full Credential Teachers without Full Credential Teachers Teaching Outside Subject Area of Competence Teachers Teaching Outside Subject Area of Competence (with full credential) 0 0 0 1298 15 10 5 0 0.0 1.0 2.0 Teacher Misassignments and Vacant Teacher Positions Last updated: 1/30/2019 Indicator Misassignments of Teachers of English Learners 2016 17 2017 18 2018 19 1.0 Misassignments of Teachers of English Learners Total Teacher Misassignments* Vacant Teacher Positions Total Teacher Misassignments* 0.5 Vacant Teacher Positions 0.0-0.5-1.0 2016 17 2017 18 2018 19 Note: Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Last updated: 1/10/2019 Page 4 of 19
Quality, Currency, Availability of Textbooks and Instructional Materials ( Year 2018 19) Year and month in which the data were collected: Subject Textbooks and Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy Reading/Language Arts Instructional materials and adoption dates for all content areas can be found at the following link: 0.0 % Instructional Materials Mathematics 0.0 % Science 0.0 % History-Social Science 0.0 % Foreign Language 0.0 % Health 0.0 % Visual and Performing Arts Science Lab Eqpmt (Grades 9-12) Note: Cells with values do not require data. 0.0 % 0.0 % Facility Good Repair Status Year and month of the most recent FIT report: September 2018 Last updated: 1/10/2019 System Inspected Rating Repair Needed and Action Taken or Planned Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/ Grounds, Windows/Doors/Gates/Fences Good Good Good Good Good Good Good Good Overall Facility Rate Year and month of the most recent FIT report: September 2018 Overall Rating Exemplary Last updated: 1/2/2019 Page 5 of 19
B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabilities); and The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study. CAASPP Test Results in ELA and Mathematics for All Students Grades Three through Eight and Grade Eleven Percentage of Students Meeting or Exceeding the State Standard Subject 2016 17 2017 18 District 2016 17 District 2017 18 State 2016 17 State 2017 18 English Language Arts / Literacy (grades 3-8 and 11) 49.0% 46.0% 53.0% 54.0% 48.0% 50.0% Mathematics (grades 3-8 and 11) 35.0% 32.0% 42.0% 43.0% 37.0% 38.0% Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: ELA and Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments. Page 6 of 19
CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven ( Year 2017 18) CAASPP Assessment Results English Language Arts (ELA) Disaggregated by Student Groups, Grades Three Through Eight and Grade Eleven Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students 181 179 98.90% 46.37% Male 97 96 98.97% 42.71% Female 84 83 98.81% 50.60% Black or African American 14 14 100.00% 21.43% American Indian or Alaska Native Asian 21 21 100.00% 61.90% Filipino -- -- -- Hispanic or Latino 88 86 97.73% 38.37% Native Hawaiian or Pacific Islander -- -- -- White 39 39 100.00% 61.54% Two or More Races 15 15 100.00% 60.00% Socioeconomically Disadvantaged 93 92 98.92% 38.04% English Learners 46 45 97.83% 42.22% Students with Disabilities 17 17 100.00% 29.41% Students Receiving Migrant Education Services Foster Youth -- -- -- Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The Percent Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3 Alternate) on the CAAs divided by the total number of students who participated in both assessments. Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores. Page 7 of 19
CAASPP Test Results in Mathematics by Student Group Grades Three through Eight and Grade Eleven ( Year 2017 18) CAASPP Test Results in Mathematics Disaggregated by Student Group, Grades Three Through Eight and Grade Eleven Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students 180 179 99.44% 32.40% Male 96 96 100.00% 33.33% Female 84 83 98.81% 31.33% Black or African American 14 14 100.00% 7.14% American Indian or Alaska Native Asian 21 21 100.00% 57.14% Filipino -- -- -- Hispanic or Latino 87 86 98.85% 18.60% Native Hawaiian or Pacific Islander -- -- -- White 39 39 100.00% 48.72% Two or More Races 15 15 100.00% 53.33% Socioeconomically Disadvantaged 92 92 100.00% 19.57% English Learners 45 45 100.00% 31.11% Students with Disabilities 17 17 100.00% 17.65% Students Receiving Migrant Education Services Foster Youth -- -- -- Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The Percent Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3 Alternate) on the CAAs divided by the total number of students who participated in both assessments. Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores. Page 8 of 19
CAASPP Test Results in Science for All Students Grades Five, Eight and High Percentage of Students Meeting or Exceeding the State Standard Html.RenderAction("SarcDescription", new { sectionid = 80, cdscode = ViewBag.Cdscode }); Subject 2016 17 2017 18 District 2016 17 District 2017 18 State 2016 17 State 2017 18 Science (grades 5, 8, and high school) Note: Cells with values do not require data. Note: The 2016 17 and 2017 18 data are not available. The CDE is developing a new science assessment based on the Next Generation Science Standards for California Public s (CA NGSS). The new California Science Test (CAST) was pilot-tested in spring 2017 and field-tested in spring 2018. The CAST will be administered operationally during the 2018 19 school year. The CAA for Science was pilot-tested for two years (i.e., 2016 17 and 2017 18) and the CAA for Science will be fieldtested in 2018 19. Note: Science test results include the CAST and the CAA for Science. The Percent Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the CAST plus the total number of students who met the standard (i.e., achieved Level 3 Alternate) on the CAA for Science divided by the total number of students who participated on both assessments. Career Technical Education (CTE) Programs ( Year 2017 18) Career Technical Education (CTE) Participation ( Year 2017 18) Measure Last updated: 12/14/2018 CTE Program Participation Number of Pupils Participating in CTE 0 Percent of Pupils Completing a CTE Program and Earning a High Diploma 0.0% Percent of CTE Courses Sequenced or Articulated Between the and Institutions of Postsecondary Education 0.0% Courses for University of California (UC) and/or California State University (CSU) Admission Last updated: 12/14/2018 UC/CSU Course Measure Percent 2017 18 Pupils Enrolled in Courses Required for UC/CSU Admission 0.0% 2016 17 Graduates Who Completed All Courses Required for UC/CSU Admission -- Page 9 of 19
State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8): Pupil outcomes in the subject area of physical education California Physical Fitness Test Results ( Year 2017 18) Grade Level Percentage of Students Meeting Four of Six Fitness Standards Percentage of Students Meeting Five of Six Fitness Standards Percentage of Students Meeting Six of Six Fitness Standards 5 14.5% 37.1% 38.7% Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Last updated: 1/30/2019 Page 10 of 19
C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each school site Opportunities for Parental Involvement ( Year 2018 19) Terrell has the following opportunities for parents to get involved on site: Parent Teacher Association(PTA) Cornerstone (ABC Readers and Los DIchos) Second English Language Advisory Committee (SELAC) Site Council (SSC) District English Language Advisory Committee(DELAC) If you contact the Terrell Secretary @ 408-535-6255, she can give you more information about any organized opportunities that pertain to your interest. Page 11 of 19
State Priority: Pupil Engagement The SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5): High school dropout rates; and High school graduation rates Dropout Rate and Graduation Rate (Four-Year Cohort Rate) Indicator 2014 15 2015 16 District 2014 15 District 2015 16 State 2014 15 State 2015 16 Dropout Rate -- -- 7.7% 6.4% 10.7% 9.7% Graduation Rate -- -- 85.4% 87.7% 82.3% 83.8% Indicator 2016 17 District 2016 17 State 2016 17 Dropout Rate -- 5.2% 9.1% Graduation Rate -- 89.5% 82.7% Dropout/Graduation Rate (Four-Year Cohort Rate) Chart 1.0 Dropout Rate Graduation Rate 0.5 0.0-0.5-1.0 2014 15 2015 16 2016 17 For the formula to calculate the 2016 17 adjusted cohort graduation rate, see the 2017 18 Data Element Definitions document located on the SARC web page at https://www.cde.ca.gov/ta/ac/sa/. Page 12 of 19
Completion of High Graduation Requirements - Graduating Class of 2017 (One-Year Rate) Student Group District State All Students -- -- -- Black or African American -- -- -- American Indian or Alaska Native -- -- -- Asian -- -- -- Filipino -- -- -- Hispanic or Latino -- -- -- Native Hawaiian or Pacific Islander -- -- -- White -- -- -- Two or More Races -- -- -- Socioeconomically Disadvantaged -- -- -- English Learners -- -- -- Students with Disabilities -- -- -- Foster Youth -- -- -- Page 13 of 19
State Priority: Climate The SARC provides the following information relevant to the State priority: Climate (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety Suspensions and Expulsions District District District State State State Rate 2015 16 2016 17 2017 18 2015 16 2016 17 2017 18 2015 16 2016 17 2017 18 Suspensions 4.1% 2.6% 3.0% 3.7% 3.6% 3.2% 3.7% 3.7% 3.5% Expulsions 0.0% 0.0% 0.0% 0.0% 0.1% 0.0% 0.1% 0.1% 0.1% Suspensions Expulsions 4.5 4.0 Suspensions District Suspensions State Suspensions 0.12 0.10 Expulsions District Expulsions State Expulsions 3.5 3.0 0.08 2.5 0.06 2.0 1.5 0.04 1.0 0.02 0.5 0.0 2015 16 2016 17 2017 18 0.00 2015 16 2016 17 2017 18 Safety Plan ( Year 2018 19) Terrell Elementary has a safety team on site that reviews the Site Safety Plan at the start of the school year in August. The team revised and adjusted the plan pending the needs of our community to date. The team updated staff assignments, verified status and location of supplies and equipment, modified procedures, planned for staff training activities, and reviewed emergency signals for evacuation, fire alarms, and chemical alarms. The plan included our required response in varying situations including,but not limited to earthquake, fire, floods, drive by shooting, etc. The plan gives a detailed explanation as to what each staff member needs to do, materials they need, and where students evacaute for the safety of all. The plan also includes an evacuation map, which is also posted in all classrooms, cafeteria, and the front office. Throughout the year as a site we complete a variety of simulated drills, which include, but are not limited to, Run, Hide, Defend (Lockdown), Earthquake Drill, monthly fire drills, etc. After each drill the teachers provide feedback and inform if changes are necessary or materials are missing or required. The comperhensive safety plan is located in the front office. Page 14 of 19
D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. Average Class Size and Class Size Distribution (Elementary) Year (2015 16) Grade Level Average Class Size 1-20 21-32 K 26.0 4 1 27.0 2 2 30.0 2 3 27.0 3 4 28.0 2 5 25.0 1 3 6 33+ Other** 14.0 1 * Number of classes indicates how many classes fall into each size category (a range of total students per class). ** "Other" category is for multi-grade level classes. Average Class Size and Class Size Distribution (Elementary) Year (2016 17) Grade Level Average Class Size 1-20 21-32 33+ K 22.0 1 4 1 27.0 1 2 24.0 3 3 29.0 2 4 29.0 2 5 25.0 1 3 6 Other** 14.0 1 * Number of classes indicates how many classes fall into each size category (a range of total students per class). ** "Other" category is for multi-grade level classes. Average Class Size and Class Size Distribution (Elementary) Year (2017 18) Grade Level Average Class Size 1-20 21-32 33+ K 20.0 2 3 1 28.0 2 2 31.0 2 3 28.0 2 4 23.0 3 5 22.0 1 2 6 Other** * Number of classes indicates how many classes fall into each size category (a range of total students per class). ** "Other" category is for multi-grade level classes. Page 15 of 19
Average Class Size and Class Size Distribution (Secondary) ( Year 2015 16) English Subject Mathematics Science Social Science Average Class Size 1-20 21-32 33+ * Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level. Average Class Size and Class Size Distribution (Secondary) ( Year 2016 17) Subject Average Class Size 1-20 21-32 33+ English Mathematics Science Social Science * Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level. Average Class Size and Class Size Distribution (Secondary) ( Year 2017 18) Subject Average Class Size 1-20 21-32 33+ English Mathematics Science Social Science * Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level. Page 16 of 19
Academic Counselors and Other Support Staff ( Year 2017 18) Title Number of FTE* Assigned to Average Number of Students per Academic Counselor Academic Counselor Counselor (Social/Behavioral or Career Development) Library Media Teacher (Librarian) Library Media Services Staff (Paraprofessional) Psychologist Social Worker Nurse Speech/Language/Hearing Specialist Resource Specialist (non-teaching) Other Note: Cells with values do not require data. *One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Expenditures Per Pupil and Site Teacher Salaries (Fiscal Year 2016 17) Level Total Expenditures Per Pupil Expenditures Per Pupil (Restricted) Expenditures Per Pupil (Unrestricted) Average Teacher Salary Site $14563.7 $5531.3 $9032.4 $76935.6 District $8863.8 $75422.0 Percent Difference Site and District 1.9% 1.8% State $7125.0 $80764.0 Percent Difference Site and State 26.8% -4.7% Note: Cells with values do not require data. Last updated: 12/11/2018 Page 17 of 19
Types of Services Funded (Fiscal Year 2017 18) The following programs are available to all students and funded with the support of our PTA: - Music for Minors - Robotics Team (try outs required 4th and 5th only) - Art The follow interventions are offered and funded using Title 1 funds - After and Before Interventions - Small group reading and writing instruction throughout the school day as needed. - Parent meetings in requested content areas throughout the year. We also offer special education services for students that qualify for additional services in their least restrictive environment. Teacher and Administrative Salaries (Fiscal Year 2016 17) Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $54,958 $47,903 Mid-Range Teacher Salary $79,132 $74,481 Highest Teacher Salary $97,032 $98,269 Average Principal Salary (Elementary) $103,741 $123,495 Average Principal Salary (Middle) $108,855 $129,482 Average Principal Salary (High) $117,012 $142,414 Superintendent Salary $263,799 $271,429 Percent of Budget for Teacher Salaries 34.0% 35.0% Percent of Budget for Administrative Salaries 5.0% 5.0% For detailed information on salaries, see the CDE Certificated Salaries & Benefits web page at https://www.cde.ca.gov/ds/fd/cs/. Teacher Salary Chart Principal Salary Chart 100000 120000 80000 100000 80000 60000 60000 40000 40000 20000 20000 0 Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary 0 Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Page 18 of 19
Advanced Placement (AP) Courses ( Year 2017 18) Subject Number of AP Courses Offered* Percent of Students In AP Courses Computer Science 0 English 0 Fine and Performing Arts 0 Foreign Language 0 Mathematics 0 Science 0 Social Science 0 All Courses 0 0.0% Note: Cells with values do not require data. *Where there are student course enrollments of at least one student. Professional Development The primary focus for Terrell Elementary is that all students will read at grade level as demonstrated on district formative assessments. We used the following assessments to determine the need for professional development and growth, CPAA, Achieve3000, district writing assessments and SBAC. Every Tuesday, the students are released early so teachers can have an opportunity to receive professional development. On the "early out" Tuesdays, teachers Get an opportunity to collaborate and plan with their grade level teams. Teachers also receive professional/staff development, which supports improving our Reading instruction. For example, teachers receive ongoing training on Lucy Catkins Writers Workshop, Stepping Stones - Mathematics, integrating Achieve 3000 Into your direct instruction, and Jan Richardsons Guided Reading. Each year we also have 4 professional development days prior to the school year starting. We offer professional developments around our focus areas for the Year. We also work on team building activities to strengthen our team as a whole and improve staff morale. Teachers also have an opportunity to team build and plan in during our January inservice day. Included on our staff is an instructional coach and two intervention specialists that provide opportunites for teachers to get hands on training during the school day. Teachers have the option to sign up for coach cycles with the instructional coach. They also have the opportunity to analyze data with the intervention specialists and brainstorm interventions to improve performance for each student. We have also added optional professional developments to reteach current strategies teachers are struggling or request two times a month by the intervention specialists and the instructional coach. Page 19 of 19