SCHOOL NAME: SEWELL ELEMENTARY

Continuous Improvement Plan (CIP) SCHOOL NAME: SEWELL ELEMENTARY July 2016 to June 2017 Principal: Robert Jewett x SCHOOL PROGRAM DESIGNATIONS School Wide Check any/all that apply Targeted Assistance Magnet TIMELINE 7/12/2016 September 2016 10/28/2016 1/19/2017 5/18/2017 June 2017 TBA 7/12/2016 September 2016 CIP Plan Submission Deadline Needs Assessment Due Quarter 1 Site Plan Review Submit mid-year Plan Update Submit EOY Plan Update Review of State Summative Data 2016-2017 Plan Initial Submission CIP Plan Submission Deadline Needs Assessment Due

EXECUTIVE SUMMARY TITLE I PURPOSE: At its core, the purpose of Title I, SIG, and Magnet funds are to ensure that students who are traditionally underserved and most at-risk of academic failure receive additional supports to achieve academically at high levels. The purpose of this Continuous Improvement Plan (CIP) is to communicate the goals, strategies, and actions a school is taking to improve academic achievement and school climate. The plan is written to inform a variety of stakeholder audiences including, district and school leadership, family and community members, state and federal education agencies. Stakeholder engagement is a vital component of plan development, implementation, and evaluation. Schools use a variety of strategies to involve stakeholders including use of a committee approach, on-going communication to stakeholders about plan elements, use of site based leadership teams to review and refine plan goals and actions, and activities aimed at obtaining family input throughout the process. Strategies: 1. Strengthen Instruction for All Students both Mathematics and English Language Arts (ELA) must be addressed. This strategy discusses what systems and strategies the school will use to ensure high quality curriculum and instruction for all students within the school day. Actions in this area frequently discuss the amount of instructional time dedicated to content, teacher quality, teacher training, and quality curriculum. Some plans may include sections describing ways schools will engage families in content areas or document how students will be provided opportunities to accelerate or extend their learning. 2. Intervention Programs for Struggling Learners this strategy of the plan outlines actions that will be taken to support students struggling with academic content. Actions in this area are usually related to tutoring or supplemental support for ELA or Math content. 3. Data and Assessments this strategy primarily describes the process and actions the school will take to ensure they consistently measure and review student performance data and how student progress is communicated. The CIP requires a comprehensive review of relevant data to help school teams determine the focus of their work. Stakeholders evaluate student achievement using multiple indicators, as well as the culture and climate of the site, to identify underlying conditions present at the site that may serve to explain why a school is doing well or where leverage may exist to positively effect student outcomes. Progress towards goals is based on data/evidence that is reviewed and used to refine plans and instruction. 2

4. Leadership this strategy is dedicated to describing how the school will cultivate positive school culture, provide clear and frequent communication, outreach, vision, and direction to the school. This strategy describes the ways sites share decision making with partner stakeholders, especially families, to promote high achievement for diverse clientele. 5. Coordinated & Comprehensive Services this strategy aims to describe two different, but often related, elements. a. Coordinated describes how the site will leverage resources from multiple programs to provide a network of support and effectively implement their CIP while simultaneously meeting the requirements and intents of individual funding sources. Examples frequently demonstrate leverage of funds including how a school uses grant-based tutoring funds such as 21 st Century, or Magnet programs to provide tutoring, which also meets the funding intents of Title I; allowing a school to direct Title I funds to other eligible activities. b. Comprehensive describes how the school provides a systematic network of services to support plan goals, family engagement, and ensure effective matriculation and transition of students into, within, and between schools. Examples would be ECAPS, events to transition pre-k-to kindergarten, orient middle school students to high school, high school to college/career. 6. Plan Development, Implementation and Evaluation this strategy outlines the shared processes used to draft, implement, and evaluate the CIP. This section is related to leadership in that it requires evidence of genuine stakeholder input and the collaboration and representation of all significant initiatives impacting sites including Title I, SIG, Magnet, 21 st CCLC. This strategy describes how sites commit to continuous review of plan implementation and outcomes. Processes included in the planning and Title I parent meetings are noted and multiple artifacts/evidence are retained as part of this requirement. 3

REFORM MODEL: Partnering with our first priority for a climate of high expectation is using the MTSS system throughout the school The MTSS framework is a multi-tiered approach to providing services and interventions to all learners at increasing levels of intensity. This process is used to make decisions about general, remedial, and special education students, creating a well-integrated system of instruction that is guided by student outcome data. As part of this model, all students are screened and those whose skills are not sufficient receive help. We provide multi-tier interventions for our students. Tier 1: universal instruction interventions occur within the general education classroom. These interventions are based upon the varying needs of students. Tier 2: targeted interventions occur after the whole class has been screened, universal curriculum interventions been tried, and students are still having difficulty. These interventions are provided by either the teacher or interventionists in the classrooms. Classroom reduction is a very important piece of our Tier 1 and Tier 2 interventions. Tier 3: students receive intensive support. In order to meaningfully reform Sewell Elementary, we are implementing a strategic class size using average student to teacher ratio of 27:1. Strategic Class size will be leveraged across the school in multiple ways. These include teachers providing high quality rigorous tier 1 classroom instruction optimizing student access to high quality curriculum with classroom teachers providing timely additional support in a manner that is on-going, fluid and flexible. Strategic class size will also be used to support attendance, student matriculation and behavior through a focus on building strong school to student and family relationships and connections. The Strategic Class size further supports our Reform Model. Consistent school wide procedures and routines will be communicated and shared with all stakeholders, as well as established, practiced and reinforced at the beginning of the year and as needed during the year. We use positive reinforcement and restorative practices to improve academics, increase proactive behavior and develop interdependent relationships. Our leadership team will provide all teachers and staff opportunities to collaborate with PBIS committee to address site needs and incorporate PBIS/MTSS principles into classroom procedures and lessons through PLC structure. Teachers will participate in two different models of professional development to support student achievement. The first model of professional development is the traditional workshop/training model. The second model is Learner Centered Professional Development. 4

CIP OVER ARCHING SMART GOAL: Sewell will increase the overall percentage of students who achieve proficiency by at least 10% as measure on by the spring 2010 AzMerit Exam for both Mathematics and ELA. STRATEGY 1: Strengthen Instruction For All Students (ELA and Math) Strategic Plan Alignment: Curriculum MAGNET GOAL(S): N/A Strategy Description: Systems and strategies the school will use to ensure high quality tier I curriculum and instruction for all students within the school day. Action Step: Improve Quality First Instruction ALL: 27:1 Strategic Class Size: we will try to ensure our class sizes meet this number; Strategic Class size to provide foundational support for our Reading / ELA 90 minute block of instruction on a daily basis. K-5 will DIBELS progress monitor students who have not yet benchmarked. Integrated Literacy PD all teachers K-5 as evidenced in sign in sheets, agendas, and True North Logic Professional Development registrations (June and October, 2016) Daily 5 Stations Embedded into reading block as evidenced in Lesson plans and observations (August-May) Incorporation of Scholastic Leveled Readers in daily instruction 60 minute uninterrupted math block as evidenced in Lesson plans and observations (Daily August-May) Grade Level teams will work together to ensure lesson plans that are aligned to the TUSD Curriculum v- 3.0. weekly, the principal will monitor with walkthroughs and lesson plans and monitors the implementation of the new curriculum on a weekly basis. Teachers meeting as grade levels to plan, share lessons and develop assessments according to previous week's assessment results (MTSS) MTSS TIER I strategies daily in all classrooms Teachers will analyze (School City, Grades, Formatives, DIBELs, DRA), sharing of lessons, and align lesson planning based on the TUSD Curriculum v- 3.0 one time per week Teachers utilize the Danielson Framework to support effective quality first instruction. Principal monitors all action areas with walkthroughs observations based on the Danielson Framework 5

Implementation of TUSD Math & ELA curriculum (Daily August-May) Grade Level Common Math & ELA Lesson Plans as evidenced in Lesson plans and observations (Daily August-May) Grade Level Common Formative Assessments for units developed in PLC/Grade Level Teams (August-May) Certified Highly Qualified teachers instructing ELA and MATH in K-5 as evidenced in HQ records. (August-May) Daily Instruction to include research based practices as evidenced in Lesson plans and observations (August-May) Multi-Tiered System of Support (MTSS) framework-processes (as outlined in the MTSS-TUSD manual) to maximize achievement for all students through systematic gathering of data used for educational decision making (screening, diagnosis, and progress monitoring) to support student achievement as evidenced in progress monitoring data, data notebooks, and MTSS and/or PLC meeting notes. (August-May). MTSS team meets once a week to review student data, develop interventions and monitor intervention effectiveness. Language Opportunities providing sheltered English language development and visual models to support all students including recently reclassified ELD students will be used in classrooms in instruction. (August-May) Job-Embedded Professional Development, Coaching and Feedback provided to all certified staff minimally one time per month to provide support for teachers to work in PLC s. Teachers will develop and analyze common grade level formative assessments (CFA) (August-May) ACADEMIC FAMILY ENGAGEMENT: Open House, Family Engagement 1 per semester, Title 1 Family Engagement Meeting, Parent GSRR meetings 1 per semester Evidence: Master Schedule; lesson plans, observational data, HQ. Binder/Records, Sign in Sheets, True North Logic, Library Circulation Records PD, Ex Ed, Language Acquisition Personnel Required: Principal, CIP/Title 1 Teams, Teachers and Staff 6

Action Step: Professional Development to Support Quality First Instruction ALL Teachers are planning according to TUSD curriculum v-3.0 scope and sequence and PDs for curriculum support. Teacher will develop common formative assessments which address critical thinking and evidence based responses Job-Embedded Professional Development, Coaching and Feedback provided to all certified staff minimally one time per month to provide support for teachers Teachers will work in PLC groups to develop CFA, analyze student data and develop groups for interventions and extensions ELA ONLY: Teachers work collaboratively to incorporate Scholastic Leveled Readers and develop reading groups that meet students needs based on individual reading levels. MATH ONLY PLC s will focus on math instruction incorporating Eureka Math as adopted site supplementary in support of the curriculum. ACADEMIC FAMILY ENGAEMENT: School will host engagement nights one per semester for parents which focus on school and community resources to support math and ELA goals. Evidence: Sign in sheets, Agendas PD Calendar, Lesson Plans, Common Formative Assessments Technology, PD Personnel Required: Principal, Staff 7

STRATEGY 2: Interventions and Supplemental Services (ELA and Math) Strategic Plan Alignment: Curriculum GOAL TO ADDRESS LOWER QUARTILE: LOWER QUARTILE ELA AND MATH GOAL(S) Strategy Description: Systems and strategies to support struggling students, paying particular attention to student subgroups. MAGNET GOAL(S): N/A Action Step: Interventions for Struggling Students ELA and Math To meet the needs of our lowest quartile, identified students are provided targeted interventions (MTSS). Teachers chart progress and plan interventions on an individual basis. Families will be contacted regarding student progress. Students have access to Successmaker and teachers have access to reports for data collection. A PBIS system is in place with rubric, school wide system and support staff. PBIS Team meets 1X/Month All Teachers will create formative math assessments (CFA) to include word problems, description of process and 2D models of concepts weekly. Teacher will develop assessments using School City to target specific content standards and address class and individual student needs. Teacher schedule students to utilize Successmaker as needed in classroom or in computer lab a minimum of once a week. Teachers will analyze data every two weeks to determine student achievement and group students as needed. ELA ONLY- Teachers will assess student reading levels to develop and monitor leveled reading groups. supplemental instructional resources for students. 8 Teachers will use Scholastic Leveled books as Third grade students whose scores show they may be retained due to MOWR will receive targeted support and interventions. This will occur twice a week. Students who are currently in MTSS and those who are identified will receive additional tier III interventions from counselor. Tutoring will be offered to 2 nd and 3 rd grade students beginning in January to provide support for students who may be affected by MOWR. Tutors will meet with identified students twice a week for 30 minutes. MATH ONLY- PLCs will analyze SchoolCity and formative data weekly and create common formative assessments for targeted students.

Intervention teams will assist teachers in providing small group instruction that focus on delivering targeted interventions determined in PLC. (August- May) Weekly PLC meetings to review data for data based decision making (August thru May). Train interventionists on small group strategies to support math & ELA (September thru May). 80 min. per week of Success Maker during school day to support ELA/Math learning. (September thru May) 120 minutes of AVENUES instruction daily for Kindergarten ELD students (August-May) 4 hours of Reading/Math instruction using AVENUES for ELD Students above kindergarten (August-May) Leveled Readers Professional Development (Summer, 2016) Attendance: One time per month, school celebrations will be held for perfect attendance and provide information to families/caregivers regarding the impact of attendance on achievement. (August-May) Teachers will use a variety of attendance incentives at the individual and class level to encourage perfect attendance and these incentives will be communicated to students a minimum of weekly. (August-May) Teachers will select a minimum of 2 students per quarter for recognition of the stated behavioral expectations. These students will be recognized at the school level on a quarterly basis as evidenced by recommendation lists. (August-May) Positive Behavioral Intervention Systems (PBIS) will be used to support our students with non-academic interventions as evidenced by PBIS records and PLC notes. (August-May) Multi-Tiered System of Support (MTSS) framework-processes (as outlined in the MTSS-TUSD manual) to maximize achievement for struggling students through systematic gathering of data used for educational decision making in interventions (screening, diagnosis, and progress monitoring) to support student achievement as evidenced in progress monitoring data, data notebooks, and MTSS and/or PLC meeting notes. (August-May) Counselor to support both academic and non-academic achievement across subject areas (August-May) Provide interventions in English Language Development reading strategies leveraging support from District Language Acquisition (August-May) Evidence: Class Schedule, Data Charts of progress, Intervention Group Personnel Required: Classroom Teachers, Counselors, Interventionists, ELD listings, PLC notes, Success Maker records, Celebration logs, Teacher, Principal Team Leader- Principal Recommendation lists. PD sign in, PD Agendas, True North Logic Registrations Technology, PD, Ex Ed, Language Acquisition 9

Action Step Title: Professional Development to Support Quality Interventions DESCRIPTIONS: ELA ONLY: Scholastic Leveled Library Trainings, Integrated Literacy MATH ONLY: PLC s ACADEMIC FAMILY ENGAGEMENT Parent Teacher conferences Family engagement nights Parent access to electronic assessments: School City Successmaker information night Evidence: Successmaker Data, Formative Assessment Data-PLC documentation, sign in sheets Technology, PD, Ex Ed, Language Acquisition Personnel Required: Tech Liaison, Testing Coordinators, Principal, Site Council 10

STRATEGY 3: Data and Assessments Strategic Plan Alignment: Curriculum MAGNET GOAL(S): N/A Strategy Description: The process and actions the school will take to ensure they consistently measure and review student performance data and how student progress information will be communicated. Action Step: Ongoing use of data to inform planning and instruction School is implementing a Response to Intervention (RtI) Model which provides a multi-tiered instructional support system (MTSS) to support the academic growth of all students and to provide extra tiers of support to struggling students. Staff will collaborate weekly during PLC to develop CFA; discuss student achievement, and brainstorm student engagement and technology integration strategies. Principal will facilitate collaborative meetings. Principal will monitor through MTSS meetings and with PLC feedback forms. Principal will monitor and facilitate professional learning community teams for teachers to implement aligned materials and rigor in lessons. Data PD will help teachers review the interim quarterly assessment results and plan lessons accordingly Self-Readiness School Improvement Needs Assessment to determine next steps (August, 2016) Culture & Climate Survey for School Improvement to determine culture and climate strengths/weaknesses and follow up steps (September, 2016/March. 2017) School Quality Survey (District) for Students, Teachers, Parents to provide overview of culture, climate, and perceptions from a variety of perspectives (Spring) Weekly PLCs to review classroom assessments, grades, discipline and attendance (August thru May). Benchmark district assessment review (Beginning of Year, October, February-April). Data dig as evidenced in Needs Assessment updates Data chats with students, parents/guardians quarterly as evidenced by data notebooks, stakeholder notifications and Parent-Link (August-May) 11

Evidence: Surveys, Needs Assessments, PLC notes; CIP Needs Assessment, Data Dig Documents Technology, PD, Ex Ed Action Step Title: PD on Data Analysis and using data for planning done each quarter Personnel Required: Teachers, principal, counselor, Site Council Team Leader: Principal PLC. Data Analysis PD Presentation of Data Analysis to Site Council Evidence: Sign in Sheets, Site Council Minutes, PLC documents PD Personnel Required: Principal, Teachers, Site Council 12

STRATEGY 4: LEADERSHIP Strategic Plan Alignment: Curriculum and Diversity MAGNET GOAL(S): N/A Strategy Description: Leadership provides clear vision and direction with frequent communication and outreach to stakeholders. Action Step : Communication with stakeholders Principal and Leadership Team will meet with teachers and staff to set and monitor the vision and mission for the year. Discuss implementation of CIP with milestones. We send notifications and post all events on the marquee. We host a Title 1 meeting, student s rights and responsibilities meetings that include our information about restorative practices. Our pre-conferences for Kinder parents are scheduled before school begins. We have a Curriculum Night, and Math Night in the fall and our Reading Events in the spring. Parents will be contacted thru Parent link and will be invited to Title I meetings. MTSS team will meet twice a month to meet AMO goals Teachers will provide families with materials and instruction based on the data on how they can support academics at home. Contact notification will be made using the Parent Link Log. Participation is measured with sign in sheets and surveys. Effectiveness of content is measured partially with a family survey at the end of the session. A site leadership committee and parent volunteer group will conduct outreach to increase parent involvement and attendance at School Council meetings at least once a semester Establish leadership groups and parent volunteers and collaborate on protocols for outreach (By September 30, 2016) Principal and School Counselor will plan and communicate to parents and other stakeholders about relevant events concerning student achievement and community resources. Office staff, counselor and principal will contact and follow-up with parents/guardians regarding attendance concerns. 13

Principal and counselor will meet with all teachers and site council to discuss student data and identify L25 students to plan interventions. Use social media to communicate frequently and effectively with families /guardians (August thru May). Review of GSRR with staff and families/guardians as evidenced by sign in sheets, notifications via social media, parent link, and newsletters (September & May). Danielson Framework used to measure teacher effectiveness through teacher-instructional observations, feedback and evaluation as evidenced by observations forms, feedback forms and evaluations. (August-May) Evidence: ParentLink; school policy & procedures; Newsletter and Personnel Required: all staff & stake holders Team Leader- Principal Social Media notifications, observations forms & evaluations Title 1, Technology, PD, Ex Ed, Language Acquisition Action Step: Ensuring Stakeholders as Involved Decision Makers for the CIP (Distributed Leadership) Site Council to support decision-making to meet monthly as evidenced by sign in sheets, agendas and meeting minutes (September-May) Academic Family Engagement Activities and events scheduled each semester as evidenced by sign in sheets, notifications, parent-link (August-May) Leadership team meet monthly as evidence by sign in sheets and agendas. Notifications regarding Family Engagement Center Support as evidenced by Family Engagement Center Monthly Calendars on Website, Parent-Link, Social Media and/or newsletters (August-May) Evidence (Be sure documents are filed): Sign in Sheets, Agendas, Parent-Link, Notifications, Website, Site Council Minutes Title 1 Personnel Required: Title 1 team, Site Council, Leadership Team Team Leader- Principal DISTRICT USE ONLY 14

STRATEGY 5: Coordinated and Comprehensive Services Strategic Plan Alignment: Curriculum and Diversity MAGNET GOAL(S): N/A Strategy Description: Leveraging resources and systematic network of services to ensure effective matriculation and transition of students into, within, and between schools. Action Step: Coordinated: community partnerships, grants, special projects) within a school. Leverage resources. Designated teams that develop and foster community partnerships Reading Seed Literacy Volunteer Program Parent volunteer coordinator provides direction and resources to teachers and school Benchmark district assessment review (Beginning of Year October, February-April) PLCs, Interventionists, instructional supplies and professional development supplies to support academic achievement, culture and climate (School Improvement Grants) District supplemental resources coordinated to support instruction for all (Title 1, Exceptional Education, Language Acquisition) Leverage state and federal funds through implementation of a School-wide Type 3 Model Evidence: Volunteer Sign in logs, grant proposals, flyers Title 1, Ex Ed, Language Acquisition Personnel Required: Committee Members and Stakeholders Team Leader-Principal Action Step: Elementary to Middle School Transition Programs TUSD Middle School and recruitment presentations Develop partnerships and recruitment drive with neighborhood Pre-K programs Evidence: Flyers, contacts Personnel Required: Team Leader- Principal, Site Council 15

STRATEGY 6: Plan Development, Implementation, and Evaluation Strategic Plan Alignment: Curriculum and Diversity MAGNET GOAL(S): N/A Strategy Description: How the school is engaging a school community of stakeholders in key decision making and collaborative partnerships. How is a school monitoring for fidelity of plan implementation? Action Step: Processes and Stakeholder Engagement for CIP Grade Level teams meet with the Principal at least once a month to discuss student progress towards AMO goals. Data for students who need interventions are regularly reviewed along with strategies implemented for these students. Successful strategies are noted, so that they can be added to the Mid-year CIP update in December 2016. Team selected to review data and surveys to determine the needs assessment CIP for SY 2016-17 (August) Staff review and input regarding CIP (August) Quarterly Updates to CIP (August-May) Engage Stakeholders in decisions that impact Student Achievement Title 1 Meeting with Stakeholders (August) Site Council to support site and CIP as evidenced by agenda, sign-in sheets (September-May) Evidence: Data, CIP Mid-Year and EOY updates, feedback forms, Personnel Required: CIP/Title1 team members, Site Council, Counselor agendas, sign-in sheets, Site Council Minutes Team Leader- Principal Title 1 Action Step: School-wide Review and Evaluation of CIP Review Middle of year and end of year questions with team members. Provide support and tools for PLC implementation. Evidence: Sign in sheets, PLC documents. Needs Assessment Title 1 Personnel Required: Team Leader- Principal Teachers, CIP/Title 1 team, Site Council 16

The LEA (Tucson Unified School District) attests to have provided the following support: Applicable budget set-asides and/or federal/state requirements are implemented. District support systems are implemented for identified Priority, Focus, and Pre-Intervention Schools. Required district school choice and other improvement written notices are provided to Parents. District coordination of transportation for students electing school choice. Assistance embedding whole school reform model in school-wide sites. Ensure programs/material purchased with Title I or blended funds adhere to Scientifically-Based Research guidelines. Provide technical assistance on needs assessment, collaborative plan development and evaluation. Family Engagement support including District Advisory Council, District Parent Policy. Implementation of district-wide mentoring program for new teachers and teachers in need of support. Coordination of Homeless & Neglected & Delinquent Services. Ensure that teachers and paraprofessionals meet the highly qualified criteria prior to employment with the district. Provide progress-monitoring assessment system (School City) aligned with the State student academic achievement standards. Provide focused professional development to all instructional staff in instructional pedagogy and instructional framework (EEI). Additional district support and technical assistance as needed. The site administrator agrees to do the following: Use only research-based reform strategies aligned with the needs assessment. Provide opportunities for all children to meet rigorous state and advanced levels of academic achievement. Create specific plans to assist transition of students between pre-school & elementary school and beyond. Coordinate federal, state, and local services and programs and align resources based upon prioritized needs. Align the budget with the plan and evaluate the plan annually. Retain documentation of planning, implementation and evaluation on site (7 years minimum). Provide parents with all required notices including, Right to Know, Non-Highly Qualified, and District Parent Involvement Policy. Annually update and distribute parents School Compact and School Parent Involvement Policy. Conduct annual Title I Parent meeting. 17

Complete the Continuous Improvement Plan (CIP) for your school site. DUE: July 12, 2016 EMAIL to your site CIP to your Leadership Director and Title I Program Specialist. If you are in SIG or a Magnet school, please email it to your support person in each of those departments, too. Submit Mid-Year and EOY Update questions (on the following pages) to your Title I Specialist, Magnet Coordinator, and SIG Director. DUE: January 19, 2016 & May 18, 2017 Title I Regulations require Title I school-wide schools to annually evaluate program implementation and results. The evaluation findings and recommendations identify the parts of the school-wide plan that have been implemented effectively, ineffectively, or not at all. The school must revise the plan as necessary based on these results. As a district implementing the PLC Model, please review your data and update quarterly. Please note that the ADE reads the updates and for Magnet and SIG schools, these updates are shared in additional reports. It is important for these questions to be fully answered. 18

Part 2. Program Evaluation Tucson Unified School District Directions: Use the SAVE AS with a date trailer to save your plan updates to SharePoint. Confirm via email to your Leadership Director and copy your Title I, SIG, or Magnet school specialist when your Mid Year Plan Updates are complete. Mid-Year Plan Update Guiding Questions Answer all questions and sub-questions: Due 1/19/2017 Questions Describe the patterns you and your team have seen in your data: Describe any anomalies occurring with certain grade levels or students. I.e. L25, ethnicities, subject areas Answers Which priorities have shown improvement? Explain. Which priorities have not been addressed/shown improvements? What actions/practices at your site explain the trends/patterns? What intentional instructional decisions have been made that supported academic success? Describe the PLCs practices, and data-based decisions that impacted instruction and achievement? List and explain specific grade level barriers that impeded academic success. What refinements to, or additional actions will you be taking? What quarterly goals or milestones were set for your site? Describe the site progress towards these goals. How will you respond to the results of your data analysis? How will you continue to support the CIP actions that are successful at your site? 19

Directions: Use the SAVE AS with a date trailer to save your plan updates to SharePoint. Confirm via email to your Leadership Director and copy your Title I, SIG, or Magnet school specialist when your Mid Year Plan Updates are complete. End of Year Plan Update Guiding Questions Answer all questions and sub-questions: Due 5/18/2017 Questions Describe the patterns you and your team have seen in your data: Describe any anomalies occurring with certain grade levels or students. I.e. L25, ethnicities, subject areas Answers Which priorities have shown improvement? Explain. Which priorities have not been addressed/shown improvements? What actions/practices at your site explain the trends/patterns? What intentional instructional decisions have been made that supported academic success? Describe the PLCs practices, and data-based decisions that impacted instruction and achievement? List and explain specific grade level barriers that impeded academic success. What refinements to, or additional actions will you be taking? What quarterly goals or milestones were set for your site? Describe the site progress towards these goals. How will you respond to the results of your data analysis? How will you continue to support the CIP actions that are successful at your site? 20