Elementary School Improvement Plans
2013-2014
Canyon View
V
Elem
mentary
School Im
mprovemen
nt Plan
20
013-2014
Canyon View School Improvement Planning Team
NAME
Mark Stephens
POSITION
Principal
Tracie McKinnon
Counselor
Jan Slagle
LAP/District Reading Teacher
Karyn Jamison
Kindergarten Teacher
Erin Kerr
First Grade Teacher
Jamie Perry
Second Grade Teacher
Kristin Kirk
Third Grade Teacher
Gloria Sherfey
Fourth Grade Teacher
Katie McDaniel
Fifth Grade Teacher
SIGNATURE
Updated 11/1/2013
2
School: Canyon View Elementary School Year: 2013-2014
SCHOOL INFORMATION
1.
Provide a brief description of your school, unique programs and community. Include total enrollment and demographics (number and
percentage of low income, bilingual, and migrant students).
Canyon View Elementary staff share a belief that all children deserve a learning environment which is progressive and positive. We hold high
expectations for all children both in terms of behavior and academics. We also believe that students perform better if they view school as a safe
and inviting place to learn. Our mission is to send our youth into the future ready to reach their potential as adults through a lifetime of learning.
On September 27, 2013 there were 585 K-5 students enrolled at Canyon View. 98 ELL students and 50 migrant students were enrolled on this
date at Canyon View. On October 1, 2012 there were 64.6% of our students qualify for free and/or reduced lunches.
Reading, writing and math continue to be our focus. We are also strategizing to meet growth targets in reading and math. Various assessment
tools are utilized as we work through the Response To Intervention (RTI) process to determine which intervention programs may be used. They
include Imagine It, Reading Mastery, Corrective Reading, Language For Learning and Read Naturally. Another literacy program is Accelerated
Reader which is available to all students. The most updated versions of Step Up to Writing and Math Connects are also part of our core
curriculum. Lucy Calkins writing program is also being investigated as a supplemental component.
We continue to dedicate 90 to 120 minutes per day to reading instruction. At least one hour per day is reserved for math. No less than 120
minutes per week is spent teaching science and/or social studies in grades 3-5. Grades K-2 will complete the designated science kits each year.
Special programs include District Reading, LAP Reading, Resource Room, Life Skills, Early Childhood Education Program (ECEAP) classroom
and a primary Developmental Therapy (DT) classroom. These programs are available to all students who qualify through assessment criteria.
Purposeful and engaging literacy is also supported through instructional strategies used by our Librarian, PE and Music teachers. We recognize
the importance of technological education for students and staff. Students are regularly scheduled to be in the computer lab.
GLAD (Guided Language Acquisition and Design) and differentiated instructional strategies are utilized to support all students as they acquire
stronger language skills in all content areas which help meet the needs of our diverse population. GLAD and Karen Beeman workshops are
models of professional development in the area of language acquisition and literacy. The strategies promote English language acquisition,
academic achievement, and cross-cultural skills. Various teachers will attend both GLAD and differentiated instructional training throughout the
year.
School safety continues to be emphasized at Canyon View as we maintain our No-Tolerance Policy toward violence and harassment. Antibullying strategies are taught yearly for students to learn how to deal with bullying behavior and harassment. This philosophy supports the idea
that all students have the right to come to school feeling safe and prepared for learning. Character Construction and classroom teacher incentives
are used to encourage and reward effort and other positive behaviors. We have established, agreed on, trained, and implemented clear and
precise behavior expectations for our students. Conflict resolution is consistently reinforced throughout the school. Review and periodic
practice will take place to promote responsible behavior and manners.
Updated 11/1/2013
3
2.
Summarize the results of the following:
a. Staff Surveys
All staff members are represented on the School Improvement Planning Team. Staff input is discussed and updates are made considering
staff and student needs during staff, Site Council, grade level and other team meetings.
b. Family and Community Involvement: Using Parent Surveys, Harris Surveys, and other parental input, what needs have been
identified? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
3.
Insert the summaries for your school for State AMO’s (Annual Measureable Objectives), MAP/Functional Level, DRA, Reading
Assessments, MSP Trend, and ITBS Trend and describe the results for subgroups – Hispanic, Low Income, Limited English, and
Special Education. (Summarize the strengths and weaknesses of your current program based on building data).
During the 2012-13 school year, Annual Measurable Objectives (AMO) set by Washington State were met in the area of reading at Canyon
View. In the spring of 2013, 93% of our 3rd graders met the 34th reading percentile and 80% of our 3rd graders met the new district reading
standard of the 50th percentile. 100% of our Life Skills students who completed the WAAS portfolio met or exceeded the state standard.
The majority of our students in grades 2-5 have achieved their annual growth reading and math targets. In Reading, grades 2, 3 and 5 have
exceeded the 75th percentile of all students in achieving annual growth. In math, grades 3 and 5 have exceeded the 75th percentile of all students
achieving annual growth.
Grades 2-5 have shown evidence of success and/or growth on the reading and math MAP tests. Considering an increase in the number of
bilingual students, we expect continued academic growth. Grades 1-5 will continue to take the fall and spring MAP and DIBELS tests this year.
Students in grades 1-5, who have not met the standard in the fall, will be required to take the winter MAP test.
Grades 3-4 have shown growth on the reading MSP tests. Our 5th grade showed growth in reading, math and science. Changes began during
the 2011-12 schoolyear with 5th grade taking the all MSP tests on the computer for the very first time. This year our goal continues to be for 4th
and 5th to take the tests on computer.
Dynamic Indicator of Basic Early Literacy Skills (DIBELS) Next Assessment will be administered to all students in grades K-5. The baseline
score will guide instructional decisions for students receiving extra support services. In grades 1-5, students with the lowest DIBELS and MAP
scores are identified to receive additional reading services. Other than the distict/state assessments, we also consider: Imagine It lesson
assessments and Standardized Test for the Assessment of Reading (STAR) .
Updated 11/1/2013
4
Canyon View staff is committed to school improvement in these goal areas:
- continuous evidence of reading achievement in all grade levels
- more support services for the intermediate grades resulting in higher achievement
- increase student growth in math at all grade levels
- increase scientific vocabulary at all grade levels
- increase student writing skills at all grade levels
- increase staff and student technology literacy
- teach and promote positive student behaviors
- more focused awareness and effort regarding KSD Instructional/Danielson Frameworks to improve instruction
Recognizing that reading growth correlates with time spent reading. We require 20 minutes per day of reading at home.
Our counselor tracks students who exceed the district targets for missed days and reports the parents to the Truancy Board. Last year several
parents were visited by truancy officers or taken to court due to the excessive absenteeism of their children. Absences and tardies have decreased
as a consequence of the vigilant efforts of our counselor.
4.
Professional Development: What needs have been identified for professional development for certificated and classified staff that
will be addressed in this plan? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
SEE LAP SECTION
5.
Curriculum and Instruction: What needs have been identified and will be addressed in this plan?
Reading, writing and math achievement are priorities at Canyon View. Staff development opportunities will continue to be offered
throughout the year. Our “Math Connects” representative will provide support and will be our staff representative on the district Math
Leadership Team. Our Reading Assessment Team (RAT Pack) will provide support as we uphold the RTI process by providing data to grade
level teams and meet with grade levels to decide on student placement and interventions.
Core Curriculum:
• Reading-Imagine It
• Math-Math Connects
• Writing-Step Up to Writing
• Science Kits
Interventions:
• GLAD Strategies
• Reading Mastery
• Corrective Reading
• Read Naturally
• Language for Learning
• Accelerated Reader
• Corrective Math
GLAD and differentiated instructional strategies will be used within the core curriculum to help meet the needs of all students. We will have
the district GLAD coordinator visit our building to provide support. No less than two teachers per year will be attending Karen Beeman
workshops as a model of professional development in the area of language acquisition and literacy.
Updated 11/1/2013
5
6.
Clarify Needs and Research Proven Effective Strategies: Describe how the team and staff investigated and selected the solutions.
Include a description of how staff studied best practices and research, visited or contacted successful schools and programs, received
input from the staff and parents as the plan was developed, and matched the solutions to priority needs.
Site Council meetings include a representative from all grade levels, specialists and parents. Information is then shared with teams who give
feedback to site council regarding curriculum decisions. A communication cycle keeps us informed and guides us to make thoughtful and
collective decisions. Reading, math, science, and writing programs are all researched based. These programs align with state and district
standards. We will be involved with curriculum alignment and timeline planning sessions.
GLAD will be used in classrooms across all curriculum areas. Staff will be offered coaching and staff development training. Teachers will be
given the opportunity to attend refresher trainings.
Response to Intervention (RTI) for reading has been researched and implemented within our building. Reading Mastery, Corrective Reading,
and Language for Learning have been selected as our primary reading intervention tools. We continue to investigate other intervention
strategies that will assist our strategic and intensive level readers in making no less than one year’s growth in one school year.
Canyon View will be investigating the creation of an “Action Team for Partnership” during the 2013-14 school year to enhance the
connection between home and school.
Daily lesson plans and implementation will be based upon the ideas/strategies of KSD Instructional/Danielson Framework.
Updated 11/1/2013
6
STUDENT ACHIEVEMENT DATA
Canyon View Elementary
DEVELOPMENTAL READING ASSESSMENT AND MEASURES OF ACADEMIC PROGRESS READING
Grade
Assessment
2008
K
1
2
3
4
5
Kindergarten Assessment
DRA/ *Primary MAP Testing
MAP Testing
MAP Testing
MAP Testing
MAP Testing
Spring Percent Meeting Standard
2009
2010
2011
90
85
73
71
56
54
85
81
71
84
56
52
2008
2009
x
x
64
54
65
x
x
75
61
68
87
87
70
88
69
60
83
72
86
89
67
65
2012
2013
94
*31
58
80
67
66
92
*35
60
84
61
69
2012
2013
37
48
77
61
60
38
65
73
53
56
Standard for MAP Testing is the 50th percentile and above
MEASURES OF ACADEMIC PROGRESS MATHEMATICS
Grade
1
2
3
4
5
Assessment
Primary MAP Testing
MAP Testing
MAP Testing
MAP Testing
MAP Testing
Spring Percent Meeting Standard
2010
2011
x
x
84
67
56
x
x
83
71
58
Standard for MAP Testing is the 50th percentile and above
WASHINGTON ASSESSMENT OF STUDENT LEARNING/* MEASUREMENTS OF STUDENT PROGRESS
Grade
3
3
4
4
4
5
5
5
Assessment
Reading
Mathematics
Reading
Writing
Mathematics
Reading
Mathematics
Science
Spring Percent Meeting Standard
*2010
*2011
2008
2009
*2012
*2013
80
73
64
53
44
78
51
30
84
78
71
78
53
69
51
20
85
81
78
79
51
72
39
23
81
66
66
65
45
59
40
46
82
64
64
62
48
68
43
63
78
62
77
50
34
77
58
64
2008
2009
2010
2011
2012
2013
x
x
x
No
Math
No
Reading/Math
Standard for the MSP is 400 points for Reading, Math, & Science and 9 points for Writing
Did your school meet AMO’s?
Yes
No (If NO, what categories?)
Updated 11/1/2013
7
2012-1
13 MSP/HSPE
E Results
Grade Level
Read
ding
Canyon View
Math
3rd Gra
ade
77.8%
61
1.7%
4th Grade
77.0%
33
3.8%
5th Grade
76.5%
57
7.6%
Writing
Student Dem
mographics
Science
50.0%
%
63.5%
Enrollment
October 2012 Sttudent Count
528
May 2013 Stude
ent Count
522
Gender (Octob
ber 2012)
Male
266
50
0.4%
Female
262
49
9.6%
American Indian
n/Alaskan Native
1
0
0.2%
Asian
2
0
0.4%
Pacific Islander
2
0
0.4%
Asian/Pacific Isla
ander
4
0
0.8%
Race/Ethnicity
y (October 2012))
Black
6
1
1.1%
Hispanic
221
41
1.9%
White
275
52
2.1%
21
4
4.0%
Two or More Rac
ces
Special Progra
ams
Free or Reduced-P
Price Meals (May 2013
3)
355
6
68.0%
Special Education (May 2013)
66
12.6%
Transitional Bilingu
ual (May 2013)
76
14.6%
Migrant (May 2013
3)
45
8.6%
Section 504 (May 2013)
0
0.0%
Foster Care (May 2013)
2
0
0.0%
0
0.0%
Other Informa
ation (more info)
Unexcused Absenc
ce Rate (2012-13)
Teacher Info
ormation (20 12-13) (more info)
Classroom Teachers
Average Years of Teacher
T
Experience
Teachers with at le
east a Master's Degre
ee
Total number of te
eachers who teach co
ore academic classes
28
12.7
53.6%
7
% of teachers teac
ching with an emerge
ency certificate
0.0%
% of teachers teac
ching with a condition
nal certificate
0.0%
Total number of co
ore academic classes
7
ESEA Highly Qualiffied Teacher Informattion
% of classes taugh
ht by teachers meetin
ng ESEA highly qualifiied (HQ) def
% of classes taugh
ht by teachers who do
o not meet ESEA HQ definition
100.0%
0.0%
% of classes in high poverty
p
schools taught byy teachers who meet ESEA HQ definition
N/A
% of classes in high poverty
p
schools taught byy teachers who do not m
meet ESEA HQ def
N/A
% of classes in low po
overty schools taught byy teachers who meet ESE
EA HQ definition
N/A
% of classes in low po
overty schools taught byy teachers who do not me
eet ESEA HQ
definition
N/A
Updated 11/1/2013
8
School Improvement Plan 2013-2014
School: Canyon View Elementary -MATH
Board Policy 2112
All students will be expected to make annual progress in Reading and Math classes as determined by the nationalized-normed MAP
test. 90% of students will reach the 40th percentile on the Math MAP test in grades 2-5.
North Star Goal:
75% of students who are below grade level in reading or math are caught up within three years.
The Kennewick School District is in the 75th percentile of all districts in achieving annual growth for its students.
Related Building Goal:
Increase student math skills at all grade levels. 75% of students in grades 1-5 will meet their growth targets as measured by MAP
testing. 90% of all students in grades 3-5 will achieve the 40th percentile MAP score by end of the year testing. 70% of all students in
grades 3-5 will meet the State standard on the Math MSP (Measures of Student Progress).
Rationale for Goal:
This goal was developed as a result of district and state assessment data.
STRATEGY/ACTION
(Maintenance)
All teachers will maintain
the fidelity of the Math
Connects program
Identify needed
supplemental materials
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
ASSESSMENT &
EVALUATION
Staff will collectively identify and implement needed
supplemental materials (program strengths and
weaknesses will be considered) using the math pacing
guide.
Math Connects unit tests for
ongoing monitoring
No less than one teacher from each grade level will
attend the monthly District Math Curriculum meetings.
Grade level meetings
Analyze Math MAP results.
MAP results
Completion of fall,
and spring MAP
assessment. Winter
is optional.
Analyze
assessment results
Study released MSP items.
Review of Math Connects
assessments
Our building Math Connects representative will share
information about our new math program at staff meetings and
no less than one Wednesday staff development day.
Identification and use of MSP
sample problems
Grade levels will meet weekly to discuss lesson pacing,
identify issues that arise and adjust pacing if needed.
Principal/teacher observation
and discussion
Our building Math Connects representative will take
grade level concerns to the District Math Pacing
Committee.
Grade level meetings
PERSON RESPONSIBLE
Classroom teachers
Tracie McKinnon
Jan Slagle
Kim Watt
Site Council
MSP results
Share Math Conference information with staff.
All math lessons will
correspond to the District
Pacing Guides created for
each grade level based on
the new Common Core
State Standards.
TIMELINE
Cross-grade level
meetings
State (MSP) test
preparation
Building Math
Representative:
Kim Lembeck
Mark Stephens
On-going
Classroom Teachers
Weekly grade level
Meetings
Mark Stephens
Building Math
Representative:
Kim Lembeck
Updated 11/1/2013
9
STRATEGY/ACTION
(New/Revised)
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Canyon View staff members
will fully understand and
demonstrate the elements of
the KSD Instructional/
Danielson Framework
during Math instructional
time.
Staff development
Differentiated instruction
will be offered to those
students who are at
intensive and strategic math/
English Language
Developmental levels.
Response to Intervention (RTI)
ASSESSMENT &
EVALUATION
Principal/teacher observation
and discussion
Learning Walks/KSD Videos
TIMELINE
PERSON
RESPONSIBLE
On-going
Mark Stephens
TPEP activities
with staff
Instructional Conference
participants
Self-reflection using TPEP/Danielson Framework
Instructional Conference participants will communicate
new KSD Instructional Frameworks information.
GLAD
Strategy building through: GLAD, peer demonstrations,
study, rubrics, sharing of techniques and strategies,
viewing applicable DVDs.
Classroom Teachers
Principal/teacher observation
and discussion
Grade level meetings
On-going
Mark Stephens
Weekly grade level
Meetings
Building Math
Representative:
Kim Lembeck
Updated 11/1/2013
10
School: Canyon View Elementary - READING School Year: 2013-2014
Board Policy 2112
All students will be expected to make annual progress in Reading and Math classes as determined by the nationalized-normed MAP
test. 90% of our 3rd grade students will meet the 3rd grade reading goal.
North Star Goal:
75% of students who are below grade level in reading or math are caught up within three years.
The Kennewick School District is in the 75th percentile of all districts in achieving annual growth for its students.
Related Building Goal:
Increase student literacy at all grade levels. 75% of our 1st and 2nd grade students, 90% of our 3rd grade students, and 70% of our 4th
and 5th grade students will meet grade level standards as measured by district MAP scores. 80% of our 3rd, 4th and 5th grade students
will meet the state standard on the MSP assessments. 95% of kindgarten students will meet their grade level standards.
Rationale for Goal:
This goal was developed as a result of district and state assessment data.
STRATEGY/ACTION
(Maintenance)
No less than a 2.0 hour
literacy block (90 min of
reading plus no less than 30
min. of writing)
PROFESSIONAL DEVELOPMENT
(Communication Plan)
ASSESSMENT &
EVALUATION
Ongoing training of the "Imagine It" Reading curriculum.
Kindergarten Skills
Ongoing training of the “Reading Mastery" Reading
Intervention program.
MAP (Grades 1-5)
MSP (Grades 3-5)
Phonics and Comprehension
components of the "Imagine
It" program are
implemented.
Require and record time
spent reading at home
(Reading calendars and AR
Reports)
Investigate and identify all program resources available.
Program unit tests
Set a budget to support supplemental needs. Site council
will explore curriculum needs and prioritize.
STAR/AR
DIBELS (Grades K-5)
No less than one Wednesday Staff Development activity
per year will be devoted to DIBELS assessment.
Empirical evidence/principal
learning walks
Ongoing training for the data meeting process.
Our reading intervention
components include
Imagine It, Reading Mastery
and/or Corrective Reading.
Continue meeting as a
Reading Assessment Team
SPED results
TIMELINE
Weekly grade level
meetings
PERSON
RESPONSIBLE
Mark Stephens
Classroom teachers
Staff meetings and
early release
Jan Slagle
Professional
development
sessions
Kim Watt
Trimester
assessment
monitoring
Site Council
Continuous work
as needs/gaps are
identified
Amy Cook
Para educators
Rebecca Clancy
Fall, Winter, Spring
The Reading Assessment Team will meet to discuss the
progress of students based on various assessment
strategies.
DIBELS
The Reading Assessment Team will meet with grade
levels to discuss reading assessment, placement and
intervention strategies.
MSP Test
MAP Test
Lesson Assessments
STAR/AR
The Reading
Assessment Team
will meet no less
than 2 times per
month.
Mark Stephens
Tracie McKinnon
Jan Slagle
Kim Watt
Bec Hamel
Amy Cook
Karyn Jamison
Calleen Reis
Kim Estes
Kristin Kirk
Robyn Chambers
Updated 11/1/2013
11
STRATEGY/ACTION
(Maintenance)
Canyon View staff members
will refine the Response to
Intervention process by
using data to determine
effectiveness of
interventions and strengthen
the differentiated instruction
for each group.
ASSESSMENT &
EVALUATION
PROFESSIONAL DEVELOPMENT
(Communication Plan)
1. Grade level teams will meet with reading teachers to
analyze data and make decisions on student placement
and instruction during small group time.
 Use data analysis strategies to make informed
decisions.
 All students will be benchmark monitored
using DIBELS three times a year.
 All students who are being served by the
Reading Intervention Team will be progress
monitored frequently using DIBELS.
 Program placement tests, MAP, MSP, and
diagnostic testing will be used to provide
additional information about student progress
and intervention strategies needed.
 Grade level teams will monitor student progress
and make adjustments in curriculum or
placement in groups for students as needed.
 Teachers and Para-educators will meet on a
regular basis to determine student needs and
skill groups.
 Para-educators are trained on intervention
strategies by reading specialists.






Charts from DIBELS
website will show
that data was used to
analyze progress
Grade level meeting
notes will show use
of DIBELS and other
testing data to
evaluate student
progress and
placement in groups
MAP
MSP
Imagine It lesson
assessments
STAR/AR
TIMELINE
Benchmark testing
will be done in
September,
January, and May
PERSON
RESPONSIBLE
Reading Assessment
Team
Grade Level Teams
Progress
monitoring will be
done based on
student needs.
Grade level teams
will meet monthly
beginning in
September.
Updated 11/1/2013
12
STRATEGY/ACTION
(New)
Canyon View staff members
will fully understand and
demonstrate the elements of
the KSD Instructional/
Danielson Framework during
instructional time.
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Staff development
ASSESSMENT &
EVALUATION
Principal/teacher observation
and discussion
Learning Walks/KSD Videos
TIMELINE
On-going
TPEP activities
with staff
PERSON
RESPONSIBLE
Mark Stephens
Instructional Conference
participants
Self-reflection using TPEP/Danielson Framework
Instructional Conference participants will communicate
new KSD Instructional/Danielson Framework
information.
Classroom Teachers
Differentiated instruction will
be offered to those students
who are at intensive and
strategic reading/ English
Language Developmental
levels.
Response to Intervention (RTI)
GLAD
Principal/teacher observation
and discussion
Grade level meetings
On-going
Mark Stephens
Weekly grade level
meetings
Kim Watt
LAP Teacher
Strategy building through: GLAD, peer demonstrations,
study, rubrics, sharing of techniques and strategies,
viewing applicable DVDs.
Updated 11/1/2013
13
School: Canyon View Elementary School Year: 2013-2014
District Strategic Plan Goal:
North Star Goal
Ensure That Our Classrooms are Safe and Orderly
Ninety percent of students report they feel safe at school on our annual student safety survey
Annually reportable injuries by KSD employees are held to fewer than forty, and accepted claims are held to fewer than forty-five.
Board Policy 3207
The district will provide students with strategies aimed at preventing harassment, intimidation and bullying.
Related Building Goals:
All students will come to school feeling safe and prepared for learning.
All students will receive instruction on Character Education, behavior expectations, and school-wide safety.
Rationale for Goal:
A focus on character development is an integral part of a child's education.
STRATEGY/ACTION
( New/Revised)
All students will be
educated about antibullying/conflict-resolution
Provide students with
strategies aimed at
preventing harassment.
intimidation and bullying
100% of 3rd and 5th grade
students report they have a
trusted adult they can go to
for help at school.
90% of the students riding a
bus will feel safe while on
the bus.
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
Counselor/teachers provide instruction in each classroom
Tracie McKinnon
Student Handbook
Mark Stephens
Display Posters throughout the building
Classroom Teachers
Anti-Bullying and Conflict-Resolution information will
be sent home
District questionnaire results
Fall and Spring
Questionnaire for 3rd and 5th grade students
“The First Days of School” (Harry Wong) was given to
teachers. Teachers new to Canyon View will receive a
copy. Components of the book that will be reviewed at a
Wednesday Building Professional Day.
School rules and consequences will be displayed in
classrooms and clearly reviewed with all students.
“School must be a safe and protected environment where
students can come to learn without fear,”
Harry Wong
Principal observation
Students and bus drivers will be encouraged to report
concerns to the school. Staff members will periodically
check-in with bus drivers to discuss student safety and
behavior on the bus.
Staff observation
Canyon View Staff
Year long
Updated 11/1/2013
14
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
STRATEGY/ACTION
(Maintenance)
Our Safety Committee will
meet no less than one time
per month
The Safety Committee will discuss:

Building safety concerns

Staff injury reports

Reports of student fighting/bullying incidents
ASSESSMENT &
EVALUATION
Review of building safety
concerns
Review of staff injury reports
TIMELINE
On-going
PERSON
RESPONSIBLE
Tracie McKinnon
Mark Stephens
Dwain Adams
Jeff Jones
Melani Tackett
Review of fighting/bullying
incidents
A Safety Committee member will post the monthly
Safety Committee Meeting minutes on our safety bulletin
board.
Safety information will be e-mailed out to staff by a
member of the Safety Committee.
Relevant safety items will be discussed at staff meetings.
All staff members will
attend Safe Schools
Training annually
80% accuracy on the Safe
Schools test
All staff
Updated 11/1/2013
15
STRATEGY/ACTION
(Maintenance)
Continue to teach character
education using the
counselor’s Character
Construction Program.
Bring in Character
Education Assembly each
school year.
Monthly Character Bingo
winners are rewarded for
exemplifying the trait of the
month.
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Counselor provides instruction to each classroom on the
six character traits: responsibility, respect, fairness,
caring, trustworthiness, and citizenship. Follow-up ideas
are shared for ongoing implementation for the classroom
teacher.
Teachers will be given the opportunity to read the book,
“How Full is Your Bucket,” and are given materials to
continue the philosophy in their classroom.
As a way to promote positive relationships in the
building, the counselor will meet with all classrooms at
the beginning of the year to teach students the “How Full
is Your Bucket?” philosophy.
ASSESSMENT &
EVALUATION
Completion of all Character
Education trainings across K-5
grades.
Monthly Character Bingo
Results
PERSON
TIMELINE
2013-2014
Academic Year
RESPONSIBLE
Tracie McKinnon
Mark Stephens
Classroom Teachers
Tracking of disciplinary
actions
Principal evaluation of
discipline issues
Integrate the “How Full is
Your Bucket?” philosophy.
(Encourage positive
interactions:




Student to student
Student to staff member
Staff member to student
Staff member to staff
member
Updated 11/1/2013
16
Trimester honor
roll/character recognition
for 4th and 5th grade
students.
Implementation of the
“Big Three” throughout the
campus.
 Student Training
 Student Practice
 Student
Accountability
 Visuals
 Cues/Prompts
Research and refinement of programs that can be
implemented to reward effort and academic achievement
Develop common language and expectation to reinforce
school expectations and appropriate behavior and
manners.
Staff training, using and making students accountable for
the “Big Three.”
 Show Respect
 Solve Problems
 Make Good Decisions
Number of students receiving
academic and character
recognition awards
Each Trimester
Tracie McKinnon
Mark Stephens
4th/5th grade teachers
Continuous
All staff
Tracking of discipline issues
compared to the last year.
Empirical evidence of
manners, behavior, and overall
school climate
The goal is for students to internalize the big three so
simple visual cues/prompts will remind them.
Updated 11/1/2013
17
School: Canyon View Elementary School Year: 2013-2014
FAMILY AND COMMUNITY INVOLVEMENT
Our PTO is involved in assisting with programs and promoting parent involvement both in the classrooms and for special events such as book fairs,
fundraising activities, assemblies, picture day, school carnival, and math night.
The following are the top five projects that the PTO offer:
1. Provide support for teachers through funds for crafts or supplies, class volunteers, parent education, etc.
2. Provide staff appreciation (teacher appreciation week, supply funds, etc.)
3. Sponsor school events such as AR reading prizes, rockets, school plays, treats for chorus and orchestra, field trips, etc.
4. Supply funds for supplemental classroom materials such as magazine subscriptions like National Geographic and Time For Kids.
5. Sponsor enrichment programs such as special presentations, guest speakers that enhance curriculum, art enrichment, character education,
and featured authors.
Parents and community members are encouraged to volunteer within our building.
Open House will continue to be held before school begins each year to give parents and students the opportunity to see their classroom and meet
their teacher. Our purpose is to aleviate student and parent apprehension about the upcoming school year.
Love and Logic parenting classes are offered yearly by the school counselor.
With our Math Connects Program, teachers provide Math At Home letters and an interactive website to keep parents informed about our adopted
math curriculum.
Parents are encouraged to read with their child(ren) no less than 20 minutes a night.
Canyon View will be investigating the creation of an “Action Team for Partnership” during the 2013-14 school year.
Updated 11/1/2013
18
We continue to refine and improve Canyon View. We strive to focus on the following characteristics of high performing schools:










Clear and Shared Focus
High Standards and Expectations
Effective School Leadership
High Levels of Communication and Collaboration
Alignment of Curriculum, Instruction, and Assessment with Standards
Frequent Monitoring of Teaching and Learning
Focused Professional Development
Supportive Learning Environment
High Levels of Parent and Community Involvement
Use of the instructional elements of purpose, engagement, rigor and results
Updated 11/1/2013
19
Canyon View: Technology Plan 2013-14
Goal Title
SMART Goal
Statement:
Computerized Grade Book Program and Report Card
Teachers will use Power Teacher and Power Grade in grades K-5 to communicate student progress
Strategy:
Provides training and in-service on the software available.
Rationale:
Evaluation
Procedure:
Power Teacher and Power Grade are available to teachers as tools to track student progress and communicate progress to
parents.
Teachers will display grades on Power School and electronic report cards.
Activity/Task (2012- Professional
13)
Development
Evaluation (Measurable
Change)
Record student’s
grades in Power
Teacher.
All K-5th grade teachers will All certified
use Power teacher to record teachers in
student work.
grades K-5
Activity/Task (2012- Professional
13)
Development
Evaluation (Measurable
Change)
Use Power Grade to
produce an
Train staff to use the
electronic report
Power Grade.
card.
Teachers will use Power
Grade for report cards during
the 2013-14 school year.
Train staff in Power
Teacher.
Resources: Description /
Type
Cost /
Funding
Source
School year
2013/14
42 computers in lab
and/or teacher computers
in classrooms. District
Tech staff will provide
training and support.
$0
Starting and
Ending Dates
Resources: Description /
Type
Cost /
Funding
Source
Fall 2013 to
Spring 2014
42 computers in lab
and/or teacher computers
in classrooms. District
Tech staff will provide
training and support.
$0
Starting and
People Involved
Ending Dates
People Involved
Staff (certified)
Updated 11/1/2013
20
Goal Title
SMART Goal
Statement:
Strategy:
Technology Use, Maintenance, and Replacement
Canyon View's technology equipment and programs will be evaluated for effectiveness, replaced with upgraded models or
repaired when necessary. Effective use will help to provide KSD Instructional/Danielson Framework strategies. Our
Technology Committee will also investigate the purchase of new programs and technological equipment.
Use of highly efficient technological equipment will enable increased KSD Instructional/Danielson Framework with students by
staff.
Rationale:
Technology equipment and programs can be effective in the learning process when maintained and upgraded.
Evaluation
Procedure:
Activity/Task
Engaged students, effective communication, increased scores.
Professional
Development
Tech committee
members will
observe use of
none
technology
equipment/programs
Evaluation (Measurable
Change)
Survey results at faculty
meetings and by emails
People
Involved
Starting and Ending Resources: Description / Cost / Funding
Dates
Type
Source
Technology
committee, 2013-2014
staff, admin.
Computers, tablets,
software, printers,
document cameras,
projectors, VHS/DVD
players, digital cameras,
wireless microphones, $0
interactive boards/slates,
student response devices
and Power point clickers
Updated 11/1/2013
21
Activity/Task
Professional
Development
Evaluation (Measurable
Change)
Investigate,
purchase/replace
outdated and
ineffective
equipment
throughout the
building
None
Survey results and
inventory
Activity/Task
Professional
Development
Evaluation (Measurable
Change)
People
Involved
Starting and Ending Resources: Description / Cost / Funding
Dates
Type
Source
Computers, tablets,
software, printers,
Building funds,
document cameras,
projectors, VHS/DVD building
Technology
players,
warranties, grants,
committee, 2013-2014
digital cameras, wireless district funds,
site council
microphones, interactive PTO
boards/slates, student
response devices and
Power point clickers
People
Starting and Ending Resources: Description / Cost / Funding
Involved
Dates
Type
Source
Share effective use
Demonstrate use or Development of Effective Grade level
with team during
2013-2014
end product
teaching practices
teams
team level meetings
Computers, tablets,
software, printers,
document cameras,
projectors, VHS/DVD
$0
players, digital cameras,
interactive boards/slates
and wireless
microphones.
Updated 11/1/2013
22
Goal Title
SMART Goal
Statement:
Improve Academic Performance
Improve student academic performance as measured by MAP and MSP in the areas of reading, math, writing, and science.
Strategy:
Use technology to improve instruction in reading, writing, math, and science.
Rationale:
Evaluation
Procedure:
Using a variety of instructional strategies will improve academic performance.
MAP, MSP
Activity/Task
Professional
Development
Evaluation (Measurable
Change)
Share effective
ways to use
technology
Grade level and
An increase of scores in
faculty meeting time
MAP, DIBELS Next and
to survey and identify
MSP
needs.
Professional
Evaluation (Measurable
Development
Change)
Demonstrate a short Increased use of
Use PowerPoint to
mini lesson at faculty appropriate PowerPoint
present lessons
meetings
lessons
Professional
Evaluation (Measurable
Activity/Task
Development
Change)
Use effective
Demonstrate
Increased effective use
software to present effective software
programs to affect student
lessons
(i.e. Type to Learn,
learning
Math Connects, etc.)
Professional
Evaluation (Measurable
Activity/Task
Development
Change)
Activity/Task
IPads will be
accessible to all
teachers.
People
Involved
Starting and Ending Resources: Description / Cost / Funding
Dates
Type
Source
Staff
2013-2014
People
Involved
Starting and Ending Resources: Description / Cost / Funding
Dates
Type
Source
Staff
2013-2014
People
Involved
Starting and Ending Resources: Description / Cost / Funding
Dates
Type
Source
Computer lab
computers, classroom
2013-2014
$0
computers, or teacher
computers
Starting and Ending Resources: Description / Cost / Funding
Dates
Type
Source
Staff
People
Involved
Training will be
Teachers present IPad
available no less than
Staff
strategies at staff meetings.
one time per year.
2013-2014
Survey
Computer with
PowerPoint
IPads
$0
$0
$0
Updated 11/1/2013
23
School: Canyon View Elementary School Year: 2013-2014
TO BE COMPLETED BY TITLE I/LAP SCHOOLS ONLY:
1.
STUDENT SELECTION:
Describe the specific process (criteria and timelines) that you will use to identify eligible children in greatest need for Title 1 or LAP
services. Teacher recommendations, performance and screening tests have been used in the past. A school may continue this process
using the composite sheet or creating a new composite to rank order students. The process must use multiple criteria and identify and
serve those students with the greatest academic needs.
Canyon View will use multiple assessment tools to identify and serve those students with greatest academic need. (See Question #2)
All students at Canyon View will be screened three times a year using the DIBELS benchmark assessment. Beginning this year we will be utilizing
DIBELS Next which includes the DAZE comprehension test. These will be administered in August/September, January, and May. All new students
will be tested and placed on the continuum if their scores indicate need. Students scoring in the intensive or low strategic range will be tested further
for placement on the LAP composite. We have developed a testing process that will assure that students are correctly identified for services. Students
will be placed on the composite using the measures identified below. We will use the other measures to help us further identify appropriate services
for each student.
Grade K Reading
Grade 1 Reading
Grade 2 Reading
Grades 3-5 Reading

Kinder Assessment


DIBELS Next Benchmark
Assessment
DIBELS Next Benchmark
Assessment


DIBELS Next Benchmark
Assessment
DIBELS Next Benchmark
Assessment

MAP

MAP

MSP

MAP

The resulting scores will be rank-ordered and those in greatest need will be selected to work with LAP funded personnel.
Updated 11/1/2013
24
2. MONITORING AND EVALUATION OF STUDENT PROGRESS
Describe the assessments the school will use to monitor student academic progress during the school year. In addition to the MSP,
include any locally developed and selected assessments.
Canyon View Elementary staff use a variety of assessments to monitor student progress and help focus instruction. Formal assessments include
the KSD Kindergarten Assessment, WELPA, MAP, DIBELS Next, and various curriculum assessment tools. A writing assessment plan will also
be followed at each grade level.
Students who have difficulty mastering skills and meeting standards are identified by rank order. Classroom teachers and reading specialists meet
to place students into Strategic and Intensive intervention groups. Students are assessed continually to monitor progress and re-group if
necessary. Benchmark students are monitored three times a year with DIBELS Next and MAP testing.
Students continuing to have difficulties after implementing RTI interventions/strategies are first discussed at grade level data meetings and then
can be referred to the Student Teacher Assistance Referral Team (START) by the classroom teacher. The team brainstorms ideas and makes
recommendations for further assessments, medical follow-up, and/or strategies to help struggling students.
Describe how the school will identify students experiencing difficulty mastering skills and meeting standards and the specific support
provided.
At the beginning of the school year students are tested using DIBELS Next to identify and serve those students with the greatest academic need.
Based on the rank order, students are placed into groups at benchmark, strategic, or intensive levels. All students receive reading instruction for
no less than 90 minutes a day.
Students at the strategic and intensive level will receive 60-75 minutes of reading intervention small group support. The following intervention
programs will be utilized for strategic and intensive level students:
Reading Mastery
Language for Thinking
Language for Learning
Read Naturally
Corrective Reading
If LAP funds are available, additional support will be offered to 1st – 5th graders through an extended-day after school program and/or summer
school program. The extended-day programs provide opportunities to practice comprehension skills, writing, and Smarter Balance/MAP
vocabulary and preparation.
Updated 11/1/2013
25
Describe how student assessment and progress results will be shared with parents.
Information will be shared by teachers with parents through newsletters, parent-teacher conferences, telephone calls, letters, academic/behavior
contracts, and/or recognition assemblies. Fourth and fifth graders and their parents have access to the KSD Parent Portal website so they can see
assignments, grades, teacher comments, and attendance.
Mid-Trimester reports will be sent home no less than one time per year. A report card (which includes reports from our academic intervention
programs) will also be sent home at the end of each trimester. We attempt to conference with all parents at least one time per year.
3. STAFF DEVELOPMENT
Please ensure that it identifies training for certificated and classified staff regarding appropriate strategies and techniques to help
increase academic learning of all students including limited English proficient students, Migrant students, and economically
disadvantaged students. Additionally, the staff development plan must identify specific training for teachers in parental involvement
strategies. Describe how professional development is ongoing and sustained, with appropriate planning time and resources needed to
support successful implementation.
During the 2013-2014 school year, Canyon View will focus its staff development on current adopted curricula and research-based instructional
strategies. We feel that it is important to continue professional development in areas that we have already focused on in order to fully understand
the topics and make the strategies an integral part of our everyday instruction.
Professional Development opportunities will be provided during our Building Professional Days and during one Wednesday planning period per
month.
The Staff Development Plan for the 2013-2014 school year will include training in the areas of :
 Differentiated Instruction allowing ELL students access to the building curriculum
Two staff members per year will attend Karen Beeman training.
 Action Team for Partnerships
 Common Core Standards
 Anti-Bullying/Conflict-Resolution
 Response to Intervention
 Reading Interventions including Reading Mastery and Corrective Reading
 Renaissance Learning (Accelerated Reader)
 STAR (Standardized Testing for the Assessment of Reading)
 Math Connects
 Science Resource Kits
 Assessment (including MSP, MAP, DIBELS Next and WELPA),
Updated 11/1/2013
26












Technology
KSD Instructional/Danielson Frameworks
GLAD/ELL training
Safe Schools Training (each year)
Science Vocabulary Training
Staff who need training in Imagine It and Read Naturally
School Improvement Plan
Positive School Atmosphere
TPEP (Teacher/Principal Evaluation Plan)
Book Study for The First Days of School by Henry Wong
Book Study for Pathways to the Common Core by Lucy Calkins, Mary Ehrenworth, and Christopher Lehman
Differentiated Instruction
4. PARENT, FAMILY AND COMMUNITY PARTICIPATION
Please describe the strategies and activities planned to enhance home-school partnerships and improve student learning. Describe the
process to communicate with parents of students who have not met the standards. Briefly describe the process used to develop and
implement the Parent/Student/Teacher Compact. Attach a copy of the Parent Compact in an understandable format, as appropriate, in
other languages.
 Canyon View will be investigating the “Action Team for Partnerships” process.
 Access Federal Program staff for support of home visits, translations, and parent conferences.
 Activities planned to enhance the home-school connection include an Open House, Reading Night, Math Night, DARE Graduation,
Hispanic Academic Achievers Program, Honor Roll Assemblies, music programs, Family BBQ in May, Farm Fair, Farm to Market,
Choral Festival, City-Wide Orchestra Concert, Whitman Mission, and End of the Year Awards Ceremony.
 A Canyon View Parent/Teacher/Student Compact has been designed and will be sent home to all parents at the beginning of the
school year.
 Parents have multiple opportunities to participate in their child’s education at Canyon View such as: PTO, Carnival, Love and Logic
Parenting Classes, Classroom Volunteers, Field Trips, Jog-a-thon, and the Kindergarten READY Program.
 Members of the community may assist Canyon View students through Mid-Columbia Reading Foundation, YMCA, Pizza Hut
Book-It, Master Gardeners, SARC (Sexual Assault Response Center), DARE Program.
 Other community businesses provide support through donations of coupons or products. These businesses include: Kennewick
Police Department, Kiwanis, YMCA, and SHAKE (Seniors Helping Assist Kid’s Education).
 The KSD website and the Canyon View website provide pertinent information about our school and programs to parents.
 Book Fairs
 Grade level celebrations
Updated 11/1/2013
27
5.
COORDINATION/INTEGRATION
Under ESEA, schools and district must coordinate with other federal, state, local programs, and community agencies within the district
and community that provide services to children and families.
Identify how you will coordinate the program with other district and school improvement efforts. (LAP, Migrant, Bilingual, ECEAP,
IDEA, etc.)
As a LAP school, Basic Education and LAP funds are coordinated in order to design and implement programs. We will continue to coordinate
with the programs to provide effective services and instructional strategies to students and quality professional development to staff and
administrators.
LAP staff coordinates services in the following ways:
 Attend monthly Title 1/LAP meetings which provides information on other federal programs

Communicate with counselor, school nurse, resource room teacher, district reading teacher, and SLP regarding student needs

Communicate with the building principal regarding LAP programs and building needs

Test new students and review records with the District Reading teacher to determine eligibility for services

Bilingual staff coordinates with District Home Liaison to help families access community resources

Attend Wednesday grade level planning meetings

Participate in building Reading Assessment Team
Describe how your program will coordinate transitions for preschool children into the elementary program.
Kindergarten Roundup is held every spring for incoming kindergarten students and their parents.
Canyon View also promotes the district Ready For Kindergarten program by sending home information in the home language and encouraging
parents to attend.
Canyon View Staff Members attend yearly Keewaydin Discovery Center and ECEAP transition meetings.
Updated 11/1/2013
28
Describe how your plan will support successful transition from elementary to middle school or middle school to high school.
As a way of introducing fifth graders to middle school, each middle school sends representatives to Canyon View to meet with students who will
be attending their respective schools. The school day and programs are explained and students have an opportunity to ask questions. Students
are encouraged to attend middle school informational meetings in the spring and fall of each year.
Transitional meetings are held for students receiving special services.
LAP and Resource Room teachers will provide the roster of current fifth grade students receiving LAP and Resource Room services to the middle
school team. They will use this information during the end of year transition meetings with middle school team. These meetings assure that support is
continued for qualifying students.
Burger Ranch
Describe coordination with other community programs or
agencies.
Other local business and programs that support Canyon View
include:
Pizza Hut – Book-It Program
Mid-Columbia Library Summer Reading Program
Mid-Columbia Reading Foundation
KNDU Coats for Kids program
S.H.A.K.E. Seniors Helping All Kids’ Education
Kiwanis Club of Kennewick
YMCA – before and after school childcare programs
Safety Program (PUD) – provides information on electrical safety
DARE – 5th grade students
Grinovations – whole school dental program
Student Teachers from various universities
Reading Practicum students from various universities
City of Kennewick Police and Fire Departments
Benton-Franklin County Health Department – Health screenings
Shriner’s Screening Clinic
Hispanic Academic Achievers Program
Yokes Fresh Market E-Scrip
Target Cash Back for Schools
Olive Garden
Project Warm-Up
Dairy Queen
Papa John’s
Taco John’s
Updated 11/1/2013
29
CanyonViewElementarySchool
Mission Statement
To send our youth into the future ready to reach their potential as adults through a lifetime of learning.
Primary Goal
To create and uphold a positive school climate where teachers can teach and students can learn. In
order to accomplish this, we ask that students and parents assist us in the following ways:
School Pledge
We promise to...






keep you informed about your child’s responsibilities at school.
provide a safe and healthy learning environment.
meet the diversified needs of our students.
teach positive behaviors and attitudes.
foster academic excellence for our students' future success.
have a positive attitude and make learning challenging and enjoyable.
Student Pledge
I promise to...






attend school daily.
show respect.
solve problems.
make good decisions.
read no less than 20 minutes at home each day.
be a “Paws”itive student.
Parent Pledge
We promise to...







send our child to school every day well rested and only keep him/her home when
absolutely necessary.
support the school in its efforts to maintain appropriate behavior.
review the Parent and Student Handbook and the Elementary Discipline Handbook with
our child.
attend parent-teacher conferences and school-related activities.
encourage, support, and praise our child each day.
read with our child and/or let him/her read to us at least 20 minutes per day.
schedule time for our child to complete homework each night and assist if needed.
Cascade Elementary
School Improvement Plan
2013-2014
Updated 10/25/2013
School: Cascade Elementary School Year: 2013-2014
SCHOOL INFORMATION
1.
Provide a brief description of your school, unique programs and community. Include total enrollment and demographics (number and
percentage of low income, bilingual, and migrant students.
Cascade is the home to approximately 555 students in kindergarten through fifth grade. We have witnessed many changes in our population and
staff through the years, moving from a stable student population to a mobile, diverse population. Our free and reduced lunch rate increased from
7% 11 years ago, to our current 38%. Approximately 16% of our students are Hispanic, 3 % African-American, and 2% Native American.
3.8% of our students are transitional bilingual and 2.5% are migrant.
Reading is an integral part of our day. Students at Cascade learn to decode, comprehend, and love reading. Our Reading Tutor program
provides extra support for students in grades 1 - 3. The Waterford computer program and SuccessMaker program provide additional student
assistance in the basics of reading. We also daily peer tutors, parents, and community volunteers that work with our children to increase their
reading achievement.
2.
Summarize the results of the following:
a. Staff Surveys
Our staff presents a range of experience from enthusiastic newcomers to seasoned professionals. Using the results from the most recent
Harris School Survey showed an overall staff satisfaction rating for our school of 7.4 compared to a district rating of 7.6.
b. Family and Community Involvement: Using Parent Surveys, Harris Surveys, and other parental input, what needs have been
identified? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
Cascade Elementary School is characterized not only by high quality classroom instruction, but also an involved and supportive parent
community. We are fortunate to have an ongoing partnership between our parents and teachers. This year we will maintain our focus on
strengthening this partnership by increasing communication between school and home. Our most recent Harris Survey results showed 30%
of our reporting parents would like to receive more communication when their child does something well.
3.
Insert the summaries for your school for State AMO’s(Annual Measurable Objectives), Functional Level, DRA, Reading Assessments,
WASL Trend, and ITBS Trend and describe the results for subgroups – Hispanic, Low Income, Limited English, and Special
Education. (Summarize the strengths and weaknesses of your current program based on building data). See insert.
4.
Professional Development: What needs have been identified for professional development for certificated and classified staff that
will be addressed in this plan? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
Each year we identify areas in which our school should concentrate staff development. All staff development is directly linked to our School
Improvement Plan goals. This year we will concentrate on ongoing professional development in: state test math and science terminology,
math probability and statistics strategies, skills alignment with our reading series, GLAD and PERRS (purpose, engagement, rigor and
results).
Updated 10/25/2013
5.
Curriculum and Instruction: What needs have been identified and will be addressed in this plan?
Staff will continue to develop varied instructional strategies for teaching reading target skills and state test stem questions. We will
implement a science grade level scope and sequence. We will align the Math Connects terminology with important state test vocabulary.
Strategies for effective instruction (purpose, engagement, rigor, results) will be used across the curriculum.
6.
Clarify Needs and Research Proven Effective Strategies: Describe how the team and staff investigated and selected the solutions.
Include a description of how staff studied best practices and research, visited or contacted successful schools and programs, received
input from the staff and parents as the plan was developed, and matched the solutions to priority needs.
All recent curriculum and instructional strategy adoptions have been based on best practices and research. Staff selected the solutions after
investigating and researching information from the state, district, and other successful schools.
Updated 10/25/2013
STUDENT ACHIEVEMENT DATA
Cascade Elementary
DEVELOPMENTAL READING ASSESSMENT AND MEASURES OF ACADEMIC PROGRESS READING
Grade
Assessment
2008
K
1
2
3
4
5
Kindergarten Assessment
DRA/ *Primary MAP Testing
MAP Testing
MAP Testing
MAP Testing
MAP Testing
Spring Percent Meeting Standard
2009
2010
2011
90
88
78
77
74
74
90
84
85
90
78
70
2008
2009
x
x
66
69
67
x
x
79
75
71
87
74
83
91
74
84
92
88
90
94
93
79
2012
2013
95
*65
81
90
80
80
91
*77
88
93
85
86
2012
2013
65
75
86
84
80
72
83
84
82
82
*2012
*2013
77
68
80
64
65
84
62
78
Standard for MAP Testing is the 50th percentile and above
MEASURES OF ACADEMIC PROGRESS MATHEMATICS
Grade
1
2
3
4
5
Assessment
Primary MAP Testing
MAP Testing
MAP Testing
MAP Testing
MAP Testing
Spring Percent Meeting Standard
2010
2011
x
x
87
74
81
x
x
92
94
79
Standard for MAP Testing is the 50th percentile and above
WASHINGTON ASSESSMENT OF STUDENT LEARNING/*MEASUREMENTS OF STUDENT PROGRESS
Grade
3
3
4
4
4
5
5
5
Assessment
Reading
Mathematics
Reading
Writing
Mathematics
Reading
Mathematics
Science
Spring Percent Meeting Standard
*2010
*2011
2008
2009
85
76
87
79
57
83
65
50
80
80
80
61
60
89
63
42
81
77
74
76
50
85
55
42
71
76
82
75
76
78
58
68
79
74
90
72
69
80
67
80
2008
2009
2010
2011
2012
2013
x
x
x
No
Reading/Math
No
Reading /Math
Standard for the MSP is 400 points for Reading, Math, & Science and 9 points for Writing
Did your school meet AMO’s
Yes
No (If NO, what categories?)
Updated 10/25/2013
2012-13 MSP/HSPE Results
Grade Level
Reading
Cascade
Math
3rd Grade
76.7%
67.8%
4th Grade
80.2%
65.1%
5th Grade
84.3%
61.8%
Student Demographics
Writing
Science
64.0%
78.4%
Enrollment
October 2012 Student Count
559
May 2013 Student Count
575
Gender (October 2012)
Male
315
56.4%
Female
244
43.6%
American Indian/Alaskan Native
4
0.7%
Asian
6
1.1%
Pacific Islander
2
0.4%
Asian/Pacific Islander
8
1.4%
Black
7
1.3%
Race/Ethnicity (October 2012)
Hispanic
95
17.0%
430
76.9%
15
2.7%
249
43.3%
Special Education (May 2013)
85
14.8%
Transitional Bilingual (May 2013)
32
5.6%
Migrant (May 2013)
21
3.7%
Section 504 (May 2013)
1
0.2%
Foster Care (May 2013)
0
0.0%
0
0.0%
White
Two or More Races
Special Programs
Free or Reduced-Price Meals (May 2013)
Other Information (more info)
Unexcused Absence Rate (2012-13)
Teacher Information (2012-13) (more info)
Classroom Teachers
Average Years of Teacher Experience
Teachers with at least a Master's Degree
Total number of teachers who teach core academic classes
28
13.4
71.4%
23
% of teachers teaching with an emergency certificate
0.0%
% of teachers teaching with a conditional certificate
0.0%
Total number of core academic classes
23
ESEA Highly Qualified Teacher Information
% of classes taught by teachers meeting ESEA highly qualified (HQ) definition
% of classes taught by teachers who do not meet ESEA HQ definition
100.0%
0.0%
% of classes in high poverty schools taught by teachers who meet ESEA HQ definition
N/A
% of classes in high poverty schools taught by teachers who do not meet ESEA HQ def
N/A
% of classes in low poverty schools taught by teachers who meet ESEA HQ definition
N/A
% of classes in low poverty schools taught by teachers who do not meet ESEA HQ def
N/A
Updated 10/25/2013
School Improvement Plan 2013-2014
School: Cascade Elementary
District Strategic Plan Goal:
90% of all 3rd grade students will read at or above grade level.
Related Building Goal:
70% of all students will meet annual growth targets in reading according to spring MAP testing.
90% of Cascade’s 3rd grade students will reach the reading goal (RIT 200), and we will increase the number of Cascade 4th grade
students reaching standard on the state test (400) by 3% or better.
Rationale for Goal:
We want our students to have the skills to be successful at the next level in their education.
STRATEGY/ACTION
(Maintenance)
PROFESSIONAL DEVELOPMENT
(Communication Plan)
ASSESSMENT &
EVALUATION
Principal Observation
1. Staff will use long range
reading plans with
intentional and focused
instruction to include target
skills and Common Core
strategies.
Grade Level teams will employ Common Core strategies
& target skills aligned with the Imagine It! curriculum
2. Teachers will learn
varied instructional
strategies for teaching
reading, focusing on target
skills, Common Core
strategies, and curriculum
integration.
A number of staff meetings will be used for mini
trainings focused on reading and curriculum integration
strategies, such as GLAD and FISH.
Grade levels will exchange information and ideas
regarding common assessment.
TIMELINE
2013-2014
Principal will meet with
teachers to discuss utilization
progress.
Monthly
Grade levels will meet to
discuss utilization at least 1
time/month
Principal Observation
Monthly
2013-2014
PERSON
RESPONSIBLE
Principal
Classroom Teachers
Principal
Classroom Teachers
Wednesday meetings
Implementation of Common Core questions.
Updated 10/25/2013
School: Cascade Elementary School Year: 2013-2014
District Strategic Plan Goal:
90% of all 3rd grade students will read at or above grade level.
Related Building Goal:
75% of Cascade 4th Graders will meet the state test writing standards for the 2013-2014 school year and we will increase the number of
Cascade 4th grade students reaching standard on the state test (400) by 3% or better.
Rationale for Goal:
We want our students to have the skills to be successful at the next level in their education
STRATEGY/ACTION
(New)
1.Staff will continue to use
Step Up to Writing building
wide; will explore Smarter
Balance writing strategies
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Staff will collaborate with one another at grade levels
about the continued use of Step Up To Writing, and
GLAD strategies provided by KSD GLAD trainers
during in-services.
ASSESSMENT &
EVALUATION
TIMELINE
State test scores
Student Scores
2013-2014
Ongoing
PERSON
RESPONSIBLE
Principal
Classroom Teachers
Staff members will be reminder by principal of dates, and
will do their best to attend district level ELA meetings.
2. Teachers will use writing
rubrics with Step Up to
correlate with current
Common Core/ELA
writing standards
Writing rubrics will use at each grade level to assist
teachers in grading student work.
3. Staff will implement
Type To Learn 4 throughout
building.
Staff meeting and training provided by IT Department
Grade level teams will meet to
discuss rubric consistency.
2013-2014;
Ongoing
Better typing skills by students
in grades 1-5.
2013-2014
ongoing
Grade Level Teams
1st and 4th grades are working on writing rubrics through
the TPEP comprehensive evaluation process
Principal
Updated 10/25/2013
School: Cascade Elementary School Year: 2013-2014
District Strategic Plan Goal:
Related Building Goal:
Rationale for Goal:
STRATEGY/ACTION
(Maintenance)
90% of students in grades 3-10 meet grade level standards in math.
75% of students who are below, or at grade level, will meet annual growth targets in math according to spring MAP testing.
We will improve math competency for all students in Grades 3-5. Increase percent of 4th grade students meeting standard by 3% or better.
We want our students to have the skills to be successful at the next level in their education
PROFESSIONAL DEVELOPMENT
(Communication Plan)
ASSESSMENT &
EVALUATION
Principal Observations
1.Teachers will continue to
use the Math Connects
program and align it with
Common Core standards.
Teachers will use grade level district pacing guides for
Math Connects curriculum.
TIMELINE
PERSON
RESPONSIBLE
2013-2014
Principal
Teacher Lesson Plans
Classroom Teachers
Math Common Core Standards will be discussed and
aligned at Wednesday early release meetings.
Kathy Fisk will provide information on math Common
Core before school year begins and on Wednesday early
release meetings.
Grade level reflective
conversations will take place
during Wednesday planning
time.
2013-2014
2. Teachers will introduce
vocabulary relative to
probability, statistics,
measurement, and the
understanding of story
problems.
3. Strengthen basic math
computation skills.
Continue Awesome Adders,
Super Subtractors,
Multiplication Masters, &
Math All-Star programs.
Teachers will continually reinforce important math
terminology while teaching the Math Connects
curriculum.
Teachers will create opportunities for students to engage
in activities focusing on probability and statistics.
Teachers will use problem solving strategy (UPSC; 8
Step Model Drawing: Singapore’s best problem solving
math strategies)
Teachers will use daily timed tests to assist students in
their speed and accuracy for basic math facts. Principal
will provide certificates and recognition for students who
achieve the goals designated at each level.
Classroom Teachers
Parent Feedback during
conferences
Smarter Balance test;
Common Core; ongoing
classroom assessments
Grade Level Teams
Daily timed tests
Updated 10/25/2013
School: Cascade Elementary School Year: 2013-2014
District Strategic Plan Goal:
Related Building Goal:
Cascade 5th Graders will meet Adequate Yearly Progress (AYP) in science. We will meet, or exceed, the 2012-2013 5th grade state test
science scores of 78% for Cascade Elementary
Rationale for Goal:
We want our students to have the skills to be successful at the next level in their education
STRATEGY/ACTION
(Maintenance)
PROFESSIONAL DEVELOPMENT
(Communication Plan)
1. Staff will contine to
examine science grade level
expectations (GLE's) and
identify main scientific
concepts and vocabulary.
Staff will implement grade level vocabulary from STC
science kits.
2.Teachers will use the
scientific investigations we
designed for each science
kit to teach grade level
expectations (GLE's). MSP
released items will be used
as an instructional tool.
Teachers will examine the scientific investigation process
and how it applies to STC science kits.
3. Staff will use science
notebooks as an
instructional tool.
Staff will use science notebooks from developed
expectations at each grade level.
Staff will incorporate science inquiry readers from
Imagine It curriculum into lesson plans.
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
Monitor scope and sequence
to ensure GLE vocabulary is
used consistently during the
year.
2013-2014
Principal
Classroom Teachers
State test results will be used
to determine areas of strength
and weakness
2013-2014
Principal
Grade level reflective
conversations will take place
during Wednesday planning
time
2013-2014
Classroom Teachers
Kathy Fisk training provided through KSD at 5th grade,
and other grade level if applicable
Classroom Teachers
Principal
Updated 10/25/2013
School: Cascade Elementary School Year: 2013-2014
District Strategic Plan Goal:
Our first priority is the safety of Kennewick School District students and staff
Related Building Goal:
Ninety percent of students report they feel safe at school on our annual student safety survey
Rationale for Goal:
Students need to feel safe in order to meet academic goals
STRATEGY/ACTION
(Maintenance)
PROFESSIONAL DEVELOPMENT
(Communication Plan)
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
1. The Counselor at
Cascade will do bi-weekly
30 minute lessons in every
K-5 classroom. These
topics will be reinforced by
all certificated and classified
employees with the
children.
Lesson topics include: bus safety, walking home safety,
stranger danger, bullying, problem solving, and conflict
resolution.
Assessment and evaluation
will be done at the end of the
school year with the student
safety survey that is
administered at the 3rd and 5th
grade.
2013-2014
Principal
Counselor
All staff
2. Librarians will provide
online safety training to
students.
Common Sense safety training will be used.
3rd and 5th grade safety survey
2013-2014
Principal
Librarian
Updated 10/25/2013
School: Cascade Elementary School Year: 2013-2014
FAMILY AND COMMUNITY INVOLVEMENT
Cascade Elementary School continues to be characterized not only by the high quality of classroom instruction, but by an involved and extremely supportive parent group
and surrounding community. We are fortunate to have an ongoing partnership between our parents and teachers. We will continue to focus on strengthening this partnership
by implementing new strategies to increase our communication between school and home. We will once again be having an Accelerated Reader (AR) family night to assist
in our ongoing promoting of the AR program that has had a tremendous impact on our school. We also have many school musical concerts, and the PTA/PTO plans
numerous family nights throughout the school year.
We have evidence based on staff surveys and our own monitoring, as well as on required district practices that our school operates on the following
characteristics of high performing schools:










Clear and Shared Focus
High Standards and Expectations
Effective School Leadership
High Levels of Communication and Collaboration
Alignment of Curriculum, Instruction, and Assessment with Standards
Frequent Monitoring of Teaching and Learning
Focused Professional Development
Supportive Learning Environment
High Levels of Parent and Community Involvement
Use of the instructional elements of purpose, engagement, rigor and results
Updated 10/25/2013
Cottonwood Elementary
School Improvement Plan
2013-2014
School: Cottonwood School Year: 2013-2014
SCHOOL INFORMATION
1.
Provide a brief description of your school, unique programs and community. Include total enrollment and demographics (number and
percentage of low income, bilingual, and migrant students.
The mission of Cottonwood Elementary School, in partnership with our parents and community, is to create a safe and nurturing learning
environment that will encourage positive decision making and excellence through lifelong learning. We challenge our students to dream,
discover, and achieve in all areas.
As of October 1, 2013 there were 637 total students enrolled in grades K-5. We have traditional, straight grade level classrooms in all of our K-5
classes. We have four sections of kindergarten; four first, five second, four third, four fourth and three fifth grade classrooms. Students in each
classroom receive quality instruction, and are held to high expectations in a positive, productive learning environment. In addition to achieving
exceptional academic standards, our students are expected to learn and grow as citizens. Research indicates that strong relationships increase
academic performance. With this in mind, we strive for each student to reach their highest potential while working in a community of learners.
At Cottonwood we have two district level special education programs: Resource room and a self-contained classroom for students with autism.
Through our district reading program we are able to provide additional literacy support to students who are not yet meeting district grade level
standards. We are continuing to use Response to Intervention (RTI) to identify early signs of learning difficulties and quickly respond with
appropriate interventions matched to meet each student's unique needs. The student's progress is closely monitored and adjustments are made
according to his or her individual needs. In addition, those students who are reading at or above grade level receive instruction to extend and
enrich their reading abilities. We are excited about the opportunities for academic growth for all students.
Our curriculum provides an integrated approach, allowing students to see connections between what they are learning and how it will be used
later in life. Our adopted reading curriculum is Imagine It!. Our adopted math curriculum is Math Connects, which provides a challenging
continuum of math skills and processes. In addition to the core curriculum, Cottonwood also uses Kaleidoscope, Reading Mastery and Read
Naturally as reading intervention resources. Math interventions include Connecting Math Concepts and Accelerated Math. Step Up To Writing
is the foundation for Cottonwood’s first through fifth grade writing program. Our kindergarten writing program is based on the Darla WoodWalters writing program. These writing programs provide a consistent writing curriculum across all grade levels. We use curriculum based and
district assessment data to guide instruction and support student learning goals.
The support Cottonwood receives from the parents and families of our students is exceptional. Working together with parents and our
community, we strive to provide the learning experiences and opportunities that ensure all students have a successful education and will be
prepared to meet the challenges of our world. Cottonwood students have the opportunity in the second trimester to present evidence of their
learning through the “Show What You Know” event sponsored by our parent group. Cottonwood Elementary School takes great pride in
preparing our students to be life-long learners in a global community.
10/25/2013
2.
Summarize the results of the following:
a. Staff Surveys
Cottonwood Elementary School opened its doors in August of 2010. We continue to work on staff relationships and school climate. In
addition, Cottonwood continues to operate with a building Advisory Committee to promote communication and collaboration with all staff.
b. Family and Community Involvement: Using various surveys, and other parental input, what needs have been identified? (Title
I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
We have the unique challenge of creating our own Cottonwood culture. In meeting this challenge, we are incorporating the FISH!
philosophy which helps promote a community spirit within the classrooms and school building. The FISH philosophy will also help to
address student safety issues that were identified in the survey given to third and fifth graders in the spring of 2013.
Parents have many opportunities to be involved in their child's education. Cottonwood has a very supportive and active Parent/Teacher
Group. We have a high number of parent volunteers who help out in our school on a weekly basis.
3.
Insert the summaries for your school for State AMO’s (Annual Measurable Objectives), Functional Level, DRA, Reading Assessments,
MSP Trend, and ITBS Trend and describe the results for subgroups – Hispanic, Low Income, Limited English, and Special Education.
(Summarize the strengths and weaknesses of your current program based on building data).
Strengths:
Our staff continues to identify the need for interventions to meet the challenges of all students. Programs have been implemented to provide for
continued student growth such as Accelerated Reader, Accelerated Math, Reading Buddies, PE and Music Buddies, Positive Action Leaders
(PALs), K-5 intervention groups, Read Naturally and Reading Mastery. The Response to Intervention (RTI) program enables us to identify
students in K-5th grades who are showing early signs of learning difficulties. We quickly respond with appropriate interventions matched to meet
each student's unique needs and provide enrichment learning opportunities for our high functioning students.
Our math curriculum, Math Connects, is aligned with state standards. Assessment data shows overall high performance in math; however, there
are also students who need extra support in math. To accommodate the needs of these students, as well as the middle and high achieving
students, we have designed a math block of a minimum of 60 minutes where students receive differentiated instruction at their level. Daily
homework from our adopted math curriculum provides a connection for learning between school and home.
The staff is committed to using Step Up to Writing as our writing curriculum. A writing continuum has been developed K-5 to ensure that
students are taught the necessary skills for lifelong writing and communication.
10/25/2013
Laser Science is the curriculum adopted by the district and is in use at Cottonwood.
Staff development designed to support teaching and learning is planned with input from staff and implemented on district and building
professional days. We are constantly assessing the needs of the staff and offering many staff development opportunities during staff meetings
and Wednesday early release days. The Cottonwood has a total of 17 teachers who are participating in the TPEP evaluation process. The staff is
committed to continuous growth and enhancing instructional practices.
Professional Learning Communities have been established and goals have been identified using MAP, MSP and DIBELS data. Grade levels
meet weekly and use assessment information to design instruction and evaluate results.
Weaknesses:
We are in the process of reviewing our system of math interventions and enrichment as well as striving to provide additional math support
materials.
We are continuting to build the library collection.
Much of our technology is new and we are in the process of learning to use it effectively and consistently to support student learning.
We have an increase in the number of ELL students and are working to meet their language needs.
We recognize the need for ongoing communication between all staff.
4.
Professional Development: What needs have been identified for professional development for certificated and classified staff that
will be addressed in this plan? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP
We will provide ongoing support/training for teachers in our adopted curriculum and technology.
5.
Curriculum and Instruction: What needs have been identified and will be addressed in this plan?
Our curriculum will consist of Math Connects, Imagine It!, Step Up to Writing, and LASER Science. Our newly adopted social studies
curriculum aligns with state standards and is supported through the Imagine It! series.
Cottonwood has developed “Big Ideas”, the foundation for each grade level in reading, writing and math. The staff will be working to ensure
that our students master these over-arching goals.
10/25/2013
6.
Clarify Needs and Research Proven Effective Strategies: Describe how the team and staff investigated and selected the solutions.
Include a description of how staff studied best practices and research, visited or contacted successful schools and programs, received
input from the staff and parents as the plan was developed, and matched the solutions to priority needs.
The curriculum adoption process of reading, math and written language involves the following:
~ visits to other schools
~ review of many different materials
~ attending workshops
~ investigation of available research
~ inviting speakers for staff development
~ staff discussion and collaboration
We look at the alignment of Common Core State Standards and district goals to determine which programs within each curricular area would
best meet the needs of our students. The scope and sequence of the adopted curriculum and the effectiveness of the implementation of that
curriculum at specific grade levels is monitored informally through Wednesday grade level planning time. Our curriculum is aligned
vertically and horizontally. In other words, our curriculum is aligned K-5, spiraling and building on each previous grade level. We continue
to look at best practices through learning walks and instructional conferences. The staff uses their personal staff development funds to
effectively support instruction. Learning walks and open communication between staff members at our school and in other elementary
schools provide the opportunity to improve student learning through innovative and creative lesson design. A focus on Purpose,
Engagement, Rigor and Results ensures that quality instruction is a standard at Cottonwood.
10/25/2013
STUDENT ACHIEVEMENT DATA
Cottonwood Elementary
DEVELOPMENTAL READING ASSESSMENT AND MEASURES OF ACADEMIC PROGRESS READING
Grade
K
1
2
3
4
5
Assessment
2008
2009
x
x
x
x
x
x
x
x
x
x
x
x
Kindergarten Assessment
DRA/*Primary MAP Testing
MAP Testing
MAP Testing
MAP Testing
MAP Testing
Spring Percent Meeting Standard
2010
2011
x
x
x
x
x
x
97
91
83
94
92
88
2012
2013
96
*80
85
95
82
80
97
*82
90
96
91
82
2012
2013
82
91
94
85
87
86
94
93
91
75
Standard for MAP Testing is the 50th percentile and above
MEASURES OF ACADEMIC PROGRESS MATHEMATICS
Grade
1
2
3
4
5
Assessment
Primary MAP Testing
MAP Testing
MAP Testing
MAP Testing
MAP Testing
2008
2009
x
x
x
x
x
x
x
x
x
x
Spring Percent Meeting Standard
2010
2011
x
x
x
x
x
87
87
93
86
Standard for MAP Testing is the 50th percentile and above
WASHINGTON ASSESSMENT OF STUDENT LEARNING/*MEASUREMENTS OF STUDENT PROGRESS
Grade
3
3
4
4
4
5
5
5
Assessment
Reading
Mathematics
Reading
Writing
Mathematics
Reading
Mathematics
Science
Spring Percent Meeting Standard
*2010
*2011
2008
2009
*2012
*2013
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
94
86
84
91
89
85
81
60
92
85
88
80
83
87
75
85
95
91
90
90
91
89
76
83
2008
2009
2010
2011
2012
2013
x
x
x
x
x
x
No
Math
No
Reading
& Math
Standard for the MSP is 400 points for Reading, Math, & Science and 9 points for Writing
Did your school meet AMO’s?
Yes
No (If NO, what categories?)
10/25/2013
2012-13 MSP/HSPE Results Cottonwood
Grade Level
Reading
Math
3rd Grade
94.8%
90.6%
4th Grade
89.9%
90.0%
5th Grade
89.3%
76.2%
Student Demographics
Writing
Science
89.8%
83.3%
Enrollment
October 2012 Student Count
580
May 2013 Student Count
591
Gender (October 2012)
Male
304
52.4%
Female
276
47.6%
American Indian/Alaskan Native
6
1.0%
Asian
7
1.2%
Asian/Pacific Islander
7
1.2%
Black
16
2.8%
Hispanic
36
6.2%
506
87.2%
9
1.6%
Free or Reduced-Price Meals (May 2013)
80
13.5%
Special Education (May 2013)
58
9.8%
Transitional Bilingual (May 2013)
18
3.0%
Migrant (May 2013)
3
0.5%
Section 504 (May 2013)
2
0.3%
Foster Care (May 2013)
0
0.0%
3,459
4.1%
Race/Ethnicity (October 2012)
White
Two or More Races
Special Programs
Other Information (more info)
Unexcused Absence Rate (2012-13)
Teacher Information (2012-13) (more info)
Classroom Teachers
Average Years of Teacher Experience
Teachers with at least a Master's Degree
Total number of teachers who teach core academic classes
25
17.4
88.0%
0
% of teachers teaching with an emergency certificate
N/A
% of teachers teaching with a conditional certificate
N/A
Total number of core academic classes
0
ESEA Highly Qualified Teacher Information
% of classes taught by teachers meeting ESEA highly qualified (HQ) definition
N/A
% of classes taught by teachers who do not meet ESEA HQ definition
N/A
% of classes in high poverty schools taught by teachers who meet ESEA HQ definition
N/A
% of classes in high poverty schools taught by teachers who do not meet ESEA HQ def
N/A
% of classes in low poverty schools taught by teachers who meet ESEA HQ definition
N/A
% of classes in low poverty schools taught by teachers who do not meet ESEA HQ def
N/A
10/25/2013
School Improvement Plan
School: Cottonwood Elementary School Year:
2013-2014
READING
District Strategic Plan Goal:
90% of all third graders will read at or above the 50th percentile as measured by the MAP
Related Building Goal:
90% of students in grades 1-5 will meet grade level standard as demonstrated by MAP
Rationale for Goal:
This goal was developed as a result of district and state assessment.
STRATEGY/ACTION
(Maintenance)
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Literacy block will
include a minimum of
120 minutes devoted to
reading/language arts
instruction. The basis
of the instruction will
be the Imagine It!
reading series.
Specific training needs will be discussed each
trimester in grade level teams and advisory
committee meetings held twice a month.
Baseline reading levels
of students will be used
to design instruction.
Additional support will
be provided through
Response to
Interventions K-5.
Special Education staff
will be included.
Data analysis meetings
for each grade level
Analyze MAP, MSP, and DIBELS and
Kindergarten Assessment data.
ASSESSMENT &
EVALUATION
Principal observation
TIMELINE
2013-2014
Academic Year
Teachers’ daily
schedule/lesson plans
will show a 120 minute
reading/language block.
Classroom Teacher
Grade Level Teams
Reading Support Staff
Staff training on
2013-2014
assessment data and
Academic Year
identification of
appropriate intervention
tools
District level assessments
and DIBELS
Training in how to navigate the NWEA website Schedule of training
and access score information
sessions
2013-2014
Academic Year
PERSON
RESPONSIBLE
Principal
Advisory Committee
Reading Teacher
Principal
Advisory Committee
Reading Teacher
Special Education
Teacher
Classroom Teachers
Principal
Assessment
Coordinator and
District Assessment
Staff
10/25/2013
School: Cottonwood Elementary School Year: 2013-2014
READING (continued)
STRATEGY/ACTION
(New)
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
Additional support will
be provided to staff to
identify and implement
strategies to increase
individual student
growth.
Training in GLAD, Sheltered English and
differentiated learning will be offered as
needed. Learning walks and grade level
collaboration will be available and encouraged.
Schedule of training
sessions, staff
participation in learning
walks, and student
assessment data
2013-2014
Academic Year
Reading Teacher
Principal
Staff
Staff will use the new
Common Core MAP
assessment data and
updated Descartes
Frameworks to
differentiate instruction
for students
Training in data analysis using Common Core
MAP information and updated Descartes
Frameworks following testing in the fall and
winter.
Schedule training on
Wednesday early release
planning time
2013-2014
Academic Year
Assessment Staff
Reading Teacher
Classroom Teachers
10/25/2013
School: Cottonwood Elementary School Year: 2013-2014
MATH
District Strategic Plan Goal:
90% of students in grades 3-10 will meet grade level standards in math.
Related Building Goal:
90% of students in grades 1-5 will meet grade level standards in math as measured by the MAP
Rationale for Goal:
To set high expectations for all students, staff and parents.
STRATEGY/ACTION
(Maintenance)
Mathematics
instruction will be a
minimum of 60
minutes per day
utilizing Math
Connects and needed
supplemental materials
to meet the state
standards.
Systematically
strengthen math
instruction through
collaboration between
special education and
general education staff
to ensure that all
student needs are met.
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Staff development opportunities will be
designed and carried out with consideration to
our needs based upon the curriculum
Teachers will meet as a whole group and as
grade level teams to analyze, evaluate, and
discuss assessment data and curriculum.
ASSESSMENT &
EVALUATION
Principal observation
Teacher daily
schedule/lesson plans
will show a 60 minute
math block
TIMELINE
2013-2014
Academic Year
PERSON
RESPONSIBLE
Principal
Grade Level Teams
Special Education
Team
MSP, MAP, and CBA
10/25/2013
School: Cottonwood Elementary School Year: 2013-2014
MATH
STRATEGY/ACTION
(Maintenance)
Utilize Accelerated
Math in grades 1-5
STRATEGY/ACTION
(New)
Staff will use the new
Common Core MAP
assessment data and the
updated Descartes
Frameworks to
differentiate instruction
for students
Additional support will
be provided to staff to
identify and implement
strategies to increase
individual student
growth.
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Continue training in the program for teachers
and support staff including parent volunteers.
PROFESSIONAL DEVELOPMENT
(Communication Plan)
ASSESSMENT &
EVALUATION
TIMELINE
Number and frequency of
student use
2013-2014
Academic Year
ASSESSMENT &
EVALUATION
TIMELINE
Training in data analysis using the Common
Core MAP information and the updated
Descartes Frameworks following testing in the
fall and winter
Scheduled training
Training in GLAD and differentiated learning
strategies will be offered as needed. Learning
walks and grade level collaboration will be
available and encouraged.
Schedule of training
sessions, staff
participation in learning
walks, and student
assessment data
PERSON
RESPONSIBLE
Principal
All Teachers
PERSON
RESPONSIBLE
2013-2014
Academic Year
Principal
All Teachers
District Assessment
Staff
2013-2014
Academic Year
All Teachers
Principal
Wednesday early release
planning time
10/25/2013
School: Cottonwood Elementary School Year: 2013-2014
WRITING
District Strategic Plan Goal:
none available
Related Building Goal:
90% of Cottonwood fourth graders will meet standard on the MSP
Rationale for Goal:
This goal was developed based on MSP results.
STRATEGY/ACTION
(Maintenance)
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Use building adopted
curriculum and scope
and sequence K-5 to
improve student
achievement in writing.
Specific training needs, including Step Up to
Writing, will be discussed at grade-level team
and staff meetings.
Increase student ability
to write for a variety of
purposes in the content
areas
Grade level teams will collaborate on strategies
to improve the writing of diverse learners.
Staff development opportunities will be
designed and carried out with consideration to
our building plan and staff input.
ASSESSMENT &
EVALUATION
TIMELINE
Teachers and staff
members will continue to
review assessment data
(formal and informal) to
determine student need
and specific areas of
weakness to drive
instruction.
2013-2014
Academic Year
Student scores on formal
and informal assessments
within the classroom
2013-2014
Academic Year
PERSON
RESPONSIBLE
Principal
Grade Level Teams
Step Up to Writing
Trainer
Principal
Grade Level Teams
Student achievement on
the MSP
10/25/2013
School: Cottonwood Elementary School Year: 2013-2014
SAFETY
District Strategic Plan Goal:
90% of students report they feel safe at school on our annual student safety survey
Related Building Goal:
90% of Cottonwood students report they feel safe at school as measured by our annual survey
Rationale for Goal:
This goal was developed based on the KSD safety survey results.
STRATEGY/ACTION
(Maintenance)
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
ASSESSMENT &
EVALUATION
PERSON
RESPONSIBLE
Build a sense of
Training and implementation of the FISH!
community to empower philosophy for students and staff
students with coping
strategies.
2013-2014
Academic Year
Principal
Grade Level Teams
Counselor
Increase student
awareness of antibullying strategies and
strengthen their
confidence in their
ability to use them
2013-2014
Academic year
Principal
Counselor
Classroom Teachers
Recess Supervisors
STRATEGY/ACTION
(New)
Build a stronger sense
of community by
creating a student
leadership group to
address peer conflict
issues.
Visual displays
Morning announcements
Badger News
Classroom lessons
Staff visibility
Staff will be aware of the content of the Steps to Visual displays
Respect curriculum so that a common
Classroom
vocabulary will be in place.
lessons/counselor
Fewer discipline referrals
TIMELINE
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
ASSESSMENT &
EVALUATION
Training in conflict resolution strategies for
student to student issues.
Scheduled meetings with
student leadership group
School wide presentations on anti-bullying
strategies
Annual Student Safety
Survey results
TIMELINE
2013-2014
Academic year
PERSON
RESPONSIBLE
Principal
Counselor
Classroom Teachers
Recess Supervisors
10/25/2013
School: Cottonwood Elementary School Year: 2013-2014
USE OF TECHNOLOGY TO FACILITATE INSTRUCTION
The Cottonwood Elementary technology plan will be coordinated with the Kennewick School District Technology Plan. The plan will be
developed as we go through our third year at Cottonwood and assess our technology needs. We have purchased additional technology
equipment and have had training to incorporate the use of the equipment in the classrooms. We will explore the opportunities for expanding
grade level web sites to enrich learning and strengthen the home/school connection.
FAMILY AND COMMUNITY INVOLVEMENT
Encourage parent involvement through our Parent Teacher Organization (PTO) and volunteer programs.
Our school operates on the following characteristics of high performing schools:










Clear and Shared Focus
High Standards and Expectations
Effective School Leadership
High Levels of Communication and Collaboration
Alignment of Curriculum, Instruction, and Assessment with Standards
Frequent Monitoring of Teaching and Learning
Focused Professional Development
Supportive Learning Environment
High Levels of Parent and Community Involvement
Use of the instructional elements of purpose, engagement, rigor and results
10/25/2013
Eastgate Elementary
School-Wide Title I Plan
School Improvement Plan
2013-2014
Updated 10/25/2013
1
Kennewick School District
School Improvement/ Title I Plan
Signature Page
1. Assurance: The signatures below indicate that this plan has been developed with the involvement of the community to be served and the
individuals who will carry it out, including parents, teachers, administrators, staff and community representatives.
School:
Eastgate Elementary School
Planning Team: Niki Arnold-Smith, Michele Larrabee, Stephanie Weyh, Jackie Arslanian, Karen Byrnes, Linda Holmes, Angelica
Contreras and Samantha Albertin.
Signature of Parents of Students to be served:
Signature of Migrant/Bilingual Director:
This plan meets the requirement for addressing the academic needs of migrant
and bilingual students and parents.
Date
Signatures of Teachers:
Signature of ECEAP Coordinator:
This plan meets the requirements for coordination with and transitioning
preschool age children into the school program.
Date
Signatures of Other Staff:
Signature of Elementary or Middle School Director:
This plan supports the District goals and strategies for getting all students to the
established standards.
Date
Signatures of Community Representatives:
Title I Director review and approval:
Date
Signature of Principal:
Date
Updated 10/25/2013
2
Table of Contents
1.
Comprehensive needs assessment
6, 7, 8, 9, 10, 11
2.
School reform strategies
(Reform Strategies)
6, 7, 8, 9, 10, 12, 13, 14, 15, 16, 18, 19, 20, 21, 22
3.
Instruction by highly-qualified staff
(Highly-qualified Instruction)
6, 11
4.
High quality and ongoing professional
development activities
(Professional Development)
9, 10, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22
5.
Strategies to attract high-quality teachers
(Attract Highly Qualified Teachers)
6
6.
Strategies to increase parental involvement
(Parent Involvement)
22, 24, 25, 26
7.
Transition plans for preschool and between
grades
(Transition)
25
8.
Measures to include teachers in assessment
decisions
(Assessment)
9, 10, 11, 12, 13, 14, 15, 16, 18, 19, 20, 21
9.
Strategies for providing timely additional
assistance to student experiencing difficulties
mastering standards
(Additional Assistance)
9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 23
10.
Coordination and integration of federal,
state, and local services with school programs
(Coordination and Integration)
23
Updated 10/25/2013
3
Key to Acronyms in Order of Appearance in Document
Acronym
Key
First Page
ECEAP
Early Childhood Educational Assistance Program
6
GLAD
Guided Language Acquisition Design
8
OSPI
Office of Superintendent of Public Instruction
8
ESL
English as a Second Language
8
CORE
Consortium of Reading Excellence
7
DIBELS
Dynamic Indicators of Basic Early Literacy Skills
7
MAP
Measure of Academic Progress
9
MSP
Washington Assessment of Student Learning
9
SRA
Scientific Research Associates
9
PERR
Purpose, Engagement, Rigor and Results
9
KSD
Kennewick School District
9
STC
Science Technology for Children
10
LASER
Leadership Assistance Science Education Reform
10
PLC
Professional Learning Community
12
DRA
Developmental Reading Assessment
12
WLPT
Washington Language Proficiency Test
13
SMART
Strategic, Measurable, Attainable, Results Oriented, Timebound
13
LID
Learning Improvement Day
13
Updated 10/25/2013
4
SAT
Student Assistance Team
16
STAR
Standardized Testing for Student Assessment of Reading
19
IEP
Individual Education Plan
20
ELL
English Language Learner
20
ERASR
Educators Risk and Safety Refresher
22
PTO
Parent Teacher Organization
22
DARE
Drug Awareness and Resistance Education
22
BBQ
Barbecue
22
YMCA
Young Men’s Christian Association
22
ESEA
Elementary and Secondary Education Act
23
IDEA
Individuals with Disabilities Education Improvement Act
23
WSU
Washington State University
24
KEHS
Kennewick High School
24
Updated 10/25/2013
5
School: Eastgate Elementary School Year: 2013-14
SCHOOL INFORMATION
1.
Provide a brief description of your school, unique programs and community. Include total enrollment and demographics (number and
percentage of low income, bilingual, and migrant students.
As of October 1, 2013, there were 550 students enrolled in grades K-5 at Eastgate. Our building houses Spanish Literacy programs K-2 and third
grade Transition Program. We house a large Hispanic population as well as a large children of poverty group as identified by the free and reduced
lunch program. In 2013-14 our student enrollment was made up of 32.4% Caucasian, 63.9% Hispanic, and 7.3% Other. 40.9% of our students are
bilingual qualified and 22.3% are migrant. 91.9% of our children qualify for the free and reduced lunch program. Our immediate community
consists of single family dwellings, apartment complexes, and multiple mobile home parks. Many of our Hispanic students are transported to our
building to attend our Spanish Literacy program. We did not meet AMOA in the areas of reading or math for our bilingual population
The Eastgate certified and classified instructional staff is all rated highly qualified to work in a School-Wide Title-1 model. Many Eastgate teachers
have attained a master’s degree or a master’s equivalency. Some teachers are National Board Certified and others are working toward their National
Board Certification. All staff members have a clear and shared focus that “Each student will be empowered to reach his/her highest academic and
social potential in a safe and nurturing environment.” Our district screening process only allows highly qualified applicants to apply for our open
positions and to be qualified to be contacted for interviews.
2.
Summarize the results of the following:
a. Staff Surveys (Title I)
Annual staff and parent surveys are conducted to determine student needs. During the 2012-13 school year the staffs’ first choice of
service models to best meet the needs of their students was the pull-out model where the Reading Specialists work outside of the
classroom with identified students. We implemented this in the 2009-2010 school years and the 2010 spring staff survey indicated that
teachers feel that the RTI reading system and assessments are working well and they would like to continue them in the same manner
during the 2012-13 school year. In 4th and 5th grade we have implemented more reading intervention time for our students. They are
receiving 90 minutes of direct instruction during this time. Most teachers indicated they would like to see more assistance in math, so we
have added 30 minutes of math intervention time at each grade level.
b.
Family and Community Involvement: Using Parent Surveys, Harris Surveys, and other parental input, what needs have been
identified? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
Areas of need include: Teacher communication with parents (especially when a student has done something well), school communication
with parents regarding school activities, and the availability of individual help for students when they are struggling with concepts. We
have continued using an Action Team for Partnership to set goals for parent involvement and community resources in the 2012-13 school
year. In 2012, we received a national award from NNPS for our partnership work with parents and community resources.
Updated 10/25/2013
6
3.
Insert the summaries for your school for State AMO’s (Annual Measurable Objectives), Functional Level, DRA, Reading
Assessments, MSP Trend, and ITBS Trend and describe the results for subgroups – Hispanic, Low Income, Limited English, and
Special Education
Strengths:
1. In 2012-13 Eastgate Elementary 3rd grade students demonstrated growth on the MSP in the area of Reading. We also saw a good
increase in our 4th grade MSP writing and math. In the 2012-13 school year, our 5th graders showed gains in all MSP areas
(reading, math and science).
2.
We recognize the importance of using assessment data to drive instruction. DIBELS (Dynamic Indicators of Basic Early Literacy
Skills) assessment is administered 3 times per year to determine the tier placement of students. Strategic and Intensive level students
will be progress monitored monthly. This process assists us in recognizing specific areas of need in reading. Reviewing this data
gives us insight into student ability levels and gives us a clear understanding of the strategies needed to properly design our instruction
to meet the needs of individual students. Our Reading Specialists can then offer reading support to assist Strategic and Intensive-level
students. In 2012-13, we utilized and implemented strategies from DuFour PLC training that staff attended.
3. Eastgate’s clear and shared focus is based on our school improvement plan which includes the following five goals:
-increase student literacy at all grade levels
-increase student math skills at all grade levels
-teach and promote positive student behaviors
-increase parent involvement as addressed under the “Parent, Family, and Community Participation section”
-increase staff and student technology literacy
4.
We utilize instructional strategies that are designed specifically for students who live in poverty and/or who are impacted by mobility,
language, or social condition. Bilingual instruction is offered to students in grades K-2. They are taught reading and writing in Spanish
for half of the day and, during the other half, Math and Science are taught in English. A transition program has been developed for
bilingual students transitioning from Spanish to English reading in the third grade. During the reading block these students leave their
home-room classroom to work with two ESL/Bilingual teachers in the Scholastic Transition program. They receive small-group
instruction in this setting until they are performing at grade-level in English according to classroom and district assessments. The goal
is for students to be mainstreamed into an all-English classroom by the end of 3rd grade. In 4th and 5th grades there is support offered
for bilingual assistance during our RTI reading block. In addition to these services, all teachers at Eastgate have been trained to use
GLAD strategies in order to help English Language Learners and highly-impacted students achieve academic success. Several staff
member have attended Karen Beeman’s training on Biliteracy. In addition, 11 of our staff attended a national Differentiated
Instruction conference to utilize strategies for intervention in their classrooms.
5. Full-day kindergarten programs are offered to both English and Spanish Literacy students due to legislation based upon the
Free/Reduced Lunch count. We presently receive an OSPI grant that pays for full-day kindergarten teachers. We have also
implemented the WAkids family connections program at the kindergarten level.
6. Reading Specialists now offer support to grades 1 – 5. At risk Kindergarteners are identified and provided reading support by trained
para-educators.
Updated 10/25/2013
7
7. Eastgate offers READY! For Kindergarten classes for both our English and Spanish speaking parents and have held transition
meetings with Head Start and ECEAP teachers. We also utilize volunteers from Team Read and 21st Century to help with tutoring
of individual students in need.
8. A Family-Home Liaison communicates with families and establishes school and parent relationships through translation and home
visits. She also assists families with accessing community services. An additional responsibility is communicating with families to
encourage regular attendance at school. Absences and tardies have decreased significantly.
Weaknesses:
1. Overall, Eastgate MSP scores in the area of Reading at 4th grade level dropped during the 2012-13 school year.
2. Eastgate’s mobility rate continues to affect academic performance at all grade levels.
3. Eastgate has a high percentage of low socio-economic students. 91.9% of student qualified for Free/Reduced Lunch in the spring of
2011.
4. Student attendance and parent involvement continue to be areas for growth.
4.
Professional Development: What needs have been identified for professional development for certificated and classified staff that
will be addressed in this plan? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
Eastgate’s Staff Development Plan for the 2012-13 school year included training in the areas of Imagine It/Imagínalo reading, Math Connects, DIBELS,
Reading Mastery, Science Resource Kits, Step-Up to Writing, MSP, MAP testing, technology, PERR/Learning Walks, GLAD training, and Professional
Learning Communities, PLC, Differentiated Instruction, Love and Logic, Danielson Model. The focus for the 2013-14 school year are Differentiated
Instruction, Waterford and SuccessMaker, PLC Implementation and Charlotte Danielson’s teaching model.
5.
Curriculum and Instruction: What needs have been identified and will be addressed in this plan?
As we’ve examined state and local data, we have determined needs in all academic areas including reading, writing, math, and science. The
staff will work toward more purposeful teaching in all of these areas with curriculum that engages students and instruction that is rigorous.
KSD and Eastgate certificated staff have worked to align instruction with our state standards in all curriculum areas.
A major curricular focus for us at Eastgate continues to be in the area of reading. We have established two-hour literacy blocks in which
students receive direct instruction in a whole or small group setting. The staff uses Imagine It Reading, Reading Mastery, Read Naturally,
Waterford, and GLAD strategies for English reading instruction in grades K-5. Imaginalo Lectura and GLAD strategies are used for reading
instruction in the bilingual K-2 classrooms. For the transitional bilingual third grade program, Scholastic Transitions and GLAD are
implemented. Classroom teachers and Reading Specialists in grades 3-5 practice test taking skills and MSP stem questions in preparation for
district and state assessments.
Intensive and Strategic level students in grades 1-5 will receive a 90 minutes of skill-targeted small groups instructed by certified and
Updated 10/25/2013
8
classified staff.
Math Connects is Eastgate’s adopted math program. We have aligned the program’s scope and sequence with state standards. Sixty minutes
per day are spent teaching this curriculum. Staff members also include supplemental materials to emphasize problem solving and basic math
facts. The district math power standards and mapping calendars are emphasized. We also offer 30 minutes of math intervention for selected
students.
No less than 30 minutes per day is dedicated to writing. Eastgate uses Step-Up to Writing in grades K-5. The staff has created a scope and
sequence for these programs to ensure district and state standards are met.
In the area of science, the Kennewick School District has chosen STC (Science Technology for Children) Science Kits as the science
curriculum. Due to state assessment results, Eastgate teachers will focus on Science Kit Trainings as a part of their professional
development.
6.
Clarify Needs and Research Proven Effective Strategies: Describe how the team and staff investigated and selected the solutions.
Include a description of how staff studied best practices and research, visited or contacted successful schools and programs, received
input from the staff and parents as the plan was developed, and matched the solutions to priority needs.
For the reading plan, the district investigated various reading programs and determined that Imagine It/Imaginalo would best serve the needs
of Eastgate’s population with Reading Mastery used as an intervention for intensive level students. In-services were provided to train staff
how to effectively implement the Imagine It/Imaginalo and Reading Mastery programs. The Scholastic Transitions program was reviewed
and chosen by the district to meet the needs of students transitioning from Spanish to English. To assist in making Imagine It more
comprehensible to English Language Learners and children of poverty, Eastgate staff implemented GLAD after researching best practices by
observing master teachers and attending workshops.
For reading interventions we studied Response to Intervention (RTI) strategies by attending trainings with experts and also conducted
learning walks at schools where RTI was being implemented with successful results. Based upon our investigations the staff decided to
implement RTI at Eastgate in the 2009-2010 school year by providing direct instruction to all intensive level students. We continue to assess
all incoming students and place them in the appropriate reading groups. Waterford is used as an intervention in the primary grades and
Success Maker as an intervention in our before school and extended day programs
Three math curriculums that met the state standards were recommended by the district Math Curriculum Coordinator. After viewing three
presentations by the publishing companies, talking with other educators that were currently using these math programs, and a staff vote, Math
Connects was selected to meet the needs of KSD students. In the 2009-10 school year Eastgate staff began training and implementation of
this program.
A writing committee was formed to investigate several programs. This committee went on learning walks to other schools and attended
writing presentations. After much research, the staff agreed upon the committee’s recommendation Step-Up to Writing. The scope and
sequence of this implementation was outlined by staff and training was provided during the summer months.
The science program, STC Science Kits, is provided by the district and their partnership with the LASER (Leadership Assistance Science
Education Reform) Alliance. Teachers are required to attend trainings for each kit they use.
Updated 10/25/2013
9
STUDENT ACHIEVEMENT DATA
Eastgate Elementary
DEVELOPMENTAL READING ASSESSMENT AND MEASURES OF ACADEMIC PROGRESS READING
Grade
K
1
2
3
4
5
Assessment
Kindergarten Assessment
DRA /*Primary MAP Testing
MAP Testing
MAP Testing
MAP Testing
MAP Testing
2008
2009
86
70
42
53
41
30
91
80
41
61
48
34
2008
2009
x
x
54
41
50
x
x
63
48
49
Spring Percent Meeting Standard
2010
2011
87
67
40
51
41
37
90
63
56
71
45
39
2012
2013
90
*33
53
73
43
34
89
*34
53
71
47
48
2012
2013
40
44
55
42
27
40
60
65
51
47
Standard for MAP Testing is the 50th percentile and above
MEASURES OF ACADEMIC PROGRESS MATHEMATICS
Grade
1
2
3
4
5
Assessment
Primary MAP Testing
MAP Testing
MAP Testing
MAP Testing
MAP Testing
Spring Percent Meeting Standard
2010
2011
x
x
58
47
42
x
x
63
44
42
Standard for MAP Testing is the 50th percentile and above
WASHINGTON ASSESSMENT OF STUDENT LEARNING/*MEASUREMENTS OF STUDENTS PROGRESS
Grade
3
3
4
4
4
5
5
5
Assessment
Reading
Mathematics
Reading
Writing
Mathematics
Reading
Mathematics
Science
Spring Percent Meeting Standard
*2010
*2011
2008
2009
*2012
*2013
66
59
64
26
33
62
47
31
47
44
59
53
42
50
32
16
63
45
57
68
29
60
24
17
72
52
58
47
25
43
29
22
61
46
62
44
35
44
25
40
64
46
57
55
42
54
45
48
2008
2009
2010
2011
2012
2013
x
x
x
x
No
Math &
Reading
No
Math &
Reading
Standard for the MSP is 400 points for Reading, Math, & Science and 9 points for Writing
Did your school meet AMO’s?
Yes
No (If NO, what categories?)
Updated 10/25/2013
10
2012-13 MSP/HSPE Results Eastgate
Grade Level
Reading
Math
3rd Grade
64.4%
46.0%
4th Grade
57.1%
41.6%
5th Grade
54.2%
44.6%
Student Demographics
Writing
Science
55.3%
48.2%
Enrollment
October 2012 Student Count
532
May 2013 Student Count
530
Gender (October 2012)
Male
279
52.4%
Female
253
47.6%
Asian
7
1.3%
Pacific Islander
1
0.2%
Asian/Pacific Islander
8
1.5%
Race/Ethnicity (October 2012)
Black
6
1.1%
Hispanic
272
51.1%
White
241
45.3%
5
0.9%
487
91.9%
Two or More Races
Special Programs
Free or Reduced-Price Meals (May 2013)
Special Education (May 2013)
63
11.9%
Transitional Bilingual (May 2013)
217
40.9%
Migrant (May 2013)
118
22.3%
Section 504 (May 2013)
0
0.0%
Foster Care (May 2013)
0
0.0%
0
0.0%
Other Information (more info)
Unexcused Absence Rate (2012-13)
Teacher Information (2012-13) (more info)
Classroom Teachers
Average Years of Teacher Experience
Teachers with at least a Master's Degree
Total number of teachers who teach core academic classes
31
12.9
54.8%
8
% of teachers teaching with an emergency certificate
0.0%
% of teachers teaching with a conditional certificate
0.0%
Total number of core academic classes
8
ESEA Highly Qualified Teacher Information
% of classes taught by teachers meeting ESEA highly qualified (HQ) definition
% of classes taught by teachers who do not meet ESEA HQ definition
% of classes in high poverty schools taught by teachers who meet ESEA HQ definition
% of classes in high poverty schools taught by teachers who do not meet ESEA HQ
definition
100.0%
0.0%
100.0%
0.0%
% of classes in low poverty schools taught by teachers who meet ESEA HQ definition
N/A
% of classes in low poverty schools taught by teachers who do not meet ESEA HQ
definition
N/A
Updated 10/25/2013
11
School Improvement Plan 2013-14
School: Eastgate Elementary
District Strategic Plan Goal:
Ninety percent of third graders read at grade level by the end of their third grade year.
Related Building Goal:
Increase student literacy at all grade levels. 90% of Eastgate’s third grade students will score at or above district standard on the MAP Test.
76.5% of Eastgate’s third, fourth, and fifth grade students will meet the MSP standard in Reading.
Rationale for Goal:
This goal was developed as a result of district and state assessment data.
STRATEGY/ACTION
(Maintenance)
The 120 minute Eastgate
Literacy block will include
no less than 90 minutes
devoted to the Imagine
It/Imaginalo reading
program daily for all
benchmark students. 90
minutes of a supplemental
direct instruction program is
provided for intensive and
some strategic students in
grades 1-5.
The remaining 30 minutes
may be included in the 45
minute writing block. The
writing time will be devoted
to Step Up to Writing in K-5.
Use assessment results to
identify students as
Intensive, Strategic, or
Benchmark and create small
instructional groups for
those below grade level.
PROFESSIONAL DEVELOPMENT
(Communication Plan)
In-house staff development and learning walks.
 Direct instruction training for all staff working
with intensive level students.
 Monthly GLAD training for all grade levels to
model integration of GLAD and Imagine
It/Imagínalo.
ASSESSMENT &
EVALUATION
Principal observation
TIMELINE
On-going
PERSON
RESPONSIBLE
Principal
Teacher informal assessment
Classroom Teachers
Teacher lesson plans
Reading Specialists
Learning walks
Monthly collaboration between reading specialists and
classroom teachers.
Team time on Wednesday is used for collaboration and
lesson development using Charlotte Danielson’s Model
for Teaching..
PLCs meet at least once per trimester to analyze,
evaluate, and discuss assessment results and needed
interventions.
Instructional Time and Focus
Reports
CORE Phonics Survey
DIBELS assessment information will be entered into the
DIBELS website data base and results will be analyzed
by teachers no less than 3 times per year.
DIBELS
MAP Test (1st-5th)
DRA (K)
Kindergarten Assessment
Once per trimester
Principal
DIBELS given in
Sept. and at the end
of each trimester
Reading Specialists
Classroom Teachers
MAP testing Fall,
Winter, Spring
DRA Fall, Winter,
Spring
Kinder assessment
Fall and Spring
Updated 10/25/2013
12
WAKids
Provide Intervention
strategies for students in the
Intensive and some
Strategic groups in grades
K-5.
Teachers and Para-educators will meet on a regular basis
to determine student needs and skill groups.
Learning walks will be conducted with certified and
classified staff to observe and model direct instruction
lessons.
Implementation of Success Maker as an intervention
STRATEGY/ACTION
(Maintenance)
Eastgate staff members
will fully understand and
demonstrate the elements of
the Danielson Model for
teaching
Teachers will meet as
Professional Learning
Communities.
STRATEGY/ACTION
(New)
Writing Leadership Team
will help facilitate grade
level and across grade level
team meetings to finalize
scope and sequence and
formative assessments for
each grade level
Writing Leadership Team
will help facilitate grade
level and across grade level
team meetings to finalize
Evidence of Learning for
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
Staff development
Imagine It, Imaginalo,
Reading Mastery, Read
Naturally, Waterford, and
Scholastic Transitions
ASSESSMENT &
EVALUATION
Principal/teacher observation
and discussion
Charlotte Danielson Model
Teacher Principal Evaluation Pilot
TPEP/SMART Goal
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
Time will be provided for grade level teams and across
grade level teams to align Step Up to Writing strategies
with Common Core Standards
Time will be provided for grade level teams and across
grade level teams to align Step Up to Writing strategies
with Common Core Standards
Reading Specialists
Continuous review
and evaluation of
groups.
Classroom Teachers
DRA, DIBELS, CORE
Phonics Survey, MSP,
WLPT II and MAP Test
Charlotte Danielson Model for Teaching
Teachers will meet as whole groups and PLCs to
analyze, evaluate, and discuss assessment data.
September
MSP, MAP, DIBELS, CORE,
DRA, WLPT II
ASSESSMENT &
EVALUATION
Completion of project will
occur
TIMELINE
On-going
Talking Points
activities with staff
at least twice per
year.
October
On-going
PERSON RESPONSIBLE
Principal
Instructional Conference
Leadership Team
Certified Staff
Principal
Certified Staff
TIMELINE
PERSON
RESPONSIBLE
On-going
Writing Leadership Team
Principal
Completion of project will
occur
May
Writing Leadership Team
Principal
Updated 10/25/2013
13
each grade level
Writing Leadership Team
will help explore the use of
6-Traits Writing and Lucy
Caulking’s Model as a
supplemental curriculum to
help align instruction with
standardized test
Writing Leadership Team
will help facilitate a family
Writing Night to show
samples of developmental
stages of writing.
Time will be provided for grade level teams and across
grade level teams explore curriculum
Completion of project will
occur
May
Writing Leadership Team
Principal
District Common Core Workshops and Power Standards
Team will allow all students and share and write with
families during this event.
Completion of project will
occur
May
Writing Leadership Team
Principal
Updated 10/25/2013
14
School: Eastgate Elementary School Year: 2013-14
District Strategic Plan Goal:
90% of students in grades three through ten meet grade-level standards in math (40th percentile on MAP assessment)
Related Building Goal:
Increase student math skills at all grade levels. 65% of Eastgate’s third, fourth and fifth grade students will meet the MSP standard in
Math.
Rationale for Goal:
This goal was developed as a result of district and state assessment data.
STRATEGY/ACTION
(Maintenance)
Utilize Math Connects no
less than 300 minutes per
week.
Staff Development: Training sessions will be provided
during the August Focus on Instruction
On-going district team meetings to review Common Core
Standards and Power Standards for each grade level
Eastgate staff will fully
understand and demonstrate
the elements of the
Danielson Model while
teaching Math Connects
lessons.
Review the math
instructional sequence for
each grade level by studying
state Math Standards and
District Power Standards
ASSESSMENT &
EVALUATION
PROFESSIONAL DEVELOPMENT
(Communication Plan)
TIMELINE
MSP
MSP – Spring
MAP
MAP – Fall,
Winter, Spring
Eastgate Math Leadership
Team
Classroom Teachers
Math Connect Assessments
Staff development
Principal/teacher observation
and discussion
Self-Reflection using Danielson rubric
Review lesson plans
Professional Development on Danielson
On-going
On-going
Talking Points
activities with staff
at least twice per
year.
Staff feedback
Math Leadership Team meetings
Staff development will be devoted to review of the math
standards and district power standards.
PERSON
RESPONSIBLE
Principal
Principal
Instructional Conference
Leadership Team
Classroom Teachers
Principal
On-Going
Review the alignment of Math
Connects document provided
by the district math
committee.
Math Leadership Team
Kathy Fisk
Classroom Teachers
Grade Level Teams
STRATEGY/ACTION
(New)
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
ASSESSMENT &
EVALUATION
TIMELINE
Staff feedback
Create a list of supplemental
components/lessons for the
math instruction to address
any weaknesses of the
Math Connects program
Math Leadership Team meetings
Training and review of the Math Connects Curriculum
and/or the Common Dare Standards
Grade levels will meet to discuss math standards and
PERSON
RESPONSIBLE
Principal
On-Going
Review the alignment of Math
Connects document provided
by the district math
committee.
Math Leadership Team
Classroom Teachers
Grade Level Teams
Updated 10/25/2013
15
create a list of supplemental components/lessons that can
be added to the Math Connects program.
Eastgate Math Curriculum
Plan
District Power Standards
Updated 10/25/2013
16
School: Eastgate Elementary School Year: 2013-14
District Strategic Plan Goal:
Ninety percent of students report they feel safe at school on our annual student safety survey.
Related Building Goal:
Teach and promote positive student behaviors at Eastgate.
Rationale for Goal:
This goal was set as a result of tracking data of behavior referrals.
STRATEGY/ACTION
(Maintenance)
PROFESSIONAL DEVELOPMENT
(Communication Plan)
ASSESSMENT &
EVALUATION
Eastgate Discipline Plan
components will include:
-Discipline with Love and
Logic
-Discipline Matrix
-Home/School Connection
-Incident Report
- Stop and Think Reports
- Write-Ups
Update and review the Discipline Process with all staff.
Track behavior data on SWIS suite program
Safety and Behavior
Committee Meeting
Teachers will communicate
with parents to explain and
review the discipline
process as included in the
Eastgate Parent Handbook.
Interpreters will be available
to explain the discipline
plan to Spanish speaking
parents.
Utilize Powerschool to
record student discipline
concerns at or above level 2
on the discipline matrix.
Teachers will review the discipline plans with parents at
Open House, Conferences or during 1st Trimester.
Number of parents who attend
our Open House.
August Staff Development Activity will focus on Love
and Logic.
Review components of the school wide discipline plan at
staff meetings.
Grade level reflective
conversations
TIMELINE
On-going
Counselor teaches monthly
Character Counts lessons in
K-5th.
Principal
Teacher In Charge
Staff input
Home/School Connections
Home/School
Connection –
Trimester
Monthly
First Trimester
Safety and Behavior
Teams
Certified and Classified
staff
Principal
Classroom Teachers
Staff members will contact parents with positive
comments about their children’s academic and behavioral
successes at Eastgate.
Record of parent contacts
Throughout the
school year
Parents
Parent Involvement
Committee
The principal will record student discipline concerns at or
above level 2 on the PowerSchool data base.
Principal and Teacher-InCharge will review and
evaluate.
On-going
Staff recognition for students displaying Character
Counts Traits.
Safety and Behavior
Committee will review
program
Principal
Safety and Behavior
Teams
Track all behavior data on SWIS
Panther of the Month
program will be used to
reinforce character traits.
PERSON
RESPONSIBLE
August
On-Going
Principal
Behavior Team
Review at staff meetings
Updated 10/25/2013
17
Eastgate staff will utilize the
Student Assistance team for
support with academic and
behavior
Review the purpose of Student Assistance Team at
August training and periodically review throughout the
year.
Grade level reflective
conversations
August
On-going
Student Assistance Team
Referral Form
SAT - Weekly
Principal
Student Assistance Team
Classroom Teachers
Parents
STRATEGY/ACTION
(New)
Building will use PAW cards to
recognize positive student
behavior and character counts
traits.
PROFESSIONAL DEVELOPMENT
(Communication Plan)
August training for staff on how to effectively
implement the program and periodically review
throughout the year.
ASSESSMENT &
EVALUATION
Site-Based Team Review
TIMELINE
PERSON
RESPONSIBLE
Principal
August
Annual Behavior Tracking
Counselor
On-going
PAW Card Store use
Student Council
Staff Survey
Use Action Team for
Partnerships (ATP) to partner
with parents and the community
to increase student academics
and positive behavior.
ATP training
Track parent involvement
Monthly
ATP
Monthly reports on ATP goals and activities during
staff and site based meetings.
Parent Surveys
Implement a mentorship program
for a identified students
Assigning volunteers to mentor one student outside of
their class time.
Staff review of the behavior
information
On-Going
Safety and Behavior Teams
Establish an anti-bullying
campaign at Eastgate
Training of staff and students on bullying definition and
prevention.
Behavior tracking reviewed by
behavior committee monthly
On-Going
Behavior Committee
State/District Assessments
Principal
Reports of bullying decrease
Counselor
Updated 10/25/2013
18
School: Eastgate Elementary School Year: 2013-14
FAMILY AND COMMUNITY INVOLVEMENT
Date last updated: Spring 2013
SCHOOL NAME ONE-YEAR ACTION PLAN
FOR SCHOOL, FAMILY AND COMMUNITY PARTNERSHIPS
School: Eastgate
School Year: 2012-2013
Goal 1 – Mathematics: Increase student math skills at all grade levels. 65% of Eastgate’s third, fourth, and fifth grade students will meet the
MSP standard in Math.
Desired result(s) for THIS goal: 65% of 3rd, 4th, 5th grade students will meet the MSP
standard.
How will you measure the result(s)? MSP
scores
Organize and schedule the family and community involvement activities to support THIS goal.
ACTIVITIES
(2 or more, continuing or new)
TYPE
(1-6)
Parent Friendly Trimester Goals
1,2,4
Math Night
1,2,4,6
DATES OF
ACTIVITIES
GRADE
LEVEL(S)
1. Open House
2. Fall
Conferences
3. Spring
Conferences
(Optional)
K-5th
WHAT NEEDS TO BE DONE FOR
EACH ACTIVITY & WHEN
1. Grade level teams will choose a Math Power
Standard to share with parents at Open House and
Fall and Spring conferences.
2. ATP will assist in supplying necessary
materials for use at home.
3. ATP will work with grade-level teams to help
develop and implement a system to monitor and
report goal attainment progress to parents.
K- 5th grade
November 2012
PERSONS IN
CHARGE AND
HELPING
ATP Committee and
Each classroom
teacher.
ATP Committee
1. Plan and run sign in table at math night
Sign in
Breakfast for Champions
Parents of Champions (we can do it in
the morning and evening to catch all
parents)
April 2013
3rd, 4th, and 5th
grades
1. Create, print, and translate testing schedule
cards by grade level.
2. Create, print, and translate test tip cards.
3. Create and print postcards for parent notes.
4. Create presentation PowerPoint.
5. Organize and collect breakfast or snack food
donations.
6. Set jobs for set up and clean up crews.
3rd-5th grade teachers
ATP Committee
Updated 10/25/2013
19
Date last updated: Spring 2013
SCHOOL NAME ONE-YEAR ACTION PLAN
FOR SCHOOL, FAMILY AND COMMUNITY PARTNERSHIPS
School: Eastgate
School Year: 2012-2013
Goal 2 – Reading: Increase student literacy at all grade levels. 90% lf Eastgate’s third grade students will score at or above district standard
on the MAP Test. 76.5% of Eastgate’s third, fourth, and fifth grade students will met the MSP standard in Reading.
Desired result(s) for THIS goal: 90% lf Eastgate’s third grade students will score at or above
district standard on the MAP Test. 76.5% of Eastgate’s third, fourth, and fifth grade students
will met the MSP standard in Reading.
How will you measure the result(s)?
Results of the MSP and MAP Test
Organize and schedule the family and community involvement activities to support THIS goal.
ACTIVITIES
(2 or more, continuing or new)
Parent-Friendly Trimester Goals
Reading Night
Sign in and Survey
Breakfast for Champions
Parents of Champions (we can do it in
the morning and evening to catch all
parents)
TYPE
(1-6)
1,2,4
DATES OF
ACTIVITIES
GRADE
LEVEL(S)
1. Open House
2. Fall
Conferences
3. Spring
Conferences
(Optional)
K-5
K-5th grade
1,2,4,6
March 2013
April 2013
3rd, 4th, and 5th
grades
WHAT NEEDS TO BE DONE FOR
EACH ACTIVITY & WHEN
1. Grade level teams will select/design a reading
goal to explain to parents at Open House and
Conferences.
2. ATP will assist in supplying necessary
materials for use at home.
3. ATP will work with grade-level teams to help
develop and implement a system to monitor and
report goal attainment progress to parents.
1. Design a survey at the February ATP meeting.
2. Administer at the Reading night
3. Run sign in table reading night
4. Tally survey results
1. Create, print, and translate testing schedule
cards by grade level.
2. Create, print, and translate test tip cards.
3. Create and print postcards for parent notes.
4. Create presentation PowerPoint.
5. Organize and collect breakfast or snack food
donations.
6. Set jobs for set up and clean up crews.
PERSONS IN
CHARGE AND
HELPING
Reps from Reading
Committee
Each classroom
teacher.
ATP Committee
3rd-5th grade teachers
ATP Committee
Updated 10/25/2013
20
Date last updated: Spring 2013
SCHOOL NAME ONE-YEAR ACTION PLAN
FOR SCHOOL, FAMILY AND COMMUNITY PARTNERSHIPS
School: Eastgate
Goal 3 – Non-Academic: Behavior at Eastgate will improve.
School Year: 2012-2013
Desired result(s) for THIS goal: There will be less write ups in the 12-13 school year.
How will you measure the result(s)?
compare write ups in 11-12 with write ups
in 12-13
Organize and schedule the family and community involvement activities to support THIS goal.
ACTIVITIES
(2 or more, continuing or new)
TYPE
(1-6)
Track student behavior using the new
“Swis” Program
ATP will look at behavior patterns and
set behavior goals to share with the
Parents at PTO meetings and in the
monthly newsletter
GREAT Families Training
(Gang Resistance Education and
Training)
2,5,6
DATES OF
ACTIVITIES
GRADE
LEVEL(S)
Monthly
K-5th Grade
2 sessions – once
a week for 6
weeks
K-5th Grade
WHAT NEEDS TO BE DONE FOR
EACH ACTIVITY & WHEN
1.
Climate committee will track behavior
using the SWIS Program and discuss
areas where there are problems.
2. ATP will discuss what to share with the
staff and parents
3. ATP will share with the parents at PTO
meetings.
4. Secretary will include information in the
monthly newsletter.
1. Work with teachers to select 6-9 families to
participate in each 6 week training.
2. Schedule, pick up, and serve meals for each
night.
3. Arrange a schedule of ATP members to work.
4. Arrange childcare using high school CIE
students and provide activities for child care.
5. Call weekly to remind families and encourage
them to attend.
PERSONS IN
CHARGE AND
HELPING
ATP Team
Climate committee
Secretary
ATP
Goodwill Industries
Kennewick Police
Department/Officer
Meyer
CIE Instructor
Family Advocate
Updated 10/25/2013
21
Date last updated: Spring 2013
SCHOOL NAME ONE-YEAR ACTION PLAN
FOR SCHOOL, FAMILY AND COMMUNITY PARTNERSHIPS
School: Eastgate
School Year: 2012-2013
Goal 4 – Partnerships: To create an environment that welcomes families, community, students and faculty
Desired result(s) for THIS goal: Parents will feel comfortable in our school and will
participate in our family activities.
How will you measure the result(s)? higher
attendance at our family nights/ survey
results.
Organize and schedule the family and community involvement activities to support THIS goal.
ACTIVITIES
(2 or more, continuing or new)
TYPE
(1-6)
DATES OF
ACTIVITIES
GRADE
LEVEL(S)
WHAT NEEDS TO BE DONE FOR
EACH ACTIVITY & WHEN
1.
2.
3.
Discuss needs at first PTO meeting
Provide sign up sheets for jobs
Call to remind parents
PERSONS IN
CHARGE AND
HELPING
Parent Volunteer Jobs
3,5,6
Monthly at PTO
Meetings
Parents
Movie Night
2,3,5
Once each
trimester
Parents
All Kids
1. Work with PTO to pick movie and date
2. Buy candy and popcorn for sale
3. Sign up parent helpers
ATP Committee
PTO
Mini Lessons at PTO Meetings
1.2.3
Once a month at
the PTO
meetings
Parents
1.
Volunteer teachers
ATP Committee
PTO
2.
3.
Teachers will teach a mini lesson at
the PTO meetings.
The lessons will include skills the
parents can use at home to help their
kids.
Teacher needs to prepare the
materials for the lesson.
ATP Committee
Family Advocate
Classroom Teachers
Updated 10/25/2013
22
GREAT Families Training
(Gang Resistance Education and
Training)
Dessert and a Show
2,5,6
3 sessions – once
a week for 6
weeks (1 session
for sure,
remaining
sessions will be
determined in
Jan. based on
funding.)
May 2013
K-5th Grade
K-5th Grade
1. Work with teachers to select 6-9 families to
participate in each 6 week training.
2. Schedule, pick up, and serve meals for each
night.
3. Arrange a schedule of ATP members to work.
4. Arrange childcare using high school CIE
students and provide activities for child care.
5. Call weekly to remind families and encourage
them to attend.
1. Select date and time that does not conflict with
Park Middle School events.
2. Solicit dessert donations from local stores, then
decide what food will be offered and prices.
3. Meet to determine parent and staff jobs to pick
up donations and set up, run, and clean up during
the event.
ATP
Goodwill Industries
Kennewick Police
Department/Officer
Meyer
CIE Instructor
Music Teacher
PTO
ATP Committee
Classroom Teacher
Volunteers
We have evidence based on staff surveys and our own monitoring, as well as on required district practices that our school operates on the following
characteristics of high performing schools:










Clear and Shared Focus
High Standards and Expectations
Effective School Leadership
High Levels of Communication and Collaboration
Alignment of Curriculum, Instruction, and Assessment with Standards
Frequent Monitoring of Teaching and Learning
Focused Professional Development
Supportive Learning Environment
High Levels of Parent and Community Involvement
Use of the instructional elements of purpose, engagement, rigor and results
Updated 10/25/2013
23
School: Eastgate Elementary School Year: 2013-14
TO BE COMPLETED BY TITLE I/LAP SCHOOLS ONLY:
1.
STUDENT SELECTION: School-Wide Model
Describe the specific process (criteria and timelines) that you will use to identify eligible children in greatest need for Title 1 or LAP services. Teacher
recommendations, performance and screening tests have been used in the past. A school may continue this process using the composite sheet or
creating a new composite to rank order students. The process must use multiple criteria and identify and serve those students with the greatest
academic needs.
Eastgate will use the Kennewick School District Title-1 Assessment process as well as other multiple assessment tools to identify and serve those students with
greatest academic need.(See Question #2)
Eastgate implements the School-Wide Title-1 model because it allows us to offer academic support to all students.
2.
MONITORING AND EVALUATION OF STUDENT PROGRESS
Describe the assessments the school will use to monitor student academic progress during the school year. In addition to the MSP, include any locally
developed and selected assessments.
Eastgate Elementary School uses a variety of assessments to monitor student progress and help focus instruction. Formal assessments include the MSP, DRA,
KSD Kindergarten Assessment, WLPT II, MAP, DIBELS and the CORE Phonics Survey.
Students who have difficulty mastering skills and meeting standards are identified by rank order. Classroom teachers and reading specialists meet to place
students into Strategic and Intensive intervention groups. Students are assessed continuously to monitor progress and re-group if necessary.
Students continuing to have difficulties after interventions are referred to the Student Assistance Team. The team brainstorms ideas and makes
recommendations for further assessments, medical follow-up, and/or strategies to help the struggling student.
We also use a variety of building-based assessments to monitor student progress.
 DIBELS
 CORE –A variety of reading skills assessment tools
 Teacher created classroom level assessments
 Teacher grade level assessments that monitor student progress based upon our district and building curriculum
 Time and Focus Reports that track student reading skills and the time spent on reading
 Teacher observation
 See Attached School-Wide Assessment Calendar
Updated 10/25/2013
24
September
Kinder.
First
Second
Third
Fourth
Fifth
-Imagine It
-Imaginalo
-District
Reading
Assessment*
-Language for
Learning
-Imagine It
-Imaginalo
-DIBELS
-CORE Phonics
-Imagine It
-Imaginalo
-DIBELS
-CORE Phonics
(until mastered)
-Imagine It
-DIBELS
-CORE Phonics
(until mastered)
-STAR Testing
-MAP Testing*
-Imagine It
-DIBELS
-CORE Phonics
(as needed)
-STAR Testing
-MAP Testing*
-Imagine It
-DIBELS
-CORE Phonics
(as needed)
-STAR Testing
-MAP Testing*
October
November
December
January
February
-Writing
Assessment
March
April
May/June
-WLPT II *
-Writing
Assessment
-KAssessment*
-Writing
Assessment
-DRA
-Writing
Assessment
-Fluency
-DIBELS
-CORE Phonics
-DRA*
-WLPT II *
-Writing
Assessment
-Fluency
-DRA*
-Writing
Assessment
-Fluency
-DIBELS
-CORE Phonics
-WLPT II *
-Writing
Assessment
-Fluency
-Writing
Assessment
-Fluency
-DIBELS
-CORE Phonics
-MAP Retest*
-WLPT II *
-Writing
Assessment
-Writing
Assessment
-Fluency
-DIBELS
-MAP Retest*
-Writing
Assessment
-Fluency
-DIBELS
-MAP Retest*
Measures of Academic Progress(MAP)
WLPT II Washington State Language Proficiency Test (Bilingual students only)
Dynamic Indicators of Basic Early Literacy(DIBELS)
Fluency – grade level assessment – Imagine It/Imaginalo, DIBELS Progress Monitoring, or Read Naturally
CORE Phonics Survey – CMM Page 63
STAR Reading Assessment – The Eastgate Librarian will do all STAR Assessment
-DIBELS
-CORE Phonics
-DRA Retest*
-Writing
Assessment
-Fluency
-MAP*
-DRA Retest *
-DIBELS
-STAR Testing
-CORE Phonics
-Writing
Assessment
-Fluency
MSP*
Reading and
Math
-MAP*
-DIBELS
-STAR Testing
-CORE Phonics
-Writing
Assessment
-WLPT II *
-Writing
Assessment
-Fluency
MSP*
Reading,
Writing and
Math
-MAP*
-DIBELS
-STAR Testing
-CORE Phonics
(as needed)
-Writing
Assessment
-WLPT II *
-Writing
Assessment
-Fluency
MSP*
Reading, Math
and Science
-MAP*
-DIBELS
-STAR Testing
-Writing
Assessment
*Required by district
Updated 10/25/2013
25
Benchmark
When student

( K ) Meets the standard on the KSD
Assessment.

(Grade 1) meets the standard on the
DIBELS Assessment.

(Grade 2) meets the standard on the
DRA and DIBELS Assessment.

(Grades 3-5) performs at or above the
50th percentile on the MAP Test, MSP,
and DIBELS

is reading at or close to grade level and
is making good progress toward the
standard.

performs at or above level on the CORE
Phonics Survey

decodes multisyllabic words but needs
to build vocabulary
Provide students with:

(K-5) 90 minutes of direct reading
instruction

Bilingual Literacy Program

Experiences that infuse vocabulary and
comprehension strategies into the
regular curriculum.
ELL monitoring
A systematic plan to develop academic
language.
Accelerated Reader books
Read Naturally




Eastgate Reading Intervention Plan
Strategic
Intensive
When student

(K) performs below standard on the
KSD Assessment

(Grade 1) performs below standard on
the DIBELS Assessment.

(Grade 2) performs below standard on
the DRA and DIBELS Assessment

(Grades 3-5) performs between the 25th
and 49th percentile on the MAP Test,
MSP (level 2), and DIBELS.

(1-5) does not perform at or above
level on the CORE Phonics Survey.

Does not decode multisyllabic words
consistently.
When student

( K) performs well below standard on the
KSD Assessment.

(Grade1) performs well below standard on
the DIBELS Assessment.

(Grade 2) performs well below standard
on the DRA and DIBELS Assessment.

(Grades 3-5) performs below the 25th
percentile on the MAP Test, MSP
(level 1), and DIBELS.

(1-5) Does not perform at or above level
on the CORE Phonics Survey.

Is unable to decode multisyllabic words.
Provide students with:

(K-5) 90 minutes of direct reading
instruction

No less than 30 additional minutes of
reading instruction with Reading
Specialists.

Strategies/experiences to develop
phonemic awareness, decoding,
fluency, vocabulary and comprehension
skills

ELL support program/Spanish reading
program

Strategies to develop academic
language

Accelerated Reader

Imagine It Intervention

Read Naturally

Waterford
Provide students with:

(1-5th) 90 minutes of direct reading
instruction in an Alternate Core reading
program with Reading Specialists.

Strategies to develop phonemic
awareness, decoding, fluency, vocabulary
and comprehension skills

ELL support program/Spanish Reading
Intervention

Strategies to develop academic language

Accelerated Reader

Imagine It Intervention

Reading Mastery

Read Naturally

Waterford

Resource room with an IEP
Updated 10/25/2013
26
Describe how the school will identify students experiencing difficulty mastering skills and meeting standards and the specific support provided.
At the beginning of the school year students are tested using the Kennewick School District Title-1 assessment process as well as other assessments, such as
DIBELS and CORE Phonics, to identify and serve those students with the greatest academic need. Based on the rank order, students are placed into groups at
benchmark, strategic, or intensive levels. All students receive directed reading instruction for 90 minutes per day using Imagine It/Imaginalo programs or an
Alternate Core reading program.
For those students who are not yet at the benchmark, Reading Specialists utilize different interventions at each grade level. In first grade, students receive
small-group, skills-based instruction for 90 minutes during RTI Reading Block. An additional 30 minutes of support is provided further reading intervention.
In 2nd – 5th grade, students are seen for 90 minutes a day to focus on phonics, fluency, and/or comprehension skills using Reading Mastery, Read Naturally,
Imagine It Intervention, and/or Corrective Reading. Some students in third grade are transitioning from Spanish Reading to English Reading. These students
receive reading instruction for 75 minutes per day using the Scholastic Transition Program. These children also are seen for an additional 45 minutes to focus
on comprehension skills and vocabulary. Teachers will also integrate activities to help improve test-taking skills, specifically focusing on the MAP and MSP.
If funds are available, additional support will be offered to 3rd – 5th graders through an extended-day after school program. The extended-day programs provide
opportunities to practice comprehension skills, writing, and MSP preparation. Assistance with homework is also provided in the program. Our extended day
program and summer school teachers will utilize the Waterford and successmaker intervention programs to work with students on holes in learning.
We have full-day kindergarten available to all students, which allows us to continue to serve intensive and strategic level students as well as benchmark
students.
Describe how student assessment and progress results will be shared with parents.
Information will be shared by teachers with parents through parent-teacher conferences, telephone calls, letters, academic/behavior contracts, and/or
recognition assemblies. At Eastgate we strive to communicate with parents in their native language. Our Family Advocate serves as a bridge between parents
and the school when assistance is needed in Spanish. Mid-Trimester reports will be sent home no less than one time per year. A report card will also be sent
home at the end of each trimester. We attempt to conference with all parents at least one time per year.
3.
STAFF DEVELOPMENT
Please ensure that it identifies training for certificated and classified staff regarding appropriate strategies and techniques to help increase academic
learning of all students including limited English proficient students, Migrant students, and economically disadvantaged students. Additionally, the
staff development plan must identify specific training for teachers in parental involvement strategies. Describe how professional development is
ongoing and sustained, with appropriate planning time and resources needed to support successful implementation.
During the 2011-12 school year Eastgate will focus its staff development on current adopted curricula and research-based instructional strategies. We feel that
it is important to continue professional development in areas that we have already focused on in order to fully understand the topics and make the strategies an
engrained part of our repertoire that is included in our everyday teaching.
Professional Development opportunities will be provided during our two Learning Improvement Days, one Building Professional Days, and during one
Wednesday planning period per month.
Updated 10/25/2013
27
The Staff Development Plan for the 11-12 school year will include training in the areas of :
 Imagine It/Imaginalo
 Math Connects
 Science Resource Kits
 Discipline with Love and Logic, our school-wide discipline plan
 Assessment (including MSP, MAP, DIBELS and WLPT II),
 Technology
 PERR/Learning Walks
 GLAD/ESL training
 SafeSchools Safety Training (each year)
 Action Team for Partnership
 Classified staff need updated training in Imagine It, Read Naturally, Reading Mastery and DIBELS
 School-Wide School Improvement Plan
4.
PARENT, FAMILY AND COMMUNITY PARTICIPATION
Please describe the strategies and activities planned to enhance home-school partnerships and improve student learning. Describe the process to
communicate with parents of students who have not met the standards. Briefly describe the process used to develop and implement the
Parent/Student/Teacher Compact. Attach a copy of the Parent Compact in an understandable format, as appropriate, in other languages.
 All parent information is sent home in English and/or the home language as needed.
 During fall Parent-Teacher Conferences math and reading achievement on the MAP test will be shared with parents. Whether or not a student
is meeting the district standard will be discussed.
 Activities planned to enhance the home-school connection include an open house, Reading Night, Math Night, Writing Night, DARE
Graduation, Family BBQ in May, Choral Festival, City-Wide Orchestra Concert, End of the Year Awards Ceremony, Hispanic Academic
Achievers Program, and a Kindergarten Graduation Program.
 Home-School Connection forms and parent-teacher conferences will be used to communicate students’ academic and behavioral concerns with
parents.
 Our Family Advocate contacts parents whenever absences or excessive tardies occur according to our clearly developed attendance policy.
 A Parent Resource Center has been created and is accessible to all Eastgate parents.
 An Eastgate Parent/Teacher/Student Compact has been designed and will be sent home to all parents at the beginning of the school year in the
home language as needed.
 ECEAP Parent Involvement includes: parent participation as volunteers in the preschool classroom, weekly meetings with teachers, and home
visits.
 Parents have multiple opportunities to participate in their child’s education at Eastgate such as: PTO, Team Read, Classroom Volunteers, Field
Trips, Jog-a-thon, and the Kindergarten READY Program.
 Members of the community assist Eastgate students through Team Read, Retired Teacher Reading Program, Mid-Columbia Reading
Foundation, YMCA, Pizza Hut Book-It, Master Gardeners, Grinnovations, DARE and GREAT Program, and Kiwanis. Bethel Church puts on
a Fall Festival for our school and they also volunteer in classrooms and during special activities.
 Other community businesses provide support through donations of coupons or products. These businesses include: The Kennewick Masonic
Lodge, Archibald’s Auto, Kiwanis, Home Depot, McDonald’s, Granny’s Buffet, Old Country Buffet, and Hastings.
Updated 10/25/2013
28
5.
COORDINATION/INTEGRATION
Under ESEA, schools and district must coordinate with other federal, state, local programs, and community agencies within the district and
community that provide services to children and families.
Identify how you will coordinate the program with other district and school improvement efforts. (LAP, Migrant, Bilingual, ECEAP, IDEA, etc.)
As a School-Wide school, funds are blended in order to design and implement programs. These funds are also used to pay some staff salaries.
We will continue to coordinate services between our Migrant/Bilingual, District Reading, and Special Services programs. Qualifying preschool
students will be served by ECEAP. Additionally, reserve funds are used to assist students who are homeless. Grade level teams utilize
assessment data and planning time to focus instruction on both school improvement and district goals.
Describe how your program will coordinate transitions for preschool children into the elementary program.
The Spanish kindergarten and English kindergarten teachers meet with ECEAP teachers to coordinate the placement of students in English or
Spanish kindergarten. Students are placed based on their English and Spanish Oral Language Proficiency scores. The district Special Education
department has an IEP meeting each spring to discuss the transition of preschoolers to elementary school. Eastgate also promotes the District
READY for Kindergarten program by sending home information in the home language and encouraging parents to attend.
Describe how your plan will support successful transition from elementary to middle school or middle school to high school.
As a way of introducing fifth graders to middle school, each middle school sends a representative to Eastgate to meet with students who will be
attending their respective schools. The school day and programs are explained and students have an opportunity to ask questions. Students
receiving special services have an IEP meeting to determine the best program for them. The bilingual facilitator meets with the middle school
reading coach to share information regarding student abilities. The reading coach then recommends placement for the ELL students. We have
also taken steps to establish a closer working relationship with our feeder schools. We encourage learning walks for our intermediate teachers to
visit the middle schools and middle school teachers to visit us. We are also looking in to adopting the same discipline program for 4th and 5th
graders, which would aid in continuity in transitioning between schools.
Describe coordination with other community programs or agencies.
Eastgate is involved with numerous community programs and agencies. One important program that we have created is our afterschool
homework club run by the Tricities Fever football players. We have also received a 21st Century grant to offer a before and after school program
to our families. Bethel Church is another important support at our school. They coordinate and run a Fall Festival and donate the proceeds to
Eastgate. They also volunteer in classrooms, perform improvement projects to beautify our school, read with students, and support Eastgate in
all other endeavors. In addition, we have a strong action team for partnerships committee and have partnered with the local police to offer gang
resistance training.
Other local business and programs that support Eastgate include:
McDonald’s – has provided product coupons for students and McTeacher Night
Granny’s Buffet – donates meal coupons for reading accomplishments
Old Country Buffet – donates meal coupons for reading accomplishments
Updated 10/25/2013
29
Pizza Hut – Book-It Program
Mid-Columbia Library Summer Reading Program
Mid-Columbia Reading Foundation
KNDU Coats for Kids program
KEHS Leadership – November Food Drive
YMCA – before and after school childcare programs
Home Depot – school-grounds clean-up
Kiwanis – provided free books to students and K-Kids (student council)
Safety Program (PUD) – provides information on electrical safety
Kennewick Irrigation District – canal safety program
DARE – 5th grade students
Grinnovations – whole school dental program
Student Teachers from WSU, Eastern Washington University , and Central Washington University
Reading Practicum students from WSU
Team READ
Master Gardeners
City of Kennewick Police and Fire Departments
Benton-Franklin County Health Department – Health screenings
Hispanic Academic Achievers Program
Substance Abuse Coalition – Friendship Challenge
Kennewick Masonic Lodge – donated new bikes for reading accomplishments
Archibald’s Auto – donated bikes for 5th grade assessment motivation
Updated 10/25/2013
30
Eastgate Elementary
Learning Compact
A Learning Compact is a voluntary agreement between the home and school. The agreement defines
goals, expectations and shared responsibilities of schools and parents as equal partners for student learning.
School Pledge:
We promise to......
• keep you informed about your child’s responsibilities at school.
• provide a safe and healthy learning environment.
• meet the diversified needs of our students.
• teach positive behaviors and attitudes.
• foster academic excellence for our students’ future success.
• have a positive attitude and make learning challenging and enjoyable.
Student Pledge:
I promise to......
• attend school daily and be prepared to listen and learn.
• respect adults, cooperate and follow the rules of my school.
• help to keep my school safe and respect the rights and properties of others.
• ask for help when I need it.
• complete assignments in class, read at home and do my homework.
Parent Pledge:
I will .......
• send my child to school every day and only keep him/her home when absolutely necessary.
• support the school in its efforts to maintain appropriate behavior.
• review the Parent & Student Handbook and the Elementary Discipline Handbook with my child.
• attend parent-teacher conferences and school related activities.
• encourage, support, and praise my child each day.
• read with my child and let them read to me for at least 20 minutes per day.
• schedule time for my child to complete homework each night and assist if needed.
• approve of my child’s participation in academic support programs.
Parent/Guardian Signature
Student Signature
Teacher Signature
Principal Signature
Date
Updated 10/25/2013
31
ESCUELA DE EASTGATE
ACUERDO DE APRENDIZAJE
El Empeño de la Escuela:
Nosotros prometemos......






informar padres sobre las responsabilidades escolares de sus niños.
proveer un seguro, saludable ambiente de aprendizaje.
encontrar las necesidades diversificadas de nuestros estudiantes.
enseñar actitudes y comportamientos positivos.
patrocinar la excelencia académica para el éxito futuro de nuestros
estudiantes.
tener una actitud positiva y hacer que el aprendizaje es desafiente y divertido.
El Empeño del Estudiante:
Yo prometo a......
• asistir la escuela diariamente y estar preparado(a) para escuchar y aprender.
 respetar adultos, cooperar y obedecer las reglas de mi escuela.
• ayudar mantener la seguridad de mi escuela y respetar los derechos y la propiedad de otros.
• pedir ayuda cuando lo necesito.
• completar tareas en la clase, leer y terminar tareas en la casa.
El Empeño del Padre:
Yo haré a .......
• mandar mi hijo(a) a la escuela diariamente y permitir ausencias solamente cuando es
absolutamente necesario.
• apoyar la escuela en los esfuerzos de mantener conducta apropriada.
• revisar el Manual de Padres y Estudiantes y el Manual de Disciplina con mi hijo(a).
 asistir conferencias de padre y maestro y asistir actividades escolares.
 animar, apoyar, y alabar los niños cada día.
• leer con mi hijo(a) y dejar que leen para mi cada día por 20 minutos.
 hacer un horario para mi hijo(a) para completar la tarea cada noche y ayudar si es necesario.
 aprobar la participación de mi hijo(a) en programas de apoyo académico.
Firma de Padre/Guardián
Firma de Estudiante
Firma de Maestro
Firma de Principal
Fecha
Updated 10/25/2013
32
Hawthorrne Elemeentary
Schooll-wide Titlle I Impro
ovement P lan
20
013-2014
Kennewick School District
School Improvement/ Title I Plan
Signature Page
1. Assurance: The signatures below indicate that this plan has been developed with the involvement of the community to be served and the
individuals who will carry it out, including parents, teachers, administrators, staff and community representatives.
School:
Hawthorne Elementary School
Planning Team: Craig Miller, Mary Carper, Susan Adams, Lori Dupuis, Sam Kee, Kara Del Mar and Janis Wood.
Signature of Parents of Students to be served:
Signature of Migrant/Bilingual Director:
This plan meets the requirement for addressing the academic needs of migrant
and bilingual students and parents.
Date
Signatures of Teachers:
Signature of ECEAP Coordinator:
This plan meets the requirements for coordination with and transitioning
preschool age children into the school program.
Date
Signatures of Other Staff:
Signature of Elementary or Middle School Director:
This plan supports the District goals and strategies for getting all students to the
established standards.
Date
Signatures of Community Representatives:
Title I Director review and approval:
Date
Signature of Principal:
Date
Updated 11/14/2013
1
Table of Contents – 10
components of a School-Wide Title Building
1.
Comprehensive needs assessment
5, 6, 7, 8, 32, 33
2.
School reform strategies
(Reform Strategies)
6, 7, 8, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 26, 33
3.
Instruction by highly-qualified staff
(Highly-qualified Instruction)
5, 10, 33
4.
High quality and ongoing professional
development activities
(Professional Development)
7, 8, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 27, 33
5.
Strategies to attract high-quality teachers
(Attract Highly Qualified Teachers)
5, 33
6.
Strategies to increase parental involvement
(Parent Involvement)
22, 26, 28, 29, 30, 31, 32, 33
7.
Transition plans for preschool and between
grades
(Transition)
30, 31, 33
8.
Measures to include teachers in assessment
decisions
(Assessment)
6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 18, 19, 20, 21, 22, 23, 24, 25, 33
9.
Strategies for providing timely additional
assistance to student experiencing
difficulties mastering standards
(Additional Assistance)
5, 6, 7, 8, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 26, 27, 28, 29, 30, 31,
34, 35, 36, 37
10.
Coordination and integration of federal,
state, and local services with school programs
(Coordination and Integration)
23, 30, 31, 34
Updated 11/14/2013
2
Key to Acronyms in Order of Appearance in Document
Acronym
Key
First Page
ECEAP
Early Childhood Educational Assistance Program
1
KEA
Kennewick Education Association
5
KSD
Kennewick School District
5
MAP
Measure of Academic Progress
6
MSP
Measure of Student Progress
6
DIBELS
Dynamic Indicators of Basic Early Literacy Skills
6
ELL
English Language Learner
7
GLAD
Guided Language Acquisition Design
7
RTI
Response to Intervention
7
SIP
School Improvement Plan
8
ERI
Educational Resources Incorporated
8
CCSS
Common Core State Standards
8
DRA
Developmental Reading Assessment
9
AMO
Adequate Measurable Objectives
9
HSPE
High School Proficiency Test
10
ESEA
Elementary and Secondary Education Act
10
HQ
Highly Qualified
10
R and R
Review and Reinforce
11
Updated 11/14/2013
3
SMART
Strategic, Measurable, Attainable, Results Oriented, Time bound
11
RIT
WELPA
Rausch Unit
Washington English Language Proficiency Assessment
12
12
ECST
Essential Comprehension Skills Test
12
AR
Accelerated Reader
12
ORF
Oral Language Fluency
13
AMAO
Annual Measurable Achievement Objectives
17
L and L
Love and Logic
18
STAR
Standardized Testing for Student Assessment of Reading
23
EasyCBM
Classroom Based Measurement
23
NNPS
National Network of Partnership Schools
27
STC
Science Technology for Children
27
ATP
Action Team for Partnership
27
PTO
Parent Teacher Organization
28
DARE
Drug Awareness and Resistance Education
29
HATS
Hawthorne Assistance to Teachers and Students
30
MDT
Multi-Disciplinary Team
30
CDS
Communication Disorder Specialist
30
SPED
Special Education
31
IEP
Individual Education Plan
31
PUD
Public Utility District
32
WSU
Washington State University
Updated 11/14/2013
4
School: Hawthorne Elementary School Year: 2013-2014
SCHOOL INFORMATION
1.
Provide a brief description of your school, unique programs and community. Include total enrollment and demographics (number and
percentage of low income, bilingual, and migrant students.
Hawthorne is a K-5 elementary school serving a multi-cultural population of 525 students, Pre – K through grade 5. We currently have a 62% ethnic
minority and about 78% of our students receive free or reduced lunches. Our all day kindergarten provides important additional help for our
students. We are in the ninth year of our Dual Language Program. Hawthorne became a school wide Title 1 building in the 2011 – 2012 school
year. We serve students whose first language is from the countries of India, Bosnia, China, and Sudan. We serve Spanish speaking students not
enrolled in the Dual Language program in the regular education classrooms. Hawthorne School provides the following programs for qualifying
students: Title 1 for reading, language development; instruction in a district funded reading program; speech/language therapy; physical and
occupational therapy; a Life Skills Program, a preschool program, and a Special Education resource room. All of our certified staff members are
highly qualified. The Kennewick School District Human Resources Department hires only highly qualified staff.
2.
Summarize the results of the following:
a. Staff Surveys
1. KEA/KSD Survey 2009 – 2010
This survey shows that 100% of the staff agrees that the reading series is effective with students. Reading intervention instruction is seen to
be effective by 84% of the staff.
We have evidence based on staff surveys and our own monitoring, as well as on required district practices that our school operates on the
following characteristics of high performing schools:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Clear and Shared Focus
High Standards and Expectations
Effective School Leadership
High Levels of Communication and Collaboration
Alignment of Curriculum, Instruction, and Assessment with Standards
Frequent Monitoring of Teaching and Learning
Focused Professional Development
Supportive Learning Environment
High Levels of Parent and Community Involvement
Use of the instructional elements of purpose, engagement, rigor and results
Updated 11/14/2013
5
b. Family and Community Involvement: Using Parent Surveys, and other parental input, what needs have been identified? (Title
I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP) Areas of need include: Teacher
communication with parents (especially when a student has done something well), school communication with parents regarding school
activities, and the availability of individual help for students when they are struggling with concepts. We have joined the National Network
of Partnership Schools and have implemented an Action Team for Partnership to set goals for parent involvement and community resources
in the 2012-13 school
Insert the summaries for your school for Adequate Yearly Progress (detail), MAP , Reading Assessments, MSP Trend, and describe the
results for subgroups – Hispanic, Low Income, Limited English, and Special Education. (Summarize the strengths and weaknesses of your
current program based on building data).
Strengths:
1. Hawthorne did not meet the third grade reading goal but achieved 63% at the fiftieth percentile. This has been a challenge as the number of
second language and low income students has increased. Teachers use test scores to make decisions about how to maximize individual
student achievement as well as to make curriculum decisions.
2. We have implemented a three tier reading intervention program to meet the needs of all students. We recognize the importance of using
assessment data to drive instruction. DIBELS (Dynamic Indicators of Basic Early Literacy Skills) assessment is administered three times per
year to determine the tier placement of students. Intensive level students will be progress monitored monthly. This process assists us in
recognizing specific areas of need in reading. Reviewing this data gives us insight into student ability levels and gives us a clear
understanding of the strategies needed to properly design our instruction to meet the needs of individual students. Our staff can then offer
reading support to assist Strategic and Intensive-level students.
3. MSP and MAP scores reflect continued high achievement even as more students attending Hawthorne are impacted by low socio-economic
and/or second language issues.
4. We are continuing to implement Step Up to Writing as our writing curriculum.
5. We have a Dual Language Program to strengthen language instruction for our Spanish speaking students and provide an enriched curriculum
for English speakers. We have used district support personnel and outside consultants to ensure the program is research based and effective in
addressing high levels of reading achievement for our second language learners.
6. Hawthorne staff members have developed core beliefs, based on Love and Logic principles, for our school wide discipline plan. Ongoing
training in Love and Logic’s essential skills insures consistency in the techniques used by teachers and para educators to guide student
behavior. All students know Hawthorne’s Big Three – be safe, respectful and responsible. We have a united front and use common language
when guiding students to solve their own problems.
7. In 2011 - 2012, Hawthorne students met Adequate Yearly Progress in Reading.
Updated 11/14/2013
6
8.
Low performing students in 3rd grade made significant growth on the Math MAP assessment after using the Academy of Math.
9. ECEAP continues to prepare our preschool students in Spanish and English half day program.
Weaknesses:
1. With our high mobility rate and free and reduced percentages increasing, we continue to develop ways to quickly provide intervention
services to meet the needs of our students.
2. We continue to work to meet the needs of a growing number of ELL students both in the regular classroom and those enrolled in the Dual
Language Program.
3. Our math scores on the MSP were disappointing. Teachers have continued to focus on Power Standards and pacing of the math curriculum.
We also will focus on providing professional development to teachers on implementing the CCSS and the foundational skills such as
numeracy.
4.
Professional Development: What needs have been identified for professional development for certificated and classified staff that
will be addressed in this plan? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
5.
Curriculum and Instruction: What needs have been identified and will be addressed in this plan?
Reading continues to be a major focus. Each year we have had more students move into our school that do not read at grade level. We have
a strong core program using the “Imagine It” reading curriculum and the Response to Intervention process for meeting the reading skill needs
of all students. We continue to look for ways to strengthen student achievement and have identified vocabulary development as an area of
concern for many of our second language and regular education students. Students needing more intensive intervention will be instructed
using Reading Mastery curriculum and other direct instruction programs. We are working with a consulting group to help us strengthen our
instructional delivery of these programs. We are working to strengthen delivery of our curriculum to students in our high and middle
achieving reading groups. We are receiving training on Common Core State Standards and using plans to outline where these can be used in
our core curriculum (Imagine It!). The plans are designed to help teachers focus on the essential skills students will need to successfully meet
the new standards. Dual language teachers are also working with a consultant to implement a model of dual language that will improve that
instruction. We will use staff development resources to provide training for our reading curriculum.
GLAD strategies and bridging strategies are two of the methods that will be used to help develop vocabulary. Our RTI process is focusing on
looking at the data to evaluate each student to make sure that he/she succeeds and to making adjustments in our delivery of instruction and
curriculum. Training will focus on sharpening our skills in the delivery of the curriculum. We will continue to improve our instruction in
writing by using Step Up to Writing and by continuing our building-wide writing assessment. All new staff members will receive
professional development in Step Up to Writing and GLAD when available.
Updated 11/14/2013
7
The Math Connects curriculum is proving to be an effective curriculum. We continue to focus on pacing and teaching to the Power
Standards at each grade-level. We are going to be using Academy of Math as a computer assisted intervention at grades 3 – 5 for the lowest
performing students when the space and computers are available. We have lengthened the number of days that we are providing an after
school program (Cub Club) and are focusing the intervention on math.
Our climate goals focus on Love and Logic. We have several new staff members and we all benefit from continued training to improve our
use of these techniques. We are also looking at how best to reinforce student behavior using our Bear Pride. This will allow us to better
address those needs. Staff members will receive professional development in positive discipline programs.
As we review our state and district data, we will continue to identify ways of improving delivery of instruction and making all students
successful.
6.
Clarify Needs and Research Proven Effective Strategies: Describe how the team and staff investigated and selected the solutions.
Include a description of how staff studied best practices and research, visited or contacted successful schools and programs, received
input from the staff and parents as the plan was developed, and matched the solutions to priority needs.
Hawthorne teachers believe that excellence in education requires constant focus on improving teaching and learning. This commitment
guided each area of our plan and remains an essential component of our core curriculum. As needs are identified, staff attends workshops,
talks to teachers in other buildings, reviews research and visits buildings to look at proven curriculum. This method led us to adopt Step Up
to Writing. The writing SIP committee identified the need for a writing curriculum. We know that we will need to make changes to reflect
the Common Core State Standards and will research that as we learn more about them.
As we continued to refine our RTI process, we researched the additional, more structured interventions for our intensive students and chose to
implement direct instruction programs. We rely on training and consultation from a consultant. Staff attends workshops when possible and
networks with other buildings that are also using this process for providing appropriate instruction for all students. We continue to research
materials that will help us to meet specific student needs in reading and purchase material that supports instruction for each student. District
Instructional Academies help us focus our instruction around purpose, engagement, rigor and results. We visited Washington Elementary to
see pacing and engagement in whole group reading instruction.
Our focus in math is on Power Standards and pacing. We believe this will help us use the math curriculum more effectively and allow us to
really focus on the important concepts. Academy of Math was implemented as an intervention. Teachers used this with lowest performing
students and feel that it is an appropriate fit with our current math program.
Whole staff, grade level teaming and SIP Committees will continue to focus on curriculum alignment vertically as well as horizontally.
Adopted programs include Imagine It!/Imagínalo!, Reading Mastery, Corrective Reading, Guided Language Acquisition Design (GLAD),
Math Connects, Read Naturally, Academy of Reading, Accelerated Reader, Language for Learning, Phonics for Reading, Rewards Phonics,
Academy of Math, Step Up to Writing, Six Minute Solution, Language for Thinking, FUNNIX, and Connecting Math Concepts. We believe
the adoption of these programs has assisted us in increasing student skills in all academic areas.
Updated 11/14/2013
8
STUDENT ACHIEVEMENT DATA
Hawthorne Elementary
DEVELOPMENTAL READING ASSESSMENT AND MEASURES OF ACADEMIC PROGRESS READING
Grade
K
1
2
3
4
5
Assessment
Kindergarten Assessment
DRA / *Primary MAP Testing
MAP Testing
MAP Testing
MAP Testing
MAP Testing
2008
2009
87
74
61
74
58
58
93
66
41
69
53
50
2008
2009
x
x
61
67
74
x
x
57
51
59
Spring Percent Meeting Standard
2010
2011
94
65
56
74
50
50
91
73
47
79
64
55
2012
2013
93
*42
47
81
64
55
94
*44
42
63
72
56
2012
2013
43
37
51
51
49
48
54
54
60
52
Standard for MAP Testing is the 50th percentile and above
MEASURES OF ACADEMIC PROGRESS MATHEMATICS
Grade
1
2
3
4
5
Assessment
Primary MAP Testing
MAP Testing
MAP Testing
MAP Testing
MAP Testing
Spring Percent Meeting Standard
2010
2011
x
x
44
49
58
x
x
62
66
70
Standard for MAP Testing is the 50th percentile and above
WASHINGTON ASSESSMENT OF STUDENT LEARNING/*MEASUREMENTS OF STUDENT PROGRESS
Grade
3
3
4
4
4
5
5
5
Assessment
Reading
Mathematics
Reading
Writing
Mathematics
Reading
Mathematics
Science
Spring Percent Meeting Standard
*2010
*2011
2008
2009
*2012
*2013
72
69
73
62
66
76
59
43
68
52
71
65
39
70
52
34
61
38
66
67
33
63
38
18
75
54
58
48
49
55
59
60
76
46
72
63
42
67
49
71
65
51
70
74
44
62
43
55
2008
2009
2010
2011
2012
2013
x
x
x
x
No
Math
No
Reading/Math
Standard for the MSP is 400 points for Reading, Math, & Science and 9 points for Writing
Did your school meet AMO’s?
Yes
No (If NO, what categories?)
Updated 11/14/2013
9
2012-1
13 MSP/HSPE Results
Grade L
Level
Read
ding
Hawthorne
Math
3rd Grad
de
65.2%
50.7%
4th Grad
de
69.7%
43.9%
5th Grad
de
61.6%
42.5%
Student Dem
mographics
Writing
Science
74.2%
%
54.8%
Enrollment
October 2012 Sttudent Count
481
May 2013 Student Count
467
Gender (Octob
ber 2012)
Male
232
48
8.2%
Female
249
51
1.8%
American Indian/Alaskan Native
2
0
0.4%
Asian
7
1
1.5%
Native Hawaiian / Other Pacific Isla
ander
1
0
0.2%
Asian/Pacific Isla
ander
8
1
1.7%
Race/Ethnicity
y (October 2012)
Black / African American
A
14
2
2.9%
Hispanic / Latino
o of any race(s)
171
35
5.6%
White
276
57
7.4%
10
2
2.1%
339
72
2.6%
54
11
1.6%
117
25
5.1%
69
14
4.8%
Section 504 (May 2013)
2
0
0
0.0%
Foster Care (May 2013)
2
1
0
0.2%
0
0.0%
Two or More Rac
ces
Special Programs
Free or Reduced-Price Meals (May 2013
3)
Special Education (May
(
2013)
Transitional Bilingu
ual (May 2013)
Migrant (May 2013
3)
Other Informattion (more info)
Unexcused Absence Rate
R
(2012-13)
Teacher Info
ormation (201
12-13) (more innfo)
Classroom Teachers
Average Years of Teac
cher Experience
Teachers with at leastt a Master's Degree
Total number of teach
hers who teach core acad
demic classes
29
15.5
5
55.2%
23
% of teachers teachin
ng with an emergency cerrtificate
0.0%
% of teachers teachin
ng with a conditional certtificate
0.0%
Total number of core academic classes
23
ESEA Highly Qualified
d Teacher Information
% of classes taught by teachers meeting ESEA
A highly qualified (HQ) de
efinition
% of classes taught by teachers who do not m
meet ESEA HQ definition
10
00.0%
0.0%
% of classes in high poverty
p
schools taught byy teachers who meet ESE
EA HQ definition
N/A
% of classes in high poverty
p
schools taught byy teachers who do not meet ESEA HQ def
N/A
% of classes in low po
overty schools taught by teachers who meet ESEA
A HQ definition
N/A
% of classes in low po
overty schools taught by teachers who do not me
eet ESEA HQ def
N/A
Updated 11/14/2013
10
School Improvement Plan 2013-2014
School: Hawthorne Elementary
District Strategic Plan Goal:
Related Building Goal:
Ninety percent of third graders read at grade level by the end of their third grade year. Seventy-five percent of students who are
below grade level in reading and math are caught up within three years.
Provide a literacy program that maximizes student achievement and enables students to meet standards
Increase student literacy at all grade levels. Ninety percent of Hawthorne’s 3rd students will score at or above district standards at
the MAP test. Eighty percent of Hawthorne’s third, fourth and fifth grade students will meet the MSP standard in Reading.
Rationale for Goal:
This goal was developed after analyzing Hawthorne students’ performance on district and state reading assessments
SMART Goal
(Maintenance)
Continue to
develop and
implement
GLAD
strategies to
increase
students’
vocabulary,
comprehension
and grammar
skills
Strategies and Action Steps






Teachers may participate in R & R(staff
development for GLAD strategies)
Staff will share at grade level and staff
meetings
Materials will be developed to
supplement the Imagine It! /Imaginalo¡
curriculum with GLAD strategies
Staff new to Hawthorne will receive
GLAD training
Teachers will use at least the 2 essential
GLAD strategies in place of Imagine
It/Imaginalo¡ worksheets where
appropriate
a. Process Grid
b. Sentence Patterning Chart
Provide refresher on strategies at staff
meetings and scheduled afterschool
workshops
Evidence of
Effectiveness


TIMELINE
Ongoing
MAP scores
will show
improvement in
comprehension
and word
recognition
scores
GLAD
strategies will
be used at all
levels
PERSON
RESPONSIBLE
Mary Carper, Mr.
Miller
Schedule of meetings
Updated 11/14/2013
11
SMART Goal
(New)
Identify essential
comprehension skills
for each grade and
identify assessments to
be used as data
(Comprehension Skills
Test/Vocabulary) This
goal will strengthen our
teaching for all students
in Imagine
It!/Imaginalo¡ by
linking it to essential
Common Core
Standards.
Using the “road maps”
complete plans at each
grade level identifying
the essential skills and
CCSS to be integrated
into each Imagine
It!/Imaginalo unit.
STRATEGIES AND ACTION STEPS
1. Give tests and make revisions as needed
during the year
2. Provide in-service opportunities for
teachers using core curriculum and
supplemental materials to improve
comprehension instruction to intensive
and strategic students in the whole
group setting (including the creation of
bilingual units of studies, bridging
activities and extension activities).
3. Provide in-service to paras on
comprehension strategies for intensive
groups in Direct Instruction groups
4. Use this data to inform comprehension
instruction
5. Provide opportunities for training on
CCSS comprehension standards
1. Provide time and a plan to work as
teams to complete task.
2. Align assessments to unit skills
3. Plan to purchase curriculum material
needed to teach CCSS especially
informational text
4. Provide in-service as needed on CCSS.
EVIDENCE OF
EFFECTIVENESS




TIMELINE
ongoing
Grade level
assessments
developed and
used
Attend workshops
provided by the
district on
Imagine It!
Provide outside
consultants if
possible
Students will
show growth on
Imagine It!
benchmark tests
at all grade levels
Schedule developed and
road maps completed,
Have a schedule
by Nov 15
PERSON
RESPONSIBLE
Grade level teams,
Reading teachers
Mr. Miller
By the end of the
year use “ road
map” framework
and complete unit
plans for
integrating CCSS
into Imagine It!
Updated 11/14/2013
12
SMART Goal
(New)
Develop a plan for
teaching the technology
needed for students to
be successful on the
Smarter Balanced
Assessment
Meet for monthly data
meetings with each
grade level
Work to develop
engagement strategies
to increase effective
teaching in core,
strategic and intensive
groups
STRATEGIES AND ACTION STEPS
1. Identify specific skills needed at
each grade level for use of the
mouse, keyboarding, etc.
2. Teach students to compose pieces of
writing on the computer.
3. Identify and purchase hardware and
software needed to teach skills
required such as IPads and laptops.
4. Provide in-service to staff on
requirements needed in technology
and the use of the appropriate
hardware and software programs.
1. Provide schedule of meetings
2. Teach staff how to use the excel
spreadsheet composite to manage and
analyze data
3. Use data to make decisions about
student placement and group
effectiveness
4. Use kidgraphs to report data at meetings
1. Identify strategies from “Teach Like a
Champion”, Eric Jensen brain research,
and FISH Philosophy to implement
2. Provide in-service on these strategies on
Wednesdays or short staff meeting
training times
3. Each teacher will choose one strategy to
implement
4.
EVIDENCE OF
EFFECTIVENESS
Students will
demonstrate computer
skills while taking
assessments.
TIMELINE
PERSON
RESPONSIBLE
ongoing during the Technology team
school year with a
plan developed by
June
A plan for
implementation will be
completed.
Data meetings will be
held and data analyzed
First meeting in
Oct.
Reading Team
Strategies will be
observed and in place in
classrooms.
Ongoing
Reading Teachers,
Larissa Reza, Mr.
Miller
Updated 11/14/2013
13
SMART Goal
(New)
STRATEGIES AND ACTION STEPS
EVIDENCE OF
EFFECTIVENESS
TIMELINE
PERSON
RESPONSIBLE
Every classroom 2 – 5
will use AR. K and 1st
grade will implement
this program with some
students.
1. Students will be tested on the STAR test
at the beginning of the year.
2. Goals will be 85% (average) or better on
quizzes.
3. Point goals should be individualized.
All classrooms will be
using AR in grades 2 – 5
Increase fluency in all
tiers of instruction as
measured by DIBELS
Oral Reading Fluency
1. Train teachers and paraeducators on the
“Six-Minute Solution: A Reading
Fluency Program”
2. Provide materials to implement the
program
3. Provide “refresher” workshop for
teachers wanting to attend
Classrooms will be using Dec. 1
a fluency intervention in
Walk to Read groups
when appropriate.
DIBELS ORF scores will
improve.
Reading Teachers
Develop discussion
rules to be used at each
grade level that meet
CCSS expectations
Explore the use of school wide
discussion rules after additional inservice to be provided by the district
Teachers will attend inservice offered and
develop a draft of a plan
On-going
Grade level teams
Mr. Miller
Continue to improve
Direct Instruction
techniques in our
intervention and some
strategic groups in
Imagine It! And
Imaginalo reading
curriculum
1. Provide staff development using the
coaching model
2. Meet at least 1 time each month to train
paraeducators and staff using Reading
Mastery and Corrective Reading
programs
3. Implement CCSS into Reading Mastery
and dual language curriculum
4. Train with the consultant to improve
instruction and the RTI model
Coaching model will be
used
On-going
Reading Teachers
Ongoing
Gary Bosley
K and 1 will begin to use
this with appropriate
students
Meetings will be held
Updated 11/14/2013
14
School: Hawthorne Elementary School Year: 2013-2014
District Strategic Plan Goal:
Algebra 1-2 will become the standard eighth grade math class and ninety percent of students in grades three through
ten meet grade level standards in math. Seventy-five percent of students who are below grade level in reading and
math are caught up within three years.
Related Building Goal:
Develop a math program that maximizes student achievement and enables students to meet standards. Sixty-five
percent of Hawthorne’s third, fourth, and fifth grade students will meet the MSP standard in Math.
Rationale for Goal:
After analyzing test scores, we determined that the following goals would help us improve student performance in math.
SMART Goal
(Maintenance)
Strategies and Action Steps
Responsibility
TIMELINE
Evidence of
Effectiveness
Adjust Math Connects
curriculum to meet the
Common Core State
Standards.

Teachers are encouraged to attend the
district math meetings and then share
with their grade levels.
An improvement in MAP
and MSP scores
Ongoing
Classroom teachers/
Math Committee
Classroom teachers will
provide students with a
short, focused practice of
Power Standards (“power
practice”) a minimum of
three times per week
throughout the school
year.

Classroom teachers will incorporate
extra power standard practice through
activities such as calendar, entry or exit
tasks, songs, chants, games, etc.
Ongoing
throughout the
school year
Classroom teachers

Teachers will share “power practice”
strategies with each other at staff
meetings or during grade-level
meetings.
All students will retain
the power standard math
skills and therefore
perform better on the
MAP and MSP tests.
They will also be better
prepared for the next
grade-level.
Updated 11/14/2013
15
SMART Goal
(Maintenance)
Continue the use of
Academy of Math with
targeted students in grades
2-5.
Every classroom will have
at least one hour of
protected math time every
day. This does not have to
be a continuous block of
time.
Strategies and Action Steps
MAP data will be shared with 2nd – 5th grade
teachers and schedules will be developed for
placement of lowest performing students in
Academy of Math.


SMART Goal
(new)
A group of teachers, will
explore the Step by Step
Model Drawing method
for problem solving.
Work with other teachers to schedule
pull outs at different times
Teachers could work with Mr. Miller, if
necessary, to find one hour of time in
the scheduled day for math
Strategies and Action Steps



Teachers will get trained either by each
other or by Kathy Fisk
Step by Step Model Drawing books will
be purchased for teachers who will use
this model
This group of teachers will try this
method with the students in their
classrooms over the course of the school
year.
Evidence of
Effectiveness
TIMELINE
PERSON
RESPONSIBLE
Targeted students (below January
grade level students) will
be at standard or closer to
standard in math
Mr. Miller and Math
Committee
Below grade level
students will show
growth on their Math
MAP test.
Classroom teachers
Evidence of
Effectiveness
On-going
TIMELINE
Person Responsible
Students will show
improvement in their
ability to solve story
problems. MAP and
MSP scores will
improve.
Updated 11/14/2013
16
Teachers will improve
their understanding of
number sense and
numeracy, and acquire
techniques and strategies
to help their students gain
a deeper understanding of
the math they are learning.





Kathy Fisk will come to
Hawthorne to give us
professional development in the
area of number sense and
numeracy
Teachers will attend district
grade-level math workshops
when possible
Teachers will use manipulatives
and number lines with their
students when possible.
A group of teachers will read
and study the book Developing
Essential Understanding of
Number & Numeration Pre-K –
Grade 2.
A group of teachers will explore
Step by Step Model Drawing
Method for problem solving.
Students will show
growth on their Math
MAP test.
October 25,
2013
Craig Miller and
Classroom Teachers
Updated 11/14/2013
17
School: Hawthorne Elementary School Year: 2013-2014
District Strategic Plan Goal:
Employ a world-class staff and operate in a fiscally sound, customer-focused manner. Ninety percent of students report they feel
safe at school on our annual student safety survey.
Related Building Goal:
Construct a school climate that encourages good citizenship through mutual respect, personal responsibility, and appreciation for
diversity
Rationale for Goal:
We want to provide Hawthorne students with a welcoming, safe, and supportive environment where they can do their best learning.
SMART Goal
(maintenance)
Review, refresh, and
learn the Love and
Logic principles of our
school wide discipline
program as a staff
Provide training
opportunities for staff
to learn the FISH
curriculum.
Strategies and Action Steps
Research the possibility for a Love and Logic
speaker to visit Hawthorne for an in service
workshop.
Responsibility
Timeline
Susan Adams and Craig
Miller
Evidence of
Effectiveness
Survey teachers and
staff to determine the
level of competence
and understanding
Encourage staff to attend outside L & L
workshops.
Provide training opportunities to those new staff Susan Adams
members.
Throughout the
school year.
Email the L & L Insider to all staff members at
least bimonthly.
Susan Adams
Throughout the
school year.
.
Staff presentation and book study.
Larissa Reza
Provide staff development funds to staff
members interested in continuing FISH
training.
Site Council and
individual staff members
Throughout the
2013-14 school
year.
Provide monthly FISH thought provoking
motivators.
Larissa Reza
Survey staff
members.
Throughout the
2013-14 school
year.
Updated 11/14/2013
18
SMART Goal
(New)
Strategies and Action Steps
Responsibility
TIMELINE
For student bus safety,
provide instructional
opportunity
Have assembly for bus riders only, to go over
important bus safety expectations.
Craig Miller and Susan
Adams
By June 2014
Make area by
classroom sinks safe.
Purchase floor mats for area by classroom
sinks.
Craig Miller and Carol
Fannin
By December
2013
Susan Adams, Abner
Solano and Chris Becker
Completed by
June 2014
Make safety video to
Purchase a new school camera for stills and
show students how they videos. Have a group of fifth graders produce
are safe outside.
content. Make video that can be shown to all
students and put on the monitor in the lobby.
Evidence of
Effectiveness
.
Student Safety
Survey
Student Safety
Survey
Updated 11/14/2013
19
School: Hawthorne Elementary School Year: 2013-2014
District Strategic Plan Goal:
Related Building Goal:
Ninety percent of third graders read at grade level by the end of their third grade year. Seventy-five percent of students who are
below grade level in reading and math are caught up within three years.
Provide a literacy program that maximizes student achievement and enables students to meet standards
Increase student literacy at all grade levels. Ninety percent of Hawthorne’s 3rd students will score at or above district standards at
the MAP test. Eighty percent of Hawthorne’s third, fourth and fifth grade students will meet the MSP standard in Reading.
Rationale for Goal:
This goal was developed after analyzing Hawthorne students’ performance on writing prompts and analyzing test scores
SMART Goal
Train new staff
members in Step Up 2
Writing
Strategies and Action Steps
Investigate training opportunities for new staff
members
Responsibility
- Writing Committee
- Principal
TIMELINE
Start looking in
October
Evidence of
Effectiveness
New staff members
will be trained in
Step Up 2 Writing
Updated 11/14/2013
20
School: Hawthorne Elementary School Year: 2013-2014
FAMILY AND COMMUNITY INVOLVEMENT
Hawthorne is currently a member of the National Network of Partnership Schools. Within this membership, Hawthorne will create an Action
Team for Partnership which has been in place since the end of the 2011 – 2012 school year. A plan for the 2013-2014 school year has been
developed.
We have evidence based on staff surveys and our own monitoring, as well as on required district practices that our school operates on the following
characteristics of high performing schools:










Clear and Shared Focus
High Standards and Expectations
Effective School Leadership
High Levels of Communication and Collaboration
Alignment of Curriculum, Instruction, and Assessment with Standards
Frequent Monitoring of Teaching and Learning
Focused Professional Development
Supportive Learning Environment
High Levels of Parent and Community Involvement
Use of the instructional elements of purpose, engagement, rigor and results
Updated 11/14/2013
21
School: Hawthorne Elementary School Year: 2013-2014
TO BE COMPLETED BY TITLE I/LAP SCHOOLS ONLY:
1.
STUDENT SELECTION: School Wide Model
Describe the specific process (criteria and timelines) that you will use to identify eligible children in greatest need for Title 1 or Title 1
services. Teacher recommendations, performance and screening tests have been used in the past. A school may continue this process
using the composite sheet or creating a new composite to rank order students. The process must use multiple criteria and identify and
serve those students with the greatest academic needs.
Hawthorne implements the School-Wide Title-1 model because it allows us to offer academic support to all students who need additional
support.
Assessment information will be used to assure that all students will be provided with instruction that meets their needs.
2.
MONITORING AND EVALUATION OF STUDENT PROGRESS
Describe the assessments the school will use to monitor student academic progress during the school year. In addition to the MSP,
include any locally developed and selected assessments.








District MAP tests in reading and math are administered at least 2 times each year in grades 1 - 5
Imagine It assessments are used weekly to monitor student progress in grades 2 – 5.
Building writing assessment will be given two times each year
District Kindergarten Assessment will be given two times each year
Math progress is monitored using tests from the Math Connects curriculum and easyCBM
STAR reading test is used
Students in Reading Mastery and Corrective Reading will be assessed using the progress monitoring assessments provided in this
curriculum
Students will be monitored using the DIBELS Next benchmark assessments given to all students three times each year. In addition, those
students scoring in the intensive and low strategic ranges on the DIBELS Next will be monitored at least monthly and twice a month if
needed using the progress monitoring tests in the DIBELS Next.
Updated 11/14/2013
22
KENNEWICK SCHOOL DISTRICT ASSESSMENT CALENDAR 2013‐2014 Tests & Dates September 4 ‐ Oct 10 Reading & Math MAP September 9 ‐ September 26 Kindergarten Assessment September 30 – October 24 Reading & Math Primary MAP September 30 ‐ October 18 DRA: Dual Language/Bilingual November 3 ‐ 14 DAPE: Writing, Reading, Math, Science January 2 – February 7 End of Course Math & Biology January 13‐February 7 Optional Mid‐Year MAP testing February 10 ‐ March 14 Washington English Language Proficiency Assessment (WELPA) Bilingual Only February 3 – 14 DRA for Dual Language/Bilingual March 10 ‐ 27 DAPE: Writing, Reading, Math, Science March 18 ‐ 19 HSPE Writing March 20 HSPE Reading April 14 ‐ May 23 Reading & Math MAP & Primary MAP April 28 ‐ May 16 Kindergarten Assessment April 23 ‐ May 15 MSP Paper & Pencil Testing Reading, Writing, Math, Science April 23 – May 30 K 1 2 3 4 5 X X X X X X X X X X X X 12 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 6 7 8 9 10 11 X X Updated 11/14/2013
23
MSP Online Testing Reading ,Math, and Science May 1‐30 World Languages May 5 – 16 DRA Dual Language/Bilingual for Students not meeting standard May 19 – June 6 End of Course Math May 19 – June 6 HSPE End of Course Biology Bh:8/6/13 X X X X X X X X X X X X X X X X Updated 11/14/2013
24
Describe how the school will identify students experiencing difficulty mastering skills and meeting standards and the specific support
provided.
We have implemented the three tier reading intervention strategy as described in the Washington K- 12 Reading Model.
At the beginning of the school year students are tested using DIBELS assessment process as well as MAP and other district assessments to
identify and serve those students with the greatest academic need based on the rank order. Students are placed into groups at benchmark,
strategic, or intensive levels. All students receive directed reading instruction for 90 minutes per day using Imagine It/Imaginalo, Reading
Mastery, and/or Corrective Reading programs.
For those students who are not yet at the benchmark, Reading Specialists utilize different interventions at each grade level. In kindergarten,
students receive 45 minutes of Reading Mastery. Identified students also received additional support in Language for Learning. In first grade,
students receive small-group, skills-based instruction for 80 minutes during the RTI reading block. They also receive instruction in Imagine It.
Second graders receive 60 minutes of daily instruction in Reading Mastery as well as instruction in Imagine It in their classrooms. Third –fifth
graders receives 400 minutes a week in direct instruction programs which focus on phonics, fluency and/or comprehension skills. They may
also receive instruction in Read Naturally, Imagine It and other classroom reading curriculum such as Phonics for Reading and Academy of
Reading.
Spanish speaking students with low English vocabulary and high Spanish vocabulary are entered into our Dual Language program on a space
available basis. English speakers in our Dual Language Program are selected based on test scores and a lottery. Bilingual students placed in
English classrooms are given additional language development instruction if needed.
The Hawthorne Assistance to Teachers and Students Team (HATS) meets with the classroom teachers to help determine a plan of action for
students experiencing difficulty. Classroom modifications, extended day programs, and computer programs are other options considered for
students.
We have a full day kindergarten program which allows us to provide additional instruction.
Describe how student assessment and progress results will be shared with parents.
Information is shared with parents at parent – teacher conference time. Written progress reports are sent home. Contact with parents by
telephone, written note or by conferences are used whenever there is a need. At some grade levels, parents can access Parent Portal. We strive
to communicate with parents in their native language. We attempt to conference with all parents at least one time per year. Mid trimester reports
will be sent home at least one time per year.
Updated 11/14/2013
25
3.
STAFF DEVELOPMENT
Please ensure that it identifies training for certificated and classified staff regarding appropriate strategies and techniques to help
increase academic learning of all students including limited English proficient students, Migrant students, and economically
disadvantaged student. Additionally, the staff development plan must identify specific training for teachers in parental involvement
strategies. Describe how professional development is ongoing and sustained, with appropriate planning time and resources needed to
support successful implementation.
Our building school improvement goals are all aimed at increasing the academic achievement of Hawthorne students. Staff development for
each goal is included. A schedule is developed to insure that the training that we have listed in our goals is provided. Staff members who
attend workshops are asked to share information with the staff. We will be continuing Learning Walks and meeting in SIP committees to look
at instruction and test results this year with the goal of improving student learning.
One of our goals is to provide further training in the Math Connects curriculum. We will also be involved in additional training for RTI. In the
summer of 2013, Hawthorne sent staff members to the University of Oregon to attend the National Direct Instruction Conference. This year we
will have a trainers in our building to provide ongoing training on Reading Mastery and Corrective Reading for the paraeducators, special
education and reading teachers. Paraeducators receive training and support on using the direct instruction curriculum. RTI training will be
focused on making instructional decisions based on test data and implementing the changes needed to insure student progress toward grade
level expectations.
We will be involved in training to implement our parent involvement plan that incorporates the Action Team Partnership model from the
National Network of Partnership schools. This plan will be designed to help us attain our School Improvement Plan goals of student success.
This will be provided by Sarah Del Toro.
Trainings in 2012 – 2013 School Year
 Safety training in August
 Training of paraeducators throughout year
 Training of Reading Specialists
 GLAD R and R trainings at district and building level
 Step Up to Writing training for all staff at Kennewick School District Focus on Instruction
 Training of staff members for ATP implementation
 STC Science Kit staff trainings for all new science kits
 Love and Logic parent trainings
 Karen Beamon training for Dual Language staff to develop ELL bridging strategies
 National Network of Partnership Schools training
 Action Team for Partnerships training
Updated 11/14/2013
26
Trainings in 2012 – 2013 School Year
 Safety training
 Training at National Direct Instruction Conference at University of Oregon
 Kennewick School District Focus on Instruction training
 ERI Teach Like a Champion training for staff members
 ERI training of classroom teachers (pacing, engagement strategies), paraeducators (pacing, engagement strategies) and Reading
Specialists (coaching, data meeting focus)
 GLAD refreshers in house taught by our school trainer
 Common Core instruction by district Reading and Math Specialists
 TPEP trainings to staff
 Research for Better Teaching training for administrators
 Love and Logic parent trainings
 Parent University parent training provided by district
 Karen Beamon training for Dual Language and 3 general education teachers to develop ELL bridging strategies
4.
PARENT, FAMILY AND COMMUNITY PARTICIPATION
Please describe the strategies and activities planned to enhance home-school partnerships and improve student learning.
Describe the process to communicate with parents of students who have not met the standards. Briefly describe the process used
to develop and implement the Parent/Student/Teacher Compact. Attach a copy of the Parent Compact in an understandable
format, as appropriate, in other languages.
At Hawthorne we recognize the importance of a strong home-school partnership. Over 95% of our parents attend Parent – Teacher
conferences, Open House and evening programs. Teachers make it a priority to communicate with parents about their child’s progress
and pertinent issues. We attempt to communicate with parents in their primary language; however, locating proficient translators for
languages other than Spanish is an ongoing challenge. All written notices are printed in both English and Spanish. Teachers
communicate with parents at conferences and by telephone regarding student progress toward meeting standards. We also use the
Parent Portal, email and our school Web site. In all events at school, our focus is to target ways parents can become involved in their
child’s education.
The Hawthorne PTO has made changes to make it easier for parents to participate in activities. We are involving PTO and parents in
math and reading nights. Dual Language parent information nights are held to help parents understand that program.
Our school counselor works with parents to assure student success. Love and Logic parenting classes are held each year. In our Dual
Language program, a home – school liaison works with parents whose children are enrolled in the program to help them understand what
is necessary to help their child succeed. A Cinco De Mayo celebration which would include students and a meal has been discussed.
Updated 11/14/2013
27
We will also be working with Sarah Del Toro to strengthen parent involvement through the Action Team Partnership process. As a team
we have set goals for the 2013-2014 school year that would strengthen parent involvement and community support.
These are other activities that are currently available to parents so that they can be involved in their child’s education:
Hawthorne Newsletter
Book Fair
Math Night
Field trips
Assemblies with children performing
Sneak Peeks (time to visit classrooms before school starts in Aug.)
Dual Language Parent Nights
Hispanic Academic Achievers Program
Parent/Teacher Conferences
Action Team Partnership
Jog-a-Thon
PTO
Choral Festival
City Wide Orchestra Festival
Reading at home programs (Book It, Book Bags)
Classroom volunteers
Reading Night
Field Day
Kindergarten Orientation
Open House
Love and Logic Parenting Classes
End of the Year 5th Grade Award Ceremony
We have community involvement from many groups. These include:
Wal-Mart
Wendy’s
Masonic Lodge
Family of Faith Church
Team Read
McDonald
Grinivations
DARE
Community food drive
Tri –Tech
National Network of Partnership Schools
Updated 11/14/2013
28
5.
COORDINATION/INTEGRATION
Under ESEA, schools and district must coordinate with other federal, state, local programs, and community agencies within the district
and community that provide services to children and families.
Identify how you will coordinate the program with other district and school improvement efforts. (LAP, Migrant, Bilingual, ECEAP,
IDEA, etc.)
Title 1 staff coordinates services in the following ways:

Hawthorne has a student assistance team (HATS) that meets regularly to discuss the needs of students having difficulty academically or with
behavior issues. This team includes staff from programs involved with these services in the building. A Title 1 teacher serves on that
committee. Students may be identified who qualify for services under IDEA and plans are developed. Team members include teachers from
Title 1, Dual Language/Bilingual program, District Reading, Special Education, classroom teachers and the counselor.

Refer parents of young children to ECEAP if appropriate

Attend Special Service MDT meetings for students being served in Title 1

Attend monthly Title 1 Reading Teacher meetings which provides information on other federal programs

Communicate with counselor, school nurse, resource room teacher, district reading teacher, and CDS regarding student needs

Communicate with the building principal regarding Title 1 programs and building needs.

Coordinate and follow up on students needing behavior therapy evaluations, referrals, and service

Test new students and review records with counselor and District Reading teacher to determine eligibility for services

Bilingual staff coordinates with Home Liaison to help families access community resources

Attend Wednesday grade level planning meetings

Serve as members of the building Site Council

Participate on building SIP Committees

Migrant funds for paraeducators to provide intervention in reading

SPED funds are used to provide specially designed instruction to students in Tier 3 intensive level

Basic Ed funds are used to provide all students with the highest quality instruction in a safe environment

Title I funds are used to provide instruction to the students in reading and math in Tier 2 and 3 intensive and strategic level

Title II funds are used to provide professional development to staff
Updated 11/14/2013
29
Describe how your program will coordinate transitions for preschool children into the elementary program.
Kindergarten teachers meet with parents prior to the first day of school to facilitate the transition to kindergarten.
Hawthorne promotes the District READY for Kindergarten program by sending home information in the home language and encouraging parents to
attend. Hawthorne also has an English and a Spanish ECEAP (Early Childhood Education Assistance Program).
Describe how your plan will support successful transition from elementary to middle school or middle school to high school.
Title 1 teachers will provide the roster of current fifth grade students receiving Title 1 services to the counselor. She will use this information during
the end of year transition meetings with middle school counselors. These meetings assure that support is continued for qualifying students.
As a way of introducing fifth graders to middle school, each middle school sends a representative to Hawthorne to meet with students who will be
attending their respective schools. The school day and programs are explained and students have an opportunity to ask questions. Students receiving
special services have an IEP meeting to determine the best program for them.
Describe coordination with other community programs or agencies.
Team Read volunteers work with students at Hawthorne to improve reading skills. The reading teachers work with the project coordinator to
identify students needing services.
Masonic Lodge provides bikes to give for incentive reading twice a year
McDonald’s has provided product coupons for students
Pizza Hut – Book It Reading Program
Mid-Columbia Library Summer Reading Program
Mid-Columbia Reading Foundation
KNDU Coats for Kids Program KEHS Leadership – November Food Drive
YMCA- before and after school childcare programs
Kiwanis – provided free books to students along with classroom supplies
Safety Program (PUD)- provides information on electrical safety
DARE – 5th Grade students
Grinovations- whole school dental program
Student Teachers from WSU Eastern Washington University, and Central Washington University
Reading Practicum students form WSU
City of Kennewick Police and Fire Department
Benton-Franklin County Health Department – Health screenings
Hispanic Academic Achievers Programs
Kennewick Masonic Lodge – donated new bikes for reading accomplishments
Updated 11/14/2013
30
Hawthorne Elementary Schoolwide Title I Program Implementation
Proposal Accepted for the 2012-2013 School Year
The Kennewick School District has determined that Hawthorne Elementary has met all requirements to become a Title I School-wide
program in the 2012-2013 school year. The Hawthorne School Improvement Plan includes all components of a school-wide Title I plan.
Hawthorne Elementary School-wide Planning Process/Requirements/Evidence
Title I Free and Reduced Population at Least 40%
 Hawthorne’s Free and Reduce student population is at 74.8
Component 1: Comprehensive Needs Assessment
 A comprehensive overview of all aspects of instruction at Hawthorne Elementary has been a vital part of the development of
Hawthorne’s School Improvement Plans since 2001-2002. We continue to determine how to ensure that the lowest performing
students receive the necessary assistance to meet their needs by determining our strengths and challenges based on data and research.
 All goals, strategies, benchmarks, and evaluation processes have been created based on data and research by subject specific “Goal
Committees” with membership from all grade levels. These committees then report to the entire school for feedback, further
development and adherence to plan through building wide consensus.
Component 2: School Improvement Plan Process
 Hawthorne’s SIP Goals reflect our commitment to redesigning the total educational program using research to improve the
achievement of lowest-performing students.
 Our SIP includes reform strategies that have been identified through research to be best practices and highly effective.
 All core academic programs have been adopted and implemented based on scientifically based research.
Component 3: All instruction at Hawthorne Elementary is provided by highly qualified teachers.
Component 4: All ongoing professional development provided for teacher, principal, and paraeducators are of the highest quality and are
embedded throughout the school year and in the summer months.
 Direct Instruction training through Educational Resources Institutes has been utilized by all staff.
 16 staff members will attend the Direct Instruction Conference in Eugene, OR in the summer of 2012.
 Proposals for professional development funding for the 2012-2013 school year for ongoing instructional training in Imagine It!,
Hawthorne’s core reading program to improve effectiveness for students impacted by poverty in Tier 1 and 2 as well as Tier 3.
 Paraeducators receive ongoing training in delivery of direct instruction programs.
 Step Up to Writing training will continue to be an area for professional development as new teachers are added to Hawthorne’s staff.
Updated 11/14/2013
31
Component 5: High quality staff members are attracted to the Kennewick School District and Hawthorne elementary.
 68 highly qualified applicants for an open position at Hawthorne is one indicator of the attraction a results oriented school can
possess.
Component 6: An Action Team for Partnerships Created in the 2011-2012
 During the school year, Hawthorne became a member of the National Network for Partnership Schools to ensure Hawthorne is
creating effective opportunities for parent and community involvement.
 Goals have been developed from our SIP which will be enhanced to include all levels of parent involvement.
Component 7: The Kennewick School District has become nationally known for the Ready for Kindergarten program which address the
transition of preschoolers from early childhood to local elementary school programs.
 Hawthorne utilizes the development of pre-k skills to inform parents of learning targets necessary for kindergarten and actively
advertises the Ready for Kindergarten program.
Component 8: A Site-Based Charter Adopted in the 2011-2012 School Year
 Representation from all key stakeholders in the school community are involved in the Site Council in order to direct efforts towards
upgrading the entire educational program and improve achievement of all students.
Component 9, 10: The RTI process has been implemented at grades 1-5 since 2008.
 Throughout the development of the school-wide system to meet needs, all resources have been fully utilized.
 Multiple data sources have been disseminated and compared including progress monitoring systems, MSP and MAP assessments to
ensure all students are progressing.
 Researched best practices have been utilized to ensure the lowest performing students are achieving at high levels.
 Hawthorne Coordinates all resources and funding to provide a quality education to all of our students.
Updated 11/14/2013
32
COORDINATION OF FEDERAL, STATE AND LOCAL
SERVICES 2013-14
Hawthorne:
Program
Amount
Basic Ed. -01
$2,384,731
Title 1 Part A - 51
$213,510
How the intent and purposes of the program will be
met.
Supports certified and classified staff in this schoolwide building’s activities and curriculum. Teachers
differentiate instruction to meet the needs of their
students.
Funds used to support the supplemental support in
reading and math for students grades K-5. This
includes reading specialist and educational assistants in
primary classrooms and with additional small groups
for students who need additional support. Funds are
also used for PD, parent involvement, and extended day
programs.
Updated 11/14/2013
33
Updated 11/14/2013
34
Lincoln Elementary
School Improvement Plan
2013-2014
Updated 11/7/2013
School: Lincoln Elementary School Year: 2013-2014
SCHOOL INFORMATION
1.
Provide a brief description of your school, unique programs and community. Include total enrollment and demographics (number and
percentage of low income, bilingual, and migrant students.
Lincoln Elementary consists of general education classes along with two autism classrooms. As of October 15, 2013, Lincoln Elementary had
635 students enrolled in grades K-5. This number includes 41% minority students, 53% low income students, and 16 % English language
learners.
Within the next year, our goal is to continue transforming Lincoln into a higher-achieving school in which teachers integrate technology to
improve student learning. Our continuing goals include writing, math, and customer focus, with new goals focusing on reading and science.
Currently Lincoln Elementary is in its sixth year of Open Court Imagine It! implementation. This series is very compatible with CORE reading
information. Lincoln dedicates two uninterrupted hours per day to reading instruction. The building reading program is also supported by
additional interventions for at-risk readers. These interventions include the district reading program, additional paraeducator time, resource
room, and a recess reading program.
Lincoln is in its fourth year of implementing Math Connects in grades K-5. We expect this challenging curriculum to have a positive effect on
our Measure of Academic Performance and MSP test scores.
The school climate will support students at all educational levels both socially and academically. The Lincoln staff has been trained and is using
Love and Logic as a means of discipline and encouragement. Lincoln educators are also working on character development using Character
Counts, focusing on one character trait each month. In addition to meeting current state and district assessment standards, Lincoln has set
specific student achievement goals. It is our intent that 90% of all students will achieve the established Kennewick School District MAP scores
for reading and math. The Lincoln staff believes these goals will also apply to the MSP, grades 3-5.
2.
Summarize the results of the following:
a. Staff Surveys Using the current results from the Harris Survey, the overall satisfaction of the staff was rated at 9.2 out of 9.3. Student and
parent results were equally impressive.
b. Family and Community Involvement: Using Parent Surveys, and other parental input, what needs have been identified? (Title
I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP) Using information from surveys, improved
communication with our customers will be a goal for Lincoln Elementary.
Updated 11/7/2013
3.
Insert the summaries for your school for State AMO’s(Annual Measurable Objectives), Functional Level, DRA, Reading
Assessments, MSP Trend, and ITBS Trend and describe the results for subgroups – Hispanic, Low Income, Limited English, and
Special Education. (Summarize the strengths and weaknesses of your current program based on building data).
Strengths:







Our staff teaches building wide curricula in reading, math, science, and writing, as they are intended to be taught.
We teach the standards on which students are assessed (EALRs/GLEs, MSP, Common Core State Standards)
Our staff works as a cohesive unit with monthly curriculum team planning, along with weekly team planning.
All curriculum taught is research based.
Our staff holds themselves personally accountable for all students to succeed.
Our staff focuses on the purpose of educating students and follows the practices of highly achieving schools.
Our staff has worked hard to teach all children, which has nearly eliminated the achievement gap between low-income and higher-income
students.
Weaknesses:




Lincoln needs to continue to focus on teaching the adopted curriculums to the fullest extent.
Lincoln struggles to find time in the day to remediate 4-5 grade students reading below grade level.
Lincoln struggles to find time for math interventions for at-risk students.
Providing effective interventions and accomodations for special needs students in both the general education and lifeskills/autism
classroom is becoming more difficult due to the number of students who need these accomodations.
 Providing effective interventions and accomodations for ESL students in the general education is becoming more difficult due to the
number of students who need these accomodations.
 The Lincoln staff uses technology to the fullest extent. Maintaining the equipment and the technological skills of the staff, remains a
concern.
4.
Professional Development: What needs have been identified for professional development for certificated and classified staff that
will be addressed in this plan? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
 Continued training in the Imagine It! reading series
 Continued training in the Math Connects curriculum
 Continued training in Response to Intervention
 Continued training in the online Accelerated Reading program
 Continued training in Step Up to Writing and writing in science
 Continue training new staff members in all curriculum areas including GLAD
 Continue to examine the science MSP and determine a school-wide strategy to adequately prepare fifth-grade students for the test.
Updated 11/7/2013
 One staff meeting per month will be dedicated to a staff development topic as identified by staff. Current topics include identifying
effective teaching pracitices using PERR, Connected Math, Common Core State Standard assessment strategies, using Accelerated
Reading to enhance reading skills, and strategies to teach ESL students and children on the autism spectrum.
5.
Curriculum and Instruction: What needs have been identified and will be addressed in this plan?
Needs identified:
 To improve our assessment scores in all areas
 To improve teacher effectiveness in the classroom
 To improve consistent teacher assessments (STAR, DIBELS, Morrison-McCall, etc.) throughout the school
6.
Clarify Needs and Research Proven Effective Strategies: Describe how the team and staff investigated and selected the solutions.
Include a description of how staff studied best practices and research, visited or contacted successful schools and programs, received
input from the staff and parents as the plan was developed, and matched the solutions to priority needs.
The solutions to our challenges are within our staff. The first need is to continue to implement and instruct our students using the Open Court
Imagine It! reading series. We have proven results in reading success from our MSP and MAP scores using this program. We will continue
to improve our reading instruction by implementing MSP stem questions that relate to Imagine It! stories at all grade levels.
The second need is to continue to improve math instruction. We are in the fourth year of implementation of the Math Connects curriculum (a
nationally researched program). We realize the need to use the curriculum to its fullest extent to utilize all of its strengths. The third need is
to continue to implement our Step-Up to Writing curriculum on a school-wide basis, with a focus of adding strategies to improve 4th and 5th
grade writing especially in the area of science.
Our final goal is to educate the staff on the expectations of the fifth grade science MSP and work together to prepare students for this test.
We will continue to work on improving teachers' instruction based on the Danielson Framework and purpose, engagement, rigor, and results
(PERR).
In addition to the above, GLAD will be used in classrooms across all curriculum areas. Staff will be offered coaching and staff development
training. Teachers will be given the opportunity to attend refresher trainings.
Response to Intervention (RTI) for reading has been researched and implemented within our building. Reading Mastery, Corrective Reading,
and Language for Learning have been selected as our primary reading intervention tools. We continue to investigate other intervention
strategies that will assist our strategic and intensive level readers in making no less than one year’s growth in one school year.
Lincoln will be investigating the creation of an “Action Team for Partnership” during the 2013-14 school year to enhance the connection
between home and school.
Daily lesson plans and implementation will be based upon the ideas/strategies of KSD Instructional/Danielson Framework.
Updated 11/7/2013
STUDENT ACHIEVEMENT DATA
Lincoln Elementary
DEVELOPMENTAL READING ASSESSMENT AND MEASURES OF ACADEMIC PROGRESS READING
Grade
Assessment
2008
K
1
2
3
4
5
Kindergarten Assessment
DRA/*Primary MAP Testing
MAP Testing
MAP Testing
MAP Testing
MAP Testing
Spring Percent Meeting
Standard
2009
2010
2011
97
89
74
76
69
65
97
87
65
80
72
75
2008
2009
x
x
80
79
73
x
x
73
78
79
92
83
67
87
72
67
94
87
75
79
76
68
2012
2013
96
*62
70
86
86
79
91
*37
59
90
79
80
2012
2013
64
66
72
70
77
53
60
90
72
71
Standard for MAP Testing is the 50th percentile and above
MEASURES OF ACADEMIC PROGRESS MATHEMATICS
Grade
1
2
3
4
5
Assessment
Primary MAP Testing
MAP Testing
MAP Testing
MAP Testing
MAP Testing
Spring Percent Meeting Standard
2010
2011
x
x
79
72
68
x
x
72
67
66
Standard for MAP Testing is the 50th percentile and above
WASHINGTON ASSESSMENT OF STUDENT LEARNING/ * MEASUREMENTS OF STUDENT PROGRESS
Grade
3
3
4
4
4
5
5
5
Assessment
Reading
Mathematics
Reading
Writing
Mathematics
Reading
Mathematics
Science
Spring Percent Meeting Standard
*2010
*2011
2008
2009
*2012
*2013
88
81
86
82
73
83
71
60
88
73
80
82
80
91
79
76
87
71
79
70
52
82
53
62
85
70
80
83
65
83
62
80
77
67
86
64
61
74
46
79
87
76
88
74
65
76
66
82
2008
2009
2010
2011
2012
2013
x
x
x
x
Standard for the MSP is 400 points for Reading, Math, & Science and 9 points for Writing
Did your school meet AMO’s?
Yes
No (If NO, what categories?)
No
No
Math
Reading
& Math
Updated 11/7/2013
2012-1
13 MSP/HSPE
E Results Linco
oln
Grade Level
Read
ding
Math
3rd Gra
ade
86.6%
76
6.3%
4th Grade
87.9%
64
4.8%
5th Grade
76.1%
65
5.9%
Student Dem
mographics
Writing
Science
73.6%
%
81.8%
Enrollment
October 2012 Sttudent Count
617
May 2013 Stude
ent Count
619
Gender (Octob
ber 2012)
Male
327
53
3.0%
Female
290
47
7.0%
Race/Ethnicity
y (October 2012))
American Indian
n/Alaskan Native
3
0
0.5%
21
3
3.4%
4
0
0.6%
Asian/Pacific Isla
ander
25
4
4.1%
Black / African American
A
10
1
1.6%
Hispanic / Latino
o of any race(s)
110
17
7.8%
White
453
73
3.4%
16
2
2.6%
Free or Reduced-P
Price Meals (May 2013
3)
341
5
55.1%
Special Education (May 2013)
100
16.2%
Transitional Bilingu
ual (May 2013)
90
14.5%
Migrant (May 2013
3)
38
6.1%
Section 504 (May 2013)
2
0.3%
Foster Care (May 2013)
2
1
0.2%
7
0.0%
Asian
Native Hawaiian
n / Other Pacific Isla
ander
Two or More Rac
ces
Special Progra
ams
Other Informa
ation (more info)
Unexcused Absence Rate
R
(2012-13)
Teacher Info
ormation (20 12-13) (more info)
Classroom Teachers
Average Years of Teacher Experience
Teachers with at leas
st a Master's Degree
Total number of teach
hers who teach core acad
demic classes
28
12.6
7
75.0%
1
% of teachers teachin
ng with an emergency ceertificate
0.0%
% of teachers teachin
ng with a conditional certtificate
0.0%
Total number of core academic classes
1
ESEA Highly Qualified
d Teacher Information
% of classes taught by
b teachers meeting ESEA
A highly qualified (HQ) d
definition
% of classes taught by
b teachers who do not m
meet ESEA HQ definition
10
00.0%
0.0%
% of classes in high poverty
p
schools taught byy teachers who meet ESEA HQ definition
N/A
% of classes in high poverty
p
schools taught byy teachers who do not m
meet ESEA HQ def
N/A
% of classes in low po
overty schools taught byy teachers who meet ESE
EA HQ definition
N/A
% of classes in low po
overty schools taught byy teachers who do not me
eet ESEA HQ def
N/A
2013
Updated 11/7/2
School Improvement Plan 2013-2014
School: Lincoln Elementary
District Strategic Plan Goal:
Related Building Goal:
90% of all third graders will read at or above grade level by the end of their third grade year.
90% of all students will be reading at or above grade level based on established district and state criteria as measured by the kindergarten
assessment, DRA, MAP and MSP.
Rationale for Goal:
The need for literate individuals is essential for academic success in secondary education and beyond.
STRATEGY/ACTION
(Maintenance)
PROFESSIONAL DEVELOPMENT
(Communication Plan)
ASSESSMENT &
EVALUATION
TIMELINE
Continue uninterrupted twohour reading block of direct
reading instruction.
1) Continue training new staff on Imagine It! Reading.
2) Continue monthly RTI meetings.
3) Continue providing training opportunities in the use of
GLAD strategies.
MAP and MSP test results
Primary MAP
Kindergarten Assessment
2013-2014 school
year
Continue interventions for
below grade-level readers
beyond the two-hour
reading block.
Use assessment results to identify students in need, and
identify their specific deficiencies.
Continue implementation of Recess Reading program
using community volunteers, parents, and peers.
2013-2014 school
year
Continue to implement and
improve PERR in reading
instruction.
Provide opportunities for teachers to observe each other.
Use some Wednesdays, along with curriculum meetings
for PERR development.
Provide opportunities for GLAD training and
observations of implementation of GLAD strategies.
MAP and MSP test results
Primary MAP
Kindergarten Assessment
STAR Reading
STAR Early Lit
DIBELS
MAP and MSP test results
DRA
Kindergarten Assessment
STAR Reading
Dibels
Continue A.R. school-wide
at- home reading program.
Continue incentive program for each grade level to
accompany school-wide reading rewards.
Provide in-service training in expanded use of the online
Accelerated Reader.
Use of online Accelerated
Reader program.
2013-2014school
year
2013-2014 school
year
PERSON
RESPONSIBLE
Doug Campbell
Kelly Scherbarth
Janelle Phillips
Angie Clark
Jackie Moore
Cori Kelly
Cathy
Denise Hogg
Angie Clark
Barb Debban
Doug Campbell
Angie Clark
Jackie Moore
Kelly Scherbarth
Doug Campbell
Janelle Phillips
Doug Campbell
Tina Brewer
Alyssa Davis
Updated 11/7/2013
Continue Library support of
school reading programs.
STRATEGY/ACTION
(Maintenance)
Continue MSP-type writing
prompts and scoring rubrics
at each grade level for
Imagine It! reading
curriculum.
Maintain a standards-based library curriculum.
Motivate students reading through library collection
development.
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
Grade levels will meet to develop a set of prompts to be
used at each grade level, and develop scoring rubrics for
each prompt for Imagine It!
Library circulation software
ASSESSMENT &
EVALUATION
2013-2014 school
year
TIMELINE
Carol Miller
PERSON
RESPONSIBLE
MSP scores, classroom
assessments
2013-2014 school
year
Doug Campbell
Grade Level Staff
Continue a Response to
Intervention Program for
reading in all grades, K-5.
Provide RTI in depth training. Use assessment results
(DIBELS) to identify students and place in Intensive,
Strategic or Benchmark categories. Identify their specific
deficiencies and provide the appropriate interventions.
MAP and MSP test results
Primary MAP
Kindergarten Assessment
STAR Reading
STAR Early Lit
DIBELS
Site Words
2013-2014 school
year
Doug Campbell
Angie Clark
Jackie Moore
Kelly Scherbarth
Update school wide
understanding of reading
genres using AR levels by
increasing the Honors List
to include all genres
Update grade level Honors Reader Lists
Increased number of Honors
Readers at each grade level
2013-2014 school
year
Carol Miller
Grade Level staff
2013-2014 school
year
Carol Miller
Grade Level staff
2013-2014 school
year
Doug Campbell
Angie Clark
Jackie Moore
Kelly Scherbarth
Continue to identify more
books in each genre using
reading levels as guidelines.
Continue the
implementation of a Walk to
Read program in grades 2-5.
Provide RTI in depth training. Use assessment results
(DIBLES) to identify students and place in Intensive,
Strategic or Benchmark categories. Identify their specific
deficiencies and provide the appropriate interventions.
MAP and MSP test results
Primary MAP
Kindergarten Assessment
STAR Reading
STAR Early Lit
DIBELS
Updated 11/7/2013
STRATEGY/ACTION
(New)
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
Develop Discussion
Standards (K-5) for
Listening and Speaking
Invite Liz Dale to come back and explain in more detail
the Common Core Discussion Standards in more detail
and provide guidelines
MAP and MSP test results
Primary MAP
Classroom assessments
2013-2014 school
year
Doug Campbell
Angie Clark
Jackie Moore
Kelly Scherbarth
Liz Dale
ELL Specialists
GLAD Trainers
Karen Beeman
Denise Hogg
ELL Specialists
GLAD Trainers
Karen Beeman
Denise Hogg
Doug Campbell
Develop an awareness of
ELD standards and how to
use them in team planning
Provide handouts, overviews, strategies to staff on best
practices to incorporate ELD standards
MAP and MSP test results
Primary MAP
Classroom assessments
2013-2014 school
year
Use ELD Standards to build
academic skills for all
students
Look at standards by grade level
Build lists and strategies to teach academic
language/vocabulary development and share with all staff
including specialists
Continue to provide training opportunities in the use of
GLAD Strategies (Monthly)
Grade levels indicate specific needs and work with
GLAD trainers to develop themes and units including
questioning and high level thinking strategies
MAP and MSP test results
Primary MAP
Classroom assessments
2013-2014 school
year
Implement a LAP Reading
Program Grades K-5
Provide staff training on rules and regulations of the
program. Analyze assessment results and rank order to
identify students who may need additional support in
reading. Identify specific areas that need support and
provide appropriate interventions.
MAP and MSP test results
Primary MAP
Kindergarten assessment
STAR Early Lit
DIBELS
Sight Word Lists
Classroom assessments
Imagine It! Early Intervention
2013-2014 school
year
Doug Campbell
Jackie Moore
Erin Menke
Sara Morgan
Christi Sorbel
Implement Common Core
State Standards in Reading
and Writing
Develop an awareness of Common Core State Standards
at individual grade levels and begin to implement
Develop materials and strategies to teach the standards
- Vocabulary
- Academic Language
MAP and MSP test results
Primary MAP
Classroom assessments
2013-2014 school
year
All Staff
Updated 11/7/2013
School: Lincoln Elementary School Year: 2013-2014
District Strategic Plan Goal:
75% of students who are below grade level in reading and math are caught up within three years.
Related Building Goal:
Increase math scores of all students. 90% of 3rd, 4th, and 5th grade students will meet the district MSP and MAP standards.
Rationale for Goal:
Give students the mathematic skills necessary to succeed in secondary education and beyond.
STRATEGY/ACTION
(Maintenance)
PROFESSIONAL DEVELOPMENT
(Communication Plan)
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
Continue implementation of
Math Connects curriculum.
Grade level meetings will discuss strategies and share
learnings from group members. Continue to coordinate
math lessons and pacing within grade level teams.
MAP and MSP math test
scores, Math Connects
program Assessments
2013-2014 school
year
Doug Campbell
Grade level staff
Develop problem solving
component to accompany
Math Connects using Model
Math
Use problem solving curricula, including Accelerated
Math extended responses.
Math MSP scores
2013-2014 school
year
Doug Campbell
Grade level staff
Continue to strengthen basic
math computational skills.
Develop and implement timed tests to assist students in
their speed and accuracy for basic math facts.
Curriculum Unit Tests
MAP Tests
MSP Tests
Primary MAP
2013 -2014 school
year
All grades
Continue to strengthen basic
math vocabulary
knowledge/skills.
Align grade level math Performance Expectations and
vocabulary with Math Connects curriculum. Develop a
monitoring template to track when each expectation was
introduced, assessed, and mastered.
Curriculum Unit Tests
MAP Tests
MSP Tests
Primary MAP
2013 -2014 school
year
All Staff
Implement use of
Accelerated Math as
intervention/ challenge
strategy.
Provide opportunities for teachers to learn how to use
AM more efficiently to aid struggling students, and
challenge the students to meet annual and/or catch-up
growth.
MAP and MSP test results
2013-2014 school
year
Doug Campbell
Lindsey Smith
Marla Brown
Updated 11/7/2013
STRATEGY/ACTION
(Maintenance)
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
Common Core State
Standards (CCSS)
Workshop (Math)
Provide staff with an overview of the new Common Core
State Standards CCSS for Math and English/Language
Arts. Provide printed copies and other ancillary
documents that staff will need.
Test scores MSP/MAP
Primary MAP
Classroom Assessments
2013-2014 school
year
Liz Dale
Kathy Fisk
Doug Campbell
Continue to implement new
KSD Math Power Standards
and Common Core State
Standards at all grade levels
Use district developed pacing guides to ensure power
standards and Common Core State Standards are being
taught and assessed.
Test scores MSP/MAP
Primary MAP
Classroom Assessments
2013-2014 school
year
Doug Campbell
Grade level staff
Continue to implement
Mastering Math Facts
(Rocket Math) program at
Grade Levels 3-5.
Provide staff with overview and training for Mastering of
Math Facts program during August Staff Development
Days. Implement program grades 3-5
Mastering Math Facts
program assessments
Test scores MSP/MAP
Classroom Assessments
2013-2014 school
year
Doug Campbell
Alyssa Nesbitt
Singapore Model Math
Provide staff members with step by step
directions/instructions for model drawing
Rubrics for Model Math
Test scores MSP/MAP
Classroom assessments
2013-2014 school
year
Doug Campbell
Alyssa Nesbitt
Michele Earley
Singapore Model Math
Provide ongoing training for primary and intermediate
grade levels with an emphasis on using consistent
progress steps and vocabulary building wide
2013-2014 school
year
Doug Campbell
Alyssa Nesbitt
Michele Earley
Updated 11/7/2013
School: Lincoln Elementary School Year: 2013-2014
District Strategic Plan Goal:
Maintain a district-wide customer focus
Related Building Goal:
Increase school to parent communication regarding student progress.
Rationale for Goal:
Identified as an area of focus on the Harris Survey
ASSESSMENT &
EVALUATION
STRATEGY/ACTION
(Maintenance)
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Student progress will be
communicated to parents.
Mid-trimester reports and report cards will be sent home
each trimester.
Teachers will promptly alert parents of declining progress
Response from parents
2013-2014 school
year
Doug Campbell
Communicate expectations/
curricula to all parents.
Curriculum Night
Math, Reading, and Science Nights
Newsletters
Open House
Classroom Web pages
Use of homework folders and planners
Honor Reader “Wall of Honor”
Grade Level AR Incentive Program
AR Certificates
Response from parents
Number of students/families
participating
2013-2014 school
year
Doug Campbell
Carol Miller
Naomi Rogers
Classroom Teachers
Communicate student
achievements.
Honor Roll Assembly (Grade 4-5)
Character Traits Bingo
Increase in number of students
on Honor Roll. Decrease in
number of discipline referrals
2013-2014 school
year
Doug Campbell
Barb Debban
Tina Brewer
Continue use of Parent
Portal as a means of
communication between the
classroom and home.
Re-train staff on use of Parent Portal and effective uses
for home/school communication.
Track use of Parent Portal
2013-2014 school
year
Tina Brewer
Alyssa Davis
Carol Miller
TIMELINE
PERSON
RESPONSIBLE
Updated 11/7/2013
School: Lincoln Elementary School Year: 2013-2014
District Strategic Plan Goal:
Our commitment is to the academic achievement of all students.
Related Building Goal:
Increase science MSP scores of 5th grade students by 10 percent on Spring Science MSP.
Rationale for Goal:
To develop writing skills to be able to effectively communicate responses in all MSP areas.
STRATEGY/ACTION
(Maintenance)
PROFESSIONAL DEVELOPMENT
(Communication Plan)
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
Continue to identify areas
within the STC kits to focus
on MSP type responses.
Continue to model MSP-type activities in all grade levels:
label drawings, writing materials list, interpreting data,
making conclusions, reinforcing vocabulary and concepts
and using higher level questioning stratigies.
Science MSP
2013-2014 school
year
Janelle Phillips
Sara Barnes
Doug Campbell
Grade Level Teams
Continue to implement
Science scope and sequence
All grade levels will identify the science inquiry piece of
Imagine It! and enhance science instruction through
reading.
Science MSP
2013-2014 school
year
Sara Barnes
Janelle Phillips
Doug Campbell
Grade Level Staff
Continue grade level
implementation of district
adopted Science curriculum
Grade levels will meet and discuss new curriculum
alignment with state standards.
Science MSP
2013-2014 school
year
Sara Barnes
Janelle Phillips
Doug Campbell
Grade Level Teams
Implement new district
adopted Science curricula.
Grade level meetings will discuss strategies and share
learnings from group members. Continue to coordinate
science lessons and pacing within grade level teams.
Science MSP
Science Journals
2013-2014 school
year
Sara Barnes
Janelle Phillips
Doug Campbell
Grade Level Teams
STRATEGY/ACTION
(New)
Plan family Science Night
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Choose date in March or April.
Identify participants, location of activities and collect
prizes.
ASSESSMENT &
EVALUATION
Attendance count of
participants
TIMELINE
2013-14 school
year
PERSON
RESPONSIBLE
Sara Barnes
Doug Campbell
Janelle Phillips
Grade level teams
ATP Parent Group
Updated 11/7/2013
School: Lincoln Elementary School Year: 2013-2014
District Strategic Plan Goal:
Our commitment is to the academic achievement of all students.
Related Building Goal:
Increase 4th grade MSP writing scores by 10 percent as measured by the MSP in the spring of 2014.
Rationale for Goal:
To develop writing skills to be able to effectively communicate responses in all MSP areas.
STRATEGY/ACTION
(Maintenance)
Continue new Step Up to
Writing curriculum.
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
Grade levels will meet to develop sets of writing prompts
and scoring rubrics to be used at each grade level.
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
Grade level rubrics
Writing prompts
2013 – 2014 school
year
Doug Campbell
Continue using a yearly
progressive grade level
writing scope and sequence
that is aligned with the
Common Core State
Standards, and includes Step
Up to Writing.
Use grade level nonnegotiable writing standards
K-5.
On-going staff development throughout the year.
District Professional Days
GLAD Trainings
ELD Trainings
MSP rubric
Building writing prompts
2013– 2014 school
year
Doug Campbell
Grade level teams
Grade level teams will identify writing standards for each
grade level.
Grade level rubrics
Writing prompts
2013 – 2014 school
year
Doug Campbell
Grade level teams
Administer grade level
writing prompts.
Meet with grade level teams to score writing prompts
using rubrics.
Evaluate writing at all grade levels.
Cross grade level discussions on identifying needs
K-5 grade level writing rubrics
2013– 2014 school
year
Doug Campbell
Tina Brewer
Grade level teams
Updated 11/7/2013
District Strategic Plan Goal:
Our first priority is the safety of Kennewick School District students and staff
Related Building Goal:
Increase from 74 percent to 90 percent the number of students who report they feel safe on the school bus
Related Building Goal:
Reduce the number of paraeducator injury claims on annual district safety report.
Rationale for Goal:
Lowest area indicated in the 2013 fifth grade Safety Survey
STRATEGY/ACTION
(New)
Communicate bus safety
rules/expectations to
students
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
During beginning of year grade level orientation, discuss
school bus safety rules and expectations, and identify
adults students can go to for help or with concerns
Students and bus drivers will be encouraged to report
concerns to the school. Staff members will periodically
check-in with bus drivers to discuss student safety and
behavior on the bus.
Communicate bus safety
rules/expectations to parents
Beginning of year meet with
transportation supervisor
and bus drivers concerning
new a.m. and p.m. loading
and unloading procedures at
Lincoln/Fruitland
Implement new a.m. and
p.m. loading and unloading
procedures at
Lincoln/Fruitland
School Newsletter
School Website
Student/Parent Handbook
Transportation Informational Flyer
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
Building grade level
orientation
Fifth Grade Safety Survey
Building Grade Level Safety
Survey
2013-2014 school
year
Doug Campbell
Barb Debban
Lincoln Bus Drivers
Lincoln Staff
Fifth Grade Safety Survey
Building Grade Level Safety
Survey
2013-2014 school
year
Doug Campbell
Barb Debban
Carol Short
Fifth Grade Safety Survey
Building Grade Level Safety
Survey
2013-2014 school
year
Doug Campbell
Barb Debban
Ethan Schwebke
Lincoln Bus Drivers
Fifth Grade Safety Survey
Building Grade Level Safety
Survey
2013-2014 school
year
Doug Campbell
Barb Debban
Ethan Schwebke
Lincoln Bus Drivers
Updated 11/7/2013
STRATEGY/ACTION
(Maintenance)
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
Monthly Autism
Paraeducator Meetings to
include Safety Component
TIMELINE
PERSON
RESPONSIBLE
Fifth Grade Safety Survey
Building Grade Level Safety
Survey
2013-2014 school
year
Doug Campbell
Barb Debban
Playground Supervisors
Fifth Grade Safety Survey
Building Grade Level Safety
Survey
2013-2014 school
year
Doug Campbell
Barb Debban
Administer grade level surveys in fall to identify areas of
concern. Develop building intervention(s) to address
concerns. Implement intervention(s) Administer grade
level surveys to assess effectiveness of intervention(s).
Fifth Grade Safety Survey
Building Safety Survey
2013-2014 school
year
Doug Campbell
Barb Debban
Monthly paraeducator meetings with teachers will
contain a safety component focused on a specific area of
safety as it relates to the Autism classroom.
Reduced number of
paraeducator claims on the
District Safety Report
2013-2014 school
year
Doug Campbell
Naomi Rogers
Jessica Bouscher
During grade level
playground orientation,
identify adults on
playground students can go
to for help or with concerns.
Incorporate emphasis on
Trustworthy People into
counselor’s Pillars of
Character Development
Curriculum
Develop grade level safety
surveys for grades 3-5
ASSESSMENT &
EVALUATION
Updated 11/7/2013
School: Lincoln Elementary School Year: 2013-2014
FAMILY AND COMMUNITY INVOLVEMENT
Our PTO is involved in assisting with programs and promoting parent involvement both in the classrooms and for special events such as book fairs, fundraising activities,
assemblies, picture day, school carnival, and math night.
The following are the top five priorities that the PTO offer:
1. Provide support for teachers through funds for crafts or supplies, class volunteers, parent education, etc.
2. Provide staff appreciation (teacher appreciation week, supply funds, etc.)
3. Sponsor school events such as AR reading prizes, school plays, treats for chorus and orchestra, field trips, etc.
4. Supply funds for supplemental classroom materials such as magazine subscriptions like National Geographic and Time For Kids.
5. Sponsor enrichment programs such as special presentations, guest speakers that enhance curriculum, art enrichment, character education, and featured authors.
1) Open House
2) Curriculum Night
3) Recess Reading Program
4) Reading Incentive Program (Reading Store)
5) Math Night
6) Reading Night
7) Student MAP score bar charts communicated to parents grades 3-5
8) Pending at-home reading program
9) Parent-Teacher conferences
10) School Carnival
11) Active parent/teacher organization (LEAP)
12) Reader Board
13) School/Classroom volunteers
14) New Student Ice Cream Social
15) Love & Logic Parenting Classes
16) Newsletter
17) Musical performance
18) Lincoln Web Page
19) Literacy Connection author visit
20) Mileage Club
21) Book Fair
22) LEAP Movie Nights
23) Jog-a-thon
24) Character Trait Bingo
25) Communication with Spanish speaking parents—bilingual para-ed
26) Box Tops for Education
27) Science Night
In addition to the above, Lincoln will be investigating the creation of an “Action Team for Partnership” during the 2013-14 school year.
Updated 11/7/2013
We have evidence based on staff surveys and our own monitoring, as well as on required district practices that our school operates on the following
characteristics of high performing schools:
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Clear and Shared Focus
High Standards and Expectations
Effective School Leadership
High Levels of Communication and Collaboration
Alignment of Curriculum, Instruction, and Assessment with Standards
Frequent Monitoring of Teaching and Learning
Focused Professional Development
Supportive Learning Environment
High Levels of Parent and Community Involvement
Use of the instructional elements of purpose, engagement, rigor, and results
School: Lincoln Elementary School Year: 2013-2014
TO BE COMPLETED BY TITLE I/LAP SCHOOLS ONLY:
1.
STUDENT SELECTION: Targeted Assistance Schools only
Describe the specific process (criteria and timelines) that you will use to identify eligible children in greatest need for Title 1 or LAP services.
Teacher recommendations, performance and screening tests have been used in the past. A school may continue this process using the composite
sheet or creating a new composite to rank order students. The process must use multiple criteria and identify and serve those students with the
greatest academic needs.
Lincoln will use multiple assessment tools to identify and serve those students with greatest academic need. (See Question #2)
All students at Lincoln Elementary will be screened three times a year using the DIBELS benchmark assessment. This year we will be utilizing
DIBELS Next which includes the DAZE comprehension test. These will be administered in August/September, January, and May. All new students
will be tested and placed on the continuum if their scores indicate need. Lincoln uses a rank order to identify students eligible for LAP services. The
rank order uses a variety of assessment data. LAP Students are identified and served using this rank order list. We have developed a testing process
that will assure that students are correctly identified for services. Students will be placed on the composite using the measures identified below. We
will use the other measures to help us further identify appropriate services for each student.
Grade K Reading
Grade 1 Reading
Grade 2 Reading
Grades 3-5 Reading

Kinder Assessment
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DIBELS Next Benchmark
Assessment
DIBELS Next Benchmark
Assessment
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DIBELS Next Benchmark
Assessment
DIBELS Next Benchmark
Assessment

MAP

MAP

MAP
Updated 11/7/2013
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2.
The resulting scores will be rank-ordered and those in greatest need will be selected to work with LAP funded personnel.
MONITORING AND EVALUATION OF STUDENT PROGRESS
Describe the assessments the school will use to monitor student academic progress during the school year. In addition to the MSP, include any
locally developed and selected assessments.
Lincoln Elementary staff use a variety of assessments to monitor student progress and help focus instruction. Formal assessments include the
KSD Kindergarten Assessment, WELPA, MAP, DIBELS Next, and various curriculum assessment tools. A writing assessment plan will also be
followed at each grade level.
Students who have difficulty mastering skills and meeting standards are identified by rank order. Classroom teachers and reading specialists
meet monthly to place students into Strategic and Intensive intervention groups. Students are assessed continually to monitor progress and regroup if necessary. Benchmark students are monitored three times a year with DIBELS Next and MAP testing.
Students continuing to have difficulties after implementing RTI interventions/strategies are first discussed at grade level data meetings and then
can be referred to the Student Teacher Assistance Referral Team (START) by the classroom teacher. The team brainstorms ideas and makes
recommendations for further assessments, medical follow-up, and/or strategies to help struggling students. In addition, those students scoring in
the “intensive” on the DIBELS will be monitored once a month using the progress monitoring tests in the DIBELS.
Describe how the school will identify students experiencing difficulty mastering skills and meeting standards and the specific support provided.
We have implemented the 3 tier reading intervention strategy as described in the Washington K-12 Reading Model. All students including
bilingual/migrant students will qualify for services using the measures described in section 1 and their placement on the LAP composite. Some
will receive small group instruction with support provided by bilingual funded paraeducator or other intervention staff. All students will receive
instruction in the “Imagine It” curriculum. In addition, LAP students will be placed in small, flexible instructional groups. Since we cannot meet
the needs of all students who place in the strategic and intensive tiers and qualify for LAP instruction with only LAP funded staff, some students
will receive comparable services provided by the Special Education Teacher, District Reading Teacher or building funded paraeducators who are
trained and supervised to provide this instruction. This will allow us to provide needed reading help to more qualified students. Students will be
monitored using the curriculum based assessments and the progress monitoring section of the DIBELS. Student progress will be assessed
frequently and grade level teams will meet monthly to discuss student progress and make changes necessary in placement or curriculum.
Decisions will be made using testing data. Student placement in groups, skills taught and time in intervention may change when data is
reviewed. Students who meet benchmark or are close to benchmark will be excited from the program.
Updated 11/7/2013
Describe how student assessment and progress results will be shared with parents.
Information will be shared by teachers with parents through newsletters, parent-teacher conferences, telephone calls, letters, academic/behavior
contracts, and/or recognition assemblies. Fourth and fifth graders and their parents have access to the KSD Parent Portal website so they can see
assignments, grades, teacher comments, and attendance.
Mid-Trimester reports will be sent home no less than one time per year. A report card (which includes reports from our academic intervention
programs) will also be sent home at the end of each trimester. We attempt to conference with all parents at least one time per year.
3.
STAFF DEVELOPMENT
Please ensure that it identifies training for certificated and classified staff regarding appropriate strategies and techniques to help increase academic
learning of all students including limited English proficient students, Migrant students, and economically disadvantaged student. Additionally, the
staff development plan must identify specific training for teachers in parental involvement strategies. Describe how professional development is
ongoing and sustained, with appropriate planning time and resources needed to support successful implementation.
During the 2013-2014 school year, Lincoln will focus its staff development on current adopted curricula and research-based instructional
strategies. We feel that it is important to continue professional development in areas that we have already focused on in order to fully
understand the topics and make the strategies an integral part of our everyday instruction.
Professional Development opportunities will be provided during our Building Professional Days and during one Wednesday planning period per
month.
The Staff Development Plan for the 2013-2014 school year will include training in the areas of :
 Differentiated Instruction allowing ELL students access to the building curriculum
Two staff members per year will attend Karen Beeman training.
 Action Team for Partnerships
 Common Core Standards
 Anti-Bullying/Conflict-Resolution
 Response to Intervention
 Reading Interventions including Reading Mastery and Corrective Reading
 Renaissance Learning (Accelerated Reader)
 STAR (Standardized Testing for the Assessment of Reading)
 Math Connects
 Science Resource Kits
 Assessment (including MSP, MAP, DIBELS Next and WLPT II),
 Technology
 KSD Instructional/Danielson Frameworks
Updated 11/7/2013
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4.
GLAD/ELL training
Safe Schools Training (each year)
Science Vocabulary Training
Staff who need training in Imagine It and Read Naturally
School Improvement Plan
Positive School Atmosphere
TPEP (Teacher/Principal Evaluation Plan)
Book Study for Teach With the Brain in Mind by Eric Jensen
Differentiated Instruction
PARENT, FAMILY AND COMMUNITY PARTICIPATION
Please describe the strategies and activities planned to enhance home-school partnerships and improve student learning. Describe the process to
communicate with parents of students who have not met the standards. Briefly describe the process used to develop and implement the
Parent/Student/Teacher Compact. Attach a copy of the Parent Compact in an understandable format, as appropriate, in other languages.
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Lincoln will be investigating the “Action Team for Partnerships” process through National Network of Partnership Schools
(NNPS) through Johns Hopkins University.
Access Federal Program staff for support of home visits, translations, and parent conferences.
Activities planned to enhance the home-school connection include an Open House, Reading Night, Math Night, DARE Graduation,
Hispanic Academic Achievers Program, Honor Roll Assemblies, music programs, Family BBQ in May, Farm Fair, Farm to
Market, Choral Festival, City-Wide Orchestra Concert, Whitman Mission, and End of the Year Awards Ceremony.
A Lincoln Parent/Teacher/Student Compact is being developed and will be sent home to all parents at the beginning of the school
year.
Parents have multiple opportunities to participate in their child’s education at Lincoln such as: PTO, Carnival, Love and Logic
Parenting Classes, Classroom Volunteers, Field Trips, Jog-a-thon, and the Kindergarten READY Program.
Members of the community may assist Lincoln students through Mid-Columbia Reading Foundation, YMCA, Pizza Hut Book-It,
Master Gardeners, SARC (Sexual Assault Response Center), DARE Program.
Other community businesses provide support through donations of coupons or products. These businesses include: Kennewick
Police Department, Kiwanis, YMCA, and SHAKE (Seniors Helping Assist Kid’s Education).
The KSD website and the Lincoln website provide pertinent information about our school and programs to parents.
Book Fairs
Grade level celebrations
Updated 11/7/2013
5.
COORDINATION/INTEGRATION
Under ESEA, schools and district must coordinate with other federal, state, local programs, and community agencies within the district and
community that provide services to children and families.
Identify how you will coordinate the program with other district and school improvement efforts. (LAP, Migrant, Bilingual, ECEAP, IDEA, etc.)
As a LAP school, Basic Education, LAP, coordinated in order to design and implement programs. We will continue to coordinate with the
programs to provide effective services and instructional strategies to students and quality professional development to staff and administrators.
LAP staff coordinates services in the following ways:
 Attend monthly Title 1/LAP meetings which provides information on other federal programs

Communicate with counselor, school nurse, resource room teacher, district reading teacher, and SLP regarding student needs

Communicate with the building principal regarding LAP programs and building needs

Test new students and review records with the District Reading teacher to determine eligibility for services

Bilingual staff coordinates with Home Liaison to help families access community resources

Attend Wednesday grade level planning meetings
Participate in building Reading Assessment Team
Describe how your program will coordinate transitions for preschool children into the elementary program.
Kindergarten Roundup is held every spring for incoming kindergarten students and their parents.
Lincoln also promotes the district Ready For Kindergarten program by sending home information in the home language and encouraging parents
to attend.
Lincoln Staff Members attend yearly Keewaydin Discovery Center transition meetings.
Describe how your plan will support successful transition from elementary to middle school or middle school to high school.
As a way of introducing fifth graders to middle school, each middle school sends representatives to Lincoln to meet with students who will be
attending their respective schools. The school day and programs are explained and students have an opportunity to ask questions. Students are
encouraged to attend middle school informational meetings in the spring and fall of each year.
Updated 11/7/2013
Transitional meetings are held for students receiving special services.
LAP and Resource Room teachers will provide the roster of current fifth grade students receiving LAP and Resource Room services to the middle
school team. They will use this information during the end of year transition meetings with middle school teams. These meetings assure that support
is continued for qualifying students.
Describe coordination with other community programs or agencies.
Other local business and programs that support Lincoln include:
Pizza Hut – Book-It Program
Mid-Columbia Library Summer Reading Program
Mid-Columbia Reading Foundation
KNDU Coats for Kids program
Kiwanis Club of Kennewick
YMCA – before and after school childcare programs
Safety Program (PUD) – provides information on electrical safety
DARE – 5th grade students
Grinovations – whole school dental program
Student Teachers from various universities
Reading Practicum students from various universities
City of Kennewick Police and Fire Departments
Benton-Franklin County Health Department – Health screenings
Shriner’s Screening Clinic
Hispanic Academic Achievers Program
Yokes Fresh Market E-Scrip
Target Cash Back for Schools
Olive Garden
Project Warm-Up
Dairy Queen
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Ridge View Elementary
School Improvement Plan
2013-2014
Updated October 2012
School: Ridge View Elementary School Year: 2013-2014
SCHOOL INFORMATION
1.
Provide a brief description of your school, unique programs and community. Include total enrollment and demographics
(number and percentage of low income, bilingual, and migrant students.
Ridge View Elementary School is beginning its 20th year of operation after opening in the fall of 1993. Our enrollment is approximately
530 students. Approximately 16% of our students are Free and Reduced lunch and 4% of our students are bilingual or migrant. We
continue to carry out our school’s vision that was developed by parents and staff before we opened. The plan calls for a school that is
challenging and focused on academic achievement. Our students’ achievement is quite high as measured by various tests and assessments.
Ridge View opened in 1993 as a “Core Knowledge” school. The standards and curriculum alignment for this organization established a
strong academic and culturally rich learning environment for our students. Although we still use many of the units and content knowledge
to supplement holes in our adopted curriculum, we have moved to a more unified system across the district. The school has recently
adopted curriculum in the areas of reading and mathematics. We finished a reading adoption by Harcourt in the spring of 2007 called
StoryTown. Our rigorous Math Connects curriculum supports quality instruction which results in high math achievement for our students.
Step Up To Writing is the instruction we use to teach children to write with clarity and expression. The Battelle Laser science kits, with
recent addition of science companion kits through the Chicago Group, provide the materials and content for our teachers to instruct our
students to meet the Washington State science EALRs. Ridge View earned the highest achievement scores for science in the Kennewick
elementary schools the past six years. To support our students across the spectrum of academic levels we use the Reading Mastery and
Corrected Reading curriculum for our reading interventions for struggling students. Students who need support for Fluency use the Read
Naturally program. For our advanced students we use the Imagine It! Curriculum a grade level above their current placement. Math
interventions use the Connecting Math Concepts for struggling math students in grades 2-4. At all levels we employ the Accelerated
Math program and Moby Math to remediate or challenge our students in their math skills in grades 1-5.
Ridge View’s school improvement plan consists of two goals that focus on improved student achievement in reading and math. The goals
state that students will meet targeted grade level achievement scores in reading and math as measured by state and district assessments.
We believe all children can learn at high levels and we believe we are able to reach the 90th percentile each spring reading on grade level
and meeting targeted standards in math as measured by multiple assessments.
Student achievement is our mission and we are progressing well. We have a strong history of high student achievement at all levels; but
we continue our efforts on behalf of every child no matter what grade they are in or where they are on the achievement spectrum. We have
a talented staff of instructors and a supportive parent community and together we accomplish great things at Ridge View.
Updated October 2012
2.
Summarize the results of the following:
a. Staff Surveys : Each grade has identified critical issues for team consideration. We have looked extensively at state and local
assessments to provide direction for our growth and achievement as a staff. Consequently, we have established grade level teams that
work closely in order to better serve our students instructionally. The collection of data and the correct analysis of such is an area of
focus for us as a collective body of educators.
b. Family and Community Involvement: Using Parent Surveys, Harris Surveys, and other parental input, what needs have been
identified? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
3.
Insert the summaries for your school for State AMO’s (Annual Measurable Objectives), Functional Level, DRA, Reading
Assessments, WASL Trend, and ITBS Trend and describe the results for subgroups – Hispanic, Low Income, Limited English,
and Special Education. (Summarize the strengths and weaknesses of your current program based on building data).
4.
Professional Development: What needs have been identified for professional development for certificated and classified staff that
will be addressed in this plan? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
Ridge View’s teachers are all trained in GLAD (Guided Language Acquisition Design) to enhance the instruction of both our ELL
students and the general population as well. Ridge View has learned about the components of an effective Professional Learning
Community. They have structured their planning time as teams to focus on data analysis, curriculum planning and system development.
The teams will move into an area of professional development that targets results from common outcomes and assessments. Specifically,
we are in a position where we need to focus on the gathering and interpretation of data to use more effectively to inform instruction and
practices. To increase our level of engagement strategies with students we have purchased and received training on wireless Mobis and
CPS clicker/response systems for both teachers and students to use.
5.
Curriculum and Instruction: What needs have been identified and will be addressed in this plan?
Ridge View will focus on reading achievement by continuing our intervention services that align with the state K-12 Three Tier Reading
Plan. Professional Development will address the need for teaching with fidelity to the program in order for full implementation and
alignment to research based practices occurs. The school’s emphasis in forming a Response to Intervention model has supported our
instruction in an inclusive manner. In addition, the fluency assessment (DIBELS) and content assessment (MAP) will be used to
appropriately group and track the progress of our students’ achievement in reading in conjunction with other curricular assessments. To
support our math curriculum an intervention program will be used to provide extra support for our struggling math learners using
Connecting Math Concepts. Accelerated Math and Moby Math are additional online computer programs that support leveled math work
for students from struggling to advanced levels. Our reading interventions continue to be refined on a very specific track of skills targeted
to each student’s need. The curriculum used to intervene with these students is based on that specific need. MAP skills will be examined
for students across the RIT range spectrum in both reading and math that will enable all students to show a high level of growth from their
entry level each fall.
Updated October 2012
6.
Clarify Needs and Research Proven Effective Strategies: Describe how the team and staff investigated and selected the solutions.
Include a description of how staff studied best practices and research, visited or contacted successful schools and programs,
received input from the staff and parents as the plan was developed, and matched the solutions to priority needs.
Ridge View has spent a considerable amount of time learning about the elements of Purpose, Engagement, Rigor and Results as defined
by the Kennewick School District Professional Development Plan. We feel we have a clear understanding on its definitions and some
strategies to discuss and explore PERR using tuning protocols, reflective questions and collegial dialogue with instructional videos. Now
with the new state evaluation system, we are moving our instructional framework to that of Charlotte Danielson. Extensive training in
quality instruction will be ongoing this year as we learn the 4 Domains and 22 components of the Framework to enhance and improve our
overall instruction in the classroom. The direction that we are headed, supported as well by KSD professional development is the
involvement of collegial planning within the grade level teams. It is our goal for 90% of our students to make the math standards. We
examined state assessment data and have found Ridge View to be well above the state averages. In addition, there does not seem to be a
consistent area from one year to the next that shows a deficit over time. We increased our Math scores at the 4th and 5th grade levels,
however we would like to see sustenance of this level of success of students meeting the standards. Consequently, we turned to our newly
adopted math curriculum (Math Connects) which is recommended by the state. Our expectation is that the content and remediation
support will provide increased success for our students. Teachers are beginning to implement differentiated instruction within their
classrooms or grade levels to meet the range of needs for students. In the area of reading we are fine tuning our Response To Intervention
system. We have used additional curriculum to specifically target the needs of our students in fluency, comprehension, decoding and
vocabulary. An area of continued focus for us this year will be on our advanced students between the 85th and 99th percentiles. It is
important to us that they grow and meet their growth targets as much as the struggling learners. To do this we plan to instruct these
students in a reading curriculum a year ahead of where they are currently placed in school. Further, we will examine the RIT bands each
of the intervention groups fall within and target new learning toward the next level of RIT content.
An additional area we plan to emphasize with our students this year is Safety. We expect at least 90% of our students to know there is at
least one trusted adult they can go to for help at Ridge View. This message will be emphasized in our social skills sessions that our
counselor has with classrooms twice a month. Students are taught a variety of social strategies to increase and sustain appropriate
behaviors and assertiveness when dealing with conflict with their peers. This gives them the tools to ward off behaviors of others that
may lead to unsafe feelings. We are fortunate that over 90% of our student population feels safe in all situations of the school system.
The transition to Common Core State Standards is beginning to direct the areas we are headed in terms of professional development and
additional curriculum and instruction improvement. The Danielson Framework for Teaching and CCSS/SBAC training sessions are the
basis for our staff development needs at this time.
Updated October 2012
STUDENT ACHIEVEMENT DATA
Ridgeview Elementary
DEVELOPMENTAL READING ASSESSMENT AND MEASURES OF ACADEMIC PROGRESS READING
Grade
K
1
2
3
4
5
Assessment
Kindergarten Assessment
DRA/*Primary MAP Testing
MAP Testing
MAP Testing
MAP Testing
MAP Testing
2008
2009
96
88
77
77
87
84
96
79
72
88
85
91
2008
2009
x
x
87
92
90
x
x
87
86
91
Spring Percent Meeting Standard
2010
2011
95
86
64
87
81
81
95
77
67
84
80
83
2012
2013
97
*64
75
83
87
78
94
*56
76
92
86
85
2012
2013
57
65
79
79
75
61
78
87
89
66
Standard for MAP Testing is the 50th percentile and above
MEASURES OF ACADEMIC PROGRESS MATHEMATICS
Grade
1
2
3
4
5
Assessment
Primary MAP Testing
MAP Testing
MAP Testing
MAP Testing
MAP Testing
Spring Percent Meeting Standard
2010
2011
x
x
80
83
86
x
x
80
85
86
Standard for MAP Testing is the 50th percentile and above
WASHINGTON ASSESSMENT OF STUDENT LEARNING/*MEASUREMENTS OF STUDENT PROGRESS
Grade
3
3
4
4
4
5
5
5
Assessment
Reading
Mathematics
Reading
Writing
Mathematics
Reading
Mathematics
Science
Spring Percent Meeting Standard
*2010
*2011
2008
2009
*2012
*2013
80
80
91
92
89
95
87
82
82
88
94
96
84
91
93
84
86
81
91
89
75
88
81
70
82
78
84
85
85
91
78
86
82
83
88
90
78
89
77
86
93
80
88
96
89
87
57
90
2008
2009
2010
2011
2012
2013
x
x
x
x
No
Reading
& Math
No
Math
Standard for the MSP is 400 points for Reading, Math, & Science and 9 points for Writing
Did your school meet AMO’s?
Yes
No (If NO, what categories?)
Updated October 2012
2012-13 MSP/HSPE Results Ridgeview
Grade Level
Reading
Math
3rd Grade
92.5%
80.0%
4th Grade
88.0%
89.3%
5th Grade
86.6%
56.7%
Student Demographics
Writing
Science
96.0%
89.7%
Enrollment
October 2012 Student Count
496
May 2013 Student Count
511
Gender (October 2012)
Male
262
52.8%
Female
234
47.2%
3
0.6%
20
4.0%
2
0.4%
22
4.4%
Race/Ethnicity (October 2012)
American Indian/Alaskan Native
Asian
Pacific Islander
Asian/Pacific Islander
Hispanic
54
10.9%
413
83.3%
4
0.8%
Free or Reduced-Price Meals (May 2013)
99
19.4%
Special Education (May 2013)
56
11.0%
Transitional Bilingual (May 2013)
17
3.3%
Migrant (May 2013)
2
0.4%
Section 504 (May 2013)
1
0.2%
Foster Care (May 2013)
0
0.0%
0
0.0%
White
Two or More Races
Special Programs
Other Information (more info)
Unexcused Absence Rate (2012-13)
Teacher Information (2012-13) (more info)
Classroom Teachers
Average Years of Teacher Experience
Teachers with at least a Master's Degree
Total number of teachers who teach core academic classes
29
16.5
65.5%
1
% of teachers teaching with an emergency certificate
0.0%
% of teachers teaching with a conditional certificate
0.0%
Total number of core academic classes
1
ESEA Highly Qualified Teacher Information
% of classes taught by teachers meeting ESEA highly qualified (HQ) definition
% of classes taught by teachers who do not meet ESEA HQ definition
% of classes in high poverty schools taught by teachers who meet ESEA HQ definition
% of classes in high poverty schools taught by teachers who do not meet ESEA HQ def
% of classes in low poverty schools taught by teachers who meet ESEA HQ definition
% of classes in low poverty schools taught by teachers who do not meet ESEA HQ
definition
100.0%
0.0%
N/A
N/A
100.0%
0.0%
Updated October 2012
School Improvement Plan 2013-2014
School: Ridgeview Elementary
District Strategic Plan Goal:
90% of Third Graders will read at or above grade level
Related Building Goal:
Students in 1st – 5th grade will meet or exceed their yearly growth target in reading to reach the 90th percentile or above on the
MAP assessment. 70% of the students in each classroom will reach or exceed their growth target on the MAP.
Rationale for Goal:
We believe all children can learn to read at high levels and we are able to get a minimum of 90% of our students each spring reading on
grade level and meeting targeted standards according to the various assessments provided. We strive to reach the 90th percentile on normed
standards of the MAP test in grades 1-5.
STRATEGY/ACTION
(Maintenance)
Teachers will implement a
school wide intervention
system using the RTI model
of delivery.
PROFESSIONAL DEVELOPMENT
(Communication Plan)
ASSESSMENT &
EVALUATION
The reading curriculum is designed with very specific
instruction targeted at 5 levels of ability. All teachers in
grades K-5 will be arranging their reading intervention
block to address the individual needs of these levels. The
overall reading block requires a minimum of 60 minutes
whole group and 60 min. intervention in grades 1, 2 and
3. A total 90 minutes per day is devoted solely to reading
in grades 4 and 5. Our most needy students receive 60
minutes of intervention in grades 1-5. Emphasis will be
placed on teaching the curriculum as designed by the
publishers, with monitoring by grade level teams and the
principal. Groups will be categorized as Intensive,
Strategic, Benchmark and Advanced levels.
.
DIBELS fluency assessments
Harcourt StoryTown theme
assessments. MAP assessment
in fall, winter and spring,
classroom based assessments
on RIT skills.
STRATEGY/ACTION
(New)
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
We will increase our
reading intervention to 60
minutes for grades 4-5.
Each grade level in 1st – 5th will focus their instruction on
RIT bands and intensive, strategic, benchmark or
advanced skills.
TIMELINE
Progress
monitoring bimonthly for
intensive and
strategic groups.
PERSON
RESPONSIBLE
Principal
Reading Teacher
Classroom teachers
Three times a year
for benchmark
groups.
Monthly for
Curriculum based
assessments in
class.
ASSESSMENT &
EVALUATION
TIMELINE
DIBELs fluency assessments,
MSP and MAP assessments,
StoryTown end of year
assessments and Imagine It!
Quarterly in
November, January,
March and May.
PERSON
RESPONSIBLE
Principal
1 classroom teacher per
grade.
Updated October 2012
School: Ridgeview Elementary School Year: 2013-2014
District Strategic Plan Goal:
90 percent of Second, Third, Fourth and Fifth grade students will compute mathematically at the 40th percentile.
Related Building Goal:
Students in 1st -5th grades will meet or exceed their yearly growth target in math to reach the 90 th percentile or above on the MAP
assessment. 70% of the students in each classroom will reach or exceed their growth target on the MAP.
Rationale for Goal:
We believe 90% of our students can meet the MSP goals for their grade levels. Further, we expect to be in the 90th percentile of all
students meeting their individual growth target in the 1st – 5th grades on the MAP assessment.
STRATEGY/ACTION
(Maintenance)
PROFESSIONAL DEVELOPMENT
(Communication Plan)
ASSESSMENT &
EVALUATION
Implement targeted
interventions in math for
grades 2-5.
Use current data with new math curriculum and MAP and
MSP tests, to determine present levels of performance in
student’s grades 2-5. Using the classroom curriculum
teachers will set up ways to differentiate for various
levels of ability within the classroom.
STAR and MAP math
assessments, RIT skill
classroom based assessments.
ASSESSMENT &
EVALUATION
Assess monthly or by unit
for students below standard.
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
Arrange grouping of interventions with students, monitor
and adjust as student needs change over time.
Establish advanced math
groups for students above
grade level.
Assign and monitor math progress on the Accelerated
Math and Moby Math programs for students who have
the ability to go beyond grade level standards.
STRATEGY/ACTION
CMC curriculum
MAP RIT range data
Accelerated Math
Moby Math
TIMELINE
October 30, 2013
TIMELINE
October 2013
January 2014
March 2014
May 2014
October 2013
January 2014
March 2014
May 2014
PERSON
RESPONSIBLE
Classroom teachers.
PERSON
RESPONSIBLE
Principal
Para educators (3)
Classroom teachers
Classroom teacher
District Strategic Plan Goal:
Related Building Goal:
90 percent of students will report they feel safe at school on our annual student safety survey
90% of our students will state they have a trusted adult they can go to for help at the school and can identify social skill strategies
employed to inhibit bullying or harassing behaviors from peers.
Rationale for Goal:
We believe student safety is important to the overall success of our school. In order to learn in a safe environment students need to feel safe
and supported in times of conflict.
STRATEGY/ACTION
(Maintenance)
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Address the importance of
safety at school and the
support students have for
safe learning.
Monthly activities and lessons on safety and learning in a
safe environment will be taught to the students.
ASSESSMENT &
EVALUATION
Student survey KSD
Student survey RV
TIMELINE
May 2014
PERSON
RESPONSIBLE
Counselor
Updated October 2012
School: Ridgeview Elementary School Year: 2013-2014
USE OF TECHNOLOGY TO FACILITATE INSTRUCTION
All classrooms have been equipped with a wireless “Mobi” tablet for the teacher to use instructionally as well as a grade level set of CPS clicker response units for the
students to use. We have supplied all of our classrooms with audio systems that enhance the clarity and engagement of instruction. This enhances the instruction for teacher
mobility and engagement as well as the students’ level of interaction with the instruction and learning. We will purchase a second portable computer lab to increase the
amount of time and resources our students have to use key boarding skills to support the new state assessment requirements.
FAMILY AND COMMUNITY INVOLVEMENT
We have a very active Parent Teacher Organization. We meet monthly to identify ways to support the students at Ridge View. We have regular volunteers that help in our
classrooms, work room and evening events. It is important to us to reach all of the various family groups so we are careful to always have our communication with our
Spanish speaking families translated by our district translator or ELL teacher.
We have evidence based on staff surveys and our own monitoring, as well as on required district practices that our school operates on the following
characteristics of high performing schools:










Clear and Shared Focus
High Standards and Expectations
Effective School Leadership
High Levels of Communication and Collaboration
Alignment of Curriculum, Instruction, and Assessment with Standards
Frequent Monitoring of Teaching and Learning
Focused Professional Development
Supportive Learning Environment
High Levels of Parent and Community Involvement
Use of the instructional elements of purpose, engagement, rigor and results
Updated October 2012
Southgate Elementary
School Improvement Plan
2013-2014
School: Southgate Elementary School Year: 2013-2014
SCHOOL INFORMATION
1.
Provide a brief description of your school, unique programs and community. Include total enrollment and demographics (number and
percentage of low income, bilingual, and migrant students.
The mission of Southgate Elementary School, in partnership with our parents and community, is to create a safe and nurturing learning
environment that will encourage positive decision making and excellence through lifelong learning.
As of October 1, 2013 there were approximately 530 total students enrolled in grades K-5. Enrollment is fairly stable at Southgate. Presently
the school is configured with three or four sections per grade level (with the exception of kindergarten where there are three ½ day programs).
Students in each classroom receive quality instruction, and are held to high expectations in a positive and productive learning environment. In
addition to achieving outstanding academic standards, our students are expected to learn and grow as citizens. Southgate Elementary features a
monthly character trait instruction along with outreach to classrooms. Research suggests that developing strong relationships is correlated with
student achievement and learning. Southgate Elementary is committed to developing a learning community that supports students.
At Southgate we have three district level special education programs: Resource Room, Students with Autism, and a Life Skills program. We
follow the philosophy of inclusion when appropriate. We believe that most needs of all children can be met in the general education classroom
with academic support and services being delivered within the general education classroom.
Through our district reading program we are able to provide additional literacy support to students who are not yet meeting district grade level
standards. We have implemented a Response to Intervention (RTI) model, to identify early signs of literacy learning difficulties and quickly
respond with appropriate interventions matched to meet each student's unique needs. The students’ progress is closely monitored and
adjustments made according to his or her individual needs. In addition, those students who are reading at or above grade level receive
instruction to extend and enrich their reading abilities. We are excited about the opportunities for academic growth for all students.
During the 2013-14 school year we are increasing specific support for students who are not making adequate progress in reading and
mathematics. This additional support will access Learning Assistance Program (LAP) funding to help the students who continue to struggle
academically.
Our curriculum provides an integrated approach, allowing students to see connections between what they are learning and how it will be used
later in life. Our adopted reading curriculum is the McGraw Hill/SRA Imagine It! basal series. Our adopted math curriculum is Math Connects
which provides a challenging continuum of math skills and processes. Step Up To Writing is the foundation for Southgate's first through fifth
grade writing program. Our kindergarten writing program is based on the Darla Wood-Walters developmental writing model. These writing
programs provide a consistent writing curriculum across all grade levels. We use curriculum based and district assessment data to guide
instruction and support student learning goals.
The support Southgate receives from the parents and families of our students is exceptional. During the 2013-14 school year the Southgate
Elementary PTG will have all new leaders on the Board of Directors. Our goal will be to continue to working together with parents and our
community we strive to provide the learning experiences and opportunities that ensure all students have a successful education and will be
10/25/2013
prepared to meet the challenges of our world. Southgate Elementary School takes great pride in preparing our students to be life- long learners
in a global community
2.
Summarize the results of the following:
a. Staff Surveys
The results of the Harris Survey given in the Spring of 2007 indicate that there is a high overall satisfaction rate among teachers with regards
to students and parental support. These are two areas that contributed to a high staff rating for school atmosphere. The staff feels that
computer technology, equipment, and facilities are adequate. Southgate staff rated parental support, students and career satisfaction well
above the district percentages. Survey results showed that involvement in decision making is a priority. The building Leadership Team has
been organized to promote communication and input from all staff members. Leadership Team agendas and meeting notes are posted on
Southgate’s shared drive. All staff members are welcome to add items to the agendas and/or attend the meetings. The Site Decision
Making/Leadership Team charter is fully reviewed and revised if needed once a year.
Staff participated in a staff development survey in the Spring of 2012. This survey reflected staff development priorities as:
 Imagine It! implementation
 IPAD implementation for enhancing instruction
 Accelerated Reader Teacher Training
 Teach Like A Champion: Book Study
 Fall 2012 Survey further defined which seven chapters were prioritized to study during the 2012-2013 school year
The Southgate Leadership team reviewed goals and activities and supported the goals in reading, writing, mathematics, technology, and
safety for the 2013-14 school year.
b. Family and Community Involvement: Using Parent Surveys, Harris Surveys, and other parental input, what needs have been
identified? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
Prior surveys suggest that parents were most pleased with the rapport that they have with teachers. Parents feel that homework is
appropriate and teachers are available when they need to talk to them. Parents feel that there are many opportunities to be involved in their
child's education as well as feeling that teachers treat parents with respect. Southgate has a very supportive and active Parent/Teacher
Group. We have a high number of parent volunteers who volunteer in our school on a regular basis. This will be reviewed and surveyed in
the 2013-14 school year.
3.
Insert the summaries for your school for State AMO’s (Annual Measurable Objectives), MAP, DRA, Reading Assessments, WASL/MSP
Trend, and describe the results for subgroups – Hispanic, Low Income, Limited English, and Special Education. (Summarize the
strengths and weaknesses of your current program based on building data).
Strengths:
Southgate Elementary students show significant growth as measured by MAP and MSP. Students consistently cloase the achievement gaps
noted, and from grade 1 through grade 5 there are far fewer students below 1 standard deviation (SD) from their peers. This is evidence of a
quality orientation to teaching and learning, hard work from students, and support from Southgate stakeholders.
10/25/2013
During the Fall of 2013, disaggregated analyses of data suggest that Southgate Dragons achieve high standards in reading, mathematics, writing,
and science. Most of these areas are above both the KSD and WA State averages.
Additional analysis of the data and Fall 2013 benchmark testing in MAP and DIBELS show that students will continue to need support in
reading fluency and number sense; in writing students progressed well (per MSP data) however students could use additional support in
conventions, purpose to tell story, and purpose to explain. Nearly all students who have yet to demonstrate proficiency in writing are near the
cut score. Presently Southgate students are achieving:
We measure progress with DIBELS, MAP, MSP, Formative assessments. Efficient and timely assessment data
empowers teachers to make sound instructional choices.






Fall MAP assessments indicate there are students ≥ 1 SD below benchmark.
Average RITF2013 percentiles for grades:
(1) 33rd;
(2) 49th;
(3) 53rd;
(4) 60th;
 (5) 62nd
Achieved goal @ 194 RIT for 2013 (spring)
MAP 50th percentile
Grade 1: 68%
Grade 2: 83%
Grade 3: 88%
Grade 4: 85%
Grade 5: 80%
Low income students still continue to struggle with proficiency but data suggest that this is improving over time. Continued analysis
and discussions around best practices for low income students will be reviewed.
We have implemented instructional programs to provide for continued student growth such as Accelerated Reader, Imagine It! Intervention
Kits, Reading Buddies, K-5 intervention groups, Read Naturally, Reading Mastery, Phonics for Reading, and consistent use of para-educators
for small group reading intervention. Team Read tutors were new to Southgate during the 2012-13 school year, and this program has been
10/25/2013
expanded for the 2013-14 school year. The volunteers provide 1:1 support and it appears to have a positive impact on many of our struggling
primary age students. Reading Tutors were assigned to struggling students in grades K-3. Team Read tutors met with each of their assigned
students twice a week for 30 minutes. Our Health/Fitness teacher continues to partner with a kindergarten teacher this year to work on
implementing Lit Fit. This is a kinesthetic/phonemic awarenss model that both teachers have been trained in implementing. We plan to
replicate this program in additional kindergarten classrooms in the future. The librarian will be supporting RTI through adminstering the STAR
assessment and collaborating with the Reading Specialist to support struggling readers with consistent particpation in Read Naturally. We have
identified our Bilingual qualified students and are in the process of defining their strenghths and areas of challenge. A four hour paraeducator
will be added to specifically support our bilingual students where needed. We also have added a GLAD model classroom and only have three
teachers on staff who have not been GLAD trained. The priority now is to support implementation of GLAD strategies, K-5. The building
continues to use and develop our Response to Intervention program (RTI) ,which enables us to identify students in Kindergarten -5th grade who
are showing early signs of learning difficulties and quickly respond with appropriate interventions matched to meet each student's unique needs
and provide enrichment learning opportunities for our high functioning students.
Our math instruction has supported steady growth across grade levels as evidenced on the 3rd through 5th grades MAP assessments. The
majority of Southgate students in grades 1-5 made the target growth as measured from Fall to Spring. For example, 84% of our 3rd grade
students achieved proficiency in the 2012-13 school year and growth was >90th percentile compared to other schools in the norm population
(NWEA).
Southgate students outperform both KSD and WA State students in grades 3-5: (2013 data suggests grades 3-5 percentage of students at or
above proficiency on MSP are 68%, 76%, and 73% respectively). As we continue to gain familiarity with our math instructional materials and
its alignment with the state standards, Common Core, and gap areas we anticipate some flucuation with these rubrics. Additional support via
LAP funding will support our goals in providing more 1:1 support to close achievement gaps.
Our writing data shows growth each year based on common grade level prompts/scoring and the 4th grade MSP. Staff requested additional
professional development related to writing instruction two years ago. For the 2012-13 school year, 82% Southgate Students achieved
proficiency on the MSP. While this was below our stretch goal of 85%, the three-year average (~86%) suggests that a goal of 85% is both
reasonable and achievable. All staff particpated in two focused days of Step Up To Writing training in August 2011. Updated instructional
materials were purchased for all staff and common grade level instructional tools were also purchased to enhance their Step Up lessons. A
building wide writing plan was articulated at that time and will be reviewed and revised if needed each year in August. Each grade level will
administer a common writing prompt during first trimester and third trimester. Cross teacher scoring of the writing from the common prompts is
expected and will be accomplished in grade level teams. Each teacher will bring at least three struggling, three on level, and three above level
writing samples to be scored by at least one other grade level team member. The implementation and consistent use of a building-wide writing
plan was created to articulate writing expectations and continue to achieve greater levels of writing proficiency.
Many staff have completed Science Kit training, and presently Southgate students perform well on the State proficiency exams.
Staff development designed to support teaching and learning is planned with input from staff and implemented on professional development and
optional building days. We are constantly assessing the needs of the staff and offering staff development opportunities during staff meetings and
Wednesday planning days. Staff participated in a staff development survey in the Spring of 2012. This survey reflected staff development
10/25/2013
priorities as:
1.
2.
3.
4.
Imagine It! implementation
IPAD implementation for enhancing instruction
Accelerated Reader Teacher Training
Teach Like A Champion: Book Study
 Fall 2012 Survey further refined which seven chapters to study during the 2012-2013 school year
These conversations are on-going during the 2013-14 school year.
Southgate has a very high level of parent involvement and support. We have a supportive Parent-Teacher Group to provide enrichment activities
that are linked to classroom instruction. We have a strong partnership between parent volunteers and teachers to give students support in all
academic areas.
Areas to Grow/Weaknesses:
1. Meeting the reading instructional needs all students in grades 1-5 with particular attention to closing the achievement gaps in reading of
low income students in 3rd, 4th, and 5th grades.
2. We are looking for additional ways to support the needs of students who are struggling in math, and students often struggle in number
sense. We will continue to explore common core alignment in both reading and mathematics.
3. We are continuing to develop strategies for improving reading skills in the primary grades, and it is possible that the inclusion of best
practices in technologically assisted programs may have a strong contribution.
4. We use the district-adopted science curriculum in the building with fidelity, and continue to align our adopted science curriculum with
state standards and identify areas that need supplemental instructional materials. Data suggests that this is an effective approach.
5. Staff will become familiar with and integrate the Common Core Standards in English Language Arts and Mathematics.
4.
Professional Development: What needs have been identified for professional development for certificated and classified staff that
will be addressed in this plan? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
Professional development will be provided to further our skills and build background knowledge related to our newly adopted reading
program, Imagine It!.
We are researching and seeking professional development that will support our purchse of and commitment to impementing IPADs to
enhance instruction in the classroom. This is a priority, yet we have experienced many challenges. ESD 123, regional workshops, and
individual KSD staff have lent some support. For the 2013-14 school year, Educational Technology support and consultation will bridge the
current reality to the hoped for stage of instructionally determined support.
Accelerated Reader professional development was requested as a result of our building survey in spring of 2012. Initial training took place in
August 2012 and follow ups by specific grade levels has been requested. They will work with the KSD Librarian to develop training to meet
their specific grade level needs. This support will be continued in the 2013-14 school year.
10/25/2013
As mentioned above Southgate staff agreed to read the book Teach Like A Champion together and study the research presented. Mrs.
Mitchell, our Reading Specialist shared an overview of this book last Spring, and Dr. Smart will work with staff on best practices.. The book
is based on the techniques that champion teachers use in the classroom to ensure academic success. In addition, achieving a data oriented
community will be supported with the work of educational researchers such as Hattie, Marzano, and Parrett.
We will provide on going support/training for teachers in our adopted math, reading, writing and science curriculums with a focus on
Common Core Standards, where applicable.
Staff development will continue in the areas of purpose, engagement, rigor, and results.
Staff development focusing on building background knowledge related to our state’s new teacher evaluation process will be a priority starting
this year for all certified staff. The building staff development representative and the principal will partner in the delivery of this
information. The TPEP evaluation process is still a “pilot” during the 2012-2013 school year. During the 2013-14 school year, additional
support and inservice with Danielson’s Domains (currently underway) will be delivered and supported.
5.
Curriculum and Instruction: What needs have been identified and will be addressed in this plan?
The Imagine It! Reading Series K-5 is new to our staff. Grade level teams utilize their Wednesday early release planning time to develop
grade level and RTI lessons utilizing the instructional materials and district wide resources that elementary staff are sharing.
The district adopted Math Connects is aligned with the state standards and has aligned grade level pacing guides. This year we will be
learning about the Common Core Standards (CCS) and looking at making adjustments to our math instruction where needed to align with the
CCS.
Several years ago Southgate finalized the adoption of Step Up To Writing. We have invested in updated Step Up instructional materials for
all teachers and professional development. The building wide Writing Plan is reviewed and revised each year if needed by each grade level
team. This year the review will take place mid-year due to time needed to become familiar with Imagine It’s! writing instructional
expectations and resources.
Each staff member is a part of a Professional Learning Community that helps guide instruction. Each year we continue to look at our
adopted curriculum. Staff input and concerns are gathered and addressed as needed.
Questions raised currently: Do we need additional/supplemental materials for social studies? A Southgate teacher has joined the district’s
Social Studies Curriculum Committee. She will keep our staff apprised of the committees work and provide input to the committee from
staff.
Presently we are acquiring resources in this area.
6.
Clarify Needs and Research Proven Effective Strategies: Describe how the team and staff investigated and selected the solutions.
10/25/2013
Include a description of how staff studied best practices and research, visited or contacted successful schools and programs, received
input from the staff and parents as the plan was developed, and matched the solutions to priority needs.
The curriculum adoption process of reading, math and written language involved the following best practices to inform:
 visits to other schools
 review of many different materials
 attending workshops
 investigation of available research
 inviting speakers for staff development
 staff discussion and collaboration
We look at the alignment of state frameworks, district goals, and now Common Core Standards to determine which programs within each
curricular area would best meet the needs of our students. The scope and sequence of the adopted curriculum and the effectiveness of the
implementation of that curriculum at specific grade levels is monitored informally through Wednesday grade level planning time. Our
curriculum is aligned vertically and horizontally. In other words, our curriculum is aligned K-5, spiraling and building on each previous
grade level. We continue to look at best practices through learning walks and instructional conferences. Learning walks and open
communication between staff members at our school and in other elementary schools provide the opportunity to improve student learning
through innovative and creative lesson design. A focus on Purpose, Engagement, Rigor and Results ensures that quality instruction is a
standard at Southgate.
10/25/2013
STUDENT ACHIEVEMENT DATA
DEVELOPMENTAL READING ASSESSMENT AND MEASURES OF ACADEMIC PROGRESS READING
Grade
K
1
2
3
4
5
Assessment
Kindergarten Assessment/DRA
DRA/*Primary MAP Testing
MAP Testing
MAP Testing
MAP Testing
MAP Testing
2008
2009
92
79
77
81
72
82
96
75
79
77
69
72
2008
2009
x
x
72
83
83
x
x
77
70
82
Spring Percent Meeting Standard
2010
2011
97
89
75
83
82
76
91
89
65
77
73
71
2012
2013
91
*55
75
79
76
72
87
*68
83
88
85
80
2012
2013
53
69
68
75
73
62
74
76
80
73
Standard for MAP Testing is the 50th percentile and above
MEASURES OF ACADEMIC PROGRESS MATHEMATICS
Grade
1
2
3
4
5
Assessment
Primary MAP Testing
MAP Testing
MAP Testing
MAP Testing
MAP Testing
Spring Percent Meeting Standard
2010
2011
x
x
75
78
81
x
x
71
74
76
Standard for MAP Testing is the 50th percentile and above
WASHINGTON ASSESSMENT OF STUDENT LEARNING/*MEASUREMENTS OF STUDENT PROGRESS
Grade
3
3
4
4
4
5
5
5
Assessment
Reading
Mathematics
Reading
Writing
Mathematics
Reading
Mathematics
Science
Spring Percent Meeting Standard
*2010
*2011
2008
2009
*2012
*2013
82
76
85
79
65
89
77
59
77
73
81
82
63
84
74
65
79
63
82
79
67
86
67
55
83
55
80
89
72
76
76
76
70
53
83
84
66
81
72
83
85
68
87
82
76
88
73
81
2008
2009
2010
2011
2012
2013
x
x
x
x
No
Reading
& Math
No
Reading
& Math
Standard for the MSP is 400 points for Reading, Math, & Science and 9 points for Writing
Did your school meet AMO’s?
Yes
No (If NO, what categories?)
10/25/2013
2012-13 MSP/HSPE Results
Grade Level
Reading
Southgate
Math
3rd Grade
85.1%
68.3%
4th Grade
86.9%
75.6%
5th Grade
87.6%
73.0%
Student Demographics
Writing
Science
82.1%
80.9%
Enrollment
October 2012 Student Count
539
May 2013 Student Count
539
Gender (October 2012)
Male
286
53.1%
Female
253
46.9%
American Indian/Alaskan Native
4
0.7%
Asian
6
1.1%
Native Hawaiian / Other Pacific Islander
2
0.4%
Asian/Pacific Islander
8
1.5%
11
2.0%
Race/Ethnicity (October 2012)
Black / African American
Hispanic / Latino of any race(s)
White
Two or More Races
87
16.1%
412
76.4%
17
3.2%
Special Programs
Free or Reduced-Price Meals (May 2013)
233
43.2%
Special Education (May 2013)
67
12.4%
Transitional Bilingual (May 2013)
30
5.6%
Migrant (May 2013)
11
2.0%
Section 504 (May 2013)
1
0.2%
Foster Care (May 2013)
0
0.0%
0
0.0%
Other Information (more info)
Unexcused Absence Rate (2012-13)
Teacher Information (2012-13) (more info)
Classroom Teachers
Average Years of Teacher Experience
Teachers with at least a Master's Degree
Total number of teachers who teach core academic classes
26
12.6
84.6%
4
% of teachers teaching with an emergency certificate
0.0%
% of teachers teaching with a conditional certificate
0.0%
Total number of core academic classes
4
ESEA Highly Qualified Teacher Information
% of classes taught by teachers meeting ESEA highly qualified (HQ) definition
% of classes taught by teachers who do not meet ESEA HQ definition
100.0%
0.0%
% of classes in high poverty schools taught by teachers who meet ESEA HQ definition
N/A
% of classes in high poverty schools taught by teachers who do not meet ESEA HQ def
N/A
% of classes in low poverty schools taught by teachers who meet ESEA HQ definition
N/A
% of classes in low poverty schools taught by teachers who do not meet ESEA HQ def
N/A
10/25/2013
School Improvement Plan
School: Southgate Elementary School Year:
2013-2014
READING
District Strategic Plan Goal:
90% of all third graders will read at or above grade level.
Related Building Goal:
70% of students in 1st through 5th grades will make their recommended growth target on the reading Measure of Academic Progress
(MAP); 90% of Southgate students in grade 3 will achieve ≥ 50 th percentile in Reading as measured by MAP. RIT gain at Southgate
Elementary in this range would indicate performance ≥ 90 th percentile.
Rationale for Goal:
STRATEGY/ACTION
(Maintenance)
Literacy Block will
include a minimum of
120 minutes devoted to
reading/language arts
instruction. The basis of
the instruction will be the
Imagine It! Reading
Program for all students.
This goal is a priority in the 2011 Kennewick School District Strategic Plan in addition to being a priority at Southgate.
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Specific training needs will be discussed each
trimester in grade level teams and
Leadership Team committee meetings held twice a
month.
Information gathered about
the baseline reading levels
of students and their needs
will be used to design
instruction. Special
Education staff will be
included in the planning.
Analyze MAP, MSP, DIBELS, and STAR data.
Provide time for teams to collaborate and analyze
data.
Grade level teams will
analyze MSP data,
determine student needs
regarding instruction and
implement more effective
MSP stem questions as they
relate to Imagine It!.
Provide time for collaboration and training to
implement intervention strategies
Staff development opportunities for curriculum
implementation
Grade level teams meet to align curriculum to
ensure all groups are receiving instruction in all
areas of the Imagine It! Program.
ASSESSMENT &
EVALUATION
Principal observation
TIMELINE
2013-2014
Academic Year
Principal
Leadership Team
Reading Teacher
2013-2014
Academic Year
Principal
Reading Teacher
Special Education
Teachers
Teacher daily
schedule/lesson plans
will show a 120 minute
reading/language arts
block
Classroom Teacher
Grade Level Teams
Reading Support Staff
Prioritize and plan for
training on specific
assessments as needed.
PERSON
RESPONSIBLE
Identify appropriate
intervention tools for
teacher use.
Student growth will be
assessed by district level
assessments.
10/25/2013
Grade level teams are
using the Imagine It!
Reading program with
fidelity.
Supplemental materials
will be used to meet
students’ individual
needs.
Continue implementation
of Response to
Intervention (RTI) Model
in grades K-5.
Time for collaboration and training to
implement intervention strategies.
District and state test
results classroom based
assessment
Grade level teams meet to align curriculum to
ensure all Book Clubs are receiving instruction
in all components of the Imagine It! Program
and in areas of enrichment
Student performance on
grade level Imagine It!
assessments or equivalent
district evaluation tool.
Provide training and access to supplemental
materials/curriculum available to support all
students including benchmark, strategic, and
intensive student readers to ensure adequate
yearly growth.
DIBELS will be
administered to all grades
K-5 students three times
a year. DIBELS will also
be administered based on
student need to monitor
ongoing progress.
2013-2014
Academic Year
Principal
Reading Teacher
Classroom Teachers
School: Southgate Elementary School Year: 2013-2014
READING (continued)
STRATEGY/ACTION
(New)
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
ASSESSMENT &
EVALUATION
TIMELINE
Teachers will guide
students in setting
personal growth goals.
Staff will be trained in analyzing growth data and
setting personal growth goals. Principal will
support instructional staff with data analyses.
Classroom based
assessments, DIBELS,
MAP, STAR, and AR.
2013-2014
Academic Year
Additional instructional
support will be provided
through Reading Mastery,
Phonics for Reading, Read
Naturally, Rewards, Gate,
Edmark, and appropriate
software programs.
Para-educators will use Thursday before school for
ongoing training and planning in teaching reading
strategies and using intervention materials.
Identify appropriate
intervention tools to meet
student needs.
2012-2013
Academic Year
Refresher trainings on DIBELS and intervention
materials will be available.
Student growth will be
assessed by district level
assessments, DIBELS and
STAR.
Reading Eggs and Success maker being considered.
PERSON
RESPONSIBLE
Classroom Teachers,
Special Education
Teachers, and the
Reading Teacher
Reading Teacher , Special
Education Teachers, and
Classroom Teachers
10/25/2013
School: Southgate Elementary School Year: 2013-2014
MATH
District Strategic Plan Goal:
90% of students in grades three through ten will meet grade level standards in Math
Related Building Goal:
70% of 1st through 5th graders will make their recommended growth target on the math Measures of Academic Progress (MAP); 90% of
Southgate students in grades 1-5 will achieve proficiency ≥ 40th percentiles as measured by MAP. Achievement of this target rate goal
would place Southgate Elementary in the 95th percentile.
This goal is a priority in the 2011 Kennewick School District Strategic Plan in addition to being a priority at Southgate.
Rationale for Goal:
STRATEGY/ACTION
(Maintenance)
Mathematics instruction
will be a minimum of 60
minutes per day utilizing
Math Connects and
needed supplemental
materials to meet the state
and Common Core
standards
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Staff development opportunities will be designed
and carried out with consideration to our needs
based upon the new curriculum
Teachers will meet as a whole group and as gradelevel teams to analyze, evaluate, and discuss
assessment data and curriculum.
Collaboration between
special education and
general education staff
will insure that all student
needs are met.
During Wednesday planning time, teachers will
analyze assessments and check on status of pacing
in relation to mathematics district pacing calendar.
Systematically strengthen
the math curriculum in
grades
K-5 by establishing
common vocabulary
Grade Level Teams will continue to use the
DeCartes Framework and/or other resources to
inform instructional choices for math vocabulary.
Continuing to use a
school-wide model to
improve math problem
solving in grades 1-5.
The staff will implement the Math Connects
model. (UPS Check)
Time to collaborate, gather, and implement
support materials.
ASSESSMENT &
EVALUATION
Principal observation
TIMELINE
PERSON
RESPONSIBLE
2013-2014
Academic Year
Principal
Grade Level Teams
Special Education
Staff
2013-2014
Academic Year
Principal
Grade Level Teams
Special Education
Staff
Teachers daily
schedule/lesson plans
will show a 60 minute
math block
MSP, MAP, and Math
Connects assessments
Student problem solving
responses will be monitored
in grades 1-5 using the
adopted model and MSP
results.
Math chapter tests
10/25/2013
MATH (continued)
STRATEGY/ACTION
(New)
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
Supplemental materials
will be used to meet
standards not covered in
Math Connects.
Provide time for grade level teams to
create/locate supplemental materials to fill the
gaps in current curriculum.
Implement math
intervention block for
5th grade.
Provide time for fifth grade teachers to
collaborate and consistently check student
progress with planned for math intervention
groups.
Put into practice
building wide math
facts memorization
program.
Provide time for teachers to create tools needed
for practice/assess math facts memorization.
ASSESSMENT &
EVALUATION
MAP, MSP, and Math
Connects assessments.
TIMELINE
2013-2014
Academic Year
PERSON
RESPONSIBLE
Principal
Grade Level Teams
Chapter pretest, mid test
and end of chapter test.
MAP
5th grade teachers
and counselor
K- recognize numbers 131
1st-addition/subtraction
through 10
2nd -addition/subtraction
through 20
3rd -multiplication and
related division facts
1,2,5,10
4th -multiplication and
related division facts
through 10
5th –multiplication and
related division facts
through 12
Grade level teams
Special Education
Staff
RIT scores to meet grade
level proficiency are set
at the 40th percentile.
10/25/2013
School: Southgate Elementary School Year: 2013-2014
WRITING
District Strategic Plan Goal:
None available
Related Building Goal:
85% of Southgate fourth graders will meet standard on the MSP over a three-year trend
Rationale for Goal:
This goal was developed based on MSP results.
STRATEGY/ACTION
(Maintenance)
Use building adopted,
Step Up To Writing
curriculum 1-5 to
improve student
achievement in writing.
Collaborate regarding
prompts between
special education and
general education staff
once a month with each
grade level to insure
that all student needs
are being met.
Increase student ability
to write for a variety of
purposes in the content
areas.
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Specific training needs will be discussed at
grade-level team and staff meetings.
One staff meeting per year will be dedicated to
reviewing our writing plan to ensure GLEs are
being met at each grade level.
Staff development opportunities will be
designed and carried out with consideration to
our building plan and staff input.
Training in GLAD strategies to improve the
writing of diverse learners.
ASSESSMENT &
EVALUATION
Teachers and staff
members will continue to
review assessment data
(formal and informal) to
determine student need
and specific areas of
weakness to drive
instruction.
TIMELINE
2013-2014
Academic Year
PERSON
RESPONSIBLE
Principal
Grade Level Teams
Special Education
Staff
Student scores on formal
and informal assessments
within the classroom.
Student achievement on
the MSP.
10/25/2013
School: Southgate Elementary School Year: 2013-2014
WRITING (continued)
STRATEGY/ACTION
(New)
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
Conduct item analysis
of MSP writing
prompts. Implement
instructional materials
and strategies to
enhance development
of concepts and skills
that our students are
struggling with.
Fourth and fifth grades will review, analyze,
and target strands and concepts that students
scored low on.
Review minimum
grade level
requirements of
Southgate’s writing
plan to eliminate gaps
in instruction.
One common grade
level writing prompt
will be developed and
implemented per
semester. Rubrics will
be used for scoring and
cross teacher scoring
will be required.
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
Grade level teams will
score a writing prompt
with emphasis on one
specific area of need
identified in item
analysis.
2013-2014
Academic Year
Principal
Grade Level Teams
Staff will be provided time to review and revise
the writing plan.
MSP results
2013-2014
Academic Year
Principal
Grade Level Teams
Special Education
Staff
Staff will review, revise, or re-use common
writing prompts. Rubrics will also be reviewed,
revised, or re-used. Time will be scheduled to
cross score.
Score will be reported
and teaching goals will
be set based on results of
scores.
2013-2014
Academic Year
Grade Level Teams
Principal
Fourth and fifth grades will be provided time to
evaluate the areas of need and present to staff.
10/25/2013
School: Southgate Elementary School Year: 2013-2014
USE OF TECHNOLOGY TO FACILITATE INSTRUCTION
Staff will learn to maximize their iPads to increase student learning and 90% of staff will report that iPads are being used to
develop, implement, or utilize instruction.




This goal will require technological consulting and implementation of additional software/hardware to realize the desired future
reality
This goal may support other reading and mathematics goals at the school
Pilot studies will be encouraged to measure effect of our iPads in the classroom and to guide or professional development
Additional resources of Educational Technology and specific hardware are likely necessary to achieve the promise of iPads as an
instructional tool.
FAMILY AND COMMUNITY INVOLVEMENT
Continue to encourage new and support existing parent involvement through our Parent Teacher Group (PTG) and volunteer programs.
Monthly bulletins from office to parents.
SAFETY
Southgate staff will review “outside the building” expectations formally once each trimester. Student concerns will be addressed in the
classroom or referred to support staff when appropriate. The measurement will be number of 5th grade students who feel safe outside the school
building will increase as reported on the 2013 Student Safety Survey to the upcoming 2014 survey.
Goal will be to develop a safe bus riding experience for all our students. Presently ~84% students riding the bus report being safe on the survey;
we will develop a survey to measure this formatively for all grades. Specific outreach with transportation presently under way.
 Southgate Elementary outreach to bus drivers and supervision may help students feel more safe.
 SG will develop and administer a survey to better understand students’ feeling regarding safety on the bus.
 This data will inform our school strategies.
We have evidence based on staff surveys and our own monitoring, as well as on required district practices that our school operates on the following
characteristics of high performing schools:
10/25/2013










Clear and Shared Focus
High Standards and Expectations
Effective School Leadership
High Levels of Communication and Collaboration
Alignment of Curriculum, Instruction, and Assessment with Standards
Frequent Monitoring of Teaching and Learning
Focused Professional Development
Supportive Learning Environment
High Levels of Parent and Community Involvement
Use of the instructional elements of purpose, engagement, rigor and results
10/25/2013
Sunset View Elemeentary
School Im
mprovemen
nt Plan
2013 - 2014
School: Sunset View Elementary
School Year: 2013-2014
SCHOOL INFORMATION
1.
Provide a brief description of your school, unique programs and community. Include total enrollment and demographics (number and
percentage of low income, bilingual, and migrant students.
Sunset View's mission is to value, recognize, and maximize the potential of all students. We believe in providing a challenging and engaging
curriculum embedded in a climate that acknowledges each student's academic, physical, emotional, psychological, social and ethical well-being.
We believe in the research that shows: "A sense of community in school is associated with positive attitudes toward school, academic
motivation, and engagement." Our school mission is to develop high achievement, character and P.R.I.D.E. in our students. Our school
expectation is for students to demonstrate P.R.I.D.E. in all aspects of their school day. The staff acknowledges and celebrates: Participation,
Respect, Initiative, Determination, and Effort. Teachers, students, and parents deserve to be prepared for the diverse possibilities that await them
in the future. We must provide opportunities that capture human attention using strategies which create an internal desire to reach beyond
today's existing borders and challenges.
Sunset View's enrollment was 509 in grades K-5 during the 2012-2013 school year. Special programs include Special Education, Resource
Room, Autism, and Life skills. Migrant, Section 504, Transitional Bilingual, and Foster Care 1%. The October 2012 enrollment indicates 204
students, or 41.63%, qualify for free and reduced lunch. The ethnic minority population is 29%, or 160 students: American Indian 2.1%, Asian
1.4%, Black 2.7%, Hispanic 20 %, Pacific Islander 4.5%, other 3%. The majority population was 261, or 71%, of White ethnicity.
District and state goals define Sunset View's curriculum. Those goals guide the adoption, utilization, and refinement of programs in all
academic areas. The published programs that were used to support our reading goals included: Imagine It!, Reading Mastery, Corrective
Reading, Accelerated Reader, and Read Naturally. Also included in our reading program was the RTI intervention system. The published
program that supports our math goal is Math Connects. The published program used for science is Science Resources Center kits. Currently our
building teaches writing skills K-5 specifically designed to prepare students for the 4th grade state testing (MSP). A district writing committee is
reviewing our current writing curriculum and aligning it with The Common Core Standards.
We believe that assessment is a powerful tool for helping to drive instruction while identifying student strengths and weaknesses. Data is valued
and used as a tool to identify needs and to plan growth targets. We recognize that not everything that matters is measurable. Test scores alone
are not adequate measures of a quality education. One immeasurable indicator includes the way students respond emotionally and socially to the
plans their teacher has designed. Willingness to carefully assess and monitor progress using multiple sources of data, formative and summative,
as well as emotional and environmental. Valued measurable assessments include: Kindergarten Skills Assessment, Measurement of Academic
Progress (MAP), and the Measurement of Student Progress (MSP) assessment, STAR Early Literacy (K-2 diagnostic), and DIBELS to help
with placement and monitor progress and instructional effectiveness . In addition, reading and math curriculum assessments are embedded
within our Imagine It! reading program and Math Connects with chapter tests, unit tests, as well as beginning-year, mid-year, and end-of-year
assessments. Our district math pacing guide and power standards help us focus on must-have skills. This guide is carfully analyzed and adjusted
as needed with district support and guidance. Our technology goal includes plans to integrate and enhance learning for students and staff.
Historically and statistically Sunset View has been a high achieving school. Those statistics, as well as empirical evidence, solidify our desire to
continue to value both measurable and immeasurable indicators of growth and achievement. We believe it takes both to authentically reach and
prepare students to be life-long learners.
Updated on November 6, 2013
2
All students deserve a rich, diverse, and safe educational experience. Educators should be committed to continuous learning and parents should
be part of their children's educational journey. All people deserve to be prepared to embrace, grow with, and fearlessly progress outside the
boundaries of any given time. Our mission is reflected in this belief system, because it values, recognizes, and maximizes the potential of all
students.
2.
Summarize the results of the following:
a.
Staff Surveys
Through collaboration in grade level teams and with PLC's (Profession Learning Communities), the following tasks provide us with
information for the purpose of creating this School Improvement Plan:
1. Study our school's scores and discuss patterns, strengths, growth possibilities, needed goals and any other possibilities.
2. Study the district's strategic plan. Review our SIP plan and make adjustments as needed.
3. Review staff input, DATA meeting information, and staff/student survey input as a team, and make adjustments.
b.
Family and Community Involvement: Using Parent Surveys and other parental input, what needs have been identified?
(Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
Parent involvement at Sunset View has improved to above average. We have an active P.T.O. that meets bimonthly. Our school
leadership team includes parent representation and participation. We sponsor several family-oriented activities throughout the year.
This year we have a building committee designed to improve our Parent-Teacher collaboration and teaming with specific goals
using an ATP (Action Team Plan). The PTO does a survey in FALL requesting for parents to volunteer in classrooms or help from
the home. They complete a form to sign up to help with activities throughout the school year. PTO also does a survey for teachers
requesting input for ways that they would like help. Our counselor teaches parenting classes and collects survey feedback and data
from parents and community to team together aimed to help with student social and academic development. We have a weekly
Sunset View “news blast” filled with brief important announcements sent by email. It is distributed by a PTO representative. The
PTO sends out a more detailed newsletter monthly called the Mustang Express. A Facebook page is maintained with key
information facilitated by the PTO president. Our school website is maintained by our librarian as well as our electronic information
reader board in front of the building.
Updated on November 6, 2013
3
3.
Insert the summaries for your school for State AMO’s (Annual Measurable Objectives), Functional Level, DRA, Reading Assessments,
WASL Trend, and ITBS Trend and describe the results for subgroups – Hispanic, Low Income, Limited English, and Special
Education. (Summarize the strengths and weaknesses of your current program based on building data).
Consistently, adequate yearly progress is being made.
Spring 2013 test results:
3rd Grade MSP % meeting standard READING MATHEMATICS 2010 2011 2012 2013 2010 2011 2012 2013 State District 72 74 73 72 69 70 73 71 62 59 62 57 65 59 65 58 Amistad 48 36 33 40 35 26 32 22 Canyon View Cascade Cottonwood Eastgate Edison Hawthorne Lincoln Ridge View Southgate Sunset View Vista Washington Westgate 85 81 63 59 61 87 86 79 86 76 83 70 81 71 94 72 47 75 85 82 83 74 65 91 55 87 80 94 61 42 76 80 82 75 73 60 84 58 78 77 95 64 51 65 87 93 85 72 57 77 41 81 77 45 34 38 71 81 63 66 64 70 44 66 76 86 52 33 54 70 78 55 55 41 67 30 66 75 88 46 29 46 70 83 55 56 51 79 40 62 68 91 46 26 51 76 80 68 68 44 74 29 Updated on November 6, 2013
4
4th Grade MSP % meeting standard
READING WRITING MATH 2010 2011 2012 2013 2010 2011 2012 2013 2010 2011 2012 2013 State District 67 70 67 68 71 74 72 72 61 70 61 66 61 66 62 67 54 48 59 56 59 54 63 55 Amistad 58 39 42 36 47 37 15 32 37 20 18 26 Canyon View Cascade Cottonwood Eastgate Edison Hawthorne Lincoln Ridge View Southgate Sunset View Vista Washington Westgate 8/27/13 78 74 57 46 66 79 91 82 87 56 70 47 66 82 84 58 46 58 80 84 80 88 53 68 62 68 90 88 62 48 72 90 88 85 90 59 79 57 77 80 90 57 41 70 88 88 87 90 69 82 56 79 76 68 37 67 70 89 79 92 67 78 49 65 75 91 47 35 48 83 85 89 76 52 72 62 65 76 79 44 50 63 68 89 86 86 60 83 42 50 64 90 55 46 74 74 96 82 90 73 75 47 51 50 29 29 33 52 75 67 72 42 63 16 45 76 89 25 37 49 65 85 72 68 40 64 38 49 70 83 35 24 42 64 78 67 76 42 62 34 34 65 90 42 22 44 65 89 76 55 52 68 44 5th Grade MSP % meeting standard
Reading Mathematics 2010 2011 2012 2013 2010 2011 2012 2013 Science 2010 2011 2012 2013 State 70 68 71 73 54 61 64 63 34 56 66 67 District 72 64 67 72 49 52 52 54 38 55 65 66 Amistad 52 40 42 46 35 31 36 23 29 21 27 32 Canyon View 72 59 72 77 39 40 45 58 23 46 66 64 Cascade 85 78 80 84 55 58 67 62 42 68 80 78 85 88 89 81 76 76 60 86 83 Eastgate 60 43 44 54 24 29 25 45 17 22 40 48 Edison 40 37 34 50 15 33 32 20 8 29 40 38 Cottonwood Updated on November 6, 2013
5
Hawthorne 63 55 67 62 38 59 49 43 18 60 71 55 Lincoln 82 83 79 76 53 62 49 66 62 80 84 82 Ridge View 88 91 89 87 81 78 77 57 70 86 86 90 Southgate 86 76 81 88 67 76 73 73 55 76 84 81 Sunset View 89 74 80 87 67 65 61 70 47 71 80 89 Vista 70 33 45 72 54 21 37 64 25 17 40 67 Washington 70 71 61 76 55 57 51 61 55 66 71 71 Westgate 51 53 57 51 30 40 29 25 17 43 32 35 Grades 1-5 MAP reading and math results in 2012-13.
5th grade Math (69th percentile RIT)
Summary
Total Students With Valid Growth Test
Scores
Mean RIT
Standard Deviation
District Grade Level Mean RIT
Students At or Above District Grade Level
Mean RIT
Norm Grade Level Mean RIT
Students At or Above Norm Grade Level
Mean RIT
5th grade Reading (87th percentile RIT)
Summary
Total Students With Valid Growth Test
Scores
Mean RIT
Standard Deviation
District Grade Level Mean RIT
Students At or Above District Grade Level
Mean RIT
Norm Grade Level Mean RIT
Students At or Above Norm Grade Level
Mean RIT
69
227.3
11.8
223.2
48
221
53
69
220
10.2
216.3
44
212.3
50
Updated on November 6, 2013
6
4th grade Math (64th percentile RIT)
Summary
Total Students With Valid Growth Test
Scores
Mean RIT
Standard Deviation
District Grade Level Mean RIT
Students At or Above District Grade Level
Mean RIT
Norm Grade Level Mean RIT
Students At or Above Norm Grade Level
Mean RIT
4th grade Reading (67th percentile RIT)
Summary
Total Students With Valid Growth Test
Scores
Mean RIT
Standard Deviation
District Grade Level Mean RIT
Students At or Above District Grade Level
Mean RIT
Norm Grade Level Mean RIT
Students At or Above Norm Grade Level
Mean RIT
85
216.1
11.3
215.4
54
212.5
60
85
211.9
10.1
210.6
52
206.7
66
Updated on November 6, 2013
7
3rd Grade Math (60th percentile RIT)
Summary
Total Students With Valid Growth Test
Scores
Mean RIT
Standard Deviation
District Grade Level Mean RIT
Students At or Above District Grade Level
Mean RIT
Norm Grade Level Mean RIT
Students At or Above Norm Grade Level
Mean RIT
3th Grade Reading (67thth percentile RIT)_
Summary
Total Students With Valid Growth Test
Scores
Mean RIT
Standard Deviation
District Grade Level Mean RIT
Students At or Above District Grade Level
Mean RIT
Norm Grade Level Mean RIT
Students At or Above Norm Grade Level
Mean RIT
2nd Grade Math (61st percentile RIT)
Summary
Total Students With Valid Growth Test
Scores
Mean RIT
Standard Deviation
District Grade Level Mean RIT
Students At or Above District Grade Level
Mean RIT
Norm Grade Level Mean RIT
Students At or Above Norm Grade Level
Mean RIT
70
204.9
12
206.4
35
203.1
46
70
205.5
14.6
205.2
43
199.2
57
82
193.7
9
193.1
51
191.3
55
Updated on November 6, 2013
8
2nd Grade Reading ( 59th percentile RIT)
Summary
Total Students With Valid Growth Test
Scores
Mean RIT
Standard Deviation
District Grade Level Mean RIT
Students At or Above District Grade Level
Mean RIT
Norm Grade Level Mean RIT
Students At or Above Norm Grade Level
Mean RIT
82
193.1
13.7
191.7
48
189.6
53
1st Grade Math (49th percentile RIT)
Summary
Total Students With Valid Growth Test
Scores
Mean RIT
Standard Deviation
District Grade Level Mean RIT
Students At or Above District Grade
Level Mean RIT
Norm Grade Level Mean RIT
Students At or Above Norm Grade Level
Mean RIT
1st Grade Reading (81st percentile RIT)
Summary
Total Students With Valid Growth Test
Scores
Mean RIT
Standard Deviation
District Grade Level Mean RIT
Students At or Above District Grade
Level Mean RIT
Norm Grade Level Mean RIT
Students At or Above Norm Grade
Level Mean RIT
48
159.4
13.4
*
*
162.8
21
80
182.3
12.6
176.3
54
176.9
54
Updated on November 6, 2013
9
4. Professional Development: What needs have been identified for professional development for certificated and classified staff that will be
addressed in this plan? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
Professional Development is focused on training and implementation of the SRA Imagine It! Reading curriculum. We have transitioned from intermediate
to a competent stage of Response to Interventions (RTI) building wide (year four). Classified and certificated staff members have been trained to administer
and score screening and diagnostic tools. Well-organized direct instruction training was provided this past school year specifically designed to help improve
small group intervention instruction, especially with protocols, pacing, and progress monitoring effectiveness. Our reading team and staff are providing
interventions for identified students. The leadership committee is in place to analyze our programs, interventions, and student progress. In Math, teachers
will continue to utilize the district formulated Power Standards and pacing guides with Math Connects. Our staff continues to strengthen our use of
Professional Learning Community (PLC's) with productive data discussions. District Assessment Coordinator, Bev Henderson, has provided follow up
MAP assessment interpretation training. We continue to implement the “FISH” philosophy throughout our building. We’re in the pilot process of the new
state evaluation system for teachers (TPEP). We are receiving special training led by the district through our in building professional development system at
Sunset View. We purchased iPads in the 2012-2013 school year and are facilitating continuous training to integrate their use in the classroom.
5.
Curriculum and Instruction: What needs have been identified and will be addressed in this plan?
Our reading test scores over the years have remained consistently strong. Student groups are formed using the Response to Intervention (RTI)
philosophy and data triangulation. Student progress is monitored with DIBELS. Group placement adjustments occur while instructional
methods and curriculum are modified to ensure progress and growth. Intervention curriculum includes: Specific sections of Imagine It!,
Corrective Reading. Reading Mastery, and Read Naturally. Our math scores have remained stable according to the MAP test results. We will
continue to develop our understanding and instructional knowledge of Math Connects by focusing on the grade level Power Standards and
implementing across district grade-level pacing guides. As a district we are working toward aligning our curriculum with The Common Core
Standards.
Updated on November 6, 2013
10
6.
Clarify Needs and Research Proven Effective Strategies: Describe how the team and staff investigated and selected the solutions.
Include a description of how staff studied best practices and research, visited or contacted successful schools and programs, received
input from the staff and parents as the plan was developed, and matched the solutions to priority needs.
We use PLC’s and Data meetings to investigate and select solutions.
Our data is reviewed by grade level teams, PLCs and as an instructional staff. The essential elements of effective data-driven education is
outlined below:





good baseline data
measurable instructional goal(s)
frequent formative assessment
professional learning communities
focused instructional interventions (RTI for reading)
Teachers will study both the scores in each class and at each grade level plus hold professional discussions that consider trends, strengths,
growth possibilities, weaknesses, plus other possibilities.
At Sunset View our staff will ask these five questions:





Are we teaching the right thing?
Are we teaching it well?
Are we teaching enough of it?
Are the kids learning it?
Can the kids transfer it?
Our Principal, leadership team, and staff will ensure that these questions continually guide classroom instruction and organizational decisionmaking. By focusing initially on small, rapid improvements and then building upon those toward an ongoing process of continuous reflection
about classroom instruction and student learning outcomes, teachers will significantly impact student achievement.
Updated on November 6, 2013
11
STUDENT ACHIEVEMENT DATA
Sunset View Elementary
DEVELOPMENTAL READING ASSESSMENT AND MEASURES OF ACADEMIC PROGRESS READING
Grade
K
1
2
3
4
5
Assessment
Kindergarten Assessment
DRA/*Primary MAP Testing
MAP Testing
MAP Testing
MAP Testing
MAP Testing
2008
2009
95
86
60
73
81
80
93
84
64
76
81
76
2008
2009
x
x
61
88
83
x
x
63
82
84
Spring Percent Meeting Standard
2010
2011
94
86
69
84
78
74
91
88
56
79
67
66
2012
2013
84
*69
57
87
76
78
86
*68
65
88
78
78
2012
2013
56
56
66
71
67
66
68
70
73
77
Standard for MAP Testing is the 50th percentile and above
MEASURES OF ACADEMIC PROGRESS MATHEMATICS
Grade
1
2
3
4
5
Assessment
Primary MAP Testing
MAP Testing
MAP Testing
MAP Testing
MAP Testing
Spring Percent Meeting Standard
2010
2011
x
x
72
69
75
x
x
64
68
80
Standard for MAP Testing is the 50th percentile and above
WASHINGTON ASSESSMENT OF STUDENT LEARNING/*MEASUREMENTS OF STUDENT PROGRESS
Grade
3
3
4
4
4
5
5
5
Assessment
Reading
Mathematics
Reading
Writing
Mathematics
Reading
Mathematics
Science
Spring Percent Meeting Standard
*2010
*2011
2008
2009
*2012
*2013
75
70
96
94
83
91
85
63
86
79
94
91
82
91
73
57
86
66
87
92
72
89
67
47
74
55
88
76
68
74
65
71
73
56
90
86
76
80
61
80
72
68
90
90
55
87
70
89
2008
2009
2010
2011
2012
2013
x
x
x
x
Standard for the MSP is 400 points for Reading, Math, & Science and 9 points for Writing
Did your school meet AMO’s?
Yes
No (If NO, what categories?)
No
Reading
& Math
No
Reading
& Math
Updated on November 6, 2013
12
2012-1
13 MSP/HSPE
E Results Sun
nset View
Grade Level
Read
ding
Math
3rd Gra
ade
71.8%
67
7.6%
4th Grade
89.5%
54
4.7%
5th Grade
87.3%
70
0.4%
Student Dem
mographics
Writing
Science
89.5%
%
88.7%
Enrollment
October 2012 Sttudent Count
471
May 2013 Stude
ent Count
501
Gender (Octob
ber 2012)
Male
239
50
0.7%
Female
232
49
9.3%
Race/Ethnicity
y (October 2012))
American Indian
n/Alaskan Native
7
1
1.5%
Asian
14
3
3.0%
Asian/Pacific Isla
ander
14
3
3.0%
Black / African American
A
9
1
1.9%
70
14
4.9%
356
75
5.6%
15
3
3.2%
Hispanic / Latino
o of any race(s)
White
Two or More Rac
ces
Special Progra
ams
Free or Reduced
d-Price Meals (May 2013)
216
43
3.1%
Special Educatio
on (May 2013)
76
15
5.2%
Transitional Bilin
ngual (May 2013)
25
5
5.0%
Migrant (May 20
013)
11
2
2.2%
Section 504 (Ma
ay 2013)
3
0
0.6%
Foster Care (May 2013)
0
0
0.0%
0
0.0%
Other Information (more info)
Unexcused Absence Rate
R
(2012-13)
Teacher Info
ormation (20 12-13) (more info)
Classroom Teachers
26
Average Years of Teacher Experience
14.9
Teachers with at leas
st a Master's Degree
7
76.9%
Total number of teach
hers who teach core acad
demic classes
22
% of teachers teachin
ng with an emergency ceertificate
0.0%
% of teachers teachin
ng with a conditional certtificate
0.0%
Total number of core academic classes
22
ESEA Highly Qualified
d Teacher Information
% of classes taught by
b teachers meeting ESEA
A highly qualified (HQ) d
definition
10
00.0%
% of classes taught by
b teachers who do not m
meet ESEA HQ definition
0.0%
% of classes in high poverty
p
schools taught byy teachers who meet ESEA HQ definition
N/A
% of classes in high poverty
p
schools taught byy teachers who do not m
meet ESEA HQ
definition
N/A
% of classes in low po
overty schools taught byy teachers who meet ESE
EA HQ definition
N/A
% of classes in low po
overty schools taught byy teachers who do not me
eet ESEA HQ
definition
N/A
Updated on November 6, 2013
13
GOALS
School Improvement Plan 2013-2014
School: Sunset View Elementary
District North Star Goal:
Related Building Goals:
Rationale for Goal:
Ninety percent of all third graders will read at or above grade level. Seventy-five percent of students who are below grade level in
reading are caught up within three years.
A-Ninety percent of Kindergarten students will score at least 90 percent on the K Assessment.
B. Sixty-five percent or higher of students, grades 1-5, will meet MAP growth target (70%-tile or high national rank). C. Ninety
percent of third graders will meet 50th percentile on the MAP test.
This goal is appropriate for students at Sunset View for Reading development based on ‘12-13 MAP and MSP results.
STRATEGY/ACTION
(Maintenance)



To further refine a building wide
intervention program (RTI) based on The
Common Core Standards




STRATEGY/ACTION
(New)
Individual student growth
is tracked using state,
district, and reading
curriculum (Imagine It!)
with ALL students
ASSESSMENT &
EVALUATION
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Students will be identified and grouped as
benchmark, strategic, and intensive.
Staff will implement tailored intervention
curriculum according to student needs and levels.
Student progress will be closely monitored and
reviewed within grade level (ongoing) and data
meetings (3x/year).
Staff will review student progress and readjust
groupings accordingly.
Grades two through five will have RTI 45 minutes
four times per week. Grade one RTI will resume
one hour as initiated in 2012-13 school year due to
successful feedback and data.
Minimum of whole group one hour Reading and
Language Arts daily.
Cooperate with Team READ for grades 1, 2, and 3
for student fluency practice two days a week.






ASSESSMENT &
EVALUATION
PROFESSIONAL DEVELOPMENT
(Communication Plan)



Grade level teachers will meet to carefully review
data and build instructional strategies to meet
student needs.
Using the Imagine It! curriculum, teachers will
make appropriate adjustments to ensure student
progress.
Using building PLC's, teachers will collaborate to
share best practices and use student evidence to
drive instruction.
DIBELS
MAP
Intervention curriculum
data
MSP
Teacher observations
Team READ leader




DIBELS
MAP
Core Curriculum data
State MSP
TIMELINE
minimum
3x/year
2x/year
Bi-monthly
Yearly
Ongoing
TIMELINE
minimum
3x/year
2x/year
Bi-monthly
Yearly
PERSON
RESPONSIBLE
Tony Langdon
Carrie Armstrong
Teachers
Reading Team
Team READ leader
PERSON
RESPONSIBLE
Tony Langdon
Carrie Armstrong
Teachers
Reading Team
Updated on November 6, 2013
14
School: Sunset View Elementary
School Year: 2013-2014
District North Star Goal:
Ninety percent of all third graders will be at or above grade level to achieve AYP with Math. Seventy-five percent of students who
are below grade level in math are caught up within three years.
Related Building Goals:
A. Ninety percent of Sunset View's students will meet the District Math MAP goal (40th percentile) with the support of Math
Connects.
B. Ninety percent of Kindergarten students will score at least 90 percent on the K. Assessment.
C.Sixty percent and above of 1-5 students will meet MAP growth target.
Rationale for Goal:
This goal is appropriate for students at Sunset View for math development based on ‘12-13 MAP and MSP results. Professional
development opportunities will be available for staff to collaborate and enhance an instructional knowledge base during the third fourth
year of curriculum implementation.
STRATEGY/ACTION
(Maintenance)
Use Power Standards, district pacing
guides to drive our Math Connects
instruction to align with The Common
Core Standards.

STRATEGY/ACTION
(Maintenance)
Individual student growth is measured
using state, district, and curriculum
assessments. The curriculum will be
used with district and building
expectation for fidelity.
ASSESSMENT &
EVALUATION
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Grade level teams will review pacing, Power
Standards, and student assessments to adjust
instruction. A goal date will be set by each grade
level for the majority of students to meet math
power standards by the end of the first trimester.
PROFESSIONAL DEVELOPMENT
(Communication Plan)

Grade level teams will share program
components and the successes and challenges.
Goals and timelines will be addressed and
reviewed through team collaboration. Data will
be analyzed within teams to inform and adjust
instruction.



MAP
Chapter Tests
State MSP
ASSESSMENT &
EVALUATION



MAP
Program data
MSP
TIMELINE



Minimum
2x/year
Bi- monthly
Yearly
TIMELINE
2x/year
Bi-Monthly
Yearly
PERSON
RESPONSIBLE
Tony Langdon
Teachers
PERSON
RESPONSIBLE
Tony Langdon
Teachers
Updated on November 6, 2013
15
School: Sunset View Elementary
School Year: 2013-2014
Building Goals:
The leadership committee will continue to work with the building represenative and staff to evaluate Science curriculum and
activities at Sunset View.
Rationale for Goal:
This goal is appropriate for students at Sunset View for reviewing and analyzing Sunset View Science activities and curriculum. Our aim is
to seek improvements in the area of Science in preparation 5th grade MSP
STRATEGY/ACTION
(Maintenance)
Analyze science curriculum and Science
Kits. Set 2-3 goals for improving Science
curriculum at Sunset View.
 1 of three goal includes MSP
science preparation for 5th grade
team
ASSESSMENT &
EVALUATION
PROFESSIONAL DEVELOPMENT
(Communication Plan)




Establish a building representative
Leadership committee meets monthly and
monitors progress. Successes and challenges will
be collected and reported to Kathy Fisk.
Maintain Science Month (March) which includes
Science Center visit and Science Fair
Invite Kathy Fisk (District Science Leader) for
a science MSP preparation activity with 5th
grade



TIMELINE

3x/year
5th grade MSP
Review 2-3 goals set in
May 2014

March
(Science
Month)
Invite Kathy Fisk

Invite Kathy
Fisk before
Dec 15th,
2013 for K-5
MSP Science
prep activity
PERSON
RESPONSIBLE
Tony Langdon
Leadership committee
Teachers
Updated on November 6, 2013
16
School: Sunset View Elementary
School Year: 2013-2014
Building Goals:
The Leadership committee will meet and coordinate with building represenative to evaluate Writing curriculum and activities at
Sunset View as it aligns with The Common Core Standards.
Rationale for Goal:
This goal is appropriate for students at Sunset View for reviewing and analyzing Sunset View writing curriculum. We aim to seek
maintenance and improvements in the area of writing by the time students reach 4th grade MSP. We will give input to the district regarding
writing curriculum.
STRATEGY/ACTION
(Maintenance)
ASSESSMENT &
EVALUATION
PROFESSIONAL DEVELOPMENT
(Communication Plan)


Analyze current K-5 writing curriculum
plans in place. Set minimum of 2-3 goals
centered on reviewing current writing
grade level plans. The goals purposes are
designed to provide adequate input to
district for 2013-14 writing curriculum
adoption. The focus of goals will be to
review what is in place to refine and
enhance. 




Leadership committee will analyze successes
and areas for improvement
Building representative will be liaison between
the district and leadership committee
Grade level teams will meet to gather current
writing plans to report to leadership committee.
Present building input to District (Liz Dale) for
2013-14 building writing curriculum
Progressive spiral alignment K-5as it fits with
The Common Core Standards
PERSON
RESPONSIBLE
TIMELINE

Leadership committee
Collect and share grade
level writing plans and
report to team
Leadership
committee will
receive updates
from district
representative
minimum of
3x/year
 Professional
development day
will be
established for
Common Core
Standard
alignment
Tony Langdon
Leadership committee
Building
representative
Updated on November 6, 2013
17
School: Sunset View Elementary
Ninety percent of students report they feel safe at school on our annual student safety survey.
Related Building Goals:
Ninety percent of students will report that they feel safe at school on a Sunset View student safety survey.
Rationale for Goal:
We believe that students who feel safe will more readily develop acceptable academic and social skills.
STRATEGY/ACTION

Promote safety through character
development:

Stop, Walk, Talk (school anti-bullying
program)

Use the P.R.I.D.E. positive behavior
reinforcement plan
P.R.I.D.E. stands for Participation,
Respect, Initiative, Determination,
Effort
ASSESSMENT &
EVALUATION
PROFESSIONAL DEVELOPMENT
(Communication Plan)
(New)

School Year: 2013-2014
District North Star Goal:
Students will be empowered to use this
bully reporting system for the safety of
themselves and others. Students will be
educated and trained on how to tell bullies
to stop, how to report, and how to
collectively discourage bullying behaviors.
Principal and counselor classroom visits
will facilitate this in the FALL of 2013.
Teachers will be a constant resource for
students throughout the year to answer
questions and provide support. The
program is a shared effort with principal,
counselor, teachers, paraprofessionals,
office staff and students. Concepts are
reviewed as needed in classrooms by
counselor and in specifically designed
friendship groups. Concepts are revisited
within PRIDE assemblies twice every
trimester.
Character components from the acronym
P.R.I.D.E. are used as a school theme. We
will have six P.R.I.D.E. assemblies during
the school year. Students are recognized
daily for demonstrating these P.R.I.D.E.
traits. Parents are contacted by a staff
member to celebrate their child’s positive
accomplishment. This program is designed
to promote a safe and positive school
environment.

End of the year
survey grade 1-5
(95% + students feel
safe at school

Teacher, principal,
and counselor
observations
TIMELINE
Ongoing

PERSON
RESPONSIBLE
Tony Langdon
Joyce Rodman
Teachers
Classified staff
P.R.I.D.E. awards
and assemblies
Updated on November 6, 2013
18
School: Sunset View Elementary
School Year: 2013-2014
Building Goals:
Maintain the four specific goals, centered on improving Teacher and Parent teaming
Rationale for Goal:
We believe that students who feel safe will more readily develop acceptable academic and social skills.
FAMILY AND COMMUNITY INVOLVEMENT
Sunset View has approximately 200+ parent and community partnerships that take part in the educational journey of students each month. Our PTO is visible and actively involved in
classrooms and in extracurricular activities. PTO has made significant monetary contributions to many projects and programs at Sunset View. Our community businesses support and
donate materials and time. We have a membership with the National Network of Partnership Schools and we collaborate with our district ATP coordinator, Sarah Del Toro.
STRATEGY/ACTION
(New)



Renew yearly membership
with the NNPS (National
Network of Partnership
Schools)
Maintain ATP (ACTION
TEAM PLAN) with help from
district resource Sara Del Toro
ASSESSMENT &
EVALUATION
PROFESSIONAL DEVELOPMENT
(Communication Plan)

TIMELINE

Renew the NNPS membership which aims
to increase knowledge of new concepts and
strategies. Use research results to develop
tools and materials that will improve policy
and practice. Provide professional
development conferences and workshops.
Share best practices of parental
involvement and community connections.
Improve our partnership programs at the
school, district, and state levels.

Maintain an ATP building committee to
meet and monitor goal progress. Meet
monthly to discuss goals and progress.

4 specific measurable
goal

Evaluate the success of
goals
Confirm membership
status
PERSON
RESPONSIBLE
By Oct 30,
2013
Tony Langdon
ATP Committee
and grade-level team
members

Set in Fall
2013

Final
evaluation
in May
2014
Updated on November 6, 2013
19
School: Sunset View Elementary
School Year: 2013-14
TO BE COMPLETED BY TITLE 1/LAP SCHOOLS ONLY:
STUDENT SELECTION:
1.
Describe the specific process (criteria and timelines) that you will use to identify eligible children in greatest need for Title 1 or LAP
services. Teacher recommendations, performance and screening tests have been used in the past. A school may continue this
process using the composite sheet or creating a new composite to rank order students. The process must use multiple criteria and
identify and serve those students with the greatest academic needs.
Reading
Sunset View will use multiple assessment tools to identify and serve those students with greatest academic need.
All students at Sunset View are screened three times a year using the DIBELS benchmark assessment. We will be utilizing DIBELS. These
will be administered in August/September, January, and May. All new students will be tested and placed on the continuum if their scores
indicate need. Students scoring in the intensive or low strategic range will be tested further for placement on the LAP composite. We have
developed a testing process that will assure that students are correctly identified for services. Students will be placed on the composite using
the measures identified below. We will use the other measures to help us further identify appropriate services for each student.
Grade K Reading
Grade 1 Reading
•
•
•
Kinder Assessment
Grades 3-5 Reading
DIBELS Next Benchmark
DIBELS Next Benchmark •
DIBELS Next Benchmark •
Assessment
Assessment
Assessment
DIBELS Next Benchmark
Assessment
•
•
Grade 2 Reading
MAP
•
MAP
•
•
MSP
MAP
The resulting scores will be rank-ordered and those in greatest need will be selected to work with LAP funded personnel.
Math
Sunset View will use multiple assessment tools to identify and serve those students with greatest academic need.
All students at Sunset View are screened three times a year using the Math MAP and Math Connects benchmark assessment. These assessments
will be administered in August/September, January, and May. All new students will be tested and placed on the continuum if their scores
indicate need. Students scoring in the intensive or low strategic range will be tested further for placement on the LAP composite. We have
developed a testing process that will assure that students are correctly identified for services. Students will be placed on the composite using
the measures identified below. We will use the other measures to help us further identify appropriate services for each student.
Updated on November 6, 2013
20
2.
Grade K Math
Grade 1 Math
Grade 2 Math
Grades 3-5 Math
•
•
•
•
•
Kinder Assessment
Math Connects pre-test and bench mark assessments
and bench mark assessments
•
Math Connects pre-test
•
MAP
Math Connects pre-test
and bench mark assessments
•
MAP
DIBELS Next
Benchmark
Assessment
•
MSP
The resulting scores will be rank-ordered and those in greatest need will be selected to work with LAP funded personnel.
MONITORING AND EVALUATION OF STUDENT PROGRESS
Describe the assessments the school will use to monitor student academic progress during the school year. In addition to the
MSP, include any locally developed and selected assessments.
Sunset View Elementary staff use a variety of assessments to monitor student progress and help focus instruction. Formal assessments include
the KSD Kindergarten Assessment, WLPT II, MAP, DIBELS Next, and various curriculum assessment tools. A writing assessment plan will
also be followed at each grade level.
Students who have difficulty mastering skills and meeting standards are identified by rank order. LAP Teacher, classroom teachers and
reading specialist meet to place students into Strategic and Intensive LAP intervention groups for Reading and Math. The principal confers and
verifies the groups. Students are assessed continually to monitor progress and are regrouped as necessary. Benchmark students are monitored
three times a year with DIBELS Next and MAP testing.
Students continuing to have difficulties after implementing RTI interventions/strategies are first discussed at grade level data meetings and
then can be referred to the Student Teacher Assistance Referral Team (SAT) by the classroom teacher. The team brainstorms ideas and makes
recommendations for further assessments, medical follow-up, and/or strategies to help struggling students.
Describe how the school will identify students experiencing difficulty mastering skills and meeting standards and the specific
support provided.
Reading: At the beginning of the school year students are tested using DIBELS Next to identify and serve those students with the greatest
academic need. Based on the rank order, students are placed into groups at benchmark, strategic, or intensive levels. All students receive
reading instruction for no less than 90 minutes a day.
Students at the intensive level will average 4 d a y s / w e e k o f reading intervention small group support; 3 0 m i n u t e s K i n d e r g a r t e n , 45
minutes grades two-five, and 60 minutes grade 1. The following curricula programs are used for intensive need students:
Reading Mastery
Updated on November 6, 2013
21
Corrective Reading
Students at the strategic and benchmark levels will receive reading support; 3 0 m i n u t e s K i n d e r g a r t e n , 45 minutes grades 2-5, and 60
minutes grade 1. “Imagine It!” intervention will be utilized for these students.
If LAP funds are available, additional support will be offered to 1st- 5th graders through an extended-day after school program and/or
summer school program. The extended-day programs provide opportunities to practice comprehension skills, writing, and MSP preparation.
Math: At the beginning of the school year students are tested using Math Connect placement tests, benchmark assessments and Math MAP test
(grades 1-5) will identify the highest priority students to serve. Kindergarten students do not take the MAP test, but instead are administered a
district assessment. This is combined with the Math Connects pre-year assessment. Based on the assessment rank order, students are placed
into groups at benchmark, strategic, or intensive levels. All students receive math instruction for no less than 60 minutes a day. Math
interventions are scheduled for at least 30 minutes 1-5 times per week.
The following intervention curricula will be utilized for strategic and intensive level students for math:
Math Connects interventions
Math Foundations interventions
“Successmaker” for Math
3.
STAFF DEVELOPMENT
Please ensure that it identifies training for certificated and classified staff regarding appropriate strategies and techniques
to help increase academic learning of all students including limited English proficient students, Migrant students, and
economically disadvantaged students. Additionally, the staff development plan must identify specific training for teachers in
parental involvement strategies. Describe how professional development is ongoing and sustained, with appropriate
planning time and resources needed to support successful implementation.
During the 2013-2014 school year, Sunset View will focus its staff development on current adopted curricula and research-based instructional
strategies. We feel that it is important to continue professional development in areas that we have already focused on in order to fully
understand the topics and make the strategies an integral part of our everyday instruction.
Professional Development opportunities will be provided during our Building Professional Days a n d during 7 specific Wednesdays planning
period per month.
Updated on November 6, 2013
22
The Staff Development Plan for the 2013-2014 school year will include training in the areas of:
Differentiated Instruction allowing ELL students access to the building curriculum and instruction for ELL students with Karen Beeman,
Education Specialist with the Illinois resource Center
•
Action Team for Partnerships (ATP) Follow-up trainings and guidance from in-district coordinator
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Common Core Standards
Anti-Bullying/Conflict-Resolution (STOP WALK TALK)
Response to Intervention (RTI)
Reading Interventions including Reading Mastery and Corrective Reading
Math Connect interventions, “Successmaker” for Math
Renaissance Learning (Accelerated Reader)
STAR (Standardized Testing for the Assessment of Reading)
Math Connects
Science Resource Kits
Assessment (including MSP, MAP, DIBELS Next and WLPT II, Math Connects placement and benchmark
Technology
GLAD/ELL training
Safe Schools Training (each year)
Staff who need training in Imagine It and Reading Mastery with direct instruction expert
School Improvement Plan
ATP (Action Team Partnership) Committee (received training) and receive ongoing national and local support
TPEP (Teacher/Principal Evaluation Plan)
Past Book Study - Beyond the Bakesale by Anne T. Henderson
Resource book available to staff: Pathways to the Common Core by L. Calkins, M. Ehrenworth, and C. Lehman
assessments)
Updated on November 6, 2013
23
Vista Elementary
School Improvement Plan
2013-2014
School: Vista Elementary School Year: 2013-2014
SCHOOL INFORMATION
1.
Provide a brief description of your school, unique programs and community. Include total enrollment and demographics (number and
percentage of low income, bilingual, and migrant students.
Vista has a student population of 530 students. Over the past three years Vista has experienced a change in demographics leading to an
increased percentage of minority students with second language issues and to an increased percentage of students receiving free or reduced lunch
from 54% to 75% in 2011-2012. For the 2012-2013 school year, Vista added the Kennewick Opportunities for the Gifted (KOG) Program. This
added approximately 90 students in grades 3 thru 5 to the Vista population and contributed to a drop in free and reduced lunch students to 62%.
For the 2013-2014 school year Vista added all-day kindergarten. Vista now has three classrooms of all-day kindergarten. In addition to our
basic education K-5 classrooms, Vista has two Special Education self contained classrooms; a Primary Life Skills class and Intermediate Life
Skills class for students with significant developmental disabilities. We utilize the Make Your Day Citizenship Program school-wide to help
improve the level of engagement and personal responsibility that our students demonstrate as they strive for higher levels of academic
achievement.
2.
Summarize the results of the following:
a. Staff Surveys
A review of a recent joint survey of the KSD and KEA indicate overall staff approval and support for reading plan, intervention model and
assessment system.
b. Family and Community Involvement: Using Parent Surveys, Harris Surveys, and other parental input, what needs have been
identified? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
3.
Insert the summaries for your school for State AMO’s (Annual Measurable Objectives), Functional Level, DRA, Reading Assessments,
WASL Trend, and ITBS Trend and describe the results for subgroups – Hispanic, Low Income, Limited English, and Special
Education. (Summarize the strengths and weaknesses of your current program based on building data).
Strengths:
* Our school utilizes a comprehensive assessment plan to determine deficient skills and instructional needs of all students.
* Our school-wide reading, math and writing curriculum is research based and aligned to our district and state standards.
* Curricula is taught the way it was developed to be taught.
* Grade level teams utilize team planning time to focus on instruction and student learning.
* We work well together as a team, focused on student achievement and instructional improvement as evidenced by student assessment results.
Updated 11/19/2013
2
Weaknesses:
* We struggle to find ways to meet the instructional needs of students affected by mobility. We experience turn over in excess of one third of
our students from grade 3-5. These students typically show below average growth rates.
* Many of our students have moved frequently, and do not have the skills they would have, had they been in our system from Kindergarten.
* We are concerned that due to the increased poverty level and language issues of our students, our MSP trends do not show steady
improvement in student achievement results.
4.
Professional Development: What needs have been identified for professional development for certificated and classified staff that
will be addressed in this plan? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
5.
Curriculum and Instruction: What needs have been identified and will be addressed in this plan?
Increasing the percentage of students meeting the standards on the Measures of Academic Progress and the Measures of Student Progress in
the areas of Reading, Math, and Writing.
Strengthen the collaboration and continue to develop a Professional Learning Community.
6.
Clarify Needs and Research Proven Effective Strategies: Describe how the team and staff investigated and selected the solutions.
Include a description of how staff studied best practices and research, visited or contacted successful schools and programs, received
input from the staff and parents as the plan was developed, and matched the solutions to priority needs.
Vista is an innovative learning community. By utilizing the strengths of our staff we have implemented school wide curriculum in the area of
Math, Reading and Writing. Our staff recognizes the need to consistently evaluate our instruction of this curriculum to make sure that it is
being used effectively and as it was designed to be instructed. In evaluating our assessment results for math and reading, staff determined
that students in the lowest quartile, while not meeting standard generally show more than a year’s growth. However, students above the 50th
percentile do not generally make yearly growth as measured by the Measures of Academic Progress (MAP). We have changed our approach
to address the need of accelerating the pacing for students significantly behind so that they would be able to, over time, close the gap on
achieving benchmark goals. We utilize a Response to Intervention approach to reading instruction. All students are assessed and their
instructional level determined (benchmark, strategic, or intensive.) Imagine It! forms the curricular focus of this block time for benchmark
and strategic students. Each grade level team has been given the responsibility to shape this time according to student needs and resources
with the goal for these students being meeting yearly academic growth. Students in need of intensive intervention receive 120 minutes of
reading instruction using Reading Mastery (K-3) or Corrective Reading (4-5). Groups are regularly evaluated for progress. Additionally, this
school year we will continue to focus on improving our core instructional programs by evaluating and continuing development of our
instructional scope and sequence in reading, math and writing for grades K-5 in order to develop core instructional goals in each area, at each
grade level. Our focus will be on maintaining the instructional integrity of our curriculum and strengthening our student's ability to
generalize and apply skills measured on standardized assessments.
Updated 11/19/2013
3
STUDENT ACHIEVEMENT DATA
Vista Elementary
DEVELOPMENTAL READING ASSESSMENT AND MEASURES OF ACADEMIC PROGRESS READING
Grade
K
1
2
3
4
5
Assessment
Kindergarten Assessment
DRA/*Primary MAP Testing
MAP Testing
MAP Testing
MAP Testing
MAP Testing
2008
2009
85
90
51
75
58
64
90
79
46
76
70
64
2008
2009
x
x
87
75
80
x
x
77
72
52
Spring Percent Meeting Standard
2010
2011
88
72
50
79
53
58
93
75
42
83
48
37
2012
2013
91
*34
43
63
61
50
94
*36
54
67
70
74
2012
2013
43
33
50
43
43
50
45
46
63
69
Standard for MAP Testing is the 50th percentile and above
MEASURES OF ACADEMIC PROGRESS MATHEMATICS
Grade
1
2
3
4
5
Assessment
Primary MAP Testing
MAP Testing
MAP Testing
MAP Testing
MAP Testing
Spring Percent Meeting Standard
2010
2011
x
x
63
51
69
x
x
53
48
40
Standard for MAP Testing is the 50th percentile and above
WASHINGTON ASSESSMENT OF STUDENT LEARNING/ *MEASUREMENTS OF STUDENT PROGRESS
Grade
3
3
4
4
4
5
5
5
Assessment
Reading
Mathematics
Reading
Writing
Mathematics
Reading
Mathematics
Science
Spring Percent Meeting Standard
*2010
*2011
2008
2009
*2012
*2013
71
64
70
66
36
79
71
24
72
64
68
73
58
58
50
19
76
64
56
67
42
70
54
25
65
41
53
52
40
33
21
17
60
51
59
60
42
45
37
40
57
44
69
73
52
72
64
67
2008
2009
2010
2011
2012
2013
x
x
x
x
No
Reading
& Math
No
Reading
& Math
Standard for the MSP is 400 points for Reading, Math, & Science and 9 points for Writing
Did your school meet AMO’s?
Yes
No (If NO, what categories?)
Updated 11/19/2013
4
2012-1
13 MSP/HSPE
E Results
Grade Level
Read
ding
Vis
sta
Math
3rd Gra
ade
56.8%
43
3.8%
4th Grade
69.2%
51
1.9%
5th Grade
71.6%
64
4.0%
Student Dem
mographics
Writing
Science
73.1%
%
67.4%
Enrollment
October 2012 Sttudent Count
529
May 2013 Stude
ent Count
541
Gender (Octob
ber 2012)
Male
267
50
0.5%
Female
262
49
9.5%
Race/Ethnicity
y (October 2012))
American Indian
n/Alaskan Native
7
1
1.3%
Asian
15
2
2.8%
Asian/Pacific Isla
ander
15
2
2.8%
Black / African American
A
14
2
2.6%
Hispanic / Latino
o of any race(s)
105
19
9.8%
White
370
69
9.9%
18
3
3.4%
Two or More Rac
ces
Special Progra
ams
Free or Reduced
d-Price Meals (May 2013)
378
69
9.9%
Special Educatio
on (May 2013)
90
16
6.6%
Transitional Bilin
ngual (May 2013)
49
9
9.1%
Migrant (May 20
013)
29
5
5.4%
Section 504 (Ma
ay 2013)
0
0
0.0%
Foster Care (May 2013)
0
0
0.0%
0
0.0%
Other Information (more info)
Unexcused Absence Rate
R
(2012-13)
Teacher Info
ormation (20 12-13) (more info)
Classroom Teachers
Average Years of Teacher Experience
Teachers with at leas
st a Master's Degree
Total number of teach
hers who teach core acad
demic classes
24
10
5
54.2%
25
% of teachers teachin
ng with an emergency ceertificate
0.0%
% of teachers teachin
ng with a conditional certtificate
0.0%
Total number of core academic classes
25
ESEA Highly Qualified
d Teacher Information
% of classes taught by
b teachers meeting ESEA
A highly qualified (HQ) d
definition
% of classes taught by
b teachers who do not m
meet ESEA HQ definition
9
96.0%
4.0%
% of classes in high poverty
p
schools taught byy teachers who meet ESEA HQ definition
N/A
% of classes in high poverty
p
schools taught byy teachers who do not m
meet ESEA HQ def
N/A
% of classes in low po
overty schools taught byy teachers who meet ESE
EA HQ definition
N/A
% of classes in low po
overty schools taught byy teachers who do not me
eet ESEA HQ def
U
Updated 11/19/2013
5
School Improvement Plan 2013-2014
School: Vista Elementary
District Strategic Plan Goal:
90% of all 3rd grade students read at or above grade level.
Related Building Goal:
Each grade level will increase the percentage of students to standard by at least 10% as measured by the MAP and /or MSP grade
level assessment and Vista students will demonstrate growth comparable to school in the 75th percentile of schools that administer
MAP.
Rationale for Goal:
To more adequately prepare our students for future learning.
STRATEGY/ACTION
(Maintenance)
PROFESSIONAL DEVELOPMENT
(Communication Plan)
ASSESSMENT &
EVALUATION
TIMELINE
Continue to provide
consistent instruction of
Imagine It!, Reading
Mastery, and Corrective
Reading curricula.
Grade level teams will conduct common planning of
reading instruction and pacing of lessons. Ongoing
training will be provided for Reading Mastery instructors.
Assessment of instruction
through principal observation
2013-2014 School
Year
Principal
Continue focused
assessment of all students
targeting deficiant skills and
assessment of effectiveness
of instruction.
Monthly, staff will meet with the Reading Specialist
and/or Principal to discuss individual student growth in
comparison to deficient skills diagnosed.
These results will be shared with individual teachers at
grade level team meetings. Each grade team will
determine goal areas determined by the assessment
results. These goal areas will provide instructional focus
for the trimester planning.
Staff will meet in grade level teams to determine
instructional goals to promote maximum growth for
students in all RIT bands. Instructional objectives will be
aligned throughout the year, and instructional activities
and assessments will be evaluated.
Phonics Screening, Fluency
Test, MAP Tests, DRA and
DIBELS.
Monthly 20132014 school year.
Reading Specialist
LAP Teacher
Principal
Continue to use Dynamic
Reports to determine
student deficit skills by RIT
Band and align Imagine It!
to more adequately meet the
instructional needs of our
strategic and benchmark
students.
Continue 120 minute
reading block for grade 1-5,
with instruction targeted
toward instructional level
(intensive, strategic and
benchmark as determined
by DIBELS
Staff will utilize direct instruction and the above reading
curricula for targeted groups. They will plan weekly.
Several staff members completed refresher or initial
Imagine It! training in the summer of 2013.
Analysis of DIBELS and
MAP scores within targeted
instructional areas for student
growth.
Monthly grade level
evaluation.
DIBELS Progress Monitoring
Imagine It! Assessments
MAP
PERSON
RESPONSIBLE
2013-2014
Principal
2013-2014
Grade Level Teams and
Principal
Updated 11/19/2013
6
Continue to use practice
assessment exercises for
both MAP and MSP
assessments as appropriate.
Continue to teach and
reinforce MAP grade level
vocabulary in the area of
Reading.
STRATEGY/ACTION
(New)
Plan and present a Family
Reading night.
Teachers will provide
specific instruction and
assessment of MAP
Reading strand skills.
Using a variety of sources, teachers will develop a
monthly plan for providing students assessment
opportunities that closely match their grade level
assessment. Teachers will meet to discuss the outcomes
of these and to align curriculum to these more adequately
prepare students for these assessment exercises. Monthly
Instructional Workshops will provide teachers
collaboration time.
Teachers will utilize a variety of strategies to teach and
reinforce the vocabulary necessary for achieving growth
and success on the MAP. Students will be provided
assessment exercises that incorporate this vocabulary in
the core curriculum.
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
The Action Team for Partnership (ATP) in partnership
with PTO will plan and present a family reading night as
part of the school plan. Format, focus and activities to be
determined.
Grade level plans.
Observation of team meetings.
Grade level plans.
October 2013
Principal
Weekly 2013-2014
October 2013
Principal
Assessments.
Classroom observation.
ASSESSMENT &
EVALUATION
Attendance
TIMELINE
October 2013
PERSON
RESPONSIBLE
ATP Chair and Principal
Survey evaluation of
participants.
Teachers will determine areas of focus within the
Imagine It! Curriculum that align with the strand skills
(Reading Comprehension, Reading for a Variety of
Purpose, Word Recognition/Vocabulary skills,
Knowledge of Text Components, and Think Critically
and Analyze.) Student assessment data will be analyzed
for strengths and weaknesses and instructional goals
established for student groups.
Fall MAP Assessments
Processes will be developed by each grade level team to
share this information in a data meeting setting at least
monthly.
Team plans
Data regarding student achievement within the strands
will be compared to assessment results Winter and Spring
to determine effectiveness of the instruction and to
validate conclusions.
MAP Assessments
November 2013
Principal
December 2013
Principal
June 2014
Principal
Curriculum based
assessments.
Updated 11/19/2013
7
School: Vista Elementary School Year: 2013-2014
District Strategic Plan Goal:
90% of all students in grades 3-10 meet grade level standards in Math.
Related Building Goal:
Each grade level will increase the percentage of students to standard by at least 10% as measured by the MAP and/or MSP
assessment and Vista students will demonstrate growth at the 75th percentile of MAP schools.
Rationale for Goal:
To adequately prepare students for the next level of instruction
PROFESSIONAL DEVELOPMENT
(Communication Plan)
ASSESSMENT &
EVALUATION
Grade level teams will meet weekly to maintain pacing
and to check for student understanding. Classrooms will
be formally and informally observed during Math
instruction. Lesson purpose will be evident for all
lessons.
At least monthly during grade
level team meetings.
Continue to increase use of
practice assessment
exercises for both MAP and
MSP assessments as
appropriate.
Using a variety of sources, teachers will develop a
monthly plan for providing students assessment
opportunities that closely match their grade level
assessment. Teachers will meet to discuss the outcomes
and to align curriculum to more adequately prepare
students for these assessment exercises.
Continue to incorporate the
teaching and reinforcing of
MAP grade level
vocabulary in the area of
Math
Teachers will utilize a variety of strategies to teach and
reinforce the vocabulary necessary for achieving growth
and success on the MAP. Students will be provided
assessment exercises that incorporate this vocabulary in
the core curriculum.
STRATEGY/ACTION
(Maintenance)
Continue to teach Math
Connects with fidelity and
according to the established
pacing calendar
STRATEGY/ACTION
(New)
Plan and present a Family
Math Night
Adopt Rocket Math to more
effectively teach
computational fluency.
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
The newly formed Action Team Partnership (ATP) will
plan and present a family math night as part of the school
plan. Format, focus and activities to be determined.
Baseline data will be taken at the beginning of September
and compared with student results on the program
assessments and the MAP test in the Spring. Rocket
Math purchased for K-5 classrooms.
TIMELINE
PERSON
RESPONSIBLE
2013-2014
Principal
Plan submitted by end of
October
October 2013
Principal
Grade level plans.
October 2013
Monthly 20132014
Principal
Assessments.
Classroom observation.
ASSESSMENT &
EVALUATION
Attendance
TIMELINE
PERSON
RESPONSIBLE
March 2013
ATP Chair and Principal
2013-2014
Grade Level Reps and
Principal
Survey evaluation of
participants.
MAP
Rocket Math Program
Assessments.
Updated 11/19/2013
8
Continue using Math
Triumphs as the official
math intervention
curriculum used by our LAP
teacher.
Increase the use of Moby
Math program K-5.
As the official curriculum, the use of Math Triumphs will
be observed during math intervention times.
Classroom Observations
2013-2014
Train staff to use Moby Math and access reports
Training at staff meeting
October 2013
Use Moby Math in classrooms including LAP Math
Observations
2013-2014
Principal and Math LAP
Teacher
Staff Member
Principal
Updated 11/19/2013
9
School: Vista Elementary School Year: 2013-2014
District Strategic Plan Goal:
90% of student report they feel safe at school on our annual student safety survey.
Related Building Goal:
90% of 5th graders report that they feel safe on the playground.
Rationale for Goal:
To adequately provide for a safe environment for students and preparation for life after elementary school.
STRATEGY/ACTION
(New)
Provide playground
orientation for all students
on the rules and
expectations on the
playground.
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
Paraeducators will take each grade level to the
playground and provide them with an explanation
regarding rules and expectations on the first day of
school.
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
Teacher and Principal
Observation.
August 27, 2012
Principal and para
educators assigned
playground duty.
Teachers explain expectations daily when releasing to
recess.
Principal Observation
Classroom teachers
Teach playground game
rules and problem solving
strategies to student to help
alleviate arguments and
other issues that cause
conflict on the playground.
PE teacher will spend time throughout the year, teaching
the rules and how to play various playground games (ie. 4
Square, Kick Ball, Soccer, etc.)
Teacher lesson plans.
Beginning the 1st
day of school and
ongoing.
Ongoing beginning
in October 2012.
Conduct safety surveys,
followed by discussion with
5th grade students regarding
their perceptions around
student safety, but
particularly how safe they
feel on the playground.
K-5 Assembly to review
common area expectations
including playground,
hallway, restroom, breakfast
and lunch times
5th grade teachers and the Principal will survey the 5th
grade students once every two months to determine
student perceptions regarding playground safety. These
surveys will be followed up by discussion to problem
solve and provide solutions to situations causing students
to feel unsafe on the playground.
Survey results.
PE Teacher will work with Principal to create a Power
Point Presentation where the PE Teacher poses for
pictures making wrong choices to use for the assembly.
The Presentation will also be available on school staff
shared site for teachers to access as often as needed to
review expectations with their class
Assembly
Principal and PE Teacher
Classroom observation.
Conflict resolution will be modeled for these games.
(Rock, Paper, Scissors for example) as part of these
presentations.
Oct., Dec., Feb.,
and April.
5th grade teachers and
Principal.
September 2013
Principal and PE Teacher
Classroom discussion notes.
Updated 11/19/2013
10
School: Vista Elementary School Year: 2013-2014
FAMILY AND COMMUNITY INVOLVEMENT
Vista is developing an Action Team for Partnerships model to encourage student success. This group will plan initiatives to increase parent involvment and understanding of
the educational program at Vista. Intiatives will include six types of involvement:






Parenting.
Communicating.
Volunteering.
Learning at home.
Decision making.
Collaborating with community.
New itiatives will be planned and implemented by a committee of staff members, parents and if possible community members. The committee will be formed and trained by
November 2013 and the yearly plan will be developed by the end of January 2014.
Additionally, the following are in place and currently comprising our involvement intiatives this year:
* Newsletters are sent weekly to parents informing them of school events and other information.
* Website updated with resources for parents: PTO and ATP contact and general info, school newsletters, helpful links, curriculum info, lunch menu, staff names and contact
info, calendar of school events
* Parents are encouraged to read with their children at home, as students work to reach Accelerated Reading goals.
* The Vista PTO is actively involved in supporting literacy by providing incentive programs for our reading program.
* As part of the implementation of Math Connects and Accelerated Reader the information to inform and assist parents in ways to help students with these programs at home
are available .
We have evidence based on staff surveys and our own monitoring, as well as on required district practices that our school operates on the following
characteristics of high performing schools:










Clear and Shared Focus
High Standards and Expectations
Effective School Leadership
High Levels of Communication and Collaboration
Alignment of Curriculum, Instruction, and Assessment with Standards
Frequent Monitoring of Teaching and Learning
Focused Professional Development
Supportive Learning Environment
High Levels of Parent and Community Involvement
Use of the instructional elements of purpose, engagement, rigor and results
Updated 11/19/2013
11
School: Vista Elementary School Year: 2013-2014
TO BE COMPLETED BY TITLE I/LAP SCHOOLS ONLY:
1.
STUDENT SELECTION: Targeted Assistance Schools only
Describe the specific process (criteria and timelines) that you will use to identify eligible children in greatest need for Title 1 or LAP services.
Teacher recommendations, performance and screening tests have been used in the past. A school may continue this process using the composite
sheet or creating a new composite to rank order students. The process must use multiple criteria and identify and serve those students with the
greatest academic needs.
At Vista we assess all students’ reading and math skills at the beginning of the year. This assessment helps us target students for specific intervention and
LAP services.
Student selection for LAP Reading will be based upon the following screening measures:
 District Kindergarten assessment
 Core Phonics Survey (Grades 1-2)
 DIBELS Nonsense Word Fluency Test (Grade 2)
 DIBELS Oral Reading Fluency Test (Grade 2-5)
 Measures of Academic Progress (MAP) (Grade 3-5)
 Measures Student Progress (MSP). If a MSP score is not available for a student in 4th or 5th grade, the student's MAP score will be used.
To qualify for services through LAP Math, student’s achievement is measured by:
 District Kindergarten Assessment
 MAP test in grades 1-5
 Math Connects diagnostic assessment grades 1-5.
Student's test scores and other screening information will be placed on a composite worksheet and organized according to score to determine those most in
need of services (the lowest score = most in need). Students will be selected and served based on total score, teacher recommendation and parent permission.
2.
MONITORING AND EVALUATION OF STUDENT PROGRESS
Describe the assessments the school will use to monitor student academic progress during the school year. In addition to the MSP, include any
locally developed and selected assessments.






Student academic progress will be monitored through DIBELS. Students at Benchmark will be tested three times a year.
Measures of Academic Progress (MAP) will be given in fall, winter and spring (for grades 1-5)
Staff will also utilize Imagine It! Assessment throughout the year to gauge progress on unit skills.
LAP identified students will also be assessed on fluency using the DIBELS ORF materials (grades 2-5)
Comprehension skills are practiced and monitored using Corrective Reading or MAP tests grade 3-5
Kindergarten students are tested with a District assessment in the fall and spring each year
Updated 11/19/2013
12
Describe how the school will identify students experiencing difficulty mastering skills and meeting standards and the specific support provided.
Students will be periodically progress monitored with DIBELS, Core reading assessments, and easyCBM. All students in grades K-5 will be placed in
reading groups based on their skill level. Each reading group will receive instruction at their level.
Students not making growth may be given more instructional time to firm up these skills. Teachers can refer struggling students to the SAT (Student
Assistance Team) to brainstorm ideas of how to best meet their academic and/or behavioral needs. Students may also be referred for Special Ed testing to
determine if there are other issues interfering with their progress.
In Math, students in grades 1-5 will receive at least 60 minutes of core instruction in Math Connects and if targetted for intervention, an additional 30
minutes of Math intervention, focusing on deficient skills and MAP/MSP preparation.
If LAP funds are available, additional support will be offered to 1st-5th garde students through an extended-day, after school program and/or summer school
program. The extended day program provides students the opportunties to practice basic reading skills, comprehension skills and writing.
Describe how student assessment and progress results will be shared with parents.
These measures and progress will be shared during fall parent teacher conferences, report cards and spring conferences, as well as through student learning
plans for those who do not meet standard and are identified as LAP students and/or bilingual students. All spring assessment results and growth charts are
sent home at the end of the school year.
For Spanish-speaking parents, parent conferences will have a translator. School information, including testing results are translated into Spanish before they
are sent home.
3.
STAFF DEVELOPMENT
Please ensure that it identifies training for certificated and classified staff regarding appropriate strategies and techniques to help increase academic
learning of all students including limited English proficient students, Migrant students, and economically disadvantaged student. Additionally, the
staff development plan must identify specific training for teachers in parental involvement strategies. Describe how professional development is
ongoing and sustained, with appropriate planning time and resources needed to support successful implementation.
 Staff is engaged in ongoing training and information regarding GLAD strategies
 Staff members continue to participate in ongoing Imagine It! Reading, Reading Mastery, Corrective Reading, Math Connects and Math Triumphs
curriculum
 Two staff members attended the Karen Beeman (Differentiating for ELL) training provided by the District
 Reading Block planning will take place during Wednesday planning. Para-educators and Specialists will be included in this training and planning
time.
 Staff will continue to spend time one Wednesday each month engaged in an Instructional Workshop designed to improve and strengthen
understanding of the Charlotte Danielson Framework for Teaching
 On a regular basis, student work will be analyzed to determine the extent to which learning objectives are being met
Updated 11/19/2013
13
4.
PARENT, FAMILY AND COMMUNITY PARTICIPATION
Please describe the strategies and activities planned to enhance home-school partnerships and improve student learning. Describe the process to
communicate with parents of students who have not met the standards. Briefly describe the process used to develop and implement the
Parent/Student/Teacher Compact. Attach a copy of the Parent Compact in an understandable format, as appropriate, in other languages.
Parents of students who have not met the standards and qualify for LAP services are notified via letter, including the Home/School Compact and a permission
slip. The Home/School Compact was developed with parent input and is reviewed annually. Additionally, students not meeting grade level standards as
measured by the Measures of Student Progress (MSP) are given a Student Improvement Plan, which outlines the measures being taken to remediate the low
performance areas. This plan is evaluated three times a year by teachers and parents.
LAP staff participate in Fall and Spring Conferences for students identified as in need of services.
Vista is an ATP (Action Team for Partnerships) School based from Johns Hopkins University. This team is academic and parent-involvement focused. The
ATP works closely with our PTO to coordinate activities.
Some planned activities to help our struggling students include:
 Communication notecards from teachers to parents and from parents to teachers
 School infomration magnets that include info for the school, academic websites that are used like AR Hoem Connect and Moby Max with username
and password infomration
 Kinder/1st Grade Parent University Night
 STEM (Science Technology Engineering Math) Night
 AIM! (Attendance Matters) targeted to families whose students qualify for BECCA
5.
COORDINATION/INTEGRATION
Under ESEA, schools and district must coordinate with other federal, state, local programs, and community agencies within the district and
community that provide services to children and families.
Identify how you will coordinate the program with other district and school improvement efforts. (LAP, Migrant, Bilingual, ECEAP, IDEA, etc.)
Vista's Site Council devises a plan each fall for funding available. The process involves looking at needs and areas to be improved. All the funding is used to
implement these areas, and funding sources are not viewed as separate areas. LAP services are intergrated as part of the overall plan to provide supplemental
instruction to low achieving students. Our LAP program coordinates with the District Reading Teacher and Basic Education funded staff and programs to
provide remedial services within our school's reading and math programs. Vista participates in READY! For Kindergarten and the Bike for Books promotion
through the local Mason’s group. Vista also participates in the Medacaid Administrative Match program to provide discretionary funds that can provide for
supplemental funding of student learning. This year, Vista is participating in the the 21st Century Learning Center grant through the ESD. This will provide
extended school day opportunities for our 3rd-5th grade students in need. Vista has one six-hour bilingual para that is available to translate for parents and
works with students who struggle in reading in small groups.
Updated 11/19/2013
14
Describe how your program will coordinate transitions for preschool children into the elementary program.
Kindergarten teachers are made aware of preschool students in ECEAP, Head Start and Keewaydin Developmental Center, who will be Kindergarten age in
the fall. The teachers and other specialists observe these students, as necessary. Then teachers and other staff members from these programs meet in the
spring to recommend appropriate placement for the fall. Vista also has a "Kindergarten Roundup" day in the spring when parents can come and register their
students. School staff, such as nurses, are also available for questions. Students are assessed in the fall, prior to the start of classes and parents are provided an
orientation to the school. Kennewick School District sponsors the READY program for parents of students age 0-5 and this program is advertised and
publicized by Vista throughout the year. This program advises parents on ways to help their preschooler to prepare for kindergarten
Describe how your plan will support successful transition from elementary to middle school or middle school to high school.
Middle school students and administrators visit 5th grade classrooms in the spring and student assessment scores and program history are shared at transition
time as appropriate. The counselor will meet with our middle school counselors regarding the transition to middle school of students of concern. Student
records and assessment data are shared with the middle schools to facilitate placement in learning programs at the middle school level.
Describe coordination with other community programs or agencies.
Any concerns about students that would require community services are referred to the school counselor. She refers students and families to community
mental health services, including private counselors, and family reconciliation services. Referrals to health clinics, dental services and doctors are made as
necessary. The school counselors in the district also network together to provide parenting classes to families. Vista students have access to the Trailseekers
youth mentoring program. Vista participate in the Bikes for Books promotion through our local Mason’s organization. We host a number of reading
volunteers throughout the year who primarily work with students on reading and math fluency. Disavantaged students are provided the opportunity for dental
care through Grinovations, which visits Vista three-four times each year.
Updated 11/19/2013
15
Washington Elementary
School Improvement Plan
2013-2014
School: Washington Elementary School Year: 2013-2014
SCHOOL INFORMATION
1.
Provide a brief description of your school, unique programs and community. Include total enrollment and demographics (number and
percentage of low income, bilingual, and migrant students.
At Washington Elementary the staff believes all students can learn, we can teach them, no exceptions, and no excuses. Our major areas of focus
are Reading and Math. By using specialists and all support staff to teach reading, we have lowered the class size significantly in our reading
classes, especially in the lower grades. We also dedicate two uninterrupted hours a day to reading instruction (K-3). The K-3 staff has received
extensive training in our reading curriculum (Imagine It!) and uses it with fidelity. Students are ability grouped for one hour a day (K-3) and
phonics instruction is a major focus of instruction in the early grades. We use the Imagine It! reading series. This series is very compatible with
the CORE reading information. These programs have drastically improved our MSP and MAP reading results over time. We also utilize our
District Reading Specialist and Title I teacher to train paraeducators and staff as needed.
As of October 1, Washington Elementary had 532 students enrolled in grades K-5. This number includes about 30% minority students and
approximately 74% low income.
2.
Summarize the results of the following:
a. Staff Surveys
Using the results from the most recent Harris survey, the overall satisfaction of the staff was rated at 9.2 out of a possible 9.2. Student and
parent results were equally impressive.
b. Family and Community Involvement: Using Parent Surveys, Harris Surveys, and other parental input, what needs have been
identified? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
3.
Insert the summaries for your school for State AMO’s (Annual Measureable Objectives), Functional Level, DRA, Reading Assessments,
WASL Trend, and ITBS Trend and describe the results for subgroups – Hispanic, Low Income, Limited English, and Special
Education. (Summarize the strengths and weaknesses of your current program based on building data).
Strengths:
1) Our staff teaches building wide curricula, in whole, the way they are intended to be taught.
2) We teach the standards on which we are assessed (EALRs, GLEs, state standards, Common Core standards, MSP, MAP).
3) Our staff works as a cohesive unit, finding creative solutions to all challenges.
4) All curricula taught are based on research and results.
5) Our staff holds themselves personally accountable for all students to succeed.
6) Our staff focuses on the business of teaching children and does not let anything interrupt that expectation.
7) Our staff does not except excuses for why students are not learning.
2
4.
Professional Development: What needs have been identified for professional development for certificated and classified staff that
will be addressed in this plan? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
5.
Curriculum and Instruction: What needs have been identified and will be addressed in this plan?
Needs identified:
1) To increase our MSP/MAP scores in all four areas (Reading, Math, Writing, Science) and make students academically successful
2) To improve individual teacher's instruction
6.
Clarify Needs and Research Proven Effective Strategies: Describe how the team and staff investigated and selected the solutions.
Include a description of how staff studied best practices and research, visited or contacted successful schools and programs, received
input from the staff and parents as the plan was developed, and matched the solutions to priority needs.
We believe the solutions to our challenges are within our staff. The first need is to continue to implement and instruct our students using the
adopted reading series, Imagine It!. We have proven results in reading success from our MSP and MAP scores using this program. The
second need is to improve math instruction. We are beginning our fifth year of using Math Connects (a nationally researched program). We
realize the need to fine-tune this curriculum to utilize all of its strengths. The third need is to continue to implement and improve our Step Up
To Writing curriculum on a school-wide basis. We have worked on expository writing for the past few years. Now we will emphasize
narrative writing. The fourth need is to improve our science curriculum based on the GLEs in grades K-5. We will also continue to work on
improving teachers' instruction based on Purpose, Engagement, Rigor, and Results. Finally, we have begun to turn our instructional focus to
the “Common Core” standards. While the District has been working to keep us ahead of the curve on these standards, we have begun to
forge ahead and implement some of the requirements of this federal mandate.
3
STUDENT ACHIEVEMENT DATA
Washington Elementary
DEVELOPMENTAL READING ASSESSMENT AND MEASURES OF ACADEMIC PROGRESS READING
Grade
K
1
2
3
4
5
Assessment
Kindergarten Assessment
DRA/*Primary MAP Testing
MAP Testing
MAP Testing
MAP Testing
MAP Testing
2008
2009
98
91
71
96
73
78
96
85
78
90
81
81
2008
2009
x
x
87
75
80
x
x
74
83
82
Spring Percent Meeting Standard
2010
2011
96
90
72
88
74
82
97
85
69
87
65
72
2012
2013
95
*78
68
90
67
69
96
*82
67
84
86
77
2012
2013
71
56
82
69
62
66
82
84
82
73
*2012
*2013
Standard for MAP Testing is the 50th percentile and above
MEASURES OF ACADEMIC PROGRESS MATHEMATICS
Grade
1
2
3
4
5
Assessment
Primary MAP Testing
MAP Testing
MAP Testing
MAP Testing
MAP Testing
Spring Percent Meeting Standard
2010
2011
x
x
80
85
84
x
x
76
80
76
Standard for MAP Testing is the 50th percentile and above
WASHINGTON ASSESSMENT OF STUDENT LEARNING/ *MEASUREMENTS OF STUDENT PROGRESS
Grade
Assessment
2008
2009
3
Reading
88
84
3
Mathematics
83
64
4
Reading
91
87
4
Writing
92
83
4
Mathematics
74
76
5
Reading
89
87
5
Mathematics
74
73
5
Science
69
74
Standard for the MSP is 400 points for Reading, Math, & Science and 9 points for Writing
Did your school meet AMO’s?
Yes
No (If NO, what categories?)
Spring Percent Meeting Standard
*2010
*2011
83
70
70
78
63
70
55
55
91
67
68
72
64
71
57
66
81
74
76
79
59
58
48
67
77
74
82
75
68
76
61
71
2008
2009
2010
2011
2012
2013
x
x
x
x
No
Reading
& Math
No
Reading
& Math
4
2012-13 MSP/HSPE Washington Elementary
Grade Level
Reading
Math
3rd Grade
77.4%
73.8%
4th Grade
81.8%
68.2%
5th Grade
75.6%
60.5%
Writing
Student Demographics
Science
75.0%
71.3%
Enrollment
October 2012 Student Count
533
May 2013 Student Count
539
Gender (October 2012)
Male
283
53.1%
Female
250
46.9%
American Indian/Alaskan Native
2
0.4%
Asian
3
0.6%
Pacific Islander
1
0.2%
4
0.8%
Race/Ethnicity (October 2012)
Asian/Pacific Islander
Black
19
3.6%
Hispanic
153
28.7%
White
349
65.5%
6
1.1%
390
72.4%
Special Education (May 2013)
73
13.5%
Transitional Bilingual (May 2013)
87
16.1%
Migrant (May 2013)
50
9.3%
Section 504 (May 2013)
0
0.0%
Foster Care (May 2013)
0
0.0%
0
0.0%
Two or More Races
Special Programs
Free or Reduced-Price Meals (May 2013)
Other Information (more info)
Unexcused Absence Rate (2012-13)
Teacher Information (2012-13) (more info)
Classroom Teachers
25
Average Years of Teacher Experience
15
Teachers with at least a Master's Degree
Total number of teachers who teach core academic classes
84.0%
21
% of teachers teaching with an emergency certificate
0.0%
% of teachers teaching with a conditional certificate
0.0%
Total number of core academic classes
21
ESEA Highly Qualified Teacher Information
% of classes taught by teachers meeting ESEA highly qualified (HQ) def
% of classes taught by teachers who do not meet ESEA HQ definition
% of classes in high poverty schools taught by teachers who meet ESEA HQ definition
% of classes in high poverty schools taught by teachers who do not meet ESEA HQ def
100.0%
0.0%
N/A
N/A
% of classes in low poverty schools taught by teachers who meet ESEA HQ definition
N/A
% of classes in low poverty schools taught by teachers who do not meet ESEA HQ def
N/A
5
School Improvement Plan 2013-2014
School: Washington Elementary
District Strategic Plan Goal:
90% Of All Third Graders Will Read At Or Above Grade Level
Related Building Goal:
90% of Washington students will reach their grade level MAP READING goal (2nd-190; 3rd-199; 4th-207; 5th-212) and 90% of
Washington students will meet the standard (400) on the 2014 READING MSP.
Rationale for Goal:
We want to give our students the skills needed to earn a high school diploma
PROFESSIONAL DEVELOPMENT
(Communication Plan)
ASSESSMENT &
EVALUATION
TIMELINE
Continue noninterrupted
small group instruction (K3), stressing phonics, ability
grouping, and direct
instruction.
Continue to remediate
below grade level students
on specific skills outside the
2 hour reading block (K-3).
Continue to implement and
improve PERR in staff
instruction.
Continue the “Study
Buddies” program, which
gives below grade level
readers an additional shot of
reading remediation.
Train, become familiar with
and fully implement the
Imagine It! reading
curriculum
Target use of our bilingual
teacher and paraeducator in
grade levels where the need
is greatest.
Continue to provide time for teachers to work together to
improve reading instruction.
MAP test results and MSP test
results
2013-2014 school
year
Principal
Use assessment results to identify students in need, and
identify their specific deficiencies.
MAP test results and MSP test
results
2013-2014 school
year
Reading Teacher
Continue to provide opportunities for teachers to observe
each other and use some Wednesdays for building-wide
staff development.
The Reading Teacher will communicate with classroom
teachers on a regular basis to find out what the needs are
of the students who are in the after school program.
MAP test results and MSP test
results
2013-2014 school
year
MAP test results and MSP test
results
2013-2014 school
year
Principal
Grade level
representatives
Reading Teacher
Provide time during building professional days. per diem
days and Wednesday early release days for grade levels
to work together, share across grade levels and meet with
grade level teachers from other buildings in the KSD.
Provide training of our new bilingual paraeducator in the
area of small reading groups and one-on-one teaching
situations.
MAP test results and MSP test
results
2013-2014 school
year
Principal
MAP test results and MSP test
results for bilingual students
as compared to the general
population.
2013-2014 school
year
Reading Teacher
Principal
Become familiar with the
new “Common Core” MAP
test
Use half of a training day in September to help staff
members become familiar with the new MAP test
MAP test results
2013-2014 school
year
Reading Teacher
Principal
STRATEGY/ACTION
(Maintenance)
PERSON
RESPONSIBLE
6
Train our staff members in
Common Core ELA
standards, giving them time
to adjust curriculum and
instruction.
Train teachers, using a day and a half during August
training days. Invite Liz Dale to instruct.
MAP test results and MSP test
results
2013-2014 school
year
Reading Teacher
Principal
Grade levels will carefully
look through MSP/MAP
scores to determine areas of
strength and weakness in
our instruction
Principal will meet with all grade levels in the Fall and
after Winter MAP testing to look through MSP/MAP
scores. The purpose will be to determine where we need
to improve our reading instruction.
MAP test results and MSP test
results
2013-2014 school
year
Principal
7
School: Washington Elementary School Year: 2013-2014
District Strategic Plan Goal:
90% of students in grades 3-5 will meet grade level standards in Math.
Related Building Goal:
90% of Washington students will reach their grade level MAP Math goal (2 nd-188; 3rd-200; 4th-208; 5th-216) and 85% of Washington
students will meet the standard (400) on the 2014 MATH MSP.
We want to give our students the skills needed to earn a high school diploma
Rationale for Goal:
STRATEGY/ACTION
(Maintenance)
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Continue to expand and
improve our instruction
Provide advanced learning opportunities for teachers to attend trainings and
opportunities to share their learnings with staff.
Improve our problem
solving instruction and
consistency school
wide.
Provide teachers with time at Wednesday early releases. Provide time for
teachers to share their work with whole staff.
Train, become familiar
with and fully
implement the Math
Connects math
curriculum
Implement school wide
“WOW! Wednesday”
program and grade level
MSP practice tests that
reflect changes with the
new State math
performance
expectations/Common
Core
Continue the
conversation on how we
might need to
supplement the Math
Connects curriculum to
fill in gaps identified on
the new Common Core
standards
Train our staff members
in Common Core Math
standards, giving them
time to adjust
curriculum and
instruction.
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
MAPS (85%) and
MSP math test (85%)
scores
85% of our 4th grade
students will pass the
math MSP test
2013-2014
school
year
2013-2014
school
year
Principal and Math
teacher leader
Provide time during building professional days., per diem days and Wednesday
early release days for grade levels to work together, share across grade levels
and meet with grade level teachers from other buildings in the KSD.
Over 85% of our
students will pass the
4th grade MSP in math
2013-2014
school
year
Principal
Provide teachers opportunities to develop MSP Wednesday and practice test
activities. Provide staff opportunities to share work with each other. Provide
teachers release time to correct and discuss students' MSP practice tests. Allow
time at an August building professional days for teachers to work on aligning
the new standards to our Math Connects curriculum.
85% of our 4th grade
students will pass the
math MSP test
2013-2014
school
year
Principal
Provide teachers with time (building professional days) to look over curriculum
and the state standards and determine the holes and how we are going to fill
them.
85% of our 4th grade
students will pass the
math MSP test
2013-2014
school
year
Principal
Train teachers, using a day and a half during August training days. Invite
Kathy Fisk to instruct.
MAP test results and
MSP test results
2013-2014
school
year
Reading Teacher
Principal
Principal
8
Grade levels will
carefully look through
MSP/MAP scores to
determine areas of
strength and weakness
in our instruction
Principal will meet with all grade levels in the Fall and after Winter MAP
testing to look through MSP/MAP scores. The purpose will be to determine
where we need to improve our math instruction.
MAP test results and
MSP test results
2013-2014
school
year
Principal
9
School: Washington Elementary School Year: 2013-2014
District Strategic Plan Goal:
2.2.2 Adequate yearly progress and MSP reporting
Related Building Goal:
75% of Washington 5th grade students will meet the 2014 MSP standard (400) in SCIENCE
Rationale for Goal:
We want to give our students the skills needed to earn a high school diploma
STRATEGY/ACTION
(Maintenance)
PROFESSIONAL DEVELOPMENT
(Communication Plan)
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
Develop school wide scope
and sequence based on the
GLEs and EALRs
Provide teachers time to work in grade levels to
determine what needs to be taught. Teachers create a
working document for all staff to use as a guide for
instruction.
5th grade science MSP
2013-2014 school
year
Teacher leaders; Principal
Refine the school wide
scope and sequence and
lessons for more effective
instruction in light of our
science adoption and the
new state standards
Use a Wednesday early release for faculty training in
changes, strengths, and weaknesses in our students'
achievement. Provide time for teachers to work in grade
levels to improve units and lessons.
5th grade science MSP
2013-2014 school
year
Teacher leaders; Principal
Offer training and time to
learn new science kits in
grades K, 1, 4, 5
Teachers will attend the Focus on Instruction session on
the new kits. One Building Professional Day will be
devoted to becoming more familiar with the new kits and
planning the year.
5th grade science MSP
2013-2014 school
year
Teacher leaders; Principal
10
School: Washington Elementary School Year: 2013-2014
District Strategic Plan Goal:
2.2.2 Adequate yearly progress and MSP reporting
Related Building Goal:
85% of Washington 4th grade students will meet the 2014 MSP standard (9+) in WRITING
Rationale for Goal:
We want to give our students the skills needed to earn a high school diploma
STRATEGY/ACTION
(Maintenance)
PROFESSIONAL DEVELOPMENT
(Communication Plan)
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
Develop a school wide
writing scope and sequence.
Provide time for teachers to work in grade levels during
early release Wednesdays and release time to observe
each other.
85% of students meeting
standard on 2010 MSP test
2013-2014 school
year
Principal
Collaborate across grade
levels to increase the
effectiveness of our
instruction.
Provide in-service time for teachers to work in grade
levels during early release days and to observe each other
teaching writing.
85% of students meeting
standard on 2010 MSP test
2013-2014 school
year
Principal
Begin the discussion about
how to help our students be
ready to word process their
Smarter Balanced responses
on the computer, including
the addition of new
technology.
During teachers meetings and an August inservice day,
give staff time to think about and talk about how we can
go about doing this.
85% of students meeting
standard on 2013 MSP test
2013-2014 school
year
Principal
Go over 4th grade MSP
writing scores to determine
where we can improve
Principal will meet in the fall with 4th grade teachers to
look at 2012 MSP scores to determine how we can meet
the writing goal.
85% of students meeting
standard on 2013 MSP test
2013-2014 school
year
Principal
11
School: Washington Elementary School Year: 2013-2014
District North Star Goal:
Our first priority is the safety of Kennewick School District students and staff
Related Building Goal:
Ninety percent of students report they feel safe at school on our annual student safety survey
Rationale for Goal:
Students need to feel safe in order to meet academic goals
STRATEGY/ACTION
(Maintenance)
Principal will be out on the
grounds during recess time
for at least 5 (out of 10)
recesses per week
While out on recess,
Principal will walk with
paraeducators on duty to
help identify problem areas
In order for students who
have been guilty of
“bullying” or “threatening”,
to return to the classroom,
the student and parent(s)
must meet with the principal
and teacher (and counselor,
when appropriate)
Use of cameras around the
campus to keep a closer eye
on outside student behavior.
Reinforce with students that
we have cameras
PROFESSIONAL DEVELOPMENT
(Communication Plan)
ASSESSMENT &
EVALUATION
TIMELINE
PERSON
RESPONSIBLE
Principal will need to free up his schedule during the
lunch and afternoon recess times
Annual student safety survey
2013-2014 school
year
Principal
Principal will need to free up his schedule during the
lunch and afternoon recess times
Annual student safety survey
2013-2014 school
year
Principal
Student will be placed on a behavior contract
Annual student safety survey
2013-2014 school
year
Principal
Principal will be trained in the use of cameras
Annual student safety survey
2013-2014 school
year
Principal
12
School: Washington Elementary School Year: 2013-2014
FAMILY AND COMMUNITY INVOLVEMENT
See Title 1 section- parent family and community participation.
We have evidence based on staff surveys and our own monitoring, as well as on required district practices, that our school operates on the following
characteristics of high performing schools:










Clear and Shared Focus
High Standards and Expectations
Effective School Leadership
High Levels of Communication and Collaboration
Alignment of Curriculum, Instruction, and Assessment with Standards
Frequent Monitoring of Teaching and Learning
Focused Professional Development
Supportive Learning Environment
High Levels of Parent and Community Involvement
Use of the instructional elements of purpose, engagement, rigor and results
13
School: Washington Elementary School Year: 2013-2014
TO BE COMPLETED BY TITLE I/LAP SCHOOLS ONLY:
1.
STUDENT SELECTION: Targeted Assistance Schools only
Describe the specific process (criteria and timelines) that you will use to identify eligible children in greatest need for Title 1 or LAP services.
Teacher recommendations, performance and screening tests have been used in the past. A school may continue this process using the composite
sheet or creating a new composite to rank order students. The process must use multiple criteria and identify and serve those students with the
greatest academic needs.
Each September, we assess all new students (see assessments below), students who are returning to Washington who were previously determined below grade
level, and all first graders. The results (which rank students from lowest to highest) determine who receives remediation. The assessment process continues
throughout the year according to the District Assessment calendar. Teachers use this information to ensure the correct students are getting the appropriate
intervention
2.
MONITORING AND EVALUATION OF STUDENT PROGRESS
Describe the assessments the school will use to monitor student academic progress during the school year. In addition to the MSP, include any
locally developed and selected assessments.
Kindergarten Assessment
Teacher Prepared Tests
Phonics Survey
Phonemic Awareness Test
CORE Fluency Test
DIBELS Fluency Test
Read Naturally Fluency Test
MAP Test in reading and math in grades 1-5
McLeod
McCracken Word List
San Diego Quick
Developmental Reading Assessment (DRA)
Describe how the school will identify students experiencing difficulty mastering skills and meeting standards and the specific support provided.
To begin the year, teachers use the previous year's assessments (MSP, MAP, etc.) to determine placement in small reading groups and afternoon
remediation. As fall testing is completed, those groups are adjusted to meet the needs of specific students. Students identified as "below grade
level" in reading AND math are retested on the MAP in the winter to check for progress. All students are ability grouped for half (1 hour) of
their literacy block while those that are below grade level receive additional focused intervention in the afternoon
Describe how student assessment and progress results will be shared with parents.
Information will be shared with parents and teachers during fall and spring conferences regarding student progress. Phone calls home are made and
additional parent conferences are held as needed.
14
3.
STAFF DEVELOPMENT
Please ensure that it identifies training for certificated and classified staff regarding appropriate strategies and techniques to help increase academic
learning of all students including limited English proficient students, Migrant students, and economically disadvantaged student. Additionally, the
staff development plan must identify specific training for teachers in parental involvement strategies. Describe how professional development is
ongoing and sustained, with appropriate planning time and resources needed to support successful implementation.
Our Site Team discusses staff development plans for the following school year. We conduct ongoing staff development in the following areas:
1.
2.
3.
4.
5.
6.
Staff reviewed math problem solving strategies and types of problems to be worked on at each level.
Staff will continue to develop and refine MSP Wednesday/problem solving activities (WOW! Wednesday)
Grade level release time will be provided for teachers to do observations with grade level teachers and/or cross grade level observations.
Grade level release time will be provided for teachers to correct and discuss students' practice MSP tests.
Grade level release time will be provided for teachers to plan for full implementation of Math Connects.
District Reading teacher is available to work with classified and certificated staff helping them develop skills in all areas, especially in the use
of Imagine It! Reading and the skills needed to effectively run their reading group.
7. District Reading teacher is available to release teachers so they can observe each other or so she can model lessons for them.
8. Common Core standards – Training will be sought to help teachers who are teaching to the Common Core standards to help those students who need
remedial and supplemental help meeting those standards in reading and math.
4.
PARENT, FAMILY AND COMMUNITY PARTICIPATION
Please describe the strategies and activities planned to enhance home-school partnerships and improve student learning. Describe the process to
communicate with parents of students who have not met the standards. Briefly describe the process used to develop and implement the
Parent/Student/Teacher Compact. Attach a copy of the Parent Compact in an understandable format, as appropriate, in other languages.
1) School-wide homework procedures
2) School-wide at home reading program
3) School-wide daily assignment and behavior sheets
4) Building wide problem solving procedures sent home
5) Student bar charts in grades 3-5 sent home
6) Open House
7) 94% of parents attend conferences in November 2012
8) Teachers recruit and welcome parental help in the classroom
9) Attendance policy reinforced and parents are notified when students are missing too much school.
At Washington we recognize the importance of a strong home-school partnership. Over 98% of our parents attend Parent – Teacher
conferences. Teachers make it a priority to communicate with parents about their child’s progress and pertinent issues. We attempt to
communicate with parents in their primary language; however, locating proficient translators for languages other than Spanish is an ongoing
challenge. Teachers communicate with parents at conferences and by telephone regarding student progress toward meeting standards. We also
use the Parent Portal, email and our school Web site. In all events at school, our focus is to target ways parents can become involved in their
15
child’s education.
Washington is considering becoming a member of the National Network of Partnership Schools. Within this membership, Washington would
create an Action Team for Partnership. We would also be working with Sarah Del Toro to strengthen parent involvement through the Action
Team Partnership process. As a team we would set goals for the 2013 -- 2014 school year that would strengthen parent involvement and
community support.
5.
COORDINATION/INTEGRATION
Under ESEA, schools and district must coordinate with other federal, state, local programs, and community agencies within the district and
community that provide services to children and families.
Identify how you will coordinate the program with other district and school improvement efforts. (LAP, Migrant, Bilingual, ECEAP, IDEA, etc.)
The Title I program coordinates with the District reading teacher. The testing results are used to rank the students from lowest to highest. Title I also
coordinates with our small reading groups, which are ability grouped. In math, all students are tested and then rank ordered from lowest to highest. Some
para-educator help is used for math remediation.
Describe how your program will coordinate transitions for preschool children into the elementary program.
Preschool summer school is offered and we promote the District READY for Kindergarten program.
Describe how your plan will support successful transition from elementary to middle school or middle school to high school.
Fifth grade teachers teach some beginning middle school skills (i.e. lockers, binders). Middle school counselors meet with all 5th grade students. Fifth grade
teachers are always available to meet with middle school teachers.
Describe coordination with other community programs or agencies.
Title I helps sponsor a parenting class, which our counselor teaches. We have community members who read with Title I students. We also participate in
the Mid-Columbia Library's summer reading program.
16
Mid Columbia Parent Partnership
School Improvement Plan
2013-2014
School: Mid Columbia Parent Partnership School Year: 2013-2014
SCHOOL INFORMATION
1.
Provide a brief description of your school, unique programs and community. Include total enrollment and demographics (number and percentage
of low income, bilingual, and migrant students.
Mid-Columbia Partnership (MCP) began in 2002 for kindergarten thru eighth grade with 44 FTE. Enrollment is currently at 214.23 FTE with 254 students
attending in grades k-12. MCP is a Parent Partnership Program operating under the Alternative Education laws and guidelines, WAC 392-121-182. An
Individualized Student Learning Plan for core academic areas is written and followed for each student. Parents deliver the instruction with support of
certified and classified staff. Classes, consulting, instructional materials, resources, and testing are made available to families.
2.
Summarize the results of the following:
a.
Family and Community Involvement: Using Parent Surveys, Harris Surveys, and other parental input, what needs have been identified? (Title
I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP)
Parents have played a significant role in the development of the program. Parents are encouraged to share input with staff at monthly meetings. The
parents were all invited to take an annual survey. The results of the survey showed that additional support in reading is a need. The staff is going to
participate in training of the Common Core MAP to further their understanding and to help parents.
3.
Insert the summaries for your school for State AMO’s (Annual Measurable Objectives), Functional Level, DRA, Reading Assessments, WASL
Trend, and ITBS Trend and describe the results for subgroups – Hispanic, Low Income, Limited English, and Special Education. (Summarize the
strengths and weaknesses of your current program based on building data). Conclusions aren't valid and no apparent trends can be identified in data
due to the low number of students and lack of testing periods.
4.
Professional Development: What needs have been identified for professional development for certificated and classified staff that will be
addressed in this plan? (Title I/LAP eligible buildings complete this question in last section pertaining to Title I/LAP) The instructional staff
recognizes the importance of effective teaching strategies therefore will participate in a book study.
5.
Curriculum and Instruction: What needs have been identified and will be addressed in this plan?
MAP scores is the area that will be addressed.
6.
Clarify Needs and Research Proven Effective Strategies: Describe how the team and staff investigated and selected the solutions. Include a
description of how staff studied best practices and research, visited or contacted successful schools and programs, received input from the staff
and parents as the plan was developed, and matched the solutions to priority needs. The book chosen for the PLC group was recommended by four
district administrators because of its focus on awareness and application of effective teaching strategies.
The need to increase the third grade reading
10/25/2013
2
STUDENT ACHIEVEMENT DATA
Mid Columbia Parent Partnership
DEVELOPMENTAL READING ASSESSMENT AND MEASURES OF ACADEMIC PROGRESS READING
Grade
K
1
2
3
4
5
Assessment
Kindergarten Assessment
Developmental Reading Assess/*Primary MAP Test
MAP Testing
MAP Testing
MAP Testing
MAP Testing
2008
2009
74
58
67
58
40
67
91
43
47
58
50
47
Spring Percent Meeting Standard
2010
2011
90
57
89
44
81
68
83
80
78
44
63
71
2012
2013
88
*32
72
71
67
82
87
*57
57
80
80
67
Standard for MAP Testing is the 50th percentile and above
MEASURES OF ACADEMIC PROGRESS MATHEMATICS
Grade
1
2
3
4
5
Assessment
Primary MAP Testing
MAP Testing
MAP Testing
MAP Testing
MAP Testing
Spring Percent Meeting Standard
2008
2009
2010
2011
2012
2013
x
x
48
40
83
x
x
53
43
40
x
x
50
57
41
x
x
47
67
50
40
38
68
24
59
48
45
60
67
47
*2012
*2013
65
52
64
46
23
72
39
78
73
41
77
54
46
79
31
50
Standard for MAP Testing is the 50th percentile and above
WASHINGTON ASSESSMENT OF STUDENT LEARNING/MEASUREMENTS OF STUDENT PROGRESS
Grade
3
3
4
4
4
5
5
5
Assessment
Reading
Mathematics
Reading
Writing
Mathematics
Reading
Mathematics
Science
2008
2009
69
46
50
50
33
100
72
54
43
43
44
26
17
28
33
17
Spring Percent Meeting Standard
*2010
*2011
81
38
69
44
44
77
12
18
63
38
75
60
30
72
17
50
Standard for the MSP is 400 points for Reading, Math, & Science and 9 points for Writing
10/25/2013
3
STUDENT ACHIEVEMENT DATA
Mid Columbia Parent Partnership
MEASURES OF ACADEMIC PROGRESS READING
Grade
Assessment
2008
Spring Percent Meeting Standard
2009
2010
2011
2012
2013
6
7
MAP Testing
MAP Testing
90
100
88
70
64
77
82
94
75
59
84
67
8
MAP Testing
90
50
67
75
95
81
2008
2009
2012
2013
60
80
50
53
46
25
61
59
74
68
56
58
*2012
*2013
69
50
92
78
46
94
47
88
73
73
67
73
50
84
48
72
Standard for MAP Testing is the 50th percentile and above
MEASURES OF ACADEMIC PROGRESS MATHEMATICS
Grade
6
7
8
Assessment
MAP Testing
MAP Testing
MAP Testing
Spring Percent Meeting Standard
2010
2011
75
69
50
57
84
63
Standard for MAP Testing is the 50th percentile and above*
WASHINGTON ASSESSMENT OF STUDENT LEARNING/* MEASUREMENTS OF STUDENT PROGRESS
Grade
6
6
7
7
7
8
8
8
Assessment
Reading
Mathematics
Reading
Writing
Mathematics
Reading
Mathematics
Science
2008
2009
73
55
33
33
67
50
9
18
47
26
57
64
14
57
29
43
Spring Percent Meeting Standard
*2010
*2011
55
46
73
64
55
75
50
38
83
44
74
74
42
93
43
57
Standard for the MSP is 400 points for Reading, Math, & Science and 9 points Writing
10/25/2013
4
STUDENT ACHIEVEMENT DATA Mid Columbia Parent Partnership
MEASURES OF ACADEMIC PROGRESS READING
Grade
9
10
Assessment
2008
2009
x
x
x
x
2008
2009
x
x
x
x
MAP Testing
MAP Testing
Spring Percent Meeting Standard
2010
2011
x
x
x
x
2012
2013
78
100
89
90
2012
2013
56
100
67
67
*2012
*2013
Standard for MAP Testing is the 50th percentile and above
MEASURES OF ACADEMIC PROGRESS MATHEMATICS
Grade
9
10
Assessment
MAP Testing
MAP Testing
Spring Percent Meeting Standard
2010
2011
x
x
x
x
Standard for MAP Testing is the 50th percentile and above
WASHINGTON ASSESSMENT OF STUDENT LEARNING/*HIGH SCHOOL PROFIENCY EXAMS
Grade
Assessment
2008
2009
Spring Percent Meeting Standard
*2010
*2011
10
10
10
Reading
Writing
Mathematics
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
EOC Yr 1 :75
EOC Yr 1 :81
10
Science
x
x
x
x
x
x
2008
2009
2010
2011
2012
2013
x
x
x
x
No
Reading
No
Reading/
Math
Standard for the HSPE & EOC is 400 points for Reading, Math, & Science 17 points for Writing
Did your school meet AMO’s?
Yes
No (If NO, what categories?)
10/25/2013
5
2012-13 MSP/HSPE Results
Grade Level
Reading
MCP
Math
3rd Grade
72.7%
40.9%
4th Grade
76.9%
46.2%
5th Grade
78.6%
30.8%
6th Grade
73.3%
73.3%
7th Grade
66.7%
50.0%
8th Grade
84.0%
48.0%
Grade Level *
All Grades
EOC Math Year 1
81.1%
Student Demographics
Writing
Science
53.8%
50.0%
73.3%
72.0%
EOC Math Year 2
Enrollment
October 2012 Student Count
241
May 2013 Student Count
246
Gender (October 2012)
Male
130
53.9%
Female
111
46.1%
American Indian/Alaskan Native
2
0.8%
Asian
3
1.2%
Asian/Pacific Islander
3
1.2%
4
1.7%
Race/Ethnicity (October 2012)
Black
Hispanic
14
5.8%
215
89.2%
3
1.2%
Free or Reduced-Price Meals (May 2013)
54
22.0%
Special Education (May 2013)
15
6.1%
Transitional Bilingual (May 2013)
0
0.0%
Migrant (May 2013)
0
0.0%
Section 504 (May 2013)
0
0.0%
Foster Care (May 2013)
0
0.0%
White
Two or More Races
Special Programs
Other Information (more info)
Unexcused Absence Rate (2012-13)
205
Adjusted 4-Year Cohort Graduation Rate (Class of 2012)
0.6%
100.0%
College/University enrollment rates of graduates
Teacher Information (2012-13) (more info)
Classroom Teachers
Average Years of Teacher Experience
Teachers with at least a Master's Degree
Total number of teachers who teach core academic classes
16
7.5
43.8%
7
% of teachers teaching with an emergency certificate
0.0%
% of teachers teaching with a conditional certificate
0.0%
Total number of core academic classes
25
ESEA Highly Qualified Teacher Information
% of classes taught by teachers meeting ESEA highly qualified
(HQ) definition
% of classes taught by teachers who do not meet ESEA HQ
100.0%
0.0%
10/25/2013
6
definition
% of classes in high poverty schools taught by teachers who
meet ESEA HQ definition
N/A
% of classes in high poverty schools taught by teachers who do
not meet ESEA HQ definition
N/A
% of classes in low poverty schools taught by teachers who meet
ESEA HQ definition
% of classes in low poverty schools taught by teachers who do
not meet ESEA HQ definition
100.0%
0.0%
* End of Course (EOC) exams are given in any grade in which the course is
offered.
** The "Makeup" exam was given to students who had already completed the
Year 1 or Year 2 coursework. It was not a "retake".
10/25/2013
7
School Improvement Plan 2013-2014
School: Mid Columbia Parent Partnership
District Strategic Plan Goal:
Maintain A Strong Customer Focus
Related Building Goal:
51% of parents will complete the annual survey
Rationale for Goal:
We believe parents' input is important and the staff will consider the information gathered from the survey to improve family satisfaction
and the efficiency in the operation of the program.
STRATEGY/ACTION
(NEW)
The consultants will invite
parents to complete the
annual survey at a meeting.
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
Inform teachers and parents of the value of the
information gathered through surveys.
ASSESSMENT &
EVALUATION
Count completed surveys.
TIMELINE
February 2014
PERSON
RESPONSIBLE
Kelly Anderson
Carrie DeForest
.
10/25/2013
8
School: Mid Columbia Parent Partnership School Year: 2013-2014
District Strategic Plan Goal:
Provide staff with high quality growth and development opportunities
Related Building Goal:
50% of the instructional staff will participate in a Professional Learning Community book study
Rationale for Goal:
Staff recognizes that effective teaching strategies and techniques improve instruction and increase student achievement
STRATEGY/ACTION
(New)
After each chapter the PLC
members will identify and
discuss the strategies and
techniques presented in the
reading and develop a plan
to apply new strategies or
techniques in instruction.
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
The PLC will read and discuss Teach Like A Champion
by Doug Lemov.
ASSESSMENT &
EVALUATION
50% of the instructional staff
will complete the book study.
TIMELINE
February 2014
through March
2014
PERSON
RESPONSIBLE
Kelly Anderson
Carrie DeForest
10/25/2013
9
School: Mid Columbia Parent Partnership School Year: 2013-2014
District Strategic Plan Goal:
Develop and Efficiently Operate the Academic Infrastructure Necessary to Support Student Learning
Related Building Goal:
Increase the percentage to 85% of third grade students scoring at or above the 50th percentile in Reading on the Spring MAP
assessment.
Rationale for Goal:
The staff recognizes that better results are gained when teachers intentionally plan and instruct for student achievement.
STRATEGY/ACTION
(Maintenance)
Staff will inform and
discuss with parents the 4
reading components of the
MAPs assessment.
STRATEGY/ACTION
(New)
PROFESSIONAL DEVELOPMENT
(Communication Plan)
Teachers will participate in a one-day training on
Common Core Map Assessment given by District
Assessment Coordinator.
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
ASSESSMENT &
EVALUATION
Analyze testing results for
growth.
ASSESSMENT &
EVALUATION
TIMELINE
October 2013
November 2013
May 2014
TIMELINE
PERSON
RESPONSIBLE
Kelly Anderson
Carrie DeForest
Bev Henderson
Karla Perry
PERSON
RESPONSIBLE
10/25/2013
10
School: Mid Columbia Parent Partnership School Year: 2013-2014
District Strategic Plan Goal:
Our first priority is the safety of Kennewick School District students and staff.
Related Building Goal:
Increase the percentage of students who feel they have a trusted adult available to them at school 92% or more.
Rationale for Goal:
The district recognized that the lowest area in the safety survey was students not having a trusted adult available to them at school.
STRATEGY/ACTION
(Maintenance)
1.
2.
Staff will provide
students with
information about
having a trusted
adult through the
school newsletter.
Students will
record the name of
one trusted adult in
their notebooks.
STRATEGY/ACTION
(New)
PROFESSIONAL DEVELOPMENT
(Communication Plan)
School Counselor will research and include in the
newsletters information about having a trusted adult
available to students at school.
PROFESSIONAL DEVELOPMENT
(Address opportunities for observation &
practice/feedback & reflection)
ASSESSMENT &
EVALUATION
On Annual Student Safety
Survey.
ASSESSMENT &
EVALUATION
TIMELINE
September 2013 June 2014
TIMELINE
PERSON
RESPONSIBLE
Kelly Anderson
Carrie DeForest
Karla Perry
PERSON
RESPONSIBLE
10/25/2013
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FAMILY AND COMMUNITY INVOLVEMENT
We have evidence based on staff surveys and our own monitoring, as well as on required district practices that our school operates on the following
characteristics of high performing schools:
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Clear and Shared Focus
High Standards and Expectations
Effective School Leadership
High Levels of Communication and Collaboration
Alignment of Curriculum, Instruction, and Assessment with Standards
Frequent Monitoring of Teaching and Learning
Focused Professional Development
Supportive Learning Environment
High Levels of Parent and Community Involvement
Use of the instructional elements of purpose, engagement, rigor and results
10/25/2013
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