SCHOOL IMPROVEMENT GOALS
2. SCHOOL IMPROVEMENT GOALS 1 OverarchingNeed #
Overarching Need
Overarching Need as identified in CNA Section 3.2
Improve reading comprehension; and lexile readiness Root Cause # 1 Lack of exposure to overall vocabulary
Lack of real world connections to text, self, and world.
Teachers lack the knowledge of student interest and lexile levels
Teachers and students need more training showing students how to select appropriate books
Teachers bring students to the library
Students need extensive interventions and support
Goal SIP goal # 1 : By May 2021, 50% of all Scouts will be reading at or above grade level as reported by EOY NWEA MAP reading projected readiness and 55% of students in grades K-2 will meet EOY NWEA MAP reading projected growth.
2.1 OverarchingNeed # 1
42
Action Step # 1
Action Step Implementation of Balanced Literacy in grades K-5, with emphasis on: Wilson's Fundations, Traits Writing, Flocabulary (teaching explicit vocabulary), and Guided Reading. This includes the purchase of the following for implementation: Scholastic Guided Reading Training and Coaching, Wilson Fundation Kits, Traits Writing Workbooks, and Flocabulary.
Funding Sources Title I, Part A N/A
Subgroups Economically Disadvantaged
Foster Homeless English Learners Migrant
Race / Ethnicity / Minority Student with Disabilities N/A
Systems Coherent Instruction
Method for Monitoring
Implementation and Effectiveness
Balanced Literacy Walk-throughs/Observations Position/Role Responsible Academic Coaches & Reading Resource Teacher Timeline for Implementation Yearly
SCHOOL IMPROVEMENT GOALS
Action Step # 1
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?
2.1 OverarchingNeed # 1
43
Action Step # 2
Action Step Implementation of Tier 2 and Tier 3 strategic interventions based on assessment data, using iReady, Ready workbooks, and iReady Teacher Toolbox. This includes the purchasing of headphones, I-Ready, Ready workbooks, and Ready Teacher Toolbox to support effective use of IReady implementation.
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Foster Homeless English Learners Migrant
Race / Ethnicity / Minority Student with Disabilities N/A
Systems Coherent Instruction
Method for Monitoring
Implementation and Effectiveness
Tier 2 and Tier 3 Program Assessments/Observations
Position/Role Responsible Academic Coaches, Reading Resource Teacher, Classroom Teachers Timeline for Implementation Yearly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?
2.1 OverarchingNeed # 1
43
SCHOOL IMPROVEMENT GOALS
Action Step # 3
Action Step Use 21st CCLC after-school program/afterschool and summer enrichment as a Tier 2/Tier 3 support and intervention for reading. (First round of invitations are offered to Tier 3 students, second round of invitations are offered to Tier 2 students and third round will go to Tier 1 students.) Bus transportation will be provided for students.
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Foster Homeless English Learners Migrant
Race / Ethnicity / Minority Student with Disabilities N/A
Systems Coherent Instruction
Method for Monitoring
Implementation and Effectiveness
Observation and 21st CCLC Program Records Position/Role Responsible Academic Coaches and 21st CCLC staff Timeline for Implementation Yearly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?
2.1 OverarchingNeed # 1
44
Action Step # 4
Action Step Implement Weekly Collaborative Grade-Level Planning Sessions focusing on deconstructing the standard. Teachers will attend PLCs at work Conference to build capacity on collaboration and the following will be purchased to support implementation: Supplies (chart paper, markers, pens, highlighters, etc.)
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Foster Homeless English Learners Migrant
SCHOOL IMPROVEMENT GOALS
Action Step # 4
Subgroups Race / Ethnicity / Minority
Student with Disabilities N/A
Systems Coherent Instruction
Professional Capacity Method for Monitoring
Implementation and Effectiveness
Collaborative Planning Sign-In Sheets Position/Role Responsible Academic Coaches and Classroom Teachers Timeline for Implementation Yearly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?
2.1 OverarchingNeed # 1
45
Action Step # 5
Action Step Implement school wide Reading Accelerated Reader Campaign. This includes the purchase of the following:
-purchase training from AR;
-provide refresher training in AR for all teachers -training on lexiles
-purchase book of the month (k-2; 3-5 sets)
-implement a weekly visit to Media Center as a class including Media Specialist instruction -create a schedule for teachers to bring their classes to the MC
-Implement school wide DEAR time Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Foster Homeless English Learners Migrant
Race / Ethnicity / Minority Student with Disabilities N/A
SCHOOL IMPROVEMENT GOALS
Action Step # 5
Systems Coherent Instruction
Method for Monitoring
Implementation and Effectiveness
Monitoring of Lesson Plans and Observations, Coaches Log Position/Role Responsible Administration and Academic Coaches
Timeline for Implementation Yearly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?
2.1 OverarchingNeed # 1
46
Action Step # 6
Action Step Implementation of the Frayer Model as a school wide vocabulary strategy (k-2 vocabulary journals; 3-5 digital portfolio or journals) This includes the purchase of journals for K-2, provide training for frayer model to staff, and additional supplies.
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Foster Homeless English Learners Migrant
Race / Ethnicity / Minority Student with Disabilities N/A
Systems Effective Leadership
Method for Monitoring
Implementation and Effectiveness
Walkthroughs and observation documentation Position/Role Responsible Administration and Academic Coaches Timeline for Implementation Yearly
SCHOOL IMPROVEMENT GOALS
Action Step # 6
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?
2.1 OverarchingNeed # 1
47
Action Step # 7
Action Step Implement goal setting to promote and encourage greater growth in reading: every teacher will have goal setting/data notebooks for students. This includes the purchase of data folders/notebooks for students PK-5. Data meetings with parents/teacher/student to review data folders will also be implemented. All necessary materials or supplies needed for implementation will be purchased.
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Foster Homeless English Learners Migrant
Race / Ethnicity / Minority Student with Disabilities N/A
Systems Effective Leadership
Professional Capacity Method for Monitoring
Implementation and Effectiveness
Session documentations (Agendas, sign-in sheets and feedback) Position/Role Responsible Administration and Academic Coaches
Timeline for Implementation Yearly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?
2.1 OverarchingNeed # 1
47
SCHOOL IMPROVEMENT GOALS
Action Step # 8
Action Step Academic Coaches will facilitate professional learning, instructional coaching, and monitoring of all academic initiatives.
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Foster Homeless English Learners Migrant
Race / Ethnicity / Minority Student with Disabilities N/A
Systems Effective Leadership
Method for Monitoring
Implementation and Effectiveness
Logs and Schedules
Position/Role Responsible Administration and Academic Coaches Timeline for Implementation Yearly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?
2.1 OverarchingNeed # 1
48
Action Step # 9
Action Step Implement writing across the curriculum with learning logs: includes planning session on what writing across the curriculum means with grade levels and Friday flex time reserved as dedicated writing block.
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Foster Homeless English Learners Migrant
Race / Ethnicity / Minority Student with Disabilities N/A
SCHOOL IMPROVEMENT GOALS
Action Step # 9
Systems Coherent Instruction
Effective Leadership Professional Capacity
Supportive Learning Environment Method for Monitoring
Implementation and Effectiveness
Peer observation protocols and observation notes Position/Role Responsible Administration and Academic Coaches
Timeline for Implementation Yearly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?
2.1 OverarchingNeed # 1
49
Action Step # 10
Action Step
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Foster Homeless English Learners Migrant
Race / Ethnicity / Minority Student with Disabilities N/A
Systems Family and Community Engagement
Method for Monitoring
Implementation and Effectiveness
Book-It charts, materials and reading logs Position/Role Responsible Classroom teachers
Timeline for Implementation Yearly
SCHOOL IMPROVEMENT GOALS
Action Step # 10
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?
2.1 OverarchingNeed # 1
50
Action Step # 11 Action Step Funding Sources Subgroups SystemsMethod for Monitoring
Implementation and Effectiveness Position/Role Responsible
Timeline for Implementation Others :
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?
2.1 OverarchingNeed # 1
50
Action Step # 12 Action Step Funding Sources Subgroups SystemsMethod for Monitoring
Implementation and Effectiveness
SCHOOL IMPROVEMENT GOALS
Action Step # 12
Position/Role Responsible
Timeline for Implementation Yearly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?
2.1 OverarchingNeed # 1
51
Action Step # 13 Action Step Funding Sources Subgroups SystemsMethod for Monitoring
Implementation and Effectiveness
Volunteer program documentation and teacher recommendations Position/Role Responsible Parent Facilitator and Classroom Teacher
Timeline for Implementation Yearly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?
2.1 OverarchingNeed # 1
51
SCHOOL IMPROVEMENT GOALS
Action Step # 14
Action Step
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Foster Homeless English Learners Migrant
Race / Ethnicity / Minority Student with Disabilities N/A
Systems Family and Community Engagement
Method for Monitoring
Implementation and Effectiveness
Logs and schedules Position/Role Responsible Administration Team Timeline for Implementation Yearly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?
2.1 OverarchingNeed # 1
52
Action Step # 15
Action Step
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Foster Homeless English Learners Migrant
Race / Ethnicity / Minority Student with Disabilities N/A
Systems Supportive Learning Environment
Method for Monitoring
Implementation and Effectiveness
PBIS assessments and surveys and Live School
SCHOOL IMPROVEMENT GOALS
Action Step # 15
Position/Role Responsible All faculty and staff Timeline for Implementation Yearly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?
2.1 OverarchingNeed # 1
53
Action Step # 16
Action Step
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Foster Homeless English Learners Migrant
Race / Ethnicity / Minority Student with Disabilities N/A
Systems Supportive Learning Environment
Method for Monitoring
Implementation and Effectiveness
Morning meeting classroom observation and plans Position/Role Responsible Classroom teachers and Behavior teacher
Timeline for Implementation Yearly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?
2.1 OverarchingNeed # 1
53
SCHOOL IMPROVEMENT GOALS
Action Step # 17
Action Step
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Foster Homeless English Learners Migrant
Race / Ethnicity / Minority Student with Disabilities N/A
Systems Supportive Learning Environment
Method for Monitoring
Implementation and Effectiveness
Pyramid diagram and intervention documentation
Position/Role Responsible Administration, Behavior Teacher, Classroom Teachers, RTI Coordinator Timeline for Implementation Yearly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?
2.1 OverarchingNeed # 1
54
Action Step # 18 Action Step Funding Sources Subgroups SystemsMethod for Monitoring
Implementation and Effectiveness Position/Role Responsible
Timeline for Implementation Yearly
SCHOOL IMPROVEMENT GOALS
Action Step # 18
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?
2.1 OverarchingNeed # 1
55
Action Step # 19
Action Step
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Foster Homeless English Learners Migrant
Race / Ethnicity / Minority Student with Disabilities N/A
Systems Supportive Learning Environment
Method for Monitoring
Implementation and Effectiveness
PBIS team minutes and student management documents (Live School) Position/Role Responsible All Faculty and Staff
Timeline for Implementation Yearly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?
2.1 OverarchingNeed # 1
55
SCHOOL IMPROVEMENT GOALS
Action Step # 20
Action Step
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Foster Homeless English Learners Migrant
Race / Ethnicity / Minority Student with Disabilities N/A
Systems Supportive Learning Environment
Method for Monitoring
Implementation and Effectiveness
sign-in sheets and agendas
Position/Role Responsible Administration, Academic Coaches, Classroom Teacher Timeline for Implementation Yearly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?
2.1 OverarchingNeed # 1
56
Action Step # 21
Action Step
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Foster Homeless English Learners Migrant
Race / Ethnicity / Minority Student with Disabilities N/A
Systems Supportive Learning Environment
Method for Monitoring
Implementation and Effectiveness
Logs and Schedule
SCHOOL IMPROVEMENT GOALS
Action Step # 21
Position/Role Responsible Administrative Team, Academic Coaches Timeline for Implementation Yearly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?
2.1 OverarchingNeed # 1
57
Action Step # 22 Action Step Funding Sources Subgroups SystemsMethod for Monitoring
Implementation and Effectiveness Position/Role Responsible
Timeline for Implementation Weekly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?