Reading Action Plan – Tukwila Elementary
School Improvement Goal: Tukwila Elementary will improve the blended WASL Reading score by 10% each year.
Rationale: 1) Students understand that reading is an important tool they will use throughout their lives. 2) To increase the student literacy rate in our building.
3) To accommodate alternative learning and teaching styles.
4) To facilitate assessing information and showing evidence of learning.
Activities:
Steps to be taken. What will occur?
Who is
Responsible?
Who is Involved? Who will provide the
leadership? Who will do the work?
Timeline
When will this strategy or action begin and end?
Resources Needed
What existing and new resources will be used to accomplish the strategy?
Expected Impact
What measurable change will be seen?
Monitoring Effectiveness
What formative evidence will be gathered to demonstrate progress?
Houghton Mifflin Curriculum will be utilized in all classrooms. Flexible, mixed grade level groups will be utilized for Reading Instruction.
Teachers Grades K through 5.
Literacy Specialist
Ongoing Reading Program
Leveled Readers
Students will increase reading levels and exit smaller groups.
Weekly Skills Tests. Classroom based assessments. Theme Tests. Literacy Blocks will be utilized in
Grades 3 through 5. Weekly Team meetings will be implemented to discuss and analyze student data. Cross class reading observations will occur. Teachers Grades 3 through 5. ELL staff Para educators WRC Ongoing HM Reading Materials.
Weekly Skills and Selection Tests. Skills Focus Sheets
Students will increase performance on skills-based Reading Assessments. Weekly Skills Scores. Oral Reading Records. Selection Tests. HM Focus Sheets Many teachers will use literature
circles as an instructional strategy
Teachers Grades K through 5.
Ongoing Literature Collections.
Student skills will develop in
Reading.
Classroom Based Assessments.
Tier 3 students will be identified and meet regularly in small groups, focus groups, and individual appointments with the Literacy Specialist.
Literacy Specialist Classroom Teachers
Ongoing Student Assessment
Data. Student Work Samples. Struggling learners will work to develop reading skills.
Reading levels will increase.
Informal Assessments.
Weekly Group work. Individual
assignments and assessments.
Computerized reading interventions will be available for student and teacher use. -Academy of Reading -Lexia -Orchard -Earobics Classroom Teachers Literacy Specialist Zero Hour Tutors WRC Ongoing Computers Programs Support Staff Volunteers Students will develop phonetic skills.
Students will work independently to focus on targeted skills. Program Data. Classroom Based assessments. Student Progress monitoring. Teacher-directed intervention
programs will be available and utilized. -Companion Reading -Read Well -Distar Classroom Teachers Literacy Specialist
Ongoing Classroom Teachers.
Support Materials. Intervention Programs.
Student skill levels and Reading levels will increase.
Reading Assessments. Classroom Assessments. Zero hour tutoring will be available
for struggling students.
Specialists
Cross-Aged Tutors Para educators Principal Teachers
Ongoing Computer Based
interventions. Student work plan folders.
Reading materials
Students will increase reading levels and skills. Phonetic skills will develop.
Student work plans will be assessed. Computer based assessments. Classroom Assessments. WRC will tutor struggling Tier 2
students in small groups or one-on-one.
WRC will facilitate homework and Reading Club during TCSC after school program. WRC Teachers Literacy Specialist Ongoing Reading Library/collection of books. Reading skills Games and activities. Increased reading levels of students. Skill development. Movement of Tier 2 into on-level. Informal reading assessments/ Progress monitoring. Classroom assessments. WRC will recruit and support
volunteer tutors.
Peer and Cross-aged tutors will work with struggling students.
WRC Literacy Specialist Ongoing Recruitment materials. Volunteer logs to maintain records Individualized instruction to support classroom skills will increase reading performance. Classroom assessments. Weekly skills assessments.
After-school WASL clubs will be available.
TCSC after school program will provide tutoring and academic support.
Classroom Teachers Specialists
TCSC Staff WRC
Ongoing WASL prep
materials. Student academic support plans. Increased WASL scores. Reading levels of all students will increase. Reading Assessments. WASL Assessment. MAINTAINING A LITERATE ENVIRONMENT
WRC will plan and conduct family involvement events and activities. WRC will host an annual Family Literacy Night.
WRC will organize a morning Reading Club.
WRC
Literacy Specialist Staff
Ongoing Literacy Materials, such as books, activities, and games. Increased attendance at Literacy events. Increased attendance at Book Club. Improved Reading scores. Attendance records at events and book club.
Reading
Assessments, both formal and informal.
Scholastic and Barnes and Noble Book Fairs will be held throughout the school year.
Literacy Specialist Librarian
Ongoing Books Increased number
of reading materials both in the building and at students’ homes.
Inventories of books sold and donated. Reading inventories. Reading banners will promote the
importance of reading
Tukwila Elementary Staff
Ongoing Reading Banners Increased reading minutes in students. Reading Records. Class reading minutes. AR points
Reading Incentive programs will be available and utilized. These programs include Global Reading Challenge and Accelerated Reader.
Literacy Specialist Librarian
Classroom Teachers
Ongoing AR program and books Global Reading books Increased student scores on AR assessments Increased number of Global Reading Teams. AR assessment data. Global Reading Challenge results.
The Bookroom will be updated with additions to out fiction and non-fiction selections.
An annual Book Drive will provide new resources for students and staff.
Literacy Specialist Classroom Teachers Staff
Ongoing Books
Slightly Used Books
Increased number of staff and student materials. Increased number of Literacy materials in the home. Reading book inventory. Teacher/student surveys. Log of books collected and donated. ASSESSMENTS:
Teachers will administer continual assessment of Reading progress through classroom based assessment, observations, and running records.
Classroom Teachers Support staff Literacy Specialist Ongoing HM assessment materials. Oral Reading Records Observation notes Increased Reading levels. Student skills improvement. HM Assessment data. Monthly Reading Records.
Analytical Reading Inventory will be administered school wide.
STAR and STAR Early Literacy will be used as building assessments.
Literacy Specialist Classroom Teachers Ongoing ARI STAR Assessments Students will increase reading levels from Sept. to Jan. to June. Tier 3 students will move into Tier 2. More on grade level progress.
Students will be assessed in Reading and Writing on statewide
assessment—WASL.
Staff and Support Staff
Literacy Specialist Principals
Ongoing WASL Increased WASL
scores.
WASL assessment scores.
DIBELS will be piloted in Grades 3 through 5.
Literacy Specialist Ongoing DIBELS More specific data on students, with clear fluency data. Rates and speed will increase.
DIBELS
Assessments scores. ARI scores.
Weekly Skills assessment will be utilized to track student progress in comprehension areas.
Oral Reading Records will be
administered and maintained to track progress in student fluency.
Literacy Specialist Classroom Teachers
Ongoing HM Assessments
Oral Reading Records
Books For Fluency
Increased comprehension scores on skills tests. Increased Fluency in all students.
Weekly skills data will be plotted and monitored.
Oral Reading
Records will be filed on all students grade 3-5.
Math Action Plan – Tukwila Elementary
School Improvement Goal: Tukwila Elementary will improve the blended WASL Math score by 15% each year.
Rationale: 1) Students use real world problems in learning and showing evidence of learning. 2) Students will use math skills throughout their entire lives.
3) To accommodate alternative learning and teaching styles.
4) To facilitate assessing information and showing evidence of learning.
Activities:
Steps to be taken. What will occur?
Who is
Responsible?
Who is Involved? Who will provide the
leadership? Who will do the work?
Timeline
When will this strategy or action begin and end?
Resources Needed
What existing and new resources will be used to accomplish the strategy?
Expected Impact
What measurable change will be seen?
Monitoring Effectiveness
What formative evidence will be gathered to demonstrate progress?
Computerized practice/intervention tools will be available and used -Accelerated Math
-Academy of Math -Apex Math
Teachers grades 2-5 Math Specialist
Ongoing Accelerated Math,
Academy of Math, and Apex Math
Increase math skills
Daily assignments and tests
Problem-solving kits will be available for all classrooms grades 2-5
Teachers grades 2-5 Math Specialist
Ongoing Problem solving kits Increase problem solving
skills/strategies
Daily assignments and tests
Math topic kits will be available to all staff
Staff Ongoing Kits
Math manipulatives and resource books will be available to all staff
Staff, Math Specialist
Ongoing
Manipulatives Literature and math connection
library (stories about math) will be available to staff Staff, Math Specialist Ongoing Math Stories Assignments
Math extension files will be available in all major math strands
Staff, Math Specialist Ongoing Extensions Increase math concepts Assignments
SPARK will support advanced math SPARK Specialist, staff
Ongoing
Advanced math curriculum
Tests
Common problem-solving steps and language will be taught
Staff Ongoing
Problem solving materials
Increase problem solving skills
4th grade staff will teach new third grade staff about problem-solving steps and vocabulary
Teachers grades 3-4 Ongoing
Problem solving materials
WASL Math Vocabulary posters will be posted in all classrooms
Math Specialist, staff
Ongoing
Posters Teachers will implement information
from WASL scoring workshop (Feb. 06)
Staff, Math Specialist
Ongoing WASL scores
increased
Grade level math maps (year long plan) will be created and followed
Grade level, teachers K-5
Ongoing
Math maps
Aligned Curriculum
Math maps will be aligned to state GLEs
Grade level, teachers K-5
Ongoing
Math maps
Aligned Curriculum
Staff will use math with the students in using the pond project
Staff Ongoing
Math Extensions
Ability to transfer
After-school WASL clubs will be available Teachers, Math specialist, Para educators Ongoing Curriculum WASL test questions knowledge increased Staff development will be provided
about problem solving strategies at staff meetings
Math Specialist Ongoing More tools for
teachers
Teachers will differentiate instruction as appropriate for high and low students
Teachers grades K-5 Ongoing
TCSC will offer after-school tutoring and academic support
TCSC Ongoing
Cross-age tutoring will be available before and during school hours
Math Specialist Ongoing
Curriculum extensions
Title 1 Math support will be available for teachers and students
Math Specialist Ongoing
Math maps revised to include
information from item specs. WASL vocabulary and problem-solving strategies
Grade level teachers K-5
Ongoing
Math maps Math Spec. Provide coaching and
assistance to all grade levels
Math Specialist Ongoing
Technology Action Plan – Tukwila Elementary
School Improvement Goal: Use technology effectively to include all students in powerful learning and WASL preparation.
Rationale: 1) Students use real world technology in learning and showing evidence of learning. 2) To increase the ease of student presentations and immediate feedback.
3) To accommodate alternative learning and teaching styles.
4) To facilitate assessing information and showing evidence of learning.
Activities:
Steps to be taken. What will occur?
Who is
Responsible?
Who is Involved? Who will provide the
leadership? Who will do the work?
Timeline
When will this strategy or action begin and end?
Resources Needed
What existing and new resources will be used to accomplish the strategy?
Expected Impact
What measurable change will be seen?
Monitoring Effectiveness
What formative evidence will be gathered to demonstrate progress?
Use research-based academic programs to support, remediate, assess and accelerate student
learning. Continue the use of Lexia, Academy of Reading, Accelerated Reader, Earobics, Accelerated Math, Academy of Math, STAR Reading, STAR Math and STAR Literacy.
Leadership – Principal, Literacy Special, Math Specialist Tech Leader Implementing – All teachers, Paraeducators
Ongoing Use the existing programs
mentioned. Provide periodic inservice to insure effective use of the programs by staff. WASL score improvement Teacher observations, classroom based assessments and WASL score improvements
Continue to look at research to identify and pursue additional programs
Principal, Literacy Specialist, Math Specialist, Tech Leader
Ongoing Funds to purchase Software identified WASL score improvement Teacher observations, classroom based assessments and WASL score improvements Continue the use of Word,
PowerPoint, Easy Book, and Excel by students to create products that show their learning.
Leadership – Principal, Literacy Specialist, Math Specialist , Tech Leader Implementing – All teachers, Paraeducators Ongoing as funds become available Existing -Classroom and lab computers New as funds become available – wireless laptop carts to allow more students to work in classrooms Student portfolios – electronic and conventional print Student portfolios
Continue the use of technology, including data bases and the Internet, in student research projects
Leadership – Principal, Literacy Specialist, Math Specialist, Library Media Specialist Tech Leader Implementing – All teachers, Paraeducators
Ongoing Access to Internet and appropriate databases Wider variety of resources accessed and utilized by students Teacher observations, classroom based assessments
Continue and extend the use of document cameras and projectors in the classroom for teacher and student presentations Leadership – Principal, Literacy Specialist, Math Specialist, Tech Leader Implementing – All teachers Ongoing as funds become available
Last year we had one document camera and projector for each grade level. We have increased the number of document cameras and projector sets by 6 this fall and will add 2 more sets using new technology money given by the state this fall. We are moving closer to our goal of one set per classroom (regular, specialist, ELL, special education) Increased instructional effectiveness and increased quality of student presentations Teacher observations, classroom based assessments
Provide in-service on the use of technology in students projects with an emphasis on the use of document cameras by teachers and students
Principal, Instructional Coach, Tech Leader, All teachers Ongoing Professional development
training for teachers
Increased instructional effectiveness and increased quality of student presentations Teacher observations, classroom based assessments
Procedures for Evaluating Progress Toward Goal:
Tukwila Elementary School SIP
ELD Inclusion Model Summary
November 19, 2007
Description of ELD Inclusion Model and Program for English Language Learners
Staffing at present:
ELL Cert. – 1.0 FTE
ELL Para. – 7 hours
ELL Student count – 129 October 2006
ELD - English Language Development Standards based approach to language acquisition in content
areas.
Tukwila Elementary has been implementing the ELD Standards as mandated by OSPI. The ELD Standards for Reading,
Writing, Listening, & Speaking are available to teachers on the OSPI website. The ELD Standards for Reading are in final
form and align with the Reading EALRs and GLEs; the other ELD content areas (Writing, Listening and Speaking) are still
in draft form. All teachers in our building have hardcopies of the ELD Standards in each of the content areas in the latest
version available from OSPI.
This is what a typical day of ELL instruction looks like:
The ELL cert. “pushes-in” to grade level classrooms (K-5) for “push-in” language acquisition instruction to differentiate &
facilitate academic content area instruction in various classes (about 30 minutes each class-five days a week) during the
course of the day. The ELL cert. is available to staff for collaboration/consultation/professional development. The ELL
Para works in the classrooms also for about 30 minutes each class to teach ELL students in language acquisition to enhance
and facilitate learning in the content area of instruction that is being taught by the mainstream teacher.
The Model
We have been implementing the Content ESL model since the 2003/2004 school year; This is a model in which ELL
students are included in their mainstream classrooms. We call it our ELD Inclusion or “push-in” model. In June 2003 major
stakeholders proposed disbanding our half-day, self-contained program for ELL beginners (levels 1 & 2 on the LAS-O
assessment) in order to implement our ELL “push-in” model. This move away from a “pullout” model and toward a new
English Language Development model was based on the best practices recommendations & long-term research study done
by Thomas and Collier – “National Study on Effectiveness of School Programs for Language Minority Students,” C. 2003.
According to this study, schools having a wide diversity of native languages such as our school, the model of instruction
that has shown to be most effective is “ESL taught through academic content”. This was the impetus for a change of
models at Tukwila Elementary. The consensus among teachers was that the transformation to an inclusion model would be
in the best interest of our ELL students in regard to their academic achievement. Our school culture is such that classroom
teachers are willing and flexible enough to take on the challenge of educating not only their own students, but also ELL
students from other grade levels who are a good “fit” or placement into a leveled reading group in their classrooms. Also,
this major paradigm shift necessitates the ELL Cert. role to shift even more toward the role of coach and collaborator
helping Gen. Ed. teachers to adapt and differentiate lessons in order to accelerate ELL learning for maximum student
achievement in meeting the goals of the ELD Standards. Since implementing our inclusion model, ELL students have been
acquiring English at Tukwila Elementary at an accelerated rate as evidenced by our WLPT & WASL scores and the number
of students who have achieved to learn English well enough to exit our ELL program as specified by OSPI detailed as
follows:
ELL Student Achievement
Exit ELL by WLPT 2001/2002: 1 student School Total: 44 ELL
Exit ELL by WASL 2001/2002: NA
Exit ELL by WLPT 2002/2003: 11 Students School Total: 81 ELL
Exit ELL by WASL 2002/ 2003: 11 students
Exit ELL by WLPT 2003/2004: 15 students School total: 105 ELL
Exit ELL by WASL 2003/2004: 4 students
Exit ELL by WASL 2004/2005: 3 students
Exit ELL by WLPT-II 2005/2006: 31 students School total: 133 ELL
Exit ELL by WASL 2005/2006: NA
Exit ELL by WLPT-II 2006/2007: 42 students School total: 135 ELL
Exit ELL by WASL 2006/2007: NA
How it Works
One strength of our push-in ELD model is that ELLs work with their peers in mainstream classroom setting and thus are
surrounded by many people(including native-English speakers) modeling appropriate academic English. Also, the ELL
teacher is aware of the pedagogy and curriculum in various classrooms, and therefore is better able to assist the General Ed.
Teacher to implement strategies such as cooperative learning, and GLAD strategies that will promote achievement of ELL
students by meeting the ELD Standards. In this way, The ELL teacher is able to coach Gen. Ed teachers in how to enhance
their curriculum by adding language objectives to the lessons, as well as provide teachers input as to how to further
differentiate instruction. The increased exposure to English language helps ELLs to acquire English better and faster than
with any pull-out program. Also, the ELLs learn classroom procedures, expectations, and teacher directions by following
what their English speaking peers are doing. Another benefit is that students feel like they are part of their class being with
their peers rather than being segregated as a language minority class group. Also, the ELL teacher collaborates with
classroom teachers to coach and model incorporation of language objectives into lessons as well as various strategies and/or
accommodations to enhance English language acquisition based on the ELD Standards.
Why it works
The ELD inclusion or push-in model works because of the school culture that has developed and continues to evolve at this
school. Our school has developed the infrastructural flexibility to meet the needs of ELLs, especially in the area of Reading
so that individual students are taught at an appropriate instructional level; this is yet another meaning for the term “push in”.
For example, a second grade teacher is willing to take in one or two fourth or fifth grade ELLs into her reading group
because that is the instructional level that the child needs. All of the staff here are committed to the motto, “It takes a village
to educate a child”, and this saying is especially true and applicable to our school when it comes to educating ELL students.
In other words, we the staff are the “village”. In this school, that means all of the teachers take responsibility for educating
the children, even the ones who are not on their class lists. The staff, especially the teachers, are so committed to the
classrooms (for +/- 1 hour) if the need arises. The ELL cert. arranges for and facilitates tweaking individual student
schedules (to “push in”) according to individual needs including rearranging their specialists’ schedules when necessary.
Professional Development
ELD Standards
The ELL Cert. conducted professional development for staff introducing the implementation of ELD Standards on
September 28, 2005. Gen. Ed. Teachers have become familiar with the scope and sequence of the ELD Standards as well as
their purpose and utility. Future professional development will continue to focus on ELD Standards in all content areas –
Reading, Writing, Listening, and Speaking as well as strategies and techniques to enhance instruction of ELLs. In order to
further maximize achievement for our ELLs, professional development will continue to focus on the use of strategies that
enhance learning & differentiate instruction for ELLs. Training of staff by the ELL Cert. in the enhancement of teaching
strategies to meet the ELD Standards will be continuous.
Professional Reference Library
A facet of the Tukwila Elementary School Professional Development Cadre’s work was to dedicate a bookcase in the Staff
Room for books concerning professional development including many that directly relate to the topic of better teaching and
instructional strategies for teaching of ELL students. The books that are housed here have such relevant topics as strategies
for teaching ELL students, a set of books describing graphic organizers, and many books that help teachers to better
understand various cultures and subcultures that are represented at our school. The Professional Development Cadre
recently purchased $5000.00 worth of books to add to our existing collection of teacher reference books.
Spanish Language for Educators
Funding for this course was made available thru the district office as a mini-grant of title 3 monies. An instructor from
Seattle Pacific University conducted this course in our school. Spanish is the predominant minority language amongst
ELLs at this school. About half of the Tukwila Elementary staff participated in this class offered for university credit, or
clock hours. This course was conducted in the spring of 2004.
Professional Development District Cadre
This cadre has brought on board Gen. Ed. teachers to goal set with ELL in planning future ongoing professional
development for Gen. Ed. teachers. This cadre sends various Gen. Ed. teachers to workshops or conferences related to best
practices in teaching ELLs. For example, our Reading Specialist will attend the “Promising Practices” in October 2005.
Also, as a result of this cadres work, several staff of this school attended the workshop, “Involving Bilingual Families in
Schools” in Autumn, 2004.
In addition, the Professional Development Cadre arranged for the ELL Cert. to attend the “Thinking Maps” workshop in
summer 2005. The ELL Cert. is piloting the program with ELL students during the current school year.
Members of this cadre who attended the GLAD – Guided Language Acquisition Design training strongly recommended this
training as a district-wide initiative for mainstream classroom teachers.
Parent Involvement
International Day
Every spring we have a big event to celebrate the cultures represented at the school. The International Day includes various
world foods, songs, dances, and a flag ceremony with flags from the various countries that our students have come from.
Parents are invited and encouraged to attend this event.
Spanish Language Parental Contact
We have established dedicated times (80 minutes/day) for our bilingual paraeducator to have both in-person and telephonic
Spanish contact with Hispanic parents. She also works on written translations of vital communications with parents.
The ABCs of Helping your Child Succeed in School
This booklet is one facet of culminating cadre work of a two year cycle of our school reform plan. It was written and
produced by the Tukwila Elementary ELL / Early Literacy Cadre. This booklet is a practical guide for parents on ways they
can help their young children become more literate and thus better ready for school.
Beginning of School Year Parent Survey
This is a survey that teachers send home at the beginning of the school year to better understand the parent and the parental
expectations, concerns, and issues that they might have regarding their child and her education. This survey gives teachers
the unique insight into parents’ perceptions of their child.
No Child Left Behind Booklets
The US Department of Education Publishes various titles intended for parents such as “Helping Your Child Become a
Reader,” “Helping Your Preschool Child,” and “Helping Your Child Succeed in School”. These booklets, of which we
have both English and Spanish versions, were handed out to parents at Open House 2004, Open House 2005, and Open
House 2006 as well as being handed out by teachers at their discretion at other times of the year.
Promoting ELL Reading Interest & Parental Interaction
Library Collection
One focus of the school is to provide a larger number of books that are relevant to the various cultures represented in our
school and thus the school librarian has been expanding our collection of non-fiction books about countries around the
world, which contain information on the country’s culture & customs. Another recent addition is numerous books about the
cooking culture of various cuisines of the world. In addition, numerous bilingual books have been added to the collection
over the past two years as research shows that a child who continues to grow in reading in her fist language will also
achieve higher in English. The library has also been adding a vast array of various language translation dictionaries to its
reference collection to help ELL students better or more precisely express themselves in English. Approximately $5000.00
has been spent in the last year or so for the purchase of bilingual library materials.
ELL Reading Instruction & Technology
The ELL / Early Literacy Cadre purchased $1000.00 of Leap Frog, Leap Pad instructional technology equipment. This
expenditure is consistent with the technology portion of the SIP for Tukwila Elementary. In the pilot year, 2005/2006, we
are providing each grade level with one work station to be used throughout the school day, or even for students to check out
and take home. This is a user-friendly interactive reading aide that comes self-contained in a backpack, complete with all of
the hardware, software and books. The Leap Pad system is designed to help beginner and emergent readers comprehend,
excel and move on to the next level in reading. Upon evaluation, the collection of Leap Pads may be expanded in future.
Tukwila Elementary School SIP
Professional Development Summary
November 2007
Due to the ever-changing professional development needs of our staff, the proposed professional development calendar is fluid. We will work within the district calendar of early release days, Learning Improvement Days (LID), and staff meetings to plan the sessions as needs arise. District staff may be also be asked to attend trainings after school or during the school day with release time.
The following topics were identified last year and continue to be the focus of professional development at Tukwila Elementary School in the second year of a two-year cycle. Some new topics this year are the Response to Intervention model. Also, a new science curriculum was adopted this year; with the adoption, initial-use trainings, expository writing and WASL preparation trainings have been provided by Seattle Public Schools. In addition to these topics, we will be constantly evaluating new needs as they arise and will include them into staff
development time. Professional development topics include: ¾ Response to Intervention (RTI)
¾ Science Initial-Use, Expository Writing, and WASL preparation classes ¾ 6-Trait Writing
¾ Math Problem-Solving strategies ¾ CASL Group work
¾ Ongoing support for reading program (Houghton Mifflin) implementation ¾ Technology Training
¾ Constant review and application of previous staff development topics
In addition to using early release, staff meeting, and LID days, informal professional development will occur through activities such as: conversations with Learning & Teaching Specialists, staff collaboration, principal conversations during grade level meetings or Kid Talk.
Future Staff Development Dates
2007-2008 School Year August 30-Optional Staff Day September 26-Early Release Day October 12-LID Day
October 31-Early Release Day January 24-Early Release Day March 27-Early Release Day March 28-LID Day
May 7-Early Release Day **Staff Meetings as scheduled
