School Improvement Plan Dawson County Riverview Elementary School

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Dawson County

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1 General Improvement Plan Information

General Improvement Plan Information

District Dawson County

School Name Riverview Elementary School

Team Lead Julia Mashburn

Federal Funding Options to Be Employed (SWP Schools) in this Plan (Select all that apply) ✔ Traditional funding (all Federal funds budgeted separately)

Consolidated funds (state/local and federal funds consolidated) - Cohort systems ONLY 'FUND 400' - Consolidation of Federal funds only

Factors(s) Used by District to Identify Students in Poverty (Select all that apply) ✔ Free/Reduced meal application

Community Eligibility Program (CEP) - Direct Certification ONLY Other (if selected, please describe below)

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2.1 OverarchingNeed # 1

Overarching Need

Overarching Need as identified in CNA Section 3.2

The percentage of 3rd-5th grade students not reading on grade level.

Root Cause # 1 Lack of an established leadership structure that is continually participating in decision-making and problem-solving regarding school data (ELA/reading data). Root Cause # 2 Lack of student ability to self-monitor Lexile reading levels; Lack of balanced literacy

foundation/implementation; Limited parental understanding of balanced literacy model. Root Cause # 3 Scheduling conflicts (e.g. need for longer blocks to implement balanced literacy model,

teacher ownership during guided reading in RTI, time allotment to prioritize when to use media center materials/MYON/other resources, RTI guided reading structure and monitoring, co-teaching team development)

Goal Increase the percentage of students meeting his or her growth target in the area of reading by as determined on Fall-Spring (2019-20) MAP. Grade K-2 baseline: 53% Goal: 59%. Grade 3-5 Baseline: 71% Goal: 79%.

Action Step # 1

Action Step The administration team along with the Instructional Technology Coach (ITC) will create a structured leadership team with established protocols that will be actively involved in continuous decision-making and problem-solving regarding school-wide Reading (Lexile level) data. Through this professional learning, the newly established leadership team will gain leadership capacity in order to become more effective problem-solvers and efficient decision-makers regarding the analysis of school data to raise student Lexile levels. The members of the leadership team will facilitate collaborative learning sessions with teachers during weekly professional learning communities that will enhance instructional strategies to address the results of assessment analysis in reading. By modeling these

problem-solving and decision-making skills with colleagues, the teachers are able to implement the same with the students which will produce an academically challenging environment and provide a school culture that supports student achievement.

Funding Sources Title I, Part A Title II, Part A Title III, Part A IDEA

McKinney-Vento

Subgroups Economically Disadvantaged

Foster Homeless English Learners Migrant

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Systems Coherent Instruction Effective Leadership Professional Capacity

Supportive Learning Environment Method for Monitoring

Implementation and Effectiveness

agenda, meeting date calendar, faculty meeting minutes/handouts, sign-in sheets, PL Log, MAP Lexile data

Position/Role Responsible Principal/Assistant Principal/ITC Timeline for Implementation Monthly

What partnerships with IHEs, business, Non-Profits,

Community based organizations, or any private entity with a demonstrated record of success is the LEA implementating in carrying out this action step(s)?

n/a

Action Step # 2

Action Step Using the DT4L process, DQA/MAP/MYON/GMAS ELA/Reading assessments will be analyzed by professional learning communities (including ITC, Admin, counselor, and teachers) to remediate, enrich, and drive instruction. Having an extensive understanding of the DT4L process gives teachers the tools and resources needed to adjust individual instruction as well as provides multiple opportunities for teachers and administrators to collaborate and develop quality instruction for students. The school recognizes and celebrates student success that is identified through the DT4L process which creates a supportive learning environment.

McKinney-Vento

Race / Ethnicity / Minority Student with Disabilities

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agendas, DT4L minutes, central office data sheets, school-level comprehensive data spreadsheet, sign-in sheets, MAP Lexile data (PL log)

Position/Role Responsible Principal/Assistant Principal/ITC Timeline for Implementation Weekly

n/a

Action Step # 3

Action Step The administration/ITC/instructional staff will establish a learning environment that empowers students to actively monitor their own progress in Lexile reading levels. Reading Map Data will be used for goal setting. Additionally, grade level will select one other skill at minimum for students to monitor. Through professional learning and shared decision making and problem solving, teachers will develop the professional capacity to utilize goal setting as an instructional methodology. Students will be taught how to create and develop realistic goals as well as how to monitor their individual goals effectively. Funding Sources Title I, Part A

Title II, Part A Title III, Part A IDEA

McKinney-Vento

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Central Office data sheets, School level comprehensive data spreadsheet,TKES observations, teacher report outs, student goal sheets, student feedback Position/Role Responsible Principal/Assistant Principal/ITC

Timeline for Implementation Monthly

n/a

Action Step # 4

Action Step The ITC and Rhonda Hayes (RESA Consultant) will provide professional learning to K-5 classrooms, school-based Literacy Team and administration to establish Balanced Literacy classrooms comprised of research based literacy strategies included in the following resources: leveled libraries, Read Naturally, Ready Reading, Ready Phonics, and Writing components, F&P Classroom and Benchmark kits, and Leveled Literacy Interventions (LLI). Administration will monitor the effective implementation of these resources through TKES observations, classroom visits, and feedback tools. This professional learning will empower the teachers with an array of instructional strategies that will enhance a school culture that supports the college and career readiness of students. Funding Sources Title I, Part A

McKinney-Vento

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Systems Coherent Instruction Professional Capacity

TKES observations, professional learning goals, Balanced Literacy Checklist, agendas, sign-in sheets (PL log), handouts/presentations, MAP Lexile and growth data

Rhonda Hayes (RESA Consultant)

Action Step # 5

Action Step The Instructional Technology Coach (ITC) will collaborate with staff and families to create and organize Title I Family Friendly events, Parent Data Teams, and parent learning sessions that will provide parents opportunities to learn strategies to use at home to support achievement in reading to increase Lexile levels/technology. Parent data teams promote positive interactions and a sense of community because the student, the teacher, and the parent are collaborating and establishing student goals that support student achievement, personal growth and development.

McKinney-Vento

Systems Family and Community Engagement

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Method for Monitoring

agenda, sign in, handouts, parent feedback forms, surveys, calendar of events Position/Role Responsible Principal/AP/ITC/teachers

n/a

Action Step # 6

Action Step The administration will create a master schedule that will maximize personnel, resources, and instructional models (i.e. co-teaching, EIP and longer ELA instructional segments). An effective master schedule supports student individual achievement needs and strengths. In turn, this contributes to the readiness of each student for successful college and career pathways.

McKinney-Vento

Systems Coherent Instruction

TKES observations and/or other literacy checklists, staff feedback, master schedule and data sheets.

Position/Role Responsible Principal/AP Timeline for Implementation Weekly

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n/a

Action Step # 7

Action Step Utilize PBIS school-wide and in the classroom to create clear expectations for learning and behavior. Teachers will teach the schoolwide and classroom expectations to the students which supports the development of a positive school culture. Subsequently, a positive school culture correlates to a reduction in the number of disciplinary incidents. This is an integral piece that contributes to an environment that meets the emotional and academic needs of all students.

Funding Sources Title I, Part A Title II, Part A Title III, Part A Title IV, Part A IDEA

McKinney-Vento

PBIS Rewards APP data Position/Role Responsible PBIS Team

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2.2 OverarchingNeed # 2

Overarching Need

Overarching Need as identified in CNA Section 3.2

The percentage of 3rd-5th grade students scoring developing or below in math.

Root Cause # 1 Scheduling conflicts (e.g. EC teachers need common planning with primary grade they are supporting, teacher ownership during RTI to enrich and remediate math standards, time allotment to prioritize math curriculum and supplemental resources, RTI structure and monitoring)

Root Cause # 2 Lack of student ability to actively monitor math achievement and personal progress. Root Cause # 3 Lack of an established leadership structure that is continually participating in

decision-making and problem-solving regarding school data (math data).

Goal Increase the percentage of students meeting his or her growth target in the area of math by as determined on Fall-Spring (2019-20) MAP. Grade K-2 baseline: 72% Goal: 78%. Grade 3-5 Baseline: 72% Goal: 78%.

Action Step # 1

Action Step The administration team along with the Instructional Technology Coach (ITC) will create a structured leadership team with established protocols that will be actively involved in continuous decision-making and problem-solving regarding school-wide math

achievement. Through this professional learning, the newly established leadership team will gain leadership capacity in order to become more effective problem-solvers and efficient decision makers regarding the analysis school data to raise student math achievement. The members of the leadership team will facilitate collaborative learning sessions with teachers during weekly professional learning communities that will enhance instructional strategies to address the results of assessment analysis in math. By modeling these problem-solving and decision-making skills with colleagues, the teachers are able to implement the same with the students which will produce an academically challenging environment and provide a school culture that supports student achievement.

McKinney-Vento

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agenda, meeting date calendar, faculty meeting minutes/handouts, sign-in sheets (PL log), MAP math data

Position/Role Responsible Principal, Assistant Principal, ITC Timeline for Implementation Monthly

Action Step # 2

Action Step Using the DT4L process, DQA/MAP/MYON/GMAS math assessments will be analyzed by professional learning communities (including ITC, Admin, counselor, and teachers) to remediate, enrich, and drive instruction using resources such as Ready Math and IXL Math. Having an extensive understanding of the DT4L process gives teachers the tools and resources needed to adjust individual instruction as well as provides multiple

opportunities for teachers and administrator to collaborate and develop quality instruction for students. The school recognizes and celebrates student success that is identified

through the DT4L process which creates a supportive learning environment. Funding Sources Title I, Part A

McKinney-Vento

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Agendas, DT4L meeting minutes, Central Office data sheets, school-level comprehensive data spreadsheets, sign-in sheets and MAP growth data (PL log)

n/a

Action Step # 3

Action Step The administration/ITC/instructional staff will establish a learning environment that empowers students to actively monitor their own progress in math achievement levels. Math Map Data will be used for goal setting. Additionally, grade level will select one other skill at minimum for students to monitor. Through professional learning and shared decision making and problem solving, teachers will develop the professional capacity to utilize goal setting as an instructional methodology. Students will be taught how to create and develop realistic goals as well as how to monitor their individual goals effectively. Funding Sources Title I, Part A

McKinney-Vento

(14)

Central Office Data spreadsheet, school-level comprehensive data sheets, TKES observations, teacher report outs, student goal sheets, student feedback

Position/Role Responsible Principal/Assistant Principal/ITC Timeline for Implementation Monthly

N/A

Action Step # 4

Action Step The Instructional Technology Coach (ITC) will collaborate with staff and families to create and organize Title I Family Friendly events, Parent Data Teams, and parent help sessions that will provide parents opportunities to learn strategies to use at home which support achievement in order to raise performance levels in math. Parent data teams promote positive interactions and a sense of community because the student, the teacher, and the parent are collaborating and establishing student goals that support student achievement and personal growth and development.

McKinney-Vento

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Systems Family and Community Engagement Supportive Learning Environment Method for Monitoring

Agenda, sign in, handouts, parent feedback forms, surveys, calendar of events Position/Role Responsible Principal/AP/ITC/teachers

N/A

Action Step # 5

Action Step The administration will create a master schedule that will maximize personnel, resources, and instructional models (i.e. co-teaching, EIP, longer math segments, and common RTI time to include math interventions). An effective master schedule supports student individual achievement needs and strengths. In turn, this contributes to the readiness of each student for successful college and career pathways.

McKinney-Vento

TKES observations, other support checklists, staff feedback, master schedule and data sheets.

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Position/Role Responsible Principal/AP Timeline for Implementation Weekly

N/A

Action Step # 6

Action Step Utilize PBIS school-wide and in the classroom to create clear expectations for learning and behavior. Teachers will teach the schoolwide and classroom expectations to the students which supports the development of a positive school culture. Subsequently, a positive school culture correlates to a reduction in the number of disciplinary incidents. This is an integral piece that contributes to an environment that meets the emotional and academic needs of all students.

Funding Sources Title I, Part A Title II, Part A Title III, Part A Title IV, Part A IDEA

McKinney-Vento

PBIS Rewards APP data Position/Role Responsible PBIS Team

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