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Document Sample
Aurora Public Schools
SCHOOL IMPROVEMENT PLAN
School: Sable Elementary Principal: James Scott
Title I School: Yes No If Title I School: Targeted Assistance or School wide Program
Area 2006-07 2007-08 2008-09 2009-2010
Accreditation Status
NCLB Identified (Met AYP – Y/N) N Y N N
NCLB Status Math N Y N N
NCLB Status Reading Y Y N N
SAR Rating LOW LOW
NCLB Area(s) for Improvement 2006-07 2007-08 2008-09 2009-2010
Whole School (Reading, Math, None) M M R, M R, M
Subgroup Math (ELL, FRL, IEP, White, Black, Hispanic Black, Hispanic
Hispanic, Black, Native American, None)
Subgroup Reading (ELL, FRL, IEP, White, Black Black
Hispanic, Black, Native American, None)
School Improvement Planning Team (Include names and titles):
Administrators: James Scott (Principal)
Teachers: Lisa Peavy, Julie Steele, Christa Burson, Vicki Montoya,
Nikkole Strahan, Anne Dailey, Abbi Butz, Stacey O’Neil, Lynn Suda,
Michelle McCarthy
Support Services: Jessica Evans, Cherie Echols, Susan Naquica
Parents: Angelina Garcia, Guadalupe Vasque, Flor Guillen, Georgina De Los
Santos, Maria Silva, Ana Bolivar, Maria Teresa Sena, Yesenia Chavez, Maria
Navarro Lourdes, LaraAna Cecilia Allamillo, Neredia Betancourt
Students:
Others:
Principal Signature Date
District Signature Date
3. SCHOOL PROFILE
Staff
Administrative Staff Office Community/Family Liaison
Total: 2 Total: 3 Total : 1
Principal: 1 Secretary : 1 Family Liaison: 1
Administrative TOSA: 1 Clerk: 1
Health Para: 1
Teaching Staff Classified Instructional Support Auxiliary Support Staff
Total: 30 Total: 10 Total: 10
Classroom Teachers: 21 Ed. Assts.: 1 (Classroom) Custodial: 2
Teacher Leaders: 4 Para-educators: 6 Kitchen: 3
Specialists: 4 Media Para: 1
SpEd. Mod. Needs: 2 Itinerant Staff: 4
Speech Language: 1 Psychologist, OT, Speech, Nurse
ELA: 2 AMH Social Worker: 1
Community
Parents/Families Community and Businesses Partnerships
40% transiency rate during the course of 07-08 ProLogis
school year. Medical Center of Aurora
80% Free/Reduced Lunch student population. Junior Achievement
Active Parent-Teacher Committee
ESL Classes for parents Aurora Police Dept. DARE program
Overall involvement increasing each year City of Aurora Parks and Recreation
4. NEEDS ASSESSMENT
Sable Elementary School is a K-5 school with approximately 450 students. Students and families have high free and reduced qualifying
rates and many are recent immigrants including refugees from various countries. Of these students, 79% qualify for free/reduced
lunch. There is a diverse population represented among the student body:
Approximately 10% of our students receive special education services, 10-15% are identified as AGATE and 60% are English
Language Learners. This year, we currently enroll around 30 refugee students from a variety of countries who speak a variety
of languages.
Hispanic 60%,
African American 23%
White 10%,
Asian /Pacific Islander 7%
As a school, our overall performance based on CSAP results is LOW. We are striving to make AYP in all areas. In order to meet the
requirements for AYP, we have developed numerous objectives to meet goals outlined in our plan. We will use ongoing formative
assessments and summative data to evaluate our progress. Some of the assessments we utilize are:, MONDO, Interim Assessments,
CELA, and CSAP Assessments for Reading, Math, and Writing as required by the No Child Left behind Act.
Another goal setting means we use to accelerate student learning and increase student achievement is our district School Improvement
Plan. In this plan, we specifically set goals taking into consideration grade levels, ethnic groups, and language categories progress in
reading, math, and writing. We use end of year data as a baseline for determining where we are and where we need to be in order to
make AYP. We develop professional learning strategies and outcomes for teachers, benchmark achievement targets for students, and
provide additional instructional supports for lower achieving and struggling students. Elements of our School Improvement Plan are
immersed in this Improvement Plan.
We are a school wide Title I school who receives funding from the federal government to assist in our education delivery model. We
allocate approximately 8,000 dollars toward professional development of our staff, including resources, materials, and training. We also
allocate a minimum of 10% of our per pupil building budget for professional development. These funds have allowed us to purchase
meaningful resources for teachers and students, provide relevant professional learning opportunities, and implement additional learning
opportunities for students and their families. Parents and families are highly encouraged to participate in school activities and functions.
We also provide a variety of volunteer and participation opportunities where parents/families can learn to better assist their children in
being successful in school.
What is working?
CSAP overview:
Of the 10 assessments: 8 gains in proficiency/advanced
3rd and 5th Grade gained in all areas
Significant Advanced percentages in 4th and 5th Grade Math
AGATE:
ELL:
Other:
Sable teachers consistently and regularly meet in grade level planning teams
There are dedicated times and resources devoted to ongoing professional development for teachers in all content areas
Data is collected, analyzed, and used to inform instructional decision making by teachers
Very high teacher retention
Positive school climate
What needs to be improved to increase student achievement across the school?
With focus on targeted groups of students underperforming and not gaining proficiency, we continue to see minimal results
(specifically African American students in Reading/Math)
Provide specific English Language Development for ELA students
Provide opportunities for sustained reading and math intervention –for below, at , and above grade level students not
demonstrating adequate growth
Increased awareness and regular use of data (formative, summative, growth) as the focal point of team meetings (CCL/Data
Team process)
Focus on Proficiency: teaching to and knowing what is proficient work
Purposeful dialogue and articulation in vertical and horizontal teams around student data and teacher practice
Overall student daily absences and tardiness needs to improve
Parent participation opportunities need to be better organized and communicated as a necessary component of student success
in school
What school-wide planning or research-based strategies for supporting higher student achievement do you want to
implement?
Vertical Cohort Content Professional Learning
Curriculum framework; clear, high standards; instructional materials and aligned instruction: Fidelity of implementation of
adopted curriculum and resources.
Assessments/Data Collection: Grade level teams work closely, meeting on a regular basis to identify instructional strategies that
will provide best practice to meet the needs of our diverse learning population
Integration of content: Development of literacy rich science/social studies blocks that provide authentic hands on learning
opportunities that are inquiry/theme based.
Shared Data: Data walls and free sharing of data that allow staff and leadership to determine the effectiveness of professional
development, implementation of curriculum and resources and instruction.
Refinement of the co-plan co-teach model with our Mild Moderate teachers
What professional development opportunities need to be provided to ensure that effective staff development occurs?
Whole group staff development with adopted curriculum and resources that results in fidelity of implementation.
Small group and individual staff development that results in developing refined skills of effective planning, instruction,
assessment, and evaluation for grade level teams, support staff, and individual teachers.
Integrated time for grade level planning and data analysis that is facilitated by Teacher Leaders
Ongoing coaching: collaborative and individual in Math, Literacy, and ELA
CCL/Data Team process implemented consistently school wide
Individual and small group intervention groups implemented consistently during and after the school day
Train paraprofessionals to implement intervention
Professional Learning Structures: 2009-2010
Work We Need to Do Structures Who is Involved When
Develop, review, and revise SIP goals / strategies / results indicators Leadership Leadership Team Bi-Weekly:
Cohort progress monitoring and planning Team Mondays
Plan building wide/cohort professional development and analyze data to make 2:30-3:30
instructional decisions
Develop teacher capacity in best practice, data analysis, facilitation, and
leadership
Develop content expertise and build leadership capacity COHORT/P Teachers, TLs, Monthly:
LC Principal Thursdays
Share, analyze, and discuss student work samples 2:45-4:45
Identify needs, strengths, and trends based on formative/summative data
Set accountability measures and protocols for communication
Share learning with grade level peers
Discuss and apply learning/strategies from professional reading
Analyze student data based on common formative assessments: collect data, Data DCs, TLs, Ongoing
analyze strengths/obstacles, set goals/strategies, determine results indicators Team/ CCL Teachers, Flex as needed
- Principal
Develop math/literacy understandings and plan for instruction based on data Flex Days
Inquiry, Goal Setting, Visitation/Observation, Debrief, Reflect, Commit, Implement,
Reflect (6 week cycle)
Data Team CCL
Work We Need to Do Structures Who is Involved When
Develop key understandings and components of ELD block Staff Teachers, TLs, Bi-Weekly:
Meetings/ TOSA, Principal Thursdays
Diverse Learning integration and professional learning: SPED, AGATE, ELA PD
RTI : will develop understandings about responses to intervention, progress
monitoring, gap analysis, instructional interventions
Content specific PD
Stuff: information, business, etc…
Develop and align Grade Level content planning and teaching Grade Teachers Weekly (plan
Share, analyze, and discuss student work samples Level Share time)
Develop key concepts, key vocabulary, oral language acquisition
CCL and Data Team goal setting, lesson planning, teaching, learning… analysis
RTI: develop and maintain an effective process and venue to support students at Instruction Bi weekly
various stages of al Support Wednesdays
Team (IST)
Monitor student achievement, professional learning, program implementation, SPROCKET TL’s, DC’s, TOSA, Biweekly/Month
data transparency, and teacher development Principal ly
Mondays
Instructional implementation analysis and development through inquiry, Individual Teachers, TLs, Ongoing
observation, feedback and support Coaching DCs
*calendar events/meetings/times are subject to change
Overview and General Findings
Sable CSAP Proficient and Advanced Scores Summary (2001-2009)
2001 2002 2003 2004 2005 2006 2007 2008 2009
rd
3 Reading 38 51 45 38 33 32 40 33 50
rd
3 Math 44 45 50 36 37
rd
3 Writing 24 17 21
th
4 Reading 31 31 43 27 33 33 27 36 21
th
4 Math 39 47 44 37 38
th
4 Writing 8 25 15
th
5 Reading 36 44 41 50 48 36 34 46 52
th
5 Math 16 28 12 22 38 31 36 51 53
th
5 Writing 17 26 48
th
5 Science 3 8 20 23
General Target Populations
Special Education, ELL, and AGATE
Sable coordinates the services of Special Education, ELL, and AGATE to reduce the number of unsatisfactory scores and to increase
the number of proficient and advanced scores on the CSAP Reading and Math tests. Cluster classrooms have been created to better
support student needs.
The ELL teacher works in collaboration with classroom teachers to accelerate the instruction of NEP and LEP students. Sable is using
flexible grouping of students to differentiate instruction for ELL learners. ELL services are provided in the students’ regular classrooms.
The ELL teacher supports staff members to develop effective instructional strategies, emphasizing oral language development and
correlating Literacy instruction to align with the ELD continuum. As part of our ongoing professional development, the ELL teacher
works closely with literacy teacher leaders to plan for and facilitate cycles of professional learning through CCL/Data Teams, monthly
grade level planning meetings, and individual coaching support. The ELL teacher works with highly impacted classrooms to develop
teachers’ understandings around sound instructional practices. Opportunities for classroom teachers to participate in further
professional development provided by the district or outside resources are available.
The special education teachers work in collaboration with classroom teachers to accelerate the instruction of students with special
needs. Sable is using flexible groupings of students to differentiate the instruction for these students. Special education services are
provided in the students’ regular classrooms to the greatest extent possible. Co-planning/co-teaching is the model we are beginning to
implement within the cluster classrooms. The special education teachers attend all professional development related to the content they
are teaching and are developing their literacy and math understandings during this time. The special education consultant provides
additional support as needed. Opportunities for classroom teachers to participate in further professional development provided by the
district or outside resources are available.
The AGATE support teacher works in collaboration with classroom teachers to accelerate the instruction of students that have been
identified advanced or AGATE. Sable is using flexible groupings to differentiate the instruction of students identified advanced or
AGATE. All AGATE services will be provided in the regular classroom. The AGATE support teacher works with staff members to
develop effective instructional strategies, emphasizing literacy and math skills as they apply to the curriculum. The AGATE consultant
provides additional support as needed. Opportunities for classroom teachers to participate in further professional development provided
by the district or outside resources are available.
21st Century / COMPASS after School Program:
Sable Elementary facilitates an after school program that directly supports the overall school improvement plan. The COMPASS after
school program that is primarily funded through Federal 21st Century funds provides services for targeted students who are at high-risk
of academic failure. The program provides an additional 45 minutes of small group data-driven reading instruction three days a week
for 27 weeks during the course of the school year. The program also provides an hour of small group instruction three days a week for
four weeks during the summer months. Teachers use MONDO, running records and other formative data to structure the instruction
during the extended day and year program. The staff targets specific areas of the student’s reading skills and abilities to ensure that
the instruction provides support where the student may have reading deficits.
The program also has an enrichment component that is delivered by a collaborative partnership with the City of Aurora (COA). The
enrichment component focuses on providing a wide variety of activities in the areas of art, music, theater, science, and sports. This
component focuses on building background knowledge, vocabulary and English language development. The COA staff works with the
Sable Elementary staff to support each child’s overall development.
Last, the COMPASS after school program has a strong parent involvement component. Parents are able to work on their own English
language development during adult ESL classes. The parents also participate in Parent and Child Together (PACT) activities during
COMPASS family events. These events give parents the opportunity to read with their child and do various math and literacy activities
that mirror the activities their child’s experience during the after school program. The families also receive materials and activities to
continue their child’s learning at home.
General Demographics
Sable Elementary School is a K-5 school with 446 students. Students and families have high free and reduced qualifying rates and
many are immigrants. Of these students, 7906% qualify for free/reduced lunch. There is a diverse population represented among the
student body:
Hispanic 60%,
African American 23%, and
White 10%,
Asian /Pacific Islander 7%
Specific Target Populations
Reading
AYP
A priority is to monitor our percentages of students performing Unsatisfactory in these particular subgroups: African American, NEP,
and SPED. Another priority is increasing Advanced scores from our AGATE and proficient students.
Math
AYP
We need to decrease Unsatisfactory scores in all sub groups as well as decrease the achievement gap between African American and
Hispanic students.
Reading Achievement Goal:
CSAP: The percentage of students scoring proficient and higher CSAP: The percentage of students scoring unsatisfactory in
in Reading will decrease from:
Reading will increase from: 32% to 22% at grade 3
50% to 53% at grade 3 50% to 25% at grade 4
21% to 55% at grade 4 25% to 15% at grade 5
52% to 55% at grade 5.
DRA II Goals:
Kinder: 62% to 65% First: 14.3% to 50% Second: 23.5% to
50%
Third: 14.1% to 40% Fourth: 29.7 % to 48% Fifth: 23.9 % to
50 %
Growth Goal: The median growth percentile in reading will increase from:
40%ile to 50%ile at grade 4
62%ile to 67%ile at grade 5.
Equity Goal: The Proficiency percentages for Black students will increase 10% or more in order to move towards closing the
achievement gap with White students in Reading per CSAP. (Black 35% -White 48%)
Strategic Actions:
Deepen understandings of proficiency, strategy development and data analysis Plan for Learning
Use all data to determine needs, plan instructional strategies and teach for all students
Develop key concepts, key vocabulary, oral language acquisition strategies for all students
st
Tasks to Support the Strategic Actions (1 Quarter) Professional Development in Support of the Strategic Actions
Analyze data (CSAP, CELA, Interims, MONDO, formative) Inquiry, Goal Setting, Visitation/Observation, Debrief, Reflect, Commit, Implement,
Demonstrations of at grade level proficiency following pacing guides Reflect (8 week cycle) Data Team CCL
Learning Walks - focus of fidelity of instruction/ELD block Build capacity of staff members through CCL/Data teams facilitated teachers
Implement use of data walls to focus of specific students; Target specific Analyzing data
students for intervention support Providing resources
Additional .5 ELA TE Peer observations
th
Implement Achieve 3000 for 5 graders Individual coaching
Increase enrollment in COMPASS – afterschool reading remediation After school PD based on data from CCL/Data Teams determined and
program
monitored by PD planning team (Sprocket)
Create classroom environments to support all learners
Co-plan, co-teach with support staff Focused feedback on PD learning implementation
Develop key concepts, key vocabulary, oral language acquisition
One on one
strategies (ELA) Grade level
ELD block – K – 2, small groups focused on needs based from Mondo Whole school summary (State of the School)
data Small group and grade level PD embedded in school day
Cohort book study
Cohort focus on Conditions of Learning
Metrics: CSAP; Interim, DRA II, CELA, MONDO, On-going formative assessments, Pacing Guides
Writing Achievement Goal:
CSAP: The percentage of students scoring proficient and higher in CSAP: The percentage of students scoring unsatisfactory in
Writing will increase from: Writing will decrease from:
21% to 30% at grade 3 20% to 10% at grade 3
15% to 30% at grade 4 43% to 33% at grade 4
48% to 51% at grade 5. 9% to 5% at grade 5
Growth Goal: The median growth percentile in writing will increase from:
30%ile to 50%ile at grade 4
72%ile to 77%ile at grade 5.
Equity Goal: The Proficiency percentages for boy students will increase 10% or more in order to move towards closing the achievement
gap with girls in Writing per CSAP. (Boys 23% -Girls 31%)
Strategic Actions:
Deepen understandings of proficiency, strategy development and data analysis Plan for Learning
Use all data to determine needs, plan instructional strategies and teach for all students
Develop key concepts, key vocabulary, oral language acquisition strategies for all students
st
Tasks to Support the Strategic Actions (1 Quarter) Professional Development in Support of the Strategic Actions
Analyze data (CSAP, CELA, Interims, MONDO, formative) using data
walls Build capacity of staff members through job embedded writing PD facilitated
Learning Walks by TL, TOSA, ELA, DC, Principal
Demonstrations of at grade level proficiency following pacing guides Analyzing data
th
Focused writing prompts on every 5 day of ELD block? Providing resources
Target specific students for intervention support Peer observations
Create classroom environments to support all learners
Individual coaching
Co-plan, co-teach with support staff
Develop key concepts, key vocabulary, oral language acquisition
After school PD based on data from writing PD determined and monitored by
strategies (ELA) PD planning team (Sprocket)
Ensure that the Writing pacing guide is being used to plan for Focused feedback on PD learning implementation
instruction One on one
Grade level
Whole school summary (State of the School)
Small group and grade level PD embedded in school day
Metrics: CSAP; Interim, Writing Prompts, Pacing Guides
Math Achievement Goal:
CSAP: The percentage of students scoring proficient and higher in Math CSAP: The percentage of students scoring unsatisfactory in Math will
will increase from: decrease from:
37% to 42% at grade 3 22% to 12% at grade 3
38% to 43% at grade 4 29% to 19% at grade 4
53% to 56% at grade 5. 19% to 9% at grade 5.
Growth Goal: The median growth percentile in math will increase from:
57% to 63% at grade 4:
57% to 63% at grade 5.
Equity Goal: The Proficiency percentages for Black students will increase 10% or more in order to move towards closing the
achievement gap with Hispanic students in Math per CSAP. (Black 34% -Hispanic 47%)
Strategic Actions: (This may be instructional strategies, parental engagement strategies, community building strategies, and so on.)
Proficiency, Math Block, 3 Part Lesson, Critical Learning Phases, # Sense, Conditions of Learning, Student discourse
Develop math/literacy understandings and plan for instruction based on data
Provide intervention support for unsat kids during independent math time
Grade Level CCL data team focus
Vertical Math Cohort
Intervention groups for Native/Advanced Language Learners targeting African American students
st
Tasks to Support the Strategic Actions (1 Quarter) Professional Development in Support of the Strategic Actions
Use accurate assessments to guide instruction
Analyze data (CSAP, Interims, assessment source book, Critical Build capacity of staff members through CCL/Data teams facilitated by
Learning phases, formative) cohort members
Learning Walks Analyzing data
Target specific students for intervention support Providing resources
Setting up classrooms to support all learners Peer observations
Co-plan, co-teach with special education and support staff Individual coaching
Develop key concepts, key vocabulary, oral language acquisition
strategies (ELA) Focus on problem based lessons (3 part lesson format)
Cohort members will determine the instructional focus of PD based on After school cohort based on instructional needs facilitated by Teacher
data Leaders
Analyzed data for all 3-5 native speakers Cohort members facilitate grade level implementation
Identify gaps in learning Consultation work with Lucy West to support special education and
Plan for instruction based on needs classroom teachers with co-teaching/co-planning
Possible use of additional outside consultants from Math Perspectives
Small group and grade level PD embedded in school day
Metrics: CSAP, Interim, KR, Investigations, Pacing Guides
Community - Parent and Community Engagement Goal
Goal: Increase parent and family involvement as measured by a minimum of 70% participation rate at school events: parent teacher
conferences, parent workshops, grade level family activities, parent volunteers, Booster Club participation, and Accountability
participation.
Objectives:
Parent participation and involvement will increase by 10% as measured by attendance at school/community events
Strategic Actions: (This may be instructional strategies, parental engagement strategies, community building strategies, and so on.)
Clearly communicate information regarding participation opportunities via newsletters, connect-ed
Seek out and recruit parent leaders and provide leadership training and opportunities
Increase membership in Booster Club to reflect our diverse student population
Provide various venues and opportunities for participation(Family Nights)
Tasks to Support the Person(s) Timeline Resources and Budget Professional
Strategic Actions responsible Development in
Increase opportunities Ongoing Support of the
for volunteering Liaison Books for Parent Library 1745.00 Strategic Actions
Principal
Increase booster Club Teachers Family Math Night resources 300.00
membership and Parents Family Literacy Night resources 300.00
CPIRC trainings for
participation Booster Club parents
Parent Involvement workshops 300.00
Accountability
Provide a variety of Parent Library Resources 500.00
meaningful parent Family Literacy Program (speakers,child care,
resources) 790.00
trainings
Parent Computer Classes and child care 700.00
Maintain ESL classes Parent Conferences and Training 1700.00
for parents
Provide technology
classes for parents
Increase
resources/materials
parent in library
Metric(s):
Parent sign ins, parent surveys, parent feedback, PTO Manager
Environment - Staff Climate and Culture Goal
Goal: (Should be based on needs identified in your Performance Analysis. Include any strategies that increase the school staff climate.) (Smart Goal)
Sable will increase favorable responses (agree/strongly agree) to at least 80 % on questions that deal specifically with the school climate, as found on the climate
survey.
Objectives:
Sable will increase elements of communication and team building across the school.
Strategic Actions: (This may be staff engagement strategies, community building strategies, and so on.)
Increasing vertical team planning and collaboration
Planning and implementing specific team building activities focused on “Trust and Teamwork.”
Restructuring Leadership Team to include representation of every staff member through their group’s leader
Publicizing the leadership team/committee agendas and minutes in order to provide information and opportunities to give input
Using a consistent process for making group decisions and solving problems
Communicating upcoming events, reminders, feedback, etc. in a timely manner
Tasks to Support the Strategic Person(s) responsible Timeline Resources and Budget Professional Development in
Actions Support of the Strategic
Actions
Staff members have a leader that Staff member group Monthly & ongoing Staff members willing to Leadership Team meetings
represents their “group” at leader throughout the year participate
monthly leadership team
meetings.
Publicize agendas and minutes & Principal, Leadership Monthly Email/staff lounge, minutes and None
maintain a record of staff input Team notes from meetings
Issues for input go to staff Leadership and Building Monthly for Leadership Building Council None
through Leadership or Building Council representatives Team and Building suggestion/concern box
Council representatives in order Council, or as needed
to guide the decision making None
process
Communication to staff regarding Principal, TOSA, staff Ongoing throughout the None
current school/staff needs, members year
issues, celebrations, etc.
Metric(s): Climate survey results, Leadership/Building Council input and feedback
Environment - School Safety, Climate and Culture Goal – (Students)
Goal: (Should be based on needs identified in your Performance Analysis. Include any strategies that increase the safety of students such as anti-bullying strategies.)(Smart Goal)
Sable will decrease out of school suspensions by 25% (approximately 10 less suspensions).
Sable will decrease the number of referrals for all students by a minimum of 20% (approximately 12 less referrals).
Objectives:
Sable will increase the understandings of all stakeholders (staff, students and parents) in how to effectively interact with students and solve problems.
Strategic Actions: (This may be instructional strategies, parental engagement strategies, community building strategies, and so on.)
Providing quarterly PD to staff about working with & supervising students and parents
Scheduled: Playground Supervision, Conflict Management: Student to Student, Bullying & Conflict Management: Angry Parents
Introducing new school wide discipline plan (created by the discipline committee), before the start of the new school year
All staff members will take a more active role in help students solve problems & making parent contacts regarding student behavior
Conducting “Behavior/Discipline Assemblies” with each grade level to review expectations
Monitoring & supporting student behavior according to discipline plan & Student Intervention Team (when appropriate)
Empowering students to take on leadership roles within the school by continuing Student Council & Safety
Continuing with monthly “Star Student” recognition
Implementing weekly recognition for individual students and classes who are exceeding the expectations
Tasks to Support the Strategic Person(s) responsible Timeline Resources and Budget Professional Development in
Actions Support of the Strategic
Actions
th
Discipline policy (Safe Schools Office staff August 14 and ongoing Written policy Thursday Folders
book) given to all students and for new students
families
District /State rules & laws-
Discipline/expectation assemblies TOSA First few weeks of school Policy, books to support students Safe Schools
Quarterly PD Opportunities Principal, TOSA, all staff Quarterly Laptop, visualizer Accessing videos online
members
Classroom visits Principal, TOSA Ongoing daily Daily schedule None
Monitoring the playground, All staff members Daily Daily schedule None
cafeteria, outside areas before &
after school
Daily/Weekly/monthly Poster materials None
Rules posted Classroom teachers
Ongoing Awards & assembly budget None
Star Students/Classes All staff members
Current policy None
Review and update discipline Principal, TOSA,
policy Discipline Committee
Metric(s): School monitoring system, Quarterly discipline report, Staff attendance at PD opportunities
Environment - Attendance and Enrollment Goal
Goal: (Should be based on needs identified in your Performance Analysis. Include any strategies that increase the attendance and enrollment of students.) (Smart Goal)
Sable will increase daily attendance from
Sable will decrease tardies/unexcused absences by 10% at all grade levels
Objectives:
Sable will increase daily attendance and decrease tardies.
Strategic Actions: (This may be instructional strategies, parental engagement strategies, community building strategies, and so on.)
Making parent contacts (phone calls, conferences) regarding attendance to offer support and provide solutions
Educating parents about the importance of regular, on-time attendance
Rewarding classrooms who have “Here and On Time”
Tasks to Support the Strategic Person(s) responsible Timeline Resources and Budget Professional Development in
Actions Support of the Strategic
Actions
Initiate attendance rewards & Principal, TOSA, staff Ongoing Certificates, prizes as needed None
recognition opportunities members
Identify most at-risk students Classroom teachers, Ongoing Daily attendance District truancy training
health para, TOSA, district
truancy specialist
Revise current tracking process Health para, TOSA, Ongoing Truancy Reduction Binder District truancy training
to provide quicker response time district truancy specialist
and intervention
Sending out weekly attendance Health para, TOSA, Ongoing School master letter None
letters (as needed & based on district truancy specialist
truancy guidelines)
Offering parent coffees to Family Liaison, Principal, Title 1 funds for snacks and None
increase parent understandings TOSA coffee, flyers, instructional
around the importance of regular material, community resources,
attendance district information
Metric(s): Daily attendance, Truancy documentation (TRP)
\
Environment - Instructional Technology Goal
Goal: Develop all classroom teachers by investing time in learning and implementing new technology hardware/applications in their classrooms and
instruction that will ultimately expose/develop interest in students towards optimizing 21st century learning.
Objectives:
Develop at least 1 demonstration classroom at each grade that effectively uses Promethean technology in daily instruction
Students will develop understandings and application of current technology embedded in daily instruction
Strategic Actions:
Provide ongoing professional development for all teachers using adopted technology in the classroom to support daily instruction (monthly in
whole group with additional one to one coaching support embedded in daily teaching and learning)
Provide students ongoing opportunities to engage with technology embedded in daily instruction (Achieve 3000)
Seek outside funding sources for additional technology
Tasks to Support the Strategic Person(s) responsible Timeline Resources and Budget Professional
Actions Development in
Support of the
Students will receive daily Demonstration Ongoing Strategic Actions
instruction and practice teachers Technology Budget
opportunity with using IT Coach PD Budget Ongoing
technology to find and Principal Tech
Promethean ACTIVboard 2+ 6@3385 each each) 20,310.00
manipulate information to Technology support by
support proficiency in /Media teacher Installation of Promethean boards 3,000.00
IT Coach
literacy, math and science. Avervision CP300 Visualizer (6 @ 499.00 each) 2994.00
Monthly
Epson Powerlite 83+ LCD Data/Video Projector (6 @ 565.00 each) professional
3390.00
Promethean boards in all developmen
classrooms t for all
Promethean
Monthly supported team users
planning will occur for
technology integration.
Staff with visualizers and
Promethean Boards will
receive PD to ensure
effective use of technology.
Develop cadre of
Technology Demo
Classrooms
Add to existsng technology:
Promethean Boards,
visualizers, laptops
Metric(s): Observation, survey, training log, CSAP data
