Nye County School District

NYE COUNTY SCHOOL DISTRICT

J. G. JOHNSON ELEMENTARY SCHOOL 900 Jackrabbit Street Pahrump, Nevada 89048 SAGE SCHOOL IMPROVEMENT PLAN TITLE I - NRS 385 For Implementation in (2009-2010)

School Improvement Planning Team  ALL Title I schools must have a parent on their SIP team that is NOT a district employee. Indicate this member with an asterisk. Name of Member Position Dona Descamps Principal Elaine Goins Counselor Shelly Jacobi, Katie Dockter, Linda Sims, Phyllis Laden, Melinda Dennis, Sheila Windholz, Amy Sanders Teachers *Jeanette Tholt Parent

Submission Date: October 8, 2009 Area Reviewer:

School: J. G. Johnson Elementary District: Nye County Principal: Dona Descamps School Year: 2009-2010 Address: 900 Jackrabbit Street Phone: 775-727-6619 Pahrump, Nevada 89048 Email: [email protected]

TABLE OF CONTENTS Page #

Part I: Vision of Learning Part II: Inquiry Process: Evidence of Development of the SIP (Comprehensive Needs Assessment) Part III: SIP Goals & Measurable Objectives Part IV: School Improvement Master Plan (Reform Strategies): Goal 1: Action Plan & Monitoring Plan Goal 2: Action Plan & Monitoring Plan Goal 3: Action Plan & Monitoring Plan Part V: Budget for the overall cost of carrying out the plan Part VI: Evaluation of the SIP Part VII: Other Required Elements & Assurances of the SIP (All schools) Part VIII: Required Elements & Assurances for Title I Schools Part IX: Additional Required Elements & Assurances for Non-Title I Schools

Appendix A: School Profile (Accountability Report, Other Data) Attachments: Professional Development Chart, Parent Involvement Chart

SAGE School Improvement Plan Template, Revised 2007 62

Part I: VISION FOR LEARNING District Vision or Mission Statement

Our mission is to provide each student the necessary educational tools to reach his or her full academic potential for the workplace and college.

Every Child a Success!

District Goal 1

Improvement in student achievement and proficiency levels for all students.

District Goal 2

Sustain practices in the NCSD educational organization that increase graduation rate, decrease the dropout rate, utilize educational technology, and promote parental involvement.

(add more rows if necessary)

VISION FOR LEARNING (continued) School Vision or Mission Statement

Our mission is to provide an optimum learning environment through ongoing collaboration with our school, families, and community, in which students will successfully achieve and exceed the essential learning outcomes, as measured by common assessments.

School Highlights

 All students, grades K-5, participate in Readers and Writers workshops.  Grades 2-5 students participate in the on-line CRT study program, Study Island.  NWEA Map assessments are used three times each year to determine students’ instructional strengths and areas of concern.  Kindergarten and first grades determined as at-risk are provided one-one-on tutoring by grades 4-5 tutors in the Alpha-Pal intervention program.  Kindergarten, first and second grade students identified as at-risk participate in an additional 30 minutes of small group reading instruction daily using the Pinnell-Fountas Reading Intervention Systems.  Grades 3-5 students identified as at-risk in reading participate in the Scholastic Read 180 and/or System 44 programs in a 90 minute daily block.  The school’s mathematics core curriculum is supplemented with the Problem Solver curriculum to enhance teaching and learning of problem solving strategies.

PART II: INQUIRY PROCESS

Comprehensive Needs Assessment Based on a complete analysis of the data, list the key strength and priority concerns in student performance, instructional and remediation practices, and program implementation for ALL students in ALL grade levels. Key Strengths (to sustain in the school improvement plan)

 J. G. Johnson has increased CRT math scores in the subgroup “all students” in grades 3 and 4 this past year as compared to the previous year.  J. G. Johnson has increased CRT reading scores by 14% in the subgroup “all students at grade 3 last year as compared to the 2008-2009 school year.  CRT grade 3 reading scores improved last year as compared to the 2007 school year.  Daily attendance rate was 94.3% during the 2008-2009 school year; slightly higher than the district average.

Priority Concerns  There has been an increase each year for the past two years of students with limited English proficiency.  Transiency rate this past year was 47.3%, 11% higher than the district rate.  The school’s retention rate is significantly above the district rate, above 5% for both kindergarten and first grade.  Thirteen percent of the students enrolled last year were designated special education (IEP)  The school did not meet AYP this past year due to its Special Education population and Hispanic students failing to meet state targets in math and reading.  The campus is in “Need of Improvement” Year I in both Math and English Language Arts.

INQUIRY PROCESS (continued)

Verification of Causes – Root Cause Analysis For each concern, verify the root causes that impact or impede the priority concerns. Identify research-based solutions that address the priority concerns. Priority Concerns Root Causes Solutions

 Implement Scholastic Read 180  Lack of effective intervention program for grades 4-5 special  Both subgroups, Limited English programs for both LEP and IEP education and other identified proficient students (LEP) and students. grades 4-5 at-risk students and use Special education students (IEP) the program’s L book to scaffold failed to make adequate yearly  Need for professional development instruction. progress in reading. in strategies for teaching reading for  Implement Systems 44 Reading at-risk students. intervention program for grades 3  The school’s retention rate is special education students and other significantly higher than that of the  Insufficient time allotted to address identified grades 3-5 at-risk district and state. all instructional components of students. reading effectively.  Increase reading time allocations at all grade levels for K-6.  The school’s IEP percentage is 13%  Lack of focused reading  Implement research-based Readers’ of the school’s student population. intervention program in special Workshop model in all K-5 education reading instruction. classrooms including specific time allocations for each of the reading components.  Implement in-school reading intervention program for grades 1-2 using Pinnell-Fountas Reading Intervention Systems and in special education resource instruction for grades 1-2 students

 Implement one-on-one tutoring in literacy skills for identified Kinder- first graders.

 IEP and LEP students did not make  Insufficient time allocated to open-  Increase allotted time in math block adequate yearly progress in math. ended math problem solving. teaching and learning of problem solving strategies.  Lack of CRT formatted instructional materials in mathematics  Purchase Gourmet Appetizer curriculum to provide CRT  Lack of focus on standards-based formatted math problems. instruction in mathematics in special  Increase of time in special education education resource classrooms and ESL classes focused on standards-based instruction of mathematics.

 Continue use of Study Island CRT preparation program in grades 3-5 and add grade 2.

Part III: IMPROVEMENT GOALS AND MEASURABLE OBJECTIVES Convert the top priority concerns into the goal(s) for improvement and incorporate the identified solutions into the action plan.

Priority Need 1: Improve student achievement and proficiency levels for all students.

Measurable Objective 1: Decrease the percentage of non-proficient students in third through fifth grades on the state math CRT scores by at least 10%.

Measurable Objective 2:  Decrease the percentage of non-proficient students in third through fifth grades on the state reading CRT scores by at least 10%. 

Measurable Objective 3: Decrease the percentage of non-proficient students on the state 5th grade writing CRT by at least 10%.

Part IV: SCHOOL IMPROVEMENT MASTER PLAN & REFORM STRATEGIES Action Plan: List the action steps to implement the solutions for each goal, as well as the timeline, resources, and the person(s) responsible. Monitoring Plan: Identify the data that will be collected to monitor the action steps, as well as the timeline and the person(s) responsible.

Measurable Objective 1: Decrease the percentage of non-proficient students in third through fifth grades on the state math CRT scores by at least 10%.

ACTION PLAN MONITORING PLAN Action Steps Timeline Resources Person(s) Responsible Monitoring Person(s) Responsible Measures to implement the for e.g., money, Who is the person or group Identify data sources & Who is the person or group solutions/strategies implementing people, facilities to who will ensure that each timeline for monitoring who will ensure that the action steps be used for action step is implemented? the progress of each progress is monitored? implementation action step. 1.1.1 Students, grades 1-5, October, Problem Solver SIP Team, PLC groups, Weekly PLC SIP Team, PLC will participate in weekly 2009 curriculum Principal, Teachers meetings, monthly Groups, Principal June, 2010 math problem solving SIP Team meetings, activities using the Student work curriculum, The Problem samples will be Solver., analyzed and displayed (ongoing) 1.1.2 Students, grades 1-5, October, Gourmet SIP Team, PLC groups, Weekly PLC SIP Team, PLC Groups, will solve CRT formatted 2009 June, Learning Principal, Teachers meetings, monthly Principal 2010 “problems of the day” Title I funds SIP Team meetings, using activities from the $2277 student work, Gourmet Math curriculum. lesson plans, daily. (ongoing)

1.1.3 Students, K-5, will learn November, CRT Practice SIP Team, PLC groups, Grade level SIP Team, PLC Groups, and use math vocabulary that 2009-June, Tests, grade level principal, teachers vocabulary lists, Principal is used on the CRT math 2010 math standards lesson plans, assessments and appropriate and specification classroom for their grade level state guides observations/ongoing math standards. October-June) 1.1.4 Students will engage October, Developed SIP Team, PLC groups, Lesson plans, SIP Team, PLC Groups, in math activities based on 2009-June, timeline Principal, Teachers classroom Principal grade level assurance 2010 products, end of observations, student standards mathematical work products strand assessments. 1.1.5 Students, K-5 will Sept, 2009, District Teachers, Computer NWEA class and SIP Team, PLC Groups, take the NWEA Nov, 2009, Department of Teacher, Principal individual student Principal Map assessments to May, 2010 Student reports. determine Achievement instructional staff, priorities and Technology, students requiring NWEA intervention. assessment program. 1.1.6 Eligible students will Jan, 2010- 2 District SES SIP Team, PLC groups, NWEA individual SIP Team, PLC Groups, student reports, have the opportunity to Feb , 2010 funds Principal, Teachers Principal, participate in math tutoring beginning of year, mid-year, end of activities through SES year. CRT math provider programs. results 1.1.7 Teachers, grades 2-5 Oct-Nov, CRT math SIP Team, PLC groups, Student work SIP Team, PLC will participate in 2009 specifications Principal, Instructional products using Groups, Principal professional development and rubrics, Specialist, Teachers constructive activities to enhance their PLC sessions, response, lesson teaching of constructive instructional plans, classroom

responses in mathematics. specialist observations 1.1.8 Students, grades 3-5 November, Teachers, CRT SIP Team, PLC groups, Individual and class SIP Team, PLC will take a CRT 2009 Practice Tests Principal, Teachers test data, PLC Groups, Teachers, practice assessment in groups, SIP Team, Principal mathematics to Principal, determine Instructional instructional Specialist priorities. 1.1.9 Students, grades 2-5 November, Teachers, state SIP Team, PLC groups, Student work, PLC SIP Team, PLC will solve weekly math 2009-June, math standards, Principal, Instructional Groups, SIP Team Groups, Principal problems requiring a 2010 Saxon, Gourmet Specialist, Teachers monthly meetings, constructive response. Learning and Problem Solver math curriculum 1.1.10 Students, grades 2-5 Oct, 2009- Sudy Island SIP Team, PLC groups, Study Island SIP Team, PLC will practice math using the June, 2010 program, Title I Teachers, Computer individual student Groups, Principal CRT Preparation on-line funds $4,000 Lab Teacher, Principal and class reports program, Study Island.

SCHOOL IMPROVEMENT MASTER PLAN (Continued)

Measurable Objective 2:  Decrease the percentage of non-proficient students in third through fifth grades on the state reading CRT scores by at least 10%.

ACTION PLAN MONITORING PLAN Action Steps Timeline Resources Person(s) Responsible Monitoring Person(s) Responsible Measures to implement the for e.g., money, Who is the person or group Identify data sources & Who is the person or group solutions/strategies implementing people, facilities to who will ensure that each timeline for monitoring who will ensure that the action steps be used for action step is implemented? the progress of each progress is monitored? implementation action step. 1.2.1 Students, grades 1-5, September, Teachers, PLC Groups, SIP Classroom SIP Team, PLC Groups will participate in a 90 2009-June, Principal Team, Teachers, observations using Principal minute reading block with 2010 Instructional Principal Observation designated time allotments specialist protocols, lesson for each reading plans component. 1.2.2 Identified at-risk October, Special Ed PLC Groups, SIP Classroom SIP Team, PLC Groups, grades 4-5 students will 2009 - funds for Read Team, Teachers, 3-5 observations, lesson Principal participate in the Read 180 plans, Read 180 June, 2010 180 lab Sped Teacher, Principal reading program progress monitoring assessments. 1.2.3 Identified at-risk October, Special Ed PLC Groups, SIP Classroom SIP Team, PLC Groups, grades 3-5 students will 2009 funds for Team, Teachers, 3-5 observations, lesson Principal participate in the Systems plans, Systems 44 June, 2010 Systems 44, Sped Teacher, Principal 44 reading program. progress monitoring

Title I funds for assessments. additional license ($5,000) program 1.2.4 Grades 2-5 students Sept, 09- Study Island PLC Groups, SIP Individual reports SIP Team, PLC Groups, will practice reading June, June, program, Team, Teachers, of student progress Principal strategies using the on-line 2010 Principal CRT Preparation program Technology, study, Study Island Computer Teacher, Teachers

1.2.5 Teachers will Oct, 2009- Title I school PLC Groups, SIP Sign-in sheets, SIP Team, PLC Groups, , participate in the May, 2010 improvement Team, Teachers, lesson plans, Instructional Specialists, professional development, funds ($5,700) Instructional Specialist, classroom Principal Transforming Readers and for released Principal observations Writers time substitutes and professional books Instructional Specialist 1.2.6 Grades K-5 students Sept, 2009 District funds, PLC Groups, SIP NWEA class and SIP Team, PLC Groups, , will take NWEA reading Jan, 2010 Technology, Team, Teachers, individual student Principal assessments to determine Computer Principal reports instructional priorities and May, 2010 Teacher, to monitor student progress. Teachers

1.2.7 Students, grades 3-5, Nov, 2009- Title I funds PLC Groups, SIP Displays of student SIP Team, PLC Groups, will participate in June, 2010 ($1,500) Team, Teachers, work in classrooms Principal instructional activities Teachers, Instructional Specialist, and hallways

related to the Language to Principal bulletin boards, Literacy comprehension lesson plans, strategy. classroom observations 1.2.8 Identified at-risk K- November, instructional PLC Groups, SIP Kindergarten SIP Team, PLC Group 1students will receive 2009- May, materials, Team, Teachers, assessments, Principal tutoring of basic literacy 2010 Grades 4-5 Principal NWEA progress SIP Team, PLC Groups, skills by cross-grade tutors tutors, Kinder assessments, Principal in the Alpha-Pals program. teachers, Instructional Specialist, Title I funds $1,000 1.2.9 Students, K-5, will Nov, 2009- Title I funds PLC Groups, SIP Displays of student SIP Team, PLC Groups, participate in literacy June, 2010 ($8,000) to Team, Teachers, work in classrooms Principal activities based on a designated author through purchase books Instructional Specialist, and hallways Author Studies. Teachers, Principal bulletin boards, Instructional lesson plans, Specialist classroom observations 1.2.10 Identified at-risk Oct, 2009- Fountas-Pinnell PLC Groups, SIP Reading assessment SIP Team, PLC students, grades 1-2, will June, 2010 Intervention Team, Teachers, progress monitoring Groups, Principal participate in Tier III reading group instruction. System Principal data. curriculum, 1.2.11 Students, K-5, will be Sept, 2009- Teachers, PLC Groups, SIP Fountas-Pinnell SIP Team, PLC assessed with the Pinnell- Instructional Team, Teachers, reading assessment Groups, Principal Fountas Reading Assessments June, 2010 to determine instructional Specialist, Instructional Specialist class and individual reading levels and to monitor Reading student data progress. Assessment Kits

1.2.12 Teachers, 3-5, will Oct, 2009- Instructional PLC Groups, SIP Classroom SIP Team, PLC participate in May, 2010 materials, Team, Teachers, observations, Groups, Principal professional professional Instructional Specialist student work development in books, Title I products. literacy funds ($1,500) comprehension strategies facilitated District RPDP by the Instructional funds Specialist. 1.2.13 Students, grades 3-5 November, Teachers, CRT SIP Team, PLC groups, Individual and class SIP Team, PLC will take a CRT 2009 Practice Tests Principal, Teachers test data, PLC Groups, Teachers, practice assessment in groups, SIP Team, Principal reading to determine Principal, instructional Instructional priorities. Specialist

Measurable Objective 3: Decrease the percentage of non-proficient students on the state 5th grade Writing CRT by at least 5%.

ACTION PLAN MONITORING PLAN Action Steps Timeline Resources Person(s) Responsible Monitoring Measures Person(s) Responsible Identify data sources & to implement the for e.g., money, Who is the person or group timeline for monitoring Who is the person or group solutions/strategies implementing people, facilities to who will ensure that each the progress of each who will ensure that the action steps be used for action step is implemented? action step. progress is monitored? implementation 1.3.1 Teachers, K-5, will Nov, 2009 Instructional PLC Groups, SIP Professional SIP Team, PLC participate in professional Specialist, Team, Principal development Groups, Principal development of Writer’s District RPDP agendas, sign-in Workshop conferencing funds sheets, handouts, strategies classroom

observations, student writing products 1.3.2 Students, grades K-5, Dec, 2009- Teachers, PLC Groups, SIP Classroom SIP Team, PLC will participate in writing June, 2010 Lucy Calkins Team, Principal observations, lesson Groups, Principal instruction using the Lucy curriculum, plans, student Calkins curriculum. Instructional writing products Specialist 1.3.3 Students, grades K-5 Sept, 2009- Grades K-5 PLC Groups, SIP Classroom SIP Team, PLC will participate in daily June, 2010 Teachers Team, Principal schedules, lesson Groups, Principal Writers’ Workshop (60 plans, classroom minutes for grades 1-5), observations (30 minutes for Kinder). 1.3.4 Students will write a Oct, 2009 Grades K-5 PLC Groups, SIP Writing folders, SIP Team, PLC benchmark writing Jan, 2010 Teachers Team, Principal Student work Groups, Principal piece three times each May, 2010 samples, year entitled “My Family (beg-year, mid-year, end-of-yr) and results will be analyzed to determine instructional needs.

1.3.5 Grade 5 students will Nov, 2009 Grade 5 PLC Groups, SIP Assessment scores SIP Team, PLC take a CRT Practice teachers, Team, Principal and analysis of test Groups, Principal Writing Test to Instructional items. determine Specialist instructional needs. 1.3.6 Students, grades 4-5, Oct, 2009- Grades 4-5 PLC Groups, SIP Student products, SIP Team, PLC will practice scoring Jan, 2010 teachers, Team, Principal classroom Groups, Principal writing samples using state Instructional observations rubric and anchor papers. Specialist 1.3.7 Students, grades K-5, Oct, 2009- Grades K-5 PLC Groups, SIP Student products, SIP Team, PLC

will participate in activities May, 2010 teachers, Team, Principal Classroom Groups, Principal to improve writing traits. Instructional Specialist, Trait Crate writing curriculum, Title I School Improvement funds ($1,900) 1.3.8 Teachers will collect Sept, 2009- Grades K-5 PLC Groups, SIP Student writing SIP Team, PLC writing benchmark pieces May, 2010 teachers, Team, Instructional folder with Groups, Principal three times during the year Instructional Specialist, Principal benchmark writing and maintain in student Specialist pieces writing folders.

Priority Need 2: Sustain practices at the campus level that increase the graduation rate, decrease the dropout rate, utilize educational technology, and promote parental involvement.

Measurable Objective 1:  Sustain professional development and implement processes that have a direct affect on school improvement.

ACTION PLAN MONITORING PLAN

Action Steps Timeline Resources Person(s) Responsible Monitoring Measures Person(s) Responsible Identify data sources & to implement the for e.g., money, Who is the person or group timeline for monitoring Who is the person or group solutions/strategies implementing people, facilities to who will ensure that each the progress of each who will ensure that the action steps be used for action step is implemented? action step. progress is monitored? implementation

2.1.1 Continue Professional Aug, 2009- Teachers, PLC Groups, SIP Minutes of PLC SIP Team, PLC Learning Communities May,2010 Instructional Team, Instructional meetings, Groups, Principal strategy to enhance Specialist, Specialist, Principal collaboration Principal 2. 1.2 Provide professional Aug, 2009- Title I School PLC Groups, SIP In-service, PLC SIP Team, PLC development opportunities May, 2010 Improvement Team, Instructional meeting agendas, Groups, Principal for all teachers during PLC, funds ($6,000) Specialist, Principal Classroom in-service days and for released observations, released time days time, student work professional products books, Instructional Specialist Nov, 2009- RPDP district SIP Team, Principal Critical Friends SIP Team, Principal 2. 1.3 Selected staff will May, 2010 funds for Group agendas, participate in the RPDP, released time sign-in sheets Critical Friends Group and professional books 2.1.4 Selected staff will Nov, 2009- RPDP District SIP Team, Principal, Aspiring Leaders SIP Team, Principal participate in the Aspiring May, 2010 funds for Academy agendas, Leaders Academy released time sign-in sheets and professional books 2.1.5 New teachers will be Sept, 2009- Mentor SIP Team, Principal, Mentor SIP Team, Principal provided a mentor teacher May, 2010 teachers, Instructional Specialist assignments, to enhance their success. released time observation observations, protocols and Title I funds observation data ($500 2.1.6 Pre-service Oct, 2009- College SIP Team, Principal Visitation agendas SIP Team, Principal opportunities will be May, 2010 instructors/Prof for pre-service provided for pre-service essors. Lead teachers, feedback individuals teachers for data from Great student Basin

teachers, Principal

Priority Need 2: Sustain practices at the campus level that increase the graduation rate, decrease the dropout rate, utilize educational technology, and promote parental involvement.

Measurable Objective 2: Implement practices to promote parental involvement. 

ACTION PLAN MONITORING PLAN

Action Steps Timeline Resources Person(s) Responsible Monitoring Measures Person(s) Responsible Identify data sources & to implement the for e.g., money, Who is the person or group timeline for monitoring Who is the person or group solutions/strategies implementing people, facilities to who will ensure that each the progress of each who will ensure that the action steps be used for action step is implemented? action step. progress is monitored? implementation

2.2.1 Continue Sept, 2009- Counselor, SIP Team, Principal, Sign-in sheets, SIP Team, Principal implementation of May, 2010 Community Counselor agendas, feedback Grandparents Forum resources reflections from agents, participants Principal 2.2.2 Continue Monthly Aug, 2009- Counselors, SIP Team, Principal, Copies of Parent SIP Team, Principal Parent Newsletter May, 2010 Campus funds Counselor Newsletter for purchase of parent newsletter ($150) 2.2.3 Implement Family Sept, 2009- Teachers, SIP Team, Principal, Copies of SIP Team, Principal Activity Nights (Literacy, May, 2010 Counselor, Counselor invitations, entries Movie) Principal, in Parent Community Newsletter and

Volunteers school website 2.2.4 Continue school Sept, 2009- Computer SIP Team, Principal, Website SIP Team, Principal website with information May, 2010 Teacher, school Computer Teacher information, data for parents funds for copies on # of hits on ($500) website 2.2.5 Develop partnership Sept, 2009- Kiwanis Club SIP Team, Principal, Sign-in sheets for SIP Team, Principal with Kiwanis Club to May, 2010 volunteers, Counselor family events provide support for Counselor community activities 2.2.6 Distribute Sept, 2009 Dept of Student SIP Team, Principal Copies of SIP Team, Principal information regarding the Achievement information, School Improvement status staff, Principal website, Copy of to parents and the school information community in various ways brochure

Part V: BUDGET FOR THE OVERALL COST OF CARRYING OUT PLAN List the funds necessary to carry out the school improvement plan and accomplish the goals.

Goals Total amount needed to Funds available in current Funds still needed to accomplish Goal. school funding that have been implement goal. specifically set aside for the (Amounts for each action step implementation of the goal. should be listed under “Resources.”)

Goal 1 $6,277 $6,277 Improve student achievement in math.

Goal 2 $22,700 $22,700 Improve student achievement in reading.

Goal 3 $1,900 $1,900 Improve student achievement in writing.

Part VI: EVALUATION OF THE SIP For each measurable objective, identify the data that will be collected to monitor the action steps, as well as the timeline and the person(s) responsible.

Measurable Objectives Evaluation Measures Timeline Person(s) Responsible, (Monitoring Data & Outcome For Who is the person or group who Indicators to evaluate progress in collecting will ensure that the evaluation is achieving the Measurable Objectives.) data completed? NWEA score comparisons between October- PLC groups, SIP team, Decrease the percentage of non-proficient September and January January Principal students in third through fifth grades on the assessments. state math CRT scores by at least 10%. CRT Practice test scores

NWEA score comparisons between October- PLC groups, SIP team, Decrease the percentage of non-proficient September and January January Principal students in third through fifth grades on the assessments. state reading CRT scores by at least 10%. CRT Practice test scores

NWEA score comparisons between October- PLC groups, SIP team, Decrease the percentage of non-proficient fifth September and January January Principal grade students on the state writing CRT scores assessments. by at least 10%. CRT Practice test scores

Sustain professional development and NWEA score comparisons between October- PLC groups, SIP team, implement processes that have a direct affect on September and January January Principal school improvement. assessments. Comparison of student work products over time.

Implement practices to promote parental Collection of products used to October- PLC groups, SIP team, disseminate school improvement January Principal involvement. information to the public. Sign-in sheets, parent survey data

Part VII: OTHER REQUIRED ELEMENTS OF THE SIP All schools MUST complete this page.

School Characteristics # % Title I Yes No

Average Daily Attendance 94-3 Eligible X Transiency Rate 47.3 Served X % enrolled continuously since Count Day 85% Targeted Assisted Incidents of School Violence: Student-to-Student 2 Schoolwide X Incidents of School Violence: Student-to-Staff 0 Did your school make Adequate Yearly Progress (AYP)? X % of Highly Qualified Teachers 100% What was your school’s AYP Designation? Exemplary (EX), High Achieving (HA), Watch List (W), Needs Improvement Year 1 (N1), Needs Improvement Year 2 (N2), Needs Improvement Year 1 Hold (N1-H), Needs Improvement Year 2 Hold (N2-H), etc. Dropout Rate (HS) Did you appeal your latest AYP designation? X Graduation Rate (HS) Was your latest appeal granted? NA Designated as Persistently Dangerous School? X Receiving State Remediation funding? X Has a State SST been assigned to your school? X

1. What are the policies and practices in place that ensure proficiency of each subgroup in the core academic subjects? The school has an intervention team that develops and monitors intervention for students with academic and/or behavior difficulties. Three special education teachers and two instructional aides support the academic needs of identified special education students, K-5, in resource classrooms and in the regular classroom through an inclusion model. The school has full-time English as a Second language teacher and English Language Learners (ELL) participate in programs to enhance their academic and language abilities (ELLIS, English in a Flash). We are implementing our second year of school-wide academic assessments (NWEA Map) to provide data regarding instructional needs for all students. We continue to provide time during the school day for teachers to engage in professional development opportunities through Professional Learning Communities, and in-service days. Title I funds supports our released time professional development. 2. List and briefly describe, as appropriate, how the school has incorporated activities of remedial instruction or tutoring before school, after school, during the summer, and/or during any extension of the school year. We have increased reading instruction time allotments for grades 1-2 students and provide Tier III reading instruction during the regular school day. Grades 3-5 students

identified at-risk in reading participate in the Read 180 and/or Systems 44 reading intervention programs. Tutoring is provided in reading, writing and mathematics by SES providers for eligible K-5 students. The school will provide tutoring opportunities in math and reading to identified at-risk students. At-risk kindergarten and first grades are provided an individual peer tutor for instruction in basic literacy skills. 3. Describe the resources available to the school to carry out the plan. The school receives funding through District and Title I funds to complete this plan. Resources available are our PLC groups, our SIP team, and the District’s Department of Student Achievement. We have been assigned an Instructional Specialist who works part-time at the school to provide professional development and coaching in effective instructional practices. 4. Summarize the effectiveness of any appropriations for the school made by the Legislature to improve student academic achievement. No appropriations have been made by the Legislature for this school.

5. Discuss how the school will utilize Educational Involvement Accords for Parents including the Honor Code and meet all the requirements of the law. A Parent Handbook is developed and distributed to all parents and includes the Educational Involvement Accords and Honor Code. An acknowledgement page is signed and returned by parents stating they have read and understand the accords and code. 6. If applicable, describe how the school will make its Title III Annual Measurable Achievement Objective (AMAO) targets in English language proficiency (reading, writing, listening, and speaking comprehension). The school will provide instruction in English as a Second Language and purchase and implement programs to enhance this instruction. We will provide tutoring opportunities for all students. Our special education population will participate in research-based effective reading intervention programs.

Part VIII: REQUIRED ELEMENTS FOR TITLE I SCHOOLS Title I schools, identified as “Needs Improvement,” and are a schoolwide Title I school MUST complete this page.

1. Describe the required services the school has provided based on the number of years the school has been in need of improvement, (e.g., schools in Year 2 of “Needs Improvement” must identify Year 1 and Year 2 services, and so on).

 Year 1: School Choice. Parents were given the opportunity to attend another Elementary School not identified as in Need of Improvement and bus transportation was provided.  Year 2: Supplemental Services.  Year 3. Corrective Action.  Year 4. Restructuring.

2. Provide an assurance that the school will not spend less than 10% of their annual Title I allocation for quality professional development. The Title I allocations for specific school improvement initiatives have been included in this plan. Purchase orders using Title I funds will provide evidence of expenditures for professional books, substitute forms will be used to provide evidence of expenditures for released time professional development.

Describe how the school will provide written notice to parents on the school’s “Needs Improvement” status and/or AMAO status. Information was distributed to parents by mail, and is included in the monthly Parent Newsletter and on the school website. A brochure will be developed to distribute to parents informing them of the school’s status and plan for improvement. 3. Specify how Title I funds will be used to remove school from “Needs Improvement” status. Title I funds will be used to support reading, writing and math through the purchase of software and intervention curriculum. In addition, funds will be used to support tutoring of at-risk students.

4. Describe the school’s teacher mentoring program and how it supports the achievement of the school’s annual goals and objectives. The school has been provided this year with an Instructional Specialist who provides professional development and follow-up classroom support through demonstrations/coaching to improve the school’s teaching expertise. Professional Learning Communities provide a weekly in-school time for teachers to meet and collaborate. Each teacher new to the school is provided a mentor teacher. Selected teachers will participate in a Critical Friends Group this year to enhance their abilities in collaboration with colleagues.

Part VIII: REQUIRED ELEMENTS FOR TITLE I SCHOOLS Title I schools, identified as “Needs Improvement” and are a schoolwide Title I school, MUST complete this page.

5. Describe the school’s strategies to attract high-quality highly qualified teachers to your school. All teachers at the school are highly qualified. The District, due to budget reductions this year, decreased the teaching staff which has provided a pool of highly qualified teachers who have not been placed, but available in the event the school should require additional teachers this year.

6. Describe the school’s strategies to increase parent involvement in accordance with Section 1118 of NCLB, such as family literacy services. We have increased the number of parent involvement events to once monthly and continue to implement our Grandparent forum as approximately 100 of our students are being raised by grandparents at our school.

7. Describe the school’s plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to local elementary school programs. The school has two early childhood special education classrooms and ECSE teachers and kindergarten teachers collaborate to ensure a smooth transition into kindergarten. Kindergarten Round-up is provided each year by the district which provides information and registration for parents of students entering kindergarten.

8. Identify the measures that include teachers in decisions regarding the use of academic assessments. The School Improvement Team consists primarily of teachers’ representative of all grade levels. This team develops the school improvement plan, including decisions as to what assessments are used. PLC groups analyze data from the district-wide NWEA Map assessments and determine instructional priorities based on this data. 9. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement efforts. The school improvement plan activities delineated in this plan include coordinated efforts through expenditures and use of resources.

Part IX: REQUIRED ELEMENTS FOR NON-TITLE I SCHOOLS Non-Title I schools, identified as “Needs Improvement,” MUST complete this page.

1. Describe how and when the school will provide written notice to parents on the school’s “Needs Improvement” status and/or AMAO status.

1. Describe the school’s teacher mentoring program and how it supports the achievement of the school’s annual goals and objectives.