PART 1: GENERAL INFORMATION Overview All Cranston Public Schools are required to develop School Improvement Plans for the purpose of continuous school improvement. As this is an ongoing process, it is expected that school teams remain engaged in the cycle of inquiry focusing on school determined priorities by regularly monitoring the plan’s progress and communicating that progress with community stakeholders. While CPS requires schools to prepare school improvement plans every two years, federal regulation requires all Title I schools to submit school improvement plans every year. The district simplifies this process by asking all schools to prepare two-year plans instead of yearly plans, but all schools must revisit and modify the plan at the end of the first year and prior to the start of the second year. In other words, schools will be asked to revise their plans between years 1 and 2. The planning process is the first phase in a very important cycle of implementation effectiveness and performance monitoring. Cranston Public Schools has modified and streamlined the planning process to ensure that it is coherent, comprehensive, actionable, and results-oriented. The new school improvement plan (SIP) template is designed to provide a step-by-step, strategic approach to promote ongoing improvement district-wide. Through the planning process, school teams will: Articulate the mission, vision and guiding principles of the school;Analyze the data profile plus additional available and appropriate data and needs analysis;Identify three to four SMART goals to address the prioritized areas of need;List specific strategies and implementation milestones to achieve each goal. Section 1: Cover Page Instructions: Please complete this cover page by entering the requested information below. Name of School:Stadium School Address:100 Crescent Avenue, Cranston, RI 02910 School Principal Name:Cheri Sacco
SIT Member Names:
Cheri Sacco, PrincipalSandy Sabetta, Literacy ConsultantJanice Hoard, Title ISara Zanfagna, Special EducatorAndy Barron, Grade 5 Math/ScienceLoAnn Izzi-Natale, Grade 3 Parent and Community Member Representatives:Stacey Arruda Tracey, parent Amanda Mourachian, parent
Superintendent Signature: Date:
Literacy Director Signature: Date:
School Principal Signature Date:
Section 2: Vision, Mission, and Guiding PrinciplesInstructions: Using the space provided below, insert the school’s vision statement describing the school’s aspirations for the future. Insert the mission statement explaining the school’s driving purpose. Lastly, define the core values or guiding beliefs that are to be embodied by all staff, students, and members of the school community. Alternatively, after school wide consensus, adopt the district statements. Vision Statementfor Cranston Public Schools and
Our vision is to be a top-ranked learning community that graduates productive, caring citizens who are prepared to succeed in global society.
Mission Statementfor Cranston Public Schools and
In partnership with families and community, Cranston Public Schools will empower all students to achieve academic and personal excellence, exhibit persistent effort and live as resourceful, inquiring and contributing global citizens.
The Guiding beliefs and commitments of Cranston Public Schools and All student can learnPublic Education is central to our democracyEngaging the student’s family and the community in the education process enhances learning and academic achievementWe are responsible for building and maintaining high performing organizations that ensure all students will successfully acquire the knowledge, skills and values necessary for successOur principals and teachers make the critical difference in student achievement Commitments1. Providing all students with the opportunity to perform to their fullest potential and eliminating the achievement gap2. Giving all students access to a well-rounded, rigorous curriculum that is research-based and data driven3. Preparing all students to be successful in institutions of higher learning or the workforce without a need for remediation4. Encouraging and providing engagement opportunities for all students’ families5. Embracing our community’s diversity and using it to enhance the educational environment6. Partnering with community members to maximize student learning7. Ensuring that an effective principal leads every school8. Ensuring that an effective teacher instructs each class9. Providing resources for relevant professional development 10. Providing safe and orderly learning and working environments11. Operating effectively and efficiently with fiscal responsibility12. Securing and allocating adequate and appropriate resources to meet the needs of all children
Section 3: Data Profile and Needs Assessment3.1. SCHOOL DATA PROFILE Instructions: Complete the school data profile below by providing enrollment and demographic data for the current 2014-15 school year and inserting achievement and school climate data for the past several years.Grades:K - 5 # of Administrators: 1 Student Enrollment:300 # of Teachers: 30
# of Support Staff: 10
READING (Grades 2 -5)
Number and % of Students Meeting District Benchmark for Grade Level Proficiency Based upon STAR Assessments > 40PR
SchoolAt/Above BenchmarkInterventionUrgent InterventionGrand TotalAt/Above BenchmarkInterventionUrgent Intervention Stadium School (Gr. 2-5) Fall 20161233337193 63.3%17%19.2% Stadium School (Gr. 2-5) Spring 2017137371619072.1%19.5%8.4%
MATH (Grades K -5)Number and % of Students Meeting District Benchmark for Grade Level Proficiency Based upon District and STAR Assessments(STAR > 40PR and DA >50% )
SchoolAt/Above BenchmarkInterventionUrgent InterventionGrand TotalAt/Above BenchmarkInterventionUrgent Intervention Stadium School Fall 20161933825256 75.4%14.8%9.8% Stadium School Spring 20172261812258 87.6%7.0%4.7%
Summary of School Performance: Reading: The above table shows a 11% increase in the number of students in grade 2-5 at grade level proficiency (72.1%), and a 32% reduction in the number of students in need of reading intervention (28%) in grades 2 -5. Math: The above table shows a 17% increase in the number of students at grade level proficiency (87.6%) in grades K - 5, and a 52% reduction in the number of students in need of math intervention (11.7%) in grades K - 5.
3.2. NEEDS ANALYSISInstructions: Prior to identifying goals and strategies, school teams must engage in a thorough needs assessment to evaluate the current state of the school. Utilizing the Cycle of Inquiry, school administrators and SITs should carefully analyze school qualitative and quantitative data to identify school strengths and areas for needed growth. Consider strengths and weaknesses in the following areas: academic achievement, teacher and leader effectiveness, curriculum and instruction, family and community engagement, use of time, use of data, culture and climate, and nonacademic supports. Summarize the school’s greatest strengths and growth areas and provide specific data points to support the analysis. Summarize the school’s greatest strengths and provide specific data points to support your analysis.
The greatest strength at Stadium School is shown in the efforts and care that staff puts forth to support the behavioral, social, and academic needs of the school population. Staff spends large amounts of time to support emotional readiness of our students and also provide much outreach to the families, which in turn supports the students’ availability to learn. Throughout the day, staff can be seen providing coaching and impromptu counseling for our children and utilize PBIS strategies, procedures and incentives. The culture and climate of the school is one that provides active learning for students in order to engage our children. The population continue to change, where the needs of the children and their families are becoming more significant and this impacts the student readiness to learn. Teachers build in much needed intervention in order to reinforce skills and fill student gaps. With the support of our teacher leaders, literacy and math and technology coaches, the staff is guided and supported to use best practices. They are resources of improvement and support for staff and support one another. Academic resources are modeled and shared among all staff members to improve adequate growth for all student, i.e.: DreamBox, Flocabulary, and teacher resource sites, along with additional district resources. An additional strength of Stadium staff is to continually look at data to regroup students for their academic needs, focused instruction, and adjusting intervention and Title I groups. The staff goes above and beyond to provide extra-curricular activities: i.e. basketball, enrichment, after-school programs, and craft and family activities, along with providing additional items to support basic needs of the families: i.e. food (weekly backpacks, food drives), clothing, toys, school supplies… Teachers and peer mentors work with students and reach out to and support students, particularly in the areas of behavior. social/emotional wellbeing and attendance.
Summarize the school’s areas of weakness in need of growth and provide specific data points to support your analysis.
Teacher carry over: continued improvement in common practice in academic and behavioral area, which is supported with the grade level Common Planning. Data conversations with ALL stakeholders- looking at student work, and reviewing progress monitoring to adjust instruction. Collaboration with all stakeholders planning for instruction, support and assessment with a focus on personalized learning for all students, including struggling learners and those needing enrichment.There is a continued need to increase the number of students attaining the 50th%ile on STAR assessments which aligns to the proficiency attainable on state assessments. With writing expectations, there is an on-going need to focus on the writing process: instructional time, integration in other disciplines, and review of the modeled techniques. Section 4: School Priority Areas and SMART Goals Instructions: Successful and sustainable school improvement requires a targeted and focused approach on the school’s most pressing needs and challenges. Please reflect upon school data and the needs analysis in Section 3 to identify a manageable set of priorities to guide the school’s improvement efforts over the next two years. Based on these identified priorities develop 3 or 4 SMART goals that are specific, measurable, attainable, results-oriented, and time-bound. SMART goals should align to and support the district’s vision, mission, and goals. Step 1: Priority Areas Priority Areas: Based upon the analysis conducted, what 3 to 4 priorities emerge for the school? Cite relevant evidence from your analysis to support these priorities. Reading Instruction: targeted intervention to fill gaps or missing skills, hands-on review activities, more prescriptive approach for special needs students and students in the RTI process to improve growth, data driven decision making (Concept building and vocabulary development) Expand writing instructions and utilize more consistently the Writing Workshop format, in order to refine the revision piece of all types of writing: word choice, sentence/paragraph fluency, transitional words, maintaining topic focus. Apply Thinking Maps across content areas, as the preferred graphic organizer for pre-writing, structured, and guided instruction using graphic organizers, rough drafts with conferencing focusing on editing and revising, focused instruction on one aspect (leads, sequencing, details…) Mathematics: An overarching focus on the shifts in CCSS, differentiated practice groups, applied problem solving, with data driven decision making, and vocabulary development. Identify and target students at each grade level in need of intervention. Math interventionists, in collaboration with the classroom teacher, will develop intervention strategies for instruction within the classroom and outside of the classroom to support the math needs of these students. Classroom teacher and interventionists will maintain records of the interventions, progress monitor the students, and collaborate to determine the necessary increases or decreases of intervention level and/or students being targeted.
Step 2: SMART Goals Goal #1: Insert the first SMART goal below.District strategic alignment: Ensure that reading instruction will meet the needs of all students1.9 Math & ELA – Develop curriculum aligned to CCSS
1.10 Science & Social Studies – Develop curriculum aligned to CCSS, state civic standards, national history 1.16 Ensure that research-proven effective Professional Development topics and practices are provided for implementation of instructional best practices to meet the needs of all learners. Title I Component1,2,4,126.96.36.199 &10 Ensure success for all studentsBuild productive partnerships for educationPromote a positive cultureCreate a safe and healthy learning environment for allManage fiscal resources efficiently and effectively Goal #2: Insert the second SMART goal below.District strategic alignment: Use of Common Core State Standards in Writing to refine the implementation of the writing process1.9 Math & ELA – Develop curriculum aligned to CCSS 1.16 Ensure that research-proven effective Professional Development topics and practices are provided for implementation of instructional best practices to meet the needs of all learners. Title I Component1, 2, 6, 8, & 9 Ensure success for all studentsBuild productive partnerships for educationPromote a positive cultureCreate a safe and healthy learning environment for allManage fiscal resources efficiently and effectively Goal #3: Insert the third SMART goal below.District strategic alignment: Ensure that math instruction will meet the needs of all students1.9 Math & ELA – Develop curriculum aligned to CCSS 1.16 Ensure that research-proven effective Professional Development topics and practices are provided for implementation of instructional best practices to meet the needs of all learners. Title I Component1,2,3,8,9,& 10Ensure success for all studentsBuild productive partnerships for educationPromote a positive cultureCreate a safe and healthy learning environment for allManage fiscal resources efficiently and effectively Section 5: School Improvement Strategies and Implementation Timeline Instructions: Identify a comprehensive and coherent set of strategies that are aligned with the school’s SMART goals identified in Section 4. Select strategies that are transformative, actionable, and student-centered. Complete the strategic planning process outlined below for each of the SMART goals. Provide a performance metric(s), tangible benchmarks that you expect to see happen as you are approaching your goals, to help measure progress and gauge whether or not the strategy is being implemented effectively and with fidelity. Identify when each strategy will occur by year and semester. Goal 1 : (SMART Goal and target) Ensure that reading and writing instruction will meet the needs of all students with focused intervention and improve percent proficient using STAR Reading Assessments, reading benchmarks, and district writing assessments: Accountability will be state testing ELA with total score with increases in the breakdown scores in each area of Reading and Writing. Action Plan (Strategies)2018201920192020ResponsiblePerformance MetricResources Process for Reporting
Make data driven decisions to support differentiated instruction to address skill gaps.Monitor trendlines, explore dipstick assessments and diagnostic tools,, progress monitoring and RTI, and Universal Screening MeetingsOn-goingRefine implemen-tationOn- goingClassroom teachers, special educators, and ELL teacher *Component 9Common Planning with Interventionists and Special Educators to improve directed instruction, shared best practices and progress monitoringContinue to use of STAR data in grades 2-5: benchmarking 3 times per year, publisher benchmarks, Fountas & Pinnell and additional targeted assessmentsSTARWondersF & PNewselaFlocabularyReadworks*Component 10Grouping of students - aligned to assessment data submitted to Literacy and reviewed and monitored by AdminCommon Planning meetings- Literacy team to analyze data and progress monitoring.Intervention progress monitoring.*Component 10
Targeted skills reflected in whole class and small group instruction and centers with flexible grouping, differentiation, blended learning and personalization*Component 9Use the group and/or instructional planning report to inform instruction or other diagnostic toolsExplore Blended Learning strategies implementation On-goingRefine Imple- mentation with focus on gaps and skill deficitsOn- goingClassroom teachers, special educators, and ELL teacherAdditional Teacher Assistant hourly to support target individual and small group interventionUse of diagnostic assessments to progress monitor a more specific area of need to fill the gap as revealed through the RTI process: spelling inventory,Fresh Reads for fluency and comprehensionUtilize Reading A-Z Fluency Binder to teach fluency strategies and use of assessment piece to drive instruction.PALs Quick Checks and Fundations assessmentsPlaylists, Google Classroom, EdpuzzleReading Street materials: leveled readers, Sleuth, Waltke’s Web, Freidalewis.com Squiggle Park – individual reading at instructional leve with a phonics focuslExposure to non-fiction texts, specifically in science and social studies to increase student background knowledge, using the following: Reading A-Z, Flocabulary.com Readworks.org, Newsela.comPurchase additional Chrome Books to update aging equipment needed for Blended LearningUse of Nooks to achieve access to the above. Source-based online videos used for compare/ contrast Teacher-made centers to review instructed skillsSTAR grouping using the Screening ReportProfessional Development targeting formative assessment: consultant and webinars * Component 2 & 4 Guidance provided by Literacy and monitored by Admin.*Component 4Classroom support, side-by-side teaching and conferencing/ collaboration during common planning *Component 5*Component 8Use of formative assessment using local and district guidanceFall parent conferences using Title I funding*Component 6 *Component 6Teachers collect Exit Slips to assess learning and reflect on instructional changes to be made 3. Pacing of district reading program and Literacy based assessments On-goingOn-going
Classroom teachers and special educators.*Component 9Success and incremental progression on reading series and its assessment, STAR assessmentPacing with timeline recommendation*Integrated Trimester Writing: See Goal #2Collection of Literacy Progress monitoring sheets quarterly*Integrated Trimester Writing: See Goal #2 5. Develop and strengthen writing with a focus on differentiation between revising and editingThroughout school year
Classroom teachers, Special Educators, ELL teachers*Component 9Student samplesWriting Prompts (utilizing multiple texts, poetry, videos, etc.)…Writing will be brought through the entire writing process to include completing the graphic organizer, first draft, student revisions and editing, final draft (typed when possible) and a rubric grade.*Component 2Completed Unit writing (including organizer, first and final drafts and rubric) will be collected and recorded. 6. Concept building and vocabulary development with direct teaching on creating mental imagery*Component 1 Thinking Maps*Component 2
instructional focus and continued emphasis and application of Thinking Maps On- going All staff across all disciplines, content area reading Teacher observations and assessments, reading assessments: benchmarking, F&P, Fresh Reads,Thinking Maps Tumblebooks.com, Vocabulary A-Z, Flocabulary, ReadWorks, Newsela.com, non-fiction texts and video clipssCollaboration with literacy staffWalkthroughs by administrationCommon Planning Meetings, Faculty Meeting monthly sharing, swaps, and Make-it Take-its
Goal 2 : ( SMART Goal and target)Build Social Capital as defined as the Network of relationships between school officials, teachers, parents, and the community that builds trust and norms that promote academic achievement. Social capital is scientifically linked to more students passing state tests and district assessments. : increase parent involvement. State scores increase number of students passing state testing (Ohio State Univ. Jeff Grabmeier) Increase in participation of parents and outside supports*Component 6Action Plan (Strategies)2018 201920192020ResponsiblePerformance MetricResources Process for Reporting
1. Improve parent/student engagement, parent training and involvement
2. Feinstein Good Deeds, PBIS (Respectful, Responsible and Safe)
3. Cultivate Parent Organization and extended involvement and Cultivate Community Links
4. Building School environment and student awareness strategies
Rebuild parent group
Mental Health support in classrooms at beginning of yearcontinue
Administration, staff, Parent Organization, Title I Family Center, community agencies
Administration, staff, Parent Organization, Title I Family Center, community agencies
Administration, staff, Parent Organization, Title I Family Center, community agencies
Administration, staff, Parent Organization, Title I Family Center, community agenciesParent Nights relevant topics, increase the number of attendees, outreach with ideas to draw and include more familiesApplied trainings to educate and inform parents regarding expectations, activities and instruction
Charitable giving, student and staff incentives, staff trainings on empathy, trauma informed decision making SPIE family events Title I Family Center
Center and student based activities, active role in learning and control of body, focus, ownershipParent nights using local professionals and district resources, Open House, phone log, family/school projects, activity breakfast, November conferences with translators availablecommunication through student folders/ plannersread along books, summer packets and student work, DreamBox, IXLpositive phone calls and postcards, translator,grade level parent workshops, student orientation *component 7backpacks with items for specific families weekly, clothing, food drive, toy drive*Component 2connections with local community agencies, social and medical resources, mental health staff, school nurse teacher
sensory area: materials and equipment: putty, bands, wiggle seats, rocking chairs, balls, wiggle stools, standing desks, floor tape for student”office”, student workspaceExit satisfaction survey with likes, take-aways, and recommendationsData from State testingSchool satisfaction survey pre- and post assessmentParent Engagement sessions*Component 6
increase active membership, committeesengage community volunteersnumber of parental wellness and academic activities connected to SPIE (Yoga, dance, cooking), outside agencies, mentors, CATC number of discipline referrals Order and utilize materials
Goal 3 : ( SMART Goal)Ensure that mathematics instruction will meet the needs of all students and improve percent proficient using STAR Math Assessments: .Action Plan (Strategies)2018201920192020ResponsiblePerformance MetricResources Process for Reporting
Whole class instruction with small group differentiation driven by data to target instruction to reach the above grade level students in addition to the on-grade and approaching-grade level groups.
Classroom, special education, & ELL support staff*Component 9Math interventionistDistrict Math Assessment for K-1STAR Math Grades 2-5 EurekaGuidance from Math Coach/ InterventionistUse a repertoire of extension activities for high achieving students, including technology software.Concentration on Math Fluency – utilizing the following:XtraMath.orgIXL, Zearn, DreamBoxPilot use of PMP to monitor students needing interventionSTAR progress monitoring*Component 10
School-wide focus on sharing student work, and data analysis at common prep and common planning times throughout the year. *Component 1
All staffLooking at Student Work Look at student work to calibrate grade level expectationsAdditional professional development on formative assessment *Component 1Impact of embedded PD and common sharing on-going *Component 1*Component 3Sharing of student work that demonstrates staff instructional growth Additional supports for students needing targeted intervention by implementing small group support in the classroom and targeted after school math programs
Math Interventionists (Itinerant Math interventionist and Title I After-School Math Support)Screening with math assessments: numeracy probes for grades K-2, computational fluency for grades 3-5, Sprints, teacher made, district, STAR with monitoring of success with same assessments as a gage of additional learning, utilize reports for STAR, Zearn, IXL, DreamBox reportsUse of Title I funds to support grade specific after school intervention with targeted focus on lacking skill (utilize planning report from STAR to fill gaps)*Component 2*Component 9
Monitoring student progress on STAR and formative assessment by math coach, SDLT and Administrator*Component 8
Component 7: Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs At Stadium School, we believe that we need to engage families as equal partners in education from the first time they and their children enter our building. This begins with our Pre-K to K transition period. The following plan is executed yearly. Each year, through the office of Title I Family Center, the Stadium Principal attends an informational evening meeting with the Head Start families and their child who is registered to enter Stadium’s Kindergarten class the following September. The purpose of this orientation is to provide an opportunity for the school staff to meet with new school families and to answer some of their questions and curiosities about Kindergarten. We provide an overview of the Kindergarten curriculum with parental tips which reinforce the children’s Pre-K skills. Additionally, the kindergarten teacher prepared and distributed a packet to families filled with activities that would help prepare students with essential skills. The Title I Family Center offers these same students and parents several opportunities throughout the Pre-K year to attend public library story hours and invites them to attend established and transitional programs to introduce them to the Cranston Public Schools. Prior to the beginning of the new school year, kindergarten children and their parents are invited to attend an orientation/tour at Stadium. During this visit they have an opportunity to meet with the principal and kindergarten teacher, see the Kindergarten classroom, learn more about the kindergarten curriculum, schedule, and routines, and have their questions answered.Additionally, kindergarten parents are invited to a meeting at the end of the academic year to share lunch with their child and teacher. At this meeting, a presentation is made by the reading consultant and first grade teachers about the first grade curriculum and their expectations. PART 3: REQUIREMENT CHECKLISTS Title I School-wide Program Checklist Instructions: Complete the Title I School-wide Program checklist to ensure that the school’s SIP meets the federal Title I requirements. A comprehensive school improvement plan must address all of the components defined in the Elementary and Secondary Education Act (Section 1114(b) of Title I). Component 1: School-wide reform strategies that provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievementComponent 2: Use of effective methods and instructional strategies that are based on scientifically based research that strengthen the core academic program, increase the amount and quality of time (such as providing before and after school and summer programs and opportunities), and include strategies for meeting the educational needs of historically underserved populations. Component 3: Instruction by highly qualified teachersComponent 4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals, and if appropriate, pupil service personnel, parents, and other staff to enable all children to meet the State’s academic achievement standards. Component 5: Strategies to attract highly qualified teachers to high-need schoolsComponent 6: Strategies to increase parental involvementComponent 7: Plans for assisting preschool children in the transition from early childhood programs to local elementary school programsComponent 8: Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on, and to improve, the achievement of individual students and the overall instructional programComponent 9: Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance to ensure student difficulties are identified on a timely basis Component 10: Coordination and integration of Federal, State, and local services and programs School Improvement Planning Process RUBRICCriteriaMeetsEvidence in plan include: Section 1. Stakeholder representation on School Improvement Team While the team need not be all present for face-to-face meetings, the submitted plan includes input and reflection/feedback. This means that stakeholder groups – students, teachers, families, community members – are actively solicited for their perspectives on what works well, needs improvement, and how improvement can happen. Additionally, stakeholder groups need to have the opportunity to respond to the draft of the plan. This may occur at a faculty meeting, student/family /community member focus group, PTO meeting. REVISEDStakeholder representation indicated on School Improvement Team Data in the form of qualitative/quantitative feedback from sectors are used in the plan’s developmentREVISED Section 2. School/District Mission, Vision and Guiding Principles and Commitments The mission, vision and guiding principles were collaboratively developed and reflect the contributions and values of diverse stakeholders in the school community and are aligned to the District mission/vision and guiding principles and commitmentsOr The district vision/mission, guiding principles and commitments are adopted, and are clearly reflected in the school community. You are able to articulate how your action plan is aligned to the mission, vision and guiding principles and commitments. REVISEDStatements and principles are clearly aligned to goals Section 3. School strengths are identified based on dataThese strengths emerged as a pattern identified from valid and multiple data sources. The strengths identified are important resources that are used in the plan to leverage further improvement. There is evidence of how the strength is to be used in the action plan. REVISEDFor example, based on a faculty survey, several teachers state they would like to work together to develop math intervention strategies. Therefore, if your goal has specific targets for improving math achievement, the plan might reflect using these teachers as a resource and part of that strategy. REVISED Section 3. School needs are identified based on dataAs high-stakes decisions are being made, patterns of need were derived from multiple measures of student achievement, behavioral outcomes, data from teachers, parent and/or student surveys, or from other appropriate and valid source. The pattern that emerged and confirmed from the multiple data sources provides specific and sufficient direction for addressing the need in strategic and precise ways. The pattern elicits specific requirements of interventions.REVISED The description in this section indicates:the multiple data sourcesdescribes what the patterns arelater, in the goals and action plan, the patterns are repeated and addressed by describing the exact interventions that will be put into place to meet a stated targetVarious and multiple data sources are cited in needs analysis - such as:Student achievement dataDemographicStudent engagement dataCurriculum, instruction, program dataQuantitative dataQualitative dataSurvey data (parent, student, teacher)Valid analysis processes are used:Root cause analysisTriangulated analysisPatterns are clearly identified in needs analysis Section 4. Each goal is aligned to the District Strategic Plan The plan’s goals and measures clearly share common expectations as the district plan. While it is not necessary to align to every measure in the district plan, there is evidence of addressing the overarching district goals in the school’s plan. Aligning instruction to CCSSImplementing PBIS and/or RtISustaining SDLTImproving assessment system by developing and implementing common formative assessments See 2014 – 2019 District Plan Section 4. Each SMART goal is specific, measureable, attainable, reasonable and targetedEach goal is concrete and achievable. Goals state a need and a target for improvement. The target is reasonable because there is evidence of validated and sufficient data used in the needs assessment and the intervention, as described in the action plan, reflects that research, enough time and resources are allotted.NEWLongitudinal data is used Target is a measure from an assessment and/or evaluation tool that is aligned to available formative and interim tools NEW Section 5. The Action Plan demonstrates a process for addressing the goal and meeting the target Strategies include steps that 1) support monitoring level of fidelity of implementation by stating what data will be collected and when during implementation; 2) support ongoing and incremental evaluation of the action using student achievement or other appropriate data.3) apply strengths determined during needs assessment The plan is generally: Focused on acceleration for all studentsDemonstrates an accountability and support system that ensures all students personalized interventions and appropriate instructional timeIncludes time for teachers to co-develop strategies forAddressing universal instructional needssupporting struggling and at-risk students1. Implementation evidence (examples): Level and quality of application of a curriculum, meeting requirements of a schedule, level of systematic and systemic usage2. Monitoring of learning progressintervention, support process, program, etc. are regularly tested for effectiveness and modifications to intervention, etc., are made when acceleration of progress is not sufficient3. Application of strengthsThere is clear evidence that plan includes the use of known assets
Section 5. The dates indicated are when the action is taking placeThe dates support implementation, evaluation, communication and reporting of (intervention/ program/ support etc.) plan. The dates provide a timeline for monitoring and making ongoing decisions for tweaking and adjusting the plan.Alignment of action steps to timeline is clear Section 5. Responsible names the person/people who are the leads in this area. It may also name and indicate as support personnel others involved. The responsible person is an individual(s) who has authority to lead the project and has the support to be successful. This person(s) will report out on the progress of the strategy and let the school improvement team and school leadership if more support is needed or if strategy needs to be modified.NEWPeoples name or specific position title is providedNEW Section 5. Performance MetricIs the quantitative and/or qualitative data that will be monitored throughout implementationPerformance metrics measure an organization’s activities and performance. They should support the stakeholders’ understanding of the direction and progress toward meeting goals and targets. They are the multiple data points used. REVISEDSTAR data; surveys, walk-through data, etc.REVISED Section 5. Resources listed are all of those necessary for successfully completing the action stepListed resources are required for the success of the plan. Certain resources are research proven effective for particular applicationExisting school and district resources are prioritized for useThe use of the resources must be accounted for in the school budgetExisting resources are being used in a more monitored and measured mannerCommon Planning Time meeting notes will report information specific to goalResearch of effectiveness is cited Section 5. The Process for Reporting Progress is a communications plan. REVISEDThe following questions are answered:Who is responsible for communicating?Who needs to know?When do they need to know it?How will they find out?For example:SIT - PBIS subcommittee The faculty and students need to know about the level of progress of student behavior (PBIS)QuarterlyData wall PART 3Schools receiving Title I entitlements have included all required elements as described on the last page of the SIP template. See Title I guidelines
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