Boze Elementary Student and School Success Plan A report that displays all information for assessments, plans, and tasks for selected indicators. November 09, 2016

Boze---N NCES - 530870001456 Tacoma Key Indicators are shown in RED.

Student and School Success Principle Indicators Student and School Success Principle 1: Strong leadership Principal's role

Indicator Status Assess

Plan

P1-IE07 - The principal monitors curriculum and classroom instruction regularly.(58)(TitleITA) Tasks completed: 1 of 3 (33%) Level of Development:

Initial: Limited Development 11/29/2012

Index:

9

(Priority Score x Opportunity Score)

Priority Score:

3

(3 - highest, 2 - medium, 1 - lowest)

Opportunity Score:

3

(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)

Describe current level of development:

Principal works to be highly visible in the classroom, lunchroom and playground areas.

Assigned to:

Arron Wilkins

How it will look when fully met:

By 2017, 100% of Boze teachers will post and review with students the CCSS, learning targets, success criteria, and exit activities for ELA, mathematics, science lessons as measured by the classroom walk-through tool.

Target Date:

06/16/2017

Tasks: 1. Principal will introduce Walkthrough tool to staff to develop a common understanding of "look-fors" for the high yield strategies to be observed. Assigned to:

Arron Wilkins

Added date:

10/23/2015

Target Completion Date:

11/18/2016

Comments:

11/2016: Principals will introduce new walk-through tool to staff at staff meeting on 11/18/2016. 10/2015: Principal introduced walk-through tool to staff and focused on the high yield strategy of setting objective and providing feedback.

Task Completed:

10/16/2015 12:00:00 AM

2. Principal and leadership team will develop a system to share data collected from walkthroughs with staff, a minimum of 3 times of year. Assigned to:

Arron Wilkins

Added date:

10/23/2015 Page: 1 of 20

Target Completion Date:

05/15/2017

Frequency:

three times a year

Comments:

11/7/2016: Principal and Assistant Principal will conduct weekly walk-throughs and share data electronically in an excel spreadsheet to specific staff members who were observed. 10/2015: A spreadsheet will detail the percentage of classrooms where the components of 1.CCSS 2.Learning Target 3.Success Criteria 4. Exit Activity have been observed or posted.

3. Principal will conduct daily walkthroughs with staff receiving copy of observation tool Assigned to:

Arron Wilkins

Added date:

10/23/2015

Target Completion Date:

05/15/2017

Frequency:

daily

Comments:

11/7/2016: Principal and Assistant Principal conduct weekly walk-throughs and provide electronic feedback to staff on what was observed.

Implement Percent Task Complete:

33%

Student and School Success Principle 2: Staff evaluation and professional development Professional development

Indicator Status Assess

P2-IF14 - The school sets goals for professional development and monitors the extent to which it has changed practice.(3378)(Expected,TitleISW,TitleITA) Tasks completed: 5 of 7 (71%) Level of Development:

Initial: Limited Development 09/26/2013 Objective Met - 05/19/2014

Plan

Index:

6

(Priority Score x Opportunity Score)

Priority Score:

3

(3 - highest, 2 - medium, 1 - lowest)

Opportunity Score:

2

(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)

Describe current level of development:

We are beginning to use our Instructional Team Planning Tool to monitor how professional development is impacting our instructional practice.

Assigned to:

Arron Wilkins

How it will look when fully met:

11/7/2016: By June 2017, using the classroom observation tool, 100% of K-5 teachers will participate in one peer observation cycle.

Target Date:

06/10/2016

Tasks: 1. Create a new schedule for the 2016-2017 school year. Create schedule and review process for the peer observation cycles. Assigned to:

Ann Balala

Added date:

05/28/2014 Page: 2 of 20

Target Completion Date:

11/30/2016

Frequency:

once a year

Comments:

11/7/2016: Principal, Assistant Principal, and Instructional Coach will develop a schedule and submit to the SCDM for approval. 1/27/15: Schedule was completed on 1/27/15. 10/09/14: Principal and Instructional coach have scheduled a meeting for 10/16 to develop schedule for peer observation cycle for the year.

Task Completed:

1/27/2015 12:00:00 AM

2. Staff will participate in 1 peer observation cycle. Peer observation cylces will follow the established structure for pre-conference, observation and feedback. Assigned to:

Ann Balala

Added date:

05/28/2014

Target Completion Date:

05/31/2017

Frequency:

once a year

Comments:

11/31/2016: Instructional Coach and Administration will set dates for the peer observations. 10/15: Instructional Coach and Principal will set date for the peer observations. 6/1/15: The school leadership team will meet before next year to plan for a funding source for peer-observations for the 2015-16 school year. No peer observations were conducted this year. 2/13/15: Due to funding issues peer observations have not been accomplished. Funding is available to provide all staff, K-5, the opportunity to participate in 1 peer observation during the month of April. The cycle will consist of pre-conference, observation, and post-conference for feedback. Refresher of process and expectations will take place in April. 10/09/14: By November, Principal and Instructional Coach will provide a refresher training on peer observation procedures, expectations, use of protocol, pre and post observations, and reflection of what it means to personal practice. 5/2014:Reminder: 3 formal peer observation cycles and 1 informal peer observation by a team of teachers.

3. 11/7/2016: Leadership Team, Principal and Instructional coach will share and review the classroom observation with staff. Leadership Team, Principal and Instructional coach will develop classroom observation protocol. Assigned to:

Ann Balala

Added date:

10/17/2013

Target Completion Date:

12/09/2016

Comments:

11/7/2016: The Observation Protocol using language from 5 Dimensions of Teaching and Learning (Purpose). Language from 5 Dimensions of Teaching and Learning (Purpose) will be used to develop protocol. 2/13/14: Classroom observation tool has been developed and aligns with language from 5 Dimensions of Teaching and Learning. Tool was used for 2 rounds of observations to gain staff input for process and feedback. Next steps will be training staff using classroom videos to provide examples of look-fors.

Task Completed:

12/18/2013 12:00:00 AM

4. 11/7/2016: Provide staff with professional development in the use of peer observation protocols by December. Page: 3 of 20

Assigned to:

Ann Balala

Added date:

10/14/2013

Target Completion Date:

12/09/2016

Frequency:

once a year

Comments:

11/7/2016: Procedures and protocols for the protocol are developed. Procedures and expectations for using protocol will be defined. Prior to peer observation, teacher will conference about lesson and look-fors on protocol: protocol will provide space to document scripted examples of the look-fors. Sharing of observation will be focused on lookfors. 2/13/14: March 6th will be the training for use of peer observation tool, using classroom video. Will model expectations 1) pre-conference 2) documenting look-fors (targets and student understanding) 3) post-conference. 5/19/14: Training was completed on March 27th. In addition to presenting expectations, videos were used for staff to practice and discuss process.

Task Completed:

5/19/2014 12:00:00 AM

5. 11/7/2016: A structure is developed for observations and debriefing lessons. Set up structure and time for teachers to observe and debrief lessons. Assigned to:

Kate Araujo

Added date:

10/14/2013

Target Completion Date:

12/16/2016

Comments:

Peer Teachers will have opportunity to meet prior to lesson (15 minutes) and after (15 minutes) to debrief observation. 2/13/14: On the week of March 18 through the 20th our first rounds of peer observations will occur. 5/19/14: Schedule developed allowed for pre-conference, observation and post-conference time. All staff K-5 have participated in two rounds of peer observations.

Task Completed:

5/19/2014 12:00:00 AM

6. 11/7/2016: Staff will participate in one peer observation with focus on "Purpose" from the 5 Dimensions of Teaching and Learning. Staff will participate in 2 peer observations with focus on "Purpose" from 5 Dimensions of Teaching and Learning. First observation completed by January 31, 2014 and second observation by April 30th, 2014. Assigned to:

Arron Wilkins

Added date:

10/14/2013

Target Completion Date:

05/31/2017

Frequency:

twice a year

Comments:

11/7/2016: Peer observations to begin the January 2017. 2/13/14: On the week of March 18 through the 20th our first rounds of peer observations will occur. 5/19/14: Two round of peer observations have been completed. Both rounds were accomplished in April. Staff expressed a positive response to the peer observation protocol and video trainings.

Task Completed:

5/19/2014 12:00:00 AM

7. 11/7/2016 Staff participated in 4 days of Professional development in project-based learning with TAF in July 2016. 11/7/2016 Staff will have monthly professional developments in project-based learning by the Technology Access Foundation. Staff will participate in 42 hours of professional development focused on high yield strategies, 5D and STEAM. Page: 4 of 20

Assigned to:

Sherry Johnson

Added date:

10/28/2015

Target Completion Date:

06/10/2016

Frequency:

monthly

Comments:

11/7/2016: PD currently has focused on project based learning with integration CCSS and NGSS. 10/2015: PD currently has focused on project based learning integration; writing standard based lesson plans with CCSS, learning target, success criteria, and exit activities. Current list of year long offerings:Highlights: 1. Standards-based Reporting: opportunity to work on report cards twice and receive a little training on how to incorporate projects into the assessment of students. 2. Writing: an opportunity to reestablish community agreements for teaching writing. 3. Science note-booking: maximizing the science development of each child and deeper investigation of Claims & Reasoning with Jose Rios. 4. Reading Instruction: meeting the needs of students outside of a traditional walk–to-read model and differentiating instruction, so that Multi-Tiered Supports Systems are in place. 5. STEAM by TAF: developing our understanding of project-based learning. 6. Technology: enhancing our ability to effectively use educational technologies like SMART Tables, SMART Boards, iPads, and SWIFT.

Implement Percent Task Complete:

71%

Objective Met:

5/19/2014

Experience:

5/19/2014 School teams created and revised the peer observation protocol and complete two rounds of peer observation cycles. Teams worked collaboratively (K/2, 1/4, 3/5 and included ELL, special ed. and Title I staff) by completing a pre-observation and post-observation debrief.

Sustain:

5/19/2014 It is necessary for teams to increase the frequency of peer observation cycles and add a section to tool that asks teacher observers to share what new practices they will adopt as a result of the experience.

Evidence:

5/19/2014 Peer observation tool is uploaded in Indistar file along with schedules. Dates of observation: April 23 and 30; Each grade level cycle was an hour in length

Student and School Success Principle 3: Expanded time for student learning and teacher collaboration Expanded time for student learning and teacher collaboration

Indicator

Status Assess

P3-IVD05 - The school monitors progress of the extended learning time programs and strategies being implemented, and uses data to inform modifications.(3058)(Expected,TitleISW,TitleITA) Tasks completed: 2 of 6 (33%) Level of Development:

Initial: Limited Development 11/29/2012

Index:

9

(Priority Score x Opportunity Score)

Priority Score:

3

(3 - highest, 2 - medium, 1 - lowest)

Page: 5 of 20

Plan

Opportunity Score:

3

(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)

Describe current level of development:

Pre and post tests are required for Extended Learning Opportunities to show progress and effectiveness of instruction.

Assigned to:

Ann Balala

How it will look when fully met:

By Spring 2016, Grades K-5 will conduct at least 2 project based learning exhibitions that increase the time that students engage in productive academic learning.

Target Date:

06/10/2016

Tasks: 1. Provide literacy Extended Learning Opportunities for K-4 students. Assigned to:

Melinda Myers

Added date:

10/14/2013

Target Completion Date:

10/31/2014

Frequency:

monthly

Comments:

12/16/16: A portion of discretionary money from Title I will be earmarked for ELOs for students who are in K-5 related to improving student performance on the iReady assessment for grades 1-5 and the Kindergarten portfolio. 6/1/15: Two sessions of extended learning opportunities took place for fifth grade and kindergarten. In addition, through community resources provided by SES, about fifteen students were provided services. Boze staff members have a partnership with the Technology Access Foundation which will worked to provided extended opportunities for students not meeting standard. 2/13/15: Funding for ELO after school has been limited. The SRI program is being researched to provide students interventions in reading focusing on comprehension and foundational skills that are aligned with CCSS standards. The SRI program is purchased, ELO would take place in Spring to lay the foundation for ELO in 201516. 10/09/14: Title I teacher shared with SCDM funds for extended opportunities. SCDM, Principal, Title I and Instructional Coach will develop a plan for ELOs by November. Funds this year are very limited due to set asides for supplemental education services. ($2,355) 5/19/14: Extended opportunities were provided in kindergarten, second and third grade. Team will work on how to provide a more comprehensive extended learning experience for students grades K-5 in the 2014-15 school year. In addition, every grade level has had sight word recognition (Word Zone) where needed. 2/13/14: Kindergarten and third grade are providing extended learning opportunities for students. Third grade serves 35 students four times a week with a focus on word problems from curriculum and in literacy main idea and two details. Kindergarten serves 19 students twice a week with the first twenty sight words.

2. Grade level teams will schedule their twice a month meetings. 2/13/14: There will now be one Student Growth Goal meeting instead of two monthly meetings. Using I-Grant money, staff has agreed to meet for three hours on the third Wednesday of the month. Meetings are scheduled on the master calendar through June. Page: 6 of 20

Assigned to:

Melinda Myers

Added date:

10/14/2013

Target Completion Date:

02/06/2013

Comments:

11/8/16: One student growth goal meeting will happen monthly for 1.5 hours. In this meeting teams will analyze data and develop academic intervention plans for supporting struggling students. Grade level teams will schedule their twice a month meetings. 2/13/14: There will now be one Student Growth Goal meeting instead of two monthly meetings. Using I-Grant money, staff has agreed to meet for three hours on the third Wednesday of the month. Meetings are scheduled on the master calendar through June. 5/15/19: Since adjusting schedule to 1 longer meeting each month, staff attendance and participation has increased. It has allowed for consistent planning and feedback from grade level teams, instructional coach, support staff and principal.

Task Completed:

2/6/2014 12:00:00 AM

3. Provide Extended Learning Opportunities for identified ELL students with Imagine Learning and or Read Naturally. 5/28/14 The team decided to delete task 3 because it was not implemented or shown to be useful to accomplishing the indicator. Assigned to:

Melinda Myers

Added date:

10/14/2013

Target Completion Date:

10/31/2013

Frequency:

monthly

Comments:

2/13/14: Read Naturally is currently not being used as an extended learning opportunity. It is being used by Special Education staff during core instruction. There are currently 80 students enrolled in Imagine Learning with varying levels of usage. This task will be reviewed in the future for effectiveness. 5/19/14: The use of Read Naturally and Imagine Learning will be reviewed for use in the 2014-15 school year. These materials were inconsistently used, so no impact on its effectiveness can be determined at this time. The indicator for Extended Learning Opportunities will be continued and revised for the next school year, based on student data, staffing and funds.

Task Completed:

5/28/2014 12:00:00 AM

4. Staff attend 4 day institute for Project Based Learning sponsored by TAF foundation Assigned to:

Ann Balala

Added date:

10/23/2015

Target Completion Date:

08/28/2015

Comments:

11/8/16: This was accomplished in July. 10/15: This was accomplished in July.

5. TAF coaches who promote implementation of projects meet with grade levels monthly Assigned to:

Ann Balala

Added date:

10/23/2015

Target Completion Date:

06/10/2016

Page: 7 of 20

Comments:

6/16/17: Coaches are meeting with all teachers K-5 to develop and refine projects. 10/15: Coaches are meeting with all teachers K-5 to develop and refine projects.

6. TAF coaches create and maintain a website of resources for project-based learning. Assigned to:

Ann Balala

Added date:

10/23/2015

Target Completion Date:

06/10/2016

Frequency:

monthly

Comments:

6/16/17: Website has been developed and coaches are assisting staff in utilizing this site to support the development of projects. 10/15: Website has been developed and coaches are assisting staff in utilizing this site to support the development of projects.

Implement Percent Task Complete:

33%

Student and School Success Principle 4: Rigorous, aligned instruction Engaging teachers in aligning instruction with standards and benchmarks

Indicator Status Assess

Plan

P4-IIA01 - Instructional Teams develop standards-aligned units of instruction for each subject and grade level.(88)(ELL,Expected,SWD) Tasks completed: 3 of 6 (50%) Level of Development:

Initial: Limited Development 11/29/2012

Index:

9

(Priority Score x Opportunity Score)

Priority Score:

3

(3 - highest, 2 - medium, 1 - lowest)

Opportunity Score:

3

(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)

Describe current level of development:

We are currently following the district literacy initiative, math curriculum maps and PLCs, FOSS science kit schedules, and our school's writing initiative.

Assigned to:

Julie Dickmann

How it will look when fully met:

2016-17 4th graders will grow from 39% proficient on the ELA SBAC to 58% proficient in the Spring of 2017. 5th graders will grow from 22% proficient on the ELA SBAC to 58% proficient in the Spring of 2017. 4th graders will grow from 47% proficient on the Math SBAC to 58% proficient in the Spring of 2017. 5th graders will grow from 18% proficient on the Math SBAC to 47% proficient in the Spring of 2017.

Target Date:

05/31/2017

Tasks: 1. Instructional teams will meet monthly to analyze i-Ready benchmark and growth monitoring assessment data to plan instruction, note student growth toward standards, and plan interventions where needed. Assigned to:

Arron Wilkins

Added date:

05/28/2014 Page: 8 of 20

Target Completion Date:

06/16/2017

Frequency:

monthly

Comments:

11/8/2016: Tacoma Public Schools has adopted the i-Ready assessment program for literacy (1st-5th) and math (K-5). This assessment has both benchmark and progress (growth) monitoring components. 6/1/15: Each grade level team met with principal monthly to review student achievement data and student growth goals to monitor and adjust instruction and create plans to support students who were not meeting student growth goals. This aligned with TPEP. 1/15/15: Instructional teams will use student growth targets from monthly meetings to determine the effectiveness of this task.

Task Completed:

6/1/2015 12:00:00 AM

2. Use Stanford problem-solving structure for 1st through 5th grade for identified problem using rubric to give student feedback on attaining grade level expectations, weekly. Assigned to:

Arron Wilkins

Added date:

05/28/2014

Target Completion Date:

06/09/2017

Frequency:

weekly

Comments:

10/2015: Staff will receive professional development in constructing viable arguments and critiquing the reasoning of others and will continue to focus on making sense of problems and persevering in solving them. 6/1/15: Grades K-5 used the Stanford Math Strategy. Each grade developed a rubric for the four-step process for helping students make sense of problems and persevere at solving problems. Teachers provided students with a weekly problem based on the the CCSS Think Central assessment. Students were guided in the use of the math strategy and were given opportunities to be released from highly structured learning to more independent practice as students became more familiar with the strategy. Although the numbers of students meeting the end of the year standard on the CCSS Think Central Assessment not promising, the amount of student growth made on problem solving is positive. Students are making steady progress in problem solving strands (i.e. fourth grade standards 4.N.F.B.3.A from 13 to 45 students meeting standard). 10/21/2014 Instructional Coach and Principal provided professional development on the Stanford Math strategy during August Waiver Day. Principal and Primary Special Education Teacher attended UW-TELL Summer Institute facilitated by Chitra Bhardwaj "ELL Strategies for Math Using the Stanford Understanding Language Math Project." Grade level teams will determine what the requirements and format will look like for each grade. Each grade level has agreed to present one story problem per week to students to develop their ability to make sense of problems and persist through the use of the Stanford Math strategy.

3. Professional development on the use of learning targets in math. Assigned to:

SCDM team

Added date:

11/29/2012

Target Completion Date:

09/01/2016 Page: 9 of 20

Comments:

11/8/2016: Learning target Professional Development included in first professional development day for the 201617 school year, 9/1/2016. Email sent 10/3/13 with power point attached. Email and power point will be uploaded into Indistar tool. 2/13/14: Principal held staff meeting to review expectations for writing learning targets for reading and math. Expectation is for learning targets to contain success criteria to assist students in understanding if they have attained skill or concept. (Meetings held 10/11 and 10/25) Power Point has been uploaded.

Task Completed:

10/25/2013 12:00:00 AM

4. Grade level teams will create student surveys to be given to students at the end of each grading period. Assigned to:

Steffanie Broyles

Added date:

11/08/2016

Target Completion Date:

06/16/2017

Frequency:

three times a year

Comments:

11/8/2017: This task replaces Task 4 (regarding exit slips). The survey will include three questions which will give teachers feedback from students about how to improve their practice.

5. Staff will receive professional development in constructing viable arguments and critiquing the reasoning of others. Assigned to:

Arron Wilkins

Added date:

10/28/2015

Target Completion Date:

03/16/2017

Comments:

11/8/2016: Will need to calibrate this task to the new data from the math portion of the i-Ready assessment. Professional development planned for March 16, 2017. 10/15: This is the next step in developing teachers' ability to design and deliver mathematical instruction aligned to CCSS.

6. Exit slips will be analyzed at monthly grade level meetings. Assigned to:

SCDM team

Added date:

11/29/2012

Target Completion Date:

05/19/2014

Frequency:

monthly

Comments:

11/8/2016: This task will no longer be monitored. Instead we will create a new task. This task was never fully implemented. Staff members will collect student exit activities and share them during grade level meetings as formative assessment to monitor and adjust core instruction, and analyze how students are progressing towards explaining and demonstrating their understanding of Learning Targets. 2/13/14: Use of exit slips have been implemented at varying degrees. On the Mid-Year Review Survey 18 of 22 staff reported use of exit slips from once a week to twice a month or other. After staff reflection and discussion, a school agreement was reached that all grade levels would bring a minimum of one completed exit activity in both reading and math to the monthly student growth meetings. On 1/21/2014, staff shared ideas for creating, use Page: 10 of 20

of and implementing exit slips. 5/19/14: It was determined that analyzing exit slips at monthly grade level meetings was not effective at influencing teacher instruction. The time frame between analysis of the data and actual benefit to instruction was too big of a lag. The use of exit slips for the 2014-15 school year will be included in the peer observation cycle. Staff decided to increase the length of observations to increase the amount of time to observe teaching practices and strategies (with a focus on learning targets and success criteria). Task Completed: Implement Percent Task Complete:

5/19/2014 12:00:00 AM 50%

Student and School Success Principle 5: Use of data for school improvement and instruction Assessing student learning frequently with standards-based assessments

Indicator

Status Assess

Plan

P5-IID08 - Instructional Teams use student learning data to assess strengths and weaknesses of the curriculum and instructional strategies.(106)(ELL,Expected,SWD,TitleITA) Tasks completed: 4 of 7 (57%) Level of Development:

Initial: Limited Development 12/03/2012

Index:

9

(Priority Score x Opportunity Score)

Priority Score:

3

(3 - highest, 2 - medium, 1 - lowest)

Opportunity Score:

3

(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)

Describe current level of development:

We currently meet in grade level teams to analyze reading achievement data to identify and address holes in reading achievement. We employ the following reading resources to address issues: Phonics for Reading, SIPPS, Rewards, Reading Templates.

Assigned to:

Ann Balala

How it will look when fully met:

2016-17 4th graders will grow from 39% proficient on the ELA SBAC to 58% proficient in the Spring of 2017. 5th graders will grow from 22% proficient on the ELA SBAC to 58% proficient in the Spring of 2017. 4th graders will grow from 47% proficient on the Math SBAC to 58% proficient in the Spring of 2017. 5th graders will grow from 18% proficient on the Math SBAC to 47% proficient in the Spring of 2017.

Target Date:

05/31/2017

Tasks: 1. Grade Level staff K-5 will chart student progress toward attaining end of the year student growth targets at monthly meetings. Assigned to:

Ann Balala

Added date:

05/28/2014

Target Completion Date:

06/10/2016

Frequency:

monthly Page: 11 of 20

Comments:

11/8/16: Grade level teams will meet with Admin and share student growth records for mathematics and literacy as measured by iReady. Admin and grade level teams will determine the number of students meeting, exceeding, and below, or approaching student growth goals. Data records focused on student growth goals 3.1, 6.1, and 8.1. For next year, it will be important for staff to understand the concepts of student growth and proficiency. 10/15: This is a continued task for 2015-16. 6/1/15: Grade level teams met with Principal and shared student growth records for mathematics and literacy. Principal and teams determined the number of students meeting, exceeding, and below, or approaching student growth goals. Data records focused on student growth goals 3.1, 6.1, and 8.1. For next year, it will be important for staff to understand the concepts of student growth and proficiency.

2. Grade levels will meet five times a year in two hour blocks after major and informal assessments (i.e. Smarter Balance Interim Assessments, Math Unit Tests, Diagnostic Reading Assessment...) to analyze and plan for instruction and interventions; with a focus toward increasing the number of students progressing toward meeting end of the year student growth targets.(this is release time) Assigned to:

Ann Balala

Added date:

05/28/2014

Target Completion Date:

05/20/2015

Frequency:

four times a year

Comments:

11/8/16: Grade level teams will meet three times a year during Data Days to analyze and plan for instruction and intervention to increase the number of students meeting grade level standards (CCSS) as measured by iReady. 6/1/15: Monthly meetings were held for three hours a session. 10/09/2014: These meetings will now be called Grade Level Instructional Planning Meetings. Based on interim classroom assessments, teachers will plan instruction to increase the number of students meeting grade level standards (CCSS). These sessions will address planning for core instruction and intervention for student who have not yet achieved previously taught standard. Template was developed during 2013-14 school year.

Task Completed:

6/1/2015 12:00:00 AM

3. Grade levels will meet twice per month for a minimum of 30 minutes each to analyze and plan for instruction and interventions with a focus on increasing the number of students passing tests, and pacing toward meeting standards. Assigned to:

Ann Balala

Added date:

10/14/2013

Target Completion Date:

05/19/2014

Frequency:

twice monthly

Comments:

Assessments to be used: -Reading Street Story Tests -Read Well Unit Tests -DDS and Running Records -Math Expressions Unit Tests, Quick Quizzes, Priority Formative Assessments 2/13/2014 Grade level teams will now meet on the 3rd Wednesday of each month for 3 hours to review, analyze, and plan based on student achievement data. Special consideration will be used to analyze student voice on exit activities: one each for math and reading per month. Page: 12 of 20

5/19/14 Monthly grade level meetings have been accomplished. The Instructional Planning Tool has been uploaded into Indistar. Samples of completed instructional planning tools and student growth goals have been filed with Principal. Task Completed:

5/19/2014 12:00:00 AM

4. Grade levels will meet five times a year in two hour blocks after major assessments (i.e. DMA, Gates-MacGinitie, STAR, RBA, K-1 Reading Portfolios) to analyze and plan for instruction and interventions; with a focus on increasing the number of students passing tests, and pacing toward meeting standards. Assigned to:

Ann Balala

Added date:

10/14/2013

Target Completion Date:

05/19/2014

Frequency:

four times a year

Comments:

11/22/16: Task 2 now meets this task's requirements. Task 4 is complete and will be monitored through task 2. Created a schedule for 1.5 hour long student growth goal meetings. Schedule of dates is already complete and has been given to staff. This task is scheduled for 5 times during the school year. 2/13/2014 So far we have scheduled and held 2 out of 3 literacy data meetings and 1 out of 2 math data meetings. The final math data meetings are scheduled for March 5, 6,and 13. The final literacy meetings are scheduled for May 13-14. 5/19/2014 Grade levels have met after each major testing window to analyze student achievement data and design supports for students who are not meeting standard. This indicator will remain a focus area for the 2014-15 school year. This will include analyzing classroom data (Math Expressions Pre and Post-tests).

Task Completed:

5/19/2014 12:00:00 AM

5. Create schedule for monthly 3 hour Student Growth Meetings. Assigned to:

Ann Balala

Added date:

05/28/2014

Target Completion Date:

09/30/2015

Comments:

11/22/16: Create a schedule for 1.5 hour student growth goal meetings. 10.15: Schedule has been created and this task has become routine and sustainable. 10/09/14: Schedule has been developed and added to master calendar. The first one is scheduled for October 22.

Task Completed:

9/11/2015 12:00:00 AM

6. Grade level teams will meet monthly for 3 hours to analyze data, review student growth goals and plan for instruction core/interventions. Assigned to:

Arron Wilkins

Added date:

10/28/2015

Target Completion Date:

06/10/2016

Frequency:

monthly

Comments:

11/22/16: Specific grade level growth goals will be set by November 22, 2016. 10/2015: Specific grade level growth goals will by set by November 2015.

Page: 13 of 20

7. Staff will participate data driven professional development (Waiver Day) to monitor student achievement, adjust instruction, and create action plans to support student growth. Assigned to:

Arron Wilkins

Added date:

10/28/2015

Target Completion Date:

04/29/2016

Frequency:

four times a year

Comments:

3/27/17: Staff will participate in three data driven professional development Data Days to monitor student achievement, adjust instruction, and create action plans to support student growth. 10/2015: Two wavier days have been completed, with review of school wide and grade level data. In addition, grade levels have begun the process of setting student growth goals.

Implement Percent Task Complete:

57%

Student and School Success Principle 6: Safety, discipline, and social, emotional, and physical health School and classroom culture

Indicator Status Assess

Plan

P6-IIIC13 - All teachers reinforce classroom rules and procedures by positively teaching them.(165)(Expected) Tasks completed: 1 of 11 (9%) Level of Development:

Initial: Limited Development 12/06/2012

Index:

9

(Priority Score x Opportunity Score)

Priority Score:

3

(3 - highest, 2 - medium, 1 - lowest)

Opportunity Score:

3

(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)

Describe current level of development:

Teachers positively teach classroom rules and include students in the making of the rules.

Assigned to:

Arron Wilkins

How it will look when fully met:

2016-2017 By June 2017, students with two or more suspensions or office referrals for the same category (i.e. aggressive, disruptive) will receive a behavior support plan that has a monitoring tool, an incentive, and a staff member to support the student.

Target Date:

06/01/2017

Tasks: 1. Staff members will use and teach the STAR classroom behavior expectation poster. S Sit up T Track the Teacher A Ask and Answer R Respect Those Around You Assigned to:

Jenn Aaron

Added date:

05/28/2014

Target Completion Date:

06/16/2017

Frequency:

daily

Comments:

11/8/16: Staff members will use and teach the STAR classroom behavior expectation poster. S Sit up T Track the Page: 14 of 20

Teacher A Ask and Answer R Respect Those Around You. 6/1/15: Classroom teachers and morning announcements taught students behavior expectations throughout the year. 2/13/15: PBIS team will conduct STAR announcements on the first of each week to review with students the protocols. At present, no formal reviews have been conducted. 10/9/14: During the first Terrific Kids Assembly, Principal reviewed the STAR classroom expectations with whole school. 5/2014: PBS team created and adopted the STAR classroom behavior expectation poster in May of 2014. 2. Each month a staff member will present an area of focus, i.e. playground, on the intercom to remind and teach students expectations. Assigned to:

Jenn Aaron

Added date:

10/24/2014

Target Completion Date:

06/16/2017

Frequency:

monthly

Comments:

6/16/17: Based on monthly TWCI meetings, an area of focus (e.g. playground) will be an area that is addressed and retaught to students to remind them of the expectations. 6/1/15: The PBIS Facilitator, Jennifer Aaron, provided weekly announcements on the target behavior expectation. 2/13/2015: PBIS team has conducted intercom expectations for playground and cafeteria. 10/24/2014: During staff meeting, the PBS facilitator shared with staff the goal of reteaching expectations to students each week for areas that were in need of improvement, as determined by office referral analysis.

3. Playground and lunch supervisors will use 5 Boze Buzz Awards daily to honor students who have demonstrated the appropriate behaviors during lunch or recess. Assigned to:

Jenn Aaron

Added date:

10/24/2014

Target Completion Date:

06/16/2017

Frequency:

daily

Comments:

11/8/16: Playground and lunch supervisors will award 5 Boze Buzz Awards daily to honor students who have demonstrated the appropriate behaviors during lunch or recess. 6/1/15: Playground supervisors used Buzz awards weekly to honor students who demonstrated positive behavior expectations. One playground supervisor attended a professional development training for PBIS. 2/13/2015: PBIS facilitator will share the new expectation to the new playground duties. 10/24/2014: During staff meeting, the PBIS facilitator shared with staff the goal of reteaching expectations to students each week for areas that were in need of improvement, as determined by office referral analysis. Each supervisor will hand out a minimum of five Buzz awards each day.

4. Review and teach Safe and Civil Schools matrix with new staff and all students. Assigned to:

PBIS Team

Added date:

10/14/2013

Target Completion Date:

12/16/2016

Page: 15 of 20

Comments:

6/16/17: This task has been completed, but the matrix will be retaught throughout the year. Matrix will be uploaded into Indistar tool. 2/13/2014: PBIS team met and updated the Safe and Civil Schools Matrix.

5. Continue to teach classroom and cafeteria expectations. Assigned to:

PBIS Team

Added date:

10/14/2013

Target Completion Date:

06/16/2017

Comments:

6/16/17: The lessons for classroom and cafeteria expectations will be used this year to teach appropriate behavior expectations in these areas. These lessons will be retaught as needed. Boze has added 3 classroom awards: Golden Tray (good lunch behavior), Golden Shoe (lining up after recess), and Golden Dustpan (cleanest table at lunch). Lesson plan was one of two objectives required for PBIS training and implementation. 2/13/2014: PBIS team created two lesson plans and presented to the staff. Staff instructed students with lesson plans during the first two weeks of school. School-wide behavior expectations were taught to all students through a school assembly with skits.

6. Hold school wide PBIS assembly to teach behavior expectations. Assigned to:

PBIS Team

Added date:

10/14/2013

Target Completion Date:

06/16/2017

Frequency:

four times a year

Comments:

1/31/17: We will have one school-wide assembly to re-teach the TWCI expectations. Principal has used morning announcements to remind students of behavior expectations in areas that need addressing. Principal went over cafeteria and classroom expectations over the school intercom, then teachers taught in their individual classrooms immediately afterward. Review of expectations will occur after school breaks and as needed. Considering review of school expectations as announcements. 2/13/2014: We have currently held one school-wide assembly to teach the classroom expectations. Principal has used morning announcements to remind students of behavior expectations in areas that need addressing. 5/19/14 Teachers adopted and taught students the new Classroom Matrix (S.T.A.R.Sit-up, Track the Teacher, Ask and Answer Questions, Respect Others). This classroom expectation was practiced with the whole student body during a Terrific Kids Assembly.

7. Establish monthly TWCI team meetings for monitoring behavior referrals. Assigned to:

PBIS Team

Added date:

10/14/2013

Target Completion Date:

06/16/2017

Frequency:

monthly

Comments:

11/8/17: The TWCI teams meets the second Tuesday of each month to discuss student referrals. Team attended a district training on changes that have been made to the Performance Plus system. 5/19/2014 PBIS team members met the second Monday of each month to discuss student Page: 16 of 20

referrals. Team attended a district training on changes that have been made to the Performance Plus system. On June 16, 2014, PBIS team members will attend a Cohort 1 Summer Institute. 8. Create a video for teaching the Safe and Civil Schools matrix. Assigned to:

PBIS Team

Added date:

10/14/2013

Target Completion Date:

06/16/2017

Comments:

11/8/17: By the end of the year a video for teaching Safe and Civil Schools matrix will be completed. All areas of the school will be video taped. Committee has worked with Lori Lynass (UW) on video implementation. 2/13/2014: At the February 10 PBIS Meeting, staff made preparations for continuing with plans to create a teaching video. No progress has been made to date. 5/19/2014 The PBIS team decided to postpone the PBIS video until the 2014-15 school year. Teachers have used, to varying degrees, the YouTube PBIS Video.

9. Create school wide behavior expectation posters. Assigned to:

PBIS Team

Added date:

10/14/2013

Target Completion Date:

12/16/2016

Comments:

11/8/16: Need to replace worn or missing posters. 2/13/14: PBIS team met 2/10/14 and selected a student contest poster for each area. Selected posters will be sent to printing and graphics to duplicate. A classroom poster will be created that has each area in miniaturized format.

10. Tier 2 Behavioral Screening & Intervention Training Assigned to:

Jenn Aaron

Added date:

10/29/2015

Target Completion Date:

11/02/2015

Comments:

11/8/16: This task has been completed. The PBIS (The Whole Child Initiative Team) will meet to learn new screening methods and develop professional development to deliver to the whole staff.

Task Completed:

11/2/2015 12:00:00 AM

11. Conduct our yearly SET to assess and evaluate the critical features of SW-PBS. Assigned to:

Jenn Aaron

Added date:

10/29/2015

Target Completion Date:

11/10/2016

Frequency:

once a year

Comments:

11/8/16: This year's SET is scheduled for 11/10/2016. This assessment is conducted by an outside partner once a year.

Implement Percent Task Complete:

9%

Student and School Success Principle 7: Family and community engagement Defining the purpose, policies, and practices of a school community Page: 17 of 20

Indicator

Status Assess

Plan

P7-IVA04 - The school’s Compact includes responsibilities (expectations) that communicate what parents (families) can do to support their students’ learning at home (curriculum of the home, with learning opportunities for families to develop their curriculum of the home).(3071)(Expected,TitleISW,TitleITA) Tasks completed: 2 of 7 (29%) Level of Development:

Initial: Limited Development 09/26/2013

Index:

6

(Priority Score x Opportunity Score)

Priority Score:

3

(3 - highest, 2 - medium, 1 - lowest)

Opportunity Score:

2

(3 - relatively easy to address, 2 accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)

Describe current level of development:

Staff help parents support their child's learning at school through teacher, student, and parent compacts.

Assigned to:

Kate Araujo

How it will look when fully met:

2016-2017 By spring of 2017, Boze teachers will develop a monthly homework focus that describes what parents can do daily or weekly to help support students improve their literacy development.

Target Date:

06/16/2017

Tasks: 1. Publish student growth goals by grade level in newsletter, website and posted in school. Assigned to:

Arron Wilkins

Added date:

05/29/2014

Target Completion Date:

06/16/2017

Frequency:

four times a year

Comments:

11/8/16: We now have a board in the hallway at the entrance to post student growth goals. 6/1/15: The newsletter was not used this year to publish student growth goal data. Next year, we will publish the math goals for each grade level. 2/13/15: The newsletter for January and February will include student growth goal data for each grade level. 10/24/14: On October 22 the first student growth goal meeting was held for each grade level. This resulted in the development of one literacy and mathematical student growth goal. Teachers will submit their growth goals to Principal, ELL, Title I, Special Education Services by November 10, 2014. Growth goals identified whole group, classroom, and subgroups in need of academic support. 5/2014: Student growth goal meetings will determine the student growth goals and develop the information to be shared with parents.

2. Update and maintain school website Assigned to:

Kris Andren

Added date:

05/29/2014

Target Completion Date:

06/16/2017

Frequency:

four times a year Page: 18 of 20

Comments:

11/8/16: Assistant principal and webmaster will receive training on how to maintain website on 11/9/2016. 6/1/15: This task is completed and will be maintained by the Webmaster for the 2015-16 school year. 2/13/15: The newsletter for January and February will include student growth goal data for each grade level and be included on the website. 8/25/2014: The new website has been placed online. Our Webmaster, Kris Andren, is monitoring and adjusting the website to add updates and announcements for families and the community.

3. Classroom teachers as a grade level will design specific learning activities/suggestions that parents can use to support their child's learning at home. An opportunity for teachers to work on the plan will be integrated in monthly staff meetings. Assigned to:

Melinda Hundley

Added date:

05/29/2014

Target Completion Date:

06/09/2017

Frequency:

monthly

Comments:

6/1/15: All staff provide families with daily or weekly classroom assignment and homework information, but parents have not been provided with a monthly focus to help them with the curriculum of the home. So this task will remain for the 2015-16 school year. There has not been a system to give teachers an opportunity to discuss or develop plans to help parents work with the curriculum of the home. 2/13/15: A portion of the Student Growth Goal meeting for February will include time for teachers to design learning activities for parents to support their child. 10/4/2014: By November 30, 2014, grade levels will submit a schedule for communicating what activities parents can use at home to help their child.

4. Staff will develop a plan to effectively communicate with parents who may not be proficent in English or Native Language. Assigned to:

Steffanie Broyles

Added date:

05/29/2014

Target Completion Date:

12/16/2016

Comments:

11/8/16: The SIP Team will work with the new ELL teacher to develop a communication plan by December 2016. 6/1/15: The SIP Team will work with the new ELL teacher to develop a communication plan by November 2015. 10/9/14: At present, a decision has not been made on how to address this concern.

5. Complete and distribute a newsletter every other month to families. Assigned to:

Kris Andren

Added date:

05/29/2014

Target Completion Date:

05/20/2015

Frequency:

four times a year

Comments:

6/1/15: Five newsletters were published and shared with families this year. 10/9/14: The first newsletter is slated for the week of October 13. Newsletters will remind parents of grade level activities/suggestions to support learning at home.

Page: 19 of 20

6. Establish a committee of staff and family members to review and edit the current family and student compacts. Assigned to:

Kate Araujo

Added date:

10/14/2013

Target Completion Date:

11/20/2013

Comments:

2/13/14: Title I teacher reviewed current School Compact with several parents. School Compacts were distributed at Open House in September. 69% of families returned signed compacts. Our goal was 85%. School Compacts will be redistributed to families without a signed compact on file, during March conferences.

Task Completed:

9/19/2013 12:00:00 AM

7. Staff attended a workhop on how to effectively engage parents in communication with school. (Equity Matters) Assigned to:

Kate Araujo

Added date:

10/25/2013

Target Completion Date:

10/17/2013

Frequency:

four times a year

Comments:

Move from random activities for parents to more coherent and continuous approaches to involvement. Reference to School Compact and its relevance to family involvement is aligned to support students at school and home. 2/14/2014: Love and Logic parenting classes have been scheduled from February 18 to March 25. In addition, SIP team needs to review this task to make decisions about next steps. 5/19/2014: Staff held a Math and Science Celebration Night on May 7, 2014 to allow students to communicate to parents what they were learning in math and science and how families can support learning at home. Students also had the opportunity to share online learning resources (Think Through Math, Extra Math, MSP, FOSS) for the home-toschool connection.

Task Completed:

5/19/2014 12:00:00 AM

Implement Percent Task Complete:

29%

Page: 20 of 20