Transcript sunsetblog.cbd9.net

Instructions
• Please review your Title 1 or School Plan
• Be able to explain your plan to a team of
administrators, board members and community
members
• Include high lights in your power point and be able to
explain the other components as you present your plan
• Feel free to change the design and import graphs,
charts etc.
• Chad, Lisa and Theresa will be available to assist you in
formatting your information from your plan
Sunset School
2012/2013
School Wide Plan
Program Review
Planning Team
• 2011-2012 Site Council (Lori Dorantes, parent) (Sandra
Archerd, Certified Classroom Teacher) (Anita McHaney,
Tammy Smallwood, Angie Sayler, Classified) (Dale Inskeep,
Chad Putman, Administrators) (Cathy Chenail, District
Administrator), (Rose Stinson, Doyle Hallmark, Certified
Title One Teachers) (James Martin, Parent/Board Member)
• 2012-2013 Site Council (Dale Inskeep, Administrator) (Lori
Dorantes, Chad Putman, Parents)(Rose Stinson, Doyle
Hallmark, Title One Certified Staff)(Anita McHaney, Tammy
Smallwood, Angie Sayler, Classified)(Lisa DeSalvio, District
Administrator)(Election 9-12-12 for Additional Certified
Classroom Teachers TBD)
School wide Planning Summary
• 2011-2012 – Site Council Meeting Dates,
Agendas, Minutes provided
• August 2012 – District Admin/Board Review
• September 2012 – Site Council, PLC’s, Whole
Staff Review
• September-May – Last Monday of each month
scheduled Title One/Site Council Meetings all
stakeholders (Public Meetings)
Communication
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Review plan 2011-2012 with Site Council/Staff
Site Council/Title One Team composed of veteran and new members, including
parents
Review State and School Assessment Data
Survey Parents
Draft Action Plans for literacy, math and safe schools
Present draft to staff and stakeholders for input and revision during Site Council
Meetings and Staff Meetings (Ongoing)
Review Final Plan and submit to district
100% of the school staff supports plan
Staff was asked if they were able to support the plan. If they staff member was
not, they were asked to give feedback which would lead to changes that would
allow for their support. A record was kept which tallied staff support and
feedback.
NOTE – Area for improvement (Better documentation in the form of sign in sheets
when parents and community were involved in the process!)
Technical Assistance
• COSA Odyssey
• School Improvement Coordinator .4 FTE
• Director of Special Programs
Comprehensive Needs Assessment
School and Community
Coos Bay School District is located on the South Central Oregon Coast in Coos County. The District has approximately 3,400 students from kindergarten
through 12th grade. We have two K-3 primary schools, two intermediate schools for 4th through 7th graders and Marshfield High School serving students
grades 8 through 12. The District also provides several alternative schooling options at the Harding Learning Center. Sunset school has an enrollment of
461. Eighty-six percent of our students qualify for free or reduced lunch. The staff includes 27 highly qualified teachers and 15 support personnel. At
Sunset School, all students through critical thinking, creativity and rigorous learning opportunities will be able to learn new things, work well with others
and develop a strong work ethic.
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Process
Input from staff, students and parents via SurveyMonkey
Ongoing analysis of student achievement data in reading and math from Easy CBM and OAKS by site team and grade level teams during Friday PDD
PLCs.
Ongoing analysis of student behavioral data consisting of attendance and discipline referrals by the site /Title I committee and grade level teams.
District staff completed a professional development survey in the Spring of 2011.
Strengths/Weaknesses
The 2011-2012 school year will serve as the baseline following the reconfiguration of the district. Meet or exceed reading scores for the 2011-2012 school
year are as follows; 4th- 58.9, 5th- 48.1, 6th- 62.7, 7th- 63.7. Meet or exceed math scores for the 2011-2012 school year are as follows; 4th- 58.9, 5th- 48.1,
6th- 62.7, 7th- 63.7. Generally speaking, 5th grade math and reading scores are considered the relative weakness while 6th grade math and reading scores
and SPED math scores are considered the relative strengths. The district and school has recognized the need for an increase of available time for
professional development.
Needs
The district and school will continue with a Monday through Thursday school week for students with fourteen Fridays reserved for professional
development for staff. Staff have determined that the majority of time on these Fridays should be allocated to PLCs. The PLCs will address low academic
achievement by focusing on defining state standards and using formative assessment and increasing the use of best instructional practices.
Comprehensive Needs Assessment –
Cont.
Student Achievement - Goals
Writing
• Improve the writing performance of all students at Sunset.
• In the spring of 2012: 70% of students will score 3 or above on the district writing assessment using
the state rubric.
• In addition, the Sunset Staff will develop and administer local writing assessments 3 times each
year for each grade level.
Reading
• Improve the reading performance of all students at Sunset.
• In the spring of 2012: 80% of all students will meet or exceed grade level standards on the Oregon
State Assessment Test for reading.
• Less than 25% of all students will be identified as at risk on the ECBM Spring Benchmark
Math
• Improve the math performance of all students at Sunset.
• In the spring of 2012: 70% of all students will meet or exceed grade level standards on the Oregon
State Assessment Test for math.
• Less than 25% of all students will fall below the 35th percentile on the ECBM Spring Benchmark
Comprehensive Needs Assessment Continued
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Professional Development
CCSS – Increase the knowledge of (teachers) and implementation (pacing) of CCSS in each grade
level and for each content area. All teachers will participate in Teams/PLCs focusing on gaining a
thorough understanding of the CCSS and develop and implement pacing guides for the CCSS which
will be in use for the 2012-2013 school year.
Team/PLC – Support and utilize the team approach for sharing instructional strategies, professional
development and student interventions. This includes having team leaders for grade levels, having
formative assessment data available and dedicating at least four hours during professional
development Fridays. Professional development requested by PLC teams will be implemented fully
by 1-1-2012. For 2012-13, this process has a focus district-wide with more specific data points and
instructional strategies facilitated by the instructional leaders at the schools and district.
Curriculum and Instruction
CFA – Develop and implement CFA’s across each grade level and each content area. Teams/PLCs
will develop and implement common formative assessments at each grade level and across the
content areas that address four CCSS by 12-16-11. Evidence to impact instruction and learning from
the data collected from the formative assessments will be shared in the PLC time on Friday PD days.
Technology – Increase and integrate the use of technology in the instruction at Sunset. All
classrooms will have an audio visual system which includes projection, sound, internet access, and
a document camera to be used as part of daily instruction by 1-3-12.
Inquiry Process
Process
Beginning in the Spring of 2011, staff meetings consisting of staff designated to
form the new Sunset began planning for the transition from a 7-8 to 4-7
configuration. Further planning beginning in June of 2011 was done through a
variety of committees and meetings. However, the main vehicle was our
Professional Learning Communities. Grade level PLCs have met, analyzed data,
and implemented interventions (and enrichment) relevant to the School-wide
Plan. These PLCs consist of grade level teams, Title 1 staff and SPED staff.
Multidisciplinary and district wide PLCs have also meet based on needs identified
by the district and grade level PLCs. We also have a combined Site Council/ Title 1
teams that meets monthly.
BEST Practices and Research
The PLC is a research based method for increasing instructional performance.
Schools and districts across the nation are using this model. We have also had
staff members trained in best practice for reading, writing, and math through six
traits writing, The Teacher Development Group and The Daily Five. In addition,
many teachers have been SIOP trained and attended the CCSS conference.
Inquiry Process Cont.
Improve writing instruction.
Grade level and multidisciplinary PLCs scheduled for 14 days, increase
instructional minutes through block scheduling, use of district level TOSAs that
focus on improving instruction, increased access to technology
Improve reading instruction.
Grade level and multidisciplinary PLCs scheduled for 14 days, increase
instructional minutes through block scheduling, use of district level TOSAs that
focus on improving instruction, increased access to technology
Improve math instruction.
Grade level and multidisciplinary PLCs scheduled for 14 days, increase
instructional minutes through block scheduling, use of district level TOSAs that
focus on improving instruction, increased access to technology
Instructional Program/Researchbased Strategies
Instructional Need Being
Addressed
Increased instructional
minutes in math, reading
and writing
Common formative
assessment
Strategy Description
Block scheduling for LA and math
Research-based Principle
Value added
PLCs used to develop and implement
Use of common formative assessment
Research
Source
Dufour and Eaker (1998),
Fielding, Kerr & Rosier (2007)
Reeves (2005), Popham
(2003), White (2005), Ainsworth
(2006)
Tomlinson (2008)
Teacher to student ratio
Fund 2.0 licensed and 2.5 classified
Access to technology
Upgrade presentation equipment to
increase student assess to instruction
Reading interventions to be used
during Title 1 pull-out
Arroyo (1992), AACE (1995)
Differentiated instruction
Increased use of technology during
instruction increases student performance
Archer, Gleason, Vachon &
Hollenbeck (2001), Admon
(2003), Nave (2007)
Rewards, Read 180
Use of research based reading intervention
during value added instructional minutes
Student Assessment of Progress
Grade Level
Content
Area
Assessment Name and
Description
Frequency of
Assessment
How will Staff be
Trained
How/when
will Staff use the Information
to Guide Instruction
4-7
Writing
District writing prompt scored
by teachers using the Oregon
rubric
At least 3 times per year
TOSAs, ODP
Ongoing during PLCs
4-7
Reading
EasyCBM (formative)
At least 3 times per year
Staff trainers, ODP
Ongoing during PLCs
4-7
Reading
OAKS (summative)
Once per year
TOSAs, ODP
End of the year program
evaluation
4-7
Math
EasyCBM (formative)
At least 3 times per year
Staff trainers, ODP
Ongoing during PLCs
4-7
Math
OAKS (summative)
Once per year
TOSAs, ODP
End of the year program
evaluation
Student Assistance
Identification of Students experiencing difficulty
Grade level PLCs consisting of teachers, educational assistants and
building administrators determine student need based on data
from formative assessment, teacher recommendation and
increased risk factors such as being identified as being homeless,
ELL, migrant or having a learning disability.
Assistance and Services
The Title I and grade level teams meet bi-monthly during PLC time
to discuss the progress, or lack thereof, of students. During this
time, the team discusses how to regroup students to best meet
their needs. The team also discusses research-based strategies for
individuals, as well as for groups. We also regroup students based
on data that is collected on a regular basis through the use of
formative assessments.
Student Assistance Cont.
Special Population Assistance
Sunset has an Inclusion/pull-out model for special education that includes a Middle Learning
Center designed for students who are classified between a life skills program and regular
special education. To the greatest extent possible, we will mainstream our students in the
regular education classroom setting. Our goal is to educate our special education students in
the least restrictive environment. We develop Individual Education Plans (IEPs) with our
special education students, their parents, specialists and school staff. Our SPED students
have access to adaptations, accommodations, modifications, and extra support from school
staff as needed and as indicated in their IEP.
English Language Development (ELD) is offered to our ELL students for 30 minutes each day.
ELD centers on language development, and is separate from their reading and writing
instruction. A certified teacher instructs this class. The current ELL curriculum consists of
Avenues, Keys to Learning Skill and Strategies for Newcomers and Shining Star. ELL students
are assessed using the Woodcock-Munoz and English Language Proficiency Assessment. All
teachers with students designated ELL will be SIOP trained.
Our District Homeless Liaison, Patty Sanden, tracks homeless students and acts as an
ombudsman for these students and families in respect to available community services and
compliance.
Professional Development
PD Activities
The district and school has recognized the need for an increase of
available time for professional development. The district and
school will continue with a Monday through Thursday school week
for students with fourteen Fridays reserved for professional
development for staff. Staff have determined that the majority of
time on these Fridays should be allocated to PLCs.
In addition to the CCSS workshop at MHS and the visit from Dr.
Bavolek, PLCs will work with a district focus to analyze formative
assessment data, have a purposeful focus of CCSS for instruction
including differentiation, implementation of BEST instructional
practices to increase student engagement, and the continued
development of targeted intervention time for students who are
not at grade level.
Professional Development Cont.
The institutionalization of collaborative working environments is widely
considered to be critical to the creation and maintenance of schools as
Professional Learning Communities. Prevailing thought suggests that improved
student performance may be fully realized only when teachers routinely function
as teams and abandon their traditional norms of isolationism and individualism.
Our district is committed to 14 Fridays set aside for PLC collaboration. PLCs will
analyze formative assessment data, monitor student progress on an ongoing
basis, and apply interventions/enrichment listed above. PLCs will use this valuable
data to inform their instructional decisions and plans for students. At these
meetings, staff members discuss strategies and curriculum that include: Guided
Reading, phonics instruction other best practices for reading, 6+1 Trait Writing,
Bridges in Mathematics, My Sidewalks, CCSS support, Daily Five/Daily Cafe and
data team training from The Oregon Data Project, Positive Behavior Support (PBS)
and SIOP instruction techniques. The building administrator collects PLC meeting
minutes from all PLCs, and also meets with the grade level team leaders to assess
progress. The building administrator also completes evaluations of teachers and
Title I staff in a manner that ensures that best practices are being implemented.
Highly Qualified Staff
• 100% of the teachers at Sunset are HQ
• Our district is proactive in recruiting and hiring
only Highly Qualified Teachers. We also have a
strong focus on professional development for
the purposes of getting current staff members
to become highly qualified. The district II-A
2141 plan addresses highly qualified teacher
status.
Family and Community Involvement
Strategies
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Increased opportunities for involvement
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Increase outreach
A parent survey was used and regularly scheduled
conferences twice a year are opportunities for
teachers to meet with parents of students who are
not making adequate academic progress.
The annual Title I-A meeting will take place as part
of the Family Literacy Night. The agenda will
include the school’s Title I status, explain the
requirements of Title I funding, and the right of
parents to be involved in the school
Family and Community Involvement
Strategies Cont.
Partnerships
CTS, Neighbor to Neighbor, SWOCC student mentoring
and collaboration with the local tribal governments are
collaborative partnerships used to enhance student
achievement. Indian education through CBPS offers
tutoring to eligible students at the Boys and Girls Club.
The Boys and Girls Club also offers tutoring and
enrichment on Fridays.
A School/Parent compact that was used in our district
was reviewed in our Site Council/Title One meeting and
used for 2011-2012.
Transition Strategies for Students
Third to fourth and seventh to eighth transition
student tours and family orientation nights are
conducted.
Coordination and Integration of
Services and Programs
• Title II-A funds instructional coaches who collaborate with Sunset
teachers and mentor new teachers. Title I district set aside funds
instructional coaches in the areas of technology, math, language
arts and reading.
• The district funds a Title 1 coordinator and TOSAs. The coordinator
oversees district title 1 programs, provides technical assistance,
professional development support, materials and protocols
• For 2012-2013, Instructional Coaches, District Administration and
the building principal will observe instruction, provide consistent
instructional feedback, and will help participate in PLCs to review
student data and create efficient learning opportunities for our
students
On-going Plan to Monitor the
Effectiveness of the School-wide Plan
• The Site Council/Title 1 Committee will meet 10 times
throughout the year at regularly scheduled monthly
meetings
• A cross-section of staff was selected to give a broad
perspective. They include regular classroom teachers, Title
1 teachers and EAs, administrators, school board members
and parents
• The Title 1 Plan will be treated as a working document used
throughout the year and updated at Title 1 meetings
• The district School Improvement Coordinator and TOSAs
will act as the liaison between the building and the district
and ODE. All minutes, protocols, and data are available for
district review
Fiscal Coordination
2011-2012
• 1.0 FTE reading specialist and 1.0 FTE math specialist at an expense of $14311
• 2.5 FTE educational assistants at an expense of $101783
• Professional development includes attending conferences related to CCSS and
additional hours for instructional assistants to attend PLCs at an expense of
$11155.
• Parent/family involvement activities include parent math and literacy nights, Title
1 meetings that include parents and students and dessert of champions nights
which encourage academic and behavioral excellence at an expense of $3000 set
aside at the district level.
• Supplies and materials including Rewards, Read 180 materials, leveled books, LCD
projectors, document cameras and laptop computers at an expense of $52005.
2012-2013
• Title One budget is still being developed, however the majority of the Title One
budget is being utilized for personnel (2.0 Certified Teachers in Reading and Math,
approximately 2.5 Classified Assistants to support instruction)
Action Plans
Curriculum and
Instructional
Strategies
What will you do?
Who Provides
Leadership?
Who will provide the
leadership to assure that
this strategy is
accomplished?
Timeline
When will this strategy or
action begin and end?
Resources
What existing resources (or
resources you will have as you
implement this plan) will you use
to accomplish this strategy?
Evidence
What indicators will
demonstrate progress of
this strategy?
Evaluation Methods
and Who is
Responsible
Administrators, Title 1
teachers
Fall of 2011 and continue
indefinitely
Title 1 funded teachers and EAs
Teacher schedules
Administrators will review
schedules, information will
be shared with Title 1
Committee
Administrators, Title 1
Committee, Tech
department
Winter of 2012 and
continue indefinitely
Title 6B funded purchase of
laptops, AV carts, and AV cart
components
All classrooms have
equitable access to
technology, increased
student access to
technology
Administrators will conduct
pre and post technology
survey, information will be
shared with Title 1
Committee
Administrators, Title 1
Committee, librarian
Winter of 2012 and
continue indefinitely
Title 1 funded purchase of
leveled readers and hours
needed to organize
Leveled readers will be
available as sets
Leveled reader check-out
log will be recorded and
reviewed by administrators,
information will be shared
with Title 1 Committee
Increase instructional
minutes through block
scheduling
Increase access to
technology
Increase access to
leveled readers
How will you gather the
evidence needed to
demonstrate progress and
achievement of this strategy
Professional Development Plans
Strategies and
Actions
Who Provides
Leadership?
What will you do?
Who will provide the
leadership to assure
that this strategy is
accomplished?
Timeline
When will this
strategy or action
begin and end?
Evidence
What indicators will
demonstrate
progress of this
strategy?
Pacing guides
developed for the
2012-2013 school
year which include
the
CCSS, staff trained
by TOSAs for
implementation of
data teams, grade
level team leaders in
place
Attendance at
conferences and
compliance will state
and federal
regulations
Administrators and
grade level leaders
Fall 2011 and
continue indefinitely
Teachers funded out of
general budget, Title 1 will
fund extra hours for EAs
Administrators and
grade level leaders
Fall 2011 and
continue indefinitely
Title 1 funded travel and
expenses
PLCs scheduled for
14 student release
days
Conferences to be
attended by select
teachers based upon
need include six
traits writing,
Teacher
Development Group,
SIOP, Daily Five,
CCSS, multilingual
conference
Resources
What existing resources
(or resources you will
have as you implement
this plan) will you use to
accomplish this strategy?
Evaluation
Methods and
Who is
Responsible
How will you gather
the evidence needed
to demonstrate
progress and
achievement of this
strategy
Administrators, grade
level team leaders will
track progress
Administrators, grade
level team leaders will
track progress
Family and Community Involvement Plans
Strategies and
Actions
Who Provides
Leadership?
What will you do?
Who will provide the
leadership to assure
that this strategy is
accomplished?
Family and
community outreach
includes: Open
House, Back to
School Night, Family
Math Night, parent
conferences,
Veteran’s Day
Assembly, family
Literacy Night,
attendance
intervention
meetings, Dolphin
Dessert, SWOC
student mentors,
cooperation with The
World Newspaper
Administrators and
grade level team
leaders
Timeline
When will this
strategy or action
begin and end?
Fall 2011 and
continue indefinitely
Resources
Evidence
What existing resources
(or resources you will
have as you implement
this plan) will you use to
accomplish this strategy?
What indicators will
demonstrate
progress of this
strategy?
Combination of general
and Title 1 funded
Attendance, high
marks on parent
survey
Evaluation
Methods and
Who is
Responsible
How will you gather
the evidence needed
to demonstrate
progress and
achievement of this
strategy
Administrators will
monitor attendance
counts, sign in sheets,
and parent survey