comprehensive progress reportesp.sultan.k12.wa.us/board/shared documents/school improvement … ·...

Core Function: Student and School Success Principle 1: Strong leadershipEffective Practice: Principal's role

KEY P1-IE06 The principal keeps a focus on instructional improvement and student learning outcomes.(57)(Expected)

Implementation Status Assigned To Target Date

Initial Assessment: As the school principal, I will support the development and implementation of effective instructional practices. We will use data to guide our systematic and instructional decision making including creating an RTI system/model to strengthen routines for monitoring student progress and creating structures to provide interventions. This year we will continue to focus on three identified major areas of improvement: core math instruction, differentiation, and solidifying internal and external school culture and climate.

Limited Development 10/01/2015

Priority Score: 3 Opportunity Score: 2 Index Score: 6

How it will lookwhen fully met:

Utilizing formative feedback cycles and the teacher evaluation model, I will work with teachers to monitor and implement the usage of effective instructional practices, to be evidenced by an increase of 10% more proficient aggregate student achievement on the SBA reading and math assessments and 10% more proficient/distinguished educators as measured by the teacher growth and evaluation rubric.

Keith Buechler 06/15/2018

Action(s) Created Date 0 of 8 (0%)1 10/27/16 Work with our SWD Coach to create an RTI system for all students,

including SWD.Keith Buechler 06/15/2018

Gold Bar Elementary---F

Comprehensive Progress Report11/1/2017

! = Past Due Actions KEY = Key Indicator

Mission:

Goals:

Notes: We are working with Abbie Pack from OSPI. Abbie is working with 3rd and 4th grade teachers, as well as our resource room teacher, on SWD student inclusion and implementing interventions in the classroom.

2 10/27/16 Work with a math coach in grade K-2 & 5 to improve math engagement and differentiation.


Notes: We are working with Trinh Pham. She is working with K-2 & 5th grade teacher, focusing on number talks, engagement in math lessons, and overall differentiation strategies.

3 10/19/15 Share SWIS data with staff once per month. Dave Monson 06/15/2018Notes: We share PBIS/SWIS data monthly in staff meetings.

4 10/19/15 Share school-wide iReady & DRA data after each diagnostic window. Keith Buechler 06/04/2018Notes: We historically have shared/analyzed the data in PLC groups and with

data release sessions, but not necessarily together as a whole staff.5 10/5/17 Develop and implement within the year an RTI process that allows us to

more intentionally meet the needs of all students.Keith Buechler 06/15/2018

Notes: We will work to create a schedule, expectations, common definitions, and data analysis routines and expectations for how to implement an RTI system within our school day.

610/5/17

Monitor PLC meetings and notes to ensure that iReady, DRA, and common formative assessment data is being analyzed and used to create differentiated instruction and learning experiences.


Notes:

710/5/17

Arrange ongoing coaching and support from David Matteson to create and implement a K-2 writing continuum, to include the establishment of a K-2 Writing PLC that will meet monthly after school.


Notes: Tasks could include: a K-2 writing progression, commonly defined tasks, common assessments, common vocabulary, writing strategies.

810/5/17

Facilitating the arrangement and operation of after school reading and math clubs, to begin initially after fall conferences and start back up after winter and spring breaks.


Notes:

Implementation: 10/05/2017

Evidence 5/29/2016Teams viewed data multiple times per month during PLC meetings and school-wide data was shared at several staff meetings throughout the year and will be again at the end of the year staff development meeting. Behavior data was analyzed by a behavior data team through the year and shared at staff meetings.

5/31/2017Multiple release opportunities for PLC groups and/or additional time. Behavior data shared at staff meetings and in meeting presentations.

Experience 5/29/2016This was challenging as the staff is still shifting towards a culture of using data and being comfortable looking at school data that isn't as desirable as we'd like.

5/31/2017Adding in intentional time to review STAR, DRA, Imagine Learning, and SBA data with PLCs has been a productive venture.

Sustainability 5/29/2016We will continue to have conversations as a group and with individual teams to reduce the stigma around data that is less than desirable. We will need to continue to promote the idea that there is no shame or blame in our data but that it is just a picture of where we are now so we know what we need to get better at.

5/31/2017Continued emphasis on reviewing data with PLCs/

Core Function: Student and School Success Principle 2: Staff evaluation and professional developmentEffective Practice: Professional development

KEY P2-IF11 Professional development is aligned with identified needs based on staff evaluation and student performance.(2879)(Expected)


Initial Assessment: Professional development activities have aligned with the evaluation system in the past. However, a system for monitoring implementation and showing impact on teacher practice and student learning has not been set up. Some PD has been based on staff input. Some professional development activities have incorporated principles of adult learning while others have not.



Action(s) Created Date

Notes:

KEY P2-IF12 The school provides all staff high quality, ongoing, job-embedded, and differentiated professional development.(2880)(Expected)


Initial Assessment: Some professional development just happen once when follow up training would be helpful as teachers try to implement it in their classrooms. Professional development needs to be more job-embedded and ongoing. Staff need time to collaborate and support through the implementation process. New professional development is not monitored for impact on student learning.




Notes:

KEY P2-IF14 The school sets goals for professional development and monitors the extent to which it has changed practice.(3378)(Expected)


Initial Assessment: Professional development activities align to our building improvement goals and mission. We have made initial efforts to start developing and tracking professional development opportunities to create accountability and systematic growth, but we need to be more intentional and accountable to sharing and sustaining our learning. We have recently focused our PD on differentiation, working with data, primary writing, number talks, and developing culture.




Relevant, intentional professional development opportunities related to our SIP will be made available to staff. Teachers and administration will lead and share professional learning resources and learning strategies at all staff meetings. Implementation of professional development opportunities will be integrated into the classroom and monitored via the observation cycles, as monitored by the principal. A PD focus will be integrated into all staff meetings as part of the regular agenda.

Melissa Amundson 06/15/2018

Action(s) Created Date 0 of 9 (0%)1

10/20/16Maintain a professional learning wall to share professional development learning, strategies, and resources (book studies, internal PD, and external PD).

Kim Skadan 06/15/2018

Notes: Resources and opportunities can be sent to Kim, who will post them monthly, or posted directly by all staff members. Kim and all staff will be responsible for identifying who shared the opportunities.

2

10/1/15

Keith will track teacher professional development opportunities. After staff has participated in PD opportunities, Keith will schedule and arrange for staff members to share their professional learning on an ongoing calendar with dedicated staff meeting time.


Notes:

3 10/13/17 K-2 teachers will participate in writing PD facilitated by David Matteson to create common practices and a K-2 writing continuum.


Notes:

410/13/17

Trinh Pham will work as a math coach with K-2 & 5th grade math teachers to assess current practices and improve the overall engagement, differentiation, and responsive data usage.


Notes:

5 10/13/17 K teachers will participate in JUMP math training via webinar. Keith Buechler 11/03/2017Notes:

610/13/17

Identify a book study related to our SIP goals, incorporating accountability to use and share feedback from implementation in the classroom.


Notes:

7 10/13/17 Share emphasis and learning from learning fellowship members (Melissa A. and Tamara) into our staff meetings.

Tamara McNew 06/15/2018

Notes:

810/13/17

Work with SWD coach Abbie Pack to develop a co-teaching core plus more model to emphasize inclusion for resource students into the general education settings.


Notes:

910/13/17

Create a peer coaching model for staff to learn, use, observe, and offer feedback collegially (non-evaluative) on our building's focused, instructional strategies.


Notes: Have model identified before winter break, start the peer coaching in January. Melissa will work with Tamara to plan and facilitate.

Implementation: 05/31/2017Evidence

5/31/2017Wisdom wall, staff meeting documents and agendas, and PD report/surveys by staff.

Experience

5/31/2017The staff willingly collaborates together. Nearly all staff was provided with some variety of PD during the year and we conducted a book study, in addition to using our district directed day in March to looking at math talks, as supported by our work with our math coach. We are making progress in creating a culture of collaboration around PD.

Sustainability

5/31/2017We need to create accountability measures to ensure implementation of these strategies with fidelity.

Core Function: Student and School Success Principle 3: Expanded time for student learning and teacher collaborationEffective Practice: Expanded time for student learning and teacher collaboration

P3-IVD02 The school provides opportunities for members of the school community to meet for purposes related to students' learning.(2887)


Initial Assessment: Staff met with families face-to-face at fall and spring conferences, open house, Family Reading nights, at other various, less formal events throughout the year. Family/Home Connections newsletters are sent home monthly to share instructional strategies that can be used at home; there is a wide-range in the other types of various contacts and resources that are shared by teachers individually. The frequency and types of communication and collaboration between the teachers and home varies.




Utilizing date from the Parent CEE survey, we will create a more aligned vision of how to support our students and community. We will offer family and community engagement opportunities related to family reading, community engagement, and other targeted areas. All staff will be expected to send at least one weekly positive contact specific to families regarding their individual students; contacts will be reported and tracked on a weekly basis.


Action(s) Created Date 0 of 6 (0%)1 10/14/15 For students in Title I, continue to distribute book bags based on

individual student reading levels as determined by LLI.Tamara McNew 10/20/2017

Notes:

2 10/20/16 Continue to send home a monthly newsletter, Home-School Connections, with reading strategies and at home activities.


Notes:

3 10/20/16 Track communication home on a weekly basis with a spreadsheet to be maintained and created by Connie.

Connie Fehrenbach 11/03/2017

Notes:

4 10/13/17 Student compacts will be signed by parents, students, and teachers at fall conferences.


Notes:

5 10/13/17 Meet monthly with a Hispanic Parent Group to gauge the needs and necessary supports of the students and families.

Dave Monson 06/15/2018

Notes:

6 10/13/17 Plan two family game nights for both math and reading. Tamara McNew 05/31/2018Notes: Teacher(s) meet with parents, paras help prepare students, and

students will then teach their parents/families the games. Math-February and April. Reading-March and May.

Implementation: 05/31/2017Evidence

5/29/2016Parent letters and other related documentation related to taking home and returning books in Title I program.

5/31/2017Facebook page, new website, school letters and communications

Experience

5/29/2016This was a start to something that we'd like to expand in the future. Our Title I lead teacher was struggling getting kids to read at home and return their book bags. When she started having them track their performance in reading at home, she noticed an increase in students reading at home and returning books.

5/31/2017We are starting to get better and more intentional about how we communicate with our community and to get better at doing it in a variety of ways.

Sustainability

5/29/2016We have a tremendous amount of books from our Title I program that are no longer used. We'd like to expand this program to other students.

5/31/2017Sustaining created systems and looking for opportunities to expand and improve.

! P3-IVD03 The school creates and sustains partnerships to support extended learning.(3056)


Initial Assessment: In the past two years, we have started after school math and reading clubs to serve students who are working below grade level. Last year we were able to secure limited community partnerships to help us staff the clubs.




We will host after school learning clubs 4 days a week (2 for math, 2 for reading) where students can work in small groups facilitated by staff members and volunteers, in addition to participating in learning stations or utilizing iReady as supports. We will start our clubs after conferences in the fall and will offer three 6 week windows with a rotating roster of students.


Action(s) Created Date 0 of 4 (0%)1 10/14/15 Ensure that volunteers have a background check completed. Tamara McNew 10/27/2017

Notes:

2 10/13/17 Create a community outreach program in collaboration with Calei Vaughn in an effort to support students and staff in the home.

Dave Monson 01/31/2018

Notes:

3 10/13/17 Start after school clubs on the following dates: October 23 - November 30; Feb. 5 - March 22; April 16 - May 24.


Notes:

4 10/13/17 Two weeks prior to the start of each AS club window, complete student identification based on iReady data and send home letters.


Notes:

Implementation: 10/05/2017Evidence 5/29/2016

Staff sign in sheets, letters to families, and background checks.

2/28/2017The evidence exists in the execution and regular meetings of the reading lab that began in mid-February. Letters and data were collected by the school to identify participants.

Experience 5/29/2016This was fun. We're excited to continue this next year. The volunteers were excited about participating and did a great job. We had about 15 students participate on a regular basis and all students were able to read with an adult one on one.

2/28/2017It was informative and practical. Many of the processes had been previously established and we just had to follow through on them. We have had recent conversations on trying to apply a similar process to create after-school math tutoring.

Sustainability 5/29/2016Determine a startup date for next fall and secure volunteers and staff to participate.

2/28/2017Supporting staff in facilitating the reading lab after school and following through on efforts to begin math tutoring (scheduling, resources, funding sources).

KEY P3-IVD05 The school monitors progress of the extended learning time programs and strategies being implemented, and uses data to inform modifications.(3058)(Expected)


Initial Assessment: Last year we did not monitor the progress of students strictly related to the after-school reading or math programs. This year we intend to make groupings in i-Ready to monitor progress and adjust supports as appropriate.




Students who participate in the after school reading and math clubs will improve their scaled score by 10% as measured by i-Ready diagnostic and progress monitoring assessments.


Action(s) Created Date 0 of 1 (0%)2 10/20/16 We will analyze i-Ready data to monitor and report growth to staff at

the end of each 6-week window.Tamara McNew 12/01/2017

Notes:


Group created in STAR. Data printouts.

5/31/2017Data reflection, meeting agendas and minutes

Experience 5/29/2016This was fairly simple to execute. It provides us with information on the effectiveness of a program like this so we can determine whether or not it is a good use of funds.

5/31/2017We are at what is the best type of evidence to look at and how to use it. We have multiple data sources that we use and are trying to incorporate systems for making sure staff accesses the data.

Sustainability 5/29/2016We will look for additional data/opportunities to monitor other programs we do for effectiveness.

5/31/2017Identify the reports and data sources best inform our instruction.

KEY P3-IVD06 The school has established a team structure for collaboration among all teachers with specific duties and time for instructional planning. (2635)(Expected)


Initial Assessment: Currently teachers are not organized into Instructional Teams. In the past they have been organized by grade level and by grade bands. Last year they were organized into grade levels. A decision is pending on whether or not to move forward with the same structure or modify to grade bands (e.g. K/1, 2/3, 4/5) due to the small number of teachers per grade level.




Notes:

Core Function: Student and School Success Principle 4: Rigorous, aligned instruction

Effective Practice: Engaging teachers in aligning instruction with standards and benchmarksKEY P4-IIA01 Instructional Teams develop standards-aligned units of instruction for

each subject and grade level.(88)(ELL,Expected,SWD)Implementation

Status Assigned To Target DateInitial Assessment: Currently our school has grade level instructional teams meet with

variation to look at data and plan for instruction. We implemented data team meetings in 14/15 which allowed data review from STAR assessments and time to plan for instruction based on assessment data. We have yet to identify all learning targets and put into student friendly language school wide. Specialists like ELL teacher, special education teacher and title teacher are not incorporated into planning for student learning.




Notes:

KEY P4-IIA03 The school leadership team regularly monitors and makes adjustments to continuously improve the core instructional program based on identified student needs.(2637)(Expected)


Initial Assessment: BLT looks at school wide data at the beginning of each year by grade and subject area. This year we are beginning to make programmatic decisions based on data. The BLT does not periodically review data to monitor progress of initiatives and instructional programs. Although we are looking at data from a school level, we are not looking at all grade levels and not looking at the student level.




Notes:

Core Function: Student and School Success Principle 4: Rigorous, aligned instructionEffective Practice: Expecting and monitoring sound instruction in a variety of modes

KEY P4-IIIA07 All teachers differentiate assignments (individualize instruction) in response to individual student performance on pre-tests and other methods of assessment.(116)(ELL,Expected)


Initial Assessment: Some staff were trained on differentiating instruction for diverse groups. Last year, we continued co-teaching math in the 4th grade classrooms and added 5th grade. This year, 3rd and 4th grade will develop an inclusion model with Abbie Pack. There has been training around formative assessment, but teachers are at various levels of implementation and we have just started using IReady instead of STAR. PLCs analyzed STAR data in 2016-17 and will now use IReady data and common assessments to create small groups and design appropriate learning experiences to help them succeed. We are developing an RTI model to be used at each grade level.




All staff will increase the use of strategies for differentiation in academics and behavior as a result of professional development activities throughout the year. The increase in the implementation of strategies and instructional practices as appropriate in academics and behavior will be evidenced by the evaluation process, administrator walk-throughs, PLC conversations and products. We will see 31% of students working at Tier 1 (IReady) by January, 2018 and at least 49% of students working at Tier 1 by May, 2018.


Action(s) Created Date 0 of 2 (0%)2 1/5/16 Work with SWD coach, Abbie Pack , to develop an RTI system to be

implemented in grades 3-4.Keith Buechler 12/15/2017

Notes: Working with Abbie Pack. Abbie has supported 4/5 teachers throughout the year and at mid-year also started working with one of our 3rd grade teachers.

4 10/20/16 Work with Math Coach from OSPI coach, Trinh Pham to differentiate math instruction in k-2 and 5.


Notes:

Implementation: 10/13/2017

Evidence 5/29/2016Essential Learning documents.

5/31/2017Meetings with coaches and coaching days, planning minutes, data review to direct the inclusion planning.

Experience 5/29/2016Working on this objective was helpful. Staff desire training on differentiation but still struggle to grasp how to make it work on a day to day, lesson to lesson basis.

5/31/2017We had to align the ideas and practices of our work with all of our different coaches. We have continued to investigate and reflect on the best practices for how to offer our inclusion services and have worked with implementing more effective strategies for math instruction, focused on math talks.

Sustainability 5/29/2016We will continue to create time for staff to collaborate around identifying essential learnings. Included in this work is determining what prerequisite standards students need and what standards are next as well as determining a plan for exactly what will be done to support students that get it and those that don't ahead of time as trying to figure this out on a day to day basis is too overwhelming for teachers.

5/31/2017Focus on developing math discourse and math talks, do more planning to identify and incorporate inclusive instruction for SWD in our general education classes.

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

KEY P5-IID08 Instructional Teams use student learning data to assess strengths and weaknesses of the curriculum and instructional strategies.(106)(ELL,Expected,SWD)


Initial Assessment: In the 2016-17 school year, overall school ELA SBA increased 14% and Math SBA increased 7%. Last year we analyzed 3 STAR data windows to intentionally target those students needing more support. Using that data we created small differentiated groups both in the classrooms and schoolwide, such as after school math and reading clubs. Staff learned new strategies for differentiation. This year, we will continue to intentionally monitor student progress through the use of data from assessments such as IReady, DRA, IABs and classroom based assessments to differentiate instruction. Based on September IReady data we have 13 % of students working at Tier 1, 52% working at Tier 2, and 35 % working at Tier 3.




Staff will use skills and knowledge to operate as a high functioning Professional Learning Communities (PLC). In PLCs, staff will examine the data and use it to create small flexible groups of students to differentiate instruction and supplement curriculum as necessary.This will be evidenced by the minutes in the PLC notebooks. We will see 31% of students working at Tier 1 (IReady) by January, 2018 and at least 49% of students working at Tier 1 by May, 2018.

Alaina Coons 06/16/2018

Action(s) Created Date 0 of 6 (0%)1 1/6/16 The school will examine and analyze CEE perception survey data to

support planning and decision-making.Keith Buechler 12/16/2017

Notes: Completed with BLT and less formally with all staff.2 1/6/16 All staff will participate in IReady and SBA training meetings. Keith Buechler 03/31/2018

Notes:

3

2/25/16

In addition to Early Release Friday PLC meetings, all grade levels will get released at least (2) 1/2 days between now and the end of the year to use multiple sources of data to create flexible groups of students for targeted instruction.


Notes:

410/13/17

Grades k-2 and 5 will work with Trinh Pham focusing on math talks, engagement, and differentiation based on IReady data and classroom observations.


Notes:

5 10/13/17 Grades 3-4 will work with Abbie Pack on math differentiation based on IReady data and classroom observations.


Notes:

6 10/13/17 After each testing window, students in designated grade levels will be identified for after school math club.

Alaina Coons 05/25/2018

Notes: There will be 3 sessions of Math Club. k-2 in the first session, 3-5 in the following 2 sessions.


Essential learning charts, sign in sheets for trainings

5/31/2017Assessment scores

Experience 5/29/2016This objective helped continue to move our staff's thinking about data in the right direction. As they continue to use it in ways that are meaningful and able to find time and strategies to do something about the data, we will be in a better place to help all kids be successful. All staff enjoyed being a part of this learning process, especially classified staff.

5/31/2017We did a basic implementation of Homeroom and trained Tamara as a trainer. All teachers participate in STAR, DRA, and SBA (if relevant). Teachers also utilize Imagine Learning for ELL students.

Sustainability 5/29/2016Continue to find time for staff to meet to plan to differentiate in their classrooms so they can actually use the data they are collecting. If we don't, they won't see the point in collecting the data because they can't do anything with it.

5/31/2017Further staff training and incorporation with Homeroom, time to facilitate necessary assessments, especially as we transition to iReady.

KEY P5-IID12 All teachers monitor and assess student mastery of standards-based objectives in order to make appropriate curriculum adjustments.(1715)(Expected)


Initial Assessment: In the 14/15 school year we started implementing data team meetings where grade levels got together to review data with a protocol and then plan for instruction for whole group and small groups for a full day twice during the year. We bargained to have approximately 1.25 hours about twice per month for PLCs to analyze data and plan for improvement. Have data but no plan for regular ongoing monitoring by the BLT or grade level teams. We have multiple assessment measures to monitor progress for all groups of students, DRA, STAR, classroom based assessments, and curriculum assessments. The district is working on a district-wide data system to support teachers and building in accessing student data quickly and easily. There is not district-wide plan to collect, interpret, and use data.




Notes:

Core Function: Student and School Success Principle 6: Safety, discipline, and social, emotional, and physical healthEffective Practice: School and classroom culture

! KEY P6-IIIC13 All teachers reinforce classroom rules and procedures by positively teaching them.(165)(Expected)


Initial Assessment: We are in year 2 of PBIS implementation and we will continue to teach the 2nd Step program to teach conflict resolution and social skills. All students were taught school wide expectations at the beginning of the school year. We teach, reteach, and enforce school-wide expectations several times a year. In 2016-17 80% of students had 0-1 office referral. In 2016-17 we implemented a Husky Heroes student recognition program. In early 2017-18, 67% of classrooms had evidence that classroom expectations were developed with students. 47% of classrooms have a RESET desk set up. Several staff went to Restorative Justice training. All staff have been trained in community circles and some teachers have an established circle practice. There has been some training on how to positively support students who are displaying challenging behaviors and how to build relationships and use positive talk.




Expectations are taught to all students and reinforced throughout the year by all staff. Teachers will create classroom agreements based on school expectations. All staff will provide regular positive feedback to students whenever they do the right thing and follow expectations in a ratio that is greater than negative feedback. All staff will explicitly teach students social skills needed for success in school throughout the year. This work will result in a reduction of office discipline referrals by 5%. 2nd Step lessons will be co-taught with teachers and the counselor by the end of the year.


Action(s) Created Date 0 of 11 (0%)1 10/14/15 SST will develop and create plans for each round of re-teaching students

school-wide expectations.Keith Buechler 06/16/2018

Notes: See templates that Carol was talking about. Called Cool Tools.

This will need to be re-completed yearly.2 10/14/15 Carry out school tour teaching school-wide expectations. Keith Buechler 05/25/2018

Notes: Completed to start the year, after fall conferences, after winter break and as needed throughout the school year.

3

2/25/16

Playground supervisors will be taught the strategy of Move, Scan, Interact to use on the playground while supervising to increase safety for students at recess. It will be observed and reviewed periodically throughout the year.


Notes:

410/20/16

Playground staff will use the playground expectations on a ring for all locations and items on the playground and communicate to Keith if there are ongoing issues with the expectations as written.

Sandy Peers 05/25/2018

Notes: Cards created and provided to staff after being established by the group.

5 10/20/16 Staff will receive follow-up and reflection training on the RESET process. Keith Buechler 05/25/2018Notes:

610/20/16

Members of the school SST will conduct a Tiered Fidelity Inventory (PBIS Tool) to collect baseline data on the school behavior management plans and systems.


Notes:

7 10/13/17 Create a google self assessment survey to identify use of circles in classrooms.


Notes: Carol will create the survey, Keith will send it out.8 10/13/17 SST will solicit feedback from staff on school wide expectations. Phyllis Tubbs 11/30/2017

Notes: SST will use the feedback to adjust school wide expectations.9 10/13/17 Staff will be trained on creating T charts, numbered heads together and

timed pair share.Phyllis Tubbs 12/29/2017

Notes: These are the GLAD tools that the team set as a priority this year.10 10/13/17 BLT will look at the CEE student data to identify trends. Kim Skadan 11/30/2017

Notes:

11 10/13/17 Create a system for using Husky Heroes with fidelity. Keith Buechler 11/24/2017Notes: There needs to be clear steps for nominating students and a clear

timeline.Implementation: 10/13/2017

Evidence 10/13/2017

5/30/2016Agendas, timesheets, plans for teaching expectations

5/31/2017Meeting attendance, card packets, Husky Way binders

Experience 10/13/2017

5/30/2016This turned out to be our biggest initiative. There is still much work to do with aligning systems and getting more and more people on the same page, philosophically about working with students to problem solve challenging behaviors and how to teach skills needed to be successful.

5/31/2017We must continue working as with SST to develop fundamental expectations, foundations, and practices for our school behavior and expectation programs. We have worked closely with Carol to do this as we implement elements of PBIS and Restorative Practices.

Sustainability 10/13/2017

5/30/2016Continue to work with staff to create a philosophical shift about how to work with kids with challenging behaviors as well as help staff develop strategies in the classroom to help them reduce these behaviors.

5/31/2017We need to clearly define expectations, majors/minors, and develop more classroom supports.

KEY P6-IIIC16 The school leadership team ensures that the school environment is safe and supportive (i.e., it addresses non-academic factors, such as social and emotional well-being).(2639)(Expected)


Initial Assessment: Members of the BLT are working towards maintaining a positive and supportive environment among staff. This team is also working on giving staff a voice and taking on the brunt of the work and going back and getting more input from staff. There is variation in staff expectations about the capacity of all kids. We are starting the 2nd Step Program to help kids with conflict management and social/emotional skills. We don't currently have a data system for knowing how kids feel about school culture.




Notes:

Core Function: Student and School Success Principle 7: Family and community engagementEffective Practice: Defining the purpose, policies, and practices of a school community

KEY P7-IVA01 Parent (Family) representatives advise the School Leadership Team on matters related to family-school relations.(3069)(Expected)


Initial Assessment: Our Title I program has struggled to maintain an ongoing parent advisory committee. We have an active PTA that is involved with after school programs, they provide resources for teachers, they provide food and supplies for families in need. We have leaders in the Hispanic community that are providing interpretation and translation services. There is not a formal process for involving parents in decision making or advising the leadership team, although a small group do have input at times. There is a general lack of community-wide parent involvement and much of the work done by our parent community is done by a small group of individuals. The CEE Student Survey shows that families feel welcome here but that many are not involved.




Notes:

KEY P7-IVA02 The school’s key documents (Parent Involvement Policy, Mission Statement, Compact, Homework Guidelines, and Classroom Visit Procedures) are annually distributed and frequently communicated to teachers, school personnel, parents (families), and students.(3077)(Expected)


Initial Assessment: Key documents are distributed to all stakeholders in the learning community annually. Families do not have input into key documents like mission, vision, classroom visit procedures, school expectations. The mission statement has not been recently updated.

No Development 10/01/2015



All key school documents are updated, organized, published, and distributed as a hard copy to families and available online in English and Spanish.

Kim Skadan 05/25/2018

Action(s) Created Date 0 of 3 (0%)1 10/14/15 Analyze current documents for gaps. Keith Buechler 05/25/2018

Notes:

2 10/14/15 Schedule event(s) for families/PTA to provide input/feedback. Keith Buechler 04/28/2018Notes:

4 10/14/15 Incorporate feedback/input from families into key documents and prep for distribution in the fall of 2018.


Notes:


Meeting agendas/sign-in sheets and feedback forms.Experience 5/31/2017

I have worked with Laurel and Tamara throughout the year to meet all of these objectives. We need to do a better of job of engaging parents in meaningful conversation about how to improve the services we provide.

Sustainability 5/31/2017Meeting all of the date requirements with intentional planning.

! KEY 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)


Initial Assessment: Title I program distributes school compact tor families of all students. Limited Development 10/01/2015



During fall conferences, teachers review the Title Compact with all families. All families have the opportunity to provide feedback.


Action(s) Created Date 0 of 1 (0%)1 10/14/15 There will be an opportunity for families to provide feedback on the

Compact at fall conferences and throughout the year. Tamara McNew 10/20/2017

Notes:


Signed compacts.Experience 5/30/2016

This could be improved for next year but the biggest improvement was that all parents and students, rather than just Title I families were able to review this document.

Sustainability 5/30/2016We may need to put together a committee of families that can provide more in depth feedback.

Core Function: Student and School Success Principle 7: Family and community engagementEffective Practice: Educating parents to support their children's learning and teachers to work with parents

KEY P7-IVA13 The LEA/School has engaged parents and community in the transformation process.(1649)(Expected)


Initial Assessment: The district partners with community and local agencies to finance facilities and programs. Examples include the district bond committee, opportunities at board meetings for community input. A parent advisory group and began meeting late in the year.




The Parent Advisory Group will meet at least quarterly and provide input into the transformation process.


Action(s) Created Date 0 of 2 (0%)1 11/18/15 Send invite via Facebook and school newsletter with the following

message. (see notes)Keith Buechler 11/24/2017

Notes: Gold Bar Elementary is starting a parent advisory team. The purpose of this team will be to foster positive relationships between families and the school, improve communication amongst all members of our school community, and develop support in the community for the work that we all do to help Gold Bar students experience a safe and high quality education.

At this time we have a small group of parents that have committed to be a part of this and we are looking for a couple more parents. If you are interested or would just like a little more information, please contact our main office by 4:00pm on the 17th of December by stopping by, calling us at 360.793.9840, or by emailing [email protected] and someone will get in touch with you.

We look forward to this new opportunity to strengthen our partnership with our parent community.

(This task was put on hold last and I have had conversations to start something similar with the help of the new PTA presidents this year).

2 1/5/16 Have at least quarterly meetings with parent advisory team. Keith Buechler 05/25/2018Notes:

Implementation:Evidence 5/30/2016

Meeting agendas, posters, documents produced, etc. Experience 5/30/2016

This was very well received by the parents that responded. Initially we had about 16 parents that wanted to participate but the amount that participated on a regular basis was closer to 7-8. They identified school safety and emergency preparedness communication as the number one priority to work on.

Sustainability 5/30/2016We will need to continue to meet on a monthly basis and work through the opportunities for improvement in the identified area.

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