school continuous improvement plan

Continuous Improvement Plan (CIP)

SCHOOL NAME: ROBINS K-8 SchoolJuly 2015 to June 2016

Principal: Chandra Thomas

TITLE 1 PROGRAM TYPEPlease indicate type

OTHER PROGRAMSCheck any/all that apply

X School Wide

Targeted Assistance

Priority Focus Pre-Intervention

Magnet

TIMELINE

8/28/2015 October 10/30/2015

December 1/15/2016 March 5/16/2016 TBA TBA

CIP Plan Submission

Deadline

Quarter 1 Site Data Review

Quarter 1 Site Plan Review

Quarter 2Site Data Review

Submit mid-year

Plan Update

Quarter 3 Site Data Review

Submit EOY Plan Update

Review of State

Summative Data

2016-2017 Plan Initial Submission

Tucson Unified School District CONTINUOUS IMPROVEMENT PLANSite Name: Robins K-8 School

EXECUTIVE SUMMARY

TITLE I PURPOSE:At its core, the purpose of Title I, SIG, and Magnet funds are to ensure that students who are traditionally underserved and most at-risk of academic failure receive additional supports to achieve academically at high levels.

The purpose of this Continuous Improvement Plan (CIP) is to communicate the goals, strategies, and actions a school is taking to improve academic achievement and school climate. The plan is written to inform a variety of stakeholder audiences including, district and school leadership, family and community members, state and federal education agencies.

Stakeholder engagement is a vital component of plan development, implementation, and evaluation. Schools use a variety of strategies to involve stakeholders including use of a committee approach, on-going communication to stakeholders about plan elements, use of site based leadership teams to review and refine plan goals and actions, and activities aimed at obtaining family input throughout the process.

Strategies:1. Strengthen Instruction for All Students – both Mathematics and English Language Arts (ELA) must be addressed. This strategy discusses

what systems and strategies the school will use to ensure high quality curriculum and instruction for all students within the school day. Actions in this area frequently discuss the amount of instructional time dedicated to content, teacher quality, teacher training, and quality curriculum. Some plans may include sections describing ways schools will engage families in content areas or document how students will be provided opportunities to accelerate or extend their learning.

2. Intervention Programs for Struggling Learners – this strategy of the plan outlines actions that will be taken to support students struggling with academic content. Actions in this area are usually related to tutoring or supplemental support for ELA or Math content.

3. Data and Assessments – this strategy primarily describes the process and actions the school will take to ensure they consistently measure and review student performance data and how student progress is communicated. The CIP requires a comprehensive review of relevant data to help school teams determine the focus of their work. Stakeholders evaluate student achievement using multiple indicators, as well as the culture and climate of the site, to identify underlying conditions present at the site that may serve to explain why a school is doing well or where leverage may exist to positively effect student outcomes. Progress towards goals is based on data/evidence that is reviewed and used to refine plans and instruction.

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4. Leadership – this strategy is dedicated to describing how the school will cultivate positive school culture, provide clear and frequent communication, outreach, vision, and direction to the school. This strategy describes the ways sites share decision making with partner stakeholders, especially families, to promote high achievement for diverse clientele.

5. Coordinated & Comprehensive Services – this strategy aims to describe two different, but often related, elements. a. Coordinated describes how the site will leverage resources from multiple programs to provide a network of support and effectively

implement their CIP while simultaneously meeting the requirements and intents of individual funding sources. Examples frequently demonstrate leverage of funds including how a school uses grant-based tutoring funds such as 21st Century, or Magnet programs to provide tutoring, which also meets the funding intents of Title I; allowing a school to direct Title I funds to other eligible activities.

b. Comprehensive describes how the school provides a systematic network of services to support plan goals, family engagement, and ensure effective matriculation and transition of students into, within, and between schools. Examples would be ECAPS, events to transition pre-k-to kindergarten, orient middle school students to high school, high school to college/career.

6. Plan Development, Implementation and Evaluation – this strategy outlines the shared processes used to draft, implement, and evaluate the CIP. This section is related to leadership in that it requires evidence of genuine stakeholder input and the collaboration and representation of all significant initiatives impacting sites including Title I, SIG, Magnet, and 21st CCLC. This strategy describes how sites commit to continuous review of plan implementation and outcomes. Processes included in the planning and Title I parent meetings are noted and multiple artifacts/evidence are retained as part of this requirement.

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Tucson Unified School District CONTINUOUS IMPROVEMENT PLANSite Name: Robins K-8 SchoolREFORM MODEL:

Robins K-8 is located in Tucson, Arizona and is part of the Tucson Unified School District (TUSD). Our school was established in 1994.

Our school mission:

Working together as a K-8 community, Robins is dedicated to fostering a learning environment where teachers, students and parents are responsible for participating in and contributing to a challenging and engaging atmosphere. We work together to support students at their individual levels and encourage students to have high expectations as measured by state and district standards.

Our vision: Robins K-8 is a warm and nurturing community that promotes safety for all, respect for others, and responsibility for self. As students enter Robins K-8, they will strive to be academically competitive. They will receive the highest education that we can provide, that will follow them as they exit our school. In collaboration with staff and parents, students are challenged to have high expectations and are given the necessary tools for academic success. This will allow them to thrive successfully in all academic areas for the 21 st century. These students will leave our school prepared to excel at any high school of their choice. With the tools given, our students will be creative, curious, diverse critical thinkers who contribute to our community. All students are active learners who recognize the importance of effort, and are responsible for their learning. We are a Professional Learning Community that is prepared and motivated to foster student achievement.

We are a 21st Century school that actively supports students in the areas of reading and math while providing enrichment opportunities during our before and after school programs. Students are selected to participate in our 21st CCLC based on their academic needs in math and reading. We identify these students based on their performance on the School City benchmark quarterly assessments, DIBELS and AzMerits.

We are an OMA Gold (Opening Minds through the Arts) school. Founded on scientific findings about music's role in brain development and education, Opening Minds Through the Arts (OMA) is a leader in a national movement to integrate arts education with core curriculum. All of our students K-8 receive weekly classes facilitated by a qualified OMA instructor.

We are a GATE cluster school for grades K-5 and are a K-8 school with access to high school credit classes available to our 8 th grade students.

Located in the Tucson Mountain Foothills, Robins K-8 is a Certified National Wildlife Federation Habitat. Our location in this natural desert setting inspires learning about nature and the world around us.

Before and after school programs include the 21st CCLC program, Chess Club, Art Club, Grades 3rd-8th Track, intramural sports for grades 5th-8th, Mandatory Tier 2 interventions, chorus, drama, and Happy Hours certified after school care.

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Robins K-8 is committed to obtaining and using new technology to further students' proficiency with current technological standards with the support of our technology liaisons.

In order to meaningfully reform Robins K-8 school, we are implementing a strategic class size using average student to teacher ratio of 27:1. Strategic Class size will be leveraged across the school in multiple ways. These include teachers providing high quality rigorous tier 1 classroom instruction optimizing student access to high quality curriculum with classroom teachers providing timely additional support in a manner that is on-going, fluid and flexible. Strategic class size will also be used to support attendance, student matriculation and behavior through a focus on building strong school to student and family relationships and connections. The Strategic Class size further supports our Reform Model.

Consistent school wide procedures and routines will be communicated and shared with all stakeholders, as well as established, practiced and reinforced at the beginning of the year and as needed during the year. We use positive reinforcement and restorative practices to improve academics, increase proactive behavior and develop interdependent relationships. Our leadership team will provide all teachers and staff opportunities to collaborate with PBIS committee to address site needs and incorporate PBIS/MTSS principles into classroom procedures and lessons through a professional learning community (PLC) structure.

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CIP OVER ARCHING SMART GOAL: Students will increase their proficiency in reading skills and math skills to 80% as measured by the District Benchmark Assessment. (District Benchmark Assessments will be used in the absence of State Assessments).

STRATEGY 1: Strengthen Instruction For All Students (ELA and Math)Strategic Plan Alignment: CurriculumMAGNET GOAL(S): N/A

Strategy Description: Systems and strategies the school will use to ensure high quality tier I curriculum and instruction for all students within the school day.Action Step: Improve Quality First Instruction

DESCRIPTION:ALL:27:1 Strategic Class Size: we will try to ensure our class sizes meet this number.

Lesson Plans aligned to the TUSD curriculum. Lesson plans incorporate the Elements of Essential Instruction (EEI) components, Tier 1 strategies. Lessons plans are collected weekly from a grade level.

Robins K-8 school will increase the number and percentage of students who have historically been statistically underrepresented and have been identified for participation in the GATE Program, with particular emphasis on African American and Hispanic students. The principal will identify GATE students and the process of testing. Educate parents of targeted groups about GATE and benefits of early/ongoing education and strategies.

Culturally relevant strategies will be given to teachers during Wed PDs. Implementation will be monitored with walk through.

Common instruction time ELA/Math by Grade Level

Each grade level will have common instructional time for the areas of Math and ELA

Implementation of TUSD Math & ELA curriculum (Daily August-May)

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Grade Level Common Math & ELA Lesson Plans as evidenced in Lesson plans and observations (Daily August-May)

Grade Level Common Formative Assessments for units developed in PLC/Grade Level Teams (August-May)

Certified Highly Qualified teachers instructing ELA and MATH in K-5 as evidenced in HQ records. (August-May)

Daily Instruction to include research based practices as evidenced in Lesson plans and observations (August-May)

Multi-Tiered System of Support (MTSS) framework-processes (as outlined in the MTSS-TUSD manual) to maximize achievement for all students through systematic gathering of data used for educational decision making (screening, diagnosis, and progress monitoring) to support student achievement as evidenced in progress monitoring data, data notebooks, and MTSS and/or PLC meeting notes. (August-May)

Language Opportunities providing sheltered English language development and visual models to support all students including recently reclassified ELD students will be used in classrooms in instruction. (August-May)

ELA ONLY: -Honors ELA 7thRobins K-8 implements: Strategic Class size 27:1 to provide foundational support for our Reading/ELA 90 uninterrupted minute block of instruction on a daily basis.

The MTSS TIER I strategies daily in all classrooms, to further support our Daily 60 minutes of math instruction K-5. Twice per quarter teachers develop common grade level formatives

Our teachers have common planning and PLC meetings for data analysis from multiple points (School City, Grades, Formatives, DIBELS, and Scholastic Assessment), sharing of lessons, and aligned lesson planning based on the TUSD Curriculum one time per week. PD on curriculum and strategies is given at Wed

Teachers utilize the Danielson Framework to support effective quality first instruction. Principal monitors all action areas with walkthroughs observations based on the Danielson Framework.

Teaching Reading Effectively (TRE) Training for K-3 as evidenced in sign in sheets, agendas, and True North Logic Professional Development registrations (July , 2015)

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Daily 5 Stations Embedded into reading block as evidenced in Lesson plans and observations (August-May)

MATH ONLY:Robins K-8 school- 60 minute uninterrupted instructional blocks for Math with a strategic class size of 27:1

The MTSS TIER I strategies daily in all classrooms, to further support our (3) Daily 5 embedded into Reading Blocks for 90 minutes K-5. Twice per quarter teachers develop common grade level formatives

ALE(Advanced Learning Experiences) for Math (Algebra) 8th M.S. credit, Honors Math 7th

Content. Grade Level teams will work together to ensure lesson plans that are aligned to the TUSD Curriculum. PD on curriculum and strategies is given at Wed PDs

Weekly, the principal will monitor with walkthroughs and lesson plans. Facilitator monitors the implementation of the new curriculum on a weekly basis.

Math Journals (K-8)

Curriculum Planning- Each grade level will receive a 3.5 hour release time to collaborate together with the support of the resource staff and principal to create their math curriculum maps based on the quarterly district target goals.

TUSD Math Curriculum Training as evidenced by True North Logic-Registration, Principal Meeting Agendas, Sign in Sheets for site trainings (September-April)

ACADEMIC FAMILY ENGAGEMENT: MTG, Math Night , Back to School Night, Meet the teacher Night, Literacy Night, Science Night, Cafecitos, 21 st CCLC Parent Nights, Title 1 Annual Meeting, Compact Policy Review Meeting

Evidence:Master Schedule; lesson plans, observational data, HQ Binder/Records, Sign in Sheets, True North Logic, Scope of Service, Teacher Grade Book, School Website, MTG

Personnel Required: Classroom Teachers, Counselors, Instructional Specialist

Team Leader- Principal

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QUARTER 1 UPDATE QUARTER 2 UPDATE QUARTER 3 UPDATE QUARTER 4 UPDATENot Started X Not Started X Not Started X Not Started

X In Progress In Progress In Progress In ProgressCompleted Completed Completed Completed

DISTRICT USE ONLYTurnaround Interventions, Ex Ed, Language Acquisition

DISTRICT USE ONLYMagnet Tags

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Action Step: Professional Development to Support Quality First Instruction

DESCRIPTION:ALLTeachers are planning according to TUSD curriculum scope and sequence and PDs for curriculum support. Teacher will develop assessments which address critical thinking and evidence based responses.

ELA ONLY: Daily 5, Guided Reading, Scholastic, PD Trainings, District personnel – Sign in Sheets, True North Logic

MATH ONLY : TUSD Benchmark Assessment Training as evidenced by True North Logic-Registrations, Sign in Sheets (August)

ACADEMIC FAMILY ENGAEMENT: Parental Access Classes, “Friday Night School

Evidence: Scope/ Sequence Pacing, TUSD Calendar, sign in sheets, agendas

Personnel Required: Classroom Teachers, Counselors, Instructional Specialist

Team Leader- PrincipalQUARTER 1 UPDATE QUARTER 2 UPDATE QUARTER 3 UPDATE QUARTER 4 UPDATE

Not Started X Not Started X Not Started X Not Started





STRATEGY 2: Interventions and Supplemental Services (ELA and Math)Strategic Plan Alignment: CurriculumGOAL TO ADDRESS LOWER QUARTILE: LOWER QUARTILE ELA AND MATH GOAL(S)

Strategy Description: Systems and strategies to support struggling students, paying particular attention to student subgroups.MAGNET GOAL(S): N/A

Action Step: Interventions for Struggling Students ELA and Math

DESCRIPTION:21st CCLC grant focusing on improving the achievement of students in the lowest quartile for reading and math in grades 2nd-8th.

Partnering with our first priority for a climate of high expectation is using the MTSS system throughout the school The MTSS framework is a multi-tiered approach to providing services and interventions to all learners at increasing levels of intensity. This process is used to make decisions about general, remedial, and special education students, creating a well-integrated system of instruction that is guided by student outcome data. As part of this model, all students are screened and those whose skills are not sufficient receive help. We provide multi-tier interventions for our students. Tier 1: universal instruction interventions occur within the general education classroom. These interventions are based upon the varying needs of students. Tier 2: targeted interventions occur after the whole class has been screened, universal curriculum interventions been tried, and students are still having difficulty. These interventions are provided by either the teacher or interventionists in the classrooms. Classroom reduction is a very important piece of our Tier 1 and Tier 2 interventions. Tier 3: students receive intensive support

ELA ONLY-Success Maker, PLC, 20min/Daily-80min/weekly 2nd -5th Dibels progress monitoring

Extended learning opportunity ~ Friday night School21st CCLC Tutoring with HQ personnel

MATH ONLY-PLCs will analyze SchoolCity and formative data weekly and create formative assessments for targeted students.MTSS Weekly meetings

ACADEMIC FAMILY ENGAGEMENT-Weekly PLC meetings to review data for data base decision making (August thru May).Student of the Month recognition

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Tucson Unified School District CONTINUOUS IMPROVEMENT PLANSite Name: Robins K-8 School80 min. per week of Success Maker during school day to support ELA/Math learning. (August thru May)21 CCLC tutoring ELA/Math (September thru June).120 minutes of AVENUES instruction daily for Kindergarten ELD students (August-May)

4 hours of Reading/Math instruction using AVENUES for ELD Students above kindergarten (August-May)Attendance and Academics Every quarter, school celebrations will be held for perfect attendance and provide information to families/caregivers regarding the impact of attendance on achievement. (August-May)Teachers will use a variety of attendance incentives at the individual and class level to encourage perfect attendance and these incentives will be communicated to students a minimum of weekly. (August-May)Positive Behavioral Intervention Systems (PBIS) will be used to support our students with non-academic interventions as evidenced by PBIS records and PLC notes. (August-May)Multi-Tiered System of Support (MTSS) framework-processes (as outlined in the MTSS-TUSD manual) to maximize achievement for struggling students through systematic gathering of data used for educational decision making in interventions (screening, diagnosis, and progress monitoring ) to support student achievement as evidenced in progress monitoring data, data notebooks, and MTSS and/or PLC meeting notes. (August-May)

Evidence:Class Schedule, Data Charts of progress, Intervention Group listings, PLC notes, Success Maker records, 21 CCLC schedules, Celebration logs, Recommendation lists. PD sign in, PD Agendas, True North Logic Registrations, Mojave Intervention Tracking

Personnel Required:Classroom Teachers, Counselors, Interventionists, Instructional Specialist, 21CCLC coordinators


Not Started X Not Started X Not Started X Not Started




Action Step Title: Professional Development to Support Quality Interventions

DESCRIPTIONS-ELA ONLY-PLCs will analyze SchoolCity and formative data weekly and create formative assessments for targeted students.

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MATH ONLY-PLCs will analyze SchoolCity and formative data weekly and create formative assessments for targeted students.MTSS Weekly meetings

ACADEMIC FAMILY ENGAGEMENT-Weekly PLC meetings to review data for data base decision making (August thru May).

Evidence: sign in sheets, agendas Personnel Required:Classroom Teachers, Counselors, Interventionists, Instructional Specialist, 21CCLC coordinators


X Not Started Not Started Not Started Not StartedIn Progress In Progress In Progress In ProgressCompleted Completed Completed Completed



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STRATEGY 3: Data and AssessmentsStrategic Plan Alignment: CurriculumMAGNET GOAL(S): N/A

Strategy Description: The process and actions the school will take to ensure they consistently measure and review student performance data and how student progress information will be communicated.Action Step: Ongoing use of data to inform planning and instruction

DESCRIPTION:Robins K-8 school is implementing a Response to Intervention (RTI) Model which provides a multi-tiered instructional support system (MTSS) to support the academic growth of all students and to provide extra tiers of support to struggling students.

Staff will collaborate weekly during PLC common planning to plan instruction and assessment; discuss student achievement, and brainstorm student engagement and technology integration strategies. Principal and PLC Teams will facilitate collaborative meetings. Principal will monitor through MTSS meetings and with PLC feedback forms.

Data PDs will occur once a quarter for teachers to review interim quarterly assessment results for math and reading

School Wide Needs Assessment to determine next steps (August, 2015)

Culture & Climate Survey for School Improvement to determine culture and climate strengths/weaknesses and follow up steps (September, 2015/March. 2016)

School Quality Survey (District) for Students, Teachers, Parents to provide overview of culture, climate, and perceptions from a variety of perspectives (Spring)

Weekly PLCs to review classroom assessments, grades, discipline and attendance (August thru May).

Benchmark district assessment review (October, December, and March).

Data dig as evidenced in Needs Assessment updates

Evidence: Personnel Required:13

Tucson Unified School District CONTINUOUS IMPROVEMENT PLANSite Name: Robins K-8 SchoolSurveys, Needs Assessments, PLC notes; CIP Needs Assessment, Data Dig Documents

teachers, principal, LSC, curriculum support staff

Team Leader: PrincipalQUARTER 1 UPDATE QUARTER 2 UPDATE QUARTER 3 UPDATE QUARTER 4 UPDATE

Not Started Not Started Not Started Not Started




Action Step Title: Student academic progress will be communicated to stakeholders

DESCRIPTION:Data chats with students quarterly or as neededData chats with parents/guardians quarterly (August-May)Evidence: sign in sheets, agenda, data notebooks, stakeholder notifications and Parent-Link

Personnel Required:teachers, principal, LSC, curriculum support staff

Team Leader: PrincipalQUARTER 1 UPDATE QUARTER 2 UPDATE QUARTER 3 UPDATE QUARTER 4 UPDATE





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STRATEGY 4: LEADERSHIPStrategic Plan Alignment: Curriculum and DiversityMAGNET GOAL(S): N/A

Strategy Description: Leadership provides clear vision and direction with frequent communication and outreach to stakeholders.

Action Step : Communication with stakeholders

DESCRIPTION:A site leadership committee and parent volunteer group will conduct outreach to increase community partnerships. Parents will be contacted through Parent Link.

New teachers will meet with the Principal during lunch monthly for mentoring and culture and climate support.

A school leadership team will meet monthly with the principal to ensure that the mission and vision of the school is being implemented. The team will also monitor the culture and climate of the school.

Teachers will have data chats with parents and students. Teachers will provide families with materials and instruction based on the data on how they can support academics at home. Contact – notification will be made using the Parent Link Log. Participation is measured with sign in sheets and surveys. Effectiveness of content is measured partially with a family survey at the end of the session

Use social media to communicate frequently and effectively with families /guardians (August thru May).

Review of GSRR with staff and families/guardians as evidenced by sign in sheets, notifications via social media, parent link, and newsletters (September & January).

Danielson Framework used to measure teacher effectiveness through teacher-instructional observations, feedback and evaluation as evidenced by observations forms, feedback forms and evaluations. (August-May)

Evidence:Parent Link; school policy & procedures; Newsletter and Social Media notifications, observations forms & evaluations, Constant Contact, Facebook, Reminder101, School website

Personnel Required:all staff & stake holders


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X Not Started Not Started Not Started Not StartedIn Progress In Progress In Progress In ProgressCompleted Completed Completed Completed



Action Step: Ensuring Stakeholders as Involved Decision Makers for the CIP (Distributed Leadership)DESCRIPTION:

Site Council to support decision-making to meet monthly as evidenced by sign in sheets, agendas (August-May) PTO established and meeting minimally quarterly as evidenced by sign in sheets, agendas, notifications (August-May) Academic Family Engagement Activities and events scheduled minimally quarterly as evidenced by sign in sheets, notifications, parent-link

(August-May)

Notifications regarding Family Engagement Center Support as evidenced by Family Engagement Center Monthly Calendars on Website, Parent-Link, Social Media and/or newsletters(August-May)

Evidence (Be sure documents are filed):Sign in Sheets, Agendas, Parent-Link, Notifications, Website


Team Leader- (School Community Liaison)QUARTER 1 UPDATE QUARTER 2 UPDATE QUARTER 3 UPDATE QUARTER 4 UPDATE

x Not Started Not Started Not Started Not StartedIn Progress In Progress In Progress In ProgressCompleted Completed Completed Completed



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STRATEGY 5: Coordinated and Comprehensive ServicesStrategic Plan Alignment: Curriculum and Diversity

MAGNET GOAL(S): N/AStrategy Description: Leveraging resources and systematic network of services to ensure effective matriculation and transition of students into, within, and between schools.Action Step: Coordinated: Leveraging Resources (M&O, 21st CCLC, community partnerships, grants, special projects) within a school.

DESCRIPTION:District supplemental resources coordinated to support instruction for all (Magnet, School Improvement, Title 1, Exceptional Education, 21 CCLC, Language Acquisition)]

Leverage state and federal funds through implementation of a School-wide Type 3 Model

Benchmark district assessment review (October, December, and March).o PLCs, instructional supplies and professional development supplies to support academic achievement, culture and climate

(School Improvement Grants)o Summer School (School Improvement Grant ) to support academic achievemento After School Tutoring (21st CCLC)

Evidence:budget documents; program enrollment





DISTRICT USE ONLY DISTRICT USE ONLY

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Tucson Unified School District CONTINUOUS IMPROVEMENT PLANSite Name: Robins K-8 SchoolTurnaround Interventions, Ex Ed, Language Acquisition Magnet TagsAction Step: Comprehensive: Networks and systems to ensure family engagement as well as matriculation and transition of students into and between schools.DESCRIPTION:Coordinate transitions for students between feeder pre-schools and high schoolsCommunicate with parents of students from feeder schools to ensure successful transition to and from Middle school

Evidence: flyers, presentation PowerPoints, calendars Personnel Required: Administration, all faculty and staff

QUARTER 1 UPDATE QUARTER 2 UPDATE QUARTER 3 UPDATE QUARTER 4 UPDATE




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STRATEGY 6: Plan Development, Implementation, and EvaluationStrategic Plan Alignment: Curriculum and DiversityMAGNET GOAL(S): N/A

Strategy Description: How the school is engaging a school community of stakeholders in key decision making and collaborative partnerships. How is a school monitoring for fidelity of plan implementation?Action Step: Processes and Stakeholder Engagement for CIPDESCRIPTION:Establish schedules that includes Advanced Learning Class by August 15, 2014

Contact Parents for EOM updates and Programs using Parent Link Sept, Nov. Minimum of 3 contacts from Parent Link.

Team selected to review data and surveys to determine the CIP for SY 2015-16 (July/August)

Staff review and input regarding CIP (August)

Quarterly Updates to CIP (August-May)

Engage Stakeholders in decisions that impact Student Achievemento Title 1 Meeting with Stakeholders (August)o District-Site Collaborative School support Team walkthrough Observation with Feedback on CIP implementation(August-

May)

Site Council to support site and CIP as evidenced by agenda, sign-in sheets (August-May)Evidence:Data-CIP Mid-Year reports, feedback forms, agendas, sign-in sheets




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Action Step: School-wide Review and Evaluation of CIPDESCRIPTION:Review Middle of year and end of year questions with team members.Provide support and tools for PLC implementation.Evidence:Sign in sheets, PLC documents. Needs Assessment

Personnel Required: Team Leader- PrincipalTeachers, CIP/Title 1 team, Site Council

QUARTER 1 UPDATE QUARTER 2 UPDATE QUARTER 3 UPDATE QUARTER 4 UPDATE




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District support systems are implemented for identified Priority, Focus, and Pre-Intervention Schools. Required district school choice and other improvement written notices are provided to Parents.District coordination of transportation for students electing school choice. Assistance embedding whole school reform model in school-wide sites. Ensure programs/material purchased with Title I or blended funds adhere to Scientifically-Based Research guidelines. Provide technical assistance on needs assessment, collaborative plan development and evaluation. Family Engagement support including District Advisory Council, District Parent Policy.Implementation of district-wide mentoring program for new teachers and teachers in need of support. Coordination of Homeless & Neglected & Delinquent Services. Ensure that teachers and paraprofessionals meet the highly qualified criteria prior to employment with the district.Provide progress-monitoring assessment system (School City) aligned with the State student academic achievement standards. Provide focused professional development to all instructional staff in instructional pedagogy and instructional framework (EEI). Additional district support and technical assistance as needed.

The site administrator agrees to do the following: Use only research-based reform strategies aligned with the needs assessment. Provide opportunities for all children to meet rigorous state and advanced levels of academic achievement. Create specific plans to assist transition of students between pre-school & elementary school and beyond. Coordinate federal, state, and local services and programs and align resources based upon prioritized needs. Align the budget with the plan and evaluate the plan annually. Retain documentation of planning, implementation and evaluation on site (7 years minimum). Provide parents with all required notices including, “Right to know,” “Non-Highly qualified,” and “District Parent Involvement Policy.” Annually update and distribute parents’ “School Compact” and “School Parent Involvement Policy.” Conduct annual Title I Parent meeting.

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