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Consolidated School Improvement Plan

Title I, Part A, Schoolwide and School Improvement

This template meets the requirements of Title I, Part A, Schoolwide Programs, WAC 180-16-220, ESSA, and The Office of System and School Improvement.

All schools are required to have a school improvement plan, but they do not have to use this template.

For technical assistance on how to complete this template, please refer to the Consolidated Improvement Plan Implementation Guide.

Section 1: Building Data

1a. Building: Lincoln Elementary 1g. Grade Span: K-5

School Type: Elementary

1b. Principal: Patrisia Diaz 1h. Building Enrollment: 368

1c. District: Toppenish School District 1i. F/R Percentage: 90.8 %

1d. Board Approval Date: February 26, 2019 1j. Special Education Percentage: 7.8 %

1e. Plan Date: April 17, 2019 1k. English Learner Percentage: 42.8%

1f. Please select your school’s Washington School Improvement Framework (WSIF) Support Status by clicking “choose an item” below:

Comprehensive

Section 2: School Leadership Team Members

Parent-Community Partners

Please list by (Name, Title/Role)

Patrisia Diaz, Principal

Teri Martin, Federal Programs Director

Clint Mattern, 5th Grade Teacher

Andrea Osorio, 3rd Grade Teacher

Updated March 2019 by Title I, Part A Office and the Office of System and School Improvement at OSPI

Carie Ruiz, Instructional Coach

Alicia Anaya, Counselor

Daniel Ramirez, School Psychologist

Jayla Krause, Special Education Teacher

Clint Mattern, 5th Grade Teacher

Marisol Anaya, 4th Grade Teacher

Jovita Hurtado, 2nd Grade Teacher

Judy Miller, 1st Grade Teacher

Alana Delgado, Kindergarten Teacher

Joshua Pruneda, Specialist Teacher

Melissa Gonzalez, Paraprofessional

Rosa Camacho, Parent

Eva Sanchez, Parent

Section 3: Vision Statement

Passion + Collaboration + Inspiration = Building Lifelong Learners Through Celebration

Section 4: Culture of Equity Description/Statement

Each student, family, and staff member possesses strengths and cultural knowledge that benefit their peers, educators, and schools. This goes beyond equality; it requires education leaders to examine the ways current policies and practices result in disparate outcomes for underserved students, students living in poverty, students receiving special education and English Learner services, and highly mobile student populations. Implementing practices to support learning for all students.


Section 5: PLAN/NEEDS ASSESSMENT (SY 2019-2020 COMPONENT #1: NEEDS ASSESSMENT SUMMARY)

The purpose of this section is to synthesize the analysis and learning that your school has gleaned from studying your school’s data and other pertinent inquiry information. This section serves as a summary to assist your school in identifying strategies, goals (Section 7 & 13), and activities (Sections 8 & 14) that constitute your school improvement plan that builds upon your school’s strengths to achieve your goals. Schools that submitted a needs assessment Summary to OSSI on January 11, 2019 do not need to resubmit this information in Sections 5 and 6.

Provide answers to the following questions. For additional questions to guide your thinking, please refer to our website.

Student Populations

1. What key takeaways does your school have about how student groups are performing on state (e.g. Washington School Improvement Framework) and locally determined indicators of learning and teaching success?

Our Lincoln Elementary students are performing in the lowest 5% in the state for all student groups and in all indicators with the exception of attendance, our students regularly attend school.

SBAC Tests Grade 32019 State GAP

ELA 39% 55% 16%Math 47% 58% 11%

2018 State GAPELA 24% 55.5% 31.5%Math 34% 57.5% 23.5%

2017 State GAPELA 21.4% 52.6 31.2%Math 25.7% 57.8 32.1%

2016 State GAPELA 20.2% 54.3% 34.1%Math 24.6% 58.9% 34.3%


ELA 20% 57% 37%Math 30% 54% 24%




2016 State GAPELA 9.0% 57.0% 48%Math 11.6% 55.4% 43.8%


ELA 25% 60% 35%Math 32% 48% 16%




2019 State GAPScience(WCAS)

22% 53% 31%

2018 State GapScience (WCAS)

18% 55.1% 37.1%

2017 State GapScience (MSP)

13.7% 63.4% 49.7%

2016 State GAPScience (MSP)

22.2% 65.3% 43.1%


iReady Benchmark Assessment

Fall 2018On or Above Grade Level

Winter 2019On or Above Grade Level

Spring 2019On or Above Grade Level

Fall 2019On or Above Grade Level

Winter 2020On or Above Grade Level

Spring 2020On or Above Grade Level

ELA 25% 26% 36% 12%

Math 9% 12% 46% 7%

ELPA

2019-20

Proficient 12.6%

Progressing 78.2%

2018-19

Proficient 13.1%

Progressing 38.2%

2017-18

Proficient 9.9%Progressing 49.1%

2016-17

Proficient 6.8%Progressing 58.9%


Regular Attendance

2016-2017 - 90.3%

2017-2018 - 85.8%

2019-2020 -

2018-2019 School Goal (Based on iReady-Standard View)

ELA - Reduce Tier 3 from 40% to 30% and Increase Tier 1 from 12% to 25% (Winter Diagnostic Tier 3-30%, Tier 1-26%) Mid year adjustment - End of year Tier 3 40%-20%, Tier 1 12% - 35%

Math - Reduce Tier 3 from 35% to 30% and Increase Tier 1 from 9% to 25% (Winter Diagnostic Tier 3-18%, Tier 1-26%) Mid year adjustment- End of year Tier 3 35%-10%, Tier 1 9%-35%

Additional Data from iReady and staff and student surveys were used to develop goals.

2. What are some possible root causes your team has identified? Consider both identification of areas of strength and what it will take to build strength in other areas.

Possible root causes we have identified are: lack of focused/ongoing teacher professional development to ensure a strong Tier I and Tier II/Tier III, effective instruction for ELLs, high staff turn over, and effective PLC’s. In our data analysis, our Lincoln staff believes we can build strength by having


high functioning PLC’s focused on the 4 PLC questions:

What do we want our students to learn?

How will we know if each student has learned it?

How will we respond when some students do not learn it?

How can we extend and enrich the learning for students who have demonstrated proficiency?

Strengths identified are attendance, relationships, and positive school culture.

In our data analysis, our Lincoln staff believes we can build strength by having high functioning PLC’s focused on the 4 PLC questions:

What do we want our students to learn?

How will we know if each student has learned it?

How will we respond when some students do not learn it?

How can we extend and enrich the learning for students who have demonstrated proficiency?

The work of the PLC will also lead us to our MTSS work of helping to meet the needs of each student in each area of growth, including ELA, math, ELL, social emotional.

3. A central element of quality improvement work is being centered on our learners. Describe a typical student at your school that you think is a representational example of the student population. (Do not include identifiable information!)

On our first day of Kindergarten, I met Arianna by her cries and screams down the hallway. She was dealing with separation anxiety since it was her first time away from home. She lives with her dad and at times her mom because her parents are not living in the same house. I introduced myself while she was outside walking around crying during recess. I told her I was the principal at Lincoln(in Spanish, since she is monolingual Spanish speaker) and that when I was little and started school, I cried as well. She was surprised to hear that. I told her she would start to feel more comfortable and we were all there to help her. A few days later, I saw her and her dad at Costco and she smiled and waved at me. The next day when her dad brought her to school, I asked him if she remembered who I was. He said, Arianna said you’re the jefa (boss). A couple days after that I helped her go back to her classroom to get her coat and she shared with me that when she grows up she wants to be a teacher. I told her that after that, she can be the jefa (boss). She smiled and continued to walk out to recess. Arianna is representative of many of our students, who are monolingual Spanish, who need staff that understands where they are coming from and how to help them feel comfortable at school. They are challenged by learning a second language, possibly not having staff who speak their first language, limited native language instruction, inconsistent use of effective ELL teaching/GLAD strategies, and no consistent household/parents. Her strengths are she has a strong first language and is eager to learn.


a. What strengths do they possess?

For many of our students their strengths are having a strong first language and they are eager to learn. Our students have a school where they can feel safe both physically and emotionally.

b. What challenges do they face?

They are challenged by learning a second language, possibly not having staff who speak their first language, limited native language instruction, inconsistent use of effective ELL teaching/GLAD strategies, and no consistent household/parents. Her strengths are she has a strong first language and is eager to learn.

c. What are some important relationships in their life?

Relationships with their families and our staff are important information in their life.

Educators

1. Describe the degree to which your vision and the equity statement are reflected in the actual building culture and day to day activities of your school?

Our vision/mission is Passion + Collaboration + Inspiration = Building Lifelong Learners Through Celebration. We value relationships and learning. We work as a team to continue to create a culture in which each student has strong relationships with our staff and each other. We believe each student can learn and we need help creating systems to ensure strong core instruction, Tier II, Tier III and for how we adjust when students are not learning. This is the work I wrote about in question 1 regarding our work in PLC’s and an MTSS.

2. What professional learning and support have you identified that the school’s staff (e.g. administrators, educators, counselors, paraprofessionals, support staff, etc.) need to strengthen the implementation of evidence based practices for both teaching and learning, as well as intervention supports (e.g. positive behavior interventions)?

Professional learning for administrator:

· Effective leading strategies

· MTSS


· PLC’s

Professional learning for educators:

· Effective teaching strategies

· MTSS

· PLC’s

· Growth Mindset

Professional learning for counselor:

· MTSS (Social/emotional)

· ACEs

Professional learning for paraprofessionals/support staff:

· Effective teaching strategies

· MTSS

· Growth Mindset

3. What professional learning and support have you already implemented that is proving to be powerful and effective? What are your metrics for identifying them as successful?

Growth Mindset

Vocabulary instruction for ELLs

PLC’s-Leadership Team

Adverse Childhood Experiences(ACEs) and PAX

This is the first year for growth mindset and Vocabulary instruction for ELLs, and we tend to measure their effectiveness by whether we are implementing our learning, evidence of this in our planning for interventions during PLCs and discussions about our learning during PLC’s, staff meetings, and early release training.


Systems of Support

1. Consider the degree to which your school’s system of support is grounded in meeting the behavioral, social-emotional and academic needs of students: Identify areas of strength for your school’s system of support and how other areas will be strengthened.

In analyzing our data, Lincoln has determined that we have an MTSS which is reflected in our daily schedule and in the work we do during PLC’s. We have determined that we must not have a strong Tier 1 core instruction, since our data is lower than we would want or expect. We have a Tier II and Tier III time for interventions in both math and reading and we need to determine their effectiveness or ensure that we are implementing effective Tier II, Tier III. We have a MTSS for behavioral and social-emotional but it is not complete.

2. How did your school identify these areas of strengths and improvement?

Lincoln completed data analysis/needs assessment in both our Leadership Team and as a staff. As a team, we were able to identify our areas of strengths and areas to improve upon.

3. How well do school and community systems interact to assure continuity of supports for students? Provide at least one example.

Some of our strengths include working with Yakima Valley Farm Workers’ Clinic and the Yakama Nation Behavioral Health Services to provide counseling services to students while at school. Lincoln has also allocated funds to a full counselor this year, we have not had a school counselor in the past few years. We have a couple of parents who come in to help in classrooms. We also work with local grocery stores to help in providing snacks for families during our family nights. We work with local restaurants for donations to help support our Renaissance efforts. Our PTO works with a few parents who are willing to come to school to prepare for healthy snack sales on Fridays. In the future, we would like to partner with local businesses to have their workers come to our school to read or help work with students.

4. What areas have you identified as areas of strength and where do you hope to strengthen and build further family and community engagement and partnership(s)?

We are working together to provide behavioral/social/emotional skills for our students in need by adding a school counselor and working with our community partners. Working with local businesses to provide supplies and services for our parents. Family Nights also provide families a chance to learn together.

Section 6: PLAN/NEEDS ASSESSMENT Please check or share the most meaningful sources of data used in your needs assessment work

☐ Washington School Improvement Framework ☐ English Language Proficiency Data (i.e. ELPA)


☐ WaKIDS

☐ Smarter Balanced Assessment/Interim Assessment Blocks

☐ Universal Screening

☐ Progress Monitoring Data

☐ Curriculum Based Assessments

☐ Graduation Rate (1 Year, extended, etc.)

☐ Credit Attainment

☐ Stick Rate

☐ Student Mobility Data

☐ Discipline Referrals

☐ Suspension/Expulsion Data (i.e. out of school suspensions/in-school suspensions)

☐ Restraint and Isolation Data

☐ Time out of class (e.g., visits to nurse, counselor, etc.)

☐ Healthy Youth Survey

☐ School Climate data

☐ Perceptual Data: (Local/Organization):

☐ Title III Data

☐ Special Education Eligibility/Disproportionality Data

☐ Special Education Placement Data (LRE)

☐ Review of Student Plans (e.g. Written Student Learning Plans, Individualized Education Plans and/or 504 Plans)

☐ Educator Data (e.g. out of field, retention, School Employee Evaluation Survey, NBCT, etc.)

☐ Stakeholder Engagement (e.g. focus groups with families)

☐ Community data (e.g. food pantry visits, calls/texts to crisis centers, hospital visits, homelessness, etc.)

☐ Extra-curricular activities participation

☐ Fiscal and Financial Data

☐ MTSS Needs Assessment


Section 7: PLAN

SY 2019-2020 IMPROVEMENT PLAN TO SUPPORT SCHOOLWIDE REFORM GOALS & STRATEGIES

(COMPONENT #2: SCHOOLWIDE REFORM STRATEGIES)

Goal/Priority #1 (G1) Lincoln Elementary will increase Tier 1 by 20 percentage points and decrease the percentage of Tier 3 students by 20 percentage points in reading as measured by iReady and/or curriculum assessments by June 2020.

Goal/Priority #2 (G2) Lincoln Elementary will increase Tier 1 by 20 percentage points and decrease the percentage of Tier 3 students by 20 percentage points in math as measured by iReady and/or curriculum assessments by June 2020.

Goal/Priority #3 (G3) Lincoln Elementary will increase regular attenders from 85.8% to 90% by June 2020.

Section 8: DO

SY 2019-2020 (COMPONENT #3: ACTIVITIES TO ENSURE MASTERY/

COMPONENT 4 COORDINATION AND INTEGRATION)

8a. Activity 8b. Timeframe for Implementation

8c. Lead(s) 8d. Resources

A1) MTSS-Professional development in PLC’s, reading foundations, progressions

Add one paraprofessional to support instruction at K-2.

2019-2020 Diaz, Ruiz ESD, district PD, reading conferences, instructional coach, articles, videos, OSSI Learning Partners,

A2)MTSS-Professional development in PLC’s, math foundations, progressions

2019-2021 Diaz, Ruiz ESD, district PD, math conferences, instructional coach

A3)MTSS-Attendance -Hold a community cafe, modify attendance letters, analyze

2019-2021 Mulvaney, Diaz MTSS district team, OSSI Learning Partners, Community partners, MTSS


data weekly conferences/trainings

8e. Budget TableFunded SY 2019-2020 Expenditure

(Linked to Activity)

Funding Source Funding Amount

A1)Professional development in PLC’s reading foundations, progressions,

One paraprofessional

Title I, Title II, School Improvement, LAP

School Improvement

15,000

15,000

A2)Professional development in PLC’s, math foundations, progressions,

Title I, Title II, School Improvement, LAP 10,000

A3) Attendance-Hold a community cafe, modify attendance letters, analyze data weekly

School Improvement 2,000

Section 9a: STUDY

(COMPONENT #3: ACTIVITIES TO ENSURE MASTERY)

Study

(Prior to implementation) What evidence will you examine to evaluate if your activities are working?

We will use high value assessments to inform student achievement. Data will be kept in the following ways to ensure intended implementation:

● High value academic assessments

○ Formative assessments

○ i-Ready

○ Curriculum assessments

○ SBA


○ ORR

○ ELPA 21

● Weekly attendance data

● Parent/student survey

Section 9b: STUDY


Study

(SY 19-20 mid-year implementation) Provide an evidence-based status update on how your activities are going: What is working and what needs adjustment?

Leadership Team and staff will analyze growth in our data and adjust plan.

Data analysis(narrative/bullet points)

SBA( 2018 to 2019)

3rd Grade

ELA 24%-39%(Gap 31-16%), Math 34%-47%(Gap 23-11%)

4th Grade

ELA 24%-20% (Gap 34-37%), Math 22%-30%(Gap 31-24%)

5th Grade

ELA 23%-25%(Gap 36-35%), Math 23%-32%(Gap 25-16%)

Science 18% - 22%(Gap 37 -31%)

Most of our gaps from 2018-2019 are closing some, with the exception being 4th grade reading which widened by 3 percentage points. Our biggest gains in closing the achievement gap is in third grade both math and reading and in 5th grade math.

iReady

Lincoln has limited longitudinal data in iReady.


Carie Ruiz, 01/22/20,

[email protected]

Patty Diaz, 04/14/20,

yes


I changed not much to limited is that ok? I think everything looks good.

Fall 2018-Spring 2019, in ELA students On or Above Grade Level 25-36%, in Math 9-46%. Fall 2019 students are beginning the year lower than Fall 2018.

ELPA

We had more Proficient students (9.9-13.1%), and less Progressing students (49.1-38.2%) from 2018 to 2019.

Successes

Our first success is closing of the achievement gap in SBA 3rd grade scores, and in 5th grade math. Another success is the growth that we had in iReady scores last year. Our district MTSS team’s work on an attendance pyramid is being implemented this year and we are noticing that students want to be at school to learn and earn the rewards. Students on attendance success plans are improving their attendance.

Roadblocks

One of our roadblocks has been finding time to provide school wide professional development. Another area to grow in is effective vocabulary teaching strategies.

Section 10: ADJUST


Adjust

(SY 19-20 mid-year implementation) What adjustments to your activities are you making after examining the results of your progress monitoring?

The following are action steps we will implement as a result of our data analysis:

● Job embedded professional development with our instructional coaches

● Trainings on how to improve core instruction

● Work in our PLC’s to analyze data consistently to adjust our instruction and impact learning

● iReady training to help meet specific student needs


● Instructional coach work on Tool kit lessons

● Oral Reading Records analysis

● After school Language planning and preparation

● Using our instructional coaches-making sure language strategies are being implemented: sentence patterning, chants, processing grid, Pictorial Input Chart, Observation Charts,Sentence stems, and writing

● MTSS (ELA and Math)


Section 11: PLAN/NEEDS ASSESSMENT (SY 2020-2021 COMPONENT #1: NEEDS ASSESSMENT SUMMARY)

The purpose of this section is to reflect upon the work and learning accomplished at your school during the 2019-2020 school year. Please use the table and guiding questions below to summarize the activities, measures, and outcomes related to your School Improvement Plan goals for this year.

High-Priority Goal #1:

Lincoln Elementary will increase Tier 1 by 20 percentage points and decrease the percentage of Tier 3 students by 20 percentage points in reading as measured by iReady and/or curriculum assessments by June 2020.

Activities: List high-leverage activities implemented or tested related to achieving the stated high-priority goal.

Measures: Please list the types of measures you used to improve and progress towards achieving your high-priority goal.

Results/Progress: Please describe your results and progress so far (upload relevant documents to your school SharePoint folder).

Professional development in PLC’s during Leadership Team meetings , scheduled to attend PLC training in Seattle in August 2020

K-5 iReady data from Fall to Winter

Progress on rubric by grade level

ELA - Reduce Tier 3 from 38% to 30% (29%) and Increase Tier 1 from 15% to 36% (24%)

Math - Reduce Tier 3 from 28% to 16% (17%) and Increase Tier 1 from 9% to 46% (25%)

PLC Stages January March

Kindergarten 2-3 3

First 3 4

Second 3-4 4

Third 6 6

Fourth 2-3 4

Fifth 2-3 1-3


Professional development in reading foundations, progressions during PLC’s

iReady Tool Kit to meet student needs

Oral Reading Records analysis (embedded in PLC)

K-5 iReady reading data

K-5 iReady reading data

Progress on Oral Reading Levels

Reading (K-5)

Tier 1 Tier 2 Tier 3

Fall 15% 37% 48%

Winter 24% 47% 30%

Spreadsheet to monitor student progress in ORR levels

Hire one additional paraprofessional K-2 iReady data

Reading(K-2)

Tier 1 Fall

Tier 1 Winte

r

Tier 2 Fall

Tier 2 Winte

r

Tier 3 Fall

Tier 3 Winte

r

Kinder

2% 12% 98% 88% 0% 0%

First 9% 20% 78% 7% 14% 8%

Second

7% 33% 61% 60% 32% 7%



Lincoln Elementary will increase Tier 1 by 20 percentage points and decrease the percentage of Tier 3 students by 20 percentage points in math as measured by iReady and/or curriculum assessments by June 2020.




Professional development in PLC’s during Leadership Team meetings

Language Planning and Preparation after

K-5 iReady data

Progress on rubric by grade level

Math - Reduce Tier 3 from 28% to 16% (17%) and Increase Tier 1 from 9% to 46% (25%)

ELA - Reduce Tier 3 from 38% to 30% (29%) and Increase Tier 1 from 15% to 36% (24%)

PLC Stage January March

Kinder 2-3 3

First 3 4

Second 3-4 4

Third 6 6

Fourth 2-3 4

Fifth 2-3 1-3


school ELPA scores2019-20 Will be updated 6/11/20Proficient Progressing

2018-19Proficient 13.1%Progressing 38.2%

Professional development in math foundations, progressions, (First Steps)

K-5 iReady math data

Math Tier 1 Tier 2 Tier 3

Fall 9% 64% 28%

Winter 26% 57% 17%


Lincoln Elementary will increase regular attenders from 85.8% to 90% by June 2020.




Attendance- analyze data weekly, implement rewards for attendance, follow our attendance MTSS pyramid that provided guidance for what is considered Tier I,II,III

Monthly (Aug-Feb) Cumulative Attendance data %

A S O N D J F

T1 90 92 91 91 91 92 90



[email protected]_Assigned to Carie Ruiz_

T2 8 7 8 8 7 6 8

T3 2 1 1 1 2 2 2

What were some strengths of the activities for at least one high-priority goal implemented this year?Our work in math involved having our teachers participate in training in First Steps in Math to help identify skill development opportunities for students and improve teachers’ content knowledge in important math skills at each level. This increase in content knowledge in math allowed teachers to be more intentional in teaching math skills needed to help students meet the standards. Teachers and instructional coaches were able to work on common assessments to determine how students are progressing toward meeting the math standards..

What challenges did you encounter this year with implementing activities for at least one high-priority goal?Our work in math and our other goals were challenged by the lack of time to fully implement and complete our tasks or activities. Another challenge was our inability to collect student data at the end of the year. We were not able to complete testing due to COVID 19.

What adjustments and modifications need to be made towards at least one high-priority goal and its related activities for the upcoming academic year (2020-2021)?

Based on our needs assessment and the Fishbone activity we engaged in, we need to do some work on our core beliefs, vision and mission to be able to connect all of our future work to our core beliefs, vision and mission. We will use our core beliefs, vision, and mission to anchor our work and make decisions about instruction.


What additional sources of data, if needed, will be collected to monitor the progress of those activities to be adjusted or modified?

Lincoln Elementary will use our CEE survey results to monitor our progress in developing our core beliefs, mission and vision. A 4-point rubric will be developed in 20-21 to monitor the evidence of our core beliefs, values, mission, and vision 4 times/year.

Section 12: PLAN/NEEDS ASSESSMENT Please check or share the most meaningful sources of data used in your needs assessment work

☐ Washington School Improvement Framework

☐ WaKIDS

☐ Smarter Balanced Assessment/Interim Assessment Blocks

☐ Universal Screening

☐ Progress Monitoring Data

☐ Curriculum Based Assessments

☐ Graduation Rate (1 Year, extended, etc.)

☐ Credit Attainment

☐ Stick Rate

☐ Student Mobility Data

☐ Discipline Referrals

☐ Suspension/Expulsion Data (i.e. out of school suspensions/in-school suspensions)

☐ Restraint and Isolation Data

☐ Time out of class (e.g., visits to nurse, counselor, etc.)

☐ English Language Proficiency Data (i.e. ELPA)

☐ Title III Data

☐ Special Education Eligibility/Disproportionality Data

☐ Special Education Placement Data (LRE)

☐ Review of Student Plans (e.g. Written Student Learning Plans, Individualized Education Plans and/or 504 Plans)

☐ Educator Data (e.g. out of field, retention, School Employee Evaluation Survey, NBCT, etc.)

☐ Stakeholder Engagement (e.g. focus groups with families)

☐ Community data (e.g. food pantry visits, calls/texts to crisis centers, hospital visits, homelessness, etc.)

☐ Extra-curricular activities participation

☐ Fiscal and Financial Data

☐ MTSS Needs Assessment

☐ CEE Data


☐ Healthy Youth Survey

☐ Reading Tiered Fidelity Inventory

☐ Reading Audit

☐ School Climate data

☐ Perceptual Data: (Local/Organization):

☐5 Year Implementation Plan for MTSS


Section 13: PLAN

SY 2020-2021 IMPROVEMENT PLAN TO SUPPORT SCHOOLWIDE REFORM GOALS & STRATEGIES

(COMPONENT #2: SCHOOLWIDE REFORM STRATEGIES)

Goal/Priority #1 (G1) Lincoln Elementary will develop our core beliefs and values and revise our mission and vision as measured by a rubric.

Goal/Priority #2 (G2) Lincoln Elementary will increase Tier 1 by 15 percentage points and decrease the percentage of Tier 3 students by 15 percentage points in reading as measured by iReady and/or curriculum assessments by June 2021.

Goal/Priority #3 (G3) Lincoln Elementary will increase Tier 1 by 15 percentage points and decrease the percentage of Tier 3 students by 15 percentage points in math as measured by iReady and/or curriculum assessments by June 2021.

Goal/Priority #4 (G4) Lincoln Elementary will increase social/emotional safety while at school by 10% as measured by student surveys by June 2021.

Section 14: DO

SY 2020-2021 (COMPONENT #3: ACTIVITIES TO ENSURE MASTERY/

COMPONENT 4 COORDINATION AND INTEGRATION)

14a. Activity 14b. Timeframe for Implementation

14c. Lead(s) 14d. Resources/Budget

A1) Professional development on developing Core Beliefs and values schoolwide

2020-2021 Diaz Page, Hurdle

A2)Design a 4-point rubric to monitor the implementation and effectiveness of core beliefs and values, as well as our mission and vision statements.

2020-2023 Diaz Page, Hurdle

A3) MTSS - Professional development in Benchmark Advance (Tier I) and effective

2020-2021 Diaz, Ruiz Benchmark Advance trainers, Instructional coaches,Hurdle


research based strategies for reading

A4) MTSS - Professional development in reading interventions (Tier II/III)

2020-2021 Diaz, Ruiz Benchmark Advance trainers, Hurdle, Instructional coach, Principal

A5) Adjust our master schedule to allow for additional instructional time

2020-2021 Diaz Admin. Team

A6) Hire 2 paraprofessionals to provide support for Tier II/III

2020-2021 Diaz HR

A7) Hire an ELL Specialist to provide additional support for ELL students during Tier II/Tier III

2020-2021 Diaz HR

A8)ELL endorsement cohort and a new cohort set to during the school year

2020-2021 Martin Martin, PLU

A9) MTSS - Professional development in Eureka(Tier I) and effective research based strategies

2020-2021 Diaz, Ruiz Eureka trainers, ESD, articles, videos, Instructional coach, Principal, Sasha Hammond

A10) MTSS - Professional development in math interventions,(Tier II/III), First Steps in Math

2020-2021 Diaz, Ruiz Solution Tree, ESD, articles, videos, Instructional coach, Principal, Sasha Hammond

A11) Professional development in PLC’s 2020-2021 Diaz, Ruiz Solution Tree, ESD, articles, videos, Instructional coach, Principal

A12) MTSS-Social/Emotional Learning- Implement Tier I, II, III

2020-2021 Mulvaney, Diaz ESD, articles, videos, Instructional coach, Dean of Students, A. Anaya

Section 14e. Budget TableFunded SY 2020-2021 Expenditure

(Linked to Activity)

Funding Source Funding Amount

A1) Professional development on developing Core Beliefs and values schoolwide, A2)Design rubric

RAD 10,000

A3) MTSS - Professional development in RAD, OSSI, Title I 50,000


Benchmark Advance (Tier I) and effective research based strategies for reading

A4) MTSS - Professional development in reading interventions (Tier II/III)

RAD, OSSI, Title I 25,000

A4) Hire 2 paraprofessionals to provide support for Tier II and Tier 3

RAD,OSSI 100,000

A6) Hire an ELL Specialist RAD 150,000

A9) MTSS - Professional development in Eureka(Tier I) and effective research based strategies


A10) MTSS - Professional development in math interventions,(Tier II/III), First Steps in Math


A11) Professional development in PLC’s RAD 30,000

A12) Professional development in PLC’s A9) MTSS-Social/Emotional Learning- Implement Tier I, II, III

RAD,OSSI 12,000

Section 15a STUDY

SY 2020-2021 (COMPONENT #3: ACTIVITIES TO ENSURE MASTERY)

Study

(Prior to implementation) What evidence will you examine to evaluate if your activities are working?

Our Leadership Team and staff will analyze data(assessments, surveys) to determine the level of effectiveness of the activities listed.

Section 15b STUDY


Study The Leadership Team and staff will analyze our data (assessments, surveys to determine the level of effectiveness


(SY 20-21 mid-year implementation) Provide an evidence-based status update on how your activities are going: What is working and what needs adjustment?

of the activities listed. Our activities will be adjusted as needed. Our goal will increase if we have met the goal at mid-year.

Section 15c STUDY


Study

(“End” of implementation) Provide an evidence-based status update on how your activities are going: What is working and what needs adjustment?

Lincoln Leadership Team and staff will analyze our data(assessments, surveys) to determine the level of effectiveness of the activities listed. we will make adjustments to the activities and plan as needed.

Section 16a ADJUST


Adjust

(SY 20-21 mid-year implementation) What adjustments to your activities are you making after examining the results of your progress monitoring?

Lincoln will adjust professional development, we may do more job embedded professional development versus attending conferences, we may increase peer observations, we may do more targeted skills training depending on what students are struggling to learn. We will work in our PLC’s to analyze data consistently to adjust our instruction and impact learning.

Section 16b ADJUST


Adjust Lincoln will work together to help teach others about what has been effective at Lincoln. Our principal is


( “End” of implementation) How are you thinking about spreading, scaling, and/or sustaining what has been effective?

part of the MTSS district team and she can share what has been effective. She will work to sustain what by finding resources to pay for activities, and work toward ongoing professional development so new staff is up to date on our learning and implementation of the learning. We will work as a Lincoln Leadership Team to regularly analyze data to make adjustments to our activities.


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