| Name of Member | Position |
|---|---|
| RJ Paredes* <rparedes@nevadasage.org> | Team Member |
| Sabrina Pellett <spellett@washoe.k12.nv.us> | Team Member |
| School: Echo Loder Elementary | District: Washoe County School |
| Principal: Debbie Duty-Deery | School Year: 2007-2008 |
|
Address:
600 Apple Street
Reno , NV 89502 | Phone: 775-689-2540 |
| Email: dduty-deery@washoe.k12.nv.us |
TABLE OF CONTENTS | |
|---|---|
| Part I: | Vision of Learning |
| Part II: | Inquiry Process: Evidence of Development of the SIP (Comprehensive Needs Assessment) |
| Part III: | SIP Goals & Measurable Objectives |
| Part IV: | School Improvement Master Plan (Reform Strategies): |
| Goal 1: Action Plan & Monitoring Plan | |
| Goal 2: Action Plan & Monitoring Plan | |
| Goal 3: Action Plan & Monitoring Plan | |
| Goal 4: Action Plan & Monitoring Plan | |
| Part V: | Budget for the overall cost of carrying out the plan |
| Part VI: | Evaluation of the SIP |
| Part VII: | Other Required Elements & Assurances of the SIP (All schools) |
| Part VIII: | Required Elements & Assurances for Title I Schools |
| Part IX: | Additional Required Elements & Assurances for Non-Title I Schools |
| Appendix A: | Attachments: e.g. Professional Development Chart, Parent Involvement Chart, Checklist of Component Assurances |
Part I: Vision for Learning |
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District Mission
The Washoe County School District provides each student the opportunity to achieve his or her potential through a superior education in a safe and challenging environment in order to develop responsible and productive citizens for our diverse and rapidly changing community. District Vision Washoe County School District will become a "world class school district" in which ALL students will acquire the knowledge, skills, and values necessary for student success. |
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Mission Statement
Echo Loder... Success Starts Here. |
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School Highlights
Echo Loder is a K-6 school located in central Reno, close to the Reno/Tahoe Airport. Our current student enrollment of 594 is housed within a 49+ year old facility that was originally constructed for a capacity of 482. The majority of the student population (93%) is classified as minority population, with 89% being of Hispanic origin and many of those (77%) having English as their second language. One hundred percent of our students are on free or reduced lunch status. Our highly qualified staff has been fully trained in CELL and ExLL teaching methods and has participated in numerous workshops on ESL instruction. Our focus this year will continue with the implementation of Houghton Mifflin with the CELL/ExLL framework. Teachers are working together during their PLC time to review assessments to analyze student progress and needs, and to work together in grade level planning to align best teaching methods. We are currently putting our three tier intervention program into place utilizing sientifically based intervention programs. We are working to integrate all of our frameworks into a cohesive instructional program that offers our students a consistent and viable curriculum. Our parents are participating in weekly parenting classes coordinated by our parent liaison with information on daily classroom instruction. We have had a steady increase of parents at our FOEL meetings with more than 40 parents attending each meeting. We continue to provide after school tutoring and activities to enrich our students’ learning experiences. |
Part II: Inquiry Process |
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| Comprehensive Needs Assessment |
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During our last testing period, we had 100% participation in all categories of testing. Our fifth grade Reading scores improved from 21% to 31% and in Math from 37% to 39%. Based on the Quality Review Report we had 16 areas Designated as exemplary, 6 approaching exemplary, 10 proficient, 4 approaching proficient, and only 4 basic. This report reflects our dedication to quality instruction and improved studentachievement.
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We continue to fall short in the rising of student proficiency levels in the areas of Reading, Writing, andMath.
We have a large "approaching proficiency"population.
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| Verification of Causes — Root Cause Analysis | ||
|---|---|---|
| Priority Concerns | Root Causes | Solutions |
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We continue to fall short in the rising of student proficiency levels in the areas of Reading, Writing, andMath.
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We have a large "approaching proficiency"population.
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Lack of targeted interventionprograms
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To implement a 45 minute intervention block utilizing a state approved, research based intervention program designed to meet the needs of the targetedpopulation.
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Part III: Improvement Goals and Measurable Objectives |
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Goal 1: Reading
All students will increase in reading proficiency, particularly those who are part of the Hispanic, LEP, low SES, and Special Education populations, specifically in areas of vocabulary, fluency and comprehension of both fictional and non-fictional material. |
|
Measurable Objective 1:
1. For full day kindergarten, we will assess students by comparing ESS scores and exiting scores plus LAS scores.
2. Currently, CRT test results for 3rd grade students indicate 23% proficiency in reading. By the end of the 2007-2008 school year proficiency levels will increase to 50%. 3. Fifth grade CRT test results indicate 31% proficiency in reading. By the end of the 2007-2008 school year proficiency levels will increase to 50%. 4. Beginning in July 2007 we will have baseline assessment data for all readers. All students will show measurable progress on their progress monitoring and benchmark assessments that will be given throughout the 2007-2008 school year. |
|
Goal 2: Math
All students will increase in math proficiency, particularly those who are part of the Hispanic, LEP, low SES, and Special Education populations, specifically in the areas of computation, word problems and spatial relationships. |
|
Measurable Objective 2:
1. Currently, the number of 3rd grade students at proficiency on the state CRT assessment in math is 20%. That number will increase 25% by the end of the 2007-2008 school year.
2. Currently, 39% of 5th grade students are proficient on the state CRT assessment in math. That number will increase 25% by the end of the 2007-2008 school year. |
|
Goal 3: Writing
Writing proficiency levels for all students, especially the Hispanic, LEP, low SES and Special Education populations, will increase. |
|
Measurable Objective 3:
1. At least 75% of the students will show measurable progress at each formative assessment cycle. 2. Based on the 2006-2007 state writing test for 5th grade, 25% of our students were proficient in writing. The number of proficient students will increase to 50% in the 2007-2008 assessment for 5th grade.
3. Based on grade-level rubrics, each student will improve at least one level by end ofyear. |
|
Goal 4: Academic Goals
Assistance will be provided for the students, not meeting academic goals and for parents to help with their children through parenting classes, after school tutoring and Family Activities Night. |
|
Measurable Objective 4:
1. Based on report card grades and attendance, each student will improve by attending 21st century, one grade point higher (D to a C).
2. Based on attendance at 21st Century, student will demonstrate a 95% attendance rate. 3. Based on attendance by parents at parent nights, we will demonstrate a 10% grow over last years familynights |
Part IV: School Improvement Master Plan & Reform Strategies |
|---|
|
Goal 1: Reading
All students will increase in reading proficiency, particularly those who are part of the Hispanic, LEP, low SES, and Special Education populations, specifically in areas of vocabulary, fluency and comprehension of both fictional and non-fictional material. | |||||
|
Measurable Objective(s):
1. For full day kindergarten, we will assess students by comparing ESS scores and exiting scores plus LAS scores.
2. Currently, CRT test results for 3rd grade students indicate 23% proficiency in reading. By the end of the 2007-2008 school year proficiency levels will increase to 50%. 3. Fifth grade CRT test results indicate 31% proficiency in reading. By the end of the 2007-2008 school year proficiency levels will increase to 50%. 4. Beginning in July 2007 we will have baseline assessment data for all readers. All students will show measurable progress on their progress monitoring and benchmark assessments that will be given throughout the 2007-2008 school year. | |||||
| ACTION PLAN | MONITORING PLAN | ||||
|---|---|---|---|---|---|
| Action Steps | Timeline | Resources | Person(s) Responsible | Monitoring Measures | Person(s) Responsible |
| 1.1 Kindergarten Bilingual Aides: Provide full day kindergarten with bilingual aides in each classroom. | July 2007 through June 2008 |
Cost: $0.00 Administration, grants | Administration, state department, district. | Verify that all day Kindergarten is in place, verify bilingual aides, initial screening and progress monitoring for student growth. | Administration |
| 1.2 Cow Bus: Continue to support and encourage families to attend and enroll on the COW Bus | July 2007 through June 2008 |
Cost: $0.00 WCSD Early Childhood Classroom on Wheels (COW Bus), community Headstart Bldg, | Head of Early Childhood, Head of Headstart Program, Administrator, Parent Liaison | Attendance from COW Bus and parent contact | Parent Liaison |
| 1.3 Headstart Program: Continue collaboration and cooperation with Headstart program for special needs students. | July 2007 through June 2008 |
Cost: $0.00 Preschool special education teacher, Headstart Bldg. | Special Education Child Find Supervisor, Headstart Supervisor, Administrator | Attendance from Special Education teacher, attendance at meetings and IEP’s. | Sped. Teacher, Administrator |
| 1.4 Early Childhood Transition: Continue to transition from Early Childhood Program | July 2007 through June 2008 |
Cost: $0.00 WCSD Early Childhood Classroom on Wheels (COW Bus), community Headstart Bldg, | Head of Early Childhood, Head of Headstart Program, Administrator, Parent Liaison | Head of Erly Childhood, Head of Headstart Program, Administrator, Parent Liaison | |
| 1.5 90 Minute Block Reading: Continue direct instruction in 90 minute blocks of time in small reading groups. | July 2007 through June 2008 |
Cost: $0.00 Administration Resource teachers Classroom teachers | Administration, SIP, literacy coordinators, teachers, Leadership Team | Lesson plans, administrator observations, school schedule | Administrator, teachers |
| 1.6 Intervention Block: All students will take part in a designated 45 minute structured intervention program where each student will be placed in flexible ability groups and closly monitored to ensure growth. | July 2007 through June 2008 |
Cost: $0.00 Classroom teacher, ESL teacher, reading resource teacher, special education teacher. | Administrator, ESL Coordinator, Special Education Coordinator , Leadership Team | Lesson plans, administrator observations, school schedule | Administrator, teachers |
| 1.7 CELL/ExLL: Continue to provide reading skills and strategies through the CELL/ExLL Framework, Vowel Power, and GLAD Units. | July 2007 through June 2008 |
Cost: $0.00 Classroom Teacher, Resource Teachers, ESL Teachers and Special Education Teachers | Administration, Teachers, Literacy coordinator, Leadership team. | Lesson Plan Books, Observations | Administrator, Teachers |
| 1.8 Scientifically-Based Programs: Implement systematic use of scientifically-based reading instruction, including phonics, through use of comprehensive reading program:Houghton-Mifflin, Vowel Power, and Voyager. * Should funding become available we would purchase additional Voyager materials, and 100 Book Challenge. | July 2007 through June 2008 |
Cost: $0.00 K-3rd grade teachers, consultant, materials for programs. | Administration, literacy coordinators, teachers, Leadership Team | Attendance at Workshops, Lesson Plans, student achievement reports. | Administrator, teachers, Literacy coordinators |
| 1.9 Assessments: a. Use Houghton Mifflin and district formative assessments on trimester basis. b. Use of Voyager Passport Assessment for benchmark assessments and progress monitoring. This assessment data will be used in placing students into intervention groups. c. Should funding become available AIMS Web will be purchased to provide benchmark and progress monitoring assessments | July 2007 through June 2008 |
Cost: $0.00 Classroom teachers, resource teachers (ESL, Sped, Reading) | Administration, SIP, Literacy coordinators, teachers, resource teachers | Results as gathered by resource teachers and logged into assessment graph | Teachers, literacy coordinator, and administration |
| 1.10 Accelerated Reader Program: Upgrade and continue use of Accelerator Reader Program to monitor and promote reading progress. | July 2007 through June 2008 |
Cost: $0.00 New AR Test, Upgrade on testing program and management program, consultant for training on upgrades. | Administration, Computer Assistant, teachers, Leadership Team, | Monthly Star Reports. | Librarian/literacy coordinator, computer assistant, teachers and administration |
| 1.11 Computers: Should money become available, there is a need to increase access to classroom computer time by increasing computers in classrooms and providing adequate access to mainframe. | July 2007 through June 2008 |
Cost: $0.00 Dell Computers, computer drops, IT Dept., imaging for computers | Administrator, Leadership Team, Computer Assistant, Teachers, IT dept. District. | Log in sheets by students testing using AR. | Teachers, , testing team, librarian, and administration |
| 1.12 Thematic Units: Provide a language rich environment and enrichment activities through thematic units that immerse students in a rich, visual, auditory and aural environment to build academic language. (GLAD) | July 2007 through June 2008 |
Cost: $0.00 All teachers to be trained. | Administrator, Leadership Team and District Trainers | Increase in CRT Vocabulary Skills and reduce the number of students receiving ESL services based on LAS scores. Lesson plan books and observations | Teachers, Administrator |
| 1.13 Leveled Materials and programs: Address specific needs of newcomers and special education learners through the use of Accelerated Reader Program, English in a Flash, and 100 Book Challenge. | July 2007 through June 2008 |
Cost: $0.00 Computer Program, IT Department, Teachers, Computer Program, IT Department, Teachers, Consultant, Parent Liaison | Administrator, Computer Assistant, Leadership team, Teachers | Monitor through systems management tracking student’s use of program. Observation and Lesson plans of teachers implementing program. | Computer Assistant, Teacher and Administration |
| 1.14 ESL Techniques: Provide ongoing professional development for teaching researched based strategies using ESL techniques. (GLAD) | July 2007 through June 2008 |
Cost: $0.00 RPDP Trainer, NELIP Resource People, District GLAD Trainers | Leadership Team, Administrator | Attendance at Workshops, observations and Lesson Plans | Administrator, ESL teachers and Literacy coordinators |
| 1.15 Vocabulary & ESL Teachers: Provide ESL teachers for each grade level that will support interventions, vocabulary and content knowledge. | July 2007 through June 2008 |
Cost: $0.00 6 ESL Teachers | District, Administrator, Leadership Team | Observation and Lesson Plans | Administrator, teachers |
| 1.16 Best Practices: We will train new staff in researched based best practices of CELL, EXLL, GLAD, Houghton-Mifflin | July 2007 through June 2008 |
Cost: $0.00 6 Teachers | Leadership team, Literacy Coordinators, Resource teachers, administrator | Attendance at trainings, use of techniques as noted in lesson plan books and observations | Administrator, Literacy Coordinators, teachers |
| 1.17 Computer Upgrades: Should funding become available, there is a need for 40 Dell computers to complete our smart classrooms in grades 4,5, and 6. | July 2007 through June 2008 |
Cost: $0.00 Computers, Software, IT imaging, | Administrator, leadership team, teachers. | Management Systems | Administration, Computer Assistant, Teachers |
| 1.18 Additional Instruction: Should funding become available we will purchase the following researched based intervention programs to create the layers needed to remediate the targeted areas and academic need: Road to the Code and 100 Book Challenge. These intervention programs will be administered during our daily intervention block of time. | July 2007 through June 2008 |
Cost: $0.00 Funding for intervention programs. | Administration | CRTs, classroom based assessments, and student grades | Administration, Teachers, Literacy Coordinators, Intervention Specialist |
| 1.19 Professional Learning Communities: Should funding become available substitutes will be hired to provide monthly half day grade level release time for PLC's. This time will incorporate trainings, data analysis, student identification, intervention planning, etc. | July 2007 through June 2008 |
Cost: $0.00 Administration, grants | Administration, district | PLC Meeting Records, Training Evaluations | Administration, Literacy Coordinators, Teachers, Intervention Specialist |
| 1.20 Intervention Specialist: If funding should become available we would hire two intervention specialists to organize and monitor all schoolwide assessment, analyze data, monitor student intervention placement, work with teachers on classroom interventions. | July 2007 through June 2008 |
Cost: $0.00 Administration, grants | Administration | Teacher Survey, Assessment Data Reports, Informal Observation, | Administration |
| 1.21 Classified Staff: If funding should become available we would hire a half time classified assistant to assist in the entering of assessment and intervention data. | July 2007 through June 2008 |
Cost: $0.00 Administration, grants | Administration | Informal Observation, Assessment Data Reports, | Administration |
| 1.22 Motivation: Should funds become available we will purchase 100 Book Challenge to provide the materials and motivation that our students need to engage in meaningful reading outside of their instructional time. | July 2007 through June 2008 |
Cost: $0.00 Teachers, Administraton, grants | Administration, Teachers | Informal Observation, Formal and Informal Assessment Data | Teachers, Intervention Specialist |
| 1.23 21st. Century: We will offer the 21st Century After-school TEAM UP Programs for students to receive additional instruction. | July 2007 through June 2008 |
Cost: $0.00 Funding for 21st. Century | 21st Century Facilitator | Formal and Informal Assessments, Report Cards | 21st Century Facilitator |
| 1.24 RTII Consortium: A literacy coordinator will focus on skills and strategies with targeted special education students to ensure attention to their literacy instruction needs. | September 24 to June 30 |
Cost: $0.00 SB 185 Consortium Grant | On-site literacy coordinator, administration, classroom teachers | Student pre- and post assessments Student portfolios Parent surveys External evaluation report | Literacy coordinator (Judy Mocabee) Administrator External Evaluator |
|
Goal 2: Math
All students will increase in math proficiency, particularly those who are part of the Hispanic, LEP, low SES, and Special Education populations, specifically in the areas of computation, word problems and spatial relationships. | |||||
|
Measurable Objective(s):
1. Currently, the number of 3rd grade students at proficiency on the state CRT assessment in math is 20%. That number will increase 25% by the end of the 2007-2008 school year.
2. Currently, 39% of 5th grade students are proficient on the state CRT assessment in math. That number will increase 25% by the end of the 2007-2008 school year. | |||||
| ACTION PLAN | MONITORING PLAN | ||||
|---|---|---|---|---|---|
| Action Steps | Timeline | Resources | Person(s) Responsible | Monitoring Measures | Person(s) Responsible |
| 2.1 Daily Math Instruction: Dedicate at least 60 minutes to daily math instruction using the researched based program Everyday Math. | July 2007- June 2008 |
Cost: $0.00 Teachers, resource personnel, materials | Teachers, Resource Personnel, Administrator | Lesson plan book indicating teaching block and objectives | Teachers (PLC), and administration |
| 2.2 Acclerated Math & Math Club: a. Using the Accelerated Math to supplement Everyday Math and Math Thematics. b. Utilize Math club for extra Math facts practice. | July 2007- June 2008 |
Cost: $0.00 Teachers, materials | Teachers, Resource Personnel, Administrator | Lesson plans and observations. | Teachers, resource teachers, administration |
| 2.3 Mathematical Comprehension and Vocabulary: Develop comprehension for mathematical vocabulary through experiential learning as presented in Everyday Math and Algebraic Thinking. | July 2007- June 2008 |
Cost: $0.00 Teachers, materials | Teachers, Resource Personnel, Administrator | Teacher-developed assessments based on standards, lesson plans and observations | Teachers and testing team |
| 2.4 Mad Minutes: Use Mad Minutes skill sheets for drill on math facts. | July 2007- June 2008 |
Cost: $0.00 Teachers, printing | Teachers, Resource Personnel, Administrator | Charts of student test scores | Teachers |
| 2.5 EDM Games: Develop and implement the EDM Games for daily practice on skills. | July 2007- June 2008 |
Cost: $0.00 Teachers/resource people and materials | Teachers, Resource Personnel, Administrator | Teacher-developed checklists | Teachers |
| 2.6 PLC: PLC and professional development will focus on essential learning skills for mastery using formative testing and knowledge of secured objectives. | July 2007- June 2008 |
Cost: $0.00 Teachers, resource people, testing materials | Teachers, Resource Personnel, Administrator | PLC meeting records; workshop sign-in sheets; workshop evaluations | Teachers, resource teachers, and administrators |
| 2.7 School Remediation: Provide school remediation referral plan for those students not meeting proficiency goals. | July 2007- June 2008 |
Cost: $0.00 Administration, 21st Century Coordinator, teachers | Administration, 21st Century Coordinator, teachers | Monitored through report cards and CRT testing along with 21st Century Coordinators observations | Administration, 21st Century Coordinator, teachers. |
| 2.8 Professional Learning Communities: Substitutes will be hired to provide monthly half day grade level release time for PLC's. This time will incorporate trainings, data analysis, student identification, intervention planning, etc. | 8/2007 - Ongoing |
Cost: $0.00 Teachers, assessment data, intervention specialist, administration | Teachers, assessment data, intervention specialist, administration | PLC Meeting Records, Training Evaluation | Administration, Literacy Coordinators, Teachers |
|
Goal 3: Writing
Writing proficiency levels for all students, especially the Hispanic, LEP, low SES and Special Education populations, will increase. | |||||
|
Measurable Objective(s):
1. At least 75% of the students will show measurable progress at each formative assessment cycle. 2. Based on the 2006-2007 state writing test for 5th grade, 25% of our students were proficient in writing. The number of proficient students will increase to 50% in the 2007-2008 assessment for 5th grade.
3. Based on grade-level rubrics, each student will improve at least one level by end ofyear. | |||||
| ACTION PLAN | MONITORING PLAN | ||||
|---|---|---|---|---|---|
| Action Steps | Timeline | Resources | Person(s) Responsible | Monitoring Measures | Person(s) Responsible |
| 3.1 Direct Instruction: Teachers will have daily direct writing instruction that will include the writing process, writing traits, and genre based writing. Teachers will use the Step Up to Writing Framework, Interactive Writing, Read to Write Trait Training, and the Houghton Mifflin materials for the genre focus. | July 2007- June 2008 |
Cost: $0.00 Teachers, consultant, resource people | Teachers, Resource Personnel, Administrator | Graded student samples indicating progress | PLC team/Adm. |
| 3.2 Content Areas: Incorporate writing in all content areas with a focus on sequence and supporting facts. | July 2007- June 2008 |
Cost: $0.00 Teachers, resource people | Teachers, Resource Personnel, Administrator, PLC | Graded student samples indicating progress | PLC team/Adm. |
| 3.3 Writer's Workshop: Develop writer’s workshop to support the scaffolding of instruction through the gradual release of responsibility. | July 2007- June 2008 |
Cost: $0.00 Teachers, resource people | Teachers, Resource Personnel, Administrator | Collections of student samples | Teachers |
| 3.4 Scoring Writing: Provide professional development for scoring writing. Have student writing samples scored by other district teachers. | July 2007- June 2008 |
Cost: $0.00 District Teachers | Administration, Teachers | Sign-in sheets, workshop evaluations, observation lesson plan books and assessments | Administrator, Title I coordinator, literacy coordinators |
| 3.5 Writing Assessments: Develop instructions based on writing assessments. | July 2007- June 2008 |
Cost: $0.00 Teachers, Step Up to Writing Coordinator | Teachers, Resource Personnel, Administrator, Consultant | Assessment analysis by PLC | Administrator, Testing Coordinator, Literacy Coordinators |
| 3.6 Self-Reflections: Frequent writing assessments and self-reflections by students. | July 2007- June 2008 |
Cost: $0.00 Teachers, resource teachers and materials | Teachers, Resource Personnel, Administrator | Weekly writing assignments with self analysis | Teachers, Resource Personnel |
| 3.7 Constructed Response: Provide more professional development in regards to constructed response. | July 2007- June 2008 |
Cost: $0.00 Teachers, resource books and materials, consultant | Teachers, Resource Personnel, Administrator, Consultant | Teacher samples | Teachers, Resource Personnel, Administrator, Consultant-Joan Taylor |
| 3.8 Scoring of Constructed Responses: Teachers and students will score constructed responses and develop instructional plans for improvement | 2007 - Ongoing |
Cost: $0.00 Teachers | Teachers, Resource Personnel, Administrator, Writing Consultant | Student samples | Teachers, Resource Personnel, Administrator, Writing Consultant-Joan Taylor |
| 3.9 Professional Learning Communities: Substitutes will be hired to provide monthly half day grade level release time for PLC's. This time will incorporate trainings, data analysis, student identification, intervention planning, etc. | August 2007 - Ongoing |
Cost: $0.00 Teachers, assessment data, Literacy Coordinators, Intervention Specialist, Administration | Teachers, Intervention Specialist, Literacy Coordinators, Administration | PLC Meeting Records, Training Evaluations | Administrator, Literacy Coordinators, Teachers |
|
Goal 4: Academic Goals
Assistance will be provided for the students, not meeting academic goals and for parents to help with their children through parenting classes, after school tutoring and Family Activities Night. | |||||
|
Measurable Objective(s):
1. Based on report card grades and attendance, each student will improve by attending 21st century, one grade point higher (D to a C).
2. Based on attendance at 21st Century, student will demonstrate a 95% attendance rate. 3. Based on attendance by parents at parent nights, we will demonstrate a 10% grow over last years familynights | |||||
| ACTION PLAN | MONITORING PLAN | ||||
|---|---|---|---|---|---|
| Action Steps | Timeline | Resources | Person(s) Responsible | Monitoring Measures | Person(s) Responsible |
| 4.1 Remediation Referral: Students not meeting proficiency goals will be referred to the Intervention Assistance Team for an evaluation of the interventions in place for the targeted student. | July 2007 - Ongoing |
Cost: $0.00 Teachers, Assessment Data, Student Assistance Program, Intervention Specialist | Teacher, Intervention Specialist, Student Assistance Program | Monitored through report cards and CRT testing along with 21st Century Coordinators observations | Administration, 21st Century Coordinator, teachers |
| 4.2 After School Tutoring Programs: Provide after school tutoring programs through the 21st Century TEAM UP grant | July 2007 - ongoing |
Cost: $0.00 Echo Loder 21st Century TEAM UP WCSD SES 21st Century, SES Programs | Administrator, teacher, parent | Attendance sheets, report cards, Cayen Progress Program | 21st Century Coordinator, teachers |
| 4.3 Parent Support: Provide parenting support classes and provide parent liaison to help families with academic | July 2007 - Ongoing |
Cost: $0.00 Parent Liaison, FOEL (Family or Friends of Echo Loder) | Parent Liaison, Administrator, Teacher, counselor, Resource personnel | Attendance at Family Night, Conference week, Parenting Classes and log in sheets with PIF | Parent Liaison, Administrator |
Part V: Budget for the Overall Cost of Carrying out Plan |
|---|
| Goal | Total amount needed to accomplish Goal | Funds available in current school funding that have been specifically set aside for the implementation of the goal | Funds still needed to implement goal |
|---|---|---|---|
| Goal 1: Reading | $0.00 | $0.00 | None |
| Goal 2: Math | $0.00 | $0.00 | None |
| Goal 3: Writing | $0.00 | $0.00 | None |
| Goal 4: Academic Goals | $0.00 | $0.00 | None |
Part VI: Evaluation of the SIP |
|---|
| Measurable Objectives | Evaluation Measures | Timeline | Person(s) Responsible |
|---|---|---|---|
| 1. For full day kindergarten, we will assess students by comparing ESS scores and exiting scores plus LAS scores. 2. Currently, CRT test results for 3rd grade students indicate 23% proficiency in reading. By the end of the 2007-2008 school year proficiency levels will increase to 50%. 3. Fifth grade CRT test results indicate 31% proficiency in reading. By the end of the 2007-2008 school year proficiency levels will increase to 50%. 4. Beginning in July 2007 we will have baseline assessment data for all readers. All students will show measurable progress on their progress monitoring and benchmark assessments that will be given throughout the 2007-2008 school year. | 1. ESS entrance and exit scores, LAS scores, student kindergarten portfolio and teacher observation 2. State CRT assessments, DRA, teacher observation, STAR testing 3. State CRT assessments, DRA, teacher Observation, STAR Testing 4. Houghton-Mifflin formative tests and Dibels assessment. | 1. July 2007 – July 2008 2. Annual - On Going 3. Annual 4. Aug., Oct., Feb., June | 1. Administration, teachers, testing team. 2. Teachers, literacy coordinators, Adm. 3. Administrator & PLC, Testing Coordinator 4. Teachers, literacy coordinators, Test Coordinators |
| 1. Currently, the number of 3rd grade students at proficiency on the state CRT assessment in math is 20%. That number will increase 25% by the end of the 2007-2008 school year. 2. Currently, 39% of 5th grade students are proficient on the state CRT assessment in math. That number will increase 25% by the end of the 2007-2008 school year. | State CRT assessments | Annual | Administrator, PLC, and SIP |
| 1. At least 75% of the students will show measurable progress at each formative assessment cycle. 2. Based on the 2006-2007 state writing test for 5th grade, 25% of our students were proficient in writing. The number of proficient students will increase to 50% in the 2007-2008 assessment for 5th grade. 3. Based on grade-level rubrics, each student will improve at least one level by end of year. | State writing assessments Site-based writing assessments District Formative Tests | Annual Annual Quarterly District Assessments | Teachers, PLC, literacy coordinators, and Adm. Administrator & SIP Teachers, Literacy Coordinators, Test Coordinators |
| 1. Based on report card grades and attendance, each student will improve by attending 21st century, one grade point higher (D to a C). 2. Based on attendance at 21st Century, student will demonstrate a 95% attendance rate. 3. Based on attendance by parents at parent nights, we will demonstrate a 10% grow over last years family nights | Report Cards from teachers Daily Attendance Varies by activity | Trimester Nov. 2007 to June 2008 Month activities | 21st Century coordinator Administrator, Parent Liaison, 21st century coordinator, teachers |
Part VII: Other Required Elements of the SIP |
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| 1. What are the policies and practices in place that ensure proficiency of each subgroup in the core academic subjects? |
|---|
| Mandated 90 minute literacy block.
Implementation of district wide core curriculum programs in Math and Language Arts. Formal and informal assessments in place. A daily 45 minute intervention block with a state recommended intervention program. A tutoring program after school. Intersession classes 3 times a year during off track times. |
| 2. List and briefly describe, as appropriate, how the school has incorporated activities of remedial instruction or tutoring before school, after school, during the summer, and/or during any extension of the school year. |
| At Echo Loder we offer after school SES Tutoring for all students needing additional assistance as well as 21st Century. We also offer intersession classes for all students 3 times a year during our off tracktimes.
|
| 3. Describe the resources available to the school to carry out the plan. |
| We are a Title I school with resources, utilizing our SB185 and general fund aswell.
|
| 4. Summarize the effectiveness of any appropriations for the school made by the Legislature to improve student academic achievement. |
| Classroom reduction for third grade. We have been awarded money for the kindergarten amigas through the SB 404 and now SB185grants.
|
| 5. Discuss how the school will utilize Educational Involvement Accords for Parents including the Honor Code and meet all the requirements of the law. |
| We will meet with all of our parents at conference time to discuss and sign the accords so that they are fully aware of the expectations and will utilize these during any further parental meetings.
|
| 6. If applicable, describe how the school will make its Title III Annual Measurable Achievement Objective (AMAO) targets in English language proficiency (reading, writing, listening, and speaking comprehension). |
| We will continue to utilize the three tier intervention process with state recommended, research based, for their effectiveness with ESL students. We will level all student to ensure all student are using the appropriate leveled materials. We will continue to use SIOP strategies to support ESL studentlearning.
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Part VIII: Required Elements for Title I Schools |
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| 1. Describe the required services the school has provided based on the number of years the school has been in need of improvement, (e.g., schools in Year 2 of “Needs Improvement” must identify Year 1 and Year 2 services, and so on). |
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| In Year: 3 |
| Year 1: School Choice |
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Parents have been notified and offered the option of having their students attend other WCSD schools (Dodson or Hidden Valley) that are not in need ofimprovement.
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| Year 2: Supplemental Services |
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Year 2: HOLD
The following tutoring services have been made available for students at Loder: Total Tutoring, A to Z Tutoring, and 21st Century. 21st Century has provided an after school intervention program for literacy instruction with highly-qualifiedteachers. |
| Year 3: Corrective Action |
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We will implement a three tier intervention plan. We will assess all students to place them appropriately and utilize the researched based program at each tier on a daily basis. We will continue to utilize the H.M. reading series with fedility. PLC work will be focused and related to instruction and student achievement. All grade levels will do common planning to maintain pacing for a consistent and viablecurriculum.
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| 2. Provide an assurance that the school will not spend less than 10% of their annual Title I allocation for quality professional development. |
| We will spend over 10% of our Title I funds for quality professionaldevelopment.
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| 3. Describe how the school will provide written notice to parents on the school’s “Needs Improvement” status and/or AMAO status. |
| Letters will be mailed to individual households providing AYP and AMAO status. The status will also be discussed at our annual Title I meeting.
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| 4. Specify how Title I funds will be used to remove school from “Needs Improvement” status. |
| We will purchase researched based programs for our intervention programs. We will pay for our Literacy Coordinators, and support PLC's through the hiring ofsubstitutes.
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| 5. Describe the school’s teacher mentoring program and how it supports the achievement of the school’s annual goals and objectives. |
| All new teachers are assigned a mentor to assist them through the instructional trainings. Our Literacy Coordinators coach them on a regular basis to enable them to fully implement their desired instructionals strategies. Common planning also assist the new teachers through collaboration with their grade levelcolleagues.
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| 6. Describe the school’s strategies to attract high–quality highly qualified teachers to your school. |
| We attract high quality and highly qualified teachers through a rigirous and intensive interview process.
We also share all of the opportunities for extensive trainings that would be available to them if they should come to work at Echo Loder. |
| 7. Describe the school’s strategies to increase parent involvement in accordance with Section 1118 of NCLB, such as family literacy services. |
| We provide ESL and MALDF classes as well as parenting classes. We have monthly PTA meetings with and instructional focus. We provide math, reading, and sience nights for parents.
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| 8. Describe the school’s plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a state—run preschool program, to local elementary school programs. |
| Cow Bus and Headstart bring the children to our school to spend some time in our Kindergartenclasses.
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| 9. Identify the measures that include teachers in decisions regarding the use of academic assessments. |
| This is done through intensive discussion with our leadership team who brings feedback from theirconstituency.
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| 10. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement efforts. |
| We utilize our funding from each of those levels in a cohesive manner to best support our school improvementplan.
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Appendix A: Attachments |
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Available Online: