WASHOE COUNTY SCH DIST District

Juniper, Lena ES
225 QUEEN WAY
SPARKS , NV 89431

SCHOOL IMPROVEMENT PLAN
TITLE I — NRS 385

For Implementation in 2008-2009


Name of MemberPosition
Scott Bailey <slbailey@washoe.k12.nv.us> Facilitator
Lynn Rauh <lrauh@washoe.k12.nv.us> Facilitator
Scott Bailey <slbailey@washoe.k12.nv.us> Team Member
Connie Bury <cbury@washoe.k12.nv.us> Team Member
Yvette Harding <yharding@washoe.k12.nv.us> Team Member
Rebecca Juell <rjuell@washoe.k12.nv.us> Team Member
Alice Kaskie <akaskie@washoe.k12.nv.us> Team Member
Sara Markland <smarkland@washoe.k12.nv.us> Team Member
Vickie Millsap <vmillsap@washoe.k12.nv.us> Team Member
Sharon Morrison <smorrison@washoe.k12.nv.us> Team Member
Julianne Nemitz <jnemitz@washoe.k12.nv.us> Team Member
Nicole Papke <npapke@washoe.k12.nv.us> Team Member
Lynn Rauh <lrauh@washoe.k12.nv.us> Team Member
Eric Sanderson <esanderson@washoe.k12.nv.us> Team Member
Quentin Shoulders <shoulders@washoe.k12.nv.us> Team Member
Bill Burt <bburt@washoe.k12.nv.us> Principal

Submission Date:                        Area Reviewer:
School: Juniper, Lena ES District: WASHOE COUNTY SCH DIST
Principal: Bill Burt School Year: 2008-2009
Address: 225 QUEEN WAY
SPARKS , NV 89431 		Phone: 353.5540
Email: juniper@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
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. Checklist of Component Assurances
Appendix B:Parent Involvement Events
Appendix C:Professional Development Events

Part I: Vision for Learning


District Vision or Mission Statement

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.

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.
 

School Vision or Mission Statement

Lena Juniper Elementary School is the center of a learning community involving children, staff, families, business, and community organizations in a collaborative partnership to ensure the development of each child to his or her personal best. 

School Highlights

Juniper school received, for the fifth year, a grant from the Washoe Education Foundation servicing students in an after school literacy tutoring program. Juniper offers enrichment to all students. Examples include Honor Choir and art classes with a professional art teacher. Homework club is a supervised time each day assisting students in completing daily assignments. We have an AM Reading program allowing students to practice reading skills and take computerized comprehension tests. Our school uses the Accelerated Reader program individualizing practice of reading skills for each student. Our dedicated and caring staff is engaged in a collaborative model of teamwork to ensure all students learn essential skills at each grade level. Our students scored above district averages in Reading, Math, and Writing. Juniper PTA is a group of dedicated parents who volunteer their time and talents to assist our school in achieving our goals. Juniper’s kids are active citizens in our community. Our student leadership sponsors an annual penny drive raising funds to assist others. Students receive commendation cards and quarterly awards for positive behavior, good choices, and for being good citizens. We celebrate learning through our Academic Bowl, Literacy Expo, Math/Science Night, and Writing Consortium. Our teachers and families provide the time and support creating a wonderful place to learn and develop socially and emotionally. 

Part II: Inquiry Process


Comprehensive Needs Assessment

Key Strengths

Juniper met requirements for Average Yearly Progress (AYP) in Reading, Math, and Writing, except for students with special needs in Reading. Juniper successfully moved off the watch list in Reading for ESL, and Hispanic populations. The majority of Juniper parents believe the school is meeting the needs of students, based on the school wide survey. Parent attendance at conferences is over 98%. 

Priority Concerns: Verification of Causes — Root Cause Analysis

Concern Root Cause Solution

Part III: Improvement Goals and Measurable Objectives


Goal 1: Reading

All students (targeting struggling readers, LEP, and IEP students) will demonstrate skills at or above a proficient level in the content area of reading and demonstrate growth from year to year in fluency, comprehension, vocabulary, and reading informational text.

Measurable Objective

75% of students in the content area of reading will be proficient (scoring 75% or above) as measured by the WCSD, and state reading diagnostic tests by May 2009. Currently, test results show 57% of students are proficient in reading. 

Goal 2: Math

All students will demonstrate skills at or above a proficient level in the content area of math and increase their skills especially in the areas of basic computation, problem solving, geometry, probability, and statistics.

Measurable Objective

85% of all students in the content area of math will increase their overall math skills to proficient (scoring 75% or above), as measured by the WCSD and state diagnostic tests by May 2008. Currently, test results show 67% of students are proficient in math. 

Goal 3: Writing

All students will demonstrate skills at or above a proficient level in the content area of writing as measured by scoring a “3” in each trait (voice, conventions, ideas, organization) on various writing samples including the state writing exam.

Measurable Objective

75% of all students in the content area of writing will demonstrate their skills as defined by traits (voice, conventions, ideas, organization) to the level of 3 or above, as measured by various writing samples, including the state Writing Exam, 2009. Currently, test results show that 54% of students are proficient in writing. 

Part IV: School Improvement Master Plan & Reform Strategies


Goal 1: Reading

All students (targeting struggling readers, LEP, and IEP students) will demonstrate skills at or above a proficient level in the content area of reading and demonstrate growth from year to year in fluency, comprehension, vocabulary, and reading informational text.

Measurable Objectives:

75% of students in the content area of reading will be proficient (scoring 75% or above) as measured by the WCSD, and state reading diagnostic tests by May 2009. Currently, test results show 57% of students are proficient in reading.

Action Step
Timeline Costs
(Funds not currently available)		 Resources Responsible Person(s) Monitoring Measures Responsible Person(s)
(Monitoring)

1.1 Essential Outcomes & Priorities

Identify essential outcomes and prioritize instruction time and intervention strategies
2008 – 2009 Ongoing $ 0.00 Teachers’ expertise in reading Instructional Coach Prioritize use of instructional time Teacher collaborative teams work together Juniper Staff Juniper Administration Site formative assessments CRT’s STAR Reading Early STAR Reading PALS Houghton Mifflin Reading Series Assessments Gates McGinite Teacher made tests Aimsweb probes Universal screening Juniper Staff Juniper Administration

1.2 Additional Support for Targeted Students

Identify low achieving students (identified in the beginning of the school year as below proficiency levels on the district or state CRTs, and ITBS) and provide additional time and support during the school day, including interventions in the RTI process, and tutoring before and after school with specific goals to facilitate acquisition of targeted skills. Implement full day kindergarten preparing students to be on grade level progression of academic achievement. Utilize the teacher assistant in kindergarten to target instructional interventions with small groups of students and assist in the overall implementation of curriculum.
2008 – 2009 Ongoing $ 132,000.00 Washoe Education Foundation Grant for tutoring. SB 185 grant to fund full day kindergarten teacher assistant. Juniper Staff Juniper Administration Site formative assessments CRT’s STAR Reading Early STAR Reading PALS Houghton Mifflin Reading Series Assessments Gates McGinite Teacher made tests Aimsweb probes Universal screening Juniper Staff Juniper Administration

1.3 Instructional Coach

Utilize Instructional Coach for data analysis and teacher support for ideas and strategies.
2008 – 2009 Ongoing $ 60,000.00 Instructional Coach Juniper Administration Site formative assessments CRT’s STAR Reading Early STAR Reading PALS Houghton Mifflin Reading Series Assessments Gates McGinite Teacher made tests CBM progress monitoring Aimsweb probes Universal screening Juniper Staff Juniper Administration Instructional Coach

1.4 Coordinate ELL & Sp. Ed. & Classroom Inst

Utilize instructional coach in conjunction with Special Education and ELL teachers by coordinating efforts with regular education teachers to design effective reading instruction in a co-teaching or inclusion model. Provide additional support in reading, fluency, comprehension, vocabulary, and test taking strategies.
2008 – 2009 Ongoing $ 4,000.00 Allocate district or grant funds to provide training in student engagement and differentiation of instruction. Juniper Staff Juniper Administration Site formative assessments CRT’s STAR Reading Early STAR Reading PALS Houghton Mifflin Reading Series Assessments Gates McGinite Teacher made tests CBM progress monitoring Juniper Staff Juniper Administration

1.5 GLAD

Use Guided Language Acquisition Design (GLAD) strategies to teach reading in Science and Social Studies content areas. Provide ongoing training for teachers in GLAD. Utilize the Houghton Mifflin reading series leveled books and additional materials for LEP/IEP students along with GLAD strategies.
2008 – 2009 Ongoing $ 2,000.00 Provide training and PLC time to develop GLAD units. Juniper Staff Juniper Administration Site formative assessments CRT’s STAR Reading Early STAR Reading PALS Houghton Mifflin Reading Series Assessments Gates McGinite Teacher made tests GLAD unit tests Juniper Staff Juniper Administration

1.6 Additional Informational Text

Should funds become available we will purchase informational text, software, provide a mobile laptop class set with wireless access, and upgrade our computer lab to gain greater access and utilize these materials for instruction.
2008 – 2009 Ongoing $ 25,000.00 Grant monies or other district or legislative funds. Juniper Staff Juniper Administration Software based diagnostic data and progress monitoring Juniper Staff Juniper Administration

1.7 Increase Vocabulary Instruction

Lack of vocabulary development impacting reading comprehension and fluency.
2008– 2009 Ongoing $ 2,000.00 Provide training and PLC time to develop strategies. Grant funds Juniper Staff Juniper Administration Site formative assessments CRT’s STAR Reading Early STAR Reading PALS Houghton Mifflin Reading Series Assessments Gates McGinite Teacher made tests Juniper Staff Juniper Administration

1.8 RTI

Develop the Response to Intervention (RTI) process in order to meet the needs of students in reading and literacy, math, and writing. If funds become available purchase tier II intervention programs such as Compass Learning, and Read 180 along with two intervention teachers.
2008 -2009 Ongoing $ 300,000.00 District and Grant funding Juniper Staff Juniper Administration CBM progress monitoring Juniper Staff Juniper Adminstration

Goal 2: Math

All students will demonstrate skills at or above a proficient level in the content area of math and increase their skills especially in the areas of basic computation, problem solving, geometry, probability, and statistics.

Measurable Objectives:

85% of all students in the content area of math will increase their overall math skills to proficient (scoring 75% or above), as measured by the WCSD and state diagnostic tests by May 2008. Currently, test results show 67% of students are proficient in math.

Action Step
Timeline Costs
(Funds not currently available)		 Resources Responsible Person(s) Monitoring Measures Responsible Person(s)
(Monitoring)

2.1 Best Instructional Practices

Allow collegial time focused on best practices and identifying a scope and sequence of curriculum
2008 – 2009 Ongoing $ 25,000.00 Teachers’ expertise in math Teacher collaborative teams work together Use grant funds to purchase Accelerated Math program. Juniper Staff Juniper Administration Site assessments CRT’s STAR Math Math Series (Everyday Math and Math Thematics) Assessments ITBS District Formative Math test Teacher made tests Juniper Staff Juniper Administration

2.2 Implement Math Program

All teachers fully implement the adopted math curriculum using Everyday Math or Math Thematics, to build consistency and use supplemental texts if funds become available. (ex: Excel Math)
2008– 2009 Ongoing $ 6,000.00 Prioritize use of instructional time Supplemental textbook funds Juniper Staff Juniper Administration Math Series (Everyday Math and Math Thematics) Assessments Juniper Staff Juniper Administration

2.3 Common Assessments

Use common assessments to recognize strengths and weaknesses. Provide additional time and support to master essential skills. Should funds become available we will purchase technology such as interactive white boards to differentiate instruction
2008 – 2009 Ongoing $ 53,730.00 Teacher collaborative teams work together Grant funds Juniper Staff Juniper Administration Teacher made tests Juniper Staff Juniper Administration

2.4 Instructional Coach

Utilize Instructional Coach for data analysis and teacher support for ideas and strategies.
2008 – 2009 Ongoing $ 60,000.00 Teacher collaborative teams work together Instructional Coach Juniper Administration Site assessments CRT’s STAR Math Math Series (Everyday Math and Math Thematics) Assessments ITBS District Formative Math test Teacher made tests Juniper Staff Juniper Administration

2.5 Additional Support - Accelerated Math

Provide additional time and support for students to master essential skills and should funds become available incorporate Accelerated Math software for effective skills practice and monitoring.
2008 – 2009 Ongoing $ 10,880.00 Teacher collaborative teams work together Grant funds Juniper Staff Juniper Administration Site assessments CRT’s STAR Math Math Series (Everyday Math and Math Thematics) Assessments ITBS District Formative Math test Teacher made tests Juniper Staff Juniper Administration

2.6 RTI

Develop the Response to Intervention (RTI) process in order to meet the needs of students in math. If funds become available purchase tier II intervention programs such as accelerated math.
2008 - 2009 $ 10,880.00 Teacher collaborative teams Grant funds Juniper Staff Juniper Administration

Goal 3: Writing

All students will demonstrate skills at or above a proficient level in the content area of writing as measured by scoring a “3” in each trait (voice, conventions, ideas, organization) on various writing samples including the state writing exam.

Measurable Objectives:

75% of all students in the content area of writing will demonstrate their skills as defined by traits (voice, conventions, ideas, organization) to the level of 3 or above, as measured by various writing samples, including the state Writing Exam, 2009. Currently, test results show that 54% of students are proficient in writing.

Action Step
Timeline Costs
(Funds not currently available)		 Resources Responsible Person(s) Monitoring Measures Responsible Person(s)
(Monitoring)

3.1 K-6 Writing Plan

K-6 writing plan including grade level rubrics, introducing trait language to K-3 students, students self scoring and shown examples of poor to great writing, grade level expectations are known by students, weekly writing samples, celebration of writing, and students’ writing displayed throughout the school. Also, coordinate Special Education and ELL teachers to design writing instruction in an inclusion model targeting vocabulary and word choice.
2008 – 2009 Ongoing $ 0.00 Teacher collaborative teams work together Instructional Coach ELL Teacher Special Education Teachers Juniper Staff Juniper Administration Teacher made tests State Writing Exam Writing samples/portfolio CBM progress monitoring Juniper Staff Juniper Administration Student Input

3.2 GLAD in Content Area Writing

Use Guided Language Acquisition Design strategies to teach writing in Science and Social Studies content areas. If funds are available we'll provide substitutes for staff to be trained in GLAD.
2008 – 2009 Ongoing $ 300.00 Teacher collaborative teams work together Juniper Staff Juniper Administration Teacher made tests State Writing Exam Writing samples/portfolio GLAD unit tests and sample writing CBM progress monitoring Juniper Staff Juniper Administration Student Input

3.3 Step Up to Writing

K-6 writing plan including Step Up to Writing as a whole school systematic structure for writing instruction. If funds are available, we'll use ongoing staff development to ensure implementation of SUTW.
2008 – 2009 Ongoing $ 9,000.00 Teacher collaborative teams work together Instructional Coach Juniper Staff Juniper Administration Teacher made tests State Writing Exam Writing samples/portfolio SUTW rubrics to score daily writing samples CBM progress monitoring Juniper Staff Juniper Administration Student Input

3.4 Instructional Coach

Utilize Instructional Coach for data analysis and teacher support for ideas and strategies. IC can facilitate teacher groups to focus on writing instruction. If funds are available, we can rehire the instructional coach.
2008 – 2009 Ongoing $ 60,000.00 Instructional Coach Juniper Staff Juniper Administration Teacher made tests State Writing Exam Writing samples/portfolio CBM progress monitoring Juniper Staff Juniper Administration Student Input

Part V: Budget for the Overall Cost of Carrying out Plan


Goal 1: Reading

A. Funds available from budget sources that will also be available next year. $ 118,000.00
B. Current funds that will not be available next year. $ 0.00
C. Funds needed to implement this goal that are not currently available. $ 525,000.00
D. Total funding needed to accomplish goal. (A+B+C) $ 643,000.00

Goal 2: Math

A. Funds available from budget sources that will also be available next year. $ 60,000.00
B. Current funds that will not be available next year. $ 0.00
C. Funds needed to implement this goal that are not currently available. $ 166,490.00
D. Total funding needed to accomplish goal. (A+B+C) $ 226,490.00

Goal 3: Writing

A. Funds available from budget sources that will also be available next year. $ 60,000.00
B. Current funds that will not be available next year. $ 0.00
C. Funds needed to implement this goal that are not currently available. $ 69,300.00
D. Total funding needed to accomplish goal. (A+B+C) $ 129,300.00

Part VI: Evaluation of the SIP


Goal 1: Reading

75% of students in the content area of reading will be proficient (scoring 75% or above) as measured by the WCSD, and state reading diagnostic tests by May 2009. Currently, test results show 57% of students are proficient in reading.
Evaluation Measures:
WCSD reading formative State CRT
Timeline:
2008 - 2009
Responsible Person(s):
Juniper Staff Juniper Administration

Goal 2: Math

85% of all students in the content area of math will increase their overall math skills to proficient (scoring 75% or above), as measured by the WCSD and state diagnostic tests by May 2008. Currently, test results show 67% of students are proficient in math.
Evaluation Measures:
WCSD math formative State CRT
Timeline:
2008 - 2009
Responsible Person(s):
Juniper Staff Juniper Administration

Goal 3: Writing

75% of all students in the content area of writing will demonstrate their skills as defined by traits (voice, conventions, ideas, organization) to the level of 3 or above, as measured by various writing samples, including the state Writing Exam, 2009. Currently, test results show that 54% of students are proficient in writing.
Evaluation Measures:
Juniper mock writing exam Writing samples/portfolio State Writing Exam CBM progress monitoring
Timeline:
2008 - 2009
Responsible Person(s):
Juniper Staff Juniper Administration

Part VII: Other Required Elements of the SIP


School Characteristics#%
Total # of Students Enrolled 547
Limited English Proficient (LEP) Students 120 21.9
Students with IEPs 75 13.7
Students Qualifying for Free/Reduced Lunch 165 30.1
American Indian/Alaskan Native 7 1.2
Asian/Pacific Islander 34 6.2
Hispanic/Latino 180 32.9
Black/African-American 40 7.3
White/Caucasian 286 52.2
Average Daily Attendance 525 96
Transiency Rate 19
% enrolled continuously since Count Day
Incidents of School Violence: Student-to-Student
Incidents of School Violence: Student-to-Staff
% of Highly Qualified Teachers 32 100
Dropout Rate (HS)
Graduation Rate (HS)
Title 1YesNo
Eligible   
Served   
Targeted Assisted   
Educational Involvement Accords on file for each student?   
AMAO Targets met?   
Did your school make Adequate Yearly Progress (AYP)?   
What was your school's AYP Designation?a
Was your latest appeal granted?   
Designated as Persistently Dangerous School?   
Receiving State Remediation funding?   
Has a State SST been assigned to your school?   

1. What are the policies and practices in place that ensure proficiency of each subgroup in the core academic subjects?

We use data to review each child's progress and use the Professional Learning Community team time to discuss progress toward proficiency. The Intervention Assistance Team also reviews data and supports teachers in meeting the goals of each subgroup. 

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.

Juniper has a grant (Washoe Education Foundation) that provides tutoring before and after school in literacy. We use Read and Succeed volunteers to tutor. We have begun a Kids Helping Kids program where intermediate students tutor primary students in the core subjects. 

3. Describe the resources available to the school to carry out the plan.

Grant funds and volunteer. 

4. Summarize the effectiveness of any appropriations for the school made by the Legislature to improve student academic achievement.

The class size reduction legislation provides for more teachers in the primary levels. The SB 404 funds provided a full day kindergarten teacher. The SB 185 funds have paid for full day kindergarten teacher assistant and an instructional coach. Both full day kindergarten and the instructional coach have immensely increased the level of academic achievement and ongoing professional development embedded on a daily basis. 

5. Discuss how the school will utilize Educational Involvement Accords for Parents including the Honor Code and meet all the requirements of the law.

Parents and students have been given the accord and honor code. We inform parents of their rights and responsibilities through district literature, websites, and our school newsletter. 

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 have enough students to warrant additional allocations for a teacher assistant, but the ELL budget has been cut, therefore our one ELL teacher is dividing her time among all grades in an intervention capacity and assisting teachers in providing modifications and accommodations for ELL students. 

Part VIII: Required Elements for Title I Schools


(section is not required for this school.)


Part IX: Required Elements for Non-Title I Schools


1. Describe how and when the school will provide written notice to parents on the school’s “Needs Improvement” status and/or AMAO status.

District provides written notice that we send home to parents. 

2. Describe the school’s teacher mentoring program and how it supports the achievement of the school’s annual goals and objectives.

Juniper matches teachers in similar grade levels or assignments in the mentoring process. We utilize the district's mentoring process and support. Teachers have the opportunity to review standards, lesson plans, effective instructional strategies, data, and parent communication to meet the goals and objectives. 

Appendix A: Attachments


Available Online:

Appendix B: Parent Involvement Events

  • Parent Teacher Association (PTA)
    Aug 25 2008 9:00 AM - Jun 03 2009 3:00 PM
    Juniper PTA provides all parents an opportunity to participate in improving education in various ways throughout the school year. First, the Ice Cream Social invites parents to join and get information on how PTA supports learning. The annual PTA Jamboree needs numerous volunteers to be a successful event raising funds for our school that improves the quality of education students receive. Parents can participate in Take Dad to School Day and share the daily experience with their child. Being part of the PTA is one way to be involved with supporting all the children of our school and working in partnership with the teachers and adminstration.
    Standards:
    4. Volunteering
  • School Family Events
    Aug 25 2008 9:00 AM - Jun 03 2009 3:00 PM
    Bingo Night - Promoting and celebrating reading and literacy. Science Fair - Teaching kids the scientific process and problem solving. Math Science Night - Fun hands on learning for families in Math and Science. Picnic in the Park - Whole school picnic that honors our families and establishes a larger school community/family. Volunteer Appreciation - Whole school celebration honoring those parents and community members who have gone above and beyond in helping our school. Christmas Music Concert - Parents and families enjoy the annual Juniper Joy Choir performance and support the opportunities for a well-rounded education. Talent Show - Parents are invited to watch students show case their talents and provide support for student interests outside of academics.
  • Decision Making
    Aug 25 2008 9:00 AM - Jun 03 2009 3:00 PM
    AB 521 - Parental input is solicited and the document is shared via our school newsletter. School Inprovement Plan - Parental input is solicited and the document is shared via the district website.
    Standards:
    5. Decision Making
  • Ongoing Support and Involvement
    Aug 25 2008 9:00 AM - Jul 03 2009 3:00 PM
    Throughout the year parents can volunteer in classrooms, chaperone fieldtrips, do prep-work for class actitivies, check homework, check the daily planner, check the weekly folder, call teachers, send written notes, send email, schedule conferences, chat at the classroom door, and attend RTI or Special Education meetings. Parent strive to have their child prepared to learn each day: get a good nights sleep, eat breakfast, have a positive attitude toward school, have an expectation to work hard and take responsibility for learning, and have all materials necessary to have a productive day. Parents, your involvement at home is truly the foundation of your child’s success. When you ensure your child reads daily (or read to your child), check homework and help explain concepts, communicate with teachers (often), and have high expectations for your child’s academic and social growth you accomplish an important part of the hard work of parenting.
  • Back To School Night
    Sep 17 2008 5:00 PM - Sep 18 2008 7:00 PM
    Grade level teams host all their parents in an informative question and answer forum and then teachers hold individual classroom meetings to further focus the discussion on curriculum, expectations, textbooks, and partnering in education.
    Standards:
    1. Communicating
  • Conference Week
    Nov 07 2008 1:00 PM - Nov 14 2009 5:00 PM
    During the WCSD designated week, teachers meet with parents to discuss each child's progress and a plan for improvement including parental support.
    Standards:
    1. Communicating

Appendix C: Professional Development Events

There are no events listed for this plan.