| School: Rita Cannan Elementary | District: Washoe |
| Principal: KayAnn Pilling | School Year: 2005-2006 |
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Address
2450 Cannan Street
Reno , NV 89512 |
| EXECUTIVE SUMMARY | |||||||||||||
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District Mission or Vision 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. 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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The staff, students, parents, and community of Rita Cannan School are committed to assuring a safe, positive learning environment which will ensure the rights of each individual to be able to achieve his or her fullpotential.
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Rita Cannan Elementary is a 40 year old school located in the northeasterly corner of Reno, Nevada, in Washoe County School District. The school has a minority student population of approximately 84% of which 58% are Latino. Out of 511 students 191 are classified according to the state adopted Language Assessment Scales (LAS), as non- or limited-English proficient.
While the challenges for our school are great, the climate is collaborative, enthusiastic, and supportive with high expectations for staff and students alike. Two of our teachers were highlighted in a national journal article that focused on successful team teaching. Students are recognized for their outstanding accomplishments and positive character traits at monthly assemblies. Our sixth grade students participated in the D.A.R.E. Program, and 96% of them wrote their essays and graduated from this program. The Kid's Cafe program at our school serves snacks and dinner for children in our neighborhood. | |||||||||||||
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1A. Review and analysis of data. Each school improvement plan must be based on a review and analysis of the school accountability report and any more recent data. Schools can use the data tables in Appendix A, as well as district test results, interim assessment results, classroom assessment results, classroom observations, surveys, and any other data from the comprehensive School Profile (Appendix B).
| Areas of Strength(e.g., subject areas that exceed targeted proficiency levels). |
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With concerted effort, our school made substantial gains in math proficiency this year, both at the total population and in subpopulation levels. Staff members continue to be heavily involved in professional development activities. The staff has adopted a balanced literacy approach and has received extensive information at the GLAD and BELLS trainings with strategies for working with students with limited English language knowledge. Six of our teachers are participating in the UNR Lemelson scholarship program as they pursue their masters' degrees in literacy studies. Our library has been updated with more than 5,000 new books for our students and staff and we began the Accelerated Reader Program to motivate students to do more independent reading. This year, for the first time, we offered an all day kindergarten program where our students are receiving extended instructional time. Communications skills are emphasized at our school. Our sixth grade students produce a monthly school newsletter for our families. In addition, an independent audit found our school to be exemplary in problem-solving and allocation of resources and approaching exemplary in the decision-making style of ouradministration.
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| Areas of Concern (e.g., subject areas below the targeted proficiency levels, subject areas in which safe harbor was made but not the targeted proficiency levels, subject areas that are low relative to other subject areas, and non-academic concerns, such as student behavior) |
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We will continue to focus on ELA assessment totals, especially with LEP, FRL and Hispanic populations. Although we made safe harbor in math we will also continue to work on improving math proficiency levels especially in Hispanic and LEP populations. In addition, we will create and implement a school safety program within the school and in cooperation with the community to ensure our school is a safe place tolearn.
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1B. Goals: Based on your review and analysis, which goal(s) are identified for improvement? Identify the specific skill(s) (e.g., reading - main idea and fluency) and the specific student subpopulation(s) (e.g., ELL, low SES, ethnic group) to be targeted for improvement. A goal is the overall plan or big picture outcome for a content area. Example: All students, especially our LEP students, will increase language skills, particularly in the area of vocabulary.
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Goal 1: English/language arts
Proficiency in reading and writing will increase for all students and all student subpopulations (especially Hispanic, IEP, LEP and FRL, by the end of the 2005-2006 school year. |
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Goal 2: Math
Math proficiency will increase for all student subpopulations, especially Hispanc and LEP students, by the end of the 2006-2006 school year. |
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Goal 3: School Safety
Incidents of student violence and student safety issues will decrease to ensure a safe learning environment for students and staff in the 2005-2006 school year. |
What are the causes/factors that may impact or impede student achievement for each goal, and what are the solutions/strategies that will address each goal and the underlying causes/factors? When selecting solutions/strategies for the school improvement plan, consider four requirements for school improvement plans under Senate Bill 1: School Improvement plans must include:
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Goal 1: English/language arts
Proficiency in reading and writing will increase for all students and all student subpopulations (especially Hispanic, IEP, LEP and FRL, by the end of the 2005-2006 school year. | |
| Causes (Factors): | Solutions (Strategies): |
|---|---|
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No consistent use of comprehensive reading program. Scientific based reading programs are vital in providing appropriate instruction inreading.
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1a. Within a 2½ hour block of literacy instruction, 90 minutes will be dedicated to implementing the Houghton-Mifflin series, a scientifically based literacy program, which has been adopted by the district. With possible funding, we will buy supplemental Houghton Mifflin materials for classroom teachers. We will use district RPDP literacy coordinators to train and coach our teachers in grades 1-6 in HMimplementation.
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Insufficient instructional time for literacy activities. Sufficient instructional time is necessary to assist students in reaching their academicpotential.
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1b. Within a 2½ hour block of literacy instruction, 60 minutes will be devoted to developmentally appropriate literacy instruction within various grouping configurations based on assessment data. Strategies including CELL/ExLL, GLAD, and BELLS trainings will be utilized with an emphasis on reading and writing instruction to increase student fluency, comprehension, and writing proficiency. With possible funding we will purchase materials (Versatiles, Frog Games, Palettes) for each classroom teacher to use as independent classroom work that concentrates on literacy skills. This will enable the teacher to work with small groups while other children are working on individualized, relevant activities that promote literacy skills.
1c. Include extra reading assistance with existing personnel for targeted students outside the regularly scheduled literacy block. With possible funding we will purchase supplemental Houghton Mifflin materials (teacher’s guides and resources) for the reading, ESL, and special education resource teachers to use during this time for instruction. 1d. With possible remediation/ improvement/SES money we will offer Houghton-Mifflin programs of remedial education (Soar to Success and Early Success) or tutoring before/after/during school and intersession times. |
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Systematic phonics instruction and word study are essential components of a comprehensive readingprogram
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1e. Provide a school-wide phonetic cueing system with the use of cueing cards that will be mounted in each classroom throughout theschool.
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Analysis of student formative assessments is important in planning appropriateinstruction
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1f. Continue collecting student data through the use of student literacy profiles (phonetic knowledge, fluency, comprehension) to inform instruction. We will use our Professional Learning Community time (2 hours monthly) to review this data and assess our progress toward our goals. Then we will use this information to plan for remedial instruction.
1g. Accelerated Reader will be used to monitor the independent reading of students in grades 2-6. If funding is available, we will purchase AR books for the library and the matching test software. |
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Students who are acquiring English as a second language require some specialized teaching techniques to master newconcepts.
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1h. Implement GLAD (Guided Language Acquisition Design) and BELLS (Basic English Language Learning Strategies) in all classrooms and learning settings with a focus on vocabulary development and comprehensionstrategies.
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Effective communications between home and school are essential in promoting parental involvement in studentachievement
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1i. Include family reading and writing strategies in monthly newsletter and at school family literacy events. With possible funding, we will purchase student planners and weekly folders to communicate with parents on a daily basis about studentwork.
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A comprehensive writing instruction program takes sustained time and effort to establish valid and reliable assessments, valuable professional development, and motivation for life-long writingskills.
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1j. Whole school pre- and post-assessments and student surveys in writing to guide instructional decisions.
1k. Formal and informal celebrations of students’ writing efforts will be displayed and orally presented. 1l. Job embedded professional development in 4th and 5th grade will focus on divergent writing and 4th through 6th grade instruction will target convergent writing as measured by state CRT assessments. |
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Goal 2: Math
Math proficiency will increase for all student subpopulations, especially Hispanc and LEP students, by the end of the 2006-2006 school year. | |
| Causes (Factors): | Solutions (Strategies): |
|---|---|
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Insufficient instructional time for math instruction and activities. Sufficient instructional time is necessary to assist students in reaching their academicpotential.
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2a. A school-wide 90-minute block of time will be dedicated daily to math instruction using the Everyday MathProgram.
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With the variety of learning styles and understandings, some additional strategies are essential in strengthening core academic subjects and reaching diverse studentpopulations.
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2b. Selected classroom teachers in grades K-6 will use Mountain Math for appropriate students to supplement the district adopted Everyday Math Program.
2c. All students will use a practice math notebook developed by their teachers at each grade level to complement the Everyday Math Program 2d. Writing instruction will be correlated with math instruction to promote higher level thinking skills and to promote thorough understanding and assessment practice in grades 3-6. |
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Some students require extrinsic as well as intrinsic rewards to motivate them to master rote memory work inmath.
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2e. With additional Accelerated Math materials and training for staff, students in grades 4-6 will receive extra math skills practice. With possible funding we will purchase training in Accelerated Math and provide substitutes for our teachers in grades 3-6 to attend this training.
2f. Provide students who are struggling with basic math facts with extra practice and motivational math activities designed to increase mastery of these skills. With possible funding we will purchase individualized center activities (Versatiles, Frog Games, Palettes) for students to work on basic skills during independent work time while the teacher is doing small group instruction. |
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Sustained professional development for teachers is an important component in addressing student needs andachievement.
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2g. Provide time for teachers’ professional development using the Everyday Math Program. This will include time to observe other teachers. We will also use district RPDP math coordinators to do training and coaching with our teachers in grades3-6.
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Goal 3: School Safety
Incidents of student violence and student safety issues will decrease to ensure a safe learning environment for students and staff in the 2005-2006 school year. | |
| Causes (Factors): | Solutions (Strategies): |
|---|---|
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The number of discipline incidents is interfering with studentlearning.
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3a. Form a school-wide discipline committee comprised of teachers, parents, and community members including local law enforcement officials to define and recommend programs and in dealing with incidents ofviolence.
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Proactive measures in dealing with discipline problems assures students and their families of a safe school climate to increase studentlearning.
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3b. Create a school wide progressive discipline plan and create individual classroom plans that incorporate progressive discipline and mandatory parent contact.
3c. Create a school wide Student Intervention Program (SIP) where teachers can meet with a committee of their peers in order to get suggestions and resources for dealing with difficult student behavior. |
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Professional development is needed to assist teachers, parents, and the community in dealing with discipline problems and school violenceissues
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3d. The school counselor will consistently teach school, playground, cafeteria, and classroom rules in every classroom to teachers andstudents.
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3A. Action Plan. List the action steps to implement the solutions/strategies for each goal, as well as the timeline, resources, and the person(s) responsible for the action steps.
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Goal 1: English/language arts
Proficiency in reading and writing will increase for all students and all student subpopulations (especially Hispanic, IEP, LEP and FRL, by the end of the 2005-2006 school year. | |||
| Measurable Objective(s): (Objectives are specific, measurable outcomes of a goal that include an outcome indicator, baseline, expected performance level, and timeline. Example: Third grade students identified as approaching or developing in the content area of reading fluency will increase their reading fluency by X%, as measured by the XYZ diagnostic test between fall 2004 and end of May 2005.) | |||
|---|---|---|---|
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undefined
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| Action Steps | Timeline | Resources | Person(s) Responsible |
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1. 90 minute Houghton-Mifflin Program
1a. Within a 2½ hour block of literacy instruction, 90 minutes will be dedicated to implementing the Houghton-Mifflin series, a scientifically based literacy program, which has been adopted by the district. With possible funding, we will buy supplemental Houghton Mifflin materials for classroom teachers. We will use district RPDP literacy coordinators to train and coach our teachers in grades 1-6 in HMimplementation.
|
Beginning in July/August andon-going
|
New district reading adoption
District RPDP trainers Additional Houghton Mifflin materials |
District
Staff and Administration |
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2. Additional 60 minute literacy block
1b. Within a 2½ hour block of literacy instruction, 60 minutes will be devoted to developmentally appropriate literacy instruction within various grouping configurations based on assessment data. Strategies including CELL/ExLL, GLAD, and BELLS trainings will be utilized with an emphasis on reading and writing instruction to increase student fluency, comprehension, and writing proficiency. With possible funding we will purchase materials (Versatiles, Frog Games, Palettes) for each classroom teacher to use as independent classroom work that concentrates on literacy skills. This will enable the teacher to work with small groups while other children are working on individualized, relevant activities that promote literacyskills.
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Beginning in July/August andon-going
|
Trainings for new staff
Literacy Center materials for each classroom |
Staff andAdministration
|
|
3. Additional reading resource teachers
1c. Include extra reading assistance with existing personnel for targeted students outside the regularly scheduled literacy block. With possible funding we will purchase supplemental Houghton Mifflin materials (teacher’s guides and resources) for the reading, ESL, and special education resource teachers to use during this time forinstruction.
|
Beginning in July/August andon-going
|
Personnel to provide extra assistance
Additional Houghton Mifflin materials for resource teachers |
Staff andAdministration
|
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4. Tutoring
1d. With possible remediation/ improvement/SES money we will offer programs of remedial education (Soar to Success and Early Success) or tutoring before/after/during school and intersessiontimes.
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Dependent on remediation fundingcycle
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Remediation funding
Soar to Success and Early Success materials from Houghton Mifflin |
Administration
Tutoring coordinator |
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5. School-wide phonetic cueing system
1e. Provide a school-wide phonetic cueing system with the use of cueing cards that will be mounted in each classroom throughout theschool.
|
Beginning in July/August andon-going
|
Cueing cards for each classroom
Printing costs for individual student cards developed by our literacy coordinator to be printed in color for each child |
Literacycoordinator
|
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6. Student literacy profiles for remediation pla
1f. Continue collecting student data through the use of student literacy profiles (phonetic knowledge, fluency, comprehension) to inform instruction. We will use our Professional Learning Community time (2 hours monthly) to look at this data and assess our progress toward our goals. Then we can use this information to plan for remedialinstruction.
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Beginning in July/August and at collection points as determined by gradelevels
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System for collecting and storing studentprofiles
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Staff and literacycoordinator
|
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7. Accelerated reader
1g. Accelerated Reader will be used to monitor the independent reading of students in grades 2-6. If funding is available, we will purchase AR books for the library and the matching testsoftware.
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As soon as funding isavailable
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Possible additionalfunding
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Literacy coordinator
Librarian Staff |
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8. GLAD & BELLS for ESL
1h. Implement GLAD (Guided Language Acquisition Design) and BELLS (Basic English Language Learning Strategies) in all classrooms and learning settings with a focus on vocabulary development and comprehensionstrategies.
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On-going
|
Trainings for newstaff
|
Administration
New staff members |
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9. Parent Involvement - ELA
1i. Include family reading and writing strategies in monthly newsletter and at school family literacy events. With possible funding we will purchase student planners and weekly folders to communicate with parents on a daily basis about studentwork.
|
Beginning in August and on-going on monthlybasis
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Authored articles
Student Planners Weekly Communication folders for use between home and school |
Literacy coordinator
Writing Instruction Coordinator Parent Coordinator |
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10. Pre- and post-writing assessments
1j. Whole school pre- and post-assessments and student surveys in writing to guide instructionaldecisions.
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August andMay
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Title I consultant
Time to do whole-school scoring |
Administration
Writing Instruction Coordinator Title I consultant |
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11. Student Publishing
1k. Formal and informal celebrations of students’ writing efforts will be displayed and orallypresented.
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Beginning in August andon-going
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Events and locations to display studentwriting
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Writing InstructionCoordinator
|
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12. Professional development with writing
1l. Job embedded professional development in 4th and 5th grade will focus on divergent writing and 4th through 6th grade instruction will target convergent writing as measured by state CRTassessments.
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August, October, January, March,May
|
Title Iconsultant
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Title I consultant
Writing Instruction Coordinator Administration |
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Goal 2: Math
Math proficiency will increase for all student subpopulations, especially Hispanc and LEP students, by the end of the 2006-2006 school year. | |||
| Measurable Objective(s): (Objectives are specific, measurable outcomes of a goal that include an outcome indicator, baseline, expected performance level, and timeline. Example: Third grade students identified as approaching or developing in the content area of reading fluency will increase their reading fluency by X%, as measured by the XYZ diagnostic test between fall 2004 and end of May 2005.) | |||
|---|---|---|---|
|
undefined
| |||
| Action Steps | Timeline | Resources | Person(s) Responsible |
|
1. 90 minute Math Block
2a. A school-wide 90-minute block of time will be dedicated daily to mathinstruction.
|
Beginning in July/August andon-going
|
District adopted mathprogram
|
Staff andadministration
|
|
2. Supplemental Mountain Math
2b. Selected classroom teachers in grades K-6 will use Mountain Math for appropriate students to supplement the district adopted Everyday MathProgram.
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Beginning in July/August andon-going
|
Mountain Mathmaterials
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Administration andstaff
|
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3. Math Notebooks
2c. All students will use a practice math notebook developed by their teachers at each grade level to complement the Everyday MathProgram
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Beginning in July/August andon-going
|
Printing costs for notebooks
Everyday Math program |
Staff andadministration
|
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4. Writing & Math
2d. Writing instruction will be correlated with math instruction to promote higher level thinking skills and to promote thorough understanding and assessment practice in grades3-6.
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August, October, January, March,May
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Notebooks
Title I consultant |
Administration and staff
Writing Instruction Coordinator Title I consultant |
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5. Accelerated Math Program
2e. With additional Accelerated Math materials and training for staff, students in grades 4-6 will receive extra math skills practice. With possible funding we will purchase training in Accelerated Math and provide substitutes for our teachers in grades 3-6 to attend thistraining.
|
Beginning in July/August andon-going
|
Accelerated Math materials and training
Money for substitutes |
Staff andadministration
|
|
6. Math Skills Mastery
2f. Provide students who are struggling with basic math facts with extra practice and motivational math activities designed to increase mastery of these skills. With possible funding we will purchase individualized center activities (Versatiles, Frog Games, Palettes) for students to work on basic skills during independent work time while the teacher is doing small groupinstruction.
|
Beginning in July/August andon-going
|
Practice materials
Math center materials that could include Versatiles, Frog Games, and Palettes for learning |
Staff andadministration
|
|
7. Professional development with math
2g. Provide time for teachers’ professional development using the Everyday Math Program. This will include time to observe other teachers. We will also use district RPDP math coordinators to do training and coaching with our teachers in grades3-6.
|
Beginning in July/August andon-going
|
Release days for observation
District RPDP math trainers |
Staff andadministration
|
|
Goal 3: School Safety
Incidents of student violence and student safety issues will decrease to ensure a safe learning environment for students and staff in the 2005-2006 school year. | |||
| Measurable Objective(s): (Objectives are specific, measurable outcomes of a goal that include an outcome indicator, baseline, expected performance level, and timeline. Example: Third grade students identified as approaching or developing in the content area of reading fluency will increase their reading fluency by X%, as measured by the XYZ diagnostic test between fall 2004 and end of May 2005.) | |||
|---|---|---|---|
|
undefined
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| Action Steps | Timeline | Resources | Person(s) Responsible |
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1. Discipline Committee
3a. Form a school-wide discipline committee comprised of teachers, parents, and community members including local law enforcement officials to define and recommend programs and in dealing with incidents ofviolence.
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Beginning in August andon-going
|
RPD and school police officers
District administrators with similar populations Community members |
Administration and staff
Community members RPD and school police District Parents |
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2. Progressive discipline plan
3b. Create a school wide progressive discipline plan and create individual classroom plans that incorporate progressive discipline and mandatory parentcontact.
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Beginning in August andon-going
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Safeguarding Our Children: An Action Guide athttp://cecp.air.org/guide/aifr5_01.pdf
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Administration and staff
Community members RPD and school police Parents |
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3. Student Intervention Program
3c. Create a school wide Student Intervention Program (SIP) where teachers can meet with a committee of their peers in order to get suggestions and resources for dealing with difficult studentbehavior.
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Beginning in August andon-going
|
Counseling programs
Special services |
Counselor
Assistant Principal Discipline-SIP sub committee |
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4. Counseling on School Rules
3d. The school counselor will consistently teach school, playground, cafeteria, and classroom rules in every classroom to teachers andstudents.
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Beginning in October andon-going
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Training programs
Counseling Curriculums |
Counselor
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3B. Monitor Plan Implementation. Identify how each of the action steps for the solutions/strategies of each goal listed in 3A will be monitored, including the data that will be collected as well as the timeline and the person(s) responsible for monitoring the action steps.
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Goal 1: English/language arts
Proficiency in reading and writing will increase for all students and all student subpopulations (especially Hispanic, IEP, LEP and FRL, by the end of the 2005-2006 school year. | |||
| Measureable Objective: | |||
|---|---|---|---|
| undefined | |||
| Action Steps to monitor Note: Action steps must address causes and solutions from 2. Inquiry Process. Cut and paste from 3A. | Data to collect in order to verify the action step has occurred. | Timeline for collecting data | Person(s) responsible in the district, region, or school who will ensure that each action step is implemented. |
|
90 minute Houghton-Mifflin Program 1a. Within a 2½ hour block of literacy instruction, 90 minutes will be dedicated to implementing the Houghton-Mifflin series, a scientifically based literacy program, which has been adopted by the district. With possible funding, we will buy supplemental Houghton Mifflin materials for classroom teachers. We will use district RPDP literacy coordinators to train and coach our teachers in grades 1-6 in HM implementation. |
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Additional 60 minute literacy block 1b. Within a 2½ hour block of literacy instruction, 60 minutes will be devoted to developmentally appropriate literacy instruction within various grouping configurations based on assessment data. Strategies including CELL/ExLL, GLAD, and BELLS trainings will be utilized with an emphasis on reading and writing instruction to increase student fluency, comprehension, and writing proficiency. With possible funding we will purchase materials (Versatiles, Frog Games, Palettes) for each classroom teacher to use as independent classroom work that concentrates on literacy skills. This will enable the teacher to work with small groups while other children are working on individualized, relevant activities that promote literacy skills. |
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Additional reading resource teachers 1c. Include extra reading assistance with existing personnel for targeted students outside the regularly scheduled literacy block. With possible funding we will purchase supplemental Houghton Mifflin materials (teacher’s guides and resources) for the reading, ESL, and special education resource teachers to use during this time for instruction. |
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Tutoring 1d. With possible remediation/ improvement/SES money we will offer programs of remedial education (Soar to Success and Early Success) or tutoring before/after/during school and intersession times. |
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undefined
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undefined
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School-wide phonetic cueing system 1e. Provide a school-wide phonetic cueing system with the use of cueing cards that will be mounted in each classroom throughout the school. |
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|
Student literacy profiles for remediation pla 1f. Continue collecting student data through the use of student literacy profiles (phonetic knowledge, fluency, comprehension) to inform instruction. We will use our Professional Learning Community time (2 hours monthly) to look at this data and assess our progress toward our goals. Then we can use this information to plan for remedial instruction. |
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Accelerated reader 1g. Accelerated Reader will be used to monitor the independent reading of students in grades 2-6. If funding is available, we will purchase AR books for the library and the matching test software. |
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undefined
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GLAD & BELLS for ESL 1h. Implement GLAD (Guided Language Acquisition Design) and BELLS (Basic English Language Learning Strategies) in all classrooms and learning settings with a focus on vocabulary development and comprehension strategies. |
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undefined
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undefined
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Parent Involvement - ELA 1i. Include family reading and writing strategies in monthly newsletter and at school family literacy events. With possible funding we will purchase student planners and weekly folders to communicate with parents on a daily basis about student work. |
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Pre- and post-writing assessments 1j. Whole school pre- and post-assessments and student surveys in writing to guide instructional decisions. |
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Student Publishing 1k. Formal and informal celebrations of students’ writing efforts will be displayed and orally presented. |
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undefined
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undefined
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Professional development with writing 1l. Job embedded professional development in 4th and 5th grade will focus on divergent writing and 4th through 6th grade instruction will target convergent writing as measured by state CRT assessments. |
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undefined
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Goal 2: Math
Math proficiency will increase for all student subpopulations, especially Hispanc and LEP students, by the end of the 2006-2006 school year. | |||
| Measureable Objective: | |||
|---|---|---|---|
| undefined | |||
| Action Steps to monitor Note: Action steps must address causes and solutions from 2. Inquiry Process. Cut and paste from 3A. | Data to collect in order to verify the action step has occurred. | Timeline for collecting data | Person(s) responsible in the district, region, or school who will ensure that each action step is implemented. |
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90 minute Math Block 2a. A school-wide 90-minute block of time will be dedicated daily to math instruction. |
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Supplemental Mountain Math 2b. Selected classroom teachers in grades K-6 will use Mountain Math for appropriate students to supplement the district adopted Everyday Math Program. |
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Math Notebooks 2c. All students will use a practice math notebook developed by their teachers at each grade level to complement the Everyday Math Program |
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Writing & Math 2d. Writing instruction will be correlated with math instruction to promote higher level thinking skills and to promote thorough understanding and assessment practice in grades 3-6. |
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Accelerated Math Program 2e. With additional Accelerated Math materials and training for staff, students in grades 4-6 will receive extra math skills practice. With possible funding we will purchase training in Accelerated Math and provide substitutes for our teachers in grades 3-6 to attend this training. |
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Math Skills Mastery 2f. Provide students who are struggling with basic math facts with extra practice and motivational math activities designed to increase mastery of these skills. With possible funding we will purchase individualized center activities (Versatiles, Frog Games, Palettes) for students to work on basic skills during independent work time while the teacher is doing small group instruction. |
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Professional development with math 2g. Provide time for teachers’ professional development using the Everyday Math Program. This will include time to observe other teachers. We will also use district RPDP math coordinators to do training and coaching with our teachers in grades 3-6. |
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Goal 3: School Safety
Incidents of student violence and student safety issues will decrease to ensure a safe learning environment for students and staff in the 2005-2006 school year. | |||
| Measureable Objective: | |||
|---|---|---|---|
| undefined | |||
| Action Steps to monitor Note: Action steps must address causes and solutions from 2. Inquiry Process. Cut and paste from 3A. | Data to collect in order to verify the action step has occurred. | Timeline for collecting data | Person(s) responsible in the district, region, or school who will ensure that each action step is implemented. |
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Discipline Committee 3a. Form a school-wide discipline committee comprised of teachers, parents, and community members including local law enforcement officials to define and recommend programs and in dealing with incidents of violence. |
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Progressive discipline plan 3b. Create a school wide progressive discipline plan and create individual classroom plans that incorporate progressive discipline and mandatory parent contact. |
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Student Intervention Program 3c. Create a school wide Student Intervention Program (SIP) where teachers can meet with a committee of their peers in order to get suggestions and resources for dealing with difficult student behavior. |
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Counseling on School Rules 3d. The school counselor will consistently teach school, playground, cafeteria, and classroom rules in every classroom to teachers and students. |
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3C. Evaluate Plan Implementation. For each goal, identify the data to collect (outcome indicator), when to collect it, and the person responsible for collecting it.
| Measurable Objectives | Data to Collect (Outcome Indicator: Assessment instrument to measure success) | Timeline for collecting data | Person(s) Responsible: designated person or group who will ensure that evaluation is completed |
|---|---|---|---|
| English/language arts: undefined |
State CRT assessments
Student writing samples and interest inventories |
April/May
August and May |
District
Staff and administration Writing Instruction Coordinator Title I consultant |
| Math: undefined |
State CRTassessments
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April/May
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District
Staff and administration |
| School Safety: undefined |
Record of student discipline including violence, suspension, and weaponpossession
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Beginning in August andon-going
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Administrator
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| What are the policies and practices in place that ensure proficiency of each subgroup in the core academic subjects? |
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Monitoring student progress through assessments to provide instructional interventions. Remedial instruction for those students demonstrating need for additionalassistance.
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| 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 during any extension of the school year. |
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We wrote for and were awarded a 21st Century grant. With this money we provide an after school and intersession tutoring program for our students in grades 1-6. This year we will also provide a tutoring program with Supplemental Educational Servicesmoney.
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| Describe the resources available to the school to carry out the plan. |
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District budget for general funding, Title I budget. Possible remediation/improvement grantassistance.
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| Summarize the effectiveness of any appropriations for the school made by the Legislature to improve student academic achievement. |
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A special appropriation of $15,000 allowed us to upgrade our non-fiction, leveled reader collection for upper grades. We ordered from the Newbridge and Rigby Focus collection and purchased leveled readers for the upper grade classrooms to match science and social studies standards.
With a remediation grant, we purchased Accelerated Reader and Math books and kits plus software to implement the Accelerated Reader and Accelerated Math programs. |
| Discuss how the school will utilize Educational Involvement Accords for Parents including the Honor Code and meet all the requirements of the law. |
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| If applicable, describe how the school will make its Title III Annual Measurable Achievement Objective (AMAO) targets in English language proficiency (reading, writing, listening, speaking comprehension.) |
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| 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: 2 |
| Year 1: School Choice |
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Parents have been notified and offered the option of having their students attend other WCSD schools (Juniper or Maxwell) that are not in need ofimprovement.
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| Year 2: Supplemental Services |
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The following tutoring services have been made available for students at Cannan: Total Tutoring, A to Z Tutoring, and 21st Century. 21st Century has provided an after school intervention program for literacy instruction with highly-qualifiedteachers.
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| Provide an assurance that the school will not spend less than 10% of their annual Title I allocation for quality professional development. |
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| Describe how the school will provide written notice to parents on the school’s “Needs Improvement” status. |
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Before the first day of the school year, the Title I office will send all parents notification of the school's "Needs Improvement" status. This will include a letter to the parents outlining their rights under No Child Left Behind regarding School Choice and/or Supplemental Educational Services as well as Corrective Action and/or Restructuring, asappropriate.
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| Specify how Title I funds will be used to remove school from “Needs Improvement” status. |
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See attached Title I budgetproposal
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| Describe the school’s teacher mentoring program and how it relates to achieving the school’s annual goals and objectives. |
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We participate in the WCSD mentoring program when appropriate. We have six trained mentor teachers at our site. Our site-administrator has taught the advanced mentoring class for mentor teachers in past years. In addition, this year two teachers developed a new teacher handbook, specific to the needs of new teachers who will be joining the Rita Cannan staff. We have one teacher who is acting as a mentor to our only first year teacher thisyear.
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| Describe how and when the school will provide written notice to parents on the school’s “Needs Improvement” status. |
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Before the first day of the school year, the Title I office will send all parents notification of the school's "Needs Improvement" status. This will include a letter to the parents outlining their rights under No Child Left Behind regarding School Choice and/or Supplemental Educational Services as well as Corrective Action and/or Restructuring, asappropriate.
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| Describe the school’s teacher mentoring program and how it relates to achieving the school’s annual goals and objectives. |
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We participate in the WCSD mentoring program when appropriate. We have six trained mentor teachers at our site. Our site-administrator has taught the advanced mentoring class for mentor teachers in past years. In addition, this year two teachers developed a new teacher handbook, specific to the needs of new teachers who will be joining the Rita Cannan staff. We have one teacher who is acting as a mentor to our only first year teacher thisyear.
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