| Name of Member | Position |
|---|---|
| Jenifer Gouge* <jgouge@nevadasage.org> | Team Member |
| Melissa Olsen <molsen@washoe.k12.nv.us> | Team Member |
| School: Bernice Mathews Elementary | District: WASHOE COUNTY SCHOOL |
| Principal: Robert Deery | School Year: 2007-2008 |
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Address:
2750 Elementary Dr.
Reno , NV 89512 | Phone: 775-353-5950 |
| Email: BDeery@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. 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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All children will master contentstandards!
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Bernice Mathews is a large multi-track (798 students), K-6 school located in Reno. 82.8% of our school population is classified as minority , with 67.4% being of Hispanic origin. 80.6 % 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 has been the implementation of Houghton Mifflin with the CELL/ExLL framework. The staff has been trained in Step Up to Writing, Vowel Power, and Marzano's 6 Step process in the development of vocabulary as well. We are working to integrate all of our frameworks into a cohesive instructional program that offers our students a consistent and viable curriculum. |
Part II: Inquiry Process |
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| Comprehensive Needs Assessment |
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In 2002, 27.5% of our children met AYP (ELA) targets and last year 43.5% met the benchmark. In 2002 32.5% of our children were proficient and last year 53.5% demonstratedproficiency.
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Implementing a systematic intervention program that meets the needs of allchildren.
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| Verification of Causes — Root Cause Analysis | ||
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| Priority Concerns | Root Causes | Solutions |
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Implementing a systematic intervention program that meets the needs of allchildren.
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A lack of money and resources.
Lack of reliable and systematicassessment. |
We will incorporate the Measured Academic Progress (MAP) assessment a reliable and systematicassessment.
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Part III: Improvement Goals and Measurable Objectives |
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Goal 1: Reading
Increase reading comprehension skills for all learners particularly LEP, Hispanic, and IEP students in the specific areas of phonemic awareness, phonics, sight word recognition, fluency, and comprehension. |
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Measurable Objective 1:
1. Increase the number of students that meet or exceed grade level benchmarks by 10% as measured by Criterion Referenced Tests(CRTs), MAP, 4 Sight Assessment, and the Developmental Reading Assessment (DRA).
2. Decrease the number of students in the lowest quartile by 10% as measured by the CRTs, 4 Sight Assessment, and theDRA. |
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Goal 2: Writing
Improve the writing skills of all learners particularly LEP, Hispanic, and IEP students by improving their writing skills in the areas of organization, conventions, ideas, and voice. |
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Measurable Objective 2:
By May 2009 50% of students will meet or exceed grade level benchmarks as measured by the trimester scored writing prompts.
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Goal 3: Math
Improve the math skills of all learners particularly LEP, Hispanic, and IEP students by improving computation skills and understanding of math concepts aligned with problem solving and algebra skills. |
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Measurable Objective 3:
1. Increase the number of students that meet or exceed grade level benchmarks by 10% as measured by CRTS, District Formatives, and the STAR Math Test.
2. Decrease the number of students in the lowest quartile by 10% as measured by the CRTs, District Formatives and the STAR MathTest. |
Part IV: School Improvement Master Plan & Reform Strategies |
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Goal 1: Reading
Increase reading comprehension skills for all learners particularly LEP, Hispanic, and IEP students in the specific areas of phonemic awareness, phonics, sight word recognition, fluency, and comprehension. | |||||
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Measurable Objective(s):
1. Increase the number of students that meet or exceed grade level benchmarks by 10% as measured by Criterion Referenced Tests(CRTs), MAP, 4 Sight Assessment, and the Developmental Reading Assessment (DRA).
2. Decrease the number of students in the lowest quartile by 10% as measured by the CRTs, 4 Sight Assessment, and theDRA. | |||||
| ACTION PLAN | MONITORING PLAN | ||||
|---|---|---|---|---|---|
| Action Steps | Timeline | Resources | Person(s) Responsible | Monitoring Measures | Person(s) Responsible |
| Consistent Use of best practices and resource: Bi-weekly vertical PLCs will meet to share useful resources and strategies in meeting student needs and monitoring student progress in reading. | July 2008- June 2009 |
Cost: $0.00 Time | Principal Teachers Literacy Coaches | PLC meeting notes Classroom observation | Teachers Principal Literacy Coaches |
| Reading Assessments: The following assessments will be administered, collected, and analyzed to monitor student needs and progress: 4 Sight (grades 3-6) Measured Academic Progress(MAP) Assessment DRA (accuracy and comprehension) Qualitative Spelling Inventory (phoneme representation) Beginning Phonics Skills Test (phonics) | July 2008-June 2009 |
Cost: $9000.00 Funding for assessments Time for teacher training Funding for salary of Data Coach | Principal Teachers Literacy Coaches Data Coach | Collected assessments | Teachers Principal Literacy Coaches |
| Best Teaching Strategies: Continue to train new staff and offer support to teachers in implementation of best teaching strategies (Read Alouds, Shared Reading, Interactive Writing, Guided reading) with the Houghton Mifflin reading program. Teachers will have on-going support from a peer coaching program where participating teachers will observe instruction and be observed, reflect on instruction, and plan further instruction with a peer coach. | July 2007- June 2008 Half-day training sessions |
Cost: $0.00 Teachers Literacy Coach Standardized planning sheets | Literacy Coaches | Scheduled trainings Observational data collected by administration and literacy coaches | Literacy Coaches Principal |
| Targeted Instruction: Develop a “hot list” of struggling students and provide specific targeted instruction based on administered reading assessments and benchmark assessments. Provide students with immediate and appropriate intervention and monitor student progress. | July 2008-June 2009 |
Cost: $0.00 Funding for Data Coach Funding for Intermediate Intervention Teacher | Principal Teachers Data Coach Intermediate Intervention Teacher | Teachers submit list to principal | Teachers Principal Data Coach |
| Parenting Classes: Parenting classes to assist parents in helping their children develop strong reading skills. | August 2008-June-2009 |
Cost: $0.00 Facility | Parent Involvement Facilitator | Monthly schedule and attendance list submitted to administration | Parent Facilitator |
| Read 180: Continue Read 180 Labs in 4th, 5th & 6th grades to supplement and provide specific intervention for Tier II students. | July 2008-June 2009 |
Cost: $70000.00 Funding for salary of Read 180 Teacher 15 additional Read 180 Site License | Principal Teachers Read 180 Teacher | SRI results submitted to administration each trimester | Principal Read 180 Teacher Classroom Teachers |
| Leap Pads in Primary Classrooms: Leap Pads will be utilized in primary classrooms for children who need supplemental help with phonemic awareness and comprehension. | July 2008- June 2009 |
Cost: $500.00 Teachers | 1st Grade Teachers | Monitoring by administration | 1st Grade Teachers |
| Leap Pads for Off Track: Leap Pads will be available for check out to parents during off-track time to provide specific interventions for targeted population (LEP, Sped). | July 2008-June 2009 |
Cost: $0.00 Teachers | Parent Involvement Facilitator | Checklist submitted to administration | Parent Facilitator |
| Reading Recovery: Continue one on one reading intervention for 1st and 2nd grade students struggling to developp emerging reading skills. | July 2008-June 2009 |
Cost: $90000.00 Salaries for retired Reading Recovery Teachers | Principal Literacy Coach | Monthly DRA scores submitted to principal and teachers | Principal Literacy Coach |
| Intervention Programs: Intervention will be delivered to students as needs are determined. Soar to Success will be implemented with Tier IIa students, Voyager will be implemented for Tier II and Tier III students. Houghton Mifflin Phonics and/or Vowel Power for students who need phonics intervention, Rewards will be provided for students who struggle with decoding multi-syllabic words commonly found in intermediate level text, Read 180 for Tier II students who are in grades 4, 5, and 6. Sidewalks will be uses with Tier III students. | July 2008-June 2009 |
Cost: $50000.00 Funding for Intermediate Intervention Teacher Funding for Read 180 Teacher The intervention programs. | Principal Intervention Teacher Teachers | 4 Sight administered to all students in grade 3-6 each trimester. Additional formative assessments administered for students working below. benchmark levels. | Principal Intervention Teachers Read 180 Teacher |
| 21st Century Programs: To assist students in need of additional remedial assistance, 21st Century after-school programs will be available. | September 2008-June 2009 |
Cost: $0.00 Funding from 21st Century Grant | 21st Century Coordinator | CRTs, Classroom-based assessments Student grades | 21st Century Coordinator |
| Student Motivation: Add 2 additional SMART classrooms to allow for differentiated and engaging classroom instruction. Implement Independent Reading in all classrooms. Train teachers on best practice of Independent Reading. Implement The 100 Book Challenge in 3rd grade classrooms. | July 2008-June 2009 |
Cost: $10000.00 Funding for SMART classrooms Continued training on Independent Reading Funding for 100 Book Challenge materials | Principal Literacy Coach Classroom Teachers | Motivation to Read Survey Classroom Observation | Principal Teachers Literacy Coaches |
| Full implementation of RTI Program: A full Response to Intervention Program (RTI) will be implemented. Students achieving at or below the 10% as measured by CRT scores, 4 Sight, and Aimsweb will be identified. An Intervention Assistance Team (IAT) will meet weekly to determine appropriate interventions for these struggling students. Case Mangers will meet with parents to keep them informed, students will receive intervention 45 minutes a day 5 days al week, and their progress will be monitored weekly. As 6-8 data points are collected the IAT will meet to consider changes in intervention and next steps to be taken. This process will continue in an effort to provide effective instruction and increase the achievement of all students at Mathews Elementary. | July 2008-2009 |
Cost: $8000.00 4 Sight Assessment Aimsweb IAT IAT Clerk MAP Assessment | Principal Data Coach Literacy Coach Intervention Teachers Classroom Teachers | CRT scores 4 Sight Assessment Aimsweb Assessment DRA Assessment | Principal Data Coach IAT Classroome Teachers Intervention Teachers |
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Goal 2: Writing
Improve the writing skills of all learners particularly LEP, Hispanic, and IEP students by improving their writing skills in the areas of organization, conventions, ideas, and voice. | |||||
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Measurable Objective(s):
By May 2009 50% of students will meet or exceed grade level benchmarks as measured by the trimester scored writing prompts.
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| ACTION PLAN | MONITORING PLAN | ||||
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| Action Steps | Timeline | Resources | Person(s) Responsible | Monitoring Measures | Person(s) Responsible |
| Writing Plan: Continue to develop a systematic, school-wide, two year writing plan, including coaching support and professional development for teachers and monitoring of student learning. | May 2008-June 2009 |
Cost: $0.00 Planning time Exisiting professional materials Stipends for Writing Committee | Principals Teachers Writing Committee District Consultants Writing Coach | Teacher's monthly writing lesson plans. Scores on trimester writing prompts. | Principal Teachers Writing Coach Writing Committee District Consultants |
| Implement ELA Standards Using All Resources: Use Houghton Mifflin, Step up To Writing, Blowing Away the State Writing Test, coaching, and professional reading (Mastering the Mechanics) to support teachers in differentiating instruction to meet student needs while teaching state/district standards. | July 2008–June 2009 |
Cost: $0.00 Planning Time Professional resources PLC discussions Funding to purchase Mastering the Mechanics | Principal Teachers Writing Coach District Consultants | Monthly lesson plans. Trimester writing prompts. | Principal Teachers Writing Coach Writing Committee District Consultants |
| Independent Writing Block: Independent Writing will occur in each classroom. Teachers will confer with students as they work on "perfect practice". Writing coach will support teachers in effective conferring skills. | July 2008-June 2009 |
Cost: $0.00 Time scheduled | Principal Teachers Writing Coach | Teacher lesson plans Student samples of Independent Writing | Principal Teachers Writing Coach Writing Committee |
| Professional Learning Communities (PLCs): Grade levels will meet monthly to analyze independent writing samples. Teachers will discuss best practices in writing instruction to meet student needs identified from writing samples. | July 2008-June 2009 |
Cost: $0.00 Funding for Writing Coach District Consultant Professional books | Principal Teachers Writing Coach | PLC minutes Coaching schedule Classroom observation | Principal Writing Coach Teachers |
| On-Going Coaching Support: Teachers will schedule meetings and observations each trimester with a writing coach, in order to assist with the implementation of the writing plan, including traits, process, and genre instruction. Teachers will have additional support through a peer coaching program where they will observe and be observed , reflect on instruction, and plan further instruction with a peer coach. | July 2008-June 2009 |
Cost: $0.00 Funding for Writing Coach | Teachers Writing Coach | Schdule of observations/ visits to include dates, discussion points and next steps will be kept | Writing Coach |
| Data Collection: All students will complete trimester writing prompts. A random sample of 10% from each classroom will be scored by the teachers at each grade level. We will use results to evaluate the effectiveness of the writing plan and determine any additional professional development needs of teachers. Scored prompts will be submitted to the Writing Committee for evaluation of the Mathews Writing Plan. | July 2008-June 2009 |
Cost: $0.00 Funding for Writing Coach Funding for Data Coach District Consultants | Writing Coach Data Coach | Scored writing prompts Percentages of students meeting the grade level benchmarks | Principal Teachers Writing Coach |
| Traits Training: Teachers new to the school will receive training in the skills that support traits writing. All teachers will receive a copy of Mastering the Mechanics by Linda Hoyt. PLC disucussions and Instructional coaches will lend support to classroom teachers as they implement focused instruction to improve students' use of conventions. | July 2008-June 2009 |
Cost: $0.00 District Consultant Writing Coach Funidng for Mastering the Mechanics Substitues to cover classes for teacher training | Principal Teachers District Consultants Writing Coach | Professional development sign-in sheets PLC minutes Coaching schedule | Principal District Consultants Writing Coach |
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Goal 3: Math
Improve the math skills of all learners particularly LEP, Hispanic, and IEP students by improving computation skills and understanding of math concepts aligned with problem solving and algebra skills. | |||||
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Measurable Objective(s):
1. Increase the number of students that meet or exceed grade level benchmarks by 10% as measured by CRTS, District Formatives, and the STAR Math Test.
2. Decrease the number of students in the lowest quartile by 10% as measured by the CRTs, District Formatives and the STAR MathTest. | |||||
| ACTION PLAN | MONITORING PLAN | ||||
|---|---|---|---|---|---|
| Action Steps | Timeline | Resources | Person(s) Responsible | Monitoring Measures | Person(s) Responsible |
| 1. Implement Accelerated Math: Accelerated Math is a supplementary program that supports concepts learned from Everyday Math and can increase students abilities to memorize math facts. | July 2007-June 2009 |
Cost: $0.00 Accelerated Math Program | Principal Teachers | Math Formatives | Principal Teachers |
| Understand New Math Standards: Teachers will meet, familiarize themselves with the newly adopted Nevada Math Standards, and match the district adopted curriculum with the given standards. | 7/15/07-8/22/07 |
Cost: $0.00 Nevada Standards "I Can" statements Everyday Math Math Thematics | Principal Teachers | Teacher lesson plans Classroom observations. | Principal |
| Teacher Support: Teachers will support each other during grade level PLCs by sharing strategies to ensure language and concept development is considered during math lessons with our high second language learner population. Teachers' discussion will be guided by student data collected in classrooms. | July 2008-June 2009 |
Cost: $0.00 Teachers Instructional Coaches Peer Coaches | Principal | PLC minutes | Principal |
| Family Math Night: Parents will be invited to an evening activity where Everyday Math games will be shared by students and families will play these conceptual building games together. | 2008 and 2009 |
Cost: $0.00 Everyday Math games Classrooms will each develop math board games to share with families. | Parent Facilitator | Observation Sign in sheets | Parent Facilitator |
| 21st Century Tutoring: To assist students in need of math remediation the 21st Century after-school program will be available to offer focused math tutoring. | September 2008-June 2009 |
Cost: $0.00 Funding for 21st Century Grant | 21st Century Coordinator | CRTS District Math Benchmarks | Principal 21st Century Coordinator Teachers |
Part V: Budget for the Overall Cost of Carrying out Plan |
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| 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 |
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| Goal 1: Reading | $237500.00 | $240.00 | $237260.00 |
| Goal 2: Writing | $0.00 | $0.00 | None |
| Goal 3: Math | $0.00 | $0.00 | None |
Part VI: Evaluation of the SIP |
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| Measurable Objectives | Evaluation Measures | Timeline | Person(s) Responsible |
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| 1. Increase the number of students that meet or exceed grade level benchmarks by 10% as measured by Criterion Referenced Tests(CRTs), MAP, 4 Sight Assessment, and the Developmental Reading Assessment (DRA). 2. Decrease the number of students in the lowest quartile by 10% as measured by the CRTs, 4 Sight Assessment, and the DRA. | CRT Data 4 Sight DRAs SRI Aims Web MAP Assessment | March 2009 Each trimester Each trimester Each trimester July, 2008- May, 2009 | State District School Principal Teachers Data Coach |
| By May 2009 50% of students will meet or exceed grade level benchmarks as measured by the trimester scored writing prompts. | State Writing Assessment Trimester Writing Prompts Teacher scored formative assessments Teacher scored formative assessment | February 2009 Each trimester | State District School Principal Teachers Data Coach Writing Committee Peer Coaches |
| 1. Increase the number of students that meet or exceed grade level benchmarks by 10% as measured by CRTS, District Formatives, and the STAR Math Test. 2. Decrease the number of students in the lowest quartile by 10% as measured by the CRTs, District Formatives and the STAR Math Test. | CRTs District Formatives STAR Math Test | March 2008 Each trimester Each trimester | State District School Principal Teachers Data Coach |
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? |
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| Mandated intervention programs for alllearners
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| 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. |
| Mandated intervention programs for alllearners
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| 3. Describe the resources available to the school to carry out the plan. |
| Title I funding, SB185, and school improvementfunds
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| 4. Summarize the effectiveness of any appropriations for the school made by the Legislature to improve student academic achievement. |
| SB185 funds our Read 180 teacher. Read 180 students passed the 2008 CRT with 65% of students meeting AYPbenchmarks.
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| 5. Discuss how the school will utilize Educational Involvement Accords for Parents including the Honor Code and meet all the requirements of the law. |
| Educational Involvement Accords for Parents including the Honor Code were mailedhome.
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| 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 met AMAO benchmarks in 2007-2008. We will continue with our intense ESL interventionprogram.
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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: 2 |
| Year 1: School Choice |
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In Need of Improvement-Year 2Hold
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| Year 2: Supplemental Services |
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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. |
| See attached Title Ibudget.
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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. |
| Through a direct mailing byUSPS.
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| 4. Specify how Title I funds will be used to remove school from “Needs Improvement” status. |
| We will use Title I funds to provide targeted intervention programs and staff. We will hire coaches to assist with classroominstruction.
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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 first and second year teachers are requird to participate in the WCSD mentoring program. Each new teacher is assigned a mentor and is required to attend trainings. Onsite instructional coaches will meet with new teachers to provide an indepth orientation of all site programs andexpectations.
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| 6. Describe the school’s strategies to attract high–quality highly qualified teachers to your school. |
| We rely on Washoe County School District to attract high qualityteachers.
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| 7. Describe the school’s strategies to increase parent involvement in accordance with Section 1118 of NCLB, such as family literacy services. |
| We have hired a PIF coordinator who has developed strategies to increase parentinvolvement.
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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. |
| undefined
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| 9. Identify the measures that include teachers in decisions regarding the use of academic assessments. |
| Teachers are members of the school improvement team (SIT) which makes decisions regarding the use of academicassessments.
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| 10. Provide assurance that federal, state, and local services are coordinated and integrated into the school improvement efforts. |
| The WCSD Title I office closely scrutinizes our efforts to implement, coordinate, and integrate successful programs at our school site.
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Appendix A: Attachments |
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Available Online: