WASHOE COUNTY SCH DIST District

Hunsberger, Ted ES
2505 CROSSBOW COURT
RENO , NV 89511

SCHOOL IMPROVEMENT PLAN
TITLE I — NRS 385

For Implementation in 2008-2009


Name of MemberPosition
Scott Bailey <slbailey@washoe.k12.nv.us> Facilitator
Allison List <alist@washoe.k12.nv.us> Facilitator
Nancy Sanger <nsanger@washoe.k12.nv.us> Facilitator
Amy Angella <amyyangella@callhsb.com> Team Member
Sophie Melcher (Student) <smelcher@washoesip.org> Team Member
Sammy Shullman (Student) <sshulllman@washoesip.org> Team Member
Sally Scott <sscott@washoe.k12.nv.us> Principal

Submission Date:                        Area Reviewer:
School: Hunsberger, Ted ES District: WASHOE COUNTY SCH DIST
Principal: Sally Scott School Year: 2008-2009
Address: 2505 CROSSBOW COURT
RENO , NV 89511 		Phone: 775-851-7095
Email:

TABLE OF CONTENTS

Part I:Vision of Learning
Part II:Inquiry Process: Evidence of Development of the SIP (Comprehensive Needs Assessment)
Part III:SIP Goals & Measurable Objectives
Part IV:School Improvement Master Plan (Reform Strategies):
 Goal 1: Action Plan & Monitoring Plan
 Goal 2: Action Plan & Monitoring Plan
 Goal 3: Action Plan & Monitoring Plan
 Goal 4: Action Plan & Monitoring Plan
Part V:Budget for the overall cost of carrying out the plan
Part VI:Evaluation of the SIP
Part VII:Other Required Elements & Assurances of the SIP (All schools)
Part VIII:Required Elements & Assurances for Title I Schools
Part IX:Additional Required Elements & Assurances for Non-Title I Schools
  
Appendix A:Attachments: e.g. 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

“Hunsberger students are positive problem solvers. We are respectful, responsible, and safe. Our hard work pays off.
Value Statements:
• Develop independent and capable learners
• Implement strategies for improving student achievement
• Collaborate with staff, parents, and students to ensure students’ success
• Monitor individual student’s progress towards goals
• Enthusiastically engaged (E2) in meaningful work
 

School Highlights

•Hunsberger averages 50-100 parent volunteers weekly helping in the classrooms, on field trips, and doing projects at home.
•PTA is extremely supportive: funded additional time for our computer assistant; funded our physical education program; provide teachers with additional money for classroom learning materials; provide enrichment assemblies for our students; provide weekly art lessons in each classroom; aide coverage for the playground to provide teachers time for planning; four LCD projectors/laptops and ELMO's (one for each wing; funded all 4th-6th grade classrooms with SMARTboards.
•One hundred percent of the staff implemented cooperative learning strategies to engage students in the learning process.
•The staff successfully implemented simultaneous students engagement strategies in reading, writing, and math.
•Teachers attended trainings and workshops to support the Nevada Early Literacy Intervention Program (NELIP) studying non-fiction text teaching strategies
•All staff was introduced to the Edusoft Data System to identify students’ progress towards standards.

In addition to the 06-07 school year Hunsberger staff have also implemented for the 07-08 school year:
-RTI (weekly IAT meetings for academics and behavior, data driven instruction trainings, flowchart for success)
-100% of teachers are using Marzano's strategies for learning
-Teach for Success (T4S)implementations and trainings
-GLAD
-CBM Training in Reading fluency/comprehension, Math, and Writing
-Easy Grade Pro implementation
-Staff are in the second year of constructed response writing instruction
-Aimsweb training and data interpretation
-A group of teacher professionals also developed a school wide writing initiative with alignment to the Nevada State Standards to ensure success in all classrooms, for all grade levels. This program includes, rubrics, common languages, trait posters and professional development

 

Part II: Inquiry Process


Comprehensive Needs Assessment

Key Strengths

* The CRT Reading data reflected that 92.6% of third grade students met or exceeded the standard.
* The CRT Reading data reflected that 85.6% of fifth grade students met or exceeded the standard
* The CRT Mathematics data reflected that 88% of third grade students met or exceeded the standard
* The CRT Mathematics data reflected that 92.8% of fifth grade students met or exceeded the standard
* The CRT Science data 85.9% of Hunsberger students met or exceeded the standard.
 

Priority Concerns: Verification of Causes — Root Cause Analysis

Concern Root Cause Solution
Significant drop in the 5th grade State Writing Proficiency Exam from 84% - 74%. 
Lack of common curriculum and instructional techniques from grade to grade 
A group of teacher professionals developed a writing curriculum to align all writing standards across the grade levels with rubrics, writing traits posters, professional development, common language and updated the summary of standards 
Reading comprehension as a target focus across all grade levels 
Standardized testing for fifth grade occurs too late in the year to identify deficient areas. 
Piloted the Nevada State Writing Proficiency Exam in September to obtain data early on to guide instruction in writing. 

Part III: Improvement Goals and Measurable Objectives


Goal 1: Reading

Increase reading comprehension proficiency of all students by the end of the 2008/2009 school year as measured by state CRT’s with emphasis on the fifth grade special education population

Measurable Objective

Increase the percentage of students meeting and exceeding the reading standards in third grade from 90% to 93% as measured by the state CRT’s.
Increase the percentage of students meeting and exceeding the reading standards in fifth grade from 90% to 91% as measured by the state CRT's. 

Goal 2: Writing

Increase writing proficiency of all 5th grade students, with special focus on our special education students as measured by the Nevada State Writing Proficiency Exam.

Measurable Objective

Increase writing proficiency of all 5th grade students from 74% to 89% with special focus on our special education 

Goal 3: Math

Increase math proficiency of all students by the end of the 2008/2009 school year as measured by the state CRT's.

Measurable Objective

Increase math proficiency for all fifth grade students from 92%-93% in meeting and exceeding standards category.
Increase math proficiency for all third grade students from 88%-92% in the meeting and exceeding standards category. 

Goal 4: School Wide Positive Behavior Support

To implement a School Wide Positive Behavior Support Plan to communicate behavior expectations in all common areas, and to decrease the number of office referrals.

Measurable Objective

Reduce office referrals given on the playground for undesirable behavior from 57% to 25%. 

Part IV: School Improvement Master Plan & Reform Strategies


Goal 1: Reading

Increase reading comprehension proficiency of all students by the end of the 2008/2009 school year as measured by state CRT’s with emphasis on the fifth grade special education population

Measurable Objectives:

Increase the percentage of students meeting and exceeding the reading standards in third grade from 90% to 93% as measured by the state CRT’s. Increase the percentage of students meeting and exceeding the reading standards in fifth grade from 90% to 91% as measured by the state CRT's.

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

1.1 Guided Reading

All teachers to incorporate guided reading groups in their classroom with emphasis on comprehension strategies.

August On-going $ 0.00 Staff, workshops, professional books, and NELIP Administration and teachers Houghton Mifflin Assessments (Running Records) Literacy Benchmarks Leveled Books Teachers and Administration

1.2 Houghton Mifflin Reading Program

All teachers to use skills and strategies from the Houghton Mifflin Reading Program

On-going $ 0.00 Staff, workshops, NELIP, Houghton Mifflin training, if needed Administration and teachers Houghton Mifflin Chapter Tests Houghton Mifflin Assessments Literacy Benchmarks Teacher Guides Teachers and Administration

1.3 Data Driven Instruction

Guided Reading Groups based upon on-going assessments so that students will be reading at their level of instruction

On-going $ 0.00 Staff, workshops, professional books Administration, NELIP, and teachers Houghton Mifflin Assessments (Running Records) Level Books CBM Teachers and Administration

1.4 Research Based Strategies

Use research based strategies in addition to the support strategies in the Houghton Mifflin Program for struggling readers
On-going $ 0.00 Staff, workshops, Houghton Mifflin training as needed Administration, IAT, and teachers Houghton Mifflin Assessments (Running Records) Literacy Benchmarks Level Books CBM Special Education Staff, Teachers, and Administration

1.5 Communication

Increase planning and communication time between classroom teachers and special education teachers
Bi-weekly $ 0.00 Staff Administration and teachers Meeting minutes lesson plans Teachers, Principal and support staff

1.6 Additional Funding for Programs & Supplie

Should additional funding become available to our school we would like to support this goal by purchasing research based programs and monitoring software. Fundraising and possible grants may help purchase some additional classroom supplies to support reading program.
On-going $ 0.00 Money Additional Grant Money if available Administration, IAT Teachers, and PTA Updated school budget PTA budget Count Day to reflect money/student Teachers, Principals, PTA

1.7 Intervention Teacher

We have hired an intervention specialist to serve kindergarten through 3rd grade with tier 3 students.
On-going $ 0.00 Staff, Workshops, NELIP, Mentor Program Administration and teachers RTI Other schools' sources Teacher, Principal, RTI team

1.8 Mentoring

We have an on site mentor and master teacher to guide new teachers through the Houghton Mifflin Reading program and teaching effective reading strategies.
Weekly $ 0.00 Meetings with Mentor and Novice Teachers Administration and teachers Mentor communication log sheets Mentor, Principal, New Teacher

1.9 Identify Tier 1, 2, and 3 students

With the use of CBM we have screened our entire student population and have designated students to the appropriate tiers for intervention needs.
August 08 On-going $ 0.00 Staff trained subs Administration Edusoft Nevada Report Card Teachers, Principal, Edusoft Trainers, Support staff

1.10 Areas of Need

Identify specific areas of need for each identified student and provide interventions in the appropriate tiers

August ‘08 On-going $ 0.00 Staff Administration Running Records CBM Edusoft HM Assessments Teachers, Principal, RTI team

1.11 PLC's

Work in PLC’s to design interventions to meet students’ needs and share and refine instructional strategies

Bi-monthly $ 0.00 Staff Administration and Teachers PLC minutes CBM Teachers, PLC, Principal

1.12 Parent involvement

Involve parents in the intervention plan, and encourage parents to assist with groups during the intervention block
November (Conference Week) On-going $ 0.00 Staff and Parents Administration, Teachers and Parents Conference week log notes/survey taken during conference week Teachers, Principal and Parents

1.13 Intervention Block

Students have been identified and placed in the appropriate math and literacy tiers. Students have been grouped within their grade level, and have been assigned an intervention teacher for 120-150 minutes/week

30-45 min/day and on-going $ 0.00 Staff Administration, IAT and Teachers Edusoft CBM Teachers, Principal, RTI Team

1.14 Data Analysis/Assessment

CBM, HM, DRA and the district Benchmark Assessments will provide data to track student progress on an on-going basis. That data will be analyzed at the grade level's PLC meeting, and will drive instruction within the intervention block.
Weekly,Quarterly, On-going $ 0.00 District, Administration and Teachers Administration and Teachers Benchmarks Edusoft Test coordinator, Teachers, Administrators, Edusoft Trainers

Goal 2: Writing

Increase writing proficiency of all 5th grade students, with special focus on our special education students as measured by the Nevada State Writing Proficiency Exam.

Measurable Objectives:

Increase writing proficiency of all 5th grade students from 74% to 89% with special focus on our special education

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

2.1 Administer Baseline Writing Tests

Administer school-wide Baseline Writing Assessment.
September 2007 January 2008 $ 0.00 Writing Prompt Teachers, Principal, Writing Task Force Math formatives Teachers and Administration

2.2 Assess Baseline Writing Tests

Assess school-wide Baseline Writing Assessment using the newly revised writing curriculum that is aligned with standards and the Northern Nevada Writing Project Traits rubric.
October 2007 February 2008 $ 0.00 N.N Writing Traits Scoring Guide; Teachers Teachers; Principal; Writing Task Force Team; PLC PLC Minutes Teachers and Administration

2.3 Pilot Nevada State Writing Proficiency Ex

Our school was chosen as a pilot for the NWPE for September. The 5th grade teachers will be able to identify trait deficiency in student writing, and provide interventions accordingly to prepare students for the February exam.
September and February $ 0.00 Public Policy Assessment and Accountability Department (PPA&A Testing Coordinator 5th Grade Teachers State Department of Education PPA&A NWPE scoring data Teachers Testing Coordinator Administrator PPA&A NDE

2.4 Revised School-Wide Writing Curriculum

A group of Hunsberger teacher professionals revised a school wide writing curriculum that is aligned with Nevada State Standards and Northern Nevada Writing Project Traits. This curriculum also includes posters that define the traits at each grade level, scoring rubrics aligned to the posters and professional development on writing instruction specific to each grade level.
Planning-summer Administer-on-going $ 0.00 Teachers NNWP Nevada State Writing Standards Teachers Administrators School-Wide writing assessment data NWPE data current, and previous Writing Task Force Team

Goal 3: Math

Increase math proficiency of all students by the end of the 2008/2009 school year as measured by the state CRT's.

Measurable Objectives:

Increase math proficiency for all fifth grade students from 92%-93% in meeting and exceeding standards category. Increase math proficiency for all third grade students from 88%-92% in the meeting and exceeding standards category.

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

3.1 Intervention groups

Intervention groups have been formed using math curriculum based measures (M-CBM), to target standard and skill deficiencies. Research based interventions will be applied to all intervention groups
120-150 minutes/week $ 0.00 Aimsweb, School Wide Data, CBM Probes Classroom teacher, intervention specialist resource teacher school psychologist R-CBM, school-wide benchmark data Intervention specialist, teachers

3.2 Math Benchmarks

Students will take four math benchmarks to assess skills and progression towards grade level standards.
Quarterly $ 0.00 Benchmark Booklets Edusoft Classroom teacher resource teacher testing coordinator district math benchmark data testing coordinator, teachers, resource teachers

3.3 Intervention Specialist

For the 2008-2009 school year, Hunsberger has hired an intervention specialist to assist, and provide interventions in the areas of reading and math.
One Year Only Contract $ 0.00 WCSD applicants Hiring Team R-CBM, M-CBM data intervention specialist

3.4 Data driven instruction

Various forms of data will be used to assess and monitor student progress including, Everyday Math skills assessments, Math Thematics skills assessments, M-CBM, District Math Benchmarks, CRT's.
On-going $ 0.00 Benchmark booklets, Everyday Math series, Math Thematics series, CRT's, M-CBM probes Teachers, Testing Coordinator, Intervention Specialist, Administration Everyday Math Assessments, Math Thematics Assessments, District Math Benchmark Data, M-CBM Data, CRT data Teachers, Resource Teacher, Intervention Specialist, Testing Coordinator

3.5 Mentoring

On site mentoring program for new teachers to receive coaching and feedback from master teachers. This provides novice teachers effective instructional methods in all areas of the classroom.
Monthly $ 0.00 Teachers Mentors Teachers Mentors Observation and meeting notes Teachers, Mentors

Goal 4: School Wide Positive Behavior Support

To implement a School Wide Positive Behavior Support Plan to communicate behavior expectations in all common areas, and to decrease the number of office referrals.

Measurable Objectives:

Reduce office referrals given on the playground for undesirable behavior from 57% to 25%.

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

Implementation of School-Wide Positive Behavi

A School-Wide Positive Behavior Support (SWPBS) system has been created by a group of teacher professionals and administrators to reinforce positive behavior. This team has pulled staff input to create expectations for every common area. The staff has taught the expectations to every student the first week of school. Tickets are given for positive behavior, and a drawing takes place every week for a ticket drawn. The winning student receives recognition at lunch time on Fridays, including their picture taken and displayed on a bulletin board.
On-going $ 0.00 SWPBS UNR SWPBS Team Office Referral data Teachers, Support Staff, Other Staff

Additional Playground Aides

PTA has funded 2 playground aides to monitor behavior during lunch time and afternoon recess. These aides have been trained in Hunsberger playground expectations.
On-going $ 0.00 PTA funds PTA, Administration PTA FISCAL funds PTA

Duty Teachers

Two teachers per grade level, including the administration assist the playground aides in monitoring student behavior before, during and after school recess times.
On-going $ 0.00 Teachers and Administrations Teachers, Administration Master schedule Teachers, Administration

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. $ 233.00
B. Current funds that will not be available next year. $ 0.00
C. Funds needed to implement this goal that are not currently available. $ 0.00
D. Total funding needed to accomplish goal. (A+B+C) $ 233.00

Goal 2: Writing

A. Funds available from budget sources that will also be available next year. $ 233.00
B. Current funds that will not be available next year. $ 0.00
C. Funds needed to implement this goal that are not currently available. $ 0.00
D. Total funding needed to accomplish goal. (A+B+C) $ 233.00

Goal 3: Math

A. Funds available from budget sources that will also be available next year. $ 233.00
B. Current funds that will not be available next year. $ 0.00
C. Funds needed to implement this goal that are not currently available. $ 0.00
D. Total funding needed to accomplish goal. (A+B+C) $ 233.00

Goal 4: School Wide Positive Behavior Support

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

Part VI: Evaluation of the SIP


Goal 1: Reading

Increase the percentage of students meeting and exceeding the reading standards in third grade from 90% to 93% as measured by the state CRT’s. Increase the percentage of students meeting and exceeding the reading standards in fifth grade from 90% to 91% as measured by the state CRT's.
Evaluation Measures:
Quarterly Literacy Profile CBM Benchmarks Houghton Mifflin Assessments (Running Records) Houghton Mifflin Chapter Tests PLC Bi-monthly Intervention group assessments Developmental Reading Assessments
Timeline:
Quarterly On-going Bi-monthly weekly progress monitoring
Responsible Person(s):
Teachers, Special Education Staff, Principal Intervention Specialist

Goal 2: Writing

Increase writing proficiency of all 5th grade students from 74% to 89% with special focus on our special education
Evaluation Measures:
Baseline Writing Assessment; Hunsberger Writing Traits Scoring Guide; CBM Data from Pilot NWPE
Timeline:
Sept. 2008-June 2009
Responsible Person(s):
Teachers; Principal; PLC; Writing Task Force; RTI Team Testing Coordinator

Goal 3: Math

Increase math proficiency for all fifth grade students from 92%-93% in meeting and exceeding standards category. Increase math proficiency for all third grade students from 88%-92% in the meeting and exceeding standards category.
Evaluation Measures:
CRT data
Timeline:
Yearly
Responsible Person(s):
Classroom teachers, Resource teacher, Testing Coordinator, Administration

Goal 4: School Wide Positive Behavior Support

Reduce office referrals given on the playground for undesirable behavior from 57% to 25%.
Evaluation Measures:
Office Referral Data
Timeline:
On-going
Responsible Person(s):
All staff

Part VII: Other Required Elements of the SIP


School Characteristics#%
Total # of Students Enrolled 781
Limited English Proficient (LEP) Students 13 1.7
Students with IEPs 72 9.2
Students Qualifying for Free/Reduced Lunch 12 1.5
American Indian/Alaskan Native 7 .9
Asian/Pacific Islander 47 6.0
Hispanic/Latino 22 2.8
Black/African-American 2 .3
White/Caucasian 703 90
Average Daily Attendance 95.6
Transiency Rate 8.9
% enrolled continuously since Count Day 781
Incidents of School Violence: Student-to-Student N/A N/A
Incidents of School Violence: Student-to-Staff N/A N/A
% of Highly Qualified Teachers N/A N/A
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?ha
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?

-Full inclusion to increase academic opportunities and proficiency
-Identification of non-proficient students at the beginning of the school year, by school-wide screening using curriculum based measures in the areas of reading and math. Teachers and the Intervention Assistance Team (IAT) progress monitor and analyze the student data.
-Use of "best practices" and research-based strategies for intervention block 120-150 minutes per week, and classroom instruction. 

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.

-Grade level tutoring opportunities: before school, during school daily breaks, and after school. (Homework Club; teachers work with small groups during daily breaks as needed)
-Students from Galena High School offer before school tutoring services two-three times per week for students struggling with reading.
-Weekly grade level intervention blocks occur 120-150 minutes per week.
-Guided reading groups based on data that reflect students' developmental reading levels.
-Math centers and interventions focused on games to reinforce skills.
-Writing Task Force developed a newly revised school-wide writing curriculum aligned with the Nevada State Standards.
-Identification of potential summer school candidates. Communicated with parents the importance of students attending summer school and/or continuing with specialized work in areas of concern over the summer break. 

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

The school budget and PTA funds staff development opportunities, software, CBM materials, technology, reading and math research-based programs, substitutes for teachers to assess their students, and trained substitutes to provide assistant in screening the school for assessments. 

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

Should additional funds or grants become available to our school, we would support another intervention specialist to target grades 4-6. We would also purchase additional technology and intervention materials for the success of all students. 

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

Our goal is to keep an "Open Door Policy" with parents to utilize the Educational Involvement Accords for Parents as appropriate. 

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).

NA 

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.

Once the administration has been informed by Public Policy Accountability and Assessment of not making Adequate Yearly Progress (AYP) parents will be informed immediately via letter or newsletter. 

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

The mentor program at Hunsberger is extremely effective. A master teacher holds the title of On-Site Mentor. Mentors meet weekly with novice teachers to help answer questions, guide lessons, brainstorm and familiarize the novice teacher with school regulations, policies, materials, professional resources and school-wide focus. The mentor teacher also observes the novice teacher to assist with planning effective lessons and providing quality instruction. 

Appendix A: Attachments


Available Online:

Appendix B: Parent Involvement Events

  • Ice Cream Social
    Aug 22 2008
    3:00 PM to 4:00 AM

    Students and parents come to meet their new teacher and enjoy ice cream provided by PTA to help begin the new year.
    Standards:
    1. Communicating
    Funding Source:
    PTA
    Evaluation Tools:
    Parents & Staff
  • PTA Meetings
    Sep 09 2008
    6:00 PM to 7:00 PM

    Monthly Communication and Collaboration on school funding and events.
    Standards:
    1. Communicating
    Funding Source:
    Parents
    Evaluation Tools:
    PTA and Staff
  • Golf Tournament
    Oct 11 2008
    12:00 PM to 8:00 PM

    golf tournament for school supplies
    Standards:
    6. Collaborating with the Community
    SIP Goals:
    Goal 4
    Funding Source:
    Parents
    Evaluation Tools:
    PTA discussion and fund raised
  • PTA Meeting
    Oct 14 2008
    6:00 PM to 7:00 PM

    Monthly Communication and Collaboration on school funding and events.
    Standards:
    1. Communicating
    Funding Source:
    Parents
    Evaluation Tools:
    PTA and Staff
  • Run For Education
    Oct 19 2008
    10:00 AM to 1:00 PM

    Money is raised for P.E equipment
    Standards:
    6. Collaborating with the Community
    Funding Source:
    Parents
    Evaluation Tools:
    Washoe County and School Assembly
  • Special Person's Day
    Nov 13 2008
    8:30 AM to 1:00 PM

    Special Persons' come to school for breakfast, lunch, and share in daily school activities.
    Standards:
    4. Volunteering
    Funding Source:
    PTA
    Evaluation Tools:
    Parents and Staff
  • PTA Meeting
    Nov 18 2008
    6:00 PM to 7:00 AM

    Monthly Communication and Collaboration on school funding and events.
    Standards:
    1. Communicating
    Funding Source:
    Parents
    Evaluation Tools:
    PTA & Staff
  • PTA Meeting
    Dec 09 2008
    6:00 PM to 7:00 AM

    Monthly Communication and Collaboration on school funding and events.
    Standards:
    1. Communicating
    Funding Source:
    Parents
    Evaluation Tools:
    PTA & Staff
  • PTA Meeting
    Jan 13 2009
    6:00 PM to 7:00 PM

    Monthly Communication and Collaboration on school funding and events.
    Standards:
    1. Communicating
    Funding Source:
    Parents
    Evaluation Tools:
    PTA & Staff
  • PTA Meeting
    Feb 10 2009
    6:00 PM to 7:00 PM

    Monthly Communication and Collaboration on school funding and events.
    Standards:
    1. Communicating
    Funding Source:
    Parents
    Evaluation Tools:
    Parents & Staff
  • PTA Meeting
    Mar 10 2009
    6:00 PM to 7:00 PM

    Monthly Communication and Collaboration on school funding and events.
    Standards:
    1. Communicating
    Funding Source:
    Parents
    Evaluation Tools:
    PTA & Staff
  • Spring Social
    Mar 14 2009
    7:00 PM to 12:00 AM

    Spring Social to raise PTA funds
    Standards:
    6. Collaborating with the Community
    Funding Source:
    Parents
    Evaluation Tools:
    PTA
  • PTA Meeting
    Apr 07 2009
    6:00 PM to 7:00 PM

    Monthly Communication and Collaboration on school funding and events.
    Standards:
    1. Communicating
    Funding Source:
    Parents
    Evaluation Tools:
    PTA & Staff
  • PTA Meeting
    May 12 2009
    6:00 PM to 7:00 PM

    Monthly Communication and Collaboration on school funding and events.
    Standards:
    1. Communicating
    Funding Source:
    Parents
    Evaluation Tools:
    PTA and Staff
  • Volunteer Tea
    May 19 2009
    11:30 AM to 1:00 PM

    A luncheon put on by the staff to show appreciation for the volunteers
    Standards:
    4. Volunteering
    Funding Source:
    N/A
    Evaluation Tools:
    Teaching Staff
  • Field Day and BBQ
    Jun 02 2009
    10:00 AM to 2:00 PM

    Field Day and our school BBQ include parent volunteer who run lunch stations and games for children
    Standards:
    4. Volunteering
    Funding Source:
    N/A
    Evaluation Tools:
    Staff

Appendix C: Professional Development Events

  • Scoring school-wide writing prompt
    Nov 04 2008
    9:00 AM to 12:00 PM

    Staff will analytical score student writing
    Standards:
    ELA 5,6,7
    SIP Goals:
    Goal 2
    Funding Source:
    na
    Evaluation Tools:
    feedback form
  • Minimum Day
    Nov 26 2008
    1:30 PM to 4:00 PM

    PLC meeting/ RTI and data entry/analyzation for progress monitoring.
    SIP Goals:
    1-4
    Funding Source:
    N/A
    Evaluation Tools:
    Meeting Minutes
  • Minimum Day
    Jan 23 2009
    1:30 PM to 4:00 PM

    PLC meeting/ RTI data entry and analyzation for progress monitoring.
    SIP Goals:
    1-4
    Funding Source:
    N/A
    Evaluation Tools:
    Meeting Minutes
  • Minimum Day
    Feb 13 2009
    1:30 PM to 4:00 PM

    PLC meeting and RTI data entry and analyzation for progress monitoring.
    SIP Goals:
    1-4
    Funding Source:
    N/A
    Evaluation Tools:
    Meeting Minutes
  • Minimum Day
    Mar 20 2009
    1:30 PM to 4:00 PM

    PLC and RTI data entry and analysis for progress monitoring.
    SIP Goals:
    1-4
    Funding Source:
    N/A
    Evaluation Tools:
    Meeting Minutes
  • Minimum Day
    May 15 2009
    1:30 PM to 4:00 PM

    PLC and RTI data entry and analysis for progress monitoring.
    SIP Goals:
    1-4
    Funding Source:
    N/A
    Evaluation Tools:
    Meeting Minutes