€¦ · Web viewSchool Improvement Team. Committee Position. Name. Email. Date Elected....

2018-19 & 2019-20 Union Elementary School Improvement Plan Contact Information

School Union Elementary School Date Prepared by Committee 9-24-18

Address 5320 White Store RoadWingate, NC 28174

Date Approved by School 9-26-18Phone Number 704-624-5400

School Website www.unes.ucps.k12.nc.us Fax Number 704-624-5406Principal Jennifer Deaton Superintendent Dr. Andrew Houlihan

School Improvement TeamCommittee Position Name Email Date Elected

Principal Jennifer Deaton [email protected] Permanent position

Assistant Principal Representative Amy Herlihy [email protected] Permanent position

Teacher Assistant Representative Nancy Hill [email protected] Sept 2018Teacher Representative Erika Weiss [email protected] Sept 2018Teacher Representative Amanda Wheaton [email protected] Sept 2018Teacher Representative M’lissa Caines M’[email protected] Sept 2018Teacher Representative ---Secretary Coleen Hill [email protected] Sept 2018Teacher Representative Brandi Toland [email protected] Sept 2018Teacher Representative Leslie VanTassel [email protected] Sept 2018Instructional Support Representative Keela Reeder [email protected] Sept 2018EC/AIG/ESL Teacher Representative Melanie Rannow [email protected] Sept 2018Special Areas Representative Randy Eich [email protected] Sept 2018Parent Representative Leslie Courtney [email protected] Sept 2018Parent Representative Laurie Thweatt [email protected] Sept 2018Administrative Intern ---Chair Marlowe Newsome [email protected] Sept 2018

2018-19 & 2019-20 Union Elementary School Improvement Plan 1

mailto:[email protected]










Assessment Data SnapshotUNES uses many forms of data to analyze our current reality and to make decisions. We receive data from the Teacher Working Conditions Survey, county-generated parent and student surveys, Beginning of Grade test results for 3rd grade, EOG test results, common assessments created by grade level teams, county provided benchmark assessments, TRC & Dibels assessments through MClass, and formative assessments on a daily basis (Ex: exit tickets, running records, small group notes, conference notes, etc).

EOG Data Four Year Trends:2015 2016 2017 2018

Reading Grade 69 C 56 C 64 C 63 C

Math Grade 70 B 62 C 74 B 72 B

Science Grade 72 70 79 68

Overall Perf Grade 70 B 60 C 71 B 69 C

Perf Comp GLP 67.1 57.6 66.3 63.8

EVAAS +1.25 -2.39 +3.98 +2.85

A school must have a 70 to be considered a B school; we missed this rating by one point. We exceeded growth for two years in a row being only one of three UCPS elementary schools to meet this criteria. When comparing subgroups in the area of Reading, Blacks and Hispanics are performing almost equally over a four-year period when comparing averages. However, the Hispanic subgroup had a big increase from 29.2 in 2017 to 40.5 in 2018 in Reading. In the area of Math, females are outperforming males and Hispanics are outperforming Blacks. Hispanics aren’t too far behind the white students in Math. When comparing the four-year average between Reading and Math, most subgroups are perfoming about 7 points higher in Math than Reading (on average). However, there is a big discrepancy in the Hispanic Subgroup. According to the average over the last 4 years, almost 64% of Hispanics were on grade level in Math while only about 37% were on grade level in Reading, a 27% difference. This data shows that we have many opportunities to improve across K-5 Reading and Math.

Teacher Working Conditions Survey from Spring 2018---Celebrations:• 96.6% In this school, we take steps to solve problems.• 96.7% Teachers are encouraged to participate in school leadership roles.• 100% The school leadership facilitates using data to improve student learning.• 93.3% The school leadership consistently supports teachers• 96% Professional learning opportunities are aligned with the SIP.• 96.3% Teachers collaborate to achieve consistency on how student work is assessed.• 96.7% Overall, my school is a good place to work and learn. (80% in 2016)

Teacher Working Conditions Survey from Spring 2018---Areas to Improve• 51.7% Class sizes are reasonable such that teachers have the time available to meet the needs of all students. (89.2% in 2016)

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• 48.3% Parents support teachers, contributing to their success with students. (71.9% in 2016)• 64.3% Professional development is differentiated to meet the needs of teachers.• 65.5% Teachers have an appropriate level of influence on decision making in this school. (However, it did increase from 44.4% in 2016)• 72.4% Students at this school follow rules of conduct.

Parent Survey Data from Spring 2018 (It should be noted that this was the first year that the survey was online and only 60 parents participated from Union.) 95% I am satisfied with the quality of instruction my child receives at school. 95% Teachers at my child’s school are effective. 95% I am kept informed of upcoming school-based activities. 72.2% There are opportunities for me to participate in school-wide decisions. 75% Discipline issues are addressed in a fair and consistent manner at my child’s school. 85% My child feels safe at school. 87.7% Overall satisfaction rating

Student Survey Data from Spring 2018 92.1% Teachers have high expectations for student learning. 89.1% I understand the school rules and consequences. 72.7% I feel safe at school.

Discipline Data from 2017-2018: 257 total office referral (almost half of the amount we had several years ago)Grade # of Incidents

PreK 5

K 45

1 45

2 35

3 45

4 32

5 50

Race # of Incidents school-wide # of incidents 3rd-5th Grade

3

White 100 31

Black 99 53 (31 from 2 students)

Multi-Racial 26 3

Hispanic 17 9

American Indian 15 15 (all from 2 students)

Attendance Data from 2017-2018: A total of 34 students school-wide were chronically absent.Chronically Absent Students for 2017-2018 (174 days of membership) 34 students school-wide were chronically absent

Grade Level # of students that missed 17 or more days

3rd 7

4th 3

5th 11

2018-19 & 2019-20 Union Elementary School Improvement Plan

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ProfileUnion Elementary serves students in PreK-5th grade. We have a self-contained Behavior Focus Class, Resource Program, and AIG Program. This school year, Union Elementary has approximately 332 students. Ethnicity groups consist of White (61%), Hispanics (22%), Blacks (10%), and Multi-Racial/Other (7%). Approximately 65% of our students receive free or reduced lunch.

This Fall, our school will be recognized at the state level for PBIS; we will be named a NC PBIS Model School for the second year in a row.

In September 2016, we received notification about another honor/recognition. The National Association of State Title I Directors and the US Department of Education sponsor the Title I Distinguished Schools Recognition Program. NC is permitted to select two Title I schools to represent the state at the national level in each categories. One school was selected for high performance for two or more consecutive years, and one school was selected for high progress. Union Elementary met the minimal eligibility requirements for consideration for the National Title I Distinguished Schools Award in both categories, and we were the winner for the high progress category. Several staff members traveled to California in 2017 to receive the national award.

Union Elementary will continue annual events as a way to reach the community including the Fall Festival, Grandparents’ Day, Doughnuts for Dad, Muffins for Moms, etc. PTO meetings for parents are held four times throughout the year and Curriculum Nights are included at least twice. We started grade level traditions as a way to bring parents into the building during the school day to become familiar with curriculum and to celebrate their children’s hard work.

Staff members work as Professional Learning Communities to plan lessons, discuss assessments, and analyze data to drive instruction. Each grade level meets once per week with the Literacy Curriculum Coordinator and once per week with the Math Curriculum Coordinator. Each team has Extended Planning once per week for 80 minutes.

UCPS Title I schools received the EPIC grant from the federal government worth $27 million over 3 years. The purpose of the grant is to attract and retain highly qualified, effective teachers by offering incentives and extra compensation based on test scores, overall school performance, and being a club sponsor. Money is available for professional development. The school gained two Master Teachers which will help coach and grow other staff members.

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State Board of Education GoalsGoal 1 – Every student in the NC Public School System graduates from high school prepared for work, further education, and citizenship

Goal 2 – Every student has a personalized education

Goal 3 – Every student, every day has excellent educators

Goal 4 – Every school district has up-to-date financial, business, and technology systems to serve its students, parents, and educators

Goal 5 – Every student is healthy, safe, and responsible

UCPS Strategic Themes Aligned to State Board of Education Goals UCPS Strategic Theme EXPAND opportunities and support all levels for college and career readiness

Supports SBE Goal 1 Every student in the NC Public School System graduates from high school prepared for work, further education, and citizenship.

UCPS Strategic Theme ENHANCE academic programs to meet the needs of all studentsSupports SBE Goal 2

Every student has a personalized educationUCPS Strategic Theme SUPPORT and develop UCPS employeesSupports SBE Goal 3

Every student, every day has excellent educatorsUCPS Strategic Theme ENGAGE parents and communitySupports SBE Goal 4

Every school district has up-to-date financial, business, and technology systems to serve its student, parents, and educatorsUCPS Strategic Theme FOSTER positive learning experiences for all studentsSupports SBE Goal 5

Every student is healthy, safe, and responsible

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2018-19 & 2019-20 Union Elementary School Improvement Plan

Vision StatementSchool: Union Elementary School parents will advocate for students by effectively communicating and collaborating with staff through their involvement in school activities and by promoting all students' success. Union Elementary School students will take ownership of their learning while reaching beyond what is expected. As critical thinkers, they will set goals and attain 21st Century skills. Students will become contributing citizens, demonstrating respect for themselves and others. Union Elementary School Staff will promote ownership, pride, and self-confidence. Within a nurturing, safe environment, staff will actively collaborate to set high expectations and communicate them effectively.

Mission StatementDistrict: Preparing all students to succeed.School: The Union Elementary School community will provide a positive environment where every student has opportunities to grow academically, socially, and emotionally. Our mission is to help all students become responsible citizens, critical thinkers, and globally competitive life-long learners.

Shared Beliefs

1. Design instruction based upon data collected during formative classroom assessment.

2. Implement lessons that include multiple instructional strategies in order to meet the needs of ALL students.

3. Promote life-long learning by preparing students to meet 21st Century expectations.

4. Provide parents with resources, strategies, and information to help students succeed. 5. Establish collaborate learning groups among teachers and students. 6. Promote student responsibility and high expectations.7. Provide a positive and safe learning environment for all students.8. Align all instruction to the state’s standards.

Priority Goals1. Identify and implement specific research-based instructional strategies that enhance academic rigor, encourage student creativity, and

emphasize collaborative problem-solving to improve achievement of all students.2. Design and implement system-wide programs to enhance opportunities for all students to identify career goals and plan for their future.3. Increase the number of students reaching proficiency in Reading to 70%.4. Increase student proficiency in Math to 80% as measured on the EOG.

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EmpowerED Implementation Plan

AdvancED Improvement Priority #1

Priority Goal #1:Identify and implement specific research-based instructional strategies that enhance academic rigor, encourage student creativity, and emphasize collaborative problem-solving to improve achievement of all students.

Supports District Strategic Themes/Objectives:

Provide equitable high quality core instruction to all students to create independent learners Provide differentiated, relevant training opportunities for all employees

Supports State Goals: Every student has a personalized education Every student, every day has excellent educators

Data and Resources Used: TIM Teacher DLCsAdministrator DLCsEmpowerED Framework

StrategiesResearch-based strategy and supporting action steps to address data-identified area of improvement. Examples include:

Action Step PD Action Step Reflection/Evaluation Action Step

Point Person&

Team Members(Name/Title)

Evidence of Success

(Measures of Student Impact)*Benchmarks

*Progress Monitoring

Resources*Financial - estimated

cost/ source*Human*Time

*Political

Timeline(Start-End)

*BOY Workdays*Early Release Days*Other school-based professional learning

Strategy 1: Information about EmpowerED strategies will be shared with staff on Early Release Days.

Break the year into thirds. Focus on a different “C” for each third of the year (Connect, Collaborate, Create).

Provide feedback to staff during walk-throughs related to the three C’s.

Deaton/Principal,IC/Hoffman, Grade Chairs

Feedback forms from CWT’s

Student work samples showing

Canvas PD on Early Release Days

Early Release Days

CWT on weekly

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PLC’s will use team planning time or extended planning to discuss implementation and share ideas for the three C’s.

evidence of collaboration and creation

basis

Team planning weekly

Strategy 2:Introduction of the TIMs *Introduce the Technology Integration Matrix to staff by using an interactive format(videos)*Staff will reflect/rate themselves using TIM*Goal setting by individual teachers to move up one level on the matrix

Administration Teachers’ self-assessments

Matrix June 2020

Strategy 3:Offer Professional Development that will expand teachers’ knowledge for improving instruction in the classroom.* Optional technology training once per month for DLC credits

* Differentiated Book Study (2 literacy-related books, Math, Curious Classroom)

* PD on Discovery Educationa. Teachers incorporate the use of multimodal learning in lessonsb. Utilize Global News to promote collaborative conversations with students

Diggs, Jarzombek, Administration,Curriculum Staff, Book Study Leaders

PD agendas $1500 for book study (Epic funds)

June 2019

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Potential Barriers: What individuals/ factors may cause resistance? How do you plan to address this?

Time to learn new information - offer half day planning sessions and utilize Early Release Days

Collaborative groups / concerns regarding behavior and relinquishing control - provide strategies to communicate behavioral expectations to students, celebrate and share successes of collaborative work completed by peers

District Support: What support do you need from the district departments?

Invite staff members as needed from the Technology Dept to help offer PD

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Goal 1 Title 1 Compliance Review Checklist A targeted assistance school improvement plan must address all of the components defined in the Elementary and Secondary

Education Act (Section 1115 of Title I). Targeted assistance programs must use Title I resources to help a school's most-at-risk children meet State academic achievement standards. Each required component is described below, with an explanation of how each contributes to the creation of a successful targeted assistance program. The goals and strategies you've already developed may fulfill many of these requirements.

Please check the box next to each component below that is met by goal #1. (A full description of each component can be found on the last two pages of this plan)

School wide reform strategies: ☒Strategies to attract highly qualified teachers to high-need schools:

☐Measures to include teachers in decisions regarding the use of academic assessments:

☐

Instruction by highly qualified teachers: ☒ Strategies to increase parental

involvement: ☐Activities to ensure that students who experience difficulty attaining proficiency receive effective and timely additional assistance:

☐

High-quality and ongoing professional development: ☒

Plans for assisting preschool students in the successful transition from early childhood programs to local elementary school wide programs:

☐Coordination and integration of Federal, State, and local services and programs:

☒

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AdvancED Opportunity for Improvement #2

Priority Goal #2: Design and implement system-wide programs to enhance opportunities for all students to identify career goals and plan for their future.

Supports District Strategic Theme/Objective:

EXPAND opportunities and support all levels for college and career readiness

Supports State Goals: Every student in the NC Public School System graduates from high school prepared for work, further education, and citizenship

Data and Resources Used: Guidance surveys, student goal setting



Point Person&


Evidence of Success





*Political

Timeline(Start-End)


Strategy 1: All 4th graders will participate in a college visit.

Fourth Grade Tradition: students will complete research projects in which the state of NC is divided into 3 regions and they will pick a college from the assigned region to research

Share their projects with parents and other grade levels to promote collaboration and creativity

4th grade team, Herlihy

Student projects

$1000 (co-curricular funds provided by the county to cover transportation cost of 4th & 7th gd college trips)

June 2019

Strategy 2: Each grade level and individual classroom will participate in

Teachers, Students Student goal

Staff meeting to explain goal setting

June 2020

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goal setting for Reading and Math. Each child will set individual goals related to their End

of Year progress/growth/levels for Reading and Math. Tie their goals to their future career choice Teachers will create class graphs to track data in

Reading and Math.

setting folders, class

graphs

process

Strategy 3: Provide opportunities for students to learn about career choices.

Partner with PTO to hold a career fair and include skill-based jobs

Teachers to plan in-house field trips or guest speakers related to Science and Social Studies content

Utilize career videos from Discovery Ed School Counselor will teach a career unit.

Teachers, Counselor

Interest surveys from guidance, agendas from special presentations

June 2020


Provide staff with examples or contact information for various speakers they could invite.


School counselor could network with other counselors in the cluster to plan a career unit; attend optional training during year for BT Counselors

Goal 2 Title 1 Compliance Review Checklist

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A targeted assistance school improvement plan must address all of the components defined in the Elementary and Secondary Education Act (Section 1115 of Title I). Targeted assistance programs must use Title I resources to help a school's most-at-risk children meet State academic achievement standards. Each required component is described below, with an explanation of how each contributes to the creation of a successful targeted assistance program. The goals and strategies you've already developed may fulfill many of these requirements.


School wide reform strategies: ☐Strategies to attract highly qualified teachers to high-need schools:


☒

Instruction by highly qualified teachers: ☐ Strategies to increase parental

involvement: ☒Activities to ensure that students who experience difficulty attaining proficiency receive effective and timely additional assistance:

☒

High-quality and ongoing professional development: ☐



☐

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Priority Goal #3: Increase the number of students reaching proficiency in Reading to 70%.

Supports District Strategic Theme/Objective: Enhance academic programs to meet the needs of all students.Support and develop UCPS employees.Foster positive learning experiences for all students.

Supports State Goal: Every student has a personalized education.

Data and Resources Used: EOG Scores, MClass Assessments, County Benchmarks



Point Person&


Evidence of Success





*Political

Timeline(Start-End)


Strategy 1: Utlize MTSS process at the end of each grading period to identify students that need the most support.

Hire part-time reading tutor to focus on grades 3-5 using CARS/STARS for strategy-based lessons.

Reading Interventionist to work with students in grades K-5 using LLI, American Reading Company, Guided Reading, or focus on word work.

K-2 Lead Literacy Teacher to work with K-2 students using Recipe for Reading or Guided Reading.

Grade levels to conduct regular review of data (benchmarks, exit tickets, running records, etc) and adjust/share students for small group instruction.

Administration, Curriculum Staff, Teachers

MTSS/RTI minutes

Student assessment data

$120,000 for 3 positions (Title I money)

$1000 for CARS/STARS

June 2020

Strategy 2: Master Teacher Schedules, Position gained by June 2020

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Utilize Master Teacher in 5th grade Literacy to decrease class size.*Master Teacher to coach teachers in best practices for 50% of the day

classlists

Feedback/Coaching notes

the EPIC grant

Strategy 3:Implement lab classrooms.

Teachers visit each others’ rooms along with curriculum staff to learn new ideas from peers (same grade level and vertically)

Curriculum staff will conduct model lessons on all components of balanced literacy. Teams will observe and debrief during planning.

Instructional Coach (Hoffman),K-2 Lead Literacy Teacher (Reeder),Master Teacher (Cowan)

Classroom visit reflection forms

June 2020

Strategy 4:Professional development offered to staff based on all components of balanced literacy.*book study (Notice & Note, Every Child a Super Reader) Disciplinary Literacy book during Early Release * Train new staff in Jan Richardson Guided Reading (Tammy Seals-consultant). Include other staff later in the year for refresher training.*K-2 teachers attended week-long Orton-Gillingham training during summer 2018. Make this on-going by reviewing strategies once per grading period in PLC meetings.* Review/Reteach Shared Reading and Interactive Read Aloud strategies (possibly hire a consultant)

Admin & Curriculum Staff

PD Plan and Epic grant approval

$15,000 Epic grant June 2020

Strategy 5:Promote a love of reading among students.

Hold Literacy Curriculum Night for families where

Literacy Committee

Parent Night agendas, student

June 2020

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curriculum information is presented as well as fun activities that parents can replicate at home.

Majestic Reader of the Month to recognize students Other activities can include: TutorMate, Reading

Buddies, Lending Library, Book It Program, After School Sessions, Hugo the Book Bus, Battle of the Books, Book talks on announcements, etc

recognition awards


Teachers need extra support---address by giving extra help from Curriculum staff or master teachers.


Instructional Visits & Data Analysis by the Academics Teams


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☒



☒




☒

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Priority Goal #4: Increase student proficiency in Math to 80% as measured on the EOG.

Supports District Strategic Theme/Objective: Enhance academic programs to meet the needs of all students.Support and develop UCPS employees.Foster positive learning experiences for all students.

Supports State Goals: Every student has a personalized education.

Data and Resources Used: EOG, County benchmark assessments, weekly probes



Point Person&


Evidence of Success





*Political

Timeline(Start-End)


Strategy 1: Restructure Schedule

First ten minutes of math planning time with allow teams to analyze probe data for small group remediation

Master scheduled altered to add 40 minutes per week for iReady time on computer for K-5 students.

Restructure Math Coach’s time to allow for small group remediation during first 20 minutes of math block and last 20 minutes of math block. She will preteach skills to identified students to fill gaps or teach into misconceptions. Teachers will remediate in small groups based on probe data.

Math Coach to utilize other 50% of time working with

Admin, Teachers, Math Coach

Master Schedule

Math Probe data and analysis form

$70,000 (coach and tutor paid by Title I)

June 2020

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teachers to plan units, model lessons, coach, etc. Hire part-time tutor to work with students that need

extra support in grades 3-5.

Strategy 2:Utilize Master Teacher in 4th & 5th grade Math to decrease class size.*Master Teacher to coach teachers in best practices for 50% of the day.

Master Teacher Schedules, classlists

Feedback/Coaching notes

Position gained by the EPIC grant

June 2020

Strategy 3:Have increased focus on fact fluency

+/- in K-2 and mult/div in 3-5 Begin lessons with computational problems before

moving into word problems Professional development for teachers

Teachers, math coach

Student fluency assessments

$2000 (Epic) June 2020


Teachers need extra support---address by giving extra help from Curriculum staff or master teachers.


Instructional Visits & Data Analysis by the Academics Teams

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☒



☒




☒

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School Improvement Plan Peer Review Form (Year 1 Peer Review #1)Vision

&Mission

Team member-

ship

School Data & Summary Analysis

Goal 1 Goal 2 Goal 3 Goal 4 Goal 5 State-required Checklist

Safe School Plan

Meets all requirements

☒ ☒ ☒ ☒ ☒ ☒ ☒ ☒ ☒ ☒Does Not Meet all

requirements☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

Additional Comments(Please provide specific details for each part of the SIP that does not meet all requirements)

Name Cassie Eley Signature Cassie Eley 10-12-18

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School Improvement Plan Review Form (Year 1 Director Review)Vision

&Mission

Team member-

ship



Safe School Plan


☒ ☒ ☒ ☒ ☒ ☒ ☒ ☒ ☒ ☒Does Not Meet all requirements

☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐


Name Dr. Kim Schroeder Signature Dr. Kim Schroeder Date 10-22-18

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School Improvement Plan Review Form (Year 1 Peer Review #2 )Vision

&Mission

Team member-

ship



Safe School Plan


☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐Does Not Meet all

requirements☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐


Name Signature Date

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School Improvement Plan Review Form (Year 2 Peer Review #1)Vision

&Mission

Team member-

ship



Safe School Plan


☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐Does Not Meet all

requirements☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐


Name Signature Date

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School Improvement Plan Review Form (Year 2 Director Review)Vision

&Mission

Team member-

ship



Safe School Plan


☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐Does Not Meet all

requirements☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐


Name Signature Date

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School Improvement Plan Review Form (Year 2 Peer Review #2)Vision

&Mission

Team member-

ship



Safe School Plan


☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐Does Not Meet all

requirements☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐


Name Signature Date

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2018-19 & 2019-20 School Improvement Plan Annual Review (Year 1)

Goals February2019

Current Reality & Adjusted Action Steps

June2019


Goal 1:

Goal 2:

Goal 3:

Goal 4:

Goal 5:

Principal’s Signature

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2018-19 & 2019-20 School Improvement Plan Annual Review (Year 2)

Goals February2020


June2020


Goal 1:

Goal 2:

Goal 3:

Goal 4:

Goal 5:

Principal’s Signature

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School Improvement Plan ReportChecklist of State-required On-going Operational Activities

All SchoolsDoes this school:Yes ☒ No ☐ Implement strategies for improving performance of all students?

Yes ☒ No ☐ Implement instructional practices designed to improve academic performance of students at-risk of academic failure or dropping out?

Yes ☒ No ☐ Plan use of staff development funds?

Yes ☒ No ☐ Yes ☐ No ☐

Plan for use of assessments to monitor student progress?

Yes ☒ No ☐ Provide daily duty-free lunch to teachers?

Yes ☒ No ☐ Provide at least five hours of planning time for teachers each week?

Yes ☒ No ☐ Implement strategies for involving parents and the community in the educational program?

Yes ☒ No ☐ Amend the School Improvement Plan when AYP is not met for two consecutive years when missing one or more targets in the same subject area?

K-8 Schools OnlyDoes this school:Yes ☒ No ☐ Provide 30 minutes of daily physical activity to meet Healthy Active Children requirements?

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School Improvement Plan ApprovalCommittee Position Name Signature Date

Principal Signatures are on paper copy Signatures are on paper copy

Assistant Principal

Teacher Representative –PK/K

Teacher Representative—1st Gd

Teacher Representative---2nd Gd

Teacher Representative—3rd Gd

Teacher Representative—4th Gd

Teacher Representative—5th Gd

Instructional Support Representative

EC/AIG/ESL Representative

Special Areas Representative

Administrative Intern

Parent Representative

Parent Representative

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Transcript of €¦ · Web viewSchool Improvement Team. Committee Position. Name. Email. Date Elected....