2018-19 Hayward Elementary

School Improvement Plan 2021-2022

Hayward Elementary School400 North Valley View Road

Sioux Falls SD, 57107

https://www.sf.k12.sd.us/hayward/home

Derek Maassen, Principal

https://www.sf.k12.sd.us/hayward/home

School Narrative - School Overview

Hayward Elementary is a Title I school located in the northeast corner of Sioux Falls, South Dakota. Hayward Elementarycurrently serves 558 K-5 students and 68 Early Childhood students. Diversity is a highlight for our school as shown in ourenrollment data (64% of our students identify with ethnic groups other than white). Percentage of student population byethnic group is 36% White, 33% Hispanic/Latino, 11% Black/African American, 9% Native American, 2% Asian, and 9%Two or More Races. The socio-economic status of our student population is also diverse, as 81% of our students are onfree and reduced lunch.

To support the diverse student population (ethnically and socio-economically), Hayward Elementary offers a variety ofprogramming. Our youngest students are served in two Early Childhood Blended classrooms. These classrooms servestudents identified for Special Education, Head Start, and Title I using the High Scope curriculum. Hayward Elementary isalso a “center-based” English Learner (EL) site serving students with limited English language acquisition. 2.5 certified ELteachers provided push-in and pull-out services to support the language development of our EL students. In the Fall of2019, a Dual Immersion program began in Kindergarten to provide instruction in English & Spanish to students whose firstlanguage is English and students whose first language is Spanish. Participation in the Two-Way Immersion program wasparent choice, open to our home attendance area first and then to open-enrollments from across the District. TheTwo-Way Immersion program will continue in 2021-22 with the initial class moving to 2nd grade and Hayward will alsooffer the program in First and Kindergarten grade levels. Special Education staff currently serve 138 students who qualifyfor services through push-in and pull-out on a limited basis. Additionally SIPPS (an intense reading intervention program)was implemented in 2019-20 with certified teachers providing pullout instruction to 1st and 2nd grade students andclassroom teachers in K-5 providing additional SIPPS reading intervention.

Hayward Elementary is also blessed to work with a variety of community partners. Our community partners providefunding, mentors, and other support for our students, families and staff. Community partners included churches and thePromising Futures Fund. Resources acquired to date include Social-emotional learning tools, funding to provide qualityfield trip experiences, and funding to provide a book each month to every Hayward student.

SD Report Card - School Results

Student Performance Student Progress EL Progress School Environment

School Year ELA Multi YearProf. Rate

Math Multi YearProf. Rate

Science StudentProf. Rate

ELA StudentProgress Rate

Math StudentProgress Rate

% of Studentson Track

% of StudentsExited

AttendanceRate

ChronicAbsenteeism Rate

2017-18 22.00 23.00 16.00 36.00 33.00 45.0 2.0 84.00 21.00

2018-19 22.0 19.0 12.0 32.0 24.0 51.0 10.0 80.0 25.0

2019-20 NA* NA* NA* NA* NA* 52.0 4.0 NA* NA*

2020-21 19.00 19.00

Student Performance - District and School Results

2017-18 2018-19 2019-20 2020-21

District School District School District School District School

KG Students On

Track for Success

% of students that met Phonological Awareness and Phonics/Word Recognition

as measured on the spring MAP Reading Fluency assessmentNA NA NA NA NA NA

Phonological- 46

Phonics- 43

% of students at the 41st percentile or above as measured on the spring MAP

Growth Math assessment (Avg, HiAvg, Hi categories)61 55 60 51 NA NA 70 31

1st Graders on Track

for Success

% of students that met Phonological Awareness and Phonics/Word Recognition

as measured on the spring MAP Reading Fluency assessmentNA NA NA NA NA NA 12



2nd Graders on Track

for Success

% of students that met or exceeded Accuracy and Literal Comprehension as

measured on the spring MAP Reading Fluency assessmentNA NA NA NA NA NA NA



3rd Graders on Track

for Success

% of 3rd grade students proficient in ELA 43.9 18 43.5 17 NA NA 43 20

% of 3rd grade students proficient in math 50.9 32 48.8 20 NA NA 49 26

4th Graders on Track

for Success

% of 4th grade students proficient in ELA 45.5 29 46.1 22 NA NA 42 20

% of 4th grade students proficient in math 44.8 23 43.6 22 NA NA 43 21

5th Graders on Track

for Success

% of 5th grade students proficient in ELA 49.1 20 51.3 27 NA NA 49 19

% of 5th grade students proficient in math 39.2 12 39.2 15 NA NA 34 8

Attendance % of students chronically absent (K-8 measure) 17 84 18 80 NA NA

EL % of students on track (K-12 measure) 31 45 46 52 42 X

Data Narrative - Areas of Improvement

Hayward’s NWEA Map data shows a need for improvement in the amount of students meeting their projected growth. As shown inFigure 1, more than half of our students at Hayward did not meet their projected growth in reading in every grade level. Thishighlights the need for a systematic approach to our reading intervention systems.

Figure 1:

Figure 2 shows where students fall on a quadrant chart comparing their norm based achievement and expected growth for the2020-2021 school year. The bottom left quadrant represents students who making low growth and have low achievement, as evidentby Figure 2 Hayward has a significant amount of students who are performing below peers, and are also not growing as fast aspeers, this information will lead us to focus on how we can ensure students who are behind or below grade level in reading receivethe systematic support and time they need to sustain high levels of growth.

Figure 3 also compares student achievement with student growth as it maps students on a quadrant chart. Figure 3 however isshowing students Math performance as indicated by their achievement and growth on the NWEA Map Assessment for the 2020-2021school year. Similar to figure 2, our focus is on the bottom left quadrant where students are identified as making low growth andhaving low achievement, the amount of students in this quadrant indicates a need for a systematic intervention process to ensurestudents are recieve the time and support they need to grow and achieve at high levels.

Figure 4 shows the percentage of Kindergarten and First Grade students who are meeting/exceeding where they should beperforming in regards to their Phonological Awareness and Phonics/Word Recognition. These are also the two grade levels thathave half of our students learning in the Two-Way Immersion setting where half of their daily instruction is taught in English and halfof their daily instruction is taught in Spanish. The Center for Applied Linguistics defines TWI "as a distinctive form of dual languageeducation in which balanced numbers of native English speakers and native speakers of the partner language are integrated forinstruction so that both groups of students serve in the role of language model and language learner at different times of the day"(Center for Applied Linguistics, 2015). According to Ellen Serafini, Nadine Rozell, and Adam Winsler in the International Journal ofBilingual Education and Bilingualism, found in the article Academic and English language outcomes for DLLs (Dual LanguageLearner) as a function of school bilingual education model: the role of two-way immersion and home language support, studentsbegin to see the positive effects from a TWI (Two-Way Immersion Program) after 3 to 5 years of attending a high-quality program. Injuxtaposition Paul Polanco and Doris Luft de Baker in the Athens Journal of Education, in the article Transitional Bilingual Educationand Two-Way Immersion Programs: Comparison of Reading Outcomes for English Learners in the United States, they state that thestudents in a TWI program with lower scores, showed a faster rate of increase after second grade compared to students in a normaland Transitional Bilingual Education program.

With that said, we believe our kindergarten and first grade students in the Two-Way Immersion program will eventually meet andexceed grade level normed based expectations for literacy. However, it is clear that we need to establish a systematic process forliterature interventions, specifically in the areas of phonological awareness, phonics, and word recognition for all early learners atHaywards.

Serafini, E. J., Rozell, N., & Winsler, A. (2020). Academic and English language outcomes for DLLs as a function of the schoolbilingual education model: the role of two-way immersion and home language support. International Journal of BilingualEducation and Bilingualism, 1–19. https://doi.org/10.1080/13670050.2019.1707477

Polanco, P., & Luft de Baker, D. (2018). Transitional Bilingual Education and Two-Way Immersion Programs: Comparison ofReading Outcomes for English Learners in the United States. Athens Journal of Education, 5(4), 423–444.https://doi.org/10.30958/aje.5-4-5

One of Hayward’s largest combatants against sustained learning and student growth is student behavior and student regulation. Asseen in Figure 5 - Hayward had 426 documented office referrals this school year. As well as, 3,058 documented calls for studentregulation or behavioral support from November 4th - May 26th of this year. There is a substantial need to improve student

regulation and student behavior at Hayward to ensure the students are not missing quality instruction due to being out of theclassroom to address dysregulation and behavior, in addition to minimizing distractions within the classroom for regulated students toreceive quality instruction.

Action Plan 1PDSA Objective: Description of the Goal(s)

Hayward will improve reading performance in grades K - 2.

What is the intended outcome? What are the indicators of success?

By the spring of 2022, our kindergarten students will improve onmeeting or exceeding Phonological Awareness and Phonics/WordRecognition as measured by the spring MAP reading fluencyassessment from their current reality of ______ % in fall 2021.

By the spring of 2022, our 1st grade students will improve onmeeting or exceeding Phonological Awareness and Phonics/WordRecognition as measured by the spring MAP reading fluencyassessment from their current reality of ______ % in fall 2021.

By the spring of 2022, our 2nd grade students will improve onmeeting or exceeding Accuracy and Literal Comprehension asmeasured by the spring MAP reading fluency assessment from theircurrent reality of ______ % in fall 2021.

Kindergarten-2nd grade: MAP reading fluency assessment in thearea of phonological awareness and phonics and word recognition.fall, winter, spring 21-22

2nd grade: MAP reading fluency assessment in literalcomprehension and accuracy. fall, winter, spring 21-22

K-2nd grade: Being a Reader Data: placement assessments: fall2021 and spring 2022

K-2nd Grade: Being a Reader observations of oral reading fluencyand comprehension: progress monitoring every 4 weeks1st-2nd Grade: Systematic Instruction in Phonological Awareness,Phonics, and Sight Words (SIPPS). fall 2021 and spring 2022

1st-2nd Grade: SIPPS progress monitoring every 4 weeks:September, October, November, December, January, February,March, April, May (21-22)

PLAN

Tasks for Implementation Target Dates

1. Grade level, admin, and instruction coach data analysis. Asurvey will be administered following the Data Dig to gainfeedback about successes and challenges of analyzing data.

2. Weekly collaboration where data, information, and formativeassessment are reviewed to track the progress of students toallow for flexible regrouping and ensure the most impactful

1. Fall, winter, and spring - Sept 2021, Dec/Jan. 2021/2022, andMay 22022

2. Once a week, on Wednesday.3. Beginning of the Year on Aug. 24th, building in-service days

on Nov. 5th and April 1st, and during staff meetingsthroughout the year Sept. 15th, Oct. 20th, Nov. 17th, Dec.

instructional strategies are being shared. Grade Levelcollaboration teams will follow the PDSA format duringcollaboration.

3. Specific professional development to help students be asimpactful as possible during independent practice time. Theprofessional development will be led by Admin and ourInstruction Coach. The PD will focus on the Making Meaningportion of our curriculum’s front matter. We will also reviewhow to establish independent work stations for Word Study,Writing, and Reading where accountability measures are builtin.

4. Professional development on Tier 1 and Tier 2 instructionalstrategies aimed to maximize student achievement.

5. The Instructional Leadership Team (ILT) and MTSS Team willmeet to review student progress and adjust our HaywardLearning Plan to ensure quality instructional strategies areleading to high student growth and increased achievement.Here is a link to our past Hayward Learning Plan the learningplan for the 21-22 school is currently being constructed tomatch our School Improvement Plan. The meetings will lastfrom 3:00 - 4:00 so no budget expense will be necessary. Atthese meetings we will discuss if additional “leveled” typereaders are available for our 3rd, 4th, and 5th graders. Thediscussion will center around the BaR and SIPPS advancedmaterials.

6. Student paper copies of BAR set books for independentreading practice. Two copies for targeted students to take onecopy home to practice.

15th, Jan. 19th, Feb. 16th, March 16th, April 20th, and May18th.

4. Beginning of the Year Aug. 20th, Building Inservice DaysNov. 5th and April 1st, and during staff meetings throughoutthe year - Sept. 15th, Oct. 20th, Nov. 17th, Dec. 15th, Jan.19th, Feb. 16th, March 16th, April 20th, and May 18th.

5. Twice per Month - Aug. 19th, Sept. 9th, Sept. 23rd, Oct. 7th,Oct. 21st, Nov. 4th, Nov. 18th, Dec. 2nd, Dec. 16th, Jan. 6th,Jan. 20th, Feb. 3rd, Feb. 24th, March 3rd, March 17th, April7th, April 21st, May 5th, May 19th

6. Send for Copies in early August.

Documentation of Implementation:

STUDY

https://docs.google.com/document/d/1Z7gQpjho9S-zI8DbTZZCzSpLHVgOgRpPb_pJHhAsl6E/edit?usp=sharing

Summary of the Implementation and Outcomes:

ACT

Describe the next steps of the implementation based on the outcomes of this cycle:


Hayward will improve math performance in grades K-5


By the spring of 2022, the percentage of kindergarten students at orabove the 41%ile as measured by the spring math MAP growthassessment will increase from the fall 2021 assessment of ______ %.

By the spring of 2022, the percentage of 1st Grade students at orabove the 41%ile as measured by the spring math MAP growthassessment will increase from the fall 2021 assessment of ______ %.

By the spring of 2022, the percentage of 2nd Grade students at orabove the 41%ile as measured by the spring math MAP growthassessment will increase from the fall 2021 assessment of ______ %.

By the spring of 2022, the percentage of 3rd Grade students at orabove the 41%ile as measured by the spring math MAP growthassessment will increase from the fall 2021 assessment of ______ %.

K-5: MAP Math Growth Assessment in the area of phonologicalawareness and phonics and word recognition. fall, winter, spring21-22

K-5: Tier 1 (Investigations) progress monitoring and selectedformative assessments.

K-5: Tier 2 (Bridges) progress monitoring based on prioritystandards/skills.

Collaboration agendas and notes where the discussion of formativeassessments and fluid student grouping is taking place.

By the spring of 2022, the percentage of 4th Grade students at orabove the 41%ile as measured by the spring math MAP growthassessment will increase from the fall 2021 assessment of ______ %.

By the spring of 2022, the percentage of 5th Grade students at orabove the 41%ile as measured by the spring math MAP growthassessment will increase from the fall 2021 assessment of ______ %.

PLAN


1. K-5 fluid student intervention groups based on studentperformance on common formative assessment and inBridges math groups discussed and formed at weeklycollaborations.

2. Professional development on how to select commonformative assessment to allow us to accurately understand astudent's current level of skill understanding in relation to thestudent’s understanding of Hayward’s Math PriorityStandards.

3. Professional development on Bridges math Interventionplacement assessments and lessons to maximize studentachievement within this intervention setting.

4. The Instructional Leadership Team (ILT) and MTSS Team willmeet to review student progress and adjust our HaywardLearning Plan to ensure quality instructional strategies areleading to high student growth and increased achievement.

1. Every Wednesday2. Aug. 20th, Nov. 5th, and April 1st.3. Staff meeting/PD - Sept. 15th, Oct. 20th, and Nov. 17th.4. Twice monthly - Aug. 19th, Sept. 9th, Sept. 23rd, Oct. 7th,

Oct. 21st, Nov. 4th, Nov. 18th, Dec. 2nd, Dec. 16th, Jan. 6th,Jan. 20th, Feb. 3rd, Feb. 24th, March 3rd, March 17th, April7th, April 21st, May 5th, May 19th

DO


STUDY

https://docs.google.com/spreadsheets/d/1F_M8wQjVOsNzjTHSM-H3DFoOHNSZSNDMtr3XmSKFiYA/edit?usp=sharing

https://docs.google.com/spreadsheets/d/1F_M8wQjVOsNzjTHSM-H3DFoOHNSZSNDMtr3XmSKFiYA/edit?usp=sharing


ACT



Students will improve their ability to regulate emotions.


By the spring of 2022, the number of class 3 and class 4 officereferrals will be reduced. Current reality:

Class three = 224Class four = 68

By the spring of 2022 we will increase our positive to corrective staffinteractions to 5:1.Improvement from the current reality: The PBIS team will establish abaseline during the month of September. Data will be collected eachmonth to compare to the baseline.

We will reduce the amount of time students, receiving Tier 2 and Tier3 behavioral support, are spending out of the classroom attemptingto regulate their emotions. The first quarter of 2021-22 will establishthe baseline.

1. Office referral data.2. Monitor and make adjustments to keep the 5:1 positive to

corrective staff to student interactions.3. Document the amount of time students who are identified as

needing Tier 2 and Tier 3 behavior support are spending outof the classroom.

PLAN


1. Introduce the MTTS and Positive Behavior InterventionSystem (PBIS) at Hayward.

2. The PBIS Team will set schoolwide expectations on July 30thand will then present them to the staff on Aug. 24th.

3. Hold schoolwide student behavior celebration events.4. All staff members at Hayward will read and discuss the book

Onward, to ensure their own regulation results in positivestudent regulation.

5. Develop a system to track positive and negative student tostaff interactions.

6. Develop a system to track how long our students who areidentified as needing Tier 2 and Tier 3 behavior interventionsare out of the classroom.

7. Boys Town Language and strategies will be reviewed at staffand EA meetings. New staff and staff that have not yet beentrained will be Boys Town Trained.

8. Professional development for teaching student regulationstrategies.

9. Staff members will refine Caring School CommunityCurriculum lessons for use during Morning Meetings withstudents.

1. Aug 24th and Aug 25th.2. July 30th and Aug. 24th.3. Aug. 26th, Sept. 20th, Oct. 29th, Nov. 30th, Dec. 21st, Jan.

28th, Feb. 25th, March 25th, April 29th, May 23rd.4. During our Staff Meetings/PD will set aside time for teachers

to discuss each chapter once a month. Sept. 15th, Oct. 20th,Nov. 17th, Dec. 15th, Jan. 19th, Feb. 16th, March 16th, April20th, and May 18th.

5. Review at our weekly BASE Meetings and our Bi-Monthly ILTMeetings.

6. Review and chart at our weekly BASE Meeting.7. Oct. 20th, Dec. 15, March 16 and at the monthly EA Meetings.

Boys Town Training - August 9th and 10th.8. During our Staff Meetings/PD will set aside time for teachers

to discuss each chapter once a month. Sept. 15th, Oct. 20th,Nov. 17th, Dec. 15th, Jan. 19th, Feb. 16th, March 16th, April20th, and May 18th.

9. Aug. 25th - Review Caring School Community CurriculumPD, Quarterly check-in survey on how these lessons areimpacting classroom culture will be given duringcollaboration.

DO


STUDY


ACT


Title I Schoolwide Plan Components

Completing the following 3 Components aligns your School Improvement Plan with the Title I Schoolwide Plan required by the South

Dakota Department of Education (DOE), allowing your School Improvement Plan to be submitted to the DOE in lieu of the

Schoolwide Plan template.

Component 2: §1114(b) (7)(A)(i)Provide a description of schoolwide reform strategies, that may include interventions that provide

opportunities for all children, including each of the subgroups of students (as defined in section 1111(c)(2)) to meet the challenging state

academic standards.

NOTE: If federal funds will be used to provide food for family engagement activities the school MUST include why it is necessary and

reasonable to do this in the Schoolwide plan. If providing food removes a barrier to involving parents and family members in the

education of their children and you can justify this then it is reasonable and necessary.

Provide information on how the selected strategies will increase student achievement in underperforming subgroups, if applicable.

Include a description of how the reform strategies will be evaluated for effectiveness. Evidence-based research strategies are based on identified

needs and designed to raise the achievement level of all students on content standards.

Narrative: Hayward Elementary student achievement data shows a need for the improvement in reading achievement and reading

growth. Hayward has two Systematic Instruction in Phonological Awareness, Phonics, and Sight Words (SIPPS) reading intervention teachers

and 2.5 EL teachers to serve students. Intervention groups will supplement core instruction rather than replace it. This will provide equal

access to grade level content. Following strategies will be used to ensure Hayward students continue to maximize achievement and growth.

Collaboration:

Grade Level teams will collaborate with an interventionist at a minimum of once weekly to review data, information, and formative

assessments to track the progress of students allowing for flexible regrouping. The teams will also share impactful instructional strategies.

Collaboration will focus on the following:

- BaR set student progress and grouping

- SIPPs student progress and grouping

- Bridges math student progress and grouping

- Hayward math priority skills student progress, aligned Bridges intervention lesson design, and student grouping.

MTSS and PBIS:

Hayward will create a Multi-Tiered System of Support (MTSS) and Positive Behavior Intervention System (PBIS) team to parallel the

Instructional Leadership Team (ILT). This team will implement the PBIS and review data twice monthly to make informed decisions on which

student skills need most attention and which teacher capacity areas need further professional development. It is our goal that all students

stay regulated and in their learning environment, maximizing their own learning and growth, while allowing other students to remain focused

on learning objectives as well.

SIPPS and EL:

All students will receive in-class tier 1 reading instruction through BaR set groups. Identified students will receive SIPPS instruction if theirreading performance indicates skill gaps. Another group of students will receive EL services if they are identified as an English Learners. Somestudents may receive all three of these reading services.

Family Engagement

Hayward will plan three events aimed to support continued learning and foundational skill development at home to ensure all families haveaccess to math and reading practice supplies at home.

September Family/Title Breakfast - Breakfast will be served to each attending parent and community member. Parents will be providedinformation on how a Title I school uses its funds. Parents will also be provided with supplies to help develop foundational skills at home.

Family Math Night - Families will be invited to learn several math games to play with children at home. This will help parents understand bestteaching practices in math and how students learn.

Family Reading Night - Families will receive reading at their child’s reading level as well as instructional strategies they can use while reading athome.

Kindergarten Welcome Day at Hayward - Families and incoming kindergarten students will come to Hayward in early August for a tour, to meettheir teachers, and to practice lunchline procedures.

Before school conferences will be held the afternoon of Aug. 24th. Families will have a scheduled time to come in and meet their teacher for theyear.

Data Digs

Data digs will happen thrice annually where grade level teams will review classroom and NWEA Map performance data and make instructionaland intervention changes to best serve our students.

Budget

Additional BaR sets for classrooms

Printed take home BaR books for parents to read with children at home and additional printed copy of BaR books for students to read during

independent reading practice time.

Breakfast expenses to remove the hardship of missing a meal due to a family event.

Dinner expenses to remove the hardship of missing a meal due to a family event for the math and reading night.

Teacher hourly for the kindergarten team for the Kindergarten Welcome Day. Two hours for planning and prep and two hours for the event.

Benchmark/Evaluation

Data Digs will be evaluated by a survey to measure the meetings effectiveness.

Student achievement data will be reviewed at Data Digs to measure effectiveness of our Tier 1 instruction and interventions.

Collaboration meeting minutes and agendas will be reviewed to ensure student progress monitoring and student intervention groups is

occuring. These documents will be reviewed weekly.

The ILT and MTSS/PBIS team will review implementation data at each of their meetings to determine what professional development is

needed to maximize the impact of our PBIS efforts.

Parent input will be collected through surveys asking if they feel instructional strategies are helping at home and what other parent

development resource would they feel they would need.

Component 3: §1114(b) (7)(A)(ii)

Provide a description of schoolwide reform strategies being implemented that: 1) use methods and instructional strategies that strengthen theacademic program in the school; 2) increase the amount and quality of learning time; and 3) help provide an enriched and acceleratedcurriculum, which may include programs, activities, and courses necessary to provide a well-rounded education.

NOTE: If federal funds will be used to provide food for family engagement activities the school MUST include why it is necessary and

reasonable to do this in the Schoolwide plan. If providing food removes a barrier to involving parents and family members in the

education of their children and you can justify this then it is reasonable and necessary.

Include a description of how the reform strategies will be evaluated for effectiveness. These strategies should be evidence-based and

strengthen and enrich the academic program.

Narrative - Hayward’s student achievement data speaks to the need for early learner intervention. Our kindergarten and first grade reading

achievement and growth data for the 2020-21 school year did not meet the norm-based expected growth nor achievement benchmarks. As a

result, Hayward staff will continue to intervene with academic support to help students reach proficiency. Weekly collaboration and targeted

professional development will also be key areas of focus to support the growth of staff. Finally, Hayward will create an MTSS/PBIS team to

implement structures and support in an attempt to support students’ academic and behavioral growth. Following strategies will be used to

ensure Hayward students continue to demonstrate growth:

Class Size Reduction:

Two additional FTE to reduce class size

Collaboration:

Grade Level teams will collaborate with each other and interventionist at least once a week where data, information, and formative

assessments are reviewed to track the progress of students to allow for flexible regrouping and to share the most impactful instructional

strategies.

Collaborations will focus on the following:

- BAR Set Student Progress and Grouping

- SIPPs Student Progress and Grouping

- Bridges Math Student Progress and Grouping

- Hayward Math Priority Skills Student Progress, aligned Bridges intervention lesson design, and student grouping.

ILT:

Our Instructional Leadership Team will continue to review student achievement data and adjust our schools professional development needsand Hayward’s Learning Plan.

MTSS and PBIS:

Hayward will create an MTSS and PBIS team to parallel the Instructional Leadership Team. This team will implement the PBIS and review data

twice monthly to determine skill deficits and professional development needs of teachers. It is our goal that all students stay regulated and in

their learning environment, maximizing their own learning and growth, while allowing other students to remain focused on learning objectives

as well.

Data Digs:

Data Digs occur 3 times a year. Teachers come together to discuss student data. While analyzing MAP data, teachers review student growth,proficiency, percentile comparison, identify strengths and weaknesses, class data chart, next steps, learning continuum, and class focus areas.

Budget Implications:

ILT/MTSS/PBIS team member hourly pay

2 FTE Class Size Reduction teachers

Hourly pay for Data Digs

Benchmark/Evaluation:



Data Digs will be evaluated by a survey to measure the meetings effectiveness.

Student Achievement data will be reviewed at Data Digs to measure effectiveness of our Tier 1 instruction and interventions.

Collaboration Meeting Minutes and Agendas will be reviewed to ensure student progress monitoring and student intervention groups is

occuring. These documents will be reviewed weekly.



Component 4: §1114(b) (7)(A)(iii)

Provide a description of schoolwide reform strategies that the school is implementing to address the needs of all children in the school, butparticularly the needs those at risk of not meeting the challenging state academic standards, through activities which may include—

§ Counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improvestudents’ skills outside the academic subject areas;

§ Preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical educationprograms and broadening secondary school students’ access to coursework to earn postsecondary credit while still in high school (such as AdvancedPlacement, International Baccalaureate, dual or concurrent enrollment, or early college high schools);

§ Implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similaractivities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.);

§ Professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of datafrom academic assessments, and to recruit and retain effective teachers, particularly in high-need subjects; and

§ Strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs.

§ If programs are consolidated, the specific state educational agency and local education agency programs and other federal programs that will beconsolidated in the schoolwide program need to be described in the narrative.

Evidence: Evidence-based research strategies or activities could be student support services; behavior intervention systems; tiered systems ofsupport; teacher recruitment and/or retention activities; or other activities as appropriate. Include a description of how the reform strategieswill be evaluated for effectiveness.

Narrative: One of Hayward’s largest combatants against sustained learning and student growth is student behavior and student regulation.

As seen in Figure 5 - Hayward had 426 documented office referrals this school year. As well as, 3,058 documented calls for student regulation

or behavioral support from November 4th - May 26th of this year. There is a substantial need to improve student regulation and student

behavior at Hayward to ensure the students are not missing quality instruction due to being out of the classroom to address dysregulation

and behavior, in addition to minimizing distractions within the classroom for regulated students to receive quality instruction. Also,

Hayward’s NWEA Map data shows a need for improvement in the amount of students meeting their projected growth. Hayward will focus on

regulation for all students and sustained and systematic growth for all students specifically in reading and in math. To ensure Hayward

students continue to maximize achievement and growth, the following strategies will be used for the benefit of all students:

Collaboration:

Grade Level teams will collaborate with each other and interventionist at least once a week where data, information, and formative

assessments are reviewed to track the progress of students to allow for flexible regrouping and to share the most impactful instructional

strategies.

Collaborations will focus on the following:

- BAR Set Student Progress and Grouping

- SIPPs Student Progress and Grouping

- Bridges Math Student Progress and Grouping

- Hayward Math Priority Skills Student Progress, aligned Bridges intervention lesson design, and student grouping.

ILT:

Our Instructional Leadership Team will continue to review student achievement data and adjust our schools professional development needsand Hayward’s Learning Plan.

MTSS and PBIS:

Hayward will create a MTSS and PBIS team to parallel the Instructional Leadership Team. This team will implement the PBIS and review data

twice a month to make informed decisions on what student skills need more attention and what teacher capacity areas need further

professional development. It is our goal that ALL students stay regulated and in their learning environment, maximizing their own learning and

growth, while allowing other students to remain focused on learning objectives as well. We will also review data weekly at our BASE meetings

to monitor the effectiveness of our 5:1 positive to corrective interactions with students. Finally, we will also do a weekly analysis of the

amount of time our students who are identified at tier 2 and tier 3 students are spending out of the classroom at our BASE meetings.

Budget Implications:

ILT/MTSS/PBIS team member hourly pay

Benchmark/Evaluation:

● Monitor monthly office referrals at our MTSS/PBIS meetings. Make specific plans to adjust our procedures, rules, and planned

teaching in areas where most office referrals are occuring.

● Monitor our 5:1 positive to corrective interactions with students at BASE meetings. Communicate to staff what our current ratio was

for the week.

● Monitor and analyze how much time our identified Tier 2 and Tier 3 behavior students are spending out of the classroom and

create/tweak a plan if needed to increase time spent the classroom.

2018-19 Hayward Elementary

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Transcript of 2018-19 Hayward Elementary