Fulton Academy Of Excellence 0180-3272 Fulton UIP Prepop...

CDE Improvement Planning Template for Schools (Version 3.1 -- Last updated: June 28, 2012) 1

Colorado’s Unified Improvement Plan for Schools for 2012-13

Organization Code: 0180 District Name: ADAMS-ARAPAHOE 28J School Code: 3272 School Name: FULTON ACADEMY OF EXCELLENCE SPF Year: 2012 Accountable by: 1 Year

Section I: Summary Information about the School

Directions: This section summarizes your school’s performance on the federal and state accountability measures in 2011-12. In the table below, CDE has pre-populated the school’s data in blue text. This data shows the school’s performance in meeting minimum federal and state accountability expectations as shared through the School Performance Framework (SPF) data. This summary should accompany your improvement plan.

Student Performance Measures for State and Federal Accountability

Performance Indicators Measures/ Metrics 2011-12 Federal and State

Expectations 2011-12 School Results Meets Expectations?

Elem MS HS Elem MS HS

R 71.65% - - 36.84% - -

M 70.89% - - 38.92% - -

W 53.52% - - 25.88% - -

Academic Achievement (Status)

TCAP/CSAP, CoAlt/CSAPA, Lectura, Escritura Description: % P+A in reading, writing, math and science

Expectation: %P+A is at or above the 50th percentile by using 1-year or 3-years of data

S 47.53% - - 22.22% - -

Overall Rating for Academic Achievement:

Does Not Meet * Consult your School Performance Framework for the ratings for each

content area at each level.

Median Adequate SGP Median SGP

Elem MS HS Elem MS HS

R 62 - - 59 - -

M 74 - - 53 - -

W 69 - - 62 - -

Academic Growth

Median Student Growth Percentile Description: Growth in TCAP/CSAP for reading, writing and math and growth in CELApro for English language proficiency

Expectation: If district met adequate growth: then median SGP is at or above 45. If district did not meet adequate growth: then median SGP is at or above 55.

ELP 35 - - 48 - -

Overall Rating for Academic Growth:

Meets

* Consult your School Performance Framework for the ratings for each

content area at each level.


Student Performance Measures for State and Federal Accountability (cont.)

Performance Indicators Measures/ Metrics 2011-12 Federal and State

Expectations 2011-12 School Results Meets Expectations?

Academic Growth Gaps

Median Student Growth Percentile Description: Growth for reading, writing and math by disaggregated groups.

Expectation: If disaggregated groups met adequate growth, median SGP is at or above 45. If disaggregated groups did not meet adequate growth, median SGP is at or above 55.

See your school’s performance frameworks for listing of median adequate growth expectations for your district’s disaggregated groups, including free/reduced lunch eligible, minority students, students with disabilities, English Language Learners and students below proficient.

See your school’s performance frameworks for listing of median growth by each disaggregated group.

Overall Rating for Growth Gaps:

Meets

* Consult your School Performance Framework for the ratings for each student disaggregated group at each content area at each level.

Best of 4-year through 7- year Grad Rate Graduation Rate Expectation: at 80% or above on the most recent 4-year, 5-year, 6-year or 7-year graduation rate.

At 80% or above - using a - year grad rate

-

Disaggregated Graduation Rate Expectation: at 80% or above on the disaggregated group’s most recent 4-year, 5-year, 6-year or 7-year graduation rate.

At 80% or above for each disaggregated group

See your school’s performance frameworks for listing of 4-year, 5-year, 6-year and 7-year graduation rates for disaggregated groups, including free/reduced lunch eligible, minority students, students with disabilities, and English Language Learners.

-

Dropout Rate Expectation: At or below State average overall. - - -

Post Secondary/ Workforce Readiness

Mean ACT Composite Score Expectation: At or above State average - - -

Overall Rating for

Post Secondary Readiness:

-


Accountability Status and Requirements for Improvement Plan

Program Identification Process Identification for School Directions for Completing Improvement Plan

State Accountability

Preliminary Recommended Plan Type

Plan assigned based on school’s overall school performance framework score (achievement, growth, growth gaps, postsecondary and workforce readiness)

Performance

Based on preliminary results, the school meets or exceeds state expectations for attainment on the performance indicators and is required to adopt and implement a Performance Plan. The plan must be submitted to CDE by April 15, 2013 to be uploaded on SchoolView.org, unless other programs require an earlier submission. Refer to the UIP website for more detailed directions on plan submission, as well as the UIP Handbook to ensure that all required elements are captured in the school’s plan at: http://www.cde.state.co.us/uip/UIP_TrainingAndSupport_Resources.asp. Once the plan type for the school has been finalized, this report will be re-populated in December 2012.

ESEA and Grant Accountability

Title I Formula Grant

Program's resources are allocated based upon the poverty rates of students enrolled in schools and districts and are designed to help ensure that all children meet challenging state academic standards.

Title I Schoolwide

In addition to the general requirements, all schools operating a Title I Schoolwide program must complete the Schoolwide addendum. Schools identified under another program (e.g., state accountability) will need to submit a plan for review by CDE by January 15, 2013. All other Title I schools will submit their plan to CDE for posting on SchoolView.org by April 15, 2013. CDE may require a review of the school’s UIP during a monitoring site visit or during a desk review.

Title I Focus School

Title I school with a (1) low graduation rate (regardless of plan type), and/or (2) Turnaround or Priority Improvement plan type with either (or both) (a) low-achieving disaggregated student groups (i.e., minority, ELL, IEP and FRL) or (b) low disaggregated graduation rate. This is a three-year designation.

Not identified as a Title I Focus School

This school has not been identified as a Title I Focus school and does not need to meet the additional requirements.

Tiered Intervention Grant (TIG)

Competitive grant (1003g) for schools identified as 5% of lowest performing Title I or Title I eligible schools to implement one of four reform models as defined by the USDE.

TIG Awardee

In addition to the general requirements, TIG schools are expected to align activities funded through the grant with overall school improvement efforts in the UIP. All TIG activities must be included in the action steps of the action plan (e.g., activity, resources). All grantees will be expected to submit the school plan for CDE review by January 15, 2013. For required elements in the improvement plans, go to the Quality Criteria: http://www.cde.state.co.us/uip/UIP_TrainingAndSupport_Resources.asp.

Improvement Support Partnership (ISP) or Title I School Improvement Grant

Competitive Title I grant to support school improvement through a diagnostic review (i.e., facilitated data analysis, SST) or an implementation focus (i.e., Best First Instruction, Leadership, Climate and Culture).

Not a Title I School Improvement Grant Awardee

This school does not receive a School Improvement grant and does not need to meet those additional requirements.


Section II: Improvement Plan Information Directions: This section should be completed by the school or district. Additional Information about the School

Improvement Plan Information

The school is submitting this improvement plan to satisfy requirements for (check all that apply):

State Accountability Title IA (Targeted Assistance or Schoolwide) Title I Focus School X Tiered Intervention Grant (TIG)

Implementation Support Partnership Grant (ISP) or Title I School Improvement Grant Other: ___________________________________________

Comprehensive Review and Selected Grant History

Title I Program Does the school receive Title I funds? If yes, indicate the type of Title I program Targeted Assistance X School-wide

Related Grant Awards Did the school receive a Tiered Intervention grant? Indicate the intervention approach.

____________________________________________________________________________________

Has the school received a School Improvement grant? When was the grant awarded?

Turnaround Restart

X Transformation Closure

Yes – October 2011

School Support Team or Expedited Review

Has (or will) the school participated in an SST review or Expedited Review? When? Yes-February 2010

External Evaluator Has the school partnered with an external evaluator to provide comprehensive evaluation? Indicate the year and the name of the provider/tool used. No

School Contact Information (Additional contacts may be added, if needed)

Name and Title Jill Lliteras/Director of Instruction

Email [email protected]

Phone 303-364-8078

1

Mailing Address 755 Fulton Street, Aurora, CO 80010

Name and Title Cynthia Tinidad-Sheahan/Administrative TOSA

Email [email protected]

2

Phone 303-364-8078

Mailing Address 755 Fulton Street, Aurora, CO 80010


Section III: Narrative on Data Analysis and Root Cause Identification

This section corresponds with the “evaluate” portion of the continuous improvement cycle. The main outcome is to construct a narrative that describes the process and results of the analysis of the data for your school. The analysis should justify the performance targets and actions proposed in section IV. Two worksheets have been provided to help organize your data analysis for your narrative. This analysis section includes: identifying where the school did not at least meet minimum state and federal accountability expectations, describing progress toward targets for the prior school year, describing what performance data were used in the analysis of trends, identifying trends and priority performance challenges (negative trends), describing how performance challenges were prioritized, identifying the root causes of performance challenges, describing how the root causes were identified and verified and what data were used, and describing stakeholder involvement in the analysis. Additional guidance on how to engage in the data analysis process is provided in Unified Improvement Planning Handbook. Worksheet #1: Progress Monitoring of Prior Year’s Performance Targets Directions: This chart supports analysis of progress made towards performance targets set for the 2011-12 school year (last year’s plan). While this worksheet should be included in your UIP, the main intent is to record your school’s reflections to help build your data narrative.

Performance Indicators Targets for 2011-12 school year

(Targets set in last year’s plan)

Performance in 2012-13? Was the target met? How close was school in meeting the target?

Brief reflection on why previous targets were met or not met.


By the end of the school year, 43% of the students will score proficient or advanced overall on the reading CSAP.

_________________________________

By the end of the school year, 36% of the students will score proficient or advanced overall on the writing CSAP

Goals for proficiency in reading were not met. Overall Proficient and Advanced scores were 39%, 4% below goal.

__________________________________________

Goals for proficiency in writing were not met. Overall Proficient and advanced scores were 28%, 8% below goal.

Academic Growth By the end of the school year, the median Student Growth Percentile in Math will be 50.

Goals for growth in math were met. Overall was 53 percentile, 3 percentile points above goal. However, we missed the Adequate Growth by 21%tile.


In order for our Unsat and Partially Proficient students to catch up in reading, they would have needed to make adequate growth at the 69%tile.

Goals for Academic Growth Gaps were not met. Only 38% of these students made adequate growth in the school year.

Though Fulton was able to make significant gains in academic achievement overall (+7.8), we still did not meet our goals in reading and writing. However, we were able to come closer than the previous academic year. This was due to a tighter understanding of standards and wrapping them into learning targets.

In math we were able to exceed the growth percentile in math by 3 percentile points.

Though we were able to move more Unsats and Partially Proficient learners into Catch up in reading, we missed the goal of 69%tile by 37 points. We will continue to build in safety nets throughout the day and continue to scaffold instruction based on proficiency.


Performance Indicators Targets for 2011-12 school year

(Targets set in last year’s plan)

Performance in 2012-13? Was the target met? How close was school in meeting the target?

Brief reflection on why previous targets were met or not met.

Post Secondary Readiness

N/A N/A


Worksheet #2: Data Analysis Directions: This chart supports planning teams in recording and organizing observations about school-level data in preparation for writing the required data narrative. Planning teams should describe positive and negative trends for all of the four performance indicators using at least three years of data and then prioritize the performance challenges (based on notable trends) that the school will focus its efforts on improving. The root cause analysis and improvement planning efforts in the remainder of the plan should be aimed at addressing the identified priority performance challenge(s). A limited number of priority performance challenges is recommended (no more than 3-5); a performance challenge may apply to multiple performance indicators. At a minimum, priority performance challenges must be identified in any of the four performance indicator areas where minimum state and federal expectations were not met for accountability purposes. Furthermore, schools are encouraged to consider observations recorded in the “last year’s targets” worksheet. Finally, provide a brief description of the root cause analysis for any priority performance challenges. Root causes may apply to multiple priority performance challenges. You may add rows, as needed.

Performance Indicators Description of Notable Trends (3 years of past state and local data)

Priority Performance Challenges

Root Causes


Reading P/A Overall

2010 2011 2012

37% 30% 39%

Proficiency in reading of English Language Learners increased from 2011 to 2012 from 16% to 21%,

Reading Achievement across grades 3-5 and all disaggregated groups have increased to 39% P/A, with a significant increase of 8.3% this year, but over the past 4 years, a decline of -0.5%.

In primary (K-2), we notice a slight decrease in DRA2 Reading Data. This can be attributed to setting higher expectations linked to the common core standards.

We have not provided intentional development of English Language Acquisition across all content areas and grade levels. Additionally, we have not set expectations for, nor supported students in, the application of reading, writing and speaking. Adequate feedback has not been given as to reading, writing and speaking proficiency.

Writing P/A Overall

2010 2011 2012%

29% 24% 28%

Writing achievement across grades 3-5, and all disaggregated groups has increased

We have not provided intentional development of English Language Acquisition across all content areas and grade levels. Additionally, we have not set expectations for, nor supported students in, the application of reading, writing and

DRA2 2009-10 2010-11 2011-12 K 84% 75% 71% 1st 27% 47% 42% 2nd 34% 47% 42%




Root Causes

Proficiency in writing of English Language Learners dropped from 2011 to 2012 from 15% to 11%,

to 28% P/A, with an increase of 3.6% proficient over the year and an increase of 1.4% the past 4 years.

All sub groups such as our ELL, free and reduced lunch, minority, students with disabilities and students needing to catch up have made growth and have reached Meets in the Performance Framework.

speaking. Adequate feedback has not been given as to reading, writing and speaking proficiency.

Science Achievement

2009 2010 2011 2012

12% 9% 6% 24%

Science achievement increased to 24% P/A with a difference of +18%. This missed the District average by 1%. Though this is a significant increase, we are aiming to meet or beat the state average within 3 years.

We have not provided intentional development of English Language Acquisition across all content areas and grade levels. Additionally, we have not set expectations for, nor supported students in, the application of reading, writing and speaking. Adequate feedback has not been given as to reading, writing and speaking proficiency.

Academic Growth

Although there has been a steady increase in math growth data, we are still well below the Adequate Growth

We do not yet have a deep understanding of, nor are we implementing, all of the components of the Standards Based Teaching and Learning Cycle. Specifically, there is a lack of math articulation across the grade levels in the area of number sense. We need a better understanding of grade level

Math Growth 2009 2010 2011 2012

38 40 45 53




Root Causes

of 74%tile. Only 26% of our Unsatisfactory and Partially Proficient students are on track to Catch Up with Adequate Growth in math.

proficiency as it relates to number sense and how that builds P-5.


In the area of Reading, only 32% of our Unsat and Partially Proficient students are on track to Catch Up at their current rate of growth.

Over the past two years, a low percentage of students who score Unsat or Partially Proficient on CSAP are making adequate growth to catch up in three years.

We are not yet systematically using effective research-based instructional strategies that engage students and scaffold learning. Specifically those students who are below proficiency in reading are not receiving instruction that is relevant and engaging to their needs and interests. Multiple modalities and consistent scaffolding with feedback are not being considered in planning for instruction.

Post Secondary & Workforce Readiness

N/A N/A N/A


Data Narrative for School Directions: Building on the data organized in Worksheet #1 and Worksheet #2, describe the process and results of the data analysis for the school, including review of prior years’ targets, trends, priority performance challenges and root cause analysis. The narrative should address each aspect of the descriptions below. The narrative should not take more than five pages. Data Narrative for School Description of School Setting and Process for Data Analysis: Provide a very brief description of the school to set the context for readers (e.g., demographics). Include the general process for developing the UIP and participants (e.g., SAC).

Review Current Performance: Review the SPF and document any areas where the school did not meet state/ federal expectations. Consider the previous year’s progress toward the school’s targets. Identify the overall magnitude of the school’s performance challenges.

Trend Analysis: Provide a description of the trend analysis that includes at least three years of data (state and local data). Trend statements should be provided in the four indicator areas and by disaggregated groups. Trend statements should include the direction of the trend and a comparison to state expectations or trends to indicate why the trend is notable.

Priority Performance Challenges: Identify notable trends (or a combination of trends) that are the highest priority to address (priority performance challenges). No more than 3-4 are recommended. Provide a rationale for why these challenges have been selected and takes into consideration the magnitude of the school’s over-all performance challenges.

Root Cause Analysis Identify at least one root cause for every priority performance challenge. Root causes should address adult actions, be under the control of the school, and address the priority performance challenge(s). Provide evidence that the root cause was verified through the use of additional data.

Narrative: Trends and Priority Needs We considered both one year of data and data over time related to academic performance trends. That data included not only state CSAP/TCAP results, but also district administered interim assessment results and assessments specific to K-2. Trends in achievement were consistent across these two measures. TCAP: We did not meet the state targets Academic Achievement in reading, writing, or math. Our TCAP scores are well below the state averages, though we did have significant percentage growth of +7.8% this year. We continue having difficulty moving students out of Unsatisfactory to Partially Proficient.

2009 2010 2011 2012 Reading 34% 37% 30% 39% Writing 29% 29% 24% 28%

Math 43% 42% 36% 42% Growth Summary: Although last year our students exceeded the state median growth percentile in reading and writing, we were well below achieving Adequate Growth in all three content areas. Only 32% of our Unsat/PP learners are on track to Catch Up in reading, 38% are on track to catch up in writing, and 26% are on track to catch up in math. In addition to considering the performance of disaggregated groups of students, we also considered student performance by standard area. We analyzed TCAP results by each standard, as well as, the district’s quarterly interim result, and considered classroom assessment results. We found the lowest performance across all groups and across all grades were in Mathematics Standard 1 (Number Sense). The majority of students, regardless of disaggregated group, missed TCAP items related to number sense. This was evident in our analysis of district interim results and as we examined a sample of classroom-level assessments.


Median Growth Percentile 2009-10 2010-11 2011-12

Reading 53 47 59

Writing 53 43 62

Math 40 45 53

R W M R W M R W M Minority/Non 53/* 53/* 41/* 46/* 45/* 45/* 61/* 62/* 54/*

FRL/Non-FRL 53/* 52/* 40/* 46/* 44/* 45/* 60/* 62/* 53/*

IEP/Non-IEP */53 */53 */40 */47 */43 */45 */58 */62 */53

ELL/Non-ELL 53/58 53/48 42/38 45/49 55/31 47/38 62/47 62/58 55/52

Girls/Boys 55/53 52/53 38/47 49/44 48/38 45/45 61/59 66/58 61/45

Percent Catching Up 2009-10 2010-11 2011-12

Reading 42 16 32

Writing 33 14 38

Math 23 30 26

R W M R W M R W M Minority/Non 41/* 35/* 22/* 16/* 32/* 15/* 31/* 38/* 26/*

FRL/Non-FRL 41/* 31/* 24/* 16/* 30/* 14/* 32/* 36/* 24/*

IEP/Non-IEP */45 */33 */25 */18 */30 */17 */33 */38 */24

ELL/Non-ELL 40/* 33/33 23/* 15/18 35/22 15/13 30/* 38/* 25/*

Girls/Boys 44/40 47/21 28/18 16/16 37/24 13/16 35/30 50/30 28/24

Root Cause: • We are not yet systematically using effective research-based instructional strategies that engage students and scaffold learning. Specifically those

students, who are below proficiency in reading, are not receiving instruction that is relevant and engaging to their needs and interests. Multiple modalities and consistent scaffolding with explicit feedback are not being considered in planning for instruction.

• We have not provided intentional development of English Language Acquisition across all content areas and grade levels. Additionally, we have not set expectations for, nor supported students in, the application of reading, writing and speaking. Adequate feedback has not been given as to reading, writing and speaking proficiency.


Work of Teachers to Effectively Address Root Cause As a leadership team we met to examine our most current data in order to determine the cause of low achievement in reading, writing, and math, as well as, lower growth in math. The process for dissecting the data was taken from teachers using benchmark assessments. Teachers broke down their data for each student in the core academic areas. Students’ names were placed on a spread sheet as advanced, proficient, partially proficient and unsatisfactory. This allowed for planning with each student in mind, so teachers could begin to differentiate instruction for those students. Not only were proficiency levels addressed and analyzed, but CELA language levels we understood and planned for. Low Math Growth We determined our growth for all learners was less than adequate. In particular our Unsat/Partially Proficient students are not making enough adequate growth to catch up in Mathematics Primary teachers at Fulton have worked intensely to develop clear understandings of what the learners need to know and be able to do in order to achieve number sense proficiency K-2. Independent practices in most rooms are in place, and used with a focus on numeracy. When drilling down to the root cause, our leadership team began the discussion as to whether each grade level was clear on what number sense proficiency looks like at each level, especially K-2. We believe it is imperative to have a solid foundation of numeracy in grades K-2, in order to be successful in the intermediate grades. When children are tangled with number sense in grades 3-5, we struggle with appropriate approaches to move them to the next level. Intermediate teachers struggle with which math assessment to use to determine a child’s misunderstanding, and then what appropriate intervention to use. We believe there needs to be a common understanding on number sense K-5, so we meet the child at their current level, in order to excel them. Thus, we need to work at understanding proficiency levels, providing exemplars of proficiency and provide adequate, explicit feedback. Low Growth-Reading We have determined that structures that accelerate student reading, through securing the mastery of essential learning targets and providing “Catch up/Keep up” growth, are not always in place to intentionally guide planning and instruction. Staff report spending most of their meeting time looking at data, talking about content standards, and developing matrices and checklists. More time is needed to address the skills, scaffolding, and acceleration of learning needed to bring students to proficiency. We know and understand the importance of developmental stages in reading to increase our reading achievement at Fulton. Growth Gaps Although all students have equal access to the curriculum, rigorous expectations and strategies that elicit the highest quality of skills from all students were rarely observed. The difficulty English language learners have to master academic language for the acquisition of core content and grade level information and skills is a concern. Thus, the gap of Fulton’s English language learners remains a high priority. We will continue to focus on Academic Vocabulary, Structured Interaction and Quick Writes to increase understandings of content.

Considering the gaps in growth, we determined our Unsat and Partially proficient students will not catch up at their current growth rate. We determined this group of students, across all grade levels, is not receiving instruction that is rigorous, relevant and engaging to their needs and interests. Parents have become an important piece to closing the gaps of our students. In the past we have had Parent Coffees in the mornings to bring parents together for participation on common topics such as, assessment preparation, health, and homework help. Parents will now be embarking into a program called “Parenting Matters”, which is instructed by CSU of Fort Collins. Parents have been involved in providing feedback through surveys to Fulton. A core group of parents have recruited other parents in becoming more involved at Fulton with the Pilot School application, and meeting with CDE or CSU support Fulton’s needs. The increase


in parental involvement has been tremendous and the Parenting Matters program has been well received. Achievement We have consistently and historically had low achievement in reading, writing, math and science. We have evidence, throughout the building that our learners can clearly explain and defend their thinking at proficient levels. When the children are asked to take their thinking into writing, their proficient understandings are not reflected. We have determined we have not established clear expectations or supported students in the application of reading, writing and speaking across all content areas. Also, adequate feedback has not been given as to reading and writing proficiency in all contents. Academic Performance

• A thorough understanding of what it means to be standards based in planning, instruction and assessment is continuing to develop throughout the school. • Collaboration to identify requirements of proficient work and key learning targets have is beginning to occur. • Staff reports an ongoing lack of communication regarding standard alignment across academic resources. • A lack of scaffolding for underperforming students presents inequitable access to the standards. • Teaching higher order thinking and problem solving skills is a strategy not widely used in classroom instruction.

Verification of Root Cause: Our initial discussions with the school leadership team led us to examine more closely what was happening in classrooms with regards to reading, writing and math. Through the data at the end of last year, we became aware of the need to continue our focus on reading, writing and speaking. We had collected evidence, through leadership walkthroughs, learners were not speaking and writing throughout the contents. We had determined a building focus, in the spring, “Students will skillfully communicate, orally and in written form, across the curriculum to reach proficiency.” Lack of student engagement is a contributing factor in the loss of instructional time. We understand in order to increase engagement and achievement, students and teachers need to set and commit to challenging goals, both distal and proximal. Students need to know and understand where they sit in hitting the target, and what their next steps to getting there are. Teachers will need to continue to know and understand the standard based teaching and learning cycle to insure this happens. We made significant growth during the 2011-12 school year, because of the focus on standards, and posting Shared Learning Targets. We will continue to do so this year, and insure the students are actively participating in these targets as well. This will be demonstrated through students knowing where they sit with the target and the steps needed to meet the criteria.

Section IV: Action Plan(s)


This section addresses the “plan” portion of the continuous improvement cycle. First, you will identify your annual performance targets and the interim measures. This will be documented in the required School Target Setting Form below. Then you will move into action planning, which should be captured in the Action Planning Form. School Target Setting Form Directions: Complete the worksheet below. While schools may set targets for all performance indicators, at a minimum, they must set targets for those priority performance challenges identified in Section III (e.g., by disaggregated student groups, grade levels, subject areas). Schools are expected to set their own annual targets for academic achievement, academic growth, academic growth gaps and postsecondary and workforce readiness. At a minimum, schools should set targets for each of the performance indicators where state expectations are not met – in each area where a priority performance challenge was identified; targets should also be connected to prioritized performance challenges. Consider last year’s targets (see Worksheet #1) and whether adjustments need to be made. For each annual performance target, identify interim measures that will be used to monitor progress toward the annual targets at least quarterly during the school year.


School Target Setting Form

Annual Performance Targets Performance Indicators

Measures/ Metrics Priority Performance Challenges 2012-13 2013-14

Interim Measures for 2012-13

Major Improvement Strategy

R

School Performance Framework:

Does Not Meet

Reading Achievement across grades 3-5 and all disaggregated groups has increased to 39% P/A. This is an increase of 9% from the previous year. Over the last 4 years, this is a decrease of -0.5%.

In primary, we notice a similar trend with our DRA2 Reading Data.

District expectations are that there will be a 10% growth in all academic areas and meet the state average in 3 years.

By the end of the 2012-13 school year, 50% of the students will score proficient or advanced overall on the reading TCAP and at least 68% of Kdg, 1st and 2nd grade students will be proficient on the DRA 2..

District expectations are that there will be a 10% growth in all academic areas and meet the state average in 3 years.

By the end of 2013-2014 school year, 60% of the students will score proficient or advanced overall on the reading TCAP and at least 72% of Kdg, 1st and 2nd grade students will be proficient on the DRA 2.

• Monitor tri-annual Acuity assessments that monitors targeted standards

• District expectations are that there will be a 10% growth in all academic areas and meet the state average in 3 years.

• Monitor the overall proficiency of all students throughout each quarter with Mondo Benchmark Assessment

• Running records for all target students monitored every 3 weeks.


• Weekly Data Team Cycles to lay out current data and plan for next steps of readers with explicit feedback.

1,2, 3 Academic

Achievement (Status)

TCAP/CSAP, CoAlt/CSAPA, Lectura, Escritura

M


Does Not Meet

District expectations are that there will be a 10%

District expectations are that there will be a 10% growth in all academic areas and meet the

• District expectations are that there will be a 10% growth in all academic areas and meet the state

1,2, 3


Math Achievement across grades 3-5 and all disaggregated groups has increased to 42% P/A. This is an increase of 5.8% from the previous year. Over the last 4 years, this is an increase of 0.4%.

growth in all academic areas and meet the state average in 3 years.

By the end of the 2012-13 school year, 52% of the students will score proficient or advanced overall on the reading TCAP.

state average in 3 years.

By the end of 2013-2014 school year, 62% of the students will score proficient or advanced overall on the reading TCAP.

average in 3 years. • Monitor tri-annual Acuity

assessments that monitors targeted standards

• Kathy Richardson Assessments ongoing (grades K-5).

• Ongoing intermediate assessment using the Place Value Continuum

• Bi-monthly Data Team meetings to lay out data and discuss targets missed, and next steps of students with explicit feedback.

W


Does Not Meet

Writing achievement across grades 3-5, and all disaggregated groups has increased to 28% P/A, with a increase of 1.4% proficient over the past 4 years

By the end of the 2012-13 school year, 39% of the students will score proficient or advanced overall on the writing TCAP.

By the end of the 2013-14 school year, 49% of the students will score proficient or advanced overall on the writing TCAP.


• 3 week writing assessment matrix;

• Pre- and post-assessments for each unit of study

• Common rubrics linked to standards used by grade levels to determine next steps and explicit feedback to learners.

1, 2,3

S

R School Performance Framework:

Meets

Academic Growth

Median Student Growth Percentile

M School Performance Framework: By the end of By the end of the 2013- • Monitor tri-annual Acuity

1, 2


M

Approaching Over the past 4 years, the average for math median growth percentile is only 44. Although there has been a steady increase in math growth data, achieving 53%tile this year, we are still well below Adequate Growth of 74%tile. Only 26% of our Unsatisfactory and Partially Proficient students are on track to catch up with adequate growth in math.

the 2012-2013, the median Student Growth Percentile in Math will be at least 63%tile.

2014, the median Student Growth Percentile in Math will be at least 74%tile.

assessments that monitors targeted standards

• Kathy Richardson Assessments ongoing (grades K-5).

• Ongoing intermediate assessment using the Place Value Continuum

• Bi-monthly Data Team meetings to lay out data and discuss targets missed, and next steps of students with explicit feedback.

(TCAP/CSAP & CELApro)

W School Performance Framework:

Meets


Median Student Growth Percentile

R


Meets

Over the past year, 53% of students who scored Unsat or Partially Proficient on TCAP were on target to catch, where 74% is needed.

By the end of the 2012-13, 63% of Unsat/PP students will make adequate growth in order to begin catching up in the area of reading.

By the end of the 2013-14, 74% of Unsat/PP students will make adequate growth in order to begin catching up in the area of reading.


• Mondo Literacy Assessments ongoing (grades K-5).

• Monitor the overall proficiency of all students throughout each quarter with Mondo Benchmark Assessment

• Running records for all target students monitored every 3 weeks.

• Weekly Data Team Cycles to lay out current data and plan for next

1, 3


steps of readers with explicit feedback.

M School Performance Framework:

Approaching

W School Performance Framework:

Meets

Graduation Rate N/A N/A N/A N/A N/A

Dropout Rate N/A N/A N/A N/A N/A

Post Secondary & Workforce Readiness Mean ACT N/A N/A N/A N/A N/A


Action Planning Form for 2012-13 and 2013-14 Directions: Identify the major improvement strategy(s) for 2012-13 and 2013-14 that will address the root causes determined in Section III. For each major improvement strategy, identify the root cause(s) that the action steps will help to dissolve. Then, indicate which accountability provision or grant opportunity it will address. In the chart below, provide details about key action steps necessary to implement the major improvement strategy. Details should include the action steps that will be taken to implement the major improvement strategy, a general timeline, resources that will be used to implement the actions, and implementation benchmarks. Add rows in the chart, as needed. While space has been provided for three major improvement strategies, the school may add other major strategies, as needed. Major Improvement Strategy #1: If we provide professional learning that will deepen the understandings of the standards based teaching and learning cycle (inclusive of delivering the agreed upon curriculum, analyzing of the student data to inform instruction, integrating highly effective/research based instructional strategies, and differentiation of instruction to meet the needs of our learners), then students will have clarity around proficiency targets and receive the necessary support and feedback to reach and exceed these targets. Root Cause(s) Addressed: A coherent standards-based system for teaching and learning does not exist, resulting in low-level tasks, instruction that is not differentiated, and a lack of agreement on what makes work proficient. Accountability Provisions or Grant Opportunities Addressed by this Major Improvement Strategy (check all that apply):

School Plan under State Accountability Title IA School Improvement/Corrective Action Plan Application for a Tiered Intervention Grant

Title I school-wide or targeted assistance plan requirements School Improvement Grant

Description of Action Steps to Implement the Major Improvement Strategy

Timeline (2012-13 and 2013-2014)

Key Personnel* Resources

(Amount and Source: federal, state, and/or local)

Implementation Benchmarks

Status of Action Step* (e.g., completed, in progress, not begun)

Teachers will build a common understanding of Common Core Standards. Building agreement of what qualifies as an Key Learning from the multitude of standards

August 2012 – May 2014

Teachers

Teacher Coaches

Principal

Instructional Coach

Amount: none

Source: Utilization of CDE website (Standards and Standards Based Teaching Learning Cycle)

Teacher planning time

Professional Learning-TIG Grant-Per

Diem $30,000

Teachers will meet during Grade Level Meetings (GLM) once a week and agree on the definition of Key Learning. Staff will be consistent with the term on Key Learning.

Administrators, Instructional Coach and Teacher Coaches will monitor the development of understanding. By the end of February, 2012, 100% of staff will develop a common understanding

In progress

This will be an ongoing process and we know and understand the Common Core Standards.

2012-14


of key learning.

Teachers will identify Key Learning in writing, reading and math and will write ongoing unit plans (lesson design) with their teammates. The evidence will be in unit plans and daily lessons highlighted in Shared Learning Targets.

August 2012- May 2014

Teachers

Coaches

Principal

Instructional Coach

Data-TOSA

Amount: Substitutes

to release teachers for unit planning (Full day-once a quarter)

Source: Utilization of CDE website

Consolidated Fund/Title I 10% fund

Teacher Weekly planning time

TIG Funds-$45,000

Each grade level team will meet weekly with their grade level/content partner to complete 3 step cyclical processes in writing and math. The administrators, instructional coach and teacher coaches will monitor the development of the unit plans by joining these weekly meetings and by checking school’s data drive (V drive) where all unit plans are stored and shared by staff. By the end of SY 2012-2013, 100% of staff will complete math and writing unit plans.

In Progress

Teachers will be provided with professional learning that focuses on feedback linked to the 3 week writing, reading, and math matrices. The expectation will then be to meet with the learner, consistently, to provide direct feedback, next steps and scaffold learning to ensure proficiency.

August 2012- May 2014

Teachers, Teacher Coaches, Instructional Coach, Principal

TOSA-Data-Will work alongside teachers to determine proficiency in math and writing. She will support with next steps based on the data.

ICLE Provider/Consultant

Instructional Coach-10% of Professional Learning

Funded through TIG $45,000

TIG Funds $60,000

Professional Learning-TIG

Leadership Team will provide professional learning through planning and implementation with the Instructional Coach and Teacher Coaches. LT & teachers will conduct quarterly learning walks focused on the benchmarks above (e.g. assessment matrices, exemplars, etc.)

In-progress


Grant-Per

Diem $30,000

Teachers will monitor, provide feedback, and communicate key learning and success criteria to students and their parents effectively. The student engagement protocol linked to Shared Learning Targets will be used.

August 2012-May 2014

Progress will be assessed 3 times a year with summative assessment and data to check for growth and understanding.

Beginning, middle and end of the academic year.

Teachers

Coaches

Principal

Instructional Coach

Parent Liaison

Consolidated fund/ongoing


Diem $30,000

Teachers will post and review Shared Learning Targets daily in all content areas. Teacher coach, Instructional Coach and administrators will monitor the evidence of student’s understanding on Shared Learning Targets weekly. Teachers will communicate essential learnings and success criteria with parents through monthly newsletters, and parent days, and parent coffees Administrators will monitor the distribution of newsletters. The agendas of these events will document that essential learnings have been communicated with parents. By the end of SY 2012-2013, 100% of teachers will communicate essential learnings and success criteria to students and parents. Students will be able to share the learning and where they sit in achieving the target.

Ongoing


Analyze data through student work. Teachers will assess the writing and math matrices to determine which students hit the targets. As a team, teachers will assign interventions for students who did not hit the target.

Teams will examine data through collaborative protocols, a clear purpose of data-driven meetings focused on next steps for explicit instruction.

August 2012-May 2014 Progress will be assessed 3 times a year with summative assessment and data to check for growth and understanding.


Principal

TOSA-Data

Instructional Coach

Teachers

Teacher Coaches

Consolidated Funds ongoing

TIG Funds $45,000

Each grade level team will meet weekly with their grade level/content partner to complete 3 step cyclical processes in writing and math. The administrators, instructional coach and teacher coaches will monitor the development of the unit plans by joining these weekly meetings and by checking school’s data drive (V drive) where all unit plans are stored and shared by staff. By the end of SY 2012-2013, 100% of staff will complete writing and math unit plans.

Principal monitors for implementation of the matrices.

TOSA-Data supports with the determination of proficiency and works with teachers and Instructional coach to monitor understands and the use of the matrix tool.

* Note: These two columns are not required to meet state or federal accountability requirements, although completion is recommended. “Status of Action Step” may be required for certain grants (e.g., Tiered Intervention Grant).


Major Improvement Strategy #2: (Growth Gaps): If we give students opportunities to creatively apply and demonstrate their learning through multiple learning opportunities that will help students approach Higher Order Thinking skills. Our Unsat/PP students across the grade levels, will be more engaged, be able to communicate their learning more effectively, and teachers will be able to identify and adjust for learning gaps to accelerate their growth. Root Cause(s) Addressed: We are not yet systematically, or systemically, using effective research-based instructional strategies that engage students and scaffold learning. Accountability Provisions or Grant Opportunities Addressed by this Major Improvement Strategy (check all that apply):




Timeline (2012-13 and 2013-2014)





Teachers will meet quarterly to use higher level lesson design and unit planning for; higher order Bloom’s and Depth of Knowledge. Teachers will identify and plan for common vocabulary in writing and math.


Progress will be assessed 3 times a year with summative assessment and data to check for growth and understanding.


Teachers,

Teacher Coaches,

Instructional Coach,

Principal

4 Full day planning session

3-4 subs ($150) x 3 days = $900 (local)

Instructional Coach-10% of Professional Learning


Diem $30,000

Each grade level team will define the academic vocabulary, essential skills, the progression of instruction linked to higher level thinking skills, and an assessment matrix (based on the states DOK) prior to the start of each of the 7 writing units and math Investigation units. The principal and instructional coach will monitor this and provide feedback one week prior to the start of each writing and math unit. Adjustments to instructional plans will be made throughout each unit based on collected student data for growth.

In-progress

Teachers will focus their teaching on essential learnings by using and modeling effective and research-based instructional strategies (e.g. Nonlinguistic Representations/Graphic organizers –


Progress will be assessed 3

Teachers

Coaches

Principal

Consolidated fund/ongoing

Professional Learning-TIG

Teachers will maximize instructional intensity and provide precise and rigorous instruction.


Marzano’s, Academic Vocabulary Instruction, Structured Interaction, Quick Writes) in order to provide precise and rigorous instruction.

times a year with summative assessment and data to check for growth and understanding.


Instructional Coach Grant-Per

Diem $30,000

Administrators will monitor and provide feedback at least bi-monthly. By the end of SY 2012-13 100% of staff will focus their teaching on key learning.

Teachers will understand and use daily the 5 Step Process for Posting Learning Targets: Post, unwrap with learners, make it relevant, bring it back throughout the lesson, and personal debrief inclusive of individual written transference of learning objective. By the end of each lesson, learners will be clear on how they did in meeting the targets.

August 2012-May 2014 Progress will be assessed 3 times a year with summative assessment and data to check for growth and understanding.



None


Diem $30,000

Each grade level team will plan and use the 5 Step Process of effective instruction. Principal will observe and provide feedback on the process in each classroom a minimum of one time per writing and math unit.

Ongoing


Major Improvement Strategy #3: If we ensure there is a sustained, rigorous component in professional learning that helps teachers develop English Language Learners’ English Acquisition skills so that they have high expectations for all students, use strategies to shelter content/make instruction comprehensible, and provide adequate feedback around reading, writing and speaking, then our Second Language Learners will have access to grade level content and perform at an increased level of proficiency, with steady growth over time. Root Cause(s) Addressed: We have not provided intentional development of English Language Acquisition across all content areas and grade levels. Specifically, we have not set expectations for, nor supported students in the application of reading, writing and speaking. Adequate feedback has not been given as to reading, writing and speaking proficiency. Accountability Provisions or Grant Opportunities Addressed by this Major Improvement Strategy (check all that apply):




Timeline (2012-13 and 2013-2014)





Teachers will plan and implement opportunities for learners to transfer new knowledge at the end of every lesson through a structured learner engagement. A focus will be on the written reflection of personal understanding and the oral communication to peers.



ICLE Provider

Instructional Coach-10% of Professional Learning.

Teachers will participate in professional development that instructional coaches offer due to data results. Teachers will implement strategies that will be measured by evaluation and instructional coach observation.


Diem $30,000

TIG Funds-$60,000

Each grade level will plan for students’ transference of knowledge on a daily basis. The students will demonstrate their understanding “on their own” through a written task and reflection of where they are in their understanding. Teachers will use this to plan for learning. Leadership Team and teachers will conduct bi-monthly walk throughs to collect evidence of students’ ability to transfer new learning.

In progress

District consultant and ELA Instructional Coach will conduct monthly ELA academies.

Teachers will post exemplars for students to use in order to identify proficient examples of writing

August-May 2012-14

Teachers, Teacher Coaches,

Each grade level team will compose exemplar

On going

Principal and IC will


elements. These elements will include picture cues to support the English language learners (ELL). Students will independently use these to self assess and add to their writing piece.

Instructional Coach, Principal

pieces prior to the start of each writing unit. Principal and teacher coach will monitor this and provide feedback one week prior to the start of each writing unit.

work with Google docs to collect trend data in order to document within the UIP

Teachers will use and model Academic Vocabulary and supportive language structures designed to allow students access to language that supports processing around the essential learnings defined for science, math and writing.


Teachers

Instructional Coach

Teacher Coach

ELA District Consultant

ICLE Provider

Teachers will participate in professional development that instructional coaches offer due to data results. Teachers will implement strategies that will be measured by evaluation and instructional coach observation.


Diem $30,000

TIG Funds-$60,000

Each grade level team will meet 3 times per quarter to analyze running records, written responses, and oral language data. They will report the proficiency level and growth of each target student on each of these assessments. The principal will monitor proficiency and growth at each of the three meetings.

Each grade level team will compose or identify exemplar pieces prior to the start of each writing and math Investigations unit. Principal, Instructional Coach and Teacher Coach will monitor this and provide feedback one week prior to the start of each writing and math units.

On going

Professional learning will be provided on sheltering instruction and comprehensible instruction by the District’s ELA Consultant and ELA Teacher Leaders using the SIOP Model.


Instructional Coach

ELA District Consultant

IPDT & teachers will conduct quarterly learning walks focused on

Needs to be worked on.


ICLE-Provider

TIG Funds-$60,000


Diem $30,000

sheltered instruction and comprehensible instruction.

Because we understand how imperative explicit feedback is to students for growth, professional learning and planning for feedback on reading, writing, speaking will be offered and supported throughout the year.


Principal

Instructional Coach

Teacher Coaches

Leadership Team & teachers will conduct monthly learning walks focused on sheltered and comprehensible instruction.

In Progress

Title One Accountability Provision #1: Parent Involvement


Title I schoolwide or targeted assistance plan requirements School Improvement Grant

Description of Action Steps to Implement the Major Improvement Strategy Timeline Key Personnel

Resources


Implementation Benchmarks Status of Action

Step* (e.g., completed, in progress, not begun)

Hold a beginning of the year orientation meeting for parents explaining Title 1 programming, answer questions and invite parents to participate in classroom activities.

August 2012 Principal

Title 1 Teacher,

Family Liaison,

Student Coordinator, Principal

None Meeting will be held no later than August 31, 2011. Evaluation of meeting by parents will show that it was useful and informative.

Completed

Hold Parent/Teacher Conferences each semester with parents to discuss progress of their students (a translator will be available if necessary).

October 2012-13

March 2013-14

Teachers,

Title 1 Teachers

Family Liaison

$500 for translation (Title 3 funds)

Conferences with parents regarding student progress.

On going

Monthly Parent Coffees will be held. The purpose of these meetings will be for each grade level to share with their parents current standards their children are working


Grade Level Teachers, Family Liaison,

Student

$500 for pastries and coffee (Title 1/Parent Involvement funds)

$500 for copies (Title

Evaluation of meeting by parents will show that it was useful and informative

On going


on in Math, Reading and Writing and share activities they can do with their children at home.

Coordinator, Principal

1/Parent Involvement funds)

Send home Quarterly Progress Reports in both English and Spanish to inform parents of their child’s progress and the concepts and skills being covered.

Oct. 2012

Jan. 2013

March 2013

May 2013

Oct. 2013

Jan. 2014

March 2014

May 2014

Teachers,

Title 1 Teachers

$200 for printing (General funds)

Quarterly reports will be sent home. On going

Following dinner, we will hold a Parent in the Classroom Night. We will provide Math and Literacy Make and Takes for parents, focusing in on strengthening student math and writing skills. We will also celebrate our diversity through a Multi-cultural evening.

November 2012

February 2013

October 2013

February 2014

Teachers,

Title 1 Teachers,

Principal,

Student Coordinator

$400 for dinner (Title 1/Parent Involvement funds)

$500 for printing and materials (Title 1/Parent Involvement funds)

Parent evaluation of the Parent in the Classroom Night will indicate that parents found it to be enjoyable and informative.

On going

Send written notification in English and Spanish to the parents of low-income students notifying them about Supplemental Education Service opportunities. Provide a list of all supplemental service providers

September 2012/14

Family Liaison, Principal

$200 for printing (General funds)

Letter sent by September 30th. Completed

The school’s Unified Plan and Parent Involvement Policy will be discussed at the spring Parent Coffee meeting and key points will be communicated in the fall newsletter. The plan and policy will be available for review by all parents upon request.

January

2013/14

Principal $200 for printing (General funds)

$100 for coffee and pastries (Title 1/Parent Involvement funds.

All parents will be notified of and will have access to the school’s Unified Plan and Parent/Student Compact.

Not begun

A Parent-School Compact has been developed at our school in collaboration with the parents.

12/2012-14 School Years

Family Liaison,

Student Coordinator,

None The Compact is available for review upon request.

Completed


Principal

Section V: Appendices

Schools may add additional documentation to meet their unique needs. In particular, optional forms are available to supplement the improvement plan for schools to ensure that the requirements for the following have been fully met:

• Title I Schoolwide Program • Title I Targeted Assistance Program • Title I Improvement, Corrective Action or Restructuring • Additional Requirements for Turnaround Status Under State Accountability • Competitive School Grants (e.g., Tiered Intervention Grant, Closing The Achievement Gap)

• Section V: Optional Addendum •

• For Schools Operating a Title I Schoolwide Program • Schools that participate in Title I may choose to use this format to document Title I program requirements for operating a schoolwide program. As a part of the improvement planning process, some schools

may meet some of the requirements in earlier sections of the UIP. This form provides a way to ensure all components of the program are met through (1) assurances, (2) descriptions of the requirements or (3) a cross-walk of the Title I program elements in the UIP.

•

Description of Title I Schoolwide Program Requirements

Assurance Recommended Location in UIP

Description of Requirement or Crosswalk of Description in UIP Data Narrative or Action Plan (include page numbers)

How are parents and school staff involved in the development of the improvement plan?

Section III: Data Narrative (p. 6)

pp. 7-10

pp. 7-24 What are the comprehensive needs that justify the activities supported with Title I funds?

Section III. Data Narrative (p. 6) and Section IV. Action Plan (p. 8)

pp. 11-24 What are the major reform strategies to be implemented that strengthen core academic programs, increase the amount and quality of learning, and provide an enriched and accelerated curriculum?

Section IV: Action Plan (p. 8)


Title I students are only taught by highly qualified teachers.

Yes

No

How are highly qualified teachers recruited and retained?


Due to its urban location, Aurora Public Schools (APS) does not have difficulty recruiting highly qualified (HQ) teachers. One of the goals of the district’s plan, VISTA 2015, is to recruit, hire, induct, support and retain high-performing staff to promote organizational effectiveness. Additionally, APS seeks to ensure all employees are highly effective and skilled for their positions.

In furtherance of these goals, APS candidates are expected to meet HQ status for any licensed position to which they apply and candidates are only “authorized” to apply for positions for which they are appropriately licensed and endorsed. The Division of Human Resources confirms appropriate licensure and endorsement of each new hire.

Once teachers are hired, all teachers new to APS receive intensive professional development that pertains to the needs of the school district as well as the needs of the new teacher. The professional development includes a mentoring program as well as an induction into APS. Each new teacher receives coaching, through the district teacher-coaching model, in literacy and/or mathematics as well as best practices for learners of English. Also, each teacher new to the district is required to complete a three course study in Linguistically Diverse Education, within three years of employment.

In other ways, APS uses its competitive salary structure to award and retain licensed staff based on years of experience and years of education.

Description of Title I Schoolwide Program Requirements

Assurance Recommended Location in UIP

Description of Requirement or Crosswalk of Description in UIP Data Narrative or Action Plan (include page numbers)

How is the high quality professional development based on student and staff needs?

Section IV: Action Plan (p. 8) and Section III: Data Narrative (p. 6)

pp. 11-24

pp. 7-10

The school’s Parent Involvement Policy (including the Parent Compact) is attached.

Yes

No

How does the school assist in the transition of preschool students from early childhood programs


Many APS students attend a preschool class in an APS elementary school making the transition from early childhood programs to the local elementary program as seamless as possible. Preschool


to local elementary school programs? students are able to visit the kindergarten classrooms to gain familiarity with the program.

District-wide, APS holds a “Kindergarten Workshop” for preschool families. During this workshop, parents are informed about the transition from preschool programs to elementary programs and how best to help their students adapt to the new program.

The APS Early Childhood Education Department sends home letters at the end of each school year to preschool families. The letter provides the families with information regarding enrollment of their preschooler in kindergarten and the child’s designated elementary school regard boundaries.

How will the UIP (including the Title I requirements) be annually evaluated for effectiveness and includes the participation of parents?


pp. 11-24

Quarterly Implementation Plans will be submitted to the Director of Student Achievement quarterly.

How are Title I funds used in coordination with other ESEA funds, as well as state and local funds?

Section IV: Action Plan (p. 8), Resource Column

pp. 11-24

In addition to the resources listed in the Action Plan section of the UIP, Title I funds are used in coordination with other ESEA funds through the use of district coaches at the school site (Title II, Part A) and ELA coordinators (Title III).

• Section V: Supporting Addenda Forms •

•

• For Title I Schools on Corrective Action • Title I schools on corrective action may choose to use this format to ensure that all improvement planning requirements are met. As a part of this process, some schools may meet some of the requirements in

previous sections of the UIP. This form provides a way to make sure all components of the program are met through (1) assurances, (2) descriptions of the requirements or (3) a cross-walk of the Title I improvement requirements in the UIP.

•

Description of Title I Corrective Action Requirements

Assurance Recommended Location in

UIP Description of Requirement or Crosswalk of Description in UIP Data Narrative or Action Plan (include page numbers)

Strategies. What scientifically-based research strategies are identified to strengthen the core academic subjects of reading and math?

Section IV: Action Plan Form


Core Subjects. Policies and practices concerning the core academic subjects have been adopted that have the greatest likelihood that all groups of students will meet the state’s proficient level of achievement on CSAP.

Yes

No

Professional Development. How will the school provide teachers and principals with high-quality professional development? How will the funds for professional development (10% set aside is optional) be used to remove the school from school improvement status? How will a mentoring be included in the professional development plan?

Section IV: Action Plan Form. The 10% set aside (optional) may be addressed in the resource column.

pp. 11-24

Interim Measures and Implementation Benchmarks. What are the specific annual, measurable objectives to measure continuous and substantial progress toward meet the state’s proficient level of achievement on CSAP?

Section III: Interim measure in Target Setting Form and Section IV: Implementation Benchmarks in Action Plan Form

pp. 4-6

pp. 11-24

Description of Title I Corrective Action Requirements

Assurance Recommended Location in

UIP Description of Requirement or Crosswalk of Description in UIP Data Narrative or Action Plan (include page numbers)

Parent Communication. The school has provided written notice about the identification to parents of each student enrolled in the school. The plan outlines strategies

Yes

No

Parent Involvement. What strategies are identified to promote effective parental involvement in the school?

Section IV: Action Plan Form. Parent Compact may be attached.

pp. 23-24

pp. 29-43

Technical Assistance. What assistance is the LEA providing as a result of being identified for Title I improvement?

Section IV: Action Plan Form pp. 11-24

Corrective Action Options. At least one of the corrective actions must be selected and described.

Section IV: A description of the selected corrective action in

Institute a new curriculum grounded in scientifically based research and provide appropriate professional development to support its implementation


the Action Plan Form Extend the length of the school year or school day

Replace the school staff who are deemed relevant to the school not making adequate progress

Significantly increase management authority at the school

Restructure the internal organization of the school Pilot School Status

Appoint one or more outside experts to advise the school (1) how to revise and strengthen the improvement plan it created while in school improvement status; and (2) how to address the specific issues underlying the school’s continued inability to make AYP. §1116(b)(7)(C); §200.42

Aurora Public Schools

Parental Involvement Planning – School-Level 2012-2014

School Name: Fulton Elementary Director of Instruction: Jill Lliteras Family Liaison: Mayra Durán

Needs Assessment (based on objective data) Students need to learn to skillfully communicate, orally and in written form, across the curriculum to reach proficient understanding. Goal(s) Statement Evaluation (How will you know if you were successful in

meeting your goal?) To provide community participation programs, family literacy services, and parent outreach and training activities to all students and their families.

-Parent Surveys - Parent Meetings - Conversations with parents


Budget (2012-2014): Allocation for Parental Involvement

Intent of Funding:

“Parental involvement always has been a centerpiece of Title I. However, for the first time in the history of the ESEA, it has a specific statutory definition. The statute defines parental involvement as the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring—

• that parents play an integral role in assisting their child’s learning;

• that parents are encouraged to be actively involved in their child’s education at school;

• that parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child; and

• that other activities are carried out, such as those described in section 1118 of the ESEA (Parental Involvement).”

[Section 9101(32), ESEA.]


EPSTEIN MODEL FOR PARENTAL INVOLVEMENT

TYPE 1--PARENTING: Assist families with parenting and child-rearing skills, understanding child and adolescent development, and setting home conditions that support children as students at each age and grade level. Assist schools in understanding families.

TYPE 2--COMMUNICATING: Communicate with families about school programs and student progress through effective school-to-home and home-to-school communications.

TYPE 3--VOLUNTEERING: Improve recruitment, training, work, and schedules to involve families as volunteers and audiences at the school or in other locations to support students and school programs.

TYPE 4--LEARNING AT HOME: Involve families with their children in learning activities at home, including homework and other curriculum-linked activities and decisions.

TYPE 5--DECISION MAKING: Include families as participants in school decisions, governance, and advocacy through PTA/PTO, school councils, committees, and other parent organizations.

TYPE 6--COLLABORATING WITH THE COMMUNITY: Coordinate resources and services for families, students, and the school with businesses, agencies, and other groups, and provide services to the community.


Component 1: Effective Communication with Parents Objective/ Strategies to Meet Intended Goal(s)

Type(s) of Parental

Involvement (Epstein Model)

Evidence (Agendas, PTO Manager Data for Event, Artifacts – Updated Parent Policy, etc.)

Person Responsible Completion Date

Budget Allocation Needed to Accomplish This Task

1) Title I schools must notify all parents at the beginning of the school year of their current parental involvement policy and parent compact.

2

a) Newsletter b) Back to School Night Agenda c) Attendance Data from Back to School Night

Director of Instruction Mayra Duran/Family Liaison

8/18/12

2) Title I schools must notify parents of their students’ academic achievement as demonstrated by the CSAP every year in every area assessed.

2

a) Student CSAP Summary Report The Office of Assessment and Learning mails these home directly to parents.

Summer Time

3) If a student in a Title I school has been taught for four or more consecutive weeks by an educator that is not highly-qualified, parents must receive individual timely notice.

N/A

The APS Human Resources Department

Newsletters

Liaison Secretary Assistant Administrator

Every three months


Component 2: Effective Outreach to Parents Objective/ Strategies to Meet Intended Goal(s)

Type(s) of Parental





1) Title I schools must invite parents to an informational meeting at the beginning of the year to inform them of the school’s participation in the Title I, Part A programs. * This meeting should address: - requirements for Title I, Part A - parent’s right to be involved - share the main priorities the school has identified for their Title I funds in the coming year - opportunity for parents to provide feedback about both the current plan and any barriers they perceive to parental involvement

2,4,5,3

a) agendas b) newsletter verifying the invitation to the meeting/ should also cover the main points of the meeting c) attendance data for parents who attended d)Flyers e)Connect Ed

Director of Instruction 8/18/12

Kindergarten Workshops

4,3

See above

Kindergarten Teachers

On going

Math Night

4,3 See above

Kg – 5th Grade teachers

October 19th

Literacy Night

4,3

See above

Kg – 5th Grade Teachers

September 2nd.


Component 3: Identify barriers to parental involvement within the school and examine solutions with parents. Objective/ Strategies to Meet Intended Goal(s)

Type(s) of Parental Involvement (Epstein

Model)




1) Title I schools are required to involve parents in the development of the Title I, Part A plan, and this needs to take place yearly.

5

a) Agendas with attendance sheets

Director of Instruction

2) Title I schools are required to have regular, on-going meetings throughout the year to provide updates on the progress of their plan.

2,4 a) Parent Coffees - attendance B) Building Accountability Committee

Director of Instruction Assistant Administrator Family Liaison

Quarterly Reports


Component 4: Involve parents in planning and evaluation of parent involvement policy and plans. Objective/ Strategies to Meet Intended Goal(s)

Type(s) of Parental





1) Title I schools must review the parental involvement policy and the parent compact of the school yearly, and ensure that parents are meaningfully involved in this process.

a) Updated Policy and Compact Yearly b) Attendance data from Meeting c) agenda

Director of Instruction 8/18/12

Pilot School

a)flyers b)Connect Ed c)agenda

Director of Instruction December 2013

P/T Conferences

a)flyer b)sign in sheets

School Staff

2 x year


Component 5: Districts / Schools will build parent capacity. Objective/ Strategies to Meet Intended Goal(s)

Type(s) of Parental





OK Program

2

Flyers

Liaison Family Liaison

Every Friday of the month

Family Literacy GED For adults ESL Classes

1

Flyers Registration Forms

The Learning Source Facilitator

Tuesday thru Thursday a.m. and p.m.

Parent Volunteer Group 3,5 Sign in Sheets Family Liaison 3 times a week

PTO Meetings

3, 5

Flyers agenda

Teachers and Parents monthly


Component 6: Educate school staff in the value of parent contributions and the important role parents play in the success of the school. Objective/ Strategies to Meet Intended Goal(s)

Type(s) of Parental





There will be a Staff meeting for teachers regarding the value of parent Involvement, Mc Kinney Vento Students

2

Staff Bulletin

Jill Lliteras Director of Instruction

10/6/11

Fulton Elementary school Office staff will provide a friendly receptive environment to all the parents and community members who enter the school/office.

2

Sign inn sheets at front office

Administrators and office staff

On going

Parents will be invited to be part of PTO

2, 3

Agendas Sign in sheets

Administrators Teachers

On going


McKinney-Vento Support Plan

“Services need to be comprehensive in nature and need to incorporate the unique challenges of educating children who are without permanent residences and who may be mobile.”

(Dept. of Education, Non-Regulatory Guidance, 2001)

Purpose: In order to ensure every one of our schools is prepared to meet the unique needs facing our students that are homeless, this tool is designed to enable a leadership team at each school to develop a comprehensive plan of support that both ensures the federal programmatic requirements are met and also ensures that every student in Aurora Public School, regardless of financial stability, has the opportunity to attend college without remediation. The McKinney-Vento Homeless Education Assistance Act is part of the No Child Left Behind Act. The law defines homeless children and youth as those individuals between ages 3 and 21 who lack a fixed, regular and adequate nighttime residence. This definition includes children and youth who: • are unaccompanied children and youth (not in the physical custody of a parent or guardian) • share the housing of other persons due to the loss of housing, economic hardship or similar reason • are living in motels, hotels, trailer parks or camping grounds due to the lack of alternative adequate accommodations. • are living in emergency or transitional shelters • are abandoned in hospitals • are awaiting foster care placement • have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings • are living in cars, parks, public spaces, abandoned buildings or substandard housing, bus or train stations, or similar settings • migratory children who qualify as homeless because they are living in circumstances described above. * Any one of these indicators makes a student eligible for McKinney-Vento services. Planning Area Critical Guiding Questions Person (People)

Responsible/ Materials Needed

School-Based Support Team

The two roles for each school will be provided with comprehensive professional develop throughout the year. They will receive a certificate for their completion of the certificated program.


Planning Area Critical Guiding Questions Person (People) Responsible/ Materials Needed

a) McKinney Vento Office Designee – The McKinney Vento Office Designee will be responsible for processing any changes in enrollment that occur for a family that has recently become homeless. They will also serve as a strong ally to the family in seeking additional support for their student using the school-based supports available. *For the 2012-2013 school year, who will be your identified office designee? ________________________________

b) McKinney Vento Case Manager – Generally, this position is filled by a family liaison when the school has this position. Otherwise, a mental health professional within the building or a certified teacher would be a good choice. However, an assistant principal may even be an appropriate choice depending on the way your school is structured. This position will directly monitor and case manage students at the school level and ensure they have the support necessary to achieve academically at the same level as their peers. Additionally, this individual will use the available community-based and district-level resources to advocate and ensure the student has what they need to be successful in school. They will also become well-versed in outside agency supports and systems that can address additional issues the family may be facing as they experience homelessness.

*For the 2012-2013 school year, who will be your identified office designee? ________________________________

Clerk Family Liaison

Student Achievement for All Students

Planning for Success for all McKinney Vento Eligible Students

1) What current supports does your school have in place to support your students experiencing homelessness?

2) What are the most critical barriers for students who are homeless in the school setting? What are the possible barriers within a school’s control that may hinder or diminish possibilities for a student who is homeless?

3) Goal (using student-based achievement data): 4) Strategies or Supports Utilized to Reach this Goal: 5) Evaluation :– How will you know if your support plan or additional academic


Planning Area Critical Guiding Questions Person (People) Responsible/ Materials Needed

opportunities are closing the gap? What assessment will you evaluate throughout the year to document the growth towards your objective? *Secondary-Level Question: Within our district data, it has become increasingly clear that we are very low on our identification of unaccompanied youth experiencing homelessness. The federal government has established new support mechanisms for ensuring that our students experiencing homelessness still have access to post-secondary options, including a different FAFSA form that requires no parent financial information. **Please share your school-wide plan for increasing identification of your homeless unaccompanied youth:


SCHOOL-PARENT COMPACT

Fulton Elementary, and the parents of the students participating in activities, services, and programs funded by Title I, Part A of the Elementary, agree that this compact outlines how the parents, the entire school staff, and the students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership that will help children achieve the State’s high standards. This school-parent compact is in effect during school year 2012-2013 Fulton Elementary will: Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the participating children to meet the State’s student academic achievement standards as follows: Please see attached calendar for specific dates and a brief description.

• Providing meaningful math and reading instructions and opportunities for independent practice • Providing instruction with grade level expectations and building on student’s strengths to help child meet standards • Providing support for resolving conflicts in a positive, nonviolent ways • Providing meaningful homework and clear directions

Hold parent-teacher conferences during which this compact will be discussed as it relates to the individual child’s achievement. Specifically, those conferences will be held:

• Back to School Night - August 9, 2012 6:00 – 8:00 p.m. • First Parent Coffee of school year - August 20, 2012 8:30 – 9:30 a.m.

Provide parents with frequent reports on their children’s progress. Fulton Elementary will provide reports as follows: The parents will receive four report cards for the school year at the end of each quarter.

• October 11 and 13, 2012 at Parent/Teacher conferences 3:30 – 7:30 pm both nights • March 9th, 2013 end of third quarter • May 23, 2013 send in the mail


Provide parents reasonable access to staff. Specifically, staff will be available for Consultation with parents as follows:

• Frequent communication with parents by phone calls, notes and meetings • Communication with parents is varied, comprehensive and frequent. In English and Spanish or other language if necessary • Newsletters - Sep, Dec 2012, March 2013, May, 2013 • Instructional Support Team - Every Friday @ 7:45 a.m. • Parent Coffees by grade level - Every third Thursday of the month @ 8:30 a.m. • ILP Conferences – September 12 2012 @ 12:30 – 7:00 p.m. • Parent/Teacher conferences - October 11&13, 2012 and March13&15 3:00 – 7:00 p.m.

Provide parents opportunities to volunteer and participate in their child’s class, and to observe classroom activities, as follows:

• PACT Time - weekly everyday @ different times during the day • Parent Coffees - every third Thursday of the month @ 8:30 am • PTO Meetings - every second Tuesday of the month @ 3:30 pm • Movie Night - TBD @ 5:30 pm • Math Family Night – October 19, 2011 4:00 – 6:00 p.m. • Kindergarten Workshops - Second Wednesday of each month @ 2:00 p.m. • ILP Meetings - September 12, 12:30 – 7:00 p.m.

Parent Responsibilities We, as parents, will support our children’s learning in the following ways:

• Sending my child to school regularly, on time and prepared to learn • Communicating with teachers about my child’s academic progress and behavior • Spending time with my child daily practicing reading and math, discussing and conversing. • Reading in class and school newsletters to keep informed about what my child is learning • Participating in my child’s education by attending school activities, conferences and parent workshops and coffees • Helping my child solve conflict in ways that are positive and nonviolent


• Monitoring the amount of television my child watches • Volunteers will support classroom instruction, or will work in the community room

Fulton Academy Of Excellence 0180-3272 Fulton UIP Prepop...

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