SCHOOL IMPROVEMENT PROCESS · SCHOOL IMPROVEMENT PROCESS Neah Bay K-5 School Improvement Plan Cape...
Transcript of SCHOOL IMPROVEMENT PROCESS · SCHOOL IMPROVEMENT PROCESS Neah Bay K-5 School Improvement Plan Cape...
SCHOOL IMPROVEMENT PROCESS
Neah Bay K-5 School Improvement PlanCape Flattery School District
Three Year Plan2013-2016
Updated June 2014
Updated June 2015
Final June 2016
Compiled by Neah Bay Elementary School StaffInitial August 2013
Activities Who is Responsible Timeline: Resources Needed Expected Impact and Monitoring
EffectivenessSteps to be taken What
will occur?
Who is involved? Who
will provide leadership?
Who will provide work?
When will this
strategy or action
begin and end?
What existing and new
resources will be used to
accomplish the strategy?
What measurable change will be seen?
For each activity, what formative
evidence will be gathered to
demonstrate progress?
1. 3-5 teachers will
research the Language
Arts Approach of the
CCSS.
Principal and all staff. 2014 Collaborative time for
teachers to meet.
Teachers will implement the language arts
block to address the new CCSS standards.
2. K-5 will implement the
Language Arts Approach
of the CCSS.
Teachers, Principal 2015-2016 Materials, time, coll. time 13-14 K-2 full implementation, 14-15 3-5
full implementation
3. Teachers will be
trained in appropriate
use of reading materials
for CCSS.
Principal 2013-2016 Consultant fees, materials,
time
Teachers use training to appropriately
introduce and present materials
Cape Flattery School District - Neah Bay School K-5 School Improvement Plan September 2015
School Improvement Goal: For grade levels 3, 4 and 5: Improve/maintain MSP performance at 80% for Spring 2014. Meet or be within a 10% range of 80% in CCSS performance in the initial year of CCSS for Spring 2015. Stabilize CCSS performance with a minimum of 80% in second year of CCSS testing for Spring 2016.
Activities Who is Responsible Timeline: Resources Needed Expected Impact and Monitoring
EffectivenessSteps to be taken What
will occur?
Who is involved? Who
will provide leadership?
Who will provide work?
When will this
strategy or action
begin and end?
What existing and new
resources will be used to
accomplish the strategy?
What measurable change will be seen?
For each activity, what formative
evidence will be gathered to
demonstrate progress?4. Teachers will provide
regular contact with
parents regarding
student reading progress,
especially for students
with SLPs.
Teachers, Principal 2013-2016 Phone contact, face-to-
face, documentation,
email, websites
Teachers will work with students and
parents so students understand where
they are and what it will take to get where
they need to be. RTI and building-wide
assessments.
5. Staff will participate in
research-based book
study - Pathways and
CCSS vocabulary book.
Teachers, Principal 2013-2016 Time for teacher
collaboration, schedules
Increase knowledge in reading strategies
and research to be used in the classroom.
Principal observation.
6. Use content area non-
fiction to teach
vocabulary and reading
strategies during Reading
Block.
Teachers, Principal 2013-2016 Teachers collaborative
time
Increased vocabulary, non-fiction skills
scores. Higher scores math and science.
Provide interesting material for students
to engage in. Reading scores in the 3,4,&5
MSP.7. Staff will implement
research-based strategies
during vocabulary
instruction during
reading block.
Teachers, Principal 2013-2016 Teacher coll. time,
materials, (i.e. vocab
"Word a Day")
Students will have a clearer understanding
of reading terms if all K-5 teachers are
using the same vocabulary. Reading
scores in the 3, 4, & 5 MSP. 1 & 2 MAPS
scores.
Cape Flattery School District - Neah Bay School K-5 School Improvement Plan September 2015
Activities Who is Responsible Timeline: Resources Needed Expected Impact and Monitoring
EffectivenessSteps to be taken What
will occur?
Who is involved? Who
will provide leadership?
Who will provide work?
When will this
strategy or action
begin and end?
What existing and new
resources will be used to
accomplish the strategy?
What measurable change will be seen?
For each activity, what formative
evidence will be gathered to
demonstrate progress?8. Staff will teach the
district vocabulary list
along with the high
frequency vocabulary of
the CCSS. (55 words
outlined in Marilee
Sprenger's book)
Teachers, Principal 2013-2016 Vocabulary materials,
vocabulary lists
"Clearer understanding" of vocabulary
terms
Cape Flattery School District - Neah Bay School K-5 School Improvement Plan September 2015
Action Plan Outline - READINGDATA
Activities School Year Outcome (Complete,
Significant Progress, Little
to No Progress)
Data Documented Results
1. 3-5 teachers will research the Language Arts
Approach of the CCSS.
2013-2014 Complete K-5 implemented the language standards of the
CCSS.2. K-2 will implement the Language Arts
Approach of the CCSS.
2013-2014 Complete K-3 have implemented all the CCSS standards this
school year.3. Teachers will be trained in appropriate use
of reading materials for CCSS.
2013-2014 CompleteTeachers K-2 will receive training in the Common
Core Standards and teach these with fidelity
beginning 2012-2013 school year. K-5 teachers will
receive another round of training August 2013
4. Teachers will provide regular contact with
parents regarding student reading progress,
especially for students with SLPs.
2013-2014 Complete The intervention teacher wrote the SLP's for
students this year based on teacher
recommendations. The teachers met with parents
and went over recommendations/interventions.
5. Staff will participate in research-based study
groups.
2013-2014 Complete Staff completed a book study facilitated by third
grade teacher Jody Sanders. The book was called
"Pathways to the Common Core" written by Lucy
Calkins, Mary Ehrenworth & Christopher Lehman.
6. Use content area non-fiction to teach
vocabulary and reading strategies during
Reading Block.
2013-2014 Complete This continues to be a priority.
7. Staff will implement research-based
strategies during vocabulary instruction during
reading block.
2013-2014 Complete This continues to be a priority.
8. Staff will teach the district vocabulary list
along with the high frequency vocabulary of the
CCSS. (55 words outlined in Marilee Sprenger's
book)
2013-2014 Complete This continues to be a priority.
Action Plan Outline - READING
DATA
Activities School Year Outcome (Complete,
Significant Progress, Little
to No Progress)
Data Documented Results
1. 3-5 teachers will research the Language Arts
Approach of the CCSS.
2014-2015 Complete K-5 implemented the language standards of the
CCSS.2. K-2 will implement the Language Arts
Approach of the CCSS.
2014-2015 Complete 3-5 have implemented all the CCSS standards this
school year.3. Teachers will be trained in appropriate use
of reading materials for CCSS.
2014-2015 Complete Teachers K-2 will receive training in the Common
Core Standards and teach these with fidelity
beginning 2012-2013 school year. K-5 teachers will
receive another round of training August 2013 -
Barry Hoonan and others.
4. Teachers will provide regular contact with
parents regarding student reading progress,
especially for students with SLPs.
2014-2015 Complete The intervention teacher wrote the SLP's for
students this year based on teacher
recommendations. The teachers met with parents
and went over recommendations/interventions.
5. Staff will participate in research-based study
groups.
2014-2015 Complete Staff completed a book study facilitated by third
grade teacher Jody Sanders. The book was called
"Pathways to the Common Core" written by Lucy
Calkins, Mary Ehrenworth & Christopher Lehman.
6. Use content area non-fiction to teach
vocabulary and reading strategies during
Reading Block.
2014-2015 Complete This continues to be a priority.
7. Staff will implement research-based
strategies during vocabulary instruction during
reading block.
2014-2015 Complete This continues to be a priority.
8. Staff will teach the district vocabulary list
along with the high frequency vocabulary of the
CCSS. (55 words outlined in Marilee Sprenger's
book)
2014-2015 Complete This continues to be a priority.SBAC ELA 2015
3rd - 64%
4th - 83%
5th - 70%
Action Plan Outline - READINGDATA
Activities School Year Outcome (Complete,
Significant Progress, Little
to No Progress)
Data Documented Results
1. 3-5 teachers will research the Language Arts
Approach of the CCSS.
2015-2016 Complete K-5 has implemented all CCSS.
2. K-2 will implement the Language Arts
Approach of the CCSS.
2015-2016 Complete K-5 has implemented all CCSS.
3. Teachers will be trained in appropriate use
of reading materials for CCSS.
2015-2016 CompleteBook Room organized. CCSS books - Exemplars
4. Teachers will provide regular contact with
parents regarding student reading progress,
especially for students with SLPs.
2015-2016 Complete Parent Teacher Conferences, general and for SLP.
Phone calls, emails, face to face.
5. Staff will participate in research-based study
groups.
2015-2016 Complete Book Studies.
6. Use content area non-fiction to teach
vocabulary and reading strategies during
Reading Block.
2015-2016 Complete Imagine It 3-5. TFK. National Geographic
7. Staff will implement research-based
strategies during vocabulary instruction during
reading block.
2015-2016 Complete Copies of "Teaching the Critical Vocabulary of the
CCSS" were distributed to staff. Each grade level
has a vocabulary list.8. Staff will teach the district vocabulary list
along with the high frequency vocabulary of the
CCSS. (55 words outlined in Marilee Sprenger's
book)
2015-2016 Complete Copies of "Teaching the Critical Vocabulary of the
CCSS" were distributed to staff. Each grade level
has a vocabulary list.
Activities Who is Responsible Timeline: Resources Needed Expected Impact and Monitoring
EffectivenessSteps to be taken What
will occur?
Who is involved? Who
will provide leadership?
Who will provide work?
When will this
strategy or action
begin and end?
What existing and new
resources will be used to
accomplish the strategy?
What measurable change will be seen?
For each activity, what formative
evidence will be gathered to
demonstrate progress?1. Use Math texts and
other reading materials
during Reading Block to
teach vocabulary and non-
fiction reading strategies
as per the Common Core
ELA Standards.
Principal, Teachers 2013-2016 *ELA Standards
*More content specific
science books for Laura
3rd – 5th grade MSP scores will show
strengthening of vocab. and use of non-
fiction strategies. 1 & 2 MAPS Scores
2. Continue reviewing
and disaggregating MSP
& MAPS test data on
student math
achievement.
Principal, teachers, supt. 2013-2016 Teacher/Principal time Teacher lesson plans will reflect critical
points of emphasis and principal will
monitor focused teaching.
School Improvement Goal: To improve student performance in mathematics as measured by the MSP at grades 3, 4 and 5 and MAPS at grades 1 and 2 so that by Spring 2014 at least 80% of students meet the respective goals, by Spring 2015 at least 82% meet standard on the Common Core Assessment, and by Spring 2016 85% meet standard on the Common Core Assessment.
Cape Flattery School District - Neah Bay School K-5 School Improvement Plan September 2015
Activities Who is Responsible Timeline: Resources Needed Expected Impact and Monitoring
EffectivenessSteps to be taken What
will occur?
Who is involved? Who
will provide leadership?
Who will provide work?
When will this
strategy or action
begin and end?
What existing and new
resources will be used to
accomplish the strategy?
What measurable change will be seen?
For each activity, what formative
evidence will be gathered to
demonstrate progress?3. Use of AIMSWeb and
MAPS in grades 1-5.
Teachers, Principal 2013-2016 Math assessment
computer programs
($2,000) Staff Coordinator
Students below standard are identified
and provided individualized and small
group instruction, continued use of
computerized assessment to monitor
progress.4. Investigate and
redistribute curriculum
units and resources
based on Common Core
Standards.
Teachers, Math Consultant 2013-2016 Collaboration Time Revised scope and sequence implemented
with fidelity.
5. Provide training for all
staff in Common Core
math principles and
curriculum.
District, School, Admin 2013-2014 2014-
2015
Staff, trainers Curriculum and pacing aligned with CCSS.
6. Collaborate on
transitional plan for CCSS,
grades 3-5.
3-5 staff 2013-2014 Early: Staff time, possible ESD
expert
Continue to prepare students for MSP
while transitioning to CCSS and new
assessment.7. Investigate strategies
for increasing math
performance on state
testing.
Team 2013-2014 Time Increased performance on state testing.
Cape Flattery School District - Neah Bay School K-5 School Improvement Plan September 2015
Action Plan Outline MATH
Action Plan Outline - MATH
DATA
Activities School Year Outcome (Complete,
Significant Progress, Little
to No Progress)
Data Documented Results
1. Use Math texts and other reading materials
during Reading Block to teach vocabulary and
non-fiction reading strategies as per the
Common Core ELA Standards.
2013-2014 Complete This continues to be a priority.
2. Continue reviewing and disaggregating MSP
& MAPS test data on student math
achievement.
2013-2014 Complete In September 2013 MSP data for grades 3, 4, & 5
was disaggregated and classroom goals were set. In
the fall, winter and spring, MAPS data was
disaggregated and goals were set and instructional
groups were formed.
3. Use of AIMSWeb and MAPS in grades 1-5. 2013-2014 CompleteThis continues to be a priority.
4. Investigate and redistribute curriculum units
and resources based on Common Core
Standards.
2013-2014 Significant Progress The staff has continued to work on this. This year
grades 4 & 5 will fully implement Common Core and
more of this redistribution will occur.
5. Provide training for all staff in Common Core
math principles and curriculum.
2013-2014 Complete K-5 teachers did receive another round of training
August 2013. Staff completed a book study
facilitated by third grade teacher Jody Sanders. The
book was called "Pathways to the Common Core"
written by Lucy Calkins, Mary Ehrenworth &
Christopher Lehman.
6. Collaborate on transitional plan for CCSS,
grades 3-5.
2013-2014 Little to No Progress Need more focus on this activity.
7. Investigate strategies for increasing math
performance on state testing.
2013-2014 Little to No Progress Need more focus on this activity.
Action Plan Outline - MATH
DATA
Activities School Year Outcome (Complete,
Significant Progress, Little
to No Progress)
Data Documented Results
1. Use Math texts and other reading materials
during Reading Block to teach vocabulary and
non-fiction reading strategies as per the
Common Core ELA Standards.
2014-2015 Complete This continues to be a priority.
2. Continue reviewing and disaggregating SBAC
& MAPS test data on student math
achievement.
2014-2015 Complete In September 2014 MSP data for grades 3, 4, & 5
was disaggregated and classroom goals were set. In
the fall, winter and spring, MAPS data was
disaggregated and goals were set and instructional
groups were formed.3. Use of AIMSWeb K-5 and MAPS in grades K-
2.
2014-2015 Complete This continues to be a priority.
4. Investigate and redistribute curriculum units
and resources based on Common Core
Standards.
2014-2015 Complete The staff has continued to work on this.
5. Provide training for all staff in Common Core
math principles and curriculum.
2014-2015 Martha, Fall 2014
6. Collaborate on transitional plan for CCSS,
grades 3-5.
2014-2015 Complete
7. Investigate strategies for increasing math
performance on state testing.
2014-2015 Some Progress Continue to gather and implement based on SBAC
data when available. SBAC Spring 2015
3rd - 80%, 4th - 65%, 5th - 63%
8. Implement adopted curriculum and
supplements with fidelity building-wide. 2014-2015Some Progress
Need to continue working on this this.
Action Plan Outline - MATH
DATA
Activities School Year Outcome (Complete,
Significant Progress, Little
to No Progress)
Data Documented Results
1. Use Math texts and other reading materials
during Reading Block to teach vocabulary and
non-fiction reading strategies as per the
Common Core ELA Standards.
2015-2016 Complete This continues to be a priority.
2. Continue reviewing and disaggregating SBAC
& MAPS test data on student math
achievement.
2015-2016 Complete In October 2015 MSP data for grades 3, 4, & 5 was
disaggregated and classroom goals were set. In the
fall, winter and spring, MAPS data was
disaggregated and goals were set and instructional
groups were formed.3. Use of AIMSWeb K-5 and MAPS in grades K-
2.
2015-2016 Complete This continues to be a priority.
4. Investigate and redistribute curriculum units
and resources based on Common Core
Standards.
2015-2016 Complete The staff has finished work on this.
5. Provide training for all staff in Common Core
math principles and curriculum.
2015-2016 Complete No further training needed.
6. Collaborate on transitional plan for CCSS,
grades 3-5.
2015-2016 Complete No further training needed.
7. Investigate strategies for increasing math
performance on state testing.
2015-2016 Some Progress Continue to gather and implement based on SBAC
data when available. SBAC Spring 2016
3rd - 58%, 4th -67%, 5th - 67%8. Implement adopted curriculum and
supplements with fidelity building-wide.2015-2016 Some Progress
Need to continue working on this this.
Activities Who is Responsible Timeline: Resources Needed Expected Impact and Monitoring
EffectivenessSteps to be taken What
will occur?
Who is involved? Who
will provide leadership?
Who will provide work?
When will this
strategy or action
begin and end?
What existing and new
resources will be used to
accomplish the strategy?
What measurable change will be seen?
For each activity, what formative
evidence will be gathered to
demonstrate progress?1. Students K-2 will
spend 35-40 minutes and
students 3-5 will spend
50-60 minutes a day in a
writing block and follow
the writers workshop
format.
Principal, Teachers 2013-2016 Teacher time, training time Students will have more confidence and
be better writers as measured by MSP
writing scores, K-5 district wide do
assessments, and teachers observations of
student writing.
2. Students will have at
least two pieces of
published writing per
year.
Principal, teachers 2013-2016 Teacher time, training time Students will become proud of published
pieces and want to write more. Principal
and teachers look over published pieces
for content organization\animation & style
and conventions district wide. Writing
assessment will be graded 1st quarter &
3rd quarter.
School Improvement Goal: To improve students writing skills as measured by the MSP at level 4, by the Spring of 2014 at least 90% of the students at the 4th grade level will meet the standard; by the Spring of 2015 at least 75% of the students at the 4th grade level will meet the standard on CCSS; and by the Spring of 2016 at least 85% of the students at the 4th grade level will meet the standard on CCSS.
Cape Flattery School District - Neah Bay School K-5 School Improvement Plan September 2015
Activities Who is Responsible Timeline: Resources Needed Expected Impact and Monitoring
Effectiveness
Steps to be taken What
will occur?
Who is involved? Who
will provide leadership?
Who will provide work?
When will this
strategy or action
begin and end?
What existing and new
resources will be used to
accomplish the strategy?
What measurable change will be seen?
For each activity, what formative
evidence will be gathered to
demonstrate progress?3. Students writing is
integrated into other
subject areas.
Principal, teachers 2013-2016 Teacher time, training time Students will understand that writing
covers all areas of the curriculum & life.
Teachers monitor students willingness to
write in other subject areas.
4. Students spend an
equal amount of time on
expository writing as they
do on narrative writing.
Principal, teachers 2013-2016 Teacher time, training time Students become great writers in both
expository & narrative formats. Look for
improvements on the MSP in narrative as
well as expository writing.
5. Each grade level will
follow the writing and
language standards from
the Common Core
utilizing District
Curriculum resources
available and other
supplemental materials.
2013-2016 Students will become proficient writers
using a variety of writing skills and tasks.
Teachers monitor students progress with
the writing process through writer
workshops and one on one meetings, self
assessment.
Cape Flattery School District - Neah Bay School K-5 School Improvement Plan September 2015
Action Plan Outline WRITING
Action Plan Outline - WRITINGDATA
Activities School Year Outcome (Complete,
Significant Progress, Little
to No Progress)
Data Documented Results
1. Students K-2 will spend 35-40 minutes and
students 3-5 will spend 50-60 minutes a day in
a writing block and follow the writers workshop
format.
2013-2014 Complete This continues to be a priority. K-2 has been in an
ELA block in the morning for the past two years.
2. Students will have at least two pieces of
published writing per year
2013-2014 Complete This continues to be a priority.
3. Students writing is integrated into other
subject areas
2013-2014 Complete This continues to be a priority.
4. Students spend an equal amount of time on
expository writing as they do on narrative
writing
2013-2014 Complete This continues to be a priority.
5. Each grade level will use the new writing
curriculum using the GLEs as the guiding factor.
Lucy Callens K-2, Ralf-Fletcher 4 & 5.
2013-2014 Complete K-2 has been in an ELA block in the morning for the
past two years. Common Core is the guiding factor
with writing curriculum along with the Imagine It
reading series as support materials.
6. Each grade level will follow the writing and
language standards from the Common Core
utilizing District Curriculum resources available
and other supplemental materials.
2013-2014 Complete K-2 has been in a ELA block in the morning for the
past two years. Common Core is the guiding factor
with writing curriculum along with the Imagine It
reading series as support materials.
Action Plan Outline - WRITINGDATA
Activities School Year Outcome (Complete,
Significant Progress, Little
to No Progress)
Data Documented Results
1. Students K-2 will spend 35-40 minutes and
students 3-5 will spend 50-60 minutes a day in
a writing block and follow the writers workshop
format.
2014-2015 Complete This continues to be a priority. K-2 has been in an
ELA block in the morning for the past three years.
School schedule includes writing block.
2. Students will have at least two pieces of
published writing per year
2014-2015 Complete This continues to be a priority. Gradebook.
3. Students writing is integrated into other
subject areas
2014-2015 Complete This continues to be a priority. Gradebook.
4. Students spend an equal amount of time on
expository writing as they do on narrative
writing
2014-2015 Complete This continues to be a priority. Gradebook.
5. Each grade level will use the new writing
curriculum using the CCSS supplemental
materials as the guiding factor. Lucy Calkins K-2,
Ralf-Fletcher 4 & 5.
2014-2015 Complete K-2 has been in an ELA block in the morning for the
past three years. Common Core is the guiding
factor with writing curriculum along with the
Imagine It reading series as support materials. K-5
ELA block.6. Each grade level will follow the writing and
language standards from the Common Core
utilizing District Curriculum resources available
and other supplemental materials.
2014-2015 Complete K-2 has been in a ELA block in the morning for the
past three years. Common Core is the guiding
factor with writing curriculum along with the
Imagine It reading series as support materials.
Action Plan Outline - WRITINGDATA
Activities School Year Outcome (Complete,
Significant Progress, Little
to No Progress)
Data Documented Results
1. Students K-2 will spend 35-40 minutes and
students 3-5 will spend 50-60 minutes a day in
a writing block and follow the writers workshop
format.
2015-2016 90%+ Complete 10/11 teachers have time. Writer's workshop: -
schedule, - lesson plans
2. Students will have at least two pieces of
published writing per year
2015-2016 Complete 11/11 teachers said yes.
3. Students writing is integrated into other
subject areas
2015-2016 Complete Continues to be a priority.
4. Students spend an equal amount of time on
expository writing as they do on narrative
writing
2015-2016 Complete Gradebook
5. Each grade level will use the new writing
curriculum using the CCSS supplemental
materials as the guiding factor. Lucy Calkins K-2,
Ralph Fletcher 4 & 5.
2015-2016 Some Progress K-2 - most teachers are not using Lucy. K-2: half of
the teachers are using Imagine It, 3-5: most
teachers are using Ralph/Imagine It.
6. Each grade level will follow the writing and
language standards from the Common Core
utilizing District Curriculum resources available
and other supplemental materials.
2015-2016 Complete 11/11 said yes.
Activities Who is Responsible Timeline: Resources Needed Expected Impact and Monitoring
EffectivenessSteps to be taken What
will occur?
Who is involved? Who
will provide leadership?
Who will provide work?
When will this
strategy or action
begin and end?
What existing and new
resources will be used to
accomplish the strategy?
What measurable change will be seen?
For each activity, what formative
evidence will be gathered to
demonstrate progress?1. Continue school-wide
systematic approach to
behavior management
and discipline.
All staff 2013-2016 Existing K-5 behavioral
expectations & teacher
guidelines to behavioral
expectations
Continue school-wide systematic
approach to behavior management and
discipline. Monitoring done by the
Principal and Staff. Reduce discipline
referrals.2. Continue self-manager
program, grades 3-5.
All staff 2013-2016 Badge rewards for
students
Encourage and reward positive behavior.
Number of self managers increasing.
Cape Flattery School District - Neah Bay School K-5 School Improvement Plan September 2015
School Improvement Goal: Continue to hold and achieve high standards and expectations through the continuation of our school-wide discipline plan; continue to articulate clear and specific academic expectations; continue to evaluate student progress with support for improved achievement; continue to improve daily attendance and reduce tardies.
Activities Who is Responsible Timeline: Resources Needed Expected Impact and Monitoring
EffectivenessSteps to be taken What
will occur?
Who is involved? Who
will provide leadership?
Who will provide work?
When will this
strategy or action
begin and end?
What existing and new
resources will be used to
accomplish the strategy?
What measurable change will be seen?
For each activity, what formative
evidence will be gathered to
demonstrate progress?3. Simplify the compact.
Supplement "Keys to
Success" as a
complement to the
compact. Post 'Keys' in
each classroom as a part
of behavior
management. Send
'Keys' home with parents
and students. Keys will
specify the expected
behaviors on the
compact.
All staff 2013-2016 Staff time to make keys Appropriate behaviors are re-enforced
and discipline notices reduced and
students become responsible, productive
students.
Cape Flattery School District - Neah Bay School K-5 School Improvement Plan September 2015
Action Plan Outline HIGH STANDARDS AND EXPECTATIONS
Activities Who is Responsible Timeline: Resources Needed Expected Impact and Monitoring
EffectivenessSteps to be taken What
will occur?
Who is involved? Who
will provide leadership?
Who will provide work?
When will this
strategy or action
begin and end?
What existing and new
resources will be used to
accomplish the strategy?
What measurable change will be seen?
For each activity, what formative
evidence will be gathered to
demonstrate progress?4. Continue to insure
that lessons are prepared
that focus on adopted
curriculum content and
processes; that have the
elements of research
based quality lesson
design; and engage the
students in the learning
process.
Principal to monitor and
teachers to prepare and
implement.
2013-2016 Current research on
quality lesson design;
curriculum framework
listings & CCSS; resources
to teach lessons, time,
training in design.
Lesson plans will be posted on boards in
the classroom with periodic monitoring
and discussions on effectiveness. Principal
to review lesson plans and make
observations; to provide feedback to
instructors on effectiveness.
5. Provide professional
development to establish
best teaching practices
and strategies.
Educational staff, Lead
educator
2013-2016 Time; practice; book
studies.
Teachers will collaborate to provide
effective and engaging lessons designed
to insure maximum instructiona lquality.
Records are kept of the training; for
possible clock hours.
6. Continue professional
development in areas of
need as outlined in TPEP
processes.
2013-2016 Teacher time; consultant
time.
Increase teachers skill in 8 state criteria, to
produce refined and enhanced
instruction.
Cape Flattery School District - Neah Bay School K-5 School Improvement Plan September 2015
Action Plan Outline HIGH STANDARDS AND EXPECTATIONS
Activities Who is Responsible Timeline: Resources Needed Expected Impact and Monitoring
EffectivenessSteps to be taken What
will occur?
Who is involved? Who
will provide leadership?
Who will provide work?
When will this
strategy or action
begin and end?
What existing and new
resources will be used to
accomplish the strategy?
What measurable change will be seen?
For each activity, what formative
evidence will be gathered to
demonstrate progress?7. Quarterly special
demonstrations, nutrition
guy, bird man, reptile
man, carving, cultural
demos, art, painting,
drawing, storytelling and
symphony.
Principals, staff, parents 2013-2016 After school activities with
teacher. Money for
specialists. Community
volunteer art.
Students are exposed to other
experiences that they don't have access
to.
8. Field trips specific to
grade level - choose and
fund.
Staff and principal 2013-2016 Funding for one fieldtrip
per year (K-2), funding for
two per year (3-5)
Exposure to greater world. Thank you
letter. Copy of letter is recorded and filed
in student's folder.
9. Inform and train
parents in anti-bullying
and harassment program
concepts and strategies.
Principal, counselor,
teachers
2013-2016 Videos, powerpoint,
parent letters, classroom
lessons
Program is implemented and effective
with evaluative feedback indicating
success. Staff meeting agenda item
monthly; staff and principal provide
feedback on semi-annual basis as to
effectiveness; principal makes report to
central administration and Board in June
of each school year.
Cape Flattery School District - Neah Bay School K-5 School Improvement Plan September 2015
Action Plan Outline HIGH STANDARDS AND EXPECTATIONS
Activities Who is Responsible Timeline: Resources Needed Expected Impact and Monitoring
EffectivenessSteps to be taken What
will occur?
Who is involved? Who
will provide leadership?
Who will provide work?
When will this
strategy or action
begin and end?
What existing and new
resources will be used to
accomplish the strategy?
What measurable change will be seen?
For each activity, what formative
evidence will be gathered to
demonstrate progress?10. Continue to
emphasize and follow
through in creating an
inviting entrance that
sets the tone for
academic excellence
(WOW FACTOR). (Catchy
phrases, children's
pictures) Needs to be
continually updated.
All staff 2013-2016 Materials and staff time Improve student attitude towards
learning & develop pride in students and
families. Develop a monitoring system to
capture staff, student and community
feedback.
11. Continue to develop
and improve scope and
sequence for teaching
health issues including
Red Ribbon Week, Drug
and Alcohol Prevention.
Principals, school nurse,
activity coordinator,
counselor
2013-2016 Planning time, materials,
scheduling
Highly focused and effective program is
operational and successful. New scope &
sequence ready for school year.
Cape Flattery School District - Neah Bay School K-5 School Improvement Plan September 2015
Action Plan Outline HIGH STANDARDS AND EXPECTATIONS
Action Plan Outline - HIGH STANDARDSDATA
Activities School Year Outcome (Complete,
Significant Progress, Little
to No Progress)
Data Documented Results
1. Continue school-wide systematic approach
to behavior management and discipline.
2013-2014 Complete 12-13 school year:95 discipline write ups. 13-14
school year: 122 discipline write-ups. 12-13: 4
suspensions. 13-14: 4 suspensions.
2. Continue self-manager program, grades 3-5. 2013-2014 Complete 27 self-managers at the end of 13-14 school year.
3. Simplify the compact. Supplement "Keys to
Success" as a complement to the compact.
Post 'Keys' in each classroom as a part of
behavior management. Send 'Keys' home with
parents and students. Keys will specify the
expected behaviors on the compact.
2013-2014 Significant Progress Classroom Keys were completed and hung in the
classrooms in February. Teachers used them to
teach "keys to success." Still need to send the
miniature keys home with students.
4. Continue to insure that lessons are
prepared that focus on adopted curriculum
content and processes; that have the elements
of research based quality lesson design; and
engage the students in the learning process.
2013-2014 Complete Lesson plans are posted in the classrooms and
contain a learning target, success indicator and the
main components for the academic area. These
lesson plans are used with the students throug- out
the day during instruction.
5. Provide professional development to
establish best teaching practices and
strategies.
2013-2014 Complete Monthly TPEP trainings with the whole staff during
the 13-14 school year.
6. Continue professional development in areas
of need as outlined in TPEP processes.
2013-2014 Complete Monthly TPEP trainings with the whole staff during
the 13-14 school year.
7. Quarterly special demonstrations, nutrition
guy, bird man, reptile man, carving, cultural
demos, art, painting, drawing, storytelling and
symphony.
2013-2014 Significant Progress Port Angeles Symphony 10-1, 2-11, & 4-8. Science
Adventure lab was here in April for 4th & 5th grade.
After School Program held several activities such as,
music & art, health & P.E., cultural story telling,
musical plays, science circus, and cedar bark
weaving. 8. Field trips specific to grade level - choose
and fund.
2013-2014 Significant Progress All grades visited our local Coast Guard in
September. Fourth Grade went to the Aquarium in
September. Fourth visited the Seattle Children's
Hospital in May. Fifth visited the University of
Washington in May.9. Inform and train parents in anti-bullying
and harassment program concepts and
strategies.
2013-2014 Complete 86 people attending a Bullying Presentation on
4/15/14.
10. Continue to emphasize and follow through
in creating an inviting entrance that sets the
tone for academic excellence (WOW FACTOR).
(Catchy phrases, children's pictures, tiles)
Needs to be continually updated.
2013-2014 Significant Progress Teachers provided student work to continually
update the Principal's Pride showcase.
11. Continue to develop and improve scope
and sequence for teaching health issues
including Red Ribbon Week, Drug and Alcohol
Prevention.
2013-2014 Significant Progress Health & Wellness Center personnel come in to
teach diabetes curriculum grades 1 & 2. School
nurse provides growth & development instruction
at the 4th & 5th grade. School counselor provides
limited drug and alcohol awareness through Red
Ribbon Week.
Action Plan Outline - HIGH STANDARDSDATA
Activities School Year Outcome (Complete,
Significant Progress, Little
to No Progress)
Data Documented Results
1. Continue school-wide systematic approach
to behavior management and discipline.
2014-2015 Ongoing 12-13 school year: 95 discipline write ups. 12-13: 4
suspensions.; 13-14 school year: 122 discipline
write-ups. 13-14: 4 suspensions.; 14-15: 153
discipline write ups. 14-15: 6 suspensions
2. Continue self-manager program, grades 2-5. 2014-2015 Ongoing 21 Self Managers.
3. Simplify the compact. Supplement "Keys to
Success" as a complement to the compact.
Post 'Keys' in each classroom as a part of
behavior management.
2014-2015 Complete Classroom Keys were completed and hung in the
classrooms in 2013-2014 school year. Teachers will
continue to teach "keys to success."
4. Continue to insure that lessons are
prepared that focus on adopted curriculum
content and processes; that have the elements
of research based quality lesson design; and
engage the students in the learning process.
2014-2015 Ongoing Lesson plans are posted in the classrooms and
contain a learning target, success indicator and the
main components for the academic area. These
lesson plans are used with the students throughout
the day during instruction. TPEP - "Distinguished"
mentions Learning Targets 3x during lesson.
5. Provide professional development to
establish best teaching practices and
strategies.
2014-2015 Ongoing Periodic TPEP trainings with the whole staff during
the 14-15 school year. TPEP improved teacher
proficienty.6. Continue professional development in areas
of need as outlined in TPEP processes.
2014-2015 Ongoing Periodic TPEP trainings with the whole staff during
the 14-15 school year.
7. Quarterly special demonstrations, nutrition
guy, bird man, reptile man, carving, cultural
demos, art, painting, drawing, storytelling and
symphony.
2014-2015 Some Progress Port Angeles Symphony 10-1, 2-11, & 4-8. Science
Adventure lab was here in April for 4th & 5th grade.
8. Field trips specific to grade level - choose
and fund.
2014-2015 Ongoing Fourth visited the Seattle Children's Hospital in
May. Fifth visited the University of Washington in
June.
9. Inform and train parents in anti-bullying
and harassment program concepts and
strategies.
2014-2015 No Progress No presentation this year.
10. Continue to emphasize and follow through
in creating an inviting entrance that sets the
tone for academic excellence (WOW FACTOR).
(Catchy phrases, children's pictures, tiles)
Needs to be continually updated.
2014-2015 Not Consistent Teachers provided student work to continually
update the Principal's Pride showcase.
11. Continue to develop and improve scope
and sequence for teaching health issues
including Red Ribbon Week, Drug and Alcohol
Prevention.
2014-2015 No Progress Health & Wellness Center personnel come in to
teach diabetes curriculum grades 1 & 2. School
nurse provides growth & development instruction
at the 4th & 5th grade. School counselor provides
limited drug and alcohol awareness through Red
Ribbon Week.
Action Plan Outline - HIGH STANDARDSDATA
Activities School Year Outcome (Complete,
Significant Progress, Little
to No Progress)
Data Documented Results
1. Continue school-wide systematic approach
to behavior management and discipline.
2015-2016 Ongoing 14-15: 153 discipline write ups, 6 suspensions. 15-
16: 276 discipline write ups, 19 suspensions.
2. Continue self-manager program, grades 2-5. 2015-2016 Ongoing 32 Self-Managers
3. Simplify the compact. Supplement "Keys to
Success" as a complement to the compact.
Post 'Keys' in each classroom as a part of
behavior management.
2015-2016 Complete Teachers continue to teach keys to success.
4. Continue to insure that lessons are
prepared that focus on adopted curriculum
content and processes; that have the elements
of research based quality lesson design; and
engage the students in the learning process.
2015-2016 Ongoing Lesson plans are posted in the classrooms and
contain a learning target, success indicator and the
main components for the academic area. These
lesson plans are used with the students throughout
the day during instruction. TPEP - "Distinguished"
mentions Learning Targets 3x during lesson.
5. Provide professional development to
establish best teaching practices and
strategies.
2015-2016 Ongoing Google Training/Number Talk, Smartboard Training,
Ipad Training, Title 1 Conference, District NGSS,
Science Training6. Continue professional development in areas
of need as outlined in TPEP processes.
2015-2016 Ongoing TPEP Dates: 9/16/15, 9/25/15, 10/20/15, 11/17/15,
1/19/16, 2/23/16
7. Quarterly special demonstrations, nutrition
guy, bird man, reptile man, carving, cultural
demos, art, painting, drawing, storytelling and
symphony.
2015-2016 Some Progress Symphony three times per year. Theatre group
from Seattle in April.
8. Field trips specific to grade level - choose
and fund.
2015-2016 Ongoing 1st Grade-Pumpkin Patch, 2nd Grade-Zoo, 3rd
Grade-NASA Night, 4th Grade-Seattle, 5th Grade-
UW Campus. MCRC, Young Writers9. Inform and train parents in anti-bullying
and harassment program concepts and
strategies.
2015-2016 Ongoing Bullying presentation for grades 1-5 on 10/12/15.
10. Continue to emphasize and follow through
in creating an inviting entrance that sets the
tone for academic excellence (WOW FACTOR).
(Catchy phrases, children's pictures, tiles)
Needs to be continually updated.
2015-2016 Ongoing Principal's Pride Showcase.
11. Continue to develop and improve scope
and sequence for teaching health issues
including Red Ribbon Week, Drug and Alcohol
Prevention.
2015-2016 Ongoing Drug/Alcohol curriculum in 5th grade. Sex Ed
Curriculum in 4th grade.
Activities Who is Responsible Timeline: Resources Needed Expected Impact and Monitoring
EffectivenessSteps to be taken. What
will occur?
Who is involved? Who
will provide leadership?
Who will provide work?
When will this
strategy or action
begin and end?
What existing and new
resources will be used to
accomplish the strategy?
What measurable change will be seen?
For each activity, what formative
evidence will be gathered to
demonstrate progress?1. Utilize tribal
resolutions in order to
work with parents,
community, elders and
Tribal Council to develop
and implement
integrated
culturally/academic
relevant lessons, units,
mini-courses, etc.
Principal lead the task
force. NBE teachers, staff,
volunteer coordinator,
Tribal rep, parents, elders
and community members.
2013-2016 Review data of authentic
Makah topics for Social
Studies curriculum, time to
meet, museum access,
seek funding, find other
reference sources.
Increased communication between
community and school, increased support.
Principal observation. Schedule for
activities to take place with report
provided to Board and the Tribal Council
in the spring by the Superintendent.
Continue with more in-depth cultural
scope & sequence.
Cape Flattery School District - Neah Bay School K-5 School Improvement Plan September 2015
School Improvement Goal: To improve parent and community involvement by utilizing tribal resolutions and traditions that support family participation in the formal education of all students that attend the Neah Bay Elementary. Inclusion of community will result in the improved working relations with the Makah Tribal Council and Tribal Community; recruiting community and family volunteers; and overall improving relationships with families.
Activities Who is Responsible Timeline: Resources Needed Expected Impact and Monitoring
EffectivenessSteps to be taken. What
will occur?
Who is involved? Who
will provide leadership?
Who will provide work?
When will this
strategy or action
begin and end?
What existing and new
resources will be used to
accomplish the strategy?
What measurable change will be seen?
For each activity, what formative
evidence will be gathered to
demonstrate progress?2. Prepare a written plan
based on survey results
and consultant training.
Principal will share survey
results. Staff will let
parents know follow up.
Offer adult classes that
are prearranged on
specific topics (ex. 1-2
specific classes). Back To
School Night. Anti-
bullying seminar.
Principal and task force
and/or any consultants as
needed.
2013-2016 Time/staff. State and/or
ESD consultants; local staff
as presenters with
anticipated costs of around
$500. During open house,
include options on parent
survey.
Agenda is established, presenter
determined, classes advertised and
presented. Feedback will be acquired as
to the effectiveness of sessions; report
will be made by principals summarizing
results. Continue and add revised survey
to target previously unasked questions.
3. Provide a class on
parent training focused
on student behavior
expectations and
parental support.
Staff and consultant with
leadership from the
principals.
2013-2016 Consultant, staff,
time...anticipated costs
around $200. Depends on
cost of training.
Class is presented which is aligned with
"new" state mandated bulling and
harassment requirements. % of parents in
attendance will be kept.
Activities Who is Responsible Timeline: Resources Needed Expected Impact and Monitoring
EffectivenessSteps to be taken. What
will occur?
Who is involved? Who
will provide leadership?
Who will provide work?
When will this
strategy or action
begin and end?
What existing and new
resources will be used to
accomplish the strategy?
What measurable change will be seen?
For each activity, what formative
evidence will be gathered to
demonstrate progress?4. Bridge the
communication between
the school and Head
Start. Delegate Policy
Council liaison. Increase
transition between Head
Start and Kindergarten.
Establish curriculum
expectations.
Principal, primary teaching
staff, MTC Education
Coordinator, Head Start
teachers, Tribal Liaison
2013-2016 Need to establish
necessary funding and
support for bridging.
A curricular alignment and vertical
coherence between the Elementary
school and Head Start. Kindergarten
students entering NBE will demonstrate
academic skills such as, correct letter
formation.
5. Meet with Tribal
Council & Higher
Education Dept. on a
basis to review the status
of school progress and
happenings and to clarify
issues, concerns, needs,
etc.
Superintendent, Principal,
Tribal Liaison
2013-2016 Time and schedule Quarterly sessions will occur and
constructive insights and cooperation will
emerge for the sake of improved student
learning. With schedule established,
quarterly reports will be made to the
Board by the Superintendent. Continue
with principal also meeting with the Tribal
Council quarterly.
Activities Who is Responsible Timeline: Resources Needed Expected Impact and Monitoring
EffectivenessSteps to be taken. What
will occur?
Who is involved? Who
will provide leadership?
Who will provide work?
When will this
strategy or action
begin and end?
What existing and new
resources will be used to
accomplish the strategy?
What measurable change will be seen?
For each activity, what formative
evidence will be gathered to
demonstrate progress?6. Develop a list of tribal
members who can be a
resource for storytelling,
math, science, the arts,
music, etc. Part of the
role of the shared liaison
person's task as being a
'volunteers coordinator'
as well.
Tribal Liaison will compile
list with MCRC, NBE
teachers, MTC Dept.
2013-2016 Time & Staff. Specific tasks
of a coordinator of
volunteers.
A resource list and contact information
will be created.
7. Create teacher web
pages to post classroom
reminders and activities.
Principal, teachers, staff,
consultant, committee
2013-2016 Time to update pages
(music, library time)
Professional training.
Parents will have access to their students
classroom information (homework,
studies for the week).
8. Liaison with Head
Start on curriculum
expectations (especially
in handwriting).9. Spoof up parenting
center.
Action Plan Outline - PARENT AND COMMUNITY INVOLVEMENT DATA
Activities School Year Outcome (Complete,
Significant Progress, Little
to No Progress)
Data Documented Results
1. Utilize tribal resolutions in order to work
with parents, community, elders and Tribal
Council to develop and implement integrated
culturally relevant lessons, units, mini-courses,
etc.
2013-2014 Little to No progress 23 volunteers from communuity.
Need more focus on this activity.
2. Prepare a written plan based on survey
results and consultant training. Principal will
share survey results. Staff will let parents know
follow up. Offer adult classes that are
prearranged on specific topics (ex. 1-2 specific
classes). Back To School Night. Anti-bullying
seminar.
2013-2014 Significant Progress 86 people attended a Bullying Presentation on
4/15/14.
3. Provide a class on parent training focused on
student behavior expectations and parental
support.
2013-2014 Little to No Progress Did not provide this type of class this year.
4. Bridge the communication between the
school and Head Start. Delegate Policy Council
liaison. Increase transition between Head Start
and Kindergarten. Establish curriculum
expectations.
2013-2014 Complete Michelle Parkin, Community Liaison worked with
Head Start again this year.
5. Meet with Tribal Council & Higher Education
Dept. on a basis to review the status of school
progress and happenings and to clarify issues,
concerns, needs, etc.
2013-2014 Significant Progress Currently, this is being accomplished through our
Community Liaison.
6. Develop a list of tribal members who can be
a resource for storytelling, math, science, the
arts, music, etc. Part of the role of the shared
liaison person's task as being a 'volunteers
coordinator' as well.
2013-2014 Little to No progress Need more focus on this activity.
7. Create teacher web pages to post classroom
reminders and activities.
2013-2014 Significant Progress Teachers have web pages.
8. Liaison with Head Start on curriculum
expectations (especially in handwriting).
2013-2014 Complete Michelle Parkin, Community Liaison worked with
Head Start again this year.Parent Activities 2013-2014 Complete 73% parent attendance on Back to School Night on
9/3/13. 32% parent attendance on First Grade
Family Math Hour on 10/9/13. 56% parent
attendance at 5th grade family hour on 10/8/13.
69% parent attendance at Mrs. Johnson's Fourth
Grade Family Hour. 83% parent attendance at K
family hour ln 10/24. 80% parent attendance at
Mrs. Sanders 3/4 grade and Ms. Vitalis' Third Grade
Family Math Hour. 94% parent attendance at Fall
Conferences, 11/5 & 11/26. 73% attendance at Ms.
Snyder's 2nd grade Family Hour. 87% parent
attendance at K Family Hour on 1/23/14. 53%
parent attendance at 1st Hamrick & 1st/2nd
Butler's Family Hour on 1/27/14. 86% parent
attendance at Mrs. Johnson's 4th grade Family
Hour on 1/28/14. 86% parent attendance at Ms.
Vitalis' 3rd grade Family Hour on 3/3/14. 44%
parent attendance at 5th grade Family Hour on
3/5/14. 87% parent attendance at Spring
Conferences on March 26 & 27. 8
Activities School Year Outcome (Complete,
Significant Progress, Little
to No Progress)
Data Documented Results
1. Utilize tribal resolutions in order to work
with parents, community, elders and Tribal
Council to develop and implement integrated
culturally relevant lessons, units, mini-courses,
etc.
2014-2015 In Progress 17 volunteers from communuity.
Need more focus on this activity. Working with
Community Culture Coordinator at Wellness
Center.
2. Prepare a written plan based on survey
results and consultant training. Principal will
share survey results. Staff will let parents know
follow up. Offer adult classes that are
prearranged on specific topics (ex. 1-2 specific
classes). Back To School Night. Anti-bullying
seminar.
2014-2015 Complete Revamp parent survey.
3. Provide a class on parent training focused on
student behavior expectations and parental
support.
2014-2015 Complete Love & Logic 3/12/15. 16 Community members.
4. Bridge the communication between the
school and Head Start. Delegate Policy Council
liaison. Increase transition between Head Start
and Kindergarten. Establish curriculum
expectations.
2014-2015 In Progress Transition schedule provided by NBES admin. Need
Liason Policy Council.
5. Meet with Tribal Council & Higher Education
Dept. on a basis to review the status of school
progress and happenings and to clarify issues,
concerns, needs, etc.
2014-2015 In Progress No Liaison / Superintendent Meetings
6. Develop a list of tribal members who can be
a resource for storytelling, math, science, the
arts, music, etc. Part of the role of the shared
liaison person's task as being a 'volunteers
coordinator' as well.
2014-2015 Complete Working with Community Culture Coordinator on
this. List put together by Liaison 13-14 school year.
7. Create teacher web pages to post classroom
reminders and activities.
2014-2015 Need training.
In Progress
Need to retrain new teacher.
8. Liaison with Head Start on curriculum
expectations (especially in handwriting).
2014-2015 Little to No progress No Liaison
9. Spoof up parenting center. 2014-2015 In Progress Ordering new materials.Parent Activities 2014-2015 Complete 74% parent attendance at Back To School Night on
September 3. 67% parent attendance at K Family
Hour on 9/25/14. 77% parent turnout for 5th grade
math hour on 10/8/14. First Grade Family Hour had
a 74% turnout on 10/9/14. Fourth Grade Family
Hour on October 10, 2014 had an 86% parent
attendance. 80% parent attendance at 2/3 & 3rd
grade Family Math Hour on 10/15/14.
Kindergarten Family Hour on October 23 had 62%
parent attendance. 96% parent attendance at Fall
Conferences on November 24 & 25. 12/5/14: 2 &
2/3 grade Family Hour had an 83% parent
attendance. 66% parent attendance at 2nd grade
Family Hour on 12/8/14.85% parent turnout for 5th
grade Family Hour on 2/19/15. 3/3/15: 57% parent
attendance at 2nd grade Dr. Seuss Family Hour and
80% attendance at 3rd Grade Family Hour. For
parent/teacher conferences on 3/25 & 26/2015, we
had a 92% attendance turnout.
Activities School Year Outcome (Complete,
Significant Progress, Little
to No Progress)
Data Documented Results
1. Utilize tribal resolutions in order to work
with parents, community, elders and Tribal
Council to develop and implement integrated
culturally relevant lessons, units, mini-courses,
etc.
2015-2016 Little Progress 13 Volunteers
2. Prepare a written plan based on survey
results and consultant training. Principal will
share survey results. Staff will let parents know
follow up. Offer adult classes that are
prearranged on specific topics (ex. 1-2 specific
classes). Back To School Night. Anti-bullying
seminar.
2015-2016 Little Progress Teachers collect verbal information.
3. Provide a class on parent training focused on
student behavior expectations and parental
support.
2015-2016 Completed August 2015: Classroom management training with
Head Start, MCRC staff, NBES staff
4. Bridge the communication between the
school and Head Start. Delegate Policy Council
liaison. Increase transition between Head Start
and Kindergarten. Establish curriculum
expectations.
2015-2016 Some Progress Training offered in August 2015. Transitions
scheduled annually with graduating students.
5. Meet with Tribal Council & Higher Education
Dept. on a basis to review the status of school
progress and happenings and to clarify issues,
concerns, needs, etc.
2015-2016 Little to No progress Test data presentation by Principal,
Superintendent, Assistant Superintendent
6. Develop a list of tribal members who can be
a resource for storytelling, math, science, the
arts, music, etc. Part of the role of the shared
liaison person's task as being a 'volunteers
coordinator' as well.
2015-2016 Some Progress List started. Will work with Polly DeBari to develop
list of community members. Booklet of MTC
Departments was distributed.
7. Create teacher web pages to post classroom
reminders and activities.
2015-2016 No Progress Angela Hamrick offered training in September
2016.
8. Liaison with Head Start on curriculum
expectations (especially in handwriting).
2015-2016 No Progress No Liaison
9. Spoof up parenting center. 2015-2016 No ProgressParent Activities 2015-2016 73% parent turnout for Back to School Night on
9/2/15. 91% parent attendance at 5th grade Family
Hour on 10/8/15. 78% parent attendance at 1st
Grade Family Hour on 10/9/15. 71% parent
turnout for 4th grade Family Math Hour on
10/13/15. 76% parent turnout for Kindergarten
Family Reading Hour on 10/14/15. 73% parent
attendance at 3rd grade Family Hour on 10/16/15.
89% parent attendance at Fall Parent/Teacher
Conferences.46% parent attendance at First Grade
Family Reading Hour on 12/8/15. Second grade
Literacy Hour on 12/9/15 had 57% parent
attendance. 90% parent attendance at
Kindergarten Family Math Hour on 12/11/15. 4th
Grade Family Hour on 1/22/16 had an 84%
attendance rate. 5th Grade Family Hour on
2/18/16 had a 63% attendance rate. Third Grade
Family Hour on March 1, 2016 had a 61%
attendance rate. 73% parent attendance at Spring
Conferences.