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PINEHURST ELEMENTARY WE SHOW LOVE, SUPPORT, KINDNESS AND PRIDE EVERYONE CAN BE A CHAMPION!

Table of Contents

Pinehurst Elementary School

520 S. Pinehurst Avenue

Salisbury, Maryland 21801

Principal: Kevin R. Smith

Assistant Principal: Lisa A. King

Dean of Students: Matthew W. Curtis

Wicomico County Public Schools

2020-2021

School Improvement Plan:Pinehurst Elementary School

Title I Executive Summary Information Page #

School Leadership Team Enrollment InformationSchool Faculty and Administration

3-6

School Improvement at a Glance Mission and VisionPriorities and SMART Goals

6-11

Priority 1 -ELA ESSA CategorySmart GoalData to Support GoalStrategies and Effective PracticesMilestones

12

Priority 2 - Math ESSA CategorySmart GoalData to Support GoalStrategies and Effective PracticesMilestones

19

Priority 3 – School Quality and Student Success

ESSA CategorySmart GoalData to Support GoalStrategies and Effective PracticesMilestones

26

Appendix 1 ESSA report card data 2018-209 30

Appendix 2 Pinehurst PBIS Plan 2020 31

Appendix 3 Pinehurst Disproportionality Plan 2019 39

2

School Leadership TeamMember Title / Position

Kevin Smith PrincipalLisa King Assistant PrincipalMatthew Curtis Dean of StudentsHeather Cherry ILT Co-Chair/4th GradeTheresa Spicer ILT Co-Chair/3rd GradeSheila Edwards Pre-KAndromeda Massey KindergartenJeanie Cheung First GradeEmma Hutchison Second GradeMary Sartorio Fifth GradeKatie Byrne Special Area/Arts IntegrationKristen Schoepf Special EducationLindsey Mount ACC

Lori Shockley ELLAl’Lissa Jones ParaprofessionalOliver Johnson GuidanceJill Adams TAD/SEEKAmy Porter/Sara Elburn SU/PDS LiaisonTim Stock Parent RepresentativeMartin Hutchinson Faith Based-Partner Community of JoyDawn Fleming/Gretchen Banks Licensed Clinical Social WorkerAmanda Banks/Christen Tacka ELA Professional Development CoachMelissa Hileman/Stacy McDorman Math Professional Development CoachJodi Moore Reading Intervention TeacherKaren Parsons/Dr. Holly Hatton Central Office Representatives

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School Summary (Our school’s official accountability report card may be accessed at www.mdreportcard.org.)

STUDENT ENROLLMENT INFORMATION:Grade Range K-5

2017-18 2018-2019

2019-2020

2020-2021

Number Percentage Number Percentage Number Percentage Number Percentage

Total Enrollment (as of 9/30)

522 564 546 493

Hispanic 87 16.6% 84 14.89% 82 15.01% 58 11.77%Black 243 46.5% 288 51.06% 240 43.95% 229 46.45%White 131 25.1% 136 24.11% 130 23.81% 106 21.50%Asian 11 2% 16 2.83% 11 2.01% 9 1.8%Native American

* * * 5 .9% 1 0.2%

English Language Learners

75 14.4 87 15.93% 81 16.43%

Homeless * 18 3.3.% 10 2.0%Foster Care * 0 0Free and Reduced Meals (FARMS)

419 80.6 81% 319 58.42% 342 69.37%

Attendance Rate (as of 6/1)

94.5% 95%

Title I Program Designation

4

http://www.mdreportcard.org/

Schoolwide Targeted Assistance

SCHOOL FACULTY AND ADMINISTRATION:

2016-17 2017-18 2018-2019 2019-2020

# Administrators 2 2 2 2

# General Education Teachers

21 25 26 28

# Special Education Teachers

11 15 15 8

# Special Area Teachers

3 /Art 1 /Media 2 /Music

2 /PE


2 /PE


3 /PE

2.5 /Art 1 /Media 1 /Music

2.5__ /PE# Coaches 1 /Literacy

1 /Mathematics 2 /Technology

1 /Literacy 1 /Mathematics 2 /Technology



# Instructional Assistants

4 /Kindergarten /Other

1 /Prekindergarten

4 /Kindergarten 20 /Other

1 /Prekindergarten


2 /Prekindergarten


2 /Prekindergarten# Intervention Staff 4 /Literacy

0 /Mathematics 0 /Prekindergarten

4 /Literacy 0 /Mathematics

0 /Prekindergarten


0 /Prekindergarten


1 /Prekindergarten# Resource Staff 2 /Counselor

1 /Dean of Students 0 /Social Worker

1 /Counselor 1 /Dean of Students

0 /Social Worker


0 /Social Worker


2 /Social Worker

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1 /Student Advisors 1 /Student Advisors 1 /Student Advisors 1 /Student Advisors# Other Faculty Support

1 /Family Service Coordinator

1 /Program Coordinator







Pinehurst Elementary SchoolTitle I School

ESSA Rating: 4 STAR (64 total points earned, 49%-Elementary School Percentile Ranking)2019 – 2020

Level 5 Maryland EXCELS Pre-Kindergarten Designation

Wicomico County Public Schools

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We Aspire to Be: A public-school system dedicated to meeting the needs of each student from the most gifted to the most challenged. A public-school system rooted in a culture of respect, transparency and collegiality. A public-school system committed to safe schools. A public-school system our community believes in built upon the pursuit of excellence in providing an outstanding education for our

community’s students.

Vision Points2017-2022 Strategic Priorities

Ensure that students in Wicomico County Public Schools are reading on grade level by Grade 3 Ensure that students graduate from Wicomico County Public Schools college and/or career ready. Ensure a high performing workforce.

Educational Equity Policy

It is the policy of the Wicomico County Board of Education to ensure the success of each student in our school system regardless, of a student’s ability (cognitive, social emotional and physical), gender, ethnicity, family structure, gender identity and expression, language, race, religion, sexual orientation, and socio-economics.

PinehurstMission and Vision Statements

The mission of Pinehurst School is to create a learning community where all students are celebrated for their individual diversity and academic success. All stakeholders will contribute to the learning environment that fosters high academic achievement, positive social/emotional growth which will prepare the individual child in becoming college and career ready.

Belief Statements: We believe:

Instruction must be aligned with the goals and expectations for student learning. Our school encourages students to become confident, self-directed, life-long learners. Our school community must be valued and treated with respect.

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All students have the right to learn, and all teachers have the right to teach in a safe and comfortable environment. All students and staff must accept responsibility for their behavior and the choices they make and behave in a way teaching, and learning can occur. Individual integrity, tolerance and respect for others must be taught, modeled, expected, and acknowledged in all areas of our school and in the students’

life. Foster partnerships with families, businesses, and the community.

Values: We service PK-5th grade which allows us to lay the foundation for the cognitive, social, emotional, and physical well-being of the child using

developmentally appropriate practices. Academic success for all students. Celebrating the diversity of all learners. Positive social/emotional growth for all students. Fostering a positive learning environment focusing on College and Career Readiness. We encourage parental involvement at school events. Quality instruction by engaging all students. Staff professional development.

Coordinated School Initiatives 2019-2021 After School Clubs (Soccer, Basketball, Cheerleading, Drama, Cross-Country, Yoga, Volleyball, Softball, Golf, Drumming) Maryland Food Bank Food Pantry for students MD Level 5 EXCELS Prekindergarten Program Faith-based partner with Community of Joy Church PBIS Gold School Monthly Reading Incentive Reading Intervention Free Breakfast and Lunch for all students Fresh Fruit and Vegetable Program CEP School On-going Math and Reading Professional Development Green School Artist in Residency

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Youth Environmental Action Summit (Award recipient) Technologically Advanced Classrooms Pinehurst Power Panthers (Jump Rope Performance Team) School Chorus AAA Safety Patrols Mentor/Volunteering Community Foundation Grant Recipient Junior Achievement Ripley’s Believe It or Not Incredible Kid Monthly Award Special Olympics RCA like Activities Multicultural activities 5th grade Leadership Training (two times per year) Title 1 Family Nights

* 2 Reading and Math nights

* 1 Title 1 orientation meeting

Pre-K learning parties PAC meetings are held twice per school year

* Engage Parents in developing school wide plan and budget

* Discuss Compact and Title 1 brochure

* Back to School Night; Parent Involvement policy is shared

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Priority Statement # 1

In the 2020-2021 school year, Pinehurst will continue to administer and review the data from the Early Literacy Behavior (ELB), iReady Assessment, Fountas and Pinnell Running Records and Maryland Comprehensive Assessment Program (MCAP) assessments. It was determined that historically, Pinehurst students are under performing in the area of ELA.

After analyzing data through our Needs Assessment and ILT conversations, our focus in ELA will be in the Components of Literacy in order to improve reading behaviors.

SMART Goal

80% of PreK students will score 90% or better on the ELB by June 2021.

Overall, 40% of students in grades K-5 will make one year, or more, growth in their overall placement as measured on the spring administration of the iReady Assessment.


In the 2020-2021 school year, Pinehurst will continue to focus on problem solving skills through solving word problems. It was determined that historically, Pinehurst students are under performing in the area of word problems.

After analyzing data through our Needs Assessment and ILT conversations, our focus in ELA will be in problem solving strategies in order to improve word problem standard scores.

SMART Goal 80% of students in grades Pre-K and Kindergarten will be proficient

on identified standards based on report card data.

Students in grades 1-5 will increase their proficiency solving word problems involving whole numbers, fractions and or decimals by 10% according to grade level standards as measured by their performance on MAP Assessment Standards.


In the 2020-2021 school year, Pinehurst will continue to use Restorative Circles and Class Dojo in order to foster a positive learning community. It was determined historically; Pinehurst bus and office referrals have been high.

After analyzing data through our Needs Assessment and ILT

SMART Goal Overall bus and office referrals will decrease 5% from 2019-2020 to

2020-2021 school year.

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conversations, our focus in School Quality will be in the area of increase student's communication and relationship building skills in order to lower our us and office referrals.

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Priority 1: ESSA Category – ELA Academic Achievement and Progress

In the 2020-2021 school year, Pinehurst will continue to administer and review the data from the Early Literacy Behavior (ELB), iReady Assessment, Fountas and Pinnell Reading Records and Maryland Comprehensive Assessment Program (MCAP) assessments. It was determined that historically, Pinehurst students are under performing in the area of ELA.After analyzing data through our Needs Assessment and ILT meetings, our focus in ELA will be in the Components of Literacy in order to improve reading behaviors. The Needs Assessment revealed that African American, Special Education and Economically Disadvantaged students are the underperforming subgroups. Through the Needs Assessment, we recognized that this is a large portion of our student population and therefore we will target our entire school population.

SMART GOAL

Overall, 80% of PreK students will score 90% or better on the ELB by June 2021. Overall, 40% of students in grades K-5 will make one year, or more, growth in their overall placement as measured on the

spring administration of the iReady Assessment.

I-Ready Fall 2020Kindergarten: 100% Tier 1Grade 1: 93% Tier 1, 7% Tier 2Grade 2: 59% Tier 1, 40% Tier 2, 1% Tier 3Grade 3: 51% Tier 1, 37% Tier 2, 12% Tier 3Grade 4: 41% Tier 1, 21% Tier 2, 38% Tier 3Grade 5: 43% Tier 1, 25% Tier 2, 33% Tier 3

RI (Reading Inventory) Winter 2019-2020RI Data Grade 2: 74% of students scored basic, below basicRI Data Grade 3- 73% of students scored basic, below basicRI Data Grade 4: 59% of students scored basic, below basicRI Data Grade 5: 55% of students scored basic, below basic

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RI (Reading Inventory) Fall 2019-2020RI Data Grade 3- 81% of students scored basic, below basicRI Data Grade 4: 78% of students scored basic, below basicRI Data Grade 5: 62% of students scored basic, below basic

RI (Reading Inventory) 2018-201965% of students in Grades 2-5 scored basic/below basicRI Data Grade 2 -73% scoring basic, below basicRI Data –Grade 3 -63% of students scored basic, below basicRI Data-Grade 4 -68% of students scored basic, below basicRI Data- Grade 5 -54% of students scored basic, below basic

Benchmark Assessment System (BAS) 2018-2019 Kindergarten-46% of students were reading below grade levelFirst Grade- 65% of students were reading below grade levelSecond Grade-79% of students were reading below grade level

PARCC 2017-2018 Grade 3-14% met or exceeded expectations (100% of Economically Disadvantaged did not meet)Grade 4-32.9% met or exceeded expectationsGrade 5-32.8% met or exceeded expectations

PARCC Student Group Data 2017-2018 (Grades 3-5)Economically Disadvantaged: 19.38% met or exceeded expectations.67.3%English Learner: 14.79% met or exceeded expectations.Black or African American: 14.71% met or exceeded expectations.SPED: 11.48% met or exceeded expectations.

MCAP Student Group Data 2018-2019 (Grades 3-5)Grade 3-10.9% met or exceeded expectations, decline from the previous year.Grade 4-29.3% met or exceeded expectations, decline from the previous year. Grade 5-30.8% met or exceeded expectations, decline from the previous year.

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Strategies and Effective Practices: 1.0 When we focus on effective practices around the Components of Literacy during professional development and PLC meetings, then student reading behaviors will become more proficient.1.1 When teachers model fluency through use of morning message, Fountas and Pinnell Interactive Read Aloud, Shared Reading and Guided Reading, then students will become fluent readers.1.2 When teachers implement Fountas and Pinnell Phonics/Word Study lessons as well as I-Ready lessons and have students apply learned strategies during guided and independent reading and writing, then students will increase word solving and writing behaviors.1.3 When teachers effectively implement Fountas and Pinnell Word Study, Interactive Read Aloud, Shared Reading and Guided Reading books as well as morning message, independent reading and content area reading, then students will develop Tier 1, 2 and 3 vocabulary and increase their vocabulary knowledge.1.4 When teachers engage students in conversation, model, and implement effective speaking, listening, and critical thinking strategies (Phonics/Word Study, Interactive Read Aloud (K-5), Shared Reading(K-1) , Reading Mini Lessons, Independent Reading Collections, Guided Reading, Lucy Calkins Classroom Libraries, Lucy Calkins Writing Program as well as around content area topics) and students apply these strategies while independently reading and writing, then students’ comprehension skills will increase.1.5 When intervention is provided for a minimum of one time per week through the use of iReady Toolbox and Skill-Based Lessons with students who are identified as reading significantly below grade level, then they will develop confidence as they increase their reading skills.

1.6 When classrooms are equipped with technology (Epic, NewsELA, iReady My Path, Typing club), then students will increase reading and typing fluency and reading comprehension.

1.7 When classrooms are equipped with Lucy Calkins Classroom Libraries, then they will have greater access to a language-rich environment.

1.8 When teachers plan and implement strategic daily guided reading lessons based upon iReady performance data student's fluency and reading comprehension increase.

1.9 When we create a culture that embraces the importance of literacy by providing a home reading initiative, then students will show growth in reading.

1.10 When coaches are provided with innovative ideas by attending a reading national conference and are provided time to present to colleagues, then staff will feel empowered, motivated and prepared to create dynamic lessons/classroom culture that will challenge and enrich the lives of their

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students.

1.11 When teachers are provided with materials of instruction that support Reading content standards and strategies, then student engagement and enrichment opportunities will increase.

1.12 When students and families are provided with dedicated Reading and Math Nights (2 times per year) and provided take home learning activities, then students and families will collaborate with school staff on best practices to improve student achievement in a unique and fun experience.

1.13 When members of the Instructional Leadership Team, Parents/Guardians and Community Stakeholders are provided with student data and strategies, then students will show growth in reading.

1.14 When students who are identified as high performing learners are provided with enrichment opportunities through classroom enrichment, TAD, SEEK students will be provided with instructional strategies that enhance critical and creative thinking skills as well as problem solving, communication and leadership skills.

1.15 When students are provided with opportunities to embrace the importance of literacy, using soft reading areas, students will show growth in individual reading levels, comprehension and problem-solving skills.

1.16 When students and families of Pre-k students are provided with opportunities to attend learning parties, reading and math family nights, culminating activities and celebrations, raising a reader events, and transition experiences then students and families will collaborate with school staff on best practices.

1.17 When students in grades K-5 are provided with iReady online lessons (My Path) which are based on their individual skill level and needs, students will be able to learn at a pace that is appropriate for them and the students will show growth in individual reading levels (min. Of 40 minutes completing lessons per week).

1.18 When teachers engage students in Data Chats regarding student performance data, students will take ownership of their performance and understand how they, too, can be a part of their academic success.

1.19 When teachers engage in data discussions with grade level colleagues, Title 1 Reading Coaches, school administration, ELL/SPED support staff and analyze student iReady data, teachers will identify specific strengths and weaknesses and targeted Tier 1 supports.

1.20 When Reading Intervention Teachers (Title 1 and General Funded) participate in monthly data driven monitoring of students identified as reading significantly below grade level (2 or more), a collaborative plan is developed to monitor the progress and implementation of strategic intervention services that supports the increased reading success of students.

1.21 When students in Prekindergarten are provided with access to print-rich, culturally relevant books, students will learn early literacy behaviors

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that foster an appreciation and understanding of how to read.

1.22 When Instructional Assistants (Title 1, ELL, Special Education, General Funded) are provided with professional development on how to support student literacy needs using best practices and Fountas and Pinnell resources, students will show growth in individual reading levels.

1.23 When soft reading areas are created around the school for students to access, and are equipped with high-interest text, our students will have greater access to a language-rich environment.

1.24 When teachers complete Reading Records with students reading one grade level below or more, and use the data to plan for whole and small group reading groups, students will show growth in individual reading levels.

1.25 When teachers collaborate on the Access, Equity and Progress Grant they will have time to co-plan, analyze student data (iReady, Reading Records, IEP Goals, informal and *Kindergarten Inventory Assessments) in order to inform instructional practices that support the academic success of students receiving special education support.

Evidence for Reading Programs

iReady Reading Program https://www.curriculumassociates.com/research-and-efficacy/i-ready-evidence-impact

Writing Units of Study http://www.unitsofstudy.com/resourcecenter/id/636

http://www.unitsofstudy.com/resourcecenter/id/623




Fountas and Pinnell Classroom Level 4 Promising Practice-this has just been released and studies are being conducted

Milestones:Date Data Explanation & Needed Adjustments

Sept. 30, 2020 Pre-Kindergarten ELB data Early literacy behaviors are the foundation needed to

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https://www.curriculumassociates.com/research-and-efficacy/i-ready-evidence-impact

https://www.curriculumassociates.com/research-and-efficacy/i-ready-evidence-impact

Date Data Explanation & Needed AdjustmentsJan. 29, 2021May 14, 2021

begin reading.

November 10, 2020

January 29, 2021

April 8, 2021

June 18, 2021

Pre-Kindergarten Report Card data Analyzing standards aligned to SMART goals.

Demonstrating decoding of words through phonics and word analysis

Demonstrating or clarifying the meaning of unknown and multiple meaning words

Reading through listening answer questions about key ideas and details in text (Literary and Informational)

October, 2020January, 2021March, 2021

iReady Assessment Predictor of grade level proficiency in reading. Pinpoint learners’ strengths and gaps and then gives students access to rigorous, grade-level content.

1st ELA PLC of the month Conference Notes (Reading and Writing, 1 per month/per child)

Data analyzed prior to meeting to identify reading and writing behaviors. Team members will be ready to discuss data and strategies to improve instruction.

November 10, 2020

January 29, 2021

April 8, 2021

June 18, 2021

Instructional Assistant Binder

Anecdotal Notes

Plans written by teacher daily for instructional assistants (this will allow for classroom reduction); anecdotal notes written by assistants.

As determined by ELA Scope and Sequence (ELA PLC Mtgs.)

Assessment tasks after Writing Units (Grades 2-5)

Apply what students have learned through Lucy Calkins Writing units to a literacy assessment- like task.

Monthly ELA PLC Meetings Reader’s Notebook Glimpse into comprehension through a writing lens. Also gives insight into the components in reading.

November 30, 2020 (Baseline)

January 29, 2021

High Frequency Word Check (K-1) High frequency words are the most commonly used words in our language and helping children to learn to recognize and read them on sight is a vital skill when

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Date Data Explanation & Needed AdjustmentsApril 8, 2021

June 1, 2021

trying to develop accuracy and fluency in reading.

Weekly iReady My Path Lessons Students will be expected to complete 40 minutes of individually assigned My Path lessons. Teachers will track student progress and assign lessons accordingly.

Spring 2021 MCAP grades (3-5) Looking at evidence statements to determine needs of our student in order to provide increased rigor and enrichment specific to math strategies and effective practices.

January 2021

March 2021

May 2021

Reading Records Classroom teachers will complete a minimum of three Reading Records on each student assigned to their classroom. The Reading Records will be completed during asynchronous instruction using RAZ Kids. Classroom teachers will analyze student data to determine if they are grouped appropriately in reading groups.

Summer 2020, 2021 Parent Engagement Surveys Parents will be provided with an opportunity to give input on the upcoming year Title 1 budget including family engagement activities. The survey will be provided to families in English, Haitian Creole and Spanish.

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Priority 2: ESSA Category – Math Academic Achievement and Progress

In the 2019-2020 school year, Pinehurst will continue to focus on problem solving skills through solving word problems. It was determined that historically, Pinehurst students are under performing in the area of word problems.

After analyzing data through our Needs Assessment and ILT meetings, our focus in Math will be in problem solving strategies in order to improve word problem standard scores. The Needs Assessment revealed that African American, Special Education and Economically Disadvantaged students are the underperforming subgroups. Through the Needs Assessment, we recognized that this is a large portion of our student population and therefore we will target our entire school population.

SMART GOAL

80% of students in grades Pre-Kindergarten and Kindergarten will be proficient on identified report card standards. Students in grades 1-5 will increase their proficiency solving word problems involving whole numbers, fractions and or decimals by 10%

according to grade level standards as measured by their performance on the MAP Assessment.

DATA to SUPPORT GOALMAP Fall 2020Kindergarten: Mean RIT 145.1 (~69th %ile)1st Grade: Mean RIT 160 (~76th %ile)2nd Grade: Mean RIT 174.9 (~50th %ile)3rd Grade: Mean RIT 181.8 (~31%ile)4th Grade: Mean RIT 186.8 (~20 %ile)5th Grade Mean RIT 199.2 (~25th %ile)

Pre-Kindergarten Report Card Data 2018-2019 (Students who are Proficient):Counts by rote 1-10: 93%Counts objects in a group 10: 93%

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Makes Group of objects 1-10: 90%Recognizes numbers 0-10: 70%Classifying Objects: 73%

Kindergarten Report Card Data 2018-2019 (Students who are Proficient):Solve addition word problems within 10: 78%Solve subtraction word problems within 10: 77%Decompose numbers less than or equal to 10: 74%Compose and decompose numbers 11-19: 55%

Math Interim 1 data 2018-2019 (Percentage reflects those students who are Below Expectation-Word Problem standards)Grade 1: 69.33%Grade 2: 44.49%Grade 3: 41.00%Grade 4: 49.00%Grade 5: 66.67%

Math Interim 2 data 2018-2019 (Percentage reflects those students who are Below Expectation-Word Problem standards)Grade 1: 61.37% (county 67.82%)Grade 2: 53.26% (county 68.54%)Grade 3: 39.91% (county 55.34%)Grade 4: 46.92% (county 59.93%)Grade 5: 57.30% (county 58.19%)

PARCC 2017-2018 Grade 3-21.5% met or exceeded expectationsGrade 4-39.4% met or exceeded expectationsGrade 5-39% met or exceeded expectations

PARCC Student Groups 2017-2018Economically Disadvantaged: 27.48% met or exceeded expectationsEnglish Learner: 22.22% met or exceeded expectationsBlack or African American: 25.96% met or exceeded expectationsSPED: 17.74% met or exceeded expectations

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MCAP 2018-2019Grade 3-19.6% met or exceeded expectations, decline from previous year.Grade 4-20.5% met or exceeded expectations, decline from previous year.Grade 5-37.1% met or exceeded expectations, decline from previous year.

Strategies and Effective Practices:2.0 When teachers model and implement the notice and wonder strategies, then students will better understand word problems and their structures.2.1 When teachers implement numberless word problems, then students will better understand word problems and their structures.2.2 When teachers use manipulatives to solve problems, then students concrete conceptual understanding will improve.

2.3 When teachers implement Three Reads strategy, then students will engage with a word problem, each time with a new purpose.2.4 When teachers model and implement problems without questions, then students will be able to clearly visualize what is happening in the problem and determine the correct operation.2.5 When teachers implement the Bar Modeling strategy when solving problems on a regular basis, students will have a better understanding of how to solve problems. 2.6 When teachers model and implement problem solving templates, then students will have a method for organizing word problems.2.7 When teachers implement open-ended question and response as well as reengagement problems solving lessons from EM4, then students will engage in real-world problem-solving strategies and higher-level math application.

2.8 When teachers implement daily math meetings and number talks, then students will have the opportunity to share multiple problem-solving strategies and student's problem-solving skills, number sense, and fluency will improve.

2.9 When teachers implement ST math chats or DreamBox conferencing, then students will be introduced to new math concepts and teachers will be able to strengthen student understanding of specific math standards and strategies.

2.10 When teachers model and implement sentence frames during small and whole group instruction, then all English Language Learners of all proficiency levels will improve specific language structures and engage in real-world problem-solving strategies.

2.11 When teachers use clipboard cruising (assessment check ins) then data will be analyzed and used to choose flexible groupings for students.

2.12 When teachers are provided with time to review student data, to plan with content coaches, and to receive professional development, then students will receive differentiated and rigorous instruction.

2.13 When classrooms are equipped with technology (student use of laptops for ST math, math chats, Dreambox and/or ConnectED), then students will have a greater opportunity to engage in content skills.

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2.14 When teachers implement as well as monitor and analyze student progress on ST math, DreamBox, informal and formal assessment data, then teachers will be to differentiate instruction to meet the needs of all students.

2.15 When teachers are provided with materials of instruction that support Math content standards and strategies, then student engagement and enrichment opportunities will increase.

2.16 When students and families are provided with dedicated Read and Math Nights (2 times per year) and provided take home materials

, then students and families will collaborate with school staff on best practices to improve student achievement in unique and fun experience.

2.17 When students and families of Pre-k students are provided with opportunities to attend learning parties, reading and math family nights, culminating activities and celebrations, raising a reader events, and transition experiences then students and families will collaborate with school staff on best practices.

2.18 When members of the Instructional Leadership Team, Parents/Guardians and Community Stakeholders are provided with student data and strategies, then students will show growth in math.

2.19 When students who are identified as high performing learners are provided with enrichment opportunities through classroom enrichment, TAD, SEEK students will be provided with instructional strategies that enhance critical and creative thinking skills as well as problem solving, communication and leadership skills.

2.20 When teachers utilize the Projected Proficiency Report with the NWEA Learning Continuum to implement purposeful small group instruction to meet individual student needs, students will show growth in specific math content standards.

2.21 When teachers engage in weekly monitoring of student performance in DreamBox, and review the NWEA class report, teachers will assign individualized DreamBox lessons based upon individualized needs.

2.22 When students complete 40 puzzles in ST Math and 5 DreamBox lessons per week, students will gain critical math skills that will support them in making gains with specific math standards.

2.23 When teachers are provided with a multi-sensory approach to teach specific mathematical concepts using math mats in whole and small group instruction, students will be able to further understand and connect math concepts using multi-sensory techniques.

2.24 When teachers engage in weekly monitoring and analysis of student performance when utilizing the ST Math platform students will make gains with specific math standards.

2.25 When teachers collaborate in the Access, Equity and Progress Grant they will have time to co-plan, analyze student data (MAP, DreamBox, ST Math, IEP Goals, informal and *Kindergarten Inventory Assessments) in order to inform instructional practices that support the academic

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success of students receiving special education support.

Evidence for Math Programs

ST Math https://www.evidenceforessa.org/programs/math/elementary?field_evidence_rating=%5B4%2C5%2C7%5D&page=1

https://www.wested.org/resources/st-math-evaluation/

https://blog.mindresearch.org/blog/st-math-for-students-in-special-education

https://blog.mindresearch.org/blog/equitable-access-ells

Everyday Mathematics 4 https://ies.ed.gov/ncee/wwc/Intervention/207

Building Blocks (resource used in PK) https://ies.ed.gov/ncee/wwc/Intervention/536

Dreambox https://www.dreambox.com/research

https://ies.ed.gov/ncee/wwc/EvidenceSnapshot/627

https://cepr.harvard.edu/dreambox-learning-achievement-growth

Milestones: Date Data Explanation & Needed Adjustments

October 2020

January 2021

March 2021

NWEA MAP (K-5) Looking at evidence statements to determine needs of our student in order to provide increased rigor and enrichment specific to math strategies and effective practices.

Spring 2021 MCAP grades (3-5) Looking at evidence statements to determine needs of our student in order to provide increased rigor and enrichment specific to math strategies and effective

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https://cepr.harvard.edu/dreambox-learning-achievement-growth

https://ies.ed.gov/ncee/wwc/EvidenceSnapshot/627

https://www.dreambox.com/research

https://ies.ed.gov/ncee/wwc/Intervention/536

https://ies.ed.gov/ncee/wwc/Intervention/207

https://blog.mindresearch.org/blog/equitable-access-ells



https://www.wested.org/resources/st-math-evaluation/

https://www.evidenceforessa.org/programs/math/elementary?field_evidence_rating=%5B4%2C5%2C7%5D&page=1

https://www.evidenceforessa.org/programs/math/elementary?field_evidence_rating=%5B4%2C5%2C7%5D&page=1

Date Data Explanation & Needed Adjustmentspractices.

November 10, 2020

January 29, 2021

April 8, 2021

June 18, 2021

Report Cards (Pre-K and K) Analyze standards based on SMART goal:

Pre-Kindergarten: Counts by rote 1-10Counts objects in a group 10Makes Group of objects 1-10Recognizes numbers 0-10Classifying Objects

Kindergarten:Solve addition word problems within 10.Solve subtraction word problems within 10.Decompose numbers less than or equal to 10. Compose and decompose numbers 11-19.

November 10, 2020

January 29, 2021

April 8, 2021

June 18, 2021

Teacher created common assessments (under the guidance of the Math Professional Development Coaches)-Grade PK-5

Data analyzed prior to PLC meeting to identify problem solving skills. Team members will be ready to discuss data and strategies to improve instruction.

PK- Represent a number up to 10 by making a set of objects with concrete materials and rote count to 20.

K- To improve overall math number skills by demonstrating understanding of solving addition and subtraction word problems within 10 using manipulatives.

Grades 1-5 Solving word problems involving whole numbers, fractions and/or decimals.

End of each chapter Edoctrina EM 4 chapter quizzes Teachers will analyze quiz data to find strengths and weaknesses of their students as well as find areas to

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Date Data Explanation & Needed Adjustmentsreteach or enrich standards.

Math PLC meetings EM4 Clipboard cruising data Teachers will analyze data prior to PLC meeting and be ready to discuss data and strategies to improve instruction.

Monthly DreamBox and ST math (grades K-5) Teachers will analyze student syllabus progress and determine specific strategies that are student strengths and weaknesses. Students are expected to complete 40 ST Math Puzzles per week and 5 DreamBox lessons.

Summer 2020, 2021 Parent Engagement Surveys Parents will be provided with an opportunity to give input on the upcoming year Title 1 budget including family engagement activities. The survey will be provided to families in English, Haitian Creole and Spanish.

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Priority 3: ESSA Category – School Quality and Student Success

In the 2019-2020 school year, Pinehurst will continue to analyze X2 conduct data, monthly PBIS data. It was determined historically; Pinehurst bus and office referrals have been high.

After analyzing data through our Needs Assessment and ILT meetings, our focus in School Quality will be in the area of lowering our bus and office referrals. Through the Needs Assessment results we are targeting students who exhibit behaviors involving disrespect, physical attack on student, and classroom disruption.

SMART GOAL

Overall bus and office referrals will decrease 5% from 2019-2020 to 2020-2021 school year.

DATA to SUPPORT GOAL2018-2019Total Bus referrals: 87Total Office referrals: 183

2017-2018Total Bus referrals: 112Total Office referrals: 257

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Strategies and Effective Practices:

3.0 When staff integrate restorative practices, questioning and student reflection, guiding students to solve problems, then relationships and communication between staff and students and student to student with the purpose of reducing problem behaviors and increasing instructional focus.3.1 When teachers create a platform to discuss general problems within the general community and seek solutions then students will build communication skills and friendships.3.2 When teachers use Class Dojo to recognize students' positive behaviors then positive behaviors and interactions in school communities will increase.3.3 When students attend school consistently, then they are more likely to succeed in academics and are more likely to build relationship and are less likely to get in trouble in the community. 3.4 When administrators/teachers are provided with innovative ideas by attending national conferences and are provided time to present to colleagues, then staff will feel empowered, motivated and prepared to create dynamic lessons/classroom culture that will challenge and enrich the lives of their students.

3.5 When students are provided with the opportunity to learn ways in which to interact appropriately and positively with peers through character education assemblies, then student bus and office referrals will decrease.

3.6 When students are provided with guidance lessons (Second Step) as well as individual and small group behavior intervention then students will demonstrate appropriate socialization and school behavior.

3.7 When teachers are provided professional development opportunities (PLC meetings, virtual conferences) to learn strategies to engage diverse learners attendees will share specific strategies and techniques to engage diverse learners to all staff.

Evidence for School Quality and Student Success

SW-PBIS https://www.pbis.org/Common/Cms/files/pbisresources/Guidance%20for%20States%20on%20ESSA%20State%20Plans.pdf

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https://www.pbis.org/Common/Cms/files/pbisresources/Guidance%20for%20States%20on%20ESSA%20State%20Plans.pdf



Milestones:Date Data Explanation & Needed Adjustments

November 20, 2019February 5, 2020April 22, 2020June 3, 2020

Office/Bus referral data During ILT meetings the team will analyze behavior data and discuss strategies to continue progress towards goal.

Daily/Weekly/ Monthly

Daily Class Dojo points will be given by staff and bus drivers/substitutes (paper Dojo tickets-worth 5 points) for behavior and attendance.

Weekly and Monthly rewards/incentives based on Dojo points collected daily for students exhibiting positive behavior and attendance.

Daily Positive Referrals Students/staff can earn positive referral for showing love, support, kindness, and pride. Students are encouraged to demonstrate the Pinehurst Pride Five in each classroom.

Quarterly

November

January

April

June

Positive Character At the end of each marking term, Administration will distribute certificates to students who have shown positive character. Positive Character awards will be distributed to students who have zero office referrals for the marking term.

Monthly Ripley’s Incredible Kid Monthly Positive Character Awards In partnership with Ripley’s Believe It or Not, teachers will nominate 1 student per class who demonstrate positive character. Each student will be presented with a certificate from a Ripley’s Believe It or Not representative. One student from each grade level will be entered into a drawing.

Summer 2020, 2021 Parent Engagement Surveys Parents will be provided with an opportunity to give 28

input on the upcoming year Title 1 budget including family engagement activities. The survey will be provided to families in English, Haitian Creole and Spanish.

Appendices:

Appendix 1:

School’s ESSA Report Card for 2018

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Appendix 2:

PBIS Plan:

Pinehurst Elementary

School-wide

Positive Behavioral Interventions and Supports

2020 - 2021

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School-Based PBIS Team

Name

Title Behavior

Expertise

Coaching

Expertise

Mentoring Knowledge of Student

Academic & Behavior Patterns

Knowledge of Operations of School

Across Levels/Programs

Kevin Smith Principal X X X

Lisa King Assistant Principal X X X

Matthew Curtis Dean of Students X X X

Andrea Greiner School Psychologist X X

Oliver Johnson Guidance Counselor X X

Ari Johnson Student Advisor X X

Gretchen Banks Social Worker/Chair

Cynthia Delaney Pre-K Teacher X X

Michelle Schlegel Pre-K Intervention

Andromeda Massey K Teacher X X

Cassie Felesky Grade 1 Teacher X X

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Katie Justice Grade 2 Teacher X X

Amanda Libby Grade 3 Teacher X X

Kristen Schoepf Grade 4 SPED/Chair

Debra Shockley SPED ED Teacher X X X

Deborah Donohue SPED ID Teacher X

Jill Gilmore Instructional Assistant X X

Melissa Hileman Instructional Coach X X X

Support:

Restorative Practice

Kevin Smith Principal

Lisa King Assistant Principal

Matthew Curtis Dean of Students

Andrea Greiner School Psychologist

Dawn Fleming Social Worker

Jennifer Fitzgerald Grade 5 Teacher

Ashlie Webster Grade 1 Teacher

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Student Leadership/Service Opportunities


Lisa King Assistant Principal


Katie Byrne Media Specialist

Jodi Moore Title I Reading Intervention Teacher

Sandy Ward Title I Reading Intervention Teacher

Action Plan

1. Tier 1: Integrate restorative practices, through the planning and implementation of daily community circles in all homerooms. In addition, administrators, teachers and assistants will use restorative practices, questioning, and student reflection when guiding students to solve problems. Expectation: To strengthen relationships and communication between staff and students and student to student, with the purpose of reducing problem behaviors and increasing instructional focus and time on task while in a virtual or in-person instructional model.

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Mentoring


Oliver Johnson Guidance Counselor

Ari Johnson Student Advisor

Tim Stock Parent

Martin Hutchison Faith Based PartnerClubs



Katie Byrne Media Specialist

Grace Lamboni Physical Education Teacher

Victoria Oberdick Music Teacher

Jen Hill Physical Education Teacher

Justin Heberlig Art Teacher

Expectations Interventions Acknowledgements/Opportunities

Community circles held daily in each classroom to build a community of learners.

Community circles help to form and strengthen relationships between teacher/students and student/ student relationships.

Platform to discuss general problems within the classroom community and seek solutions.

Build communication skills and friendships.

Teaching Pinehurst Expectations

Pinehurst Motto

As Pinehurst Panthers…

We love one another,

We are kind to one another,

We support one another,

We are family.

PINEHURST ROCKS!

“Everyone Can Be A Champion!”

All classroom teachers are expected to use Class Dojo. Marking term incentives will be tied to student Dojo points.

Pinehurst Staff will be recognized with positive referrals each week on the morning announcements. Referrals will be displayed in the front lobby.

Pinehurst Motto recited daily during the televised morning announcements.

Using the motto as the means of addressing behavioral and social situations with the classrooms and common school settings.

Classroom teacher will make a positive parent contact and document in the X2 journal.

Class Dojo recognition and rewards

Ripley’s Monthly Good Character

Daily Positive Panther Awards with recognition on daily announcements

Increase amount of positive behaviors and interactions in school communities by offering monthly incentives.

Leadership/Service Opportunities for students in grades 3, 4, & 5.

Club Opportunities for students in grades 3, 4, & 5

Quarterly Academic and Behavior 35

Guidance Lessons – Second Step/Character Lessons

Career Awareness

Classroom lessons to teach character development, following the school motto, and appropriate social interactions.

Career awareness through community guest speakers, partnership with CTE, Junior Achievement, and career-oriented activities and field trips.

Recognition Assemblies/Activities

Career Guest Speakers

Career Focused Field Trips and Experiences for Grades PK - 5

Tier 2: Decrease formal office referrals by 5% for the 2020 - 2021 school year.


Teachers will identify students in their classes who need additional supports to maintain acceptable behavior, prior to writing office referrals, whenever possible. Through the Student Service Team process, work with administrators, counselors, LCSW and school psychologist to develop an individual support plan to meet the needs of the student.

SST Process

Parent Involvement

Mental Health Team Support

Community Mentors

Academic Supports and Intervention

Individual Behavior Plans

Check-in/Check-out Intervention

Student intervention with an administrator will occur prior to an office referral in order to decrease negative behaviors and support

Specific positive reinforcement based on the interests of the student.

Leadership/Service opportunities, as a reward for consistent improved behavior.

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student’s individual needs.

A student lunch bunch may be scheduled with an administrator, guidance counselor, student advisor, office associate, LCSW or classroom teacher.

Mental Health Team (LCSW and Guidance Counselor) – Increased instruction and practice with self-regulation and social skills.

Tier 3: Identifying and providing individual support for students with high levels of behavioral concerns.


In collaboration with teachers, administrators, counselors, and school psychologist identify students with the highest levels of behavioral concerns and are not meeting with success with the Tier I and II interventions. At this level the students would have already been identified and continually followed through the SST Process.

Social Skills Instruction with individual or small groups of students, using Skillstreaming the Elementary School Child: A Guide for Teaching Prosocial Skills.

Direct, explicit instruction and practice on the following skill areas.

Classroom Survival Skills

Friendship-Making Skills

Skills for Dealing with Feelings

Skill Alternatives to Aggression

Praise and provide feedback when skills are used in role playing situations and then applied in actual settings.

Awards for using specific skills in school settings.

School-Home Note to inform parents of positive use of skills in school setting.

Specific, frequent, and consistent reinforcement based on student’s interests.

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Skills for Dealing with Stress

Skills for Dealing with Group Pressure

Functional Behavioral Assessments

Behavior Intervention Plans

Goal Chart for Individual Students

Collaboration with Community Agencies

Referrals for Wraparound Services

Information provided to parents/caregivers for therapy and mental health programs.

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Pinehurst Elementary School Action Team Members

Name

Kevin Smith

Lisa King

Dawn Fleming

Andrea Greiner

Oliver Johnson

Ari Johnson

Kristen Schoepf

Position and Role

Principal

Assistant Principal

LCSW

School Psychologist

Guidance Counselor

Student Advisor

Special Education Teacher

Phone

410-677-5810

410-677-5810

410-677-5810

410-677-5810

410-677-5810

410-677-5810

410-677-5810

E-Mail

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

Room Number and Location

Main Office

Main Office

East Wing Conf. Room

E-9A

W-9A

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mailto:[email protected]







E-1

Stage 1 Tasks

Data Collection Questions Data Sources

EXAMPLE:

Are there notable differences in our suspension rates by race?

EXAMPLE:

Disciplinary database maintained by vice principal’s office.

1. How much more likely is a student identified as 2 or more races to be suspended than students of other races?

1. Disproportionality Report published 6/30/19; X2 Report Center, maintained by administrative team, reviewed bimonthly

2. How much more likely is a special education student to be suspended than non-disabled peers?

2. Disproportionality Report published 6/30/19; X2 Report Center, maintained by administrative team, reviewed bimonthly

3. Are there noticeable differences in suspensions rates by code and race or disability?

3. X2 Report Center, maintained by administrative team, reviewed bimonthly

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Preliminary Findings and Identified Disparity Issues

EXAMPLE:

African-American males comprise 40% of our student body but represent 82% of our suspensions.

1. Students identified as 2 or more races is 8.30% of our population (44 out of 530 students)

2. Of our population, 252/530 are female students. 17 were females of 2 or more races.

3. Of our population, 278/530 are male students. 27 were males of 2 or more races.

2. Students with disabilities comprise 12.83% of our population.

3. Current referrals (school-wide)are:

Total referrals were 225

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Students identified as 2+ races = 13 (17% of referrals)

Students identified as special education = 75 (30% of referrals)

ge 2 Tasks 42

Additional Data Collection Questions Data Sources

EXAMPLES:

Are there patterns of disparity by grade or referring staff for African-American males in our student population? (Quantitative)

Do students or staff perceive deviation from consistent policy enforcement? (Qualitative)

EXAMPLES:

Revisit disciplinary database to extract this detail.

Conduct focus groups with students and staff to determine whether they perceive office referral practices deviating from stated policy and the impact of such practices.

1. Are there patterns of disparity by grade or referring staff for students with 2 or more races and special education?

1. Review of X2 Journal entries (exceeding 3)2. Review interventions (must have minimum of 3)3. Closely monitor behavior management tiers

2. Are there student’s considered with repeated conduct referrals? 1. Pull conduct reports to identify referral staff compared to incident and action codes.

3. What is the percentage of students suspended compared to race and disability?

1. Pull incident and conduct history reports and identify trends.

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Additional Findings and Disparity Issues

EXAMPLES:

75% of referrals leading to suspension among African-American males occur in Grade 9. Of those, 50% result in termination of enrollment. Grade 9 staff members express frustration with disruptive behavior that escalates to altercations between staff and students.

Grade 9 students report that some teachers escalate incidents involving African-American males more than their White peers.

1. Students were referred by variety of staff2. Locations were varied: Gym; classroom; Media Center;

hallways3. Referrals for 2+ referrals: Teacher = 10; Administration = 1

1. 6 students out of 13 (2 + races) were repeated conduct referrals.2. 25 students out of 75 (special education) were repeated

conduct referrals.

3.

1. 14 students were suspended during the 2018-2019 SY.

2. 3 students were 2+ more races

3. 5 students were special education

Cause(s) of Disparity Issues Root Cause(s) of Disparity Issues

EXAMPLE: EXAMPLE:

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Teacher frustration peaks after repeated incidents with students talking back in class, and the situation often evolves into significant classroom disruption.

Grade 9 staff lack consistent classroom management skills and have limited experience with de-escalation strategies to employ during times of classroom disruption.

1. Non-tenured classroom teachers continue to learn and implement classroom management strategies and systems.

1. Non-tenured classroom teachers are learning ways to build relationships and to refine their classroom behavior management systems and supports.

2. Instructional Assistants work in a variety of settings across the school and feel as though they don’t have the resources to support situations that would diffuse negative behaviors.

2. Instructional Assistants lack the necessary skills to de-escalate classroom disruptions.

3. SPED disparity resulting from severity of infractions not occurring in non-disabled peer groups.

3. SPED students resorting to inappropriate responses to frustration/anger, which is heightened by classes led by unfamiliar adults (i.e. substitutes) and who lack the necessary skills to de-escalate classroom disruptions.

4. 2 or more races disparity resulting from severity of infractions not occurring in other racial groups.

4. Students appear to lack appropriate social and coping skills when responding to peers who aggress towards them. Students feel the need to respond/defend from situations. At times the situations stem from incidences in the community.

Stage 3 Tasks

Corrective Action(s) for Root Causes

EXAMPLE:

Provide training and personalized support to Grade 9 staff in evidence-based de-escalation strategies and routinely repeat classroom management skill building.

1. Provide on-going training to non-tenured staff that reinforces appropriate classroom management strategies, PBIS supports, and de-escalation strategies.

2. Provide on-going training to Instructional Assistants that reinforces appropriate classroom management strategies and de-escalation strategies.

3. Students lack self-management skills when angry requiring psychoeducational intervention on self-management. We utilize classroom guidance lessons to provide students with a plan for removing themselves from potentially violent actions/scenarios. Faculty and PLC meetings are conducted to instruct on personal space and de-escalation strategies. When an unfamiliar adult is assigned to a specific classroom, we will reassign familiar staff to the student.

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4. Teach students alternative responses to frustration. Educate adults on personal space and allowing students a physical or emotional “out.” Small group and individual counseling for students involved in OSS to date.

Measurement and Evidence of Success After Making Corrective Action(s)

EXAMPLE:

Reassess disaggregated disciplinary data quarterly and at the conclusion of the academic year for Grade 9 referrals for classroom disruption, teacher interventions, and resulting suspension rates. Assess whether disparities have been reduced or eliminated.

1)

a. Analyze referral data each monthb. Conduct conferences with tenured and non-tenured teachers to review classroom discipline data each monthc. Focused Behavior PLC meetings each month on specific topics (de-escalation strategies, Behavior Toolkit, PBIS, Tier Interventions, etc.)

2)

a. Documented completion of small group and/or individual counseling with students identified as 2 or more races with referrals resulting in ISS/OSS to generate personal action plans when feeling frustrated or angry.

3)

a. SPED case managers will review all office referral documents to determine possible need for IEP amendment or interventions/FBA for each SPED student receiving ISI/OSS. Goal is to identify effectiveness of self-management goals and/or need to include in IEP.

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Plan for Addressing Root Causes of School Discipline Disparities ROOT CAUSE #1: Non-tenured teachers and Instructional Assistants lack classroom management strategies to effectively implement and

sustain a positive culture for learning.

Corrective Actions

Person or People Responsible

Resources Needed

Evidence of Implementation

Monitor Date

Results

EXAMPLE:

Provide training and personalized support to Grade 9 staff in evidence- based de-escalation strategies and routinely repeat classroom management skill building.

Ms. Dean; Assistant

Principal; Mr. Joy, guidance counselor

Training: $2,000 for trainer, materials, travel; release time for training

Support: Defined times for ongoing support with each Grade 9 staff member to monitor implementation

a. Training completed

b. Use of strategy confirmed through supervision and grade-level meetings

Monthly throughout first semester; bimonthly for remainder of year; quarterly thereafter

1. Training in Restorative Practice

Administration

LCSW

Guidance Staff

Opportunity for non-tenured teachers to work closely with consultant on community circles

PLC meeting documentation

Administration walk throughs each day; support of SA and Guidance Counselor

Decrease in number of office referrals

2. Master teacher shadow two times per year

Administration

Teacher Coach

Money to cover the cost for substitutes

Observation and feedback

Administration walk throughs each day; admin. Consultation after observations are completed

Decrease in number of office referrals

Evidence of structured community circles

3.

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ROOT CAUSE #2: Students lack self-management skills when feeling angry.

Person or People

Corrective Actions Responsible

Resources Needed


Monitor Date

Results

EXAMPLE:


Ms. Dean; Assistant







1. Ongoing de-escalation strategy training for staff.

Administration

LCSW

Guidance Staff

Hourly stipend for after school training or substitute money

Currently taking place during monthly IA and PLC mtgs.

Daily walk throughs by administration

Decrease in office referrals

2. Ongoing restorative practice training for staff

Administration Hourly stipend for after school training or substitute money




3. Monthly guidance lessons focused on anger management, team building, problem solving.

LCSW

Guidance Staff

2nd Step Guidance Program

Zones of Regulation

Behavior PLC meeting discussions

Analyze Tier 2 and 3 student performance

Observations (formal and informal)



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ROOT CAUSE #3: Students lack appropriate responses when faced with challenging and frustrating situations.

Person or People

Corrective Actions Responsible

Resources Needed


Monitor Date

Results

EXAMPLE:


Ms. Dean; Assistant







1. Ongoing de-escalation strategy training for staff.

Administration

LCSW

Guidance Staff

Hourly stipend for after school training or substitute money




2. Ongoing restorative practice training for staff

Administration Hourly stipend for after school training or substitute money




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3. Monthly guidance lessons focused on anger management, team building, problem solving.

LCSW

Guidance Staff

2nd Step Guidance Program

Zones of Regulation

Behavior PLC meeting discussions

Analyze Tier 2 and 3 student performance

Observations (formal and informal)



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