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Wyoming School Comprehensive Plan

Green River, Wyoming

Gregory B. Figenser, Principal

2016-2017

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PLAN SIGNATURES

_______________

District Superintendent

_______________

District Board Chairman

_______________

WAEA School Improvement Representative

______2016-2017_______

Plan Year

DISCLAIMER

This comprehensive plan was developed by the Wyoming Department of Education (WDE) in

cooperation with AdvancED Wyoming to align state and federal plan requirements to a

common framework. This document meets the requirements of both the WDE and AdvancED

for school continuous improvement.

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COMPREHENSIVE PLAN DIRECTIONS

Writing Plans

There are three domains: Teaching and Learning, Leadership Capacity and Resource Utilization. For

each domain:

1. ASSESS NEEDS

- Read related research, evaluate student performance and stakeholder survey data, and self-

evaluate using the AdvancED rubrics to rate the level of implementation for each indicator as

needs improvement, acceptable, or effective practice, or 1, 2, 3 or 4.

- Indicators rated as Level 4 on the AdvancED rubric are effective practices. Indicators rated as 3

are acceptable. Indicators rated as 1 or 2 are needs improvement.

2. STATUTORY ASSURANCES

- Review the statutes aligned to the indicators to ensure the school is meeting the requirements

of Wyoming statute and applicable Federal statutes. Statutory authority is included in a

separate document.

3. SUMMARY OF PRACTICES

- For indicators marked as Effective Practice, Title 1 Plan and School Improvement Grant (SIG)

requirements, schools will write a summary of the school’s approach to implementation of the

applicable requirements. All schools may have effective practices and all schools may write

summaries for any or all indicators, even those not marked as an Effective Practice.

4. IMPROVEMENT PLANS

- Based on the needs identified, write an improvement plan for each domain. All schools are

required to complete improvement plans every five years for accreditation. All schools write

improvement plans annually if required by state and/or federal statute. At least one of the

improvement goals should reflect the intent to improve WAEA indicator scores.

- Plans for small schools (those that don’t receive a school performance rating) should address all

WAEA indicators.

Plan Submission

- Submit plans to the district superintendent for signature. Plans that require board approval will

also be signed by the district board chairman.

- Post the signed plan on the district web site in .pdf format or as a view-only shared file.

- Send a link to Accreditation Consultant/Dianne Frazer at the Wyoming Department of Education

(WDE) by December 7. (Dianne.Frazer@wyo.gov)

- Upload plan through the AdvancED Assurances in ASSIST every five years for accreditation.

WDE Representative Assistance

- The plan template is currently available from WDE in Google Docs and as an Adobe Acrobat

Form. Plans can be converted to Microsoft Word. Plan templates can be developed in other

collaborative formats if necessary.

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- WDE representatives will work collaboratively with schools using Google Docs (or another

collaborative format) to develop school plans as required by W.S.21-2-204(f).

TABLE OF CONTENTS DOMAIN 1: TEACHING AND LEARNING

AdvancED Standard 3: Teaching and Assessing for Learning

- Standards and Curriculum (3.1)

- Monitoring and Adjusting Curriculum, Instruction and Assessment (3.2)

- Instructional Strategies that Engage Students (3.3)

- Instructional Leadership (3.4)

- Collaborative Learning Community (3.5)

- Instructional Process (3.6)

- Mentoring, Coaching and Induction (3.7)

- Family Engagement (3.8)

- Student Advocacy Structure (3.9)

- Grading and Reporting (3.10)

- Professional Learning (3.11)

- Learning Support Services (3.12)

AdvancED Standard 5: Using Data for Continuous Improvement

- Student Assessment System (5.1)

- Collecting, Analyzing and Applying Learning from a Range of Data Sources (5.2)

- Training in the Interpretation and Use of Data (5.3)

- Determining Verifiable Improvement in Student Learning (5.4)

- Communicating School Performance (5.5)

Teaching and Learning Improvement Plan

DOMAIN 2: LEADERSHIP CAPACITY

AdvancED Standard 1: Purpose and Direction

- Purpose Revision Process (1.1)

- Culture Based on Shared Values and Beliefs (1.2)

- School Improvement Process (1.3)

AdvancED Standard 2: Governance and Leadership

- Board Policies and Practices (2.1)

- District Board Operations (2.2)

- Leadership Autonomy (2.3)

- Leaders and Staff Foster Culture (2.4)

- Stakeholder Engagement (2.5)

- Leader and Staff Evaluation (2.6)

Leadership Capacity Improvement Plan

DOMAIN 3: RESOURCE UTILIZATION

AdvancED Standard 4: Resources and Support Systems

- Staff Recruiting and Retention (4.1)

- Sufficient Resources (4.2)

- Safe, Clean and Healthy Environment (4.3)

- Information Resources (4.4)

- Technology Resources (4.5)

- Supports to Meet Physical, Social and Emotional Needs (4.6)

- Services to Support Student Educational Needs (4.7)

Resource Utilization Improvement Plan

Corrective Action Plan

Restructuring Plan

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DOMAIN 1: TEACHING AND LEARNING

AdvancED Standard 3: Teaching and Assessing for Learning

Standards and Curriculum (3.1)

The school’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level. (3.1 Rubric)

Acceptable

Summary of Practices:

Monitoring and Adjusting Curriculum, Instruction and

Assessment (3.2)

Curriculum, instruction, and assessment are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice. (3.2 Rubric)

Acceptable

Summary of Practices: Truman staff meet weekly, and at times daily, to look at specific student data in order to adjust instruction,

intervention groups, or to reflect on lesson taught in order to better meet the needs of the students in their care. Our

flexible grouping is based on the ability of staff to meet frequently in order to make positive changes that will most

benefit students.

Instructional Strategies that Engage Students (3.3)

Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations. (3.3 Rubric) Acceptable

Summary of Practices:

Instructional Leadership (3.4)

School leaders monitor and support the improvement of instructional practices of teachers to ensure student success. (3.4 Rubric) Acceptable

Summary of Practices:

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Collaborative Learning Community (3.5)

Teachers participate in collaborative learning communities to improve instruction and student learning. (3.5 Rubric) Acceptable

Summary of Practices: Our teachers meet in their Professional Learning Communities to discuss students on a weekly basis. A full range of support personnel are consulted when making academic adjustment for students. On different days that are in the calendar for early release of students or building work days, staff meet in vertical teams to make sure that they are clearly addressing the needs of each student to promote their ability to meet the grade level standards.

Instructional Process (3.6)

Teachers implement the school’s instructional process in support of student learning. (3.6 Rubric) Acceptable

Summary of Practices:

Mentoring, Coaching and Induction (3.7)

Mentoring, coaching, and induction programs support instructional improvement consistent with the school’s values and beliefs about teaching and learning. (3.7 Rubric)

Need Improvement

Summary of Practices: Some school personnel are engaged in mentoring, coaching, and induction programs that are consistent

with the school's values and beliefs about teaching, learning, and the conditions that support learning.

These programs set expectations for school personnel. Sweetwater School District #2 Instructional

Facilitators assist with the teaching and learning of early reading in a variety of ways. Instructional

Facilitators administer the DIBELS Next Benchmark assessments, proctor the MAP assessment, assist

teachers with the use and/or creation of assessments that match and reflect planned instructional

objectives, as well as support staff in the development of common assessments. The Instructional

Facilitators organize and compile data from multiple sources, guide and assist teachers with the analysis

of data, and participate in PLC discussions to celebrate growth or determine changes needed in

instructional programming. Instructional Facilitators also provide teachers support through the planning of

effective instruction and differentiation based on classroom data. Instructional Facilitators provide

professional development to groups to improve student achievement through book studies, discussions,

and continued support of district initiatives. Classroom based professional development is another way

Instructional Facilitators support the enhancement or refinement of implementation practices. Classroom

professional development is based on the stages of the coaching cycle: Stage 1 individual teacher’s set

the goal, Stage 2 teacher and coach plan for the observation, Stage 3 coach observes, Stage 4 teacher

and coach meet for feedback and planning of next steps.

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Family Engagement (3.8)

The school engages families in meaningful ways in their children’s education and keeps them informed of their children’s learning progress. (3.8 Rubric) Acceptable

Summary of Practices: We provide multiple opportunities for our families to be involved. Communications home from the classroom and school level explaining how parents can help their children at home, opportunities to volunteer in the school, our new website, curriculum nights to share the changes we are making with our programs in the district, and changing meeting time to accommodate different work schedules. It is very important to have multiple opportunities for our parents to be involved in our school and the academic lives of their children.

Student Advocacy Structure (3.9)

The school has a formal structure whereby each student is well known by at least one adult advocate in the school who supports that student’s educational experience. (3.9 Rubric)

Acceptable

Summary of Practices:

Grading and Reporting (3.10)

Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses. (3.10 Rubric)

Acceptable

Summary of Practices:

Professional Learning (3.11)

All staff members participate in a continuous program of professional learning. (3.11 Rubric) Acceptable

Summary of Practices: Based on the different surveys and needs assessments completed for accreditation and the changes in our academic programming, we provide ongoing professional development for our staff. The effectiveness or our professional development is evaluated by looking at student academic success, improved classroom instruction, and structures within the school that support the education of our children.

Learning Support Services (3.12)

The school provides and coordinates learning support services to meet the unique learning needs of students. (3.12 Rubric) Acceptable

Summary of Practices: School personnel use data to identify unique learning needs of all students at all levels of proficiency as well as other learning needs (such as second languages). School personnel stay current on research related to unique characteristics of learning (such as learning styles, multiple intelligences, personality type indicators) and provide or coordinate related learning support services to all students.

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AdvancED Standard 5: Using Data for Continuous Improvement

Student Assessment System (5.1)

The school establishes and maintains a clearly defined and comprehensive student assessment system. (5.1 Rubric) Acceptable

Summary of Practices: School personnel maintain and use an assessment system that produces data from multiple assessment measures, including locally developed and standardized assessments about student learning and school performance. The system ensures consistent measurement across classrooms and courses. Most assessments, especially those related to student learning, are proven reliable and bias free. The system is regularly evaluated for reliability and effectiveness in improving instruction, student learning, and the conditions that support learning.

Collecting, Analyzing and Applying Learning from a Range of

Data Sources (5.2)

Professional and support staff continuously collect, analyze, and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions. (5.2 Rubric)

Acceptable

Summary of Practices: Systematic processes and procedures for collecting, analyzing, and applying learning from multiple data sources are used consistently by professional and support staff. Data sources include comparison and trend data that provide a complete picture of student learning, instruction, the effectiveness of programs, and the conditions that support learning. School personnel use data to design, implement, and evaluate continuous improvement plans to improve student learning, instruction, the effectiveness of programs, and organizational conditions.

Training in the Interpretation and Use of Data (5.3)

Professional and support staff are trained in the evaluation, interpretation, and use of data. (5.3 Rubric)

Needs Improvement

Summary of Practices: Policies and procedures describe a process for analyzing data that determine verifiable improvement in student learning, including readiness for and success at the next level. Results indicate improvement, and school personnel consistently use these results to design, implement, and evaluate the results of continuous improvement action plans related to student learning, including readiness for and success at the next level.

Determining Verifiable Improvement in Student Learning (5.4)

The school engages in a continuous process to determine verifiable

improvement in student learning, including readiness for and success at the

next level. (5.4 Rubric) Acceptable

Summary of Practices:

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Communicating School Performance (5.5)

Leadership monitors and communicates comprehensive information about

student learning, conditions that support student learning, and the

achievement of school improvement goals to stakeholders. (5.5 Rubric) Acceptable

Summary of Practices:

Teaching and Learning Improvement Plan

GOAL(S):

Achievement: Increase combined student proficiency on PAWS math, reading, and science from 57% to 65% on

the 2016-17 School Performance Report.

MEASURES AND METHODS (INTERVENTIONS):

Intervention #1: All Title I and special education teachers will continue to be trained in the use

of the Leveled Literacy Intervention system.

Strategies (Processes) to Implement the Intervention

Timeline Personnel and Financial Resources

Benchmarks

http://www.swcsd2.org/apps/pages/index.jsp?type

=d&uREC_ID=321375&pREC_ID=863960

2016-2017

School Year

Classroom Teachers,

Intervention Teachers

MAP, DIBELS Next

Progress Monitoring for Reading (Reading

Records)- Strategic and at-risk students will be

monitored using reading records. The data

collected from these records is used to make

educational decisions placing students into

appropriate interventions.

August 2016 -

May 2017

Reading Specialists and

Staff

Fountas and Pinnell

Benchmarking System

Attend the LLI training in Ohio September

and October

2016

Principal, IF

Train the Title I and Special Education support

staff in the implementation of the LLI system

September –

November

2016

Principal and IF Reading Specialists and Special

Education support staff trained

and schedule for intervention

created

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Create a calendar with specific intervention times

Jr. K-4

August 2016 Truman Staff School Schedule

Benchmark all students using the Fountas and

Pinnell Benchmarking system

September –

May 2015-

2016

IF, Reading Specialists

and Special education

staff

Uploaded data into the data

management system

Evaluation/Evidence (How will you know when the intervention is fully implemented?)

Students will be instructed in small 3-4 student groups on a daily basis.

DOMAIN 2: LEADERSHIP CAPACITY

AdvancED Standard 1: Purpose and Direction

Purpose Revision Process (1.1)

The school engages in a systematic, inclusive, and comprehensive process to

review, revise, and communicate a school purpose for student success. (1.1

Rubric) Acceptable

Summary of Practices:

Culture Based on Shared Values and Beliefs (1.2)

The school leadership and staff commit to a culture that is based on shared

values and beliefs about teaching and learning and supports challenging,

equitable educational programs and learning experiences for all students that

include achievement of learning, thinking, and life skills. (1.2 Rubric)

Acceptable

Summary of Practices:

School Improvement Process (1.3)

The school’s leadership implements a continuous improvement process that

provides clear direction for improving conditions that support student

learning. (1.3 Rubric) Acceptable

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Summary of Practices: School leaders implement a documented, systematic continuous improvement process for improving student learning and the conditions that support learning. All stakeholder groups are engaged in the process. School personnel maintain a profile with current and comprehensive data on student and school performance. The profile contains analyses of data used to identify goals for the improvement of achievement and instruction that are aligned with the school's purpose. Improvement goals have measurable performance targets. The process includes action planning that identifies measurable objectives, strategies, activities, resources, and timelines for achieving improvement goals. School leaders hold all school personnel accountable for and evaluate the overall quality of the implementation of all interventions and strategies. The process is reviewed and evaluated. Documentation that the process yields improved student achievement and instruction is available and communicated to stakeholders.

AdvancED Standard 2: Leadership

Board Policies and Practices (2.1)

Board Policies and Practices: The governing body establishes policies and

supports practices that ensure effective administration of the school.

(2.1 Rubric) Acceptable

Summary of Practices:

District Board Operations (2.2)

District Board Operations: The governing body operates responsibly and

functions effectively. (2.2 Rubric) Acceptable

Summary of Practices:

Leadership Autonomy (2.3)

The governing body ensures that the school leadership has the autonomy to

meet goals for achievement and instruction and to manage day-to-day

operations effectively. (2.3 Rubric) Acceptable

Summary of Practices:

Leaders and Staff Foster Culture (2.4)

Leadership and staff foster a culture consistent with the system’s purpose and

direction. (2.4 Rubric) Acceptable

Summary of Practices:

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Stakeholder Engagement (2.5)

Leadership engages stakeholders effectively in support of the school’s

purpose and direction. (2.5 Rubric) Acceptable

Summary of Practices:

Leader and Staff Evaluation (2.6)

Leadership and staff supervision and evaluation processes result in improved

professional practice in all areas of the system and improved student success.

(2.6 Rubric) Acceptable

Summary of Practices:

Leadership Capacity Improvement Plan GOAL(S):

Achievement: Increase combined student proficiency on PAWS math, reading, and science from 57% to 65% on

the 2016-17 School Performance Report.

MEASURES AND METHODS (INTERVENTIONS): Truman staff will receive training in providing research based

instruction in reading, writing, math and science. Data from unit assessments, reading records, benchmark

assessments, PAWS, MAP, and DIBELS will all be used to determine student need and success.

Strategies (Processes) to Implement the Intervention

Timeline Personnel and Financial Resources

Benchmarks

Benchmark assessments given September

2016;

December

2016, May

2017

Reading Specialists,

special education staff,

Instructional Facilitator

Data accumulated and put in the

data management system.

Unit assessments in Journeys reading and Envision

Math

September

2016-May

2017

Grade level staff,

special education staff

PLC minutes, grade level

discussions, lesson plans, 80% of

the students pass the

assessments with 80% or better

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Analysis of reading records taken during LLI and

guided reading groups

September

2016-May

2017

Reading Specialists,

special education staff

Title I PLC, flexible grouping lists

Analysis of MAP September

2016;

December

2016; May

2017

Truman Elementary

staff

Analyze to see if students are on

target to meet the new

benchmark levels for this year

Analysis of PAWS September

2016

3rd and 4th grade level

teams, Reading

Specialists, Special

Education staff,

Instructional Facilitator

Lesson plans, reflections, and

PLC minutes

Use of PAWS released items to gauge students

readiness of PAWS assessment questioning.

2016-2017

School Year

3rd and 4th grade level

teams, Reading

Specialists, Special

Education staff

Lesson plans, reflections, and

PLC minutes

Evaluation/Evidence (How will you know when the intervention is fully implemented?)

We will see an increase in the number of students meeting grade level expectations in school assessments and

PAWS proficiency levels.

DOMAIN 3: RESOURCE UTILIZATION

Standard 4: Resources and Support Systems

Staff Recruiting and Retention (4.1)

Qualified professional and support staff are sufficient in number to fulfill their

roles and responsibilities necessary to support the school’s purpose, direction,

and the educational program. (4.1 Rubric) Acceptable

Summary of Practices: Policies, processes, and procedures ensure that school leaders have access to, hire, place, and retain qualified professional and support staff. School leaders systematically determine the number of personnel necessary to fill all the roles and responsibilities necessary to support the school purpose, educational programs, and continuous improvement. Sustained fiscal resources are available to fund positions critical to achieve the purpose and direction of the school.

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Sufficient Resources (4.2)

Instructional time, material resources, and fiscal resources are sufficient to

support the purpose and direction of the school. (4.2 Rubric) Acceptable

Summary of Practices: Instructional time, material resources, and fiscal resources are focused on supporting the purpose and direction of the school. Instructional time is protected in policy and practice. School leaders work to secure material and fiscal resources to meet the needs of all students. School leaders demonstrate that instructional time, material resources, and fiscal resources are allocated so that all students have equitable opportunities to attain challenging learning expectations. Efforts toward the continuous improvement of instruction and operations include achieving the school's purpose and direction.

Safe, Clean and Healthy Environment (4.3)

The school maintains facilities, services, and equipment to provide a safe,

clean, and healthy environment for all students and staff. (4.3 Rubric) Acceptable

Summary of Practices:

Information Resources (4.4)

Students and school personnel use a range of media and information

resources to support the school’s educational programs. (4.4 Rubric) Acceptable

Summary of Practices:

Technology Resources (4.5)

The technology infrastructure supports the school’s teaching, learning, and

operational needs. (4.5 Rubric) Acceptable

Summary of Practices:

Supports to Meet Physical, Social and Emotional Needs (4.6)

The school provides support services to meet the physical, social, and

emotional needs of the student population being served. (4.6 Rubric) Acceptable

Summary of Practices:

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Services to Support Student Educational Needs (4.7)

The school provides services that support the counseling, assessment,

referral, educational, and career planning needs of all students. (4.7 Rubric) Acceptable

Summary of Practices:

Assistance Needed

For assurances marked NO, please explain what is preventing your school from meeting the

requirement and what support is needed to assist your school in meeting the requirement.

Resource Utilization Improvement Plan GOAL(S):

Achievement: Increase combined student proficiency on PAWS math, reading, and science from 57% to 65% on

the 2016-17 School Performance Report.

MEASURES AND METHODS (INTERVENTIONS):

Strategies (Processes) to Implement the Intervention

Timeline Personnel and Financial Resources

Benchmarks

District initiative for principals to be in classrooms

more and giving effective feedback to teachers.

Truman will be using a school created feedback

form on learning targets.

September

2016-May

2017

All Staff Feedback provided to teachers

Pacing guides- teachers will create and utilize

pacing guides to assist them in clear goals and

plans to focus instruction.

October 2016-

May 2017

ELA and Math teachers Pacing Guide

Grade Level Planning to collaborate and create

consistent learning targets.

September

2016-May

2017

Classroom teachers Weekly meetings and lesson

plans

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Learning targets specific to the day’s lesson will be

posted and referred to throughout the instruction.

Teachers will collect formative data throughout

the lesson to evaluate whether or not the learning

target has been mastered by all students.

September

2016-May

2017

Classroom teachers Learning targets posted

Evaluation/Evidence (How will you know when the intervention is fully implemented?)