comprehensive plan report€¦ · math. reading instruction is consistent with successfully...

Curriculum

Domain 1.0- There is evidence that the curriculum is aligned, implemented, reviewed, and used in conjunction with the Alaska Content Standards.

Indicator 1.01 - School staff implements the district approved, research based curricula that are aligned with Alaska Content Standards.(323)(KEY,SWP)

Status Tasks completed: 2 of 4 (50%)

Rubric Score: 2

Assess Level of Development: Initial: Limited Development 10/26/2010

Index: 4 (Priority Score x Opportunity Score)

Priority Score: 2 (3 - highest, 2 - medium, 1 - lowest)

Opportunity Score: 2 (3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)

November 01, 2015

Alaska STEPP - School Indicators

Two Rivers School NCES - 20060000279

Comprehensive Plan Report

Key Indicators are shown in RED.

Fairbanks North Star Borough School District

A detailed report showing activity of the district or school team’s work on the improvement plan including assessments, plans, tasks, monitoring, and implementation for selected time periods.

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Describe current level of development:

September 2014: Teacher have the District approved Curriculum Guides that are aligned with the Alaska Standards and will be mapping out what standards they are teaching and when. They are also using the district approved reading and math programs. May 2014: Adoption of new math program and training scheduled. Sharing of lesson planning strategies. More teachers utilizing StoryTown. Still working on more solid plan for writing. January 2014: Schedule for more core reading and math instruction. Conversations are on going on new AKSS. Two people have been trying different lesson planning strategies. August 2013: Adoption of new standards in progress. Change in schedule to set aside CORE instruction time for the morning. During PLC's talking about building more common lesson plans to create documentation for full implementation. 2012-13: The school is progressing well with RTI for reading and math. Reading instruction is consistent with successfully facilitating students in reaching benchmark performance and GLE's. Writing is an area that we can improve upon. 2011-12: The school is progressing well with RTI for reading and math. CORE instruction in mathematics is completed with fidelity at all grades. Reading instruction is consistent with successfully facilitating students in reaching benchmark performance and GLE's. Writing is an area that we can improve upon. We would like to continue utilizing My Access as a writing improvement tool, implement RTI for writing, and continue to assist teachers in training for utilizing 6-+1 Traits as assessment and Step Up To Writing for instructional strategies. All teachers will fully implement a strong writer's workshop and family events will celebrate student achievements.

Plan Assigned to: Teresa Tomlinson

How it will look when fully met: Using the new Alaska Standards, teachers will map out and follow a self-created year long plan for teaching the standards. Teachers will use the district approved programs in reading and math. Response to Intervention will continue to use research-based, district approved reading and math programs. Staff will be fully implementing a district approved, research-based writing program to teach writing. Professional Learning Communities will use the data from formal and informal assessment to determine if mastery of standards have been achieved. The data will also be used to alter instructional practices to meet the needs of all learners.

Target Date: 05/13/2016

Tasks:

1. Using the new Alaska Standards, teachers will create a year long map of what they teach and when they teach it.

Assigned to: Kristie Calvin

Added date: 10/01/2014Target Completion Date: 05/13/2016

Comments: April 2015: We would like to do this in early August 2015 so that teacher have the Maps to guide their teaching during the 2015-2016 school year.

2. Teachers will work to create common assessments during PLC for writing and language arts.

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Comments: September 2015: Teachers are currently reviewing Alaska Standards for writing for individual grade levels and how they scaffold into the grade levels above them. Teachers are looking at common assessments for qtly writing skills. April 2015: Teachers reviewed the Spring 2014 writing data in September and identified it as a weakness for our students. Teachers began the process of looking at writing standards and identifying types of writing required for their students. However, they have yet to take it to the point of creating common assessments. May 2014: We scored writing for fall, winter and spring. We did not utilize the data and create our language arts common assessment. Hoping to use next year. Teachers continue to work on this during PLC meetings. May 2013: We created a rough draft and scored a fall benchmark writing. We did not do winter or spring. We also decided to make changes to our scoring rubric.

3. Thinking Maps training for staff during professional development day.

Assigned to: Dana Evans


Comments: Thinking Maps training along with Story Town on May 24th, 2013.

Task Completed: 5/24/2013 12:00:00 AM

4. Teachers participate in training for Story Town language arts program and implement a minimum of two facets of the series in the daily lessons.

Assigned to: Dana Evans


Comments: Teachers participated in training for Story Town language arts programs and Thinking Maps February 4th and May 24th, 2013.


Implement Percent Task Complete: 50%

Indicator 1.04 - School staff use a variety of assessment data to systematically review and identify gaps in the curricula.(326)


Rubric Score: 2





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April 2015: During PLC's staff reviewed SBA data from the previous year and identified writing as an area of weakness. September 2014: Staff will be reviewing SBA data from 2013-14. They will be identifying areas/strands that need addressing and developing a plan to teach the skill deficits. January 2014: Universal screening for winter has taken place in Read and Math. Writing will take place this month also. 2012-13: Staff and instructional leader review the SBA data but are working to create a process to identify gaps. May 2013: Staff and instructional leader used SWOT analysis paper from MindTools to look for strengths, weaknesses, general observations, possible upcoming issues/threats. August 2013: For PLC's creating cards with all student data (SBA, behavior, AIMSWEB & other information). Reviewing data and thinking creatively to have behavior groups along with academic groups.


How it will look when fully met: Staff will break down the different strands on the SBA tests to look for strengths and weaknesses during PLCs. When areas are identified, staff will create solutions to address the issues.


Tasks:

1. During PLC's, staff will identify trends, strengths and weaknesses in the state assessment data.



Comments: During the October 9th PLC, staff looked at the Spring 2014 SBA data. Staff noted that writing was an area of weakness. The staff agreed that this would be a good area to focus on this year.



Indicator 1.05 - School staff systematically use a review process to determine if the curricula address the learning needs of all students.(327)


Rubric Score: 2





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September 2014: Time will be set aside for teachers to change or create common assessments to determine effectiveness of the district approved curriculum in relation to the learning needs of students. January 2014: From observing results from universal screening, groups have changed for reading, math and social groups. August 2013: The PLC team is developing more of a standard to determine if curricula is addressing the learning needs of all students during CORE time in the morning and PLC and staff meeting time. 2012-13: Each of us are using bits and pieces of the new language arts program. We are moving toward new standards and are working on a new process to look at meeting the new standards.


How it will look when fully met: Teachers will use classroom assessment data along with school wide assessment data to create a whole picture of students. As a team, we will be able to discuss and create plans to help all students be successful.


Tasks:

1. At PLC's, staff will develop common assessments in all content areas.



Comments: April 2015: Staff have identified writing as an area of focus for this year. However, we have not gotten to the point of creating common assessments.

2. At PLC's, staff will use data from common assessments to determine if students needs are being met.



Comments: April 2015: We have not gotten to the point of creating common assessments or using the data.

3. Staff will add Storytown assessment data to our RTI meetings to assist in monitoring reading comprehension practice and vocabulary.

Assigned to: Lori Swanson


Frequency: twice monthly

Comments: April 2015: Not all teachers use Storytown. Most data that is reviewed during RTI meetings is from AIMSweb. May 2014: Some grade levels are using Storytown with more fidelity. Use of scores has been inconsistent.


Assessment

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Domain 2.0- There is evidence that assessment of student learning is frequent, systematic, and aligned with Alaska Content Standards.

Indicator 2.01 - School staff use formative and summative assessments that are aligned with district approved curricula and Alaska Content Standards.(328)


Rubric Score: 2


Objective Met - 04/20/2012 05/31/2013Index: 3 (Priority Score x Opportunity Score)




February 2015: Staff continue to use a variety of formative assessments within their classroom. They also use summative assessments that are a part of enVision and StoryTown. September 2014: Staff will continue to have conversations around the new Alaska English/Language Arts and Math Standards. They will be either developing new, tweaking or using existing common assessments that align with the new standards. January 2014: Continuing conversations of new AKSS, school-wide assessments have not been developed yet. August 2013: We are adopting new AKSS standards and will be working toward aligning our school-wide assessments. 2011-12: Universal Screening for all students K-8 AGS and Alaska State Developmental Profile for all Kindergarten Raven screens all third grade students Woodcock Johnson used for exceptional students Everyday math common assessments Aimsweb in reading and math Accelerated Reading Star Reading Assessment Star Math Assessment Earobics (diagnostic piece) C.O.R.E.


How it will look when fully met: Staff will use both formative and summative assessments that are in alignment with district curriculum and programs, as well as, the new Alaska Standards.


Tasks:

1. Staff will create formative and summative assessments aligned to the new Alaska Standards.



Comments:

2. Staff will analyze current school wide assessments and their pertinence to GLEs, state standards, and FNSBSD curricula.

Assigned to: All teachers.

Added date: 02/15/2011

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Target Completion Date: 09/30/2011

Comments: May 2014: More direct teaching with small groups in reading and math. August 2013: Prior to discussing alignment of assessments, we will inventory current practice. With changes coming in regards to AK standards, we will be revisiting these discussions.


Objective Met: 4/20/2012 5/31/2013

Experience: 4/20/2012 We feel successful and continue to revise strategies and approaches to find the best approach to help students learn core concepts. Working towards this goal helped us to focus on the what we want students to learn as well as the how will we know what they learned. May 2013: We feel we could be more successful with our core instruction. Pull outs for RTI, SPED, Band, Orchestra make this difficult.

Sustain: 4/20/2012 PLC time, when teachers analyze data, plan, and collaborate is necessary continued work. With the loss of Title I funding, staff will have to be creative in finding ways to continue without out that support.

Evidence: 4/20/2012 Aimsweb data student work samples SBA scores student portfolios formative assessments for each content area PLC meeting notes

Indicator 2.02 - School staff use established systems for collecting, managing, analyzing, and accessing data.(1011)

Status Full Implementation

Rubric Score: 3

Assess Level of Development: Initial: Full Implementation 09/14/2011

Evidence: February 2015: Staff continue to use AIMSweb data from universal screenings and progress monitoring in reading and math. Most staff continue to use STAR reading for reading data.

September 2014: Staff are using AIMS web data to determine interventions for students. Staff is also using STAR Reading.

January 2014: We are using AIMSweb, some teachers are using StoryTown. Teachers are keeping data on formative assessments in class. RTI and Instructional Support Tutors are keeping data on small groups.

August 2013: We are using Aimsweb, Storytown, and Star Reading, which are all good data management tools. Teachers keep data on their formative and summative assessments, while the tutors conduct core and diagnostic testing to assist teachers in determining proper intervention strategies.

Added date:

Indicator 2.03 - School staff use universal screening assessments and routinely administer them multiple times a year in at least literacy and math.(331)(KEY,SWP)

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Rubric Score: 3


Evidence: February 2015: TRV staff uses Aimsweb reading and math assessments to universally screen students three times a year. Students who fall into a Tier 2 or Tier 3 are then plugged into interventions and progressed monitored through Aimsweb on a weekly or bi-weekly basis.

Added date:

Indicator 2.04 - School staff use multiple data sources, including state assessment data, to evaluate how school programs impact student performance including specific sub groups and specific grade levels.(333)


Rubric Score: 2






September 2014: Staff review several sources for data (SBA, AIMSweb and common assessments). Sub groups will be reviewed during PLC's and Staff Meetings. January 2014-We will be trying out a math Google Docs practice SBA for 3-8th grades. May 2013-We look at the data and talked about the information presented. We will still continue to building our skills in analyzing the information.


How it will look when fully met: Staff will use both state assessment data, as well as, AIMSweb data, data extrapolated from StoryTown, enVision and common assessments to determine how students with IEP's, students who are economically disadvantaged, students who are Alaska Native and students who are English Limited Proficient are performing and how to better serve them.


Tasks:

1. Staff will develop common assessments in writing and science.



Comments:

2. Staff will give AIMSweb assessments and common assessments and use the data to identify strengths and weaknesses of school programs.


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Comments: April 2015: AIMSweb data is regularly used to determine if students are achieving in reading and math. If students are not achieving, we will change intervention programs.

3. Members from the curriculum department to come coach in classrooms.



Comments: Curriculum coaches are coming out team teaching and modeling lessons. They have also attended 2 of our PLC's letting us know what support is available.



Instruction

Domain 3.0- There is evidence that research based, effective, and varied instructional strategies are used in all classrooms to meet the needs of each student.

Indicator 3.01 - School staff use a system to plan instructional practices and programs that are aligned with Alaska Content Standards.(334)


Rubric Score: 2






October 2014: Every staff member creates weekly lesson plans. At this point, there is not a standard template that we use. However, teachers are discussing planning and implementation of standards-aligned programs. May 2014: Two staff members tried different various lesson planning strategies using Word and Google Docs. Staff shared at PLC meetings. Staff member lesson plans are our documentation for this indicator. August 2013: With the adoption of new AKSS, we are working toward a new system to ensure classroom instructional activities are aligned. We have altered our schedule to set aside a language arts and math core instruction time in the mornings.


How it will look when fully met: Staff will plan lessons systematically that are aligned with the Alaska Standards.


Tasks:

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1. Staff with research and create a common, helpful way to ensure all staff members are aligning activities AKSS. Staff will continue discussions to create our system by December.



Comments: May 2014: Staff is still becoming familiar with new AKSS. From May of 2013: Joyce: drop down menu of options to use of grade level standards in lesson planning. September 2013: At our PLC's this fall Mr. Denick, Ms. Rabun and Ms. Swanson will begin sharing ideas we suggested last spring: Use Google docs and create a drop down menu of new standards for grade levels. Use a table created within Microsoft work with key vocabulary, I can statements and AKSS.

2. Staff will create a lesson plan template to plan their weekly lessons.



Comments: April 2015: While not everyone uses the same template for lesson planning, each teacher submits weekly lesson plans that outline standards-based activities.



Indicator 3.02 - School staff implement a coherent, documented plan throughout the school to ensure that all students receive core instruction and all low-performing students receive additional support to help them meet or exceed the state content standards.(335)(KEY,SWP)


Rubric Score: 3


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Evidence: October 2014:

Two Rivers continues to implement the documented plan for students to receive core instruction in reading and math. We are also still conducting Universal Screenings in reading and math during the fall, winter and spring. Tier 2 and Tier 3 students are receiving RTI support in those areas.

Two Rivers has a documented plan that outlines how all students access core instruction in reading and math. The plan also outlines how we address students who need additional support through RTI.

1. All students have access to core reading and math instruction from 9:30 to 11:30. Teachers are using Storytown and enVision Math programs, which are research based and district approved.

2. All students go through Universal Screening in reading and math during the Fall, Winter and Spring. If students fall into Tier 2 or 3, they are given additional supports. These students are also given to CORE Assessment to identify the specific supports they need in reading.

3. Low performing students have access to the following research based RTI reading programs: Read Naturally Earobics Leveled Literacy (LLI) Storytown Intervention SRA Reading Mastery & Decoding

4. Low performing students have access to the following research based RTI math programs: Number World Pinpoint Math Math Elevations

Added date:

Indicator 3.03 - School staff use research-based instructional practices, programs and materials.(337)(KEY,SWP)

Status No decision has been made Tasks completed: 2 of 2 (100%)

Rubric Score: 2





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October 2014: Teacher are using StoryTown for reading and enVision for math in the general education classroom. Additionally, students receiving RTI support in reading and math are using the following programs: Earobics, Read Naturally, Leveled Literacy Intervention, SRA Reading Mastery, Pinpoint Math and Number World. Staff is also fully implementing CHAMPS for behavior management. May 2014: Staff is working to become familiar with new AKSS. Staff would like to begin training in Kagan strategies to implement along with CHAMPS. Staff will continue using iPads, iPods and laptops to increase engagement and help meet students at their levels. iPads, iPods and laptops will be used to differentiate instruction in reading (StoryTown), spelling (Spellling City), math (enVision and MobyMax). August 2013: Staff is continuing discussions from last year in our PLC's and we are implementing CHAMPS to further meet more of our students needs. May 2013: Some staff are using scientifically based practices to teach at appropriate levels of student readiness, interest, and learning needs. During staff meetings & PLC's we have been discussing ways to differentiate to better meet the needs of our high achieving students.


How it will look when fully met: The staff uses StoryTown for reading, enVision for math, Writing Pathways for writing. Students receiving intervention support are using Earobics, Read Naturally, Leveled Literacy Intervention, SRA Reading Mastery, Pinpoint Math and Number Worlds. All programs are research-based programs and materials.


Tasks:

1. Staff will implement CHAMPS research-based practices to maximize instructional time.



Comments: April 2015: All staff members use CHAMPS and have classroom expectations. We also have school-wide behavioral expectations in our common areas. May 2014: majority of staff is using CHAMPS. They have thought out their classroom plan and have been communicating effectively with parents. We are utilizing iPads, iPods and laptops to track data of students and increase engagement with instruction. Staff is utilizing Spelling City, MobyMax, Typing Agent and Google Docs.


2. For second semester, staff will decide, based upon a needs assessment in January, the professional development regarding formative assessments and the Danielson Framework.



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Comments: April 2015: For the 2014-15 school year, we have conducted an extensive training on the Danielson model. During one PLC a month, we have focused on components of each of the domains. May 2014: As a staff we have been looking at Domain 2 and 3 of the Danielson model. Part of the staff have been participating in tours in each others rooms giving feedback to each other.



Indicator 3.04 - School staff consistently, and regularly measure the effectiveness of instruction using data from a variety of formative assessments.(340)(KEY,SWP)


Rubric Score: 2






October 2014: This indicator is still in the developmental stage. We are working towards using classroom data to measure the effectiveness of their instruction. This will continue to be an ongoing process during PLC's. May 2014: Staff will continue learning about CHAMPS and Kagan strategies. August 2013: Staff will have professional development on strategies for formative assessment with CHAMPS.


How it will look when fully met: Staff will use formative assessments in reading, writing, math and science. The data derived from the formative assessments will be used to drive their instruction.


Tasks:

1. At a staff meeting, have staff list the formative assessments that they use in their classrooms. From this session, develop a list of formative assessments that are used school-wide.



Comments:

2. After identifying the formative assessments used in classrooms, teachers will use the data collected to drive their instruction.



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Comments:


Indicator 3.05 - School staff hold high academic expectations for student learning and communicate them to students so that students understand what is needed to meet or exceed the state content standards.(339)

Status Objective Met 4/20/2012

Rubric Score: 2


Objective Met - 04/20/2012 Index: 6 (Priority Score x Opportunity Score)




May 2014: Staff participated in instructional tours in each others classrooms. For next year, we will work to have documentation of our instructional tours. August 2013: During PLCs we are working on ways to show collectively how we communicate high academic expectations for student learning. 2011-12: We have PLC meetings and logs from those meetings. Teachers discuss the four main questions during this time. Alaska Performance Standards. Field trips to the university. Guest speakers, professionals, authors, artists. Use of rubrics and student work samples.


How it will look when fully met: Staff will post Alaska Core Standards of each lesson and review them with students prior to the lesson. They will also inform students of what criteria they need to achieve in order to be proficient with that lesson.


Tasks:

1. Teachers will use PLCs to collaborate and gain support from other staff members for best practices in instruction and intervention.

Assigned to: Guidance Counselor


Comments: Teachers will understand and apply GLEs and will discuss with colleagues how these can be achieved using best practices.


2. Guidance counselor will incorporate life skills/career education lessons with grade level expectations, so students know what they need to know to achieve GLEs.

Assigned to: Guidance Counselor


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Comments:


3. Staff will create guidelines for success to express high standards to all students.

Assigned to: All Teachers


Comments: During staff meetings at the beginning of the year, staff created our guidelines for success for Two Rivers Timberwolves "PACK." Participate in learning, act responsibly, care for each other, keep a positive attitude.



Objective Met: 4/20/2012

Experience: 4/20/2012 This was a good objective and even though the gle's were printed out and available for staff and students, we now were talking about them and using them to help reach learning targets.

Sustain: 4/20/2012 This is dependent upon where the state and district decide to go with adopting the Common Core or College and Career Ready standards.

Evidence: 4/20/2012 All teachers have gle's for the grade levels they teach, printed out and referenced in lessons and with parents at parent teacher conferences.

Supportive Learning Environment

Domain 4.0- There is evidence that school culture and climate provide a safe, orderly environment conducive to learning.

Indicator 4.01 - School staff use effective classroom management strategies that maximize instructional time in all classrooms.(342)


Rubric Score: 2





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February 2015: Each classroom teacher implements CHAMPS within their classrooms. Posters are hung throughout each classroom with teachers' behavioral expectations. PBIS Wise Wolf awards are implemented each Friday. May 2014: CHAMPS posters posted throughout common areas. Majority of staff members posted expectations and created family letters. Began the positive behavior intervention supports using "Wise Wolf" awards and the PACK "Participate in learning, Act responsibly, Care for each other, Keep a positive attitude" guiding principles. Title funds will be used to purchase incentives to reward students as positive behavior supports. August 2013: Staff will be working through CHAMPS to evaluate and form strong classroom management plans to maximize instructional time.


How it will look when fully met: All students will be knowledgeable about expectations through out the school. Students can clearly articulate expectations and staff will have them posted and available for students to feel success.


Tasks:

1. From our book study of CHAMPS, create and save behavior plans.

Assigned to: Cedar Rabun


Comments: April 2015: Each teacher has created and saved a behavior plan and submitted it to the principal. May 2014: The majority of staff have utilized PBIS/CHAMPS behavior plans and communicated them with parents. Principal has and will attend Safe and Civil Schools conference. Staff completed a 1 credit class in the fall of 2013. We plan to continue utilizing CHAMPS in the classroom.


2. Student expectations posted through out the school.

Assigned to: Joyce Hannan


Comments: May 2014: Common area expectations are posted around the school.




Experience: 4/14/2015 As a school, developing, implementing and maintaining CHAMPS has been a process. Staff have been diligent about creating classroom expectations and reviewing them with their students.

Sustain: 4/14/2015 We will need to continue to do refresher training on CHAMPS and provide training to new hires.

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Evidence: 4/14/2015 Staff have developed and implemented the following: 1. Behavior Plans 2. Classroom specific expectations, including Gym and Library 3. Common area expectations (bathroom, hallway, lunch line, water, playground, etc.)

Indicator 4.02 - School staff create and implement schoolwide operational procedures that minimize disruptions to instructional time.(343)


Rubric Score: 2






February 2015: Core instruction of reading, writing and math continue in the morning with Tier 2 pullouts and specials happening in the afternoon. SPED pullouts do happen for some students during core time. May 2014: Our schedule will still consist of core instruction of reading/writing/math in the morning and pull outs for RTI, band, orchestra, SPED will occur in the afternoon. August 2013: Staff has designed a schedule for core instruction in the morning, pull outs are only available in the afternoon.


How it will look when fully met: With the progress on 4.01 and our CHAMPS classes we will begin to address 4.02


Tasks:

1. Staff will work through CHAMPS program during staff meeting time to come up with common expectations for common areas and develop clear classroom management plans.



Comments: Staff completed training of CHAMPS. We developed common area expectations.




Experience: 5/5/2014 Common area expectations are posted in numerous locations.

Sustain: 5/5/2014 Continue review and evaluation of needs to make sure we are still communicating our expectations clearly throughout the school year.

Evidence: 5/5/2014 Pictures of postings.

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Indicator 4.03 - School staff communicate school-wide behavior expectations that are understood and achieved by students, and staff provide positive behavioral supports.(344)(KEY,SWP)


Rubric Score: 2






February 2015: All staff continue to implement CHAMPS and follow district policy for behavioral expectations. For students who fall within a Tier 3 of BPIS, FBA's and BIP's are developed and implemented. May 2014: Staff will continue working on CHAMPS, positive behavior supports, collecting data and consistent expectations. August 2013: Some staff make attempts to communicate behavior standards, not all students meet behavior standards.


How it will look when fully met: School wide expectations are posted through out the school. Staff reminds students of expectations and students can answer questions regarding our expectations.


Tasks:

1. School wide expectations will be posted through out the school and classrooms.



Comments: School wide expectations are posted in all common areas and in classrooms.


2. Looking at behavior through the lens of RTI, Tier 2 and Tier 3 students will received individual or small group support in social skills, anti-bullying or self-esteem.

Assigned to: Samantha McMorrow


Comments: We have several small groups that meet with the behavior aide or counselor on anti-bullying, self-esteem and social skills. While we have been doing this and this task is marked completed, this will be something that will be continued during 2015-16 school year.


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3. Wise Wolf awards will be given to students who are "caught" in the act of doing something kind or good.

Assigned to: Brenda Meierotto


Comments: Teachers and staff members are in the habit of catching students being kind or doing something good. They hand out Wise Wolf awards. Each Friday, Wise Wolf award names are drawn for students to get prizes.


4. A mentoring program will be established for older students to mentor younger students.

Assigned to: Samantha McMorrow


Comments: The school counselor has 3 boys who mentor younger students during lunch and recess. This should continue during the 2015-16 school year.




Experience: 4/14/2015 The staff have been committed to achieving this objective. While students are held accountable for negative behaviors, they are also rewarded for positive behaviors. A variety of supports have been put in place for students who fall into a Tier 2 or Tier 3. Tier 3 students have been referred for an FBA and BIP. Students have been given jobs to create buy in at school.

Sustain: 4/14/2015 We will need to continue to supporting Tier 2 and Tier 3 students with small groups, Meaningful Work (jobs), and FBA's BIP's.

Evidence: 4/14/2015 Behavior Aide and Counseling small groups Meaningful Work FBA/BIP

Indicator 4.04 - School staff consistently implement a school-wide attendance policy.(345)


Rubric Score: 3


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Evidence: February 2015: Attendance is still an issue for a handful of Two Rivers Students with chronic truancy. Phone calls to parents are made when students are absent. The principal has created an incentive for students with perfect attendance in a given month. Students' names are put into a drawing to be Principal for the Day.

May 2014: We will follow district attendance policies. We started a poster to show attendance percentage for the day & admin secretary calls homes of students who are absent and we have not heard from.

In line with the district's attendance policy.Students' homes are called if they are absent and no person has called them in sick for the day.Letters sent home by the principal if student is absent over 20 days.

Added date:

Indicator 4.05 - School staff provide extended learning opportunities, and students in need of additional support regularly participate.(346)(KEY,SWP)


Rubric Score: 2






February 2015: Two Rivers School now offers an Afternoon Homework Help Club that meets Monday through Thursday from 3:30 to 5:30. On average, we have 8 students that stay each day. In addition, the staff is planning an all school trip to Denali National Park in May 2015 to conduct science experiments with trained park rangers to extend the learning of students in the area of environmental science and how it impacts our region. October 2014: Currently, we have one teacher who stays after school with her students to help them with homework. However, we do not have a clearly defined and structured program. There is current discussion with staff to potentially open a before school program two days a week.


How it will look when fully met: Regular extended learning activities will include: field trips, after school homework club, writing club, etc...


Tasks:

1. Academic focused after-school clubs will extend and support student learning.

Assigned to: Pete Robirds

Added date: 04/14/2015

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Target Completion Date: 05/13/2016

Comments: April 2015: Mr. Robirds held an after-school writing club for middle school students.

2. An after-school homework club will be implemented to support students who need help with homework.



Comments: April 2015: Since the beginning of the 2nd semester, we have offered an after-school homework club for all grade levels. Homework Club runs Monday through Thursday from 3:30 to 5:30. It has been staffed by both certified and support staff. We average 8-10 students.

3. The school will plan a whole-school field trip to Denali National Park to extend science and writing standards and activities.



Comments: April 2015: The school is in the midst of planning our field trip to Denali National Park. We have board approval and the train has been booked. The field trip is scheduled for May 14, 2015.


Indicator 4.06 - School and classroom environments reflect respect for all students and cultures, and they reflect an understanding of the cultural values of the students and community.(347)(KEY,SWP)


Rubric Score: 3


Evidence: October 2014:

All staff and students show respect for each other and the cultures that represent the Two Rivers community. Examples include:1. Students attended the African American Leadership Conference.2. Students participate in the Alaska Room.3. Middle School Teacher teaches Alaska Native units.4. Teachers use Kagan structures to build community within their classrooms.

Added date:

Indicator 4.07 - School staff communicate effectively with parents about learning expectations, student progress, and reinforcing learning at home; staff implement effective strategies to increase parent engagement.(348)(KEY,SWP)


Rubric Score: 2


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February 2015: Weekly newsletters are sent home each week by the principal. This includes information about learning expectations, how parents can assist students at home and Title 1 family nights with a core focus. During our family nights, parents are given strategies to help students in reading, writing, math and/or science. May 2014: Office sends home notes on Wednesdays. Some staff send home handbooks with grading and expectation information. Communication with parents using email increased this year. Use of BlackBoard connect ed calls also increased for family nights. Our family nights will consist of one per quarter. One reading, one math, one writing and one in science. Our quarterly family nights will give parents ideas to assist in reinforcing skills at home. May 2013: Office sends home notes home on Wednesdays. Some staff send home handbooks with grading and expectation information. Discussions at staff meetings and PLC's work toward becoming more transparent next year with our class activities, ways to help and grading policies.


How it will look when fully met: Staff will put together class newsletters to share information with families regarding their specific classrooms.


Tasks:

1. During our October 6 staff meeting, staff will share their newsletters, provide feedback and work toward improving communications with families. All classroom teachers will send home a newsletter bimonthly.



Comments: April 2015: Some staff have sent home newsletters. May 2014: The majority of staff sent home bi-weekly newsletters to families and increased electronic communication with families. We will continue with the bi-weekly newsletters, planners will be used by students and teachers to help communicate activities, family nights to teach families about new curriculum and sharing ways to help students. We replaced our parent computers with iPads so families may access PowerSchool for grades and assignments.

2. The principal will send home weekly newsletters that communicates learning expectations and opportunities for parent engagement.



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Comments: The principal sends home weekly newsletters via Blackboard Connect.


3. The principal will use Blackboard Connect to reach out to families with the weekly newsletter and opportunities for Title 1 Family Nights.



Comments: The principal uses Blackboard Connect to communicate Title 1 Family Nights, newsletters or other Title 1 events.



Indicator 4.08 - School priorities, goals, plans, and events are collaboratively developed by school staff members, parents, students, and community members, and these plans are communicated to all stakeholders by school staff.(349)(KEY,SWP)

Status In Plan / No Tasks Created

Rubric Score: 2






October 2014: Two Rivers has structures in place to communicate with parents and community members about Title 1 plans, school activities and school initiatives. However, we lack a process for involving parents and community members in the planning process.

Plan Assigned to: Not yet assigned

Added date:

Indicator 4.09 - The school keeps physical facilities safe and orderly.(665)


Rubric Score: 3


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Evidence: February 2015: Security cameras are installed and used to monitor visitors and after hours activities. In addition, our morning and afternoon custodians keep our building in good working order.

May 2014: Morning custodian and afternoon custodian to check building, submit work orders and assist with safety. Security cameras at the front and back doors. 2012: Security camerasfull time custodian checks equipment daily

Added date:

Professional Development

Domain 5.0- There is evidence that professional development is based on data and reflects the needs of students, schools, and the district.

Indicator 5.01 - School staff use multiple sources of student assessment data as a primary factor in determining professional development priorities.(350)(KEY,SWP)


Rubric Score: 3


Evidence: February 2015: Staff have expressed an interest in attending a training in June by Beth Olshansky's research based Picture Writing: Fostering Literacy Through Art.

October 2014:Two Rivers uses many sources of data to plan for professional development. For example:1. Behavior data was used to determine the need for CHAMPS and Kagan training.2. Writing SBA data was used to determine the need for professional development in writing. We are hoping to adopt a writing program to strengthen our writing scores.

Added date:

Indicator 5.03 - School staff embed professional development into daily routines and practices.(353)(KEY,SWP)

Status In Plan / No Tasks Created

Rubric Score: 2





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February 2015: Staff continue to embed and ude enVision, CHAMPS, Kagan structures and Charlotte Danielson in their classrooms. October 2014: Staff have recently been trained in enVision, CHAMPS and Kagan Structures. All staff members are using the enVision math training in the core math classes. Most teachers are embedding CHAMPS and Kagan structures in their lessons, but not all.

Plan Assigned to: Not yet assigned

Added date:

Indicator 5.04 - Instructional leader(s) coordinate mentoring to support all new teachers in the development of instructional and classroom management skills.(355)


Rubric Score: 3


Evidence: February 2015: New staff have been trained in CHAMPS, Charlotte Danielson and program specific trainings have been coordinated through the district.

May 2014: All teachers participated in CHAMPS professional development, Mindset books study and Charlotte Danielson professional development. We will continue as a team to support each other in effective classroom and instructional practices.

August 2013: Curriculum coaches for elementary and secondary have come out and offered assistance to teachers. Federal programs has come out to do observations and collaborate with teachers.

Full Implementation:School professional development planList of professional development offerings and record of staff participationDistrict teacher evaluation documents and parent input forms

Added date:

Indicator 5.05 - Sufficient time and resources are allocated to support professional development outlined in the school improvement plan.(356)


Rubric Score: 3


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Evidence: February 2015: Staff meetings and weekly PLC's have been used to provide indepth training on the Charlotte Danielson teacher evaluation model. Discussions and brainstorming have been a critical piece to this professional development and implementation.

May 2014: Staff meetings and building wide PLCs will be used to continue professional development based upon building needs. 2012: The district plans for professional development days and early outs throughout the year. These are bargained with the teacher contract.

Added date:

Leadership

Domain 6.0- There is evidence that school administrative leaders focus on improving student achievement.

Indicator 6.01 - Instructional leader uses a team approach to facilitate the implementation of a continuous school improvement planning process that includes assessing, planning and monitoring.(357)


Rubric Score: 2






October 2014: Instructional leader collaborates with the staff in planning. PLC and staff meetings are used to plan and monitor Title 1 plan. May 2014: Holding monthly Title meetings and sharing information at PLCs we were able to develop plans for professional development and school wide improvement: CHAMPS, universal screening, instructional tours. May 2013: After looking at data (Aimsweb, Terra Nova, SBA's and technology assessments) we have identified areas we need to work on. This year we will be working on behavior and core instructional minutes. 2012-The instructional leader collaborates with staff to create goals. We need to strengthen our collaboration with staff, parents, community members and the district. We have started attempting this in our school wide PLC, have district content coaches work with us and information in the bi-weekly newsletter.


How it will look when fully met: Staff and team will monitor the plan quarterly making adjustments and suggestions through out the school year.


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Tasks:

1. Schedule monthly meeting with team, provide updates to staff and parents. Collect minutes and notices are sent home.



Comments: As a team, we created a vision statement and core values for the group: P-participate in learning, A-act responsibly, C-Care for each other, K-Keep a positive attitude. We posted our core values around the school. We have worked to maintain these through out the year. Reviewing them with students in the mornings during morning message.




Experience: 5/5/2014 Instructional leader taught a CHAMPS class for credit with our staff meeting and professional development time.

Sustain: 5/5/2014 We will need to continue holding ourselves and students to our values. Meeting and reviewing what is important to us as a group.

Evidence: 5/5/2014 All staff, parents and students working to follow our core values.

Indicator 6.02 - Instructional leader(s) regularly assist teachers in understanding the data from various student assessments to improve instruction.(359)


Rubric Score: 2






October 2014: Teachers bring classroom data to PLC's. This data is reviewed as a staff and everyone, including the instructional leader, helps in developing a plan to alter instruction to meet the needs of all learners. May 2014: One hour per week, team meets to view data and brainstorm research-based activities to help students in core subject areas.


How it will look when fully met: Instructional leader and staff work together to understand student achievement data; classroom and school wide. We identify strengths and weaknesses and draw upon our strengthens to become stronger by having them lead professional development.


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Tasks:

1. Staff will utilize Storytown online assessments to monitor achievement of reading standards and guide instruction. Staff will create a school-wide writing assessment to be given fall and spring to monitor growth and improve instruction. Fall writing assessment given Sept. 28th, 2013.



Comments:


Indicator 6.04 - Instructional leader(s) ensure that teachers have access to and are implementing Alaska Content Standards.(362)


Rubric Score: 3


Evidence: February 2015: The principal has given a copy of the AKSS to all teachers. During staff meetings/PLC's discussions around Danielson and data drive conversations.

May 2014: Instructional leader lead professional development during staff meetings: CHAMPS. Danielson & book study of Mindset.

August 2013: Instructional leader has provided information regarding AKSS, we are working toward full implementation.

2011-12: Curriculum manuals contain this information.DEED website contains the information.Teacher Handbooks have information specific to their gradelevels. Teachers are aware of the Content/Performance Standards in addition to the essential learnings and created learning targets.

Added date:

Indicator 6.05 - Instructional leader(s) conduct formal and informal observations and provide timely feedback to staff members about their instructional practices.(363)


Rubric Score: 2





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October 2014: Instructional leader conducts impromptu, as well as, informal and formal observations of teachers in compliance with district policy. Feedback is given within 24 hours. May 2014: Instructional leader, staff members and title I staff participated in walk throughs and providing feedback. 2012-Informal observations have been made and feedback could be more timely instead of waiting until the final evaluation, share with teachers soon after observation. May 2013: Informal observations have been made and feedback could be more timely instead of waiting until the final evaluation.


How it will look when fully met: Administrator will use weekly 5-minute walk-throughs to provide useful feedback to teachers concerning best practices.


Tasks:

1. Weekly 5 minute walk-throughs in different classrooms at Two Rivers School will provide basis for feedback to teachers.



Comments: Downloaded and read: "Principal Walk-Throughs A Tool for Alaska Instructional Leaders". Found this resource to be exactly what I needed to complete this task. I will plan to use each of the four templates during this second semester with each teacher.


2. Instructional leader will establish a schedule to be in classrooms weekly and provide immediate feedback through forms from the CHAMPS book study and school district evaluation forms.



Frequency: weekly

Comments: April 2015: Short 3 minute walk throughs have been conducted by the principal Short forms of feedback either verbal or in writing was provided. However, this is an area for improvement. More specific feedback and support is needed. May 2014: Instructional leader visited classrooms using various collection forms. Federal Programs curriculum director also conducted instructional tours. Some teachers also participated in instructional tours collecting data on each other. August 2013:Schedule of classrooms entered on a calendar will be included in Title I binder.



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Experience: 4/20/2012 As the principal I felt more motivated to complete my formal and informal observations. I also felt I had a better idea of what I needed to look for and I was able to give the teachers more timely feedback.

Sustain: 4/20/2012 I will continue to use the feedback forms. This is working well.

Evidence: 4/20/2012 The teachers all have copies of the feedback forms from my observations. I also kept the original in the building working file.

Indicator 6.06 - Instructional leader(s) consistently build productive, respectful relationships with parents and community members regarding school programs and school improvement efforts.(364)


Rubric Score: 2






February 2015: Instructional leader communicates with parents via newsletter on a weekly basis. The topic of these newsletters includes information on Title 1, school activities and programs and school improvement efforts. The instructional leader also hosts quarterly parent/community meetings to disseminate information about school improvement and Title 1. Additionally, the instructional leader hosts family nights and community events and participates in these.


How it will look when fully met: By clearly communicating with all parties by email, our website and newsletters, the instructional leader will continue to build a productive, respectful relationship with all. Newsletters and meeting minutes will be collected.


Tasks:

1. Instructional leader will use Blackboard Connect, Powerschool Premier Email and newsletters to provide a respectful and productive relationship with parents and the community.



Frequency: weekly

Comments: May 2014: Use Blackboard connect for Reading Night at the school. Held meeting with community leaders to discuss different possibilities to help the community.

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2. School leader will host quarterly Title 1 Family Nights that include an academic focus for students and an opportunity to disseminate information on and receive feedback on school improvement efforts.



Comments: This year, we have held 3 Title 1 Family Nights with a math, science and reading focus. During each event, we disseminated information on school improvement efforts, as well as, had parents complete a survey to give us feedback on the Title 1 program.



Experience: 5/5/2014 Communication has been improved from the school.

Sustain: 5/5/2014 A continued contact with families will always be something to strive toward.

Evidence: 5/5/2014 We have copies of emails, paper notes home and blackboard connect messages

Indicator 6.08 - Instructional leader regularly analyzes assessment and other data, and uses the results in planning for the improved achievement of all students.(358)


Rubric Score: 3


Evidence: October 2014:All teachers and instructional leader meet one time per week at PLC's. Data is reviewed and discussed to determine how to meet the needs of all learners.

School wide PLC team meets once a week to review data. Involved all teachers and Instructional Leader.

February 2015: The principal, certified staff and RTI Assistant meet bi-weekly to review progress monitoring of students to determine the appropriate reading/math interventions. Title 1 monies are used to hire a sub every other week to cover classrooms while teachers and RTI staff meet to review data and make decisions on interventions.

Added date:

Title Programs

Parent Involvement (Title I)

Indicator 8.01 - Alaska STEPP school improvement team includes varied stakeholder representation.(2114)(PIP)


Rubric Score: 2

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May 2014: We currently have teachers, principals, parents, and community members. We would like to reach out to business partners, but have limited access.


How it will look when fully met: Stakeholders will include parents, staff and community members. These members will serve on the School Improvement Team and help develop a coherent school improvement plan.


Tasks:

1. Minutes from the meeting with community members.



Comments:


2. Hold quarterly Title 1 meetings.



Comments:



Experience: 5/5/2014 Held meetings monthly with various members. Emailed ideas to others to get a broader perspective.

Sustain: 5/5/2014 Continue monthly meetings with numerous stakeholders.

Evidence: 5/5/2014 Minutes from the meeting.

Indicator 8.02 - There is a process for communicating with ALL members of the school and community who were not a part of the schoolwide planning team about the planning process, data collection, plan development, and plan approval.(2115)(PIP)


Rubric Score: 2



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May 2014: We communicate regarding our parent nights, PTA meetings and Title meetings. As a team we would like to communicate more with our website, email and newsletters. February 2015: The school communicates with all family members regarding our Title 1 Family Nights, Parent Teacher Conferences and other student/family events. In addition, the principal sends home a weekly newsletter to all families, as well as, regularly communicates through Blackboard emails and phone calls.


How it will look when fully met: Have a quarterly update of our progress toward our goals. Collection of notices from our website.


Tasks:

1. Meet with Community leaders to identify needs. Work to create a successful Parenting Partners type program.



Comments: May 2014: Communication with local leaders show a need for parenting assistance and more of a community feel for the area still a work in progress.


Indicator 8.03 - Parents are notified of the schoolwide planning process and how they could be involved in the plan's development, implementation and evaluation.(2116)(PIP)


Rubric Score: 3


Evidence: October 2014:Two Rivers has planned quarterly meetings to address and monitor the different indicators.

Added date:

Indicator 8.08 - The school's Parent Involvement Policy engages parents in various aspects of school activities and governance.(2121)(PIP)


Rubric Score: 3


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Evidence: October 2014:Parents are actively participating in PTA. Parents are also engaged in various school activities: Family Nights, School Socials, and during the academic day.

May 2014: We have an executive board of parents on our PTA.

Added date:

Indicator 8.09 - The school's Parent Involvement Policy describes how parents will receive timely information about the Title I program, how they will be informed of the curriculum, assessments and proficiency levels students are expected to meet.(2122)(PIP)


Rubric Score: 3


Evidence: October 2014: Parent Involvement Policy is in the student handbook, newsletters and on the school's website. We will continue to involve parents in the process of planning and make adjustments as the need arises.

Added date:

Indicator 8.10 - The school's Parent Involvement Policy provides specific training activities and decision-making opportunities for parents for the planning, implementation, and evaluation of the Parent Involvement Policy, compacts, and school plans.(2123)(PIP)


Rubric Score: 3


Evidence: October 2014: Compact of Shared Responsibilities, Handbook, Parent Kick off night, Partnering Parents, Email notices, Phone calls, Newsletters and Parent/Teacher Conferences. We will continue to carry out the above programs to ensure sustained efforts.

Added date:

Title Programs

Domain 8.0- The school has a Schoolwide plan in place under Title IA.

Indicator 8.04 - This school assists preschool children in the transition from early childhood programs, such as Head Start, Even Start or any other preschool program, to local elementary school programs.(2117)(SWP)


Rubric Score: 3


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Evidence: October 2014:Two Rivers continues to offer an extended day enrichment for Kindergarten students. Since there are no local preschools in the area, we offer this service to parents to help Kindergarteners transition to school.

May 2014: We support an extended day enrichment for our Kindergarten students. We have no local preschool or early childhood programs to transition with.

February 2015: Two Rivers School does not have a pre-school or an early childhood program. However, we do offer full day kindergarten for our kindergarten students.

Added date:

Indicator 8.05 - Federal, State, and local service programs are integrated and coordinated.(2118)(SWP)


Rubric Score: 3


Evidence: October 2014:Two Rivers works closely with all federal, state and local service programs. This includes: Special Education, Federal Programs (Migrant Ed, Homeless, Title 1) and Alaska Native Education.

May 2014: We work with the special education department, federal programs, ANE, OCS (Office of Children's Services), migrant, homeless, and a variety of other support and service providers to ensure students' needs are met.

February 2015: Two Rivers School' programs (Special Education, Alaska Native Education, McKinney-Vinto Homeless Educaiton, English Language Learner, Migrant Education) work together to ensure that all students' needs are met.

Added date:

Indicator 8.06 - All core content teachers and instructional paraprofessionals meet the definition of Highly Qualified.(2119)(SWP)


Rubric Score: 3


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Evidence: October 2014:Applicants are screened through Human Resources to determine if they are highly qualified for the position for which they are applying. All content teachers and support staff meet the Highly Qualified status.

May 2014: Human Resources has this information on file.

February 2015: Human Resources verifies that all staff, certified and classified, meet the definition of Highly Qualified.We will continue to pre-screen applicants for these qualifications.

Added date:

Indicator 8.07 - The school has strategies to attract and retain highly qualified teachers.(2120)(SWP)


Rubric Score: 2






October 2014: There is no plan or strategy that is implemented to retain highly qualified staff. May 2014: We do not have specific strategies in place to retain highly qualified teachers to our school. February 2015: Our district offers a generous salary and benefits schedule for both certified and classified staff. However, one of our biggest barriers to attracting and retaining staff is our location. We are located 20 miles east of Fairbanks and the drive during the winter months often inhibits staff from returning. Special Education staff seems to be our position with the highest rate of turnover.


How it will look when fully met: By providing support to new and current staff members, we will work to create a positive team environment to retain highly qualified staff.


Tasks:

1. Instructional leader, with the help of Pam Kimble and the curriculum department, will work to provide/make available professional development of up and coming changes (evaluation, standards and assessments) to promote a supportive atmosphere.



Frequency: monthly

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Comments: May 2014: provide support and professional development through our staff meetings and PLCs. Have content coaches come and work with teachers. August 2013: Collect offerings of classes/professional development.


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