promoting achievement reaching kids wide plan 2016-2017.pdf · core curriculum bt intervention...

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Promoting Achievement Reaching Kids (Mission Statement)

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PARK ELEMENTARY

SCHOOL WIDE GOAL

By May 2017, 80% of all K-2 students, who are enrolled by August 17, 2016 will benchmark in the composite score using DIBELS as the summative assessment. By May 2017, 75% of students, who are enrolled by August 17, 2016 will meet their projected goal as indicated on the NWEA in the areas of MAP reading and/or math post assessment.

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Academic Goals

• Keep students actively involved

• Provide and monitor necessary interventions

• Encourage parental involvement

• Celebrate student successes

• Provide a safe and nurturing environment where students learn

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Park Elementary believes that:

• We believe our school……. – Assists families in educating their children. – Provides an equal education to all. – Has high expectations. – Offers a risk free learning environment. – Promotes and celebrates successes.

• We believe our teachers...... – Are lifelong learners. – Collaborate and support each other to bring about student success. – Communicate with families.

• We believe our students...... – Can succeed. – Can contribute to their learning. – Can promote positive character.

• We believe our families...... – Extend learning in the homes. – Will be involved in the classrooms. – Model positive behavior. – Communicate with the teachers.

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II. Kindergarden School Academic Goal(s):

By May 2017, 80% of the Kindergarten students enrolled on or before August 16th, 2016 will benchmark on the composite score.

Why do we need this goal:

The kindergarten team has created a report card format that represents individual student learning as they progress toward Mastery of the

College and Career Readiness Skills Standards A majority of the students that we serve are from a low poverty area so that many are deprived

of or limited to the necessary educational materials that would ensure their academic success. The City of Holbrook has a small library that is

limited resources, which services a large area including the Northeast portion of the Navajo Nation within Arizona. With the lack of

opportunities for reading, our students have limited exposure to quality literature.

Who is Responsible:

It will be the responsibility of the principal, all kindergarten teachers, special teachers, the Special Education Department, Reading Specialist,

and parents/guardians to help students achieve the set goal for this academic year.

Professional Development Needs:

Park provides training each month during staff and grade level meetings targeting specific needs, such as Read A-Z, ThinkCentral, classroom

management, lesson planning, student engagement, guided reading management, literacy, Singapore Math, College and Career Readiness Skills

integration, BT, OnCourse, NWEA MAP and core instruction. Teachers have aligned the BT with the adopted curriculum to create a grade

level curriculum map indicating which quarter concepts and skills will be taught and assessed using Standards Based Report Card Rubrics,

District and BT assessments. They will be reviewing the Curriculum Scope and Sequence provided by Story Town as they transition to the

College and Career Readiness Skills.

Teachers will be creating and reviewing current smart board lessons for specific themes to enhance the students’ learning and their engagement.

Wednesdays will be protected, allowing classroom teachers to meet and confer with the reading specialist to develop effective lessons targeting

specific areas of concern within the reading. There will also be opportunities for teachers to observe each other as they implement “best

practices”. For those who need additional support, we will videotape individual classroom teachers for the purpose of reflective dialogue and

develop an action plan. Each grade level will participate in Staff Meeting Reflective Dialogue” on “best practices”.

Anticipated Outcomes:

Park kindergarten students will see a significant increase in the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment which

is given at the beginning of school in January, and again in May. Students will also demonstrate “Mastery” on the standard based report card. DIBELS August January May

Composite Composite Composite

Core 34%

Strategic 13%

Intensive 52%

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Resources Needed:

Core curriculum

Intervention programs

Reading specialist

Professional development related to SWP; specific to the needs of the students

Smart Boards

Literacy Stations

Math Centers

BT

By May 2017, 70% of the Kindergarten students enrolled on or before August 16th, 2016 will make their growth points goal as determined by

the NWEA map assessment in Math.


The kindergarten team has created a report card format that represents individual student learning as they progress toward Mastery of the

College and Career Readiness Skills Standards. A majority of the students that we serve are from a low poverty area so that many are

deprived of or limited to the necessary educational materials that would ensure their academic success.

Who is Responsible:

It will be the responsibility of the principal, all kindergarten teachers, special teachers, the Special Education Department, Reading Specialist,

and parents/guardians to help students achieve the set goal for this academic year.


The District provided incoming teachers with professional development in EnVision/BT. It is our goal to teach the program with fidelity as

determined by the program. The current core will also have to be re-evaluated to determine what concepts/skills are spiraled and not taught to

“Mastery”, as directed by the state standards and the College and Career Readiness Skills. Park will be re-evaluating the adopted edition to

determine the needs as the program is updated. Allotted time will be scheduled to allow teachers to collaborate in developing effective lesson

plans. Supplemental materials and resources will have to be reviewed to address the areas of concern. Singapore Math will be used to provide

students with the opportunity to apply and practice concepts learned through EnVision Math. Additional time has been allocated to the

instructional schedule to allow for the integration of Singapore Math. Additional training for the rest of the staff will be forthcoming to support

an effective math curriculum that addresses the needs of all students.

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Students will also demonstrate “Mastery” on the standard based report card.

Resources Needed:

Math Intervention

Manipulatives

Smart Board

Math Centers

BT

NWEA

MAP

Pre MID Post

High 6%

High

Average

13%

Average 19%

Low

Average

31%

Low 31%

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Holbrook Unified Preschool Goals

Reading Goal: : By April 30, 2017, 75% of students enrolled on or before August 14, 2016 will go up one level o the Get

Ready to Read assessment.

Math Goal: By April 30, 2017, 70% of preschools students enrolled on or before August 14, 2016 will move up one

scaled score on the Counting portion of the DIAL-3.

Why do we need this goals:

It is the intent of the District to provide a quality education to all students from the ages of 3 to 18. A majority of the students that we serve are

from a low poverty area so that many of our students are deprived of or limited to the necessary educational materials that would ensure their

academic success.

Who is Responsible:

It will be the responsibility of the Principal, all preschool teachers, Special Education Department and parents/guardians.


The District provides teachers with the opportunity for professional development in Early Childhood as required by ADE. In addition, the

Special Ed Department reviews its program annually to determine areas of need based on the student’s IEP. Professional development is

provided in these areas in order to meet the needs of the students.


Students will strive to meet their IEP goals.

Resources Needed: Manipulatives

Smart Board

As determined by the IEP

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Dibels: By May 2017, 80% of the number of First grade students enrolled on or before August 16th, 2015, will benchmark in whole words read (WWR)

and/or 70% will benchmark with a composite score on DIBELS Next.

NWEA Reading: by May 2017, 70% of first grade students who were enrolled by August, 2016 who fell in NWEA Map: Reading Primary

Grades AZ 2010 (CCSS) test will meet their projected growth score in reading.

Writing: by May 2016, each individual student will have made 21 points out of 27 points on the 1st grade writing assessment as measured using

the Write Tools Rubric.


The first grade team will be assessing reading with NWEA MAP, DIBELS, and BT assessments. The NWEA MAP will be formatted to reflect

the College and Career Readiness Skills. Students will be assessed three times per year using DIBELS and NWEA MAP assessments. BT DFA

will be administered as indicated. All data will be used to drive Tier II instruction.

A majority of the students that we serve are from a low poverty area so that many are deprived of or limited to the necessary educational

materials that would ensure their academic success. The City of Holbrook has a small library that is limited in resources, which services a large

area including the Northeast portion of the Navajo Nation within Arizona. With the lack of opportunities for reading, our students have limited

exposure to quality literature.

Who is Responsible:

It will be the responsibility of the principal, all first grade teachers, special teachers, the Special Education Department, Reading Specialist, and

parents/guardians to help students achieve the set goal for this academic year.


Park provides training each month during staff and grade level meetings targeting specific needs, such as Read A-Z, ThinkCentral, classroom

management, lesson planning, student engagement, guided reading management, literacy, College and Career Readiness Skills integration, BT,

OnCourse, and core instruction. Teachers have aligned the BT with the adopted curriculum to create a grade level curriculum map indicating

which quarter concepts and skills will be taught and assessed using Standards Based Report Card Rubrics, district and BT assessments. They

will be reviewing the Curriculum Scope and Sequence provided by Story Town as they transition to the College and Career Readiness Skills.

Wednesdays will be protected, allowing classroom teachers to meet and confer with the reading specialist to develop effective lessons targeting

specific areas of concern within reading. Daily 5 is being implemented within the classrooms. The intent is to teach students how to select the

appropriate book for self reading, build stamina, and comprehend what they are reading. There will also be opportunities for teachers to observe

each other as they implement “best practices”. For those who need additional support, we will videotape individual classroom teachers for the

purpose of reflective dialogue and develop an action plan. Each grade level will participate in Staff Meeting Reflective Dialogue” on “best

practices”.

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Park first grade students will see a significant increase in The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and NWEA MAP

assessments, which are given at the beginning of school in January, and again in May.

There will be significant growth as reflected in NWEA MAP and a significant increase in the number of students who will “Master” state

standards.

DIBELS August January May


Core 75%

Strategic 11%

Intensive 14%

NWEA

MAP

Pre MID Post

High 8%

High

Average

9%

Average 16%

Low

Average

27%

Low 40%

Resources Needed:

Core curriculum

BT


Reading specialist

Professional development related to SWP

Beeper’s Readers

Literacy Stations

Daily 5

STEM

SAP

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NWEA Math: by May 2017, 70% of first grade students who were enrolled in August, 2016 Math Primary Grades AZ 2010 (CCSS) test

will meet their projected growth score in math.


This year, the first grade team will be assessing math with NWEA MAP and BT DFAs. NWEA MAP will be formatted to reflect the

College and Career Readiness Skills. Students will be assessed three times per year using DIBELS and NWEA MAP assessments. BT DFA

will be administered as indicated. The data from BT will be used to drive Tier II instruction.

It has been determined through NWEA MAP and theme test that math is an area of concern. It is evident that we are not seeing any

significant growth. This will be the first year of the implementation of the new math program, EnVision.


materials that would ensure their academic success. The census data indicate that 56.1% of Navajo families live below the poverty level and

that those students who reside in the city are living below the poverty level.

.

Who is Responsible:

It will be the responsibility of the principal, all first grade teachers, special teachers, the Special Education Department, and



The District has adopted EnVision and BT to assist teachers as they instruction students. It is our goal to teach the program with fidelity as

determined by the program. Teachers will be using the College and Career Readiness Skills Standards to prepare students for the NWEA

MAP and DFAs assessments. Allotted time will be scheduled to allow teachers to collaborate in developing effective lesson plans.

Supplemental materials and resources will have to be reviewed to address the areas of concern. Singapore Math will be used to provide

students with the opportunity to apply and practice concepts learned through EnVision Math. Additional time has been allocated to the

instructional schedule to allow for the integration of Singapore and BT Math. Additional training for the rest of the staff will be forthcoming

to support an effective math curriculum that addresses the needs of all students.


There will be significant growth as reflected in NWEA MAP and BT DFAs.

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NWEA

MAP

Pre MID Post

High 8%

High

Average

9%

Average 25%

Low

Average

14%

Low 43%

Resources needed:

Math Intervention

Manipulatives

Math Stations

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NWEA Reading: by May 2017, 70% of second grade students who were enrolled by August 17, 2016 will meet their Spring 2017 projected

growth points based on the RIT score on the NWEA Map: Reading Primary Grades AZ 2010 (CCSS) test.

DIBELS: By May 2017, 75% of the number of Second Grade students enrolled on or before August 17, 2016 will benchmark with a

composite score on DIBELS Next.


The second grade team will be assessing reading with NWEA MAP, DIBELS, and BT assessments. The NWEA MAP will be formatted to

reflect the College and Career Readiness Skills. Students will be assessed three times per year using DIBELS and NWEA MAP

assessments. BT DFA will be administered as indicated. The data from BT will be used to drive Tier II instruction.


materials that would ensure their academic success. The City of Holbrook has a small library that is limited in resources, which services a

large area including the Northeast portion of the Navajo Nation within Arizona. With the lack of opportunities for reading, our students have

limited exposure to quality literature.

Who is Responsible:

It will be the responsibility of the principal, all second grade teachers, special teachers, the Special Education Department, Reading

Specialist, and parents/guardians to help students achieve the set goal for this academic year.


Park provides training each month during staff and grade level meetings targeting specific needs, such as Read A-Z, ThinkCentral,

classroom management, lesson planning, student engagement, guided reading management, literacy, College and Career Readiness Skills

integration, BT, OnCourse, and core instruction. Teachers have aligned the BT with the adopted curriculum to create a grade level

curriculum map indicating which quarter concepts and skills will be taught and assessed using Standards Based Report Card Rubrics, district

and BT assessments. They will be reviewing the Curriculum Scope and Sequence provided by Story Town as they transition to the College

and Career Readiness Skills.

Wednesdays will be protected, allowing classroom teachers to meet and confer with the reading specialist to develop effective lessons

targeting specific areas of concern within reading. Daily 5 is being implemented within the classrooms. The intent is to teach students how to

select the appropriate book for self reading, build stamina, and comprehend what they are reading. There will also be opportunities for

teachers to observe each other as they implement “best practices”. For those who need additional support, we will videotape individual

classroom teachers for the purpose of reflective dialogue and develop an action plan. Each grade level will participate in Staff Meeting

Reflective Dialogue” on “best practices”.


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Park second grade students will see a significant increase in The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and NWEA

MAP assessments, which are given at the beginning of school in January, and again in May.

There will be significant growth as reflected in NWEA MAP and a significant increase in the number of students who will “Master” state

standards.

DIBELS August January May


Core 77%

Strategic 19%

Intensive 4%

NWEA

MAP

Pre MID Post

High 16%

High

Average

21%

Average 25%

Low

Average

24%

Low 14%

Resources Needed:

Core curriculum

BT


Reading specialist

Professional development related to SWP

Read A-Z

Beeper’s Readers

Literacy Stations

Daily 5

STEM

SAP

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NWEA

MAP

Pre Post

Exceed

Meet

Approach

NWEA Math: by May 2017, 70% of second grade students who were enrolled by August 17, 2016 will meet their Spring 2017 projected

growth points based on the RIT score on the NWEA Map: Math Primary Grades AZ 2010 (CCSS) test.


This year, the second grade team will be assessing math with NWEA MAP and BT DFAs. NWEA MAP will be formatted to reflect the

College and Career Readiness Skills. Students will be assessed three times per year using DIBELS and twice using NWEA MAP

assessments. BT DFA will be administered as indicated. All data will be used to drive Tier II instruction.

It has been determined through NWEA MAP and theme test that math is an area of concern. It is evident that we are not seeing any

significant growth. This will be the first year of the implementation of the new math program, EnVision.


materials that would ensure their academic success. The census data indicates that 62% of Navajo families live below the poverty level and

that those students who reside in the city are live below the poverty level.

Who is Responsible:

It will be the responsibility of the principal, all second grade teachers, special teachers, the Special Education Department, and



The District has adopted EnVision and BT to assist teachers as they instruction students. It is our goal to teach the program with fidelity as

determined by the program. Teachers will be using the College and Career Readiness Skills Standards to prepare students for the NWEA

MAP and DFAs assessments. Allotted time will be scheduled to allow teachers to collaborate in developing effective lesson plans.

Supplemental materials and resources will have to be reviewed to address the areas of concern. Singapore Math will be used to provide

students with the opportunity to apply and practice concepts learned through Envision Math. Additional time has been allocated to the

instructional schedule to allow for the integration of Singapore and BT Math. Additional training for the rest of the staff will be

forthcoming to support an effective math curriculum that addresses the needs of all students.



NWEA

MAP

Pre MID Post

High 17%

High

Average

26%

Average 19%

Low

Average

18%

Low 21%

Resources needed:

Math Intervention

Manipulatives Math Stations

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Fail

III. Planning Process:

History: Park Elementary School’s planning process began in August 2001. On August 24, 2016, Park Elementary had an in-service day to

develop a mission statement, beliefs and academic goals. In addition, Park reviewed and analyzed data to develop a needs assessment. This

information was used to direct and establish school goals, grade level goals and individual goals.

Members of the School-wide Planning NAME POSITION E-Mail

Connie McPherson Principal

J-me Baloo Title I Parent

Rosa Alley Community Member

Robbie Koerperich Superintendent

Deborah Koerperich Reading Specialist

Lisa Billie Second Grade Teacher

JoAnn Smith Kinder Teacher

Laura Layden Reading Specialist

Renee Alley 2nd Grade Teacher

Dee Dunaway Reading Specialist

Ferrel Knight School Board Member

NOTES:

Our school team members meet weekly in grade level meetings and across grade levels. The teachers look at curriculum issues, gather data

from test scores, and analyze strategies for teaching. Time has been built into teachers’ schedules to allow for common planning.

Wednesdays are used to collaborate on the following lesson plans. Staff meetings are held once a month. Leadership Team and individual

teams meet once a month. Site Council meets once a month.

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Timeline of events

District in-services and meetings

DATE EVENT DATE EVENT

August 18 Back to School meeting August 2 Staff meeting

August 5 Staff meeting August 12 Staff meeting

October 1 NWEA training September 29 Staff meeting

September 19 301 Committee August 11 Evaluation

September 23 Safety meeting Staff meeting

September 30 District Training NWEA

August 23 Site Council August 18 Reading Under the Stars

Staff meeting October 4 P/T Conference

September 13 Site Council October -December PD # 2

September 19 IAT meeting September 30 District Safety meeting

October 25 SOCK hop September 26 IAT meeting

October 1 PD #1 November 3 Staff meeting

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IV. Needs Assessment

TITLE I- NEEDS ASSESSMENT

STAFF

How long has the current

principal held the position at

this school?

4 Years 5 Years 6 Years 7 Years 8 Years 9 Years 10 Years 11 Years 12 Years

2008-2009 2009-2010 2010-

2011

2011-

2013

2013-

2013

2013-

2014

2014-2015

2015-2016

2016-2017

What percentage of this

year’s staff meets the

qualifications for Highly

Qualified?

94% 93% 100% 100% 95%. 95%. 100%

95% 100%

What has the staff turnover

rate been for this school over

the past three years?

14% .06% .06% .02% .13% .13% 13%

25% 13%

# of teachers receiving

mentoring services 2 year 1

3 year 2

1 year 3

2 Year 1

2 Year 2

3 Year 3

1 Year 1

1 Year 2

2 Year 3

1 Year 1

1 Year 2

1 Year 3

1 Year 1

1 Year 2

1 year 3

1 Year 1

3 Year 2

1 year 3

1Year 1 1 Year 2 3Year 3

3 Year 1 1 Year 2 0 Year 3

3 Year 1 2Year 2 1 Year 3

Highly Qualified Status

ELL CERT. STAFF MEMBER YEAR’S

EXP.

DEGREE/

CERTIFICATE

GRADE LEVEL/

CONTENT

HIGHLY

QUALIFIED

HOUSSE AEPA ADVANCED

DEGREE

SEI

Alley, Renee 10 BS/10-19-15

FPC 12/21/18

2nd Grade Yes X

SEI Spencer

Radzanowsky

1 BS 2015

FPC 2014

1st Grade Yes x

SEI Fairbanks (Elsen),

Julia

12 03/26/21

FPC 2/7/18

Preschool Yes X

ESL Dunaway, Deedee 21/9 BS 10/16/2016 Reading Endorsement Yes X

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EXP.

DEGREE/

CERTIFICATE

GRADE LEVEL/

CONTENT

HIGHLY

QUALIFIED


DEGREE

FPC4/1/17

SEI Virginia Pond 2 BS12/2014

FPC11/10/13

Music Yes x

ESL Koerperich,

Deborah

19/15 BS/3-10-17

FPC9/28/17

Reading Spec yes x

Early

Childhood

/SEI

Layden, Laura 18/16 BS/6/02/2016

FPC12/30/15

Reading

Endorsement/Kinder

Yes X

SEI Billie, Lisa 9/6 BS 3/18/21

12/7/2017

2nd Yes

Early

Childhood

/SEI

Livingston, Nichole 15 BS/5-12-17

FPC5/13/18

Kinder Yes x

Early

Childhood

SEI

Brianna Allison 1/0 BS 7/23/2021

FP 4/6/2020

Kinder Yes x

Remos, Mandy 8/24/20120

FPC3/145/18

Speech NA

SEI

Jessica Hubbard 18/1 05/15//2016

FPC8/5/20

Second Yes x

Early

Childhood

/SEI

Mondragon, Nikki 11 BS/10-15-21

FPC12/20/16

Kinder Yes x

SEI

Moyte, Nichole 10/5 7/13/2-19

FP 7/20/2018

First Yes

SEI Cook, Carrie 6/4 BS/10/17/2016

FPC9/1/18

2nd Grade yes x

ESL Sanchez, Monica 8 BA5/12/20120

FPC 1.19.2016

1/19/2016 Yes X

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EXP.

DEGREE/

CERTIFICATE

GRADE LEVEL/

CONTENT

HIGHLY

QUALIFIED


DEGREE

Smith, Benita 10/5 11/19/2-16

FP 1/3/2017

2nd Grade Yes x

SEI Smith, JoAnn 11 BS/3-/27/2016

FPC6/21/18

Kinder Yes x

ESL/SEI McPherson, Connie 7/3/20

FPC7/9/16

NA Cheryl Justman Sped Aide Yes

NA Melisssa John Sped Aide Yes

NA Chris Moore Sped Aide Yes

NA Rosa Alley Computer Aide Yes

NA LaDell Burke FPC 2024 Sped Aide Yes

NA Linda Parker Library Aide Yes

ESL- English as a Second Language Certificate

SEI- Structured English Immersion

(P)- Provisional certification

NA- Does not need certification

HIGHLY QUALIFIED TEACHER ACTION PLAN (TITLE II) NAME GRADE APEA TEST SEI HQ LETTER

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HIGHLY QUALIFIED STAFF:

1. What plans and strategies are being used to

recruit Highly Qualified Teachers?

Our district targets highly qualified teachers by recruiting the best possible candidate for our students.

We provide incentives for teachers through the following avenues:

301 Performance pay

Opportunities for paid tutoring

Paid staff development opportunities

Competitive base salary

Insurance packages

Extra duty pay

Discounted child care provided for school employees

Modified school calendar

Increase base pay

New teacher training 3-year mentoring program Travel reimbursement for travel after 150 miles $2,000 for initial training prior to the school year for all new teachers

2. What does your school do to maintain Highly

Qualified Staff?

Establish a Mentor Program that spans 3 years, which aligns with the National Standards

Pay for required classes in the content area

Provide professional development

Reimburse NES upon passing

3. What does your school do to help teachers

become Highly Qualified?

Pays for required class in the content area

Reimburses teachers who pass the NES

Require first three year teachers to participate in the Mentoring Program

School

Demographics

2007-

2008

2008-

2009

2009-2010 2010-

2011

2011-

2013

2013-

2013

2013

-2014

2014-

2015

2015-

2016

2016-

2017

Student population 280 275 286 277 307 302 297 289 288 267

Student/Teacher

Average Ratio

18.6 18.3 19.06 19.78 21.86 20.11 20.46 18.79 20.43 21.34

Low-Income

population

185 173 73% 73% 74% 72% 72% 72% 100%

Ethnicity

22

White 107 110 116 113 124 128 74 101 75 73

Native American 105 106 105 88 96 93 117 126 122 112

Hispanic 60 53 49 56 72 74 86 55 68 62

Black 7 9 14 18 12 6 4 6 3 2

Mix 1 2 2 2 2 1 0 1 19 19

PHLOTE students

Kindergarten

PHLOTE students

30 27 14 11 14 2 4 7 2 11

First Grade PHLOTE

students

31 28 28 3 6 3 1 0 2 2

Second Grade

PHLOTE

21 19 28 1 15 0 2 2 0 2

Total PHLOTE 82 74 70 15 5 7 9 4 15

ESL students:

Limited English

Proficient Non-

English speaking

72 68 34 29 13 11 7 1 6

Speech students 18 23 30 28 32 29 27

Special Ed. students 38 10 8 8 16 20 15 12 12 16

Attendance at P/T

conferences

94% 92% 96% 99% 100% 95% 99% 97% 92% 94%

23

NEEDS ASSESSMENT:

LEADERSHIP STRAND

CRITICAL QUESTIONS RESPONSES DATA SOURCES

1. How will you lead your school

community in developing your goals for

improving student achievement?

Our school community met October 1, 2016 to discuss

our school improvement needs and develop a plan for

addressing areas of weakness as indicated on DIBELS

and MAP tests in reading and math for grades k-2. A

full analysis was done on DIBELS for grades k-2. In

addition, all grades are assessing three times per year;

pre NWEA MAP. All stakeholders were represented

and a thorough needs assessment was conducted based

on the ASIP rubric strands. From this needs

assessment, target goals were set, and a plan of

implementation was put in place, and will be monitored

throughout the year. Additional staff meetings will be

scheduled throughout the year to monitor the current

SWP for updates.

Mid year evaluations (DIBELS and NWEA MAP) will

determine if changes are required within the

intervention program as prescribed for each student

based on individual needs. Staff will monitor students

for eligibility for Response to Intervention (RTI). These

students will be tracked for academic gains in reading

using specific intervention programs tailored to address

the deficiency that is not allowing the student to

benchmark as determined by DIBELS. Teachers will

meet frequently with the reading specialist and the IAT

members to monitor students who are in Tier II, the

second stage for growth. If there are no gains, a RTI

plan will be implemented to alter the current

intervention based on deficient skills within the

student’s learning. School grade level and individual

goals will be reviewed and re-evaluated based on the

data provided by various assessments.

AYP/AZ Learns

DIBELS

Read Naturally

Read for Success (Story Town)

Sound Partners

Bartons

KPals

Reading Coach

Stevenson

Stepping Stones

Phonics for Reading

Census

A Week At a Glance

Leadership Team

Grade level minutes

Pre/Post NWEA MAP test

Observation notes

Parent surveys

Walkthroughs

2. What are your plans for implementing

and monitoring the specific activities to

Our specific plans will be developed to include all staff

members. The plan will include strategies that can be

Grade Level minutes

Staff meetings

24

meet these goals? used every day in the classroom. Accountability will be

monitored by the use of artifacts with documentation of

the plan. Each grade level will meet regularly to review

the DIBELS progress monitoring data and NWEA

MAP data to determine instructional strategies and

their effectiveness. Individual teachers will work closely

with the reading specialist.

Leadership teams

Posted Goals

RTI forms

3. How will you know that you have met

your goals? We will analyze the following criteria documents:

NWEA MAP test data (formally)

Progress monitoring Scores

Surveys

Informal discussions with the teachers

Grade level meetings, horizontal and vertical

communication.

Ultimately our determination of the success of this

plan will be our status for next year and the growth

that we see in our students.

NWEA MAP

Staff meetings

Grade level meetings

DIBELS

Grade level notes (pre/post & Quarterly)

Teaching Strategies PD follow-up survey

Increase in parent engagement (i.e. parents in school, PT

conference participation, etc.)

Lesson Plans

Parent Surveys

Walk throughs

Reflective Dialogue

4. What will you do if you have not met

your goals? We will need to re-assess our needs, and determine if

other factors may be influencing our NWEA MAP and

DIBELS scores. With the short time of

implementation, it will be crucial to identify specific

areas that we can influence immediately.

Mid-year evaluations through DIBELS and NWEA

MAP will determine if changes are required within the

intervention program as prescribed for each student

based on individual needs. School, grade level and

individual goals will be reviewed and re-evaluated

based on the data provided from various assessments.

Staff will monitor students for eligibility for Response

to Intervention (RTI). These students will be tracked

for academic gains in reading using specific

intervention programs tailored to address the

deficiency that is not allowing the student to

benchmark using the DIBELS.

DIBELS/Progress Monitoring

Read Naturally graph

NWEA MAP

RTI forms

Parent Surveys

25

5. How will you sustain or even improve

your performance once your goals have

been met?

When our goals are met, we will identify the reasons

why we felt targeting these goals was effective in

improving our scores. We will also use these goals to

help identify other areas that we can target to improve.

This will be a building block for future assessments of

needs and targeting of goals.

Administration will continue with walkthrough,

looking for “best practices”, effective instructional

strategies, and student engagement. This will determine

whether we are regressing whether staff is

implementing and maintaining the programs that the

district has implemented with fidelity; whether or not

our students need additional resources; and whether

teachers are maximizing themselves as resources.

Reflective dialogue will encourage the teachers to self-

evaluate their instructional practices and beliefs toward

professional growth.

Grade level meetings

Staff meetings

Leadership teams

RTI forms

Parent Surveys

Site Council

Walk throughs

Reflective dialogue

Data

HIGH QUALITY PD TITLE I COMPONENT

6. How does the District/School

incorporate external assistance in

developing/implementing the school

improvement plan?

1. External assistance is incorporated into our school

by the use of professional development training

and school improvement models.

2. It is a District goal that all teachers and

administrators participate in T4S, BT, TLaC

training. We are going into our ninth year with

this protocol. T4S provides ongoing, specific

feedback to teachers to improve their abilities to

plan, deliver, and assess effective standards-based

instruction. TLaC proves teaches with effective

techniques in planning and student engagement.

3. Last year, the District implemented Teach Like a

Champanion to increase student engagement and

promote critical thinking of students.

4. With the increase of autistic students who are

attending Park, we are in the process of looking for

external assistance in instructing these students.

Training will be available for all staff members.

Currently we have such students who are enrolled.

Lesson Plans

Grade level minutes

Sign in Roster

Walk Through

Evaluations

26

5. Other outside assistance the District has utilized

has been Write Tools training, Story Town

training, EnVision Math training, and other

district-wide in-services. The trainings are

dependent on the needs of the students and the

staff.

6. DIBELS NEXT training has been provided to

teachers. DIBELS is the main diagnostic

instrument that is used through K-6 grades.

7. Kindergarten transition workshops are provided

for Early Childhood teachers in early childhood

development and transition programs.

8. Due to the increase of incidence of students being

bullied, the district has adopted “Bully Free”. The

program includes professional development,

lessons for each grade level and resources that

teachers can use to address this issue. There is also

a component for parents to include them in the

process.

9. Other possible trainings that will be contemplated

are as follows: classroom management, Barton’s,

Read Naturally, pedagogical strategies, College and

Career Readiness Skills, data decision, making

Response to Intervention, and other professional

development offered through ADE and qualified

trainers.

10. To expand our pedagogy knowledge and strategies,

4 staff members will renew membership with the

Teacher Council of Mathematic Teachers which

will provide current research articles, Teaching

Mathematics for K-6 and classroom resources for

teachers. This membership must be renewed each

year.

11. NCTM will be hosting a conference October 2016.

Two teachers and one administrator will be

attending to review current practices.

12. Daily 5 reading strategies are integrated in the

reading block for K-2. Several teachers will be

expanding and include Café Menu strategies,

which foster independent learnings

13. Professional development will be provided as book

study, Notice & Notes. This is a shift in teacher

behaviors as they integrage Signpost and Anchor

27

Questions to increase the rigor of the lesson and

create life long readers.

14. Every three years, it has been the practice to send

the reading specialist and the administrator to the

International Reading Conference. We will be

requesting to send one reading specialist and the

administrator to the IRA Conference in May to

review current SBR for possible supplemental to

the core curriculum.

15. The District has adopted Beyond Textbook to assist

with the alignment of the Arizona College and

Career Readiness Skills. This tool allows teachers

to follow a pre-developed calendar and it also

provides resources for teachers that are content

specific.

16. In order to assist teachers in planning, Park has

implemented OnCourse Lesson Planner. Teachers

are required to develop a weekly lesson plan and

have it posted.

7. How does your school provide on-going

professional development for your staff?

1. We are participating in the Singapore Math

training for the sixth year. This is ongoing

throughout the school year. Park will be providing

additional professional development for our

teachers.

2. To expand our pedagogy knowledge and strategies,

4 staff members will renew membership with the

Teacher Council of Mathematic Teachers which

will provide current research articles, Teaching

Mathematics for K-6 and classroom resources for

teachers. This membership must be renewed each

year.

3. NCTM will be hosting a conference October 2016.

Two teachers and one administrator will be

attending to review current practices.

4. Reading specialist will be reinforcing Effective

Reading Strategies. Specific strategies will be

reviewed by each grade level. This will be

presented by all three reading specialists and the

principal. The focus will be on developing small

groups and the management. It will also address

how to target and monitor students for academic

Professional Development # attended

Write Tools

Book Study

Teach 4 Success

OnCourse

Beyond Textbooks

Response Systems

Effective Reading

Strategies

DIBELS Review

EnVision

28

gains.

5. Daily 5 reading strategies are integrated in the

reading block for K-2. Several teachers will be

expanding and include Café Menu strategies,

which foster independent learnings

6. Professional development will be provided as book

study, Notice & Notes. This is a shift in teacher

behaviors as they integrage Signpost and Anchor

Questions to increase the rigor of the lesson and

create life long readers.

7. In addition, the District will be providing

opportunities for teachers to attend various in-

services within and outside of the District, and

teachers will be participating in a variety of book

studies, which focuses on best practices.

8. Professional development for music will be

addressed by attending specific trainings offered

by AZORFF. These workshops show how music

can be integrated with reading and math.

9. Recently, ADE adopted the College and Career

Readiness Skills Standards for Math and Reading.

The District has to re-align the adopted math

curriculum to reflect these changes.

10. The District has adopted Beyond Textbook to assist

with the alignment of the Arizona College and

Career Readiness Skills Standards. This tool allows

teachers to follow a pre-developed calendar and it

also provides resources for teachers that are

content specific.

11. In order to assist teachers in planning, Park has

implemented OnCourse Lesson Planner. Teachers

are required to develop a weekly lesson plan and

have it posted.

8. How does your professional

development assist you in meeting your

school goals?

Park Elementary School has 5 teams that will review

and establish leadership within the school. Each year,

Park Elementary will disaggregate the DIBELS/NWEA

MAP data to determine the areas of greatest need. The

data were also evaluated to determine the effectiveness

of Park’s intervention programs. In addition, parent

and teacher surveys, and daily walkthroughs are used

to determine professional development needs. The

results indicate that we need to provide: additional

training for teachers to use student data to determine

Holbrook Observational Protocol

Walk Through

PD Surveys

29

instructional needs on a more formal level; effective

content areas directed to the adopted curriculum;

continued training in the use of technology; strategies

to increase engagement; usage of manipulatives; and

more structured mentoring for teachers new to the

profession. The professional development has to be

sustained, focused and provides meaningful, engaged

learning. Staff development has assisted teachers in

providing clear and precise instruction within the

classroom based on proven best practices and scientific

research based programs.

Technology has been a valuable asset to our school,

increasing the effectiveness of instructional strategies

and increasing student engagement. Smart Boards have

provided the students with additional modalities of

learning, and increased the engagement of everyone.

Amplifiers in each classroom would model proper

articulation in regards to phoneme awareness. They

would also increase student involvement. Since Park is

striving to increase teacher effectiveness, video cameras

would be a valuable tool to record teachers teaching.

These clips would be reviewed by the teacher and a

facilitator for specific areas for reflection. Goals will be

set for professional development and monitored.

This year, we are reviewing the need to update the

computer lab by replacing the current computers with

Google Chrome. This will be beneficial to our students

as they are assessed using NWEA.

Members are utilizing listening centers within their

classroom to allow the students to practice fluency and

comprehension, but we do not have enough for each

classroom and would like to have one per classroom. In

addition, Park has incorporated Amp Systems, Smart

Boards, Student Responders for first and second grades

and smart tables for two second grade classrooms to

increase student engagement and alternative learning

modalities.

Bee Bots is another tool that the first and second grades

are integrating into small groups. This allows the

students to practice phonics, vocabulary, and number

sense.

IPADs are in the process of being integrated into the

30

classrooms.

9. How does your professional

development enhance your current

practices?

The professional development provided by the school

supports the school wide plan, which is reviewed and

re-evaluated at the beginning of the school year and

monitored throughout the year. After reviewing the

school’s data for weaknesses in reading, math, and

writing a plan is developed. This plan provides the

necessary support and the pedagogy that would

strengthen the instructional practices to ensure

academic success for each student within the classroom.

Holbrook Observational Protocol

Walk Through

31

NEEDS ASSESSMENT:

CURRICULUM/INSTRUCTION

CRITICAL

QUESTIONS

RESPONSES DATA SOURCES

1. How does your

school systematically

address the critical

area of curriculum

alignment?

Our school addresses curriculum issues by aligning our

curriculum to the articulated standards set forth by the state.

Each grade level is provided articulated standards.

This year the first and second grade teachers will begin

developing pre/post NWEA MAP test sto monitor mastery toward

state standards and the College and Career Readiness Skills.

Teachers have identified standards to be taught throughout the

year to show growth toward mastering the standards. This tool

provides the teachers the necessary information as to where they

need to readjust their instruction, or reteach the skills and/or

content knowledge. These are done through grade level teams,

vertically and horizontally.

Our curriculum is a working document, and teachers track

standards being met and taught each week. A re-evaluation will

be conducted this spring to identify changes that need to be made

in our scope and sequence, as well as, changes to our quarterly

benchmarks. Park will provide time for each grade level to re-

evaluate the reading curriculum, and map the standards aligning

the core program, teaching strategies, activities and assessments

toward meeting mastery of state standards.

School-wide curriculum maps

Grade level cycle standards identification

Development of science curriculum (ongoing)

Evaluation of standards to align with NWEA MAP

standards

2. What

scientifically-based

research (SBR)

instructional

strategies have been

identified as

essential to effective

instruction in the

core academic

areas?

Our SBR strategies include techniques taught in Story Town,

EnVision Math, Beyond Textbooks and The Write Tools. We

have adopted each program, and our staff is continually being

trained in the techniques of the programs. This is an ongoing

process throughout the academic year.

We also have adopted DIBELS, Read Naturally, Phonics for

Reading, Bartons, K Pals, Mindplay, and Stepping Stones, which

are intensive reading intervention strategies for grade K-2

students who are not at grade level and are considered to be at-

risk as determined by DIBELS.

Story Town reading series 09-10

EnVision Math math series

Beyond Textbooks

Write Tools writing program

DIBELS progress monitoring

Read Naturally supplemental after school program

K-PALS intervention program

Stepping Stones

Phonics for Reading

Bartons

Mindplay

32

3. What

instructional

strategies are being

utilized to support

struggling students?

Instructional strategies being utilized to support struggling students

include:

Reading Interventions: reading specialists, Read Naturally, K

Pals, Bartons, Phonics for Reading, ELL programs, Mindplay

and Sound Partners

During the school day, Stepping Stones is being used in

kindergarten with at-risk readers. In addition, the PE and Music

teachers are also participating in this program, working one on

one with at-risk students.

Kindergarten teachers have blocked a 15 minute period where at

risk students are receiving one on one instruction with KPals

A Kindergarten reading specialist will be working with students

one-on-one, in small groups and in inclusion three days a week.

She will be monitoring the process of all students involved.

Two reading specialist will be working with students one-on-one,

in small groups and in inclusion five days a week working with the

first and second grade students who have been targeted using the

DIBELS assessment. They will be monitoring the process of all

students involved.

Writing: The Write Tools incorporates a more concrete,

sequential, hands-on technique to learning the writing process.

Anita Archer’s Phonics is in its 3rd year. The focus is to establish

phonemic skills.

Barton’s Program is a one-on-one instruction to assist students

who show a disability in processing in reading.

All of these interventions and programs are used to differentiate

instruction and provide interventions to students who are struggling.

These techniques, along with our Special Education assistance

(inclusion, pull out, etc.) are implemented daily.

Intervention Programs

PROGRAM GRADE LEVEL STUDENTS

SERVICED

Read Naturally 2 At-risk reading

K-Pals K At-risk phonemes

ESL strategies K-2 All students

Stepping Stones K At-risk reading

Phonics for

Reading

K-2 At-risk reading

Barton’s 8 At-risk reading

Sound Partners 1 At-risk reading

Mindplay 1 & 2 At-risk in phonics

and

comprehension

4. How does your

school provide

additional learning

opportunities for

struggling students

(before/after school,

during the summer,

and during any

The intervention programs that were used during the academic day

saw a significant gain, thus it was determined that Park would focused

on target students and provide intervention programs that are focus,

sustainable and provide systematic instruction. These students will be

monitored throughout the year for significant gains in focus area(s).

Summer Camp

33

extension of the

school year)? Do

they meet the needs

of the populations

that the school

serves in a timely

manner?

The program will focus on students who have been identifies as at-

risk. Participating students will be determined by the following

criteria: low achievement in reading and math. There will be a cap

based on the number of teachers.

The reading specialist wants to implement a “Beepers Readers”

program, which will be held after school to encourage students to read

using Read Naturally and Mindplay and complete their homework.

Students will be targeted through DIBELS assessment, and those who

have not benchmarked will be selected. Students will be focusing on

reading, and parents will be required to attend several classes to learn

how to assist their child. Various supports will be provided to parents

to assist them in this process to enhance their child’s reading in school

and to encourage reading within the home. Students will be monitored

throughout each session.

5. How does your

school systematically

address the critical

area of curriculum

alignment?

Our curriculum is a working document, and teachers track

standards being met and taught each week. A re-evaluation will

be conducted this spring to identify changes that need to be made

in our scope and sequence, as well as changes to our quarterly

benchmarks.

Curriculum Meetings Dates

Weekly Grade level

meetings

Vertical Grade K/1st

Vertical Grade 1st/2nd

Vertical Grade 2nd/3rd

6. What

scientifically-based

research (SBR)

instructional

strategies have been

identified as

essential to effective

instruction in the

core academic

areas?

Our scientifically-based research strategies include techniques

taught in Story Town, EnVision, Beyond Textbooks and Write

Tools. We have adopted each program, and our staff is

continually being trained in the techniques of the programs. This

is ongoing as some programs are being implemented in a more

systematic way.

We also incorporate DIBELS, Read Naturally Intervention,

Reading Coach, Stevenson, and RAPS 360, Sound Partners,

Stepping Stones, Bartons, Mindplay, and KPals strategies.

34

7. What

instructional


utilized to support

struggling students?

Instructional strategies being utilized to support struggling students

include:

Reading Interventions: reading specialists, MindplayRead

Naturally, K Pals, Bartons, Phonics for Reading, ELL programs

and Sound Partners

Park is working with partnership with Three Rivers to provide

additional tutorial services for targeted students as outlined by

Three Rivers.

SAP targets students with emotional and social needs. This

program address the PASS Plan.

During the school day, Stepping Stones is being used in

kindergarten with at-risk readers. In addition, the PE and Music

teachers are also participating in this program, working one on

one with at-risk students.

Kindergarten teachers have blocked a 15 minute period where at

risk students are receiving one on one instruction with KPals

A Kindergarten reading specialist will be working with students

one-on-one, in small groups and in inclusion three days a week.

She will be monitoring the process of all students involved.

Two reading specialist will be working with students one-on-one,

in small groups and in inclusion five days a week working with the

first and second grade students who have been targeted using the

DIBELS assessment. They will be monitoring the process of all

students involved.

Writing: The Write Tools incorporates a more concrete,

sequential, hands-on technique to learning the writing process.

Anita Archer’s Phonics is in its 8th year. The focus is to establish

phonemic skills.

Barton’s Program is a one-on-one instruction to assist students

who show a disability in processing in reading.

All of these interventions and programs are used to differentiate

instruction and provide interventions to students who are struggling.

These techniques, along with our Special Education assistance

(inclusion, pull out, etc.) are implemented daily.

Supplemental services # of students serviced

Read Naturally 89

Reading Coach

RAPS 360 86

Write Tools 276

Stepping Stones 87

Kpals 20

Barton’s 8

Reading for Phonics 32

Stevenson 2

Math Club 16

Beeper Readers 20

Three Rivers 15

35

8. How does your

school provide

additional learning

opportunities for

struggling students

(before/after school,

during the summer,

and during any

extension of the

school year)? Do

they meet the needs

of the populations

that the school

serves in a timely

manner?

The intervention programs that were used during the academic day

saw a significant gain, thus it was determined that Park would focused

on target students and provide intervention programs that are focus,

sustainable and provide systematic instruction. These students will be

monitored throughout the year for significant gains in focus area(s).

The reading specialist wants to implement a “Beepers Readers”

program, which will be held after school to encourage students to read

using Read Naturally and complete their homework. Students will be

targeted through DIBELS assessment, and those who have not

benchmarked will be selected. Students will be focusing on reading,

and parents will be required to attend several classes to learn how to

assist their child. Various supports will be provided to parents to

assist them in this process to enhance their child’s reading in school

and to encourage reading within the home. Students will be monitored

throughout each session.

9. How does the

school address

vocational and

technical

educational

programs?

Does not apply

2. How are you

communicating to

students and members of

the school community, in

language and format that

is easily understood, the

academic expectations

and student progress

towards meeting those

expectations?

Teachers are required to give feedback to parents and students

concerning their academic progress through Parent/Teacher

Conferences twice a year, progress reports four times a year, and

ongoing communication through monthly newsletters, weekly

progress reports, and/or daily notes. Teachers provide data on

DIBELS Next, grades, benchmark assessments, etc. Parents have

been asked to complete two series of surveys to ascertain their

perceptions of Park Elementary. Park Elementary provide

opportunities for Parent nights throughout the year to encourage

parent involvement.

Parent/Teacher’s Conferences twice a year

State report cards are available to all parents

Title I compacts are signed at registration each year

Parental Involvement policies are included in the school-

wide handbook and are available at registration

School Messenger

Parent Surveys

Parent Volunteers

Parent involvement

Meeting with Head start teachers to transition preschool

to kindergarten

3. How do teachers

participate in using

Each grade level collects data and analyzes the data from

NWEA MAP and DIBELS Next. At grade level meetings they Weekly grade level meetings

School-wide planning meetings

36

disaggregated assessment

data to improve student

achievement?

discuss the data and target areas of improvement. Sometimes

this is led by individual grade levels and other times it is led by

the principal. Grade levels participate in monthly meetings with

Reading Specialists to evaluate individual student scores that

receive intervention.

NWEA MAP

DIBELS Next

Add phase lines on progress monitoring and collaborate

with teachers at weekly team meetings

4. How do teachers

specifically address

special needs

populations?

Our special needs population is targeted through our Special

Education Department. We have a K-2 resource teacher. We

also have seven inclusion aides who assist the Special Ed teacher.

Teachers make modifications based on the student’s IEP.

ELL learners are identified and are provided appropriate

instruction to implement SIOP strategies in increments of 4

hours of English Language Development for the first year the

student is classified as ELL, which are divided in four specific

areas: conversational/oral English, 30 minutes, grammar

instruction, 60 minutes, reading instruction, 60 minutes,

vocabulary instruction, 60 minutes, and writing instruction, 30

minutes.

All at-risk students are identified and targeted through our after

school program and special services programs.

We currently have 1 special education teacher in K-2

with three aides.

Lesson plans modifications.

Lesson plans designed to ELP Standards

Implementing BT/College and Career Readiness Skills

standards school wide at Park addressing Essential

questions, big ideas, school wide performance objectives

5. How does the

assessment system

provide timely feedback

at the student, class, and

school level?

Our assessment system provides feedback to the students

through numerical, written, and oral feedback. Each teacher is

encouraged to use assessment tracking folders to track individual

growth. Our school generally uses assessment tracking folders

for DIBELS Next and NWEA MAP.

Grade level assessment data is provided through NWEA MAP

benchmark assessments, DIBELS benchmark assessments,

District Formative Assessments and common assessments at each

grade level. The principal reviews this data and provides

feedback. Teachers meet in grade levels to identify student

needs, and some grade levels are developing

re-teaching time in which standards are re-taught. This may be

something that will be implemented school-wide next school year.

At the school level, we look at common threads that might be an

indication that our programs have deficiencies in certain areas.

This is analyzed through our leadership teams and the principal.

School-wide data is communicated to the staff, parents, and

board of education.

NWEA MAP desegregation of data (available on request)

DIBELS Next PASS Report cards District Formative Assessments

37

NEEDS ASSESSMENT:

SCHOOL CULTURE

CRITICAL

QUESTIONS


1. What specifically

is your school doing to

ensure a safe, equitable

learning environment

for students and their

families?

We feel that our school is a safe learning environment.

We have an established Emergency Response Plan that

outlines a variety of incidents that may occur in this

area. This plan has been a cooperative venture

involving the City of Holbrook and Navajo County.

Our facility is clean, we try to eliminate distractions,

and have prevention programs like Character Counts.

We have a counselor who works at Park two days a

week. She works in the classrooms addressing such

issues as bullying, personal relations, personal space,

social issues, and anger issues. Park will be in the third

year of implementing “Bully Free”, a program that

specifically addresses bullying within the younger

grades.

2. What evidence

can you provide to

demonstrate that you

are an effective

learning community

where communication

and commitment to

student learning is key?

The atmosphere of the building itself lends to high

expectations. As you walk down the hallways, you can

see and hear learning taking place. Classroom

observations, walkthroughs, and evaluations are all

focused on high expectations for learning.

Our attendance averages around 95%, our surveys

indicate that parents feel we are doing a good job

educating their children, and our student population

fluctuates based on new students coming from area

schools. We have many teachers in area schools who

send their students to our school based on the

expectations and services that we provide.

The principal sets high expectations and holds teachers

accountable for meeting those expectations.

The new evaluation took, Dr. Stronge Model, assists in

holding teachers accountable to both their own and

school’s goals.

38

3. What

opportunities are

provided for parent-

community

involvement in the

school? What


implemented to

increase parent

involvement?

Parent Involvement is focused through providing a

Parent-Student Compact at enrollment. Each parent

must sign an expectation statement for them and their

child. We also provide communication through:

Parent/Teacher Conferences twice a year

Teacher newsletter

School newsletter

Reading Under the Stars

Family Math Night

Story Time with Santa

Back to School Night

Red Ribbon Week

Walk to School Day

Halloween Parade

Honors Assembly

Power of 5

Field Day

Christmas and Spring Concerts

Park Performers play

Site Council

Board meetings

District Parenting Nights

Grandparent Day

Dr. Seuss Birthday

Polar Express

Grandparent Dinner

School Reach

PASS

Events are delegated to various members of staff in

order to ensure a whole school effort.

We try to provide enough support to parents so that

the support is authentic and helps the parents

understand the focus of the school and ways to help

meet the needs of their children. Parents are always

welcome in our school.

Flyers

Newsletters

Media

Letters

Phone contacts

Surveys

39

4. What are the plans

to increase parental

involvement in the

future?

We will continue with the above list. Throughout the

year we will meet and determine if another

opportunity can be added to the established calendar.

This has been determined as a need to increase the

involvement of parents. We are looking at how to

increase the actual time within the classrooms.

Historical data: Current

year data:

Parent Teacher

Conferences:

92%

Family Nights: 72%

Parental

Contacts:

100%

Additional

contacts:

5. Is there evidence of

an effective school-wide

discipline plan in

place? Is the plan

supported by all

stakeholders?

All teachers are involved with the development of the

school wide plan. Upon completion, all teachers are

informed of the final plan. Students receive counseling

and parents are contacted to encourage their

participation within the discipline process.

Overall, discipline is minimal in our building, and our

teachers are able to handle discipline issues within the

classroom.

Behavioral logs

Counseling logs

School Master

6. What strategies

are in place to bridge

the gaps when students

are transitioning to the

next grade?

We provide transition days. We invite our area

preschool students to participate in each special, which

is a total of 4 visits, and a Transition Day will be held

in May. The preschool students will be staying for the

morning.

At the end of the year, 2nd grade students will have a

transition visit to Hulet to assist in the transition

process and help them feel comfortable about the

changes.

7. How do you work

with Early Childhood

programs such as

preschool?

We have met with preschool teachers to discuss a non-

threatening and stimulating transition for those

students who are planning to attend Park School

40

May 5, 2016

Dear Parents and Guardians,

We will are pleased and excited to welcome the second grade students to a full day of 3rd Grade Orientation at Hulet, on _______________________..

During this day, the students will be introduced to most of the teachers and staff they will be working with next year. Each 2nd grade student will have the opportunity to transition from

classroom to classroom supported by their regular classroom teacher. In addition, each student will be assigned a third grade buddy who will stay with them throughout the day, including

recess and lunch.

We as a district would like to do all we can to assist the students with their transition into their new grade level. Vertical planning takes place among all grade levels in the spring to ensure a

smooth transition from year to year and from school to school. The third grade teachers and staff have carefully planned some exciting learning opportunities for your second graders as they

travel around the school and experience the positive climate present at Hulet.

We understand transitioning from school to school for any student can bring feelings of anxiety, anticipation, hope and fear. We at Hulet would like to minimize these concerns by helping

your child establish a sense of safety in their new environment. We will do this by providing positive classroom activities and experiences that they can enjoy throughout the day.

We have learned that one of the keys to positive transitions is to build a team of staff, parents, students, and community members that support our children. We firmly believe that a family-

school partnership will maximize learning and help the children feel successful in all areas of his/her development. We look for your support in helping to make this happen. We believe our students are competent learners and will thrive given high expectations, quality programs, enrichment opportunities, and adequate support.

We look forward to spending the day with your child on _____________. Please note the 2nd graders will be eating lunch at Hulet and a hot lunch will be available to them in the cafeteria. We believe your child will enjoy the outstanding learning community present at Hulet.

Hulet Third Grade Teachers and Staff

41

PARENTAL INVOLVEMENT PLAN: (TITLE I, RLIS, II AND III) “It is the goal of Park School to maintain an active working relationship with parents to better meet the needs of all students.”

CONTINUOUS PARENTAL INVOLVEMENT PROGRAMS AT PARK SCHOOL Parent/Teacher Conferences twice a year

Teacher newsletter

Sock Hop

School newsletter

Teacher Newsletters

Family Math Night

Family Reading Under the Stars Night

Back to School Night

Bully Free Night

Christmas and Spring Concerts

Park Performers Play

Site Council

Board meetings

District Parenting Nights

Grandparent Day

Dr. Seuss Birthday

Reading with Santa

Polar Bear Express

Grandparent Dinner

School Messenger

PASS

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Parent/School Compact

Title 1 2016-2017

Park, Hulet, and Indian Wells Schools have been designated as Title I schools with a School-wide Project. All students in Park, Hulet, and Indian Wells

Schools are considered Title I students and are eligible for educational services which have been developed by a committee of teachers, administrators, and

parents. The following are the expectations of the school and from the parents by which we agree will provide the best education for our students.

As a staff we will:

Communicate clearly with parents and/or guardians

Give our best effort

Continuously expand your child's educational ability

Expect high quality performance

Teach, with respect, our highly diverse population

Discipline with dignity

Provide high quality curriculum and instruction in a supportive and effective learning environment that enables students to meet the standards.

As a parent I will:

Communicate to the school with any concerns

Work with the school so my child can gain full potential from the educational experience

Help teach responsible behavior to my child

See that my child attends school daily

Encourage daily reading and interactive activities and limit television

Stress the importance to my child of doing his/her best

Set aside time each day for homework

As a student I will:

Attend school regularly and be on time

Be prepared for class

Listen and participate in class

Respect and cooperate with others

Follow all school rules

Complete and return all work assignments

………………………………………………………………………………………………

I have read and agree to the above compact expectations. I will discuss them with my child.

________________________ _______________________ ______________________ August 12, 2016

Student’s Signature Parent’s Signature Principal’s Signature Date

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Holbrook Unified School District #3

Family-School Partnership

The Holbrook Family-School Partnership’s mission is to provide opportunities for the school, family, and students to actively participate in the educational

process through a variety of activities and events, as well as through multiple forms of communication that will enable each child to be successful in school.

What is a Family-School Partnership?

The Holbrook Family-School Partnership is a school to family and family to school initiative that involves sharing of ideas, establishing open,

two-way communication between the school, family, and community, and instigating shared decision making in efforts to involve everyone in

our students’ education. The Holbrook Family-School Partnership--schools, families, and the community--recognizes that a child’s education

is a responsibility shared by all. To ensure that all students are effectively educated, the schools and parents must work as knowledgeable

partners.

The Holbrook Family-School Partnership believes:

Every child deserves a quality education.

All participants should seek the best interests of the child.

There should be a positive environment for the parents, school, and students to enhance the educational process.

There should be honest and open communication between the parents, teachers, and students.

It is a responsibility of the parents, teachers, and students to become involved in the educational process.

Our community’s diversity is a strength we can build on to establish programs and practices that enhance family involvement and reflect the

specific needs of students and their families. Programs and practices will be comprehensive and coordinated in nature with the intent to create

the best possible educational environment for all students.

The Holbrook Family-School Partnership meets once a month to discuss school related issues and is designed as a team approach to determine

the best methods in making direct connections between the family and school environments. Meetings are held at the Holbrook District Office,

are open to the public, and everyone is welcome to attend.

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What are the Family-School Partnership’s goals?

1) Holbrook’s Family-School Partnership will provide support for effective family involvement programs and practices through specific

activities that enhance the understanding and implementation of effective family to school and school to family partnerships.

2) Once adopted, pertinent components of the Family-School Partnership policy and goals will be included in each school’s student

handbook. In addition, family involvement activities and services will be promoted through the local media, brochures, and the HUSD

#3 website.

3) Holbrook’s Family Involvement Partnership will assist schools with the implementation of the six standards for meaningful family

involvement:

a) Communicating

b) Parenting

c) Student learning

d) Volunteering

e) School decision-making and advocacy

f) Collaborating with the Community

These standards, developed by the National Parent Teacher Organization, were designed to help school and parent leaders develop

dynamic parent involvement programs that are meaningful, well planned, and long-lasting. The “National Standards for Parent/Family

Involvement Programs” provides detailed information and quality indicators for effective family-school partnerships, and will be used

as a guideline for establishing Holbrook’s Family-School Partnership.

4) Holbrook’s Family-School Partnership will address barriers that hinder family-school partnerships and identify strategies to overcome

those barriers.

5) Holbrook’s Family-School Partnership will develop yearly action plans to ensure that family-school partnerships are progressive

throughout the district.

6) Holbrook’s Family-School Partnerships will work with school personnel, site council members, and community members to effectively

communicate family-school initiatives.

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What is meant by Family-School Partnerships?

Family partnerships can be defined in many different ways from attending parent conferences and school performances to more

foundational needs such as:

ensuring that children are at school every day and are on time to school

making education a priority

setting a routine and providing a space for completion of homework assignments

maintaining communication with school and teachers

reading to or with children every day

Schools can promote effective family partnerships by:

providing avenues for regular, two-way and meaningful communication

promoting parental involvement and providing various resources for parents

encouraging families to play an integral role in assisting in each student’s learning

welcoming families in the school

providing opportunities for families to participate in educational decisions

Working together, schools, homes, and the community can best support children’s educational needs by:

ensuring basic physical, social, and health needs are met

setting goals and expectations

seeking children’s best interest in all decision making

expressing positive attitudes

What are some barriers preventing effective Family-School Partnerships?

Holbrook’s Family-School Partnership recognizes the barriers to meaningful family involvement and has a commitment to address those

barriers in order to best meet the needs of families and students. Among the primary barriers identified are the following:

distance and transportation

technology and communications access

time and competing priorities

socio-economic status and job commitments

intimidation factors (i.e. lack of education, poor literacy skills, personal insecurities, or adverse educational experiences)

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health issues or lack of child care

We also acknowledge that schools must work to break down barriers such as:

inadequate communication

lack of a welcoming atmosphere (including an open and welcome environment within the school, a warm reception by all staff, and

accessibility to buildings)

lack of planning or resources to provide transportation and child care, as well as holding meetings and activities at times conducive to

the greatest participation

addressing language needs through interpreters and written translations

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COORDINATION OF FEDERALLY FUNDED PROGRAMS- TITLE I COMPONENT


1. How do violence

prevention programs

support your school

goals?

Bully Free Program was adopted this year to provide

assistance and training for staff and parents on how to

prevent bullying from occurring in school. The program also

provides the students alternative positive behaviors that can

replace the negative behaviors. Each grade level will

provide weekly lessons addressing positive traits that are

preferable and will eliminate the bully behavior. Parents are

informed and encouraged to participate.

2. How do your

nutrition programs

support your school

goals?

As of July 2006, our School Board approved the adoption of

the “Wellness Program”. Flyers and letters have been sent

home to educate families of these changes, and teachers

discussed this with parents during Back to School Night.

Park School has implemented a Fresh Fruit and Vegetables

Program, which educates the students on healthy

alternatives.

Park Elementary was awarded the Fuel up 360 Grant which

supports additional physical activities and healthy snacs for

students.

School policies

3. How do your

housing programs

(i.e. Homeless

students) support

your school goals?

The District has a Homeless Liaison who has established a

strong net of resources within the community to support

those students who are by definition “Homeless”. The

Liaison evaluates the situation to determine where those

students will need to go in order to be successful within the

classroom regardless of their status.

4. How does Head

Start Programs

support school goals?

Head Start meets with Park to discuss the implementation of

the “Transition” from pre-school.

5. How does adult

education support

school goals?

Adults are encouraged to volunteer within the classrooms.

6. Does your school

receive additional

assistance from other

grants?

Title I, III

IDEAL

Title III materials and supplies

Grant applications

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Kindergarten Transition Day

8:10 a.m.: Head Start, preschool and daycare students, parents and teachers arrive and wait outside in front of the school by class. 8:15 a.m.: Head Start and preschool students go to breakfast by groups as directed by Mrs. McPherson. Each Head Start class will be a group

that will eat together and the other students will be added to their groups. 8:50 a.m.: Head Start classes will go to their assigned classrooms. Each student will receive a kinder-buddy. 9:00 a.m.: Specials, Lessons and Playground Rotation. (See table below.)

Transition Schedule

Time Lesson Computers P.E. Music Library Playground

9:00 – 9:20 Mondragon Smith Livingston Dedman Rothman

9:20 – 9:40 Rothman Mondragon Smtih Livingston Dedman

9:40 – 10:00 Myers Rothman Mondragon Smtih Livingston

10:00 – 10:20 Livingston Myers Rothman Mondragon Smith

10:20 – 10:40 Smith Livingston Myers Rohman Mondragon

10:40 – 11:00 Smith Livingston Myers Rothman Mondragon

Kindergarten Teachers: Please plan to move to a new station about 2 minutes before your time is up. 11:00 a.m.: School Bus Transition Additional Information:

Individual kindergarten buddies will be assigned to hold hands/walk with the younger preschool buddies and help them feel comfortable at Park School during all activities.

Head Start, preschool and daycare teachers, please be prepared to place a nametag on each of your students during breakfast. This will allow the kindergarten teachers and Specials teachers to communicate more easily with all children. (Each adult should wear a nametag too.)

kindergarten teachers, please be prepared to place a nametag on each student and yourself for transition day.

Any adults who accompany Head Start, preschool or daycare groups need to be divided into groups and understand that they need to help in the supervision and movement of the children at Park School during transition day.

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STANDARD 1 AT-A-GLANCE Standard 1: SCHOOL AND DISTRICT LEADERSHIP The district and school leadership focuses on improved student achievement. Indicators 1.1 The district/charter holder commits administrative support and professional development to create a student centered,

Teacher-led learning community. 1.2 District/charter holder leadership blends both expectations and support to ensure that systems (i.e., fiscal,

Curricular, instruction, effective practices, assessments) are aligned to goals that focus on student achievement. 1.3 Leadership (i.e., governing board, district administration, and principals) has led an inclusive process of developing

A sustained and shared philosophy, vision and mission that promotes a culture of excellence. 1.4 Leadership is developed and involved at all stakeholder levels, with a strong emphasis on teacher leadership. 1.5 Leadership actively promotes ongoing, two-way communication among multiple stakeholder groups. 1.6 All administrators have growth plans focused on the development of effective leadership skills that include the

Elements of the Standards and Rubrics for School Improvement. 1.7 Leadership works to build coherency and alignment by “reculturing” around state and federal accountability

Systems. 1.8 District/school leadership systematically uses disaggregated data in planning for diverse student needs, and then

Communicates data analysis information to school staff. 1.9 Leadership ensures that all instructional staff receives appropriate curriculum and instructional materials and are

Provided with professional development/training necessary to effectively use curricular, instructional, and data Resources relating to the Arizona Academic Standards.

1.10 Leadership ensures that time is allocated and protected to focus on curricular and instructional issues. 1.11 Leadership promotes and sustains continuous school improvement by allocating resources (e.g., fiscal, human,

Physical, time), monitoring progress and resource use, and providing organizational structure. 1.12 The school is organized to maximize equitable use of all available fiscal resources to support high student and staff

Performance. 1.13 The principal demonstrates the skills necessary to lead a continuous school improvement process focused on

Increasing student achievement.

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STANDARD 2 AT-A-GLANCE Standard 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT Rigorous curriculum and quality instruction provide all students the opportunity to meet or exceed Arizona Academic Standards. Indicators 2.1 The school or district has developed an explicit, written curriculum that is aligned with Arizona Academic

Standards. 2.2 A systematic process for monitoring, evaluating, and reviewing the curriculum is in place. 2.3 The curriculum expectations are communicated to all stakeholders. 2.4 A comprehensive curriculum and access to academic core standards are offered to all students. 2.5 The staff monitors and evaluates curriculum and instructional programs based on student results, and makes

Modifications as needed to ensure continuous school improvement. 2.6 Instructional planning links Arizona Academic Standards and aligns curriculum, instruction, practice, formative

Assessment, summative assessment, review/re-teaching and appropriate interventions to promote student Achievement.

2.7 Instructional materials and resources are aligned to Arizona Academic Standards and performance objectives, and There is research-based evidence of their effectiveness.

2.8 Technology is integrated effectively into classroom instruction and is used as a teacher resource tool for Instructional planning, instructional delivery, assessment, monitoring student progress, and communicating Information.

2.9 Differentiated instruction (i.e., adjustment of concept, level of difficulty, strategy for instruction, amount of work, time Allowed, product or performance that demonstrates learning) is used to meet the learning needs of all students.

2.10 A variety of scientifically research-based strategies and best or proven practices focused on increasing student Achievements are used effectively in classroom.

2.11 The long-term professional growth of individual staff members is required and focuses directly on increasing Student achievement.

2.12 Teachers and staff promote high expectations of students and recognize and accept their professional role in Student success and failure.

2.13 Professional development is continuous and job-embedded. 2.14 The district/school provides a clearly defined evaluation process and focuses directly on increasing student

Achievement. 2.15 Teachers exhibit sufficient content knowledge to foster student learning.

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STANDARD 3 AT-A-GLANCE Standard 3: CLASSROOM AND SCHOOL ASSESSMENTS The district or school uses multiple standards-based assessments, strategies, and data to measure And monitor student performance and to revise curriculum and instruction as needed. Indicators 3.1 School leadership designs and implements an assessment system that supports the needs of all stakeholders (i.e.

Students, teachers, administrators, parents, governing board members, community members) when appropriate. 3.2 Multiple and varied assessments and evaluation strategies are used appropriately and effectively. 3.3 Teachers assess learning, formulate classroom benchmarks based on standards, and communicate the results to

Students and families with respect to students’ abilities to meet Arizona Academic Standards. 3.4 School and classroom assessments are aligned to the Arizona Academic Standards and/or performance

objectives. 3.5 Assessments are used to re-focus student learning on targets to enable them to meet/exceed standards. 3.6 Test scores are used to identify gaps in curriculum or between groups of students for instructional implications. 3.7 The district/school implements specific steps for monitoring and reporting student progress in learning the Arizona

Academic Standards. 3.8 District/school leadership coordinates implementation of state-required assessment and accountability program.

STANDARD 4 AT-A-GLANCE Standard 4: SCHOOL CULTURE, CLIMATE, AND COMMUNICATION The school functions as an effective learning community, supports a climate conducive to student achievement, and possesses an effective two-way communication system. Indicators 4.1 There is a shared philosophy of commitment, ownership, vision, mission and goals that promote a culture of

excellence. 4.2 Facilities support a safe and orderly environment conducive to student learning. 4.3 There is policy, leadership, and staff support for an equitable code of discipline that supports students’

understanding of rules, laws and expectations for responsible behavior that enables teaching and learning. 4.4 There is leadership, staff, student and community involvement in the development and implementation of safety

plans that meet state requirements. 4.5 Teachers and staff build positive, nurturing relationships with students and work to improve student attendance,

dropout rates, and graduation rates. 4.6 Student achievement is highly valued and publicly celebrated. 4.7 A healthy school culture promotes social skills, conflict management, and prevention programs so that students are

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prepared and ready to learn. 4.8 A culture of respect exists where relationships, trust, communication and collaboration are valued within the entire

school community. 4.9 Change is accepted as a normal and positive process that leads to continuous district/school improvement. 4.10 All members of the school community are active partners in governance, and support and participate in schoolwide

improvement efforts. 4.11 Students are provided with a variety of learning opportunities within the normal school day; and may receive

additional assistance beyond regular classroom instruction to support their academic learning.

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