· web viewthis template meets the requirements of title i, part a, schoolwide programs, wac...

Consolidated School Improvement Plan

Title I, Part A, Schoolwide and School Improvement

This template meets the requirements of Title I, Part A, Schoolwide Programs, WAC 180-16-220, ESSA, and The Office of System and School Improvement.

All schools are required to have a school improvement plan, but they do not have to use this template.

For technical assistance on how to complete this template, please refer to the Consolidated Improvement Plan Implementation Guide.

Section 1: Building Data

1a. Building: Taholah School

1g. Grade Span: K-12

School Type: Elementary (k-5), middle school (6-8), high school (9-12)

1b. Principal: Patti Larriva

1h. Building Enrollment: 175

1c. District: Taholah

1i. F/R Percentage: 74.9%

1d. Board Approval Date: May 15, 2019

1j. Special Education Percentage: 22%

1e. Plan Date: March 21st, April 29th, May 1st 2019

1k. English Learner Percentage: 0%

1f. Please select your school’s Washington School Improvement Framework (WSIF) Support Status by clicking “choose an item” below:

Comprehensive

Section 2: School Leadership Team Members

Parent-Community Partners

Please list by (Name, Title/Role)

Jinny Marchand/SPED director

Daniella Rosetta/Academic Counselor

Patti Larriva/Principal

M’Liss DeWald/QIN Education Director

Kathleen Werner/Superintendent

Latosha Underwood

Kameme Ogemahgeshig

Evelyne Kalama

Section 3: Vision Statement

At Taholah School District, we honor the strong culture of the Quinault people and value the diversity of our community.

Through connecting to our community, we strive to have culturally aware and committed school staff who are using relevant and meaningful best practices to create a positive environment to ensure our students are prepared for success.

We do this in a way that is rooted in positive culture and family values in order to enable our students to have pride in their identity.

Section 4: Culture of Equity Description/Statement

A school culture of equity is a fostered and cultivated attitude, expectation, and understanding of where students need to be and how to get them there. A school culture of equity is one where educators create a classroom, school, and system where excellence is achieved for every student, no matter who that student is or where that student comes from. It is an environment wherein individuals are provided with what each personally needs in terms of resources and support, rather than receiving equal portions regardless of need.

It is our belief that each student, family and community possess the strengths and cultural knowledge that benefit their peers, educators and our school.

Within 3 years, we will see a thriving school where all our learners achieve postsecondary educational success, enabling good life and career choices. Our learners will be grounded in native values and will be leaders who contribute to the Taholah community both locally here and globally. Our educational pathways include 1) ready for kindergarten, 2) reading at grade level or higher in grade 3, 3) academically prepared in Grade 8, 4) graduated from high school on time and prepared for next step. How: By building the capacity of the teaching staff, shift staff from managing students to driving their academic achievement, create culturally relevant educational system for our students, develop multi-tiers of support in all areas. Our focus: 1) student centered learning, 2) empowered educators 3) elevated standards, 4) redefined systems and learning environments. Our desired state is to become a world class Native American culture-based education system that engages all (community & families) in a culturally rich, personalized educational journey. Our students will grow in a nurturing, dynamic learning environment that support the brilliance and diverse talents and interests of all our students. We will engage all stakeholders as partners in decision making. We will ensure that all students have access to the instruction and support they need to succeed in our school.

Section 5: PLAN/NEEDS ASSESSMENT (SY 2019-2020 COMPONENT #1: NEEDS ASSESSMENT SUMMARY)

The purpose of this section is to synthesize the analysis and learning that your school has gleaned from studying your school’s data and other pertinent inquiry information. This section serves as a summary to assist your school in identifying strategies, goals (Section 7 & 13), and activities (Sections 8 & 14) that constitute your school improvement plan that builds upon your school’s strengths to achieve your goals. Schools that submitted a needs assessment Summary to OSSI on January 11, 2019 do not need to re-submit this information in Sections 5 and 6.

Provide answers to the following questions. For additional questions to guide your thinking, please refer to our website.

Student Populations

1. What key takeaways does your school have about how student groups are performing on state (e.g. Washington School Improvement Framework) and locally determined indicators of learning and teaching success?

Students are struggling to pass. They do slightly better in ELA.

2. What are some possible root causes your team has identified? Consider both identification of areas of strength and what it will take to build strength in other areas.

The root causes are:

· Teaching math at the Middle School and High School is not being differentiated. Curriculum used in High School and Middle School has been outdated. At the elementary level there has been such a high turnover of staff combined with teachers using their own curriculum in math which has led to a disconnect between scope and sequence,

· Many kids are absent during the testing window - there is a high level of chronic absenteeism which reduces instructional time,

· The strategies used for learning and teaching in the building are out-dated and not appropriate to modern best-practices,

· Students come to skill with a low level of exposure to academic structures (including lack of access to written materials etc),

Strengths

· Small-class sizes

· Students do fairly well with fact-level assessment (but do less well with more critical thinking tasks and assessments)

· Our data shows low ELA scores in our elementary. Our students are not coming to us kindergarten ready.

Building strengths is going to take support from outside the school. The Tribe needs to be involved in supporting the school – particularly issues around things like counselling. In addition, the adults in the building need to learn how to ‘support the kids’ and not ‘save the kids’.

3. A central element of quality improvement work is being centered on our learners. Describe a typical student at your school that you think is a representational example of the student population. (Do not include identifiable information!)

Jimmy is very athletic and passionate about sport. Quick witted, he is articulate and well-intentioned with his social interactions. A little wary until you get to know him. Initially quiet and shy he really opens up once you get to know him. Nowadays we have to chase him out of the office as he just wants to hang out and talk. The community has a lot of trauma and this is apparent in his interactions in the classroom. He has really poor eating habits and doesn’t seem to get much sleep. Overall, he doesn’t seem to have much consistency in his life. He’s very focused on ‘the now’ and there’s a lot of social stratification in the school around wearing the ‘right clothes’. The political tensions at the tribal level are mirrored here in the school. This can lead to tensions among the students. A lot of Jimmy’s schoolmates are in the foster care system and some have a range of issues they have to deal with outside the school including homelessness and ongoing interaction with law enforcement – including some having their own parole officers.

Carla is bubbly and does really well at school. Her family is pretty prominent in the tribe and they have a lot of expectations around her success in the school. They are very responsive to the school and really want to support her in her endeavors at the school. She is involved in a lot of outside activities – trips, volunteer work, visiting colleges etc. But she doesn’t have many friends at the school – she is teased and bullied by the other students.

Pete is pretty remote and distant. He doesn’t interact much with the other kids – except for the other kids like him. He’s pretty sad and despondent all of the time. He seems to have issues with alcohol and other drugs which impacts on his school work. It seems like he’s been shuffled around his broader family his whole life. His Mom was incarcerated when he was young and his Dad left town years ago. He bullies other kids and mouths off at the adults in the building.

a. What strengths do they possess?

i. Very capable

ii. Most students seem to care for each other

iii. Very social, seeks out social interactions

iv. Sports minded

b. What challenges do they face?

i. Truancy

ii. Poor self-concept

iii. Gives up easily/does not try

iv. Limited vocabulary

v. Limited background knowledge

vi. Lack of vision/future goal setting

c. What are some important relationships in their life?

i. Their grandparents

ii. Uncles and Aunties

iii. Sport Coaches

Educators

1. Describe the degree to which your vision and the equity statement are reflected in the actual building culture and day to day activities of your school?

We are actively building out the vision, mission, and values of the school. We are partnering with families (personally and with surveys), students, staff and our school board to develop our action within this consolidated school improvement plan.

School Vision

At Taholah School District we honor the strong culture of the Quinault people and value the diversity of our community.

Through being connected to our community we strive to have culturally aware and committed school staff who are using relevant and meaningful best practices to create a positive environment to ensure our students are prepared for success.

We do this in a way that is rooted in positive culture and family values in order to enable our students to have pride in their identity

We’re educating the whole child but it seems as if this is not the current belief in the building. There is a general sense of trauma and a lack of trust across the whole building – kids with kids, kids with teachers, teachers with administrators, parents with teachers, teachers with parents, and so on. There is a sense that the community is entitled to this building – there is little sense of respect for the building and what the building could represent (this is from the parents through to the students). Academics do not seem important to the external community – the most important thing is sports. High level of apathy means that the same very small group of parents are the ones who show up to meetings (Carla’s Mom). Pete’s Mom only shows up if his behavior is affecting his ability to play sports. There is very little evidence of goal setting – hopes and dreams – within the student population. There is a general lack of high school and beyond plans. And, those which do exist, are generally limited in their scope.

2. What professional learning and support have you identified that the school’s staff (e.g. administrators, educators, counselors, paraprofessionals, support staff, etc.) need to strengthen the implementation of evidence based practices for both teaching and learning, as well as intervention supports (e.g. positive behavior interventions)?

We have identified a number of key areas of focus, including:

• Trauma study and analysis

• MTSS training in order to develop a learning organization that has a high performing culture for all

• Character building (Character Strong), Why Try training for staff (understanding the importance of building, relationships, relevance and resilience/PBIS training

• Adoption of new, updated and standardized curriculum/with training

• Help create an overall vision for the school – starting with the Board

• Help the staff to re-discover why it is that they do the work that they do

• Have begun to build our systems, structures, and processes for the school, defining needed professional development for students

3. What professional learning and support have you already implemented that is proving to be powerful and effective? What are your metrics for identifying them as successful?

Trauma study and analysis

Character building (a word a month)

Teaching with Love and Logic training

Character Strong training

Why try training

It is still too early to be able to report back on what is working as we are just beginning.

Systems of Support

1. Consider the degree to which your school’s system of support is grounded in meeting the behavioral, social-emotional and academic needs of students: Identify areas of the strength for your school’s system of support and how other areas will be strengthened.

We are in the middle of the process of identifying how best to deal with these needs – in alignment with building out an effective and appropriate SIP for 2019/2020. We are hoping to not only provide SEL training for all but to hire an SEL coach. There are many many areas of concern here both with social emotional concerns and academic needs

2. How did your school identify these areas of strengths and improvement?

Social Emotional needs through observations, referrals, and many behavior plans. Our students academic scores are very low across all grade levels. One area of improvement is to hire some key people to help with mentoring, coaching and modeling effective teaching

3. How well do school and community systems interact to assure continuity of supports for students? Provide at least one example.

There is very little continuity across the system of support. This is a key focus on our ongoing work. The first step is beginning to build a sense of trust between the various partners in this process.

What areas have you identified as areas of the strength and where do you hope to strengthen and build further family and community engagement

1.Setting up a system of structural trust within and across the school in order to help the students, teachers and others feel a sense of hope and purpose in their work at the school. Practically this would include a focus on increasing collaboration and partnership with the tribe and the broader community in achieving these goals. We have been meeting monthly with the Nation to develop turn around process and plans. One being to connect with the Tribe to create various opportunities of learning for our students

2. Develop more effective communication system with families such as facebook, webpage, letters home, phone calls in order to build trust and a partnership

3. Help our staff to understand the cultural context, which we work and how that needs to impact their instructional practice. The entire staff will receive STL training this coming year

Section 6: PLAN/NEEDS ASSESSMENT Please check or share the most meaningful sources of data used in your needs assessment work

☐ Washington School Improvement Framework

☐ WaKIDS

☐ Smarter Balanced Assessment/Interim Assessment Blocks

☐ Universal Screening

☒ Progress Monitoring Data

☒ Curriculum Based Assessments

☒ Graduation Rate (1 Year, extended, etc.)

☒ Credit Attainment

☐ Stick Rate

☒ Student Mobility Data

☒ Discipline Referrals

☒ Suspension/Expulsion Data (i.e. out of school suspensions/in-school suspensions)

☐ Restraint and Isolation Data

☒ Time out of class (e.g., visits to nurse, counselor, etc.)

☐ Healthy Youth Survey

☒ School Climate data

☒ Perceptual Data: (Local/Organization): Click or tap here to enter text.

☐ English Language Proficiency Data (i.e. ELPA)

☐ Title III Data

☒ Special Education Eligibility/Disproportionality Data

☒ Special Education Placement Data (LRE)

☒ Review of Student Plans (e.g. Written Student Learning Plans, Individualized Education Plans and/or 504 Plans)

☒ Educator Data (e.g. out of field, retention, School Employee Evaluation Survey, NBCT, etc.)

☐ Stakeholder Engagement (e.g. focus groups with families)

☒ Community data (e.g. food pantry visits, calls/texts to crisis centers, hospital visits, homelessness, etc.)

☐ Extra-curricular activities participation

☒ Fiscal and Financial Data

☐ (Other) Click or tap here to enter text.



1. Title I, Part A, Targeted Assistance Program Requirement: Answer the following questions to satisfy the requirement of Component Two - Identification of Students

a. Please describe how you select students for the program based on multiple criteria e.g. Student Data, Teacher Referral, Previous Placement, etc.

We use placement, credit needs and teacher referral

b. Describe the process used to create the rank-order list of students identified to receive services e.g. grade level, age, failing or at risk of failing, not meeting standards, etc.

Those in tier 3 will include students with high absence, missing credits and low assessment schools/not meeting standards These students are at the tier 3 level and have a high rise of drop out.

c. How will you use student data to monitor progress, at what intervals will you monitor progress, and how will student data be used to determine if a student is ready to exit services?

Staff will examine the End of Course, Smarter Balance and schoolwide assessment results for trend data by school, grade level and individual scores. Staff will develop a data wall using the score results to determine which students will receive Title 1 and LAP services. Teachers will develop classroom learning plans and create standard mappings for core subject areas. This will assist teachers set learning goals for their students. These plans will be monitored and reviewed quarterly during staff meetings. Teachers will review student learning plans with parents during fall and spring parent conferences

2. Title I, Part A, Targeted Assistance Program Requirement: Answer the following questions to satisfy the requirement of Component Four - Coordination and Transitions

a. How does your targeted assistance program coordinate with core and additional programs in the school?

Our focus is graduation assistance we are assuring that all students meet grad requirements

b. How have you aligned your targeted supports to ensure students falling in WSIF identified student groups are receiving required services to ensure growth and proficiency?

Our school-wide assessments and our counselors working with these students very closely on making sure they are meeting requirements

c. How do you support transitions between grade-spans?

We are on building, our transition is being supported by our academic counselor making sure students have course that they need, using our online-program to fill in any missing gaps

d. Are the students in your targeted assistance program able to participate in electives/enrichment time that peak their interest?

We have very few electives being such a small school, the tribe is working with us. providing members to offer course such as technology skill building, internships and SAT tutoring

3. Title I, Part A, Targeted Assistance Program Requirement: Answer the following questions to satisfy the requirement of Component Five - Parent and Family Engagement

a. How does your parent and family engagement strategy align to your targeted assistance practices and strategies?

We will continue to work with our QIN education department on collaborating to develop parent nights that provide open discussion on a variety of strategies such as, school-wide discipline plan, truancy concerns and plan, individual monthly meeting on students’ progress in their high school and beyond plan.

b. How will you evaluate your parent and family engagement strategies? How will you know if they are working?

Surveys, attendance in meetings, feedback

Section 7: PLAN

SY 2019-2020 IMPROVEMENT PLAN TO SUPPORT SCHOOLWIDE REFORM GOALS & STRATEGIES

(COMPONENT #2: SCHOOLWIDE REFORM STRATEGIES)

A, Create sense of belonging/relationships of all and connect to community

We will provide a safe, positive, consistent, predictable and culturally relevant learning environment through implementation of school-wide PBIS as a foundational support for social, emotional, and academic growth. Hiring an SEL coach

B. Standards and data, curriculum/understanding connections

We will ensure that teachers have a solid understanding of standards and the levels of complexity within these standards in order to use them to create appropriate lessons, using assessment and other forms of data to change their instructional practice over time to meet the needs of each student.

C. Skill development

We will build the capacity of teachers in the building to ensure that they have the set of basic skills required to create an instructional system that meets the needs of the students in the room in a rigorous manner and in alignment with best-practice.

Section 8: DO

SY 2019-2020 (COMPONENT #3: ACTIVITIES TO ENSURE MASTERY/

COMPONENT 4 COORDINATION AND INTEGRATION)

8a. Activity

8b. Timeframe for Implementation

8c. Lead(s)

8d. Resources

A1 ) Provide PD to build shared knowledge of core components of PBIS.

May 2019 - June 2020

Principal

School Improvement Leadership Team

PBIS team

MTSS team

OSSI Continuous Improvement Partners, iGrant funding, ESD 113, other professional development through OSPI (MTSS Fest, MTSS PLC Network), NWPBISN (Annual Conference), Character Strong trainings and other opportunities to be determined.

A2) Create action plan specific to installment of core PBIS components (Establish Tier 1 Team, 3-5 schoolwide expectations, reinforcement system, teaching system, response system, and data system (outcome and fidelity data).

May 2019 - August 2019

Principal


PBIS team

MTSS team

OSSI Continuous Improvement Partners, iGrant funding, ESD 113, certificated and classified staff, Quinault Tribe/Staff.

A3) Follow action plan for PBIS implementation.

August 2019 - June 2021

Principal


PBIS team

MTSS team

OSSI Continuous Improvement Partners, iGrant funding, ESD 113, certificated and classified staff, Quinault Tribe/Staff.

B1) Establish a three-year PD calendar focused on: understanding standards, grade level continuum, assessment on standards, adjust instruction based on standards, focus on tribal curriculum standards, and structured practice.

May 2019-Sept 2019 building PD calendar. Aug 2019-the school year implementing the PD

Principal

School Improvement Leadership Team Members

Building leadership team

OSSI Continuous Improvement Partners, iGrant funding, ESD 113, certified and classified staff, other professional development through OSPI (MTSS Fest, MTSS PLC Network), STL training through the Quinault Indian Nation and other opportunities to be determined.

B2) Create and implement a curriculum adoption cycle - vertically integrated P-12 (addressing specific needs through differentiation practices)

June 2019-June 2020 and beyond

Principal

School Improvement Leadership Team Members

Building leadership team

OSSI Continuous Improvement Partners, iGrant funding, ESD 113, Financial department, other professional development through OSPI and other opportunities to be determined.

B3) Build out capacity in the building to use data to: guide system improvement, communicate progress and growth with students and families, guide goal setting and progress monitoring, improve test preparation/practice, increase trust, and celebrate progress.

The entire 2019-20 school year and beyond

Principal

Assessment coordinator (counselor)

OSSI Continuous Improvement Partners, iGrant funding, ESD 113, certified and classified staff, other professional development through OSPI

C1) Develop effective teaching staff, and develop effective instructional practices, including: grouping, student discourse, and building confidence/efficacy.

Beginning now, retreat in August and throughout the entire year (2019-20) and beyond

Principal

Counselor

Certified staff

MTSS team

OSSI Continuous Improvement Partners, iGrant funding, ESD 113, certified s and classified taff, BEST program, other professional development through OSPI (MTSS Fest, MTSS PLC Network) and other workshops such as Eric Jensen Conferences

C2) Develop clear and transparent systems for implementing high expectations for professional performance (linked through to the PD calendar).

May 2019 and through the entire school year

Principal

Superintendent

SPED director

OSSI Continuous Improvement Partners, iGrant funding, ESD 113 and other opportunities to be determined.

C3) Implement highly structured tiered systems of learning for responsive support (inclusive of behaviour and academics and grounded in excellent Tier One instruction).

May 2019 and through the entire school year

Principal

Superintendent

MTSS team

Counselor

SPED director

OSSI Continuous Improvement Partners, iGrant funding, other professional development through OSPI (MTSS Fest, MTSS PLC Network).

8e. Budget Table

Funded SY 2019-2020 Expenditure

(Linked to Activity)

Funding Source

Funding Amount

A1) Character strong training for entire staff

igrant OSSI

$5,000

A2) PBIS training/NWPBISN Annual Conference

OSSI team/ESD 113/igrant

$2,000

A3) Materials and supplies for PBIS implementation

Title/Lap

$5,000

B1) PD calendar/PD training standards

ESD 113

0

B2) Curriculum/credit recovery/chromebook

Tribe funding/REAP

$200,000

B3) Data training

igrant OSSI/title

$100,000

C1) Tier intervention materials

igrant OSSI

$3,000

C2) MTSS training for entire staff

igrant OSSI/ESD 113

$5,000

C3) Salary for support

Lap/Title/Tribe

$68,000

Section 9a: STUDY

(COMPONENT #3: ACTIVITIES TO ENSURE MASTERY)

Study

(Prior to implementation) What evidence will you examine to evaluate if your activities are working?

· Student Outcome Data- Attendance Data - Attendance is a key indicator of school climate and culture.

· Student Outcome Data- Discipline Data - Discipline is a key indicator of school climate and culture.

· Staff Fidelity Data - PBIS Assessment Surveys to include Team Implementation Checklist (TIC), Tiered Fidelity Inventory (TFI), Self Assessment Survey (SAS) or other identified fidelity instrument(s).

· Student/Staff/Family Perception Data - PBIS Assessment Surveys to include School Climate Survey (SCS), School Safety Survey (SSS) or other identified perception instrument(s).

· Staff Perception Data - Staff Perception of Behavior and Discipline administered annually with a baseline established Spring 2019.

Section 9b: STUDY


Study

(SY 19-20 mid-year implementation) Provide an evidence-based status update on how your activities are going: What is working and what needs adjustment?

Working and in process:

1.Character Strong: Training has been provided to staff and our SEL coach is working with teachers in the classroom to implement curriculum. Continued training with SEL coach.

2.PBIS team is working with OSSI team to develop core components and train staff.

3. Created an action plan for the PBIS tiers with the staff.

4.PD calendar is on our radior to complete. Will start the work with the School Leadership Team members

5.Curriculum cycle has been started but needs to be completed for beyond June 2020.

6. Title 1 Teacher is working with the staff to develop and guide them through this process. Data Board are being created by staff and OSSI team member is assisting TSD with this process.

7. TSD has hired teachers that are effective and assisting other staff members. (a NBTC is our 5th grade teacher). Title 1 is helping with K-6 teachers with centers, grouping students by ability according to their data and OSSI members assisting teachers with classroom management and strategies with special needs. New teachers are required to participate in BEST.

8. Clear system with evaluations of staff, Speech Therapist training staff during our PD once a month. Training during PD is being provided monthly for STI curriculum, value development/school culture and data analysis and PBIS(Character Strong curriculum. PBIS team is meeting several times throughout the year to develop and implement strategies.

9. A Tier 1-3 intervention plan which includes academic, behavior and social skills was developed with staff and sent out to the parents for their input and feedback. An expectation matrix was also developed with staff and presented to the staff.

Adjustments:

We are adjusting as needed. We have learned that the PBIS implementation had to be adjusted and slowed down so that all staff were on board and comfortable with the system.

We need work on curriculum cycle and PD calendar. We started the process but need to continue our efforts.

We are working with the staff to improve our school culture and sense of caring among our staff for their coworkers and their students.

Section 9c: STUDY


Study


Click or tap here to enter text.

Section 10: ADJUST


Adjust

(SY 19-20 mid-year implementation) What adjustments to your activities are you making after examining the results of your progress monitoring?

As we look at our progress monitoring, we see the following adjustments that need to be completed or have been started:

· Set up meetings with the school leadership team to finish our work on the PD calendar and curriculum cycle.

· Tier intervention plan and expectation matrix has been implemented schoolwide and we will need to continue to review, reflect and adjust as we move forward..

· Continue to develop and implement the three tiered implementation of academic support for our students through the guidance of our Title 1 teacher and our OSSI partners.

· Improve our work with community agencies to provide prevention, intervention and response to students social emotional needs. Tribe is working with us to find funding for a counselor to work at our school part time to help with their social emotional needs.

· We currently have a counselor from the QIN Chemical dependency and mental health once a week to provide counseling for our students. They are also providing prevention training for our high school students bimonthly.

· We are working to develop our high school class schedules to include work based learning, career focused learning and thinking outside the box to provide electives.

· We have been working on refining our truancy board and process for our attendance policies.

· QIN will be providing an afterschool program with our K-5 students here at our school facilities.

· QIN TANF will be providing our senior students with SAT prep in math.

· QIN is trying to hire tutors for our students to provide support in math and reading.

· BEST program has been implemented for our new teachers.

· ESD is providing a math coach for our teachers.

·

Section 11: PLAN/NEEDS ASSESSMENT (SY 2020-2021 COMPONENT #1: NEEDS ASSESSMENT SUMMARY)

Format TBD

Section 12: PLAN/NEEDS ASSESSMENT Please check or share the most meaningful sources of data used in your needs assessment work

☐ Washington School Improvement Framework

☐ WaKIDS

☐ Smarter Balanced Assessment/Interim Assessment Blocks

☐ Universal Screening

☐ Progress Monitoring Data

☐ Curriculum Based Assessments

☐ Graduation Rate (1 Year, extended, etc.)

☐ Credit Attainment

☐ Stick Rate

☐ Student Mobility Data

☐ Discipline Referrals

☐ Suspension/Expulsion Data (i.e. out of school suspensions/in-school suspensions)

☐ Restraint and Isolation Data

☐ Time out of class (e.g., visits to nurse, counselor, etc.)

☐ Healthy Youth Survey

☐ School Climate data

☐ Perceptual Data: (Local/Organization): Click or tap here to enter text.

☐ English Language Proficiency Data (i.e. ELPA)

☐ Title III Data

☐ Special Education Eligibility/Disproportionality Data

☐ Special Education Placement Data (LRE)

☐ Review of Student Plans (e.g. Written Student Learning Plans, Individualized Education Plans and/or 504 Plans)

☐ Educator Data (e.g. out of field, retention, School Employee Evaluation Survey, NBCT, etc.)

☐ Stakeholder Engagement (e.g. focus groups with families)

☐ Community data (e.g. food pantry visits, calls/texts to crisis centers, hospital visits, homelessness, etc.)

☐ Extra-curricular activities participation

☐ Fiscal and Financial Data




Section 13: PLAN

SY 2020-2021 IMPROVEMENT PLAN TO SUPPORT SCHOOLWIDE REFORM GOALS & STRATEGIES

(COMPONENT #2: SCHOOLWIDE REFORM STRATEGIES)

Schoolwide Priority/Reform Strategy #1 (SWP1)






Section 14: DO

SY 2020-2021 (COMPONENT #3: ACTIVITIES TO ENSURE MASTERY/

COMPONENT 4 COORDINATION AND INTEGRATION)

14a. Activity

14b. Timeframe for Implementation

14c. Lead(s)

14d. Resources/Budget

A1)

A2)

A3)

Section 14e. Budget Table

Funded SY 2019-2020 Expenditure

(Linked to Activity)

Funding Source

Funding Amount

A1)

A2)

A3)

Section 15a STUDY

SY 2020-2021 (COMPONENT #3: ACTIVITIES TO ENSURE MASTERY)

Study

(Prior to implementation) What evidence will you examine to evaluate if your activities are working?


Section 15b STUDY


Study



Section 15c STUDY


Study

(“End” of implementation) Provide an evidence-based status update on how your activities are going: What is working and what needs adjustment?


Section 16a ADJUST


Adjust

(SY 20-21 mid-year implementation) What adjustments to your activities are you making after examining the results of your progress monitoring?


Section 16b ADJUST


Adjust

( “End” of implementation) How are you thinking about spreading, scaling, and/or sustaining what has been effective?


Updated January 2019 by Title I, Part A Office and the Office of System and School Improvement at OSPI

· web viewthis template meets the requirements of title i, part a, schoolwide programs, wac...

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