Pinewood Elementary
6717 North 63rd Street
Omaha, NE 68152-2210

Phone: (402) 561-6000
Fax: (402) 561-6009

Lunch Schedule

11:20-11:50 Dugan/Tonnies 3rd

11:30-11:50 Human 5th

11:35-12:05 Bradford/Kaspar 4th

11:40-12:10 Banker/Myers 2nd

11:45-12:15 Reynolds/Weiss K/1

11:50-12:20 O'Connor K/1

12:00-12:30 PreK Lunch in classroom

Announcements

 

Gingerbread House Family Night
Start Date/Time:
Thursday, December 7, 2017 5:30 PM
End Date/Time:
Thursday, December 7, 2017 7:00 PM
Recurring Event:
One time event
Importance:
Normal Priority
Description:
Enter event description
Owned by LizB On Monday, November 27, 2017

 


Click on image below to get PDF of Newsletter

 

 

 

 










 

 

 

(School Improvement Plan)

Math-number sense and problem solving using manipulative and UNRAAVEL

Goal-All subgroups will increase their NeSA-M scores by 5% to reach 63%

Reading-comprehension of fiction and non-fiction text through daily guided reading instruction and UNRAAVEL

Goal-All subgroups will increase their NeSA-R scores by 5% to reach 79%

Writing-ideas and organization through writer's workshop

Goal-All subgroups will increase their scores from pre to post  by 5%.

Science-inquiry based learning through hands on experiments

Goal-All subgroups will increase their NeSA scores by 5% to reach 70%

Climate-students show respect to one another

Goal- Climate survey responses will show an increase in student respect

Omaha Public Schools

School Improvement Plan 2016-17

Elementary School: Pinewood

Growth Goals

Goal Area: Mathematics

Focus Skill(s): Number Sense

Strategy:  Gradual Release with skills groups during guided and independent practice

Measurable Objective (growth goal): All subgroups will increase their NeSA-M scores by 5% (62.10%)

·      All school professional development will emphasize schoolwide problem solving strategy; this will be posted on common area bulletin boards as well as in rooms on math folders and/or desks.

o   U – underline the questions

o   N-Now predict what you need to solve the problem

o   R-Read the problem

o   A-Are important words circled?

o   A-Apply skills you choose to solve the problem

o   V-Verify the answer

o   E-Eliminate the wrong answer

o   L-Let answer stay of rework problem

·      Daily cumulative review with use of manipulatives

Goal Area: Reading

Focus Skill(s): Comprehension

Strategy:  Gradual Release with skills groups during guided and independent practice; Use of Acuity and F&P data to plan instruction; Use of Continuum and comprehension cards to plan for guided reading groups;

Measurable Objective (growth goal):  All subgroups will increase their NeSA-R scores by 3% (76.70%)

·      All school professional development will emphasize schoolwide problem solving strategy; this will be posted on common area bulletin boards as well as in rooms.

o   U – underline the title

o   N-Now predict what the passage is about

o   R-Run through the passage and number paragraphs

o   A-Are you reading the questions?

o   A-Are the important words circled/highlighted?

o   V-Venture through and read the passage

o   E-Eliminate the wrong answer

o   L-Let the questions be answered

·      All school professional development and reemphasis on teaching comprehension strategies through guided reading small groups.          

·      Project Based Learning- Use literature for projects to emphasize focus skills cross-curricular. 

Goal Area: Science

Focus Skill(s): Inquiry

Strategy:  Hands on experiments with classroom documentation

Measurable Objective (growth goal):  All subgroups will increase their NeSA-R scores by 4% (68.30%)

·      Use 180 days district power point schoolwide in science bellwork notebooks

·      Teachers will focus instruction on hands on learning experiments/projects at least monthly in classrooms

o   Leveled guided reading books will be incorporated into science experiments

Goal Area: Writing

Focus Skill(s): Pre Write Organization and Writer’s Workshop Conferencing

Strategy:   Use of 4 Square pre-write format schoolwide.   Implementation of Write to Learn curriculum and Writer’s Workshop coaching from Nancy Christensen

Measurable Objective (growth goal):  Increase writing scores by 5% from pre to post writing.

·      Grades PreK-5 will teach and implement the 4 Square pre-writing model.

·      Schoolwide emphasis on Writer’s Workshop with an emphasis on individual conferencing.

o   Use of conference tracking sheets

o   Writer’s Workshop PD from Nancy Christensen

o   Lesson modeling by Nancy Christensen

Goal Area: Climate

Focus: Students at this school show respect for one another

Strategy:  Continue implementation of ROAR (Respect, Ownership, Attitude, Responsibility), Use of Top 5 Pinewood Procedures and Routines; Use of Positive Paw Pats; PAC room for reteaching; District wide bullying curriculum

Measurable Objective (growth goal):  Climate survey responses will show an increase in students showing respect for one another.

·      Continue “ROAR” – (Respect, Ownership, Attitude, Responsibility)

o   “ROAR” will continue this year

o   Posters in classrooms and hallways with ROAR expectations.

o   Students demonstrating “ROAR” behavior will be nominated monthly by classroom teachers and highlighted on morning announcements and in monthly newsletters.

o   Students nominated will receive a certificate that will be hung in the hallway on the ROAR board and one to take home.

·      Schoolwide reemphasis of top 5 Procedures and routines in fall; revisit throughout year as a staff

o   Hand raising, Nonverbal/Attention Getting, Finished Early, 2x10 Positive Connections, Transitions/ Brain Breaks at least every 20 minutes

o   Continue use of  “Give Me 5”

o   Continue schoolwide nonverbal signals for restroom break, getting a drink, and silent hello in common areas

·      Pair intermediate and primary classrooms for monthly/quarterly activity.

o   1st quarter-get together for book talk/walk

o   2nd quarter-Fall Festival Parade

o   3rd quarter-Valentine Party

o   4th quarter-Field Day/ Testing Encouragement Posters

Year-long Professional Development Plan

Week of:

Professional Development Topic

Person(s) Responsible

Progress Monitoring and Data Utilization

August

·       Building Community

·       Writer’s Workshop

·       Building wide Procedures and Routines

·       Reinforce Balanced Literacy

·       Reinforce Engagement

Leadership Team

-        Kristi, Jen, Molly, Joel

-        Mary Beth (BECI)

August 10

·       Building SIP (1/2 day)

o   Welcome

o   Model morning meeting

o   Model social contracts

o   Staff Handbook

o   Code of Conduct

o   Committee sign ups

·       Teacher Planning and Preparation (1/2 day)

Leadership Team

-        Kristi, Jen, Molly, Joel

Mary Beth (BECI)

August 11

·       Teacher Planning and Preparation (1 day)   

Leadership Team

-        Kristi, Jen, Molly, Joel

-        Mary Beth (BECI)

August 12

·       Curriculum Day

o   District Writing Training (am)

o   BECI training (pm) for PreK-3

o   District Choice Sessions (pm) 4-5

Curriculum Instruction and Assessment

BECI Staff

August 15

·       Teacher Planning and Preparation (1 day)

·       Curriculum Day for Elementary Specialists

Leadership Team

-        Kristi, Jen, Molly, Joel

-        Mary Beth (BECI)

August 16

·       Building SIP (1/2 day)

o   Team Building-Relaxation and brain breaks at Benson Yoga

o   Staff lunch-team activity

·       Teacher Planning and Preparation (1/2 day)

Leadership Team

-        Kristi, Jen

August 30

·       PD presentation – Writer’s Workshop

Nancy Christensen

August 19&22

·       Grade level/Team meetings

o   Upcoming testing dates

o   SAT’s

o   IEP’s and accomodations

Jen Sexton and Sabra Moon

August 3-31

·       Wellness Focus – (Fruit and Vegetable Program)

-        Mary C.

Professional Development Topic

Person(s) Responsible

Progress Monitoring and Data Utilization

September

·       Balanced Literacy

·       Hands on Science/Documentation

September 2 &6

·       Grade level/Team meetings

o   Classroom writing samples

o   CLASS

o   Testing Practices and Procedures Handbook review

o   Guided Reading Lesson Plans

Jen Sexton and Mary Beth Pistillo

September 8

·       PD presentation –

o   SIP teams work time (Reading, Writing, Math, Science, Climate)

Leadership Team

       -       Kristi, Jen, Joel, Molly

September 13

·       Writer’s Workshop training (3-4)

Nancy Christensen

September 16

·       Curriculum Day (am) (1/2 day)

Specialists: Art, Music, PE, Library

(follow building schedule)

Counselors: (follow building schedule)

Nurses: (full day)

·       Building SIP (pm) (Reading, Writing, Math, Science, Climate)

o   NeSA updates

o   Goal Setting

o   SIP team PD/shareouts

Curriculum Instruction and Assessment

-        Jen Sexton

-        Kristi Reinsch

       -      all staff

September 19

·       Team Plan (full day)

o   ESCE/PreK training

o   Acuity Data (Math, Science and Reading)

o   SATs

o   PBL planning (Documentation and Hands-on Activities in Science)

o   LLI

Leadership Team

-        Kristi, Jen, Mary Beth

       -      CIS

September 27

·       Writer’s Workshop training (3-4)

Nancy Christensen

September 1-30

·       Grade level / Team meetings

o   Guided Reading/Bechmarking documentation

o   Acuity and MAP Data Analysis (Math, Science and Reading)

o   Science experiment plan check in

o   Four Square share outs

o   Goal Setting (Professional Goals, Math and Reading)

o   Peer Observations

Leadership Team

       -       Kristi, Jen, Molly

September 1-30

·       Wellness Focus – (Walking Club Kick off)

    Jaime Crum

Week of:

Professional Development Topic

Person(s) Responsible

Progress Monitoring and Data Utilization

October

o   Math

Leadership Team

-        Kristi, Jen, Joel, Molly

-        Mary Beth (BECI)

October 4

·       PD presentation – Math manipulatives and daily review

District Math Coaches

October 18

·       Writer’s Workshop training (3-4)

Nancy Christensen

October 19

·       Arts Day/PBL Planning

October 27

·       Team Planning (1/2 day)

o   Writer’s Workshop Share Outs

o   Technology

o   Grants

o   The Big 6

·       Conferences (1/2 day)

Leadership Team

-        Kristi, Jen, Joel, Molly

-        Liz and Jamie

October 1 – 31

·       Grade level / Team planning

o   Data Analysis (Reading and Math)

o   Math share outs (manipulatives and writing)

o   Science documentation share outs

o   PBL (Reading, Writing, Math, Science, Climate)

Leadership Team

       -       Kristi, Jen, Molly

October 1-31

·       Wellness Focus – (150 miles for NE Sesquincential Kick off)

Katey, Jamie, Lisa, Terese, Mary Beth

Week of:

Professional Development Topic

Person(s) Responsible

Progress Monitoring and Data Utilization

November

·       Reading

Leadership Team

-        Kristi, Jen, Joel, Molly

-        Mary Beth (BECI)

November 10

·       PD presentation –

o   Guided reading documentation

o   All School Read and Feed Plans

o   TDAs/Close Reading Presentation

Reading SIP team and Molly Reynolds

Jen and Molly

November 23

·       Building SIP (am) (Reading, Writing, Math, Science, Climate)

o   Evaluation of Read and Feed

o   SIP team planning and updates

·       Work Day (pm)

Leadership Team

-        Kristi, Jen, Molly, Joel

November 1-30

o   Grade level / Team planning –

o   Goal checks (Reading and Math)

o   Classroom Writing samples

o   Science documentation share outs

o   Running records

o   UNRAAVEL share outs (Reading and Math)

Leadership Team

       -       Kristi, Jen, Molly

November 1-30

·       Wellness Focus – (Healthy Snacks for Read and Feed)

Katey, Jamie, Lisa, Terese, Mary Beth

Week of:

Professional Development Topic

Person(s) Responsible

Progress Monitoring and Data Utilization

December

·       Writing

o   Workshop

o   Four square

Leadership Team

-        Kristi, Jen, Molly, Joel

-        Mary Beth (BECI)

December 1

·       Writer’s Workshop training (K-4)

Nancy Christensen

December 8

·       PD presentation –

o   Writer’s Workshop Follow ups and teacher share outs

o   All school writing prompt

Leadership Team

-        Kristi, Jen, Molly

       -      SIP writing team

December 9

·       Writer’s Workshop training (K-2)

Nancy Christensen

December 22

·       PD presentation –

o   All school writing scoring discussion

Leadership Team

-        Kristi, Jen, Molly, Joel

-        Mary Beth (BECI)

December 1- 22

·       Grade level / Team planning –

o   Writing Scoring

o   Four Square Share outs

o   Peer Observations

o   K-1 ELA Standards Walk

Leadership Team

   -       Kristi, Jen, Molly

December 1-22

·       Wellness Focus – (150 miles for NE Sesquincential)

Katey, Jamie, Lisa, Terese, Mary Beth

Week of:

Professional Development Topic

Person(s) Responsible

Progress Monitoring and Data Utilization

January

·       Science

Leadership Team

-        Kristi, Jen, Molly, Joel

-        Mary Beth (BECI)

January 6

·       Teacher Planning and Preparation (full day)

January 12

·       PD presentation – Faculty Workshop

o   Hands on science experiments

o   Technology

Leadership Team

-        Kristi, Jen, Molly, Joel

-        Liz and Jamie

January 25

·       Writer’s Workshop training (5th)

Nancy Christensen

January 26

·       PD presentation – Faculty Workshop

o   Writing in science

o   180 days bellwork check in

Leadership Team

-        Kristi, Jen, Molly, Joel

-        Science SIP team

January 6-31

·       Grade level / Team planning –

o   Experiment documentation

o   Goal Checks (Reading and Math)

o   SATs

Leadership Team

   -       Kristi, Jen, Molly

January 6-31

·       Wellness Focus – (Healthy Goals for 2017)

Katey, Jamie, Lisa, Terese, Mary Beth

Week of:

Professional Development Topic

Person(s) Responsible

Progress Monitoring and Data Utilization

February

·       Reading/Writing

Leadership Team

-        Kristi, Jen, Molly, Joel

-        Mary Beth (BECI)

February 9

·       PD presentation – Faculty Workshop

o   All school writing prompt

o   Running Record checks

o   TDAs

Leadership Team

-        Writing SIP team

-        Kristi, Jen, Molly, Joel

February 23

·       PD presentation – Faculty Workshop

o   All school writing scoring

Leadership Team

   -       Kristi, Jen, Mary Beth, Molly

February 1-28

·       Grade level / Team planning –

o   Classroom writing samples

o   NESA scheduling

o   Mid Year Acuity/MAP Data (Reading, Math, and Science)

o   Goal Checks (Reading and Math)

Leadership Team

   -       Kristi, Jen, Mary Beth, Molly

February 1-28

·       Wellness Focus – (150 miles for NE Sesquincential wrap up)

Katey, Jamie, Lisa, Terese, Mary Beth

Week of:

Professional Development Topic

Person(s) Responsible

Progress Monitoring and Data Utilization

March

·       Math

Leadership Team

-        Kristi, Jen, Molly, Joel

-        Mary Beth (BECI)

March 9

·       Team Planning (1/2 day)

o   UNRAAVEL check in (Reading and Math)

Leadership Team

-        Kristi, Jen, Molly, Joel

March 23

·       PD presentation – Faculty Workshop

o   Math talk

o   Writing in math

Leadership Team

-        Kristi, Jen, Molly, Joel

March 1-31

·       Grade level / Team planning –

o   Testing Practices and Procedures (Reading and Math)

o   NeSA prep (Reading, Math, Science)

o   Peer Observations

Leadership Team

      -       Kristi, Jen, Molly

March 1-31

·       Wellness Focus – (Exercise challenges for spring break)

Katey, Jamie, Lisa, Terese, Mary Beth

Week of:

Professional Development Topic

Person(s) Responsible

Progress Monitoring and Data Utilization

April

·       Project Based Learning/Parental Involvement

Leadership Team

-        Kristi, Jen, Molly, Joel

-        Mary Beth (BECI)

April 6

·       PD presentation – Faculty Workshop

o   Technology

Leadership Team

-        Kristi, Jen, Molly, Joel

-        Liz and Jamie

April 20

·       PD presentation – Faculty Workshop

Leadership Team

-        Kristi, Jen, Molly, Joel

-        Mary Beth (BECI)

April 1- 30

·       Grade level / Team planning –

o   Goal Checks (Reading , Science and Math)

Leadership Team

      -       Kristi, Jen, Molly

April 1-30

·       Wellness Focus – (Healthy field day snacks; Go Noodle)

Katey, Jamie, Lisa, Terese, Mary Beth

Week of:

Professional Development Topic

Person(s) Responsible

Progress Monitoring and Data Utilization

May

·       Insert Building Choice Topic-TBD

Leadership Team

-        Kristi, Jen, Molly, Joel

-        Mary Beth (BECI)

May 4

·       PD presentation – Faculty Workshop

Leadership Team

-        Kristi, Jen, Molly, Joel

-        Mary Beth (BECI)

May 30-31

·       Building SIP (1/2 day) (Reading, Writing, Math, Science, Climate)

·       Teacher Planning and Preparation

Leadership Team

-        Kristi, Jen, Molly, Joel

-        Mary Beth (BECI)

May 1-26

·       Grade level / Team planning –

·       Classroom writing samples

·       NeSA Prelim data (Reading, Math, Science)

·       Peer Observations

Leadership Team

-        Kristi, Jen, Molly, Joel

-        Mary Beth (BECI)

May 1- 26

·       Wellness Focus – (Summer wellness activites)

Katey, Jamie, Lisa, Terese, Mary Beth

Title I Schoolwide Plan

Please use the assigned Nebraska Department of Education County District and School Numbers in the table below.

To complete text areas click in grey box and type

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District Name:

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Omaha Public Schools

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County Dist. No.:

28-0001

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School Name:

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Pinewood Elementary

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County District School Number:

28-0001-155

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School Grade span:

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PreK-5

Preschool program is part of the Schoolwide Plan. (Mark appropriate box.)

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Yes No

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Summer school program is part of the Schoolwide Plan. (Mark appropriate box.)

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Yes No

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Indicate subject area(s) of focus in this Schoolwide Plan.

Reading/Language Arts Math
Other

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School Principal Name:

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Kristi Reinsch

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School Principal Email Address:

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kristi.reinsch@ops.org

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School Mailing Address:

6717 N. 63rd Street Omaha, NE 68152

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School Phone Number:

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402-561-6000

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Additional Authorized Contact Person (Optional):

Jen Sexton

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Email of Additional Contact Person:

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jenny.sexton@ops.org

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Superintendent Name:

Mr. Mark Evans

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Superintendent Email Address:

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mark.evans@ops.org

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Confirm that the Schoolwide Plan will be made available to the School District, Parents and the Public.

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Yes No

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Due to NDE April 1st

Updated: June 2016

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Names of Planning Team

(include staff, parents & at least one student if Secondary School)

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Titles of those on Planning Team

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Michelle McPeck Kristi Reinsch Jen Sexton Erin Jessen Molly Reynolds Joel Wisdom Joe Kaspar Becca Dingwell Rebecca Gibson John Chvatal Michelle Gaither

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Parent Principal Instructional Facilitator Secretary Literacy Facilitator SSL
4th grade teacher PreK teacher Music teacher Supervisor SpEd Supervisor

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School Information

(As of the last Friday in September)

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Enrollment: 218

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Average Class Size: 17

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Number of Certified Instruction Staff: 23

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Race and Ethnicity Percentages

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White: 30.7 %

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Hispanic: 11.9 %

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Asian: 8.7 %

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Black/African American: 40.8 %

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American Indian/Alaskan Native: - %

Native Hawaiian or Other Pacific Islander: - %

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Two or More Races: 7.8 %

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Other Demographics Percentages

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Poverty: 67 %

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English Learner: 9.6 %

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Mobility: 23.3 %

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Assessments used in the Comprehensive Needs Assessment (ie. NeSA, MAP, ITBS, AIMS web, DIBELS, CAT etc.)

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NeSA

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MAP

 
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In View

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Please write a narrative in each box below to correspond to the

Rating Rubric.
Place documentation in corresponding folder on flash drive to support the narrative.

1. Comprehensive Needs Assessment

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1.1

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Please provide a narrative below describing how disaggregated data was used in the analysis from the needs assessment to plan instruction. Provide supporting documentation in the corresponding folder.

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Pinewood’s SIP team analyzes data available in May of each year, and then updates with further data in the fall to begin each school year. Our data

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Due to NDE April 1st Updated: June 2016

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shows a slight decline in all areas this year. We set our goals for the year based on our NeSA data and conitnue to montior progress through use of Acuity and our data wall at grade level and staff meetings. NeSA data show a decline in problem solving, so our plan includes a larger emphasis on that this year. Please see data including attendance rate, mobility rate, free/reduced lunch percentage, as well as student achievement data.

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1.2

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Please provide a narrative below that describes how the building gathered information from parents and community to identify the needs of the school. Provide supporting documentation in the corresponding folder.

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The Climate Survey is administered to the parents, students, and staff yearly at Pinewood Elementary. Parents are given the opportunity to take the survey at 3rd Quarter Student Led Parent Teacher Conferences, and online. Staff take the survey online, and the counselor and classroom teachers administer the survey to students.

Data from the survey is used to determine goals and focus areas for the following year.

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1.3

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Please provide a narrative below that explains how the Continuous School Improvement Plan identifies ongoing improvement efforts. Provide supporting documentation in the corresponding folder.

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The schoolwide improvement plan clearly identifies existing improvement efforts, identified strategies, resources, and interventions to meet the school’s goals and student needs.

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2. Schoolwide reform strategies

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2.1

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Please provide a narrative below that describes the strategies in the schoolwide plan to address the needs of all children, particularly those at risk of not meeting the challenging state academic standards and how the school regularly monitors and revises the plan based on student needs. Provide supporting documentation in the corresponding folder.

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The plan includes strategies to address the needs of all students in the school, but particularly the needs of low-achieving children and those at risk of not meeting the state standards through counseling, student services, mentoring, and innovative teaching methods such as applied learning and team-teaching strategies and/or the integration of vocational and technical programs.

•Individual counseling by counselor
•Group counseling by counselor. Topics include: listening skills, following directions, organization, making good choices, friendship skills, test taking skills, and personal responsibility

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Due to NDE April 1st Updated: June 2016

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•Phone calls and letters sent to families of students with attendance or tardiness issues.
•Good attendance incentives
•Building wide Positive Paw Pat program to recognize students for positive efforts socially or academically

•Clarkson college mentors for nominated students •Life Skills lessons

•Positive Action Center
•Library teacher pushes into classrooms to work with small groups of students on academic areas of need
•Summer School
•Technology integrated into curriculum – one to one laptops provided for students in grades 3-6
•Use of Acuity, BrainPop, Starfall and MoreStarfall, IXL site licenses by teachers and students
•Scholastic News subscriptions for students PreK-4
•Co-teaching by classroom and resource teacher
-Take home book bag program through BECI

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3. Qualifications of instructional paraprofessionals

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3.1

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Please provide a narrative below explaining the procedure used to make sure that all instructional paraprofessionals in the school meet the ESEA requirements. Provide supporting documentation in the corresponding folder.

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Paraprofessionals meet the ESEA requirements and are included in professional development provided to other staff members. They are provided on-going training specifically designed for paraprofessionals. Pinewood has eight instructional paraprofessionals (ECSE-5th) and a paraprofessional who works with our Positive Action Center. The paraprofessionals support the classroom teachers by working directly with students individually and in small groups. They all participate in quarterly paraprofessional meetings held at Pinewood and led by the principal. Topics include: NeSA goals, SIP Plan, professionalism and confidentiality, working with students in multiple settings, data review, and problem solving.

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Due to NDE April 1st Updated: June 2016

4. High quality and ongoing professional development

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4.1

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Please provide a narrative below explaining how professional development and other activities for teachers to improve instruction and use of data from academic standards is provided for your school. Provide supporting documentation in the corresponding folder.

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Professional development that aligns with the district action plan is included in the Pinewood School Improvement Plan. Pinewood staff have also participated in professional development around project based learning and procedures and expectations. The plan consists of goals determined by previous year’s data that includes reading and math results, parent and student climate survey data and district wellness initiatives.
Each goal has strategies and action steps included. Professional development is a major part of the plan, and is detailed throughout. Research based best practices and district best practices are included. The plan is updated on a yearly basis, but is a living document that is adjusted by the SIP teams throughout the year at scheduled meetings to reflect the updated data received from formal and informal assessments throughout the school year.

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5. Strategies to increase parental and family engagement

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5.1

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Please provide a narrative below explaining how the school-parent compact is jointly developed with parents. Provide supporting documentation in the corresponding folder.

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Pinewood School provides a compact that is signed by each student, the student’s parent/guardian, and the student’s teacher. The compact is provided by the principal, and once signed, a copy is sent home and one is kept at the school. The compacts are reviewed each year by the school improvement team, and input from parents at third quarter conferences, and are updated as needed. These compacts address the essential, on- going partnership required for student success. Responsibilities outlined in the compact are discussed between families and the teachers at student-led conferences first and third quarters. Pinewood had 97% attendance at first quarter conferences this fall, and 96% for third quarter conferences.

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5.2

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Please provide a narrative below explaining how the school level Title I Parent and Family Engagement Policy or Procedure was developed with parent and family input. Provide supporting documentation in the corresponding folder.

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The Title 1 Parent and Family Engagement Policy was shared with parents in the library during third quarter conferences. Parents gave input as to

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Due to NDE April 1st Updated: June 2016

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what should be included for the 2017-2018 policy. The Title 1 and SIP team will use this input in developing Pinewood's Policy. Pinewood has family nights, an all school Read and Feed, and parent cafes to get parents engaged and active at Pinewood.

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5.3

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Please provide a narrative below explaining how, when and where the annual Title I parent meeting is/was held informing parents of the school’s participation in Title I. Provide supporting documentation in the corresponding folder.

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Pinewood parents were informed of Pinewood's participation in Title 1 for the 2017-2018 school year during several meeting in the school library during student-led parent/teacher conferences. Having flexible meeting times helped to get more parents involved in the discussion.

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6. Transition Plan

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6.1

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Please provide a narrative below explaining the school’s transition plan from early childhood education program(s) to the elementary school. (Not required for middle or high school programs) Supporting documentation may also be placed in the corresponding folder.

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Pinewood is honored to be a Buffett Early Childhood site. Through the Superintendent's Early Childhood plan Pinewood has a home visitor that works with children and families prenatal through age three and a family facilitator that works with children and families age three through third grade. These positions work to support families in the home and at school to provide smooth transitions and support Pinewood as a hub in the community. Weekly Drop in and Play times as well as monthly parent child groups are conducted in our family room, The Panther Den.

The Pinewood transition plan for Kindergarten also includes Kindergarten Round-up, a half- day program that was held on January 27, 2017. Multiple flyers were sent home with current students, postcards were sent to all families in the Pinewood zipcode, as well as notices were posted in the newsletters to alert families with incoming kindergartners of the meeting date. Families learn about the academic content standards, health requirements, and other opportunities available for incoming students. Parents are also provided with contact information for school staff so they have a resource for any questions that might arise. Students and their families also visit a kindergarten classroom and participate in activities with the teachers.

Due to Pinewood’s multiage program, many of our incoming kindergarteners have already been in our PreKindergarten rooms. Our Prekindergarteners attend school the entire day, so that makes the transition to Kindergarten very smooth. All families have one-on-one time

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Due to NDE April 1st Updated: June 2016

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with the teachers during Early Bird conferences at the beginning of the year to discuss academic and social expectations for kindergarten with their student’s teacher.

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6.2

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Please provide a narrative below explaining the school’s transition plan from elementary to middle school. (Not required for middle or high school programs) Supporting documentation may also be placed in the corresponding folder.

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Multiage learning is effective academically because the transition from one year to the next is easily accomplished through knowing the individual strengths of the students due to the fact that students remain in the same classroom for two years. Instead of spending the first few weeks getting acquainted, students and teachers “jump right in” to the school year. Our multiage program spans two grades from PreK (3 and 4 year olds) and K/1 classrooms. Second through fifith grade are single grade classrooms, but being an open concept building allows for teachers and students communicate openly between the grade levels allowing for smooth transitions.

Prior to the beginning of the 2016-2017 school year, Pinewood offered a Welcome Back night for all our families. At that time, we offered an orientation for all new families that explains our multiage program and other pertinent information. At the start of the 2017-2018 school year we will offer Early Bird conferences, instead of Welcome Back night. This will give students and parents one-on-one time with the teacher to discuss their childs strengths and challenges as well as set some goals for the year. Open House night offers another opportunity to not just meet with staff, but also hear from the principal about the multiage program and project based learning.

Staff from the magnet schools visit Pinewood with a presentation during the winter. Students in 2nd, 4th, and 5th grades participate, and parents are invited as well. This is an informational session to let students know what magnet options are available to them before families turn in their choice sheets.

Fifth grade students work with the counselor on transition activities such as learning to work a lock, being organized, transitioning between more teachers, and learning information about their school choices. Individual orientation sessions, registrations, and visitations are held in the spring with students and the middle schools they will be attending.

The guidance counselor works with students at all grade levels on career awareness. Staff work with our Adopt-A-School partner, Clarkson College, to match identified students with college mentors.

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Due to NDE April 1st Updated: June 2016

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6.3

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Please provide a narrative below explaining the school’s transition plan from middle school to high school. (Not required for elementary or high school programs) Supporting documentation may also be placed in the corresponding folder.

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N/A

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6.4

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Please provide a narrative below explaining the school’s transition plan from high school to postsecondary education. (Not required for elementary or middle school programs) Supporting documentation may also be placed in the corresponding folder.

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N/A

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7. Strategies to address areas of need

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7.1

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Please provide a narrative below explaining how the Schoolwide Plan increases the amount and quality of learning time within or beyond the instructional day. Provide supporting documentation in the corresponding folder.

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The schoolwide plan provides opportunities to extend or increase learning time within and beyond the instructional day that are supported by staff collaboration and planning.
•Full day PreKindergarten is offered at Pinewood for qualified three and four year old students. The students are placed in a multiage classroom and stay with the same teacher for two years.

•Before School tutoring is offered for identified students. Tutoring is provided by certified teachers for 45 minutes. The focus is reading and math skills through hands on activities. Students work in groups of four to six with one teacher.
•The media specialist at Pinewood is assigned to classrooms to provide extra academic assistance to identified students during the school day. She meets with classroom teachers during TEAM meetings to identify students and strategies to be used, and then collaborates weekly to provide extra assistance for individuals or small groups of students. •Summer School Extended Learning is offered for Pinewood students in grades Kindergarten through 4th grade. Students work toward mastery of reading, math, and language skills through projects and active learning around an interesting theme. Last summer’s theme was “On your Mark, Get Set, Read!,” and this year activities will be based around "Build a Better a World".

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8. Coordination & integration of Federal, State and local services & programs

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8.1

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Please provide a narrative below explaining how coordination and integration of Federal, State and local funds are used to support student learning. Supporting documentation may also be placed in the corresponding folder.

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Title I funds would be used in several ways to support the instructional plan and the professional development plan at Pinewood to improve instructional opportunities and experiences for our students and families: - Assist staff to expand their knowledge about and implement additional literacy and math strategies and interventions to increase student achievement (workshops, book studies, conferences, . . .)

- Provide technology site licenses for students to use at school and at home to learn and practice math and literacy skills
- Provide manipulatives and strategies for literacy and math instruction and practice

- Increased instructional support for students and staff
- Expansion of instructional paraprofessional hours at Kindergarten-1st grade levels (current funding only allows for part-time, which leaves portions of the day not covered in classrooms)
- Partial support of Instructional Facilitator position – works directly with staff and students to facilitate and ensure use of best practices in instruction to leverage student achievement; assist staff to gather and analyze assessment data to plan effective instruction; provide professional development on instructional strategies, . . .
- Before or after school tutoring for identified students. Funds will include teacher salaries, student snack, and instructional materials.
- Provide resources and refreshments for family involvement activities throughout the year

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8.2

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Please provide a narrative below explaining how community resource(s) is/are used to support student learning. Supporting documentation may also be placed in the corresponding folder.

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Pinewood Parent Teacher Association (PTA) provides limited funding ($50.00) to classroom teachers to purchase supplies for their classroom. The PTA also provides support for field trips and special programs based on the outcome of yearly fundraisers.

Other community resources available to Pinewood include the Sherwood Foundation and Adopt-A-School partners. The Sherwood Foundation provides a yearly allocation of funds for “out of school needs” to be used

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for experiences and needed items for students and their families with financial constraints. The Rose Theater provides resources that allow each of our students to see a production or participate in a workshop each year. Adopt-A-School partners include Clarkson College, Runza, Burger King, Chik Fil A, and Farmers National Company. These community partners provide both financial assistance as well as providing “people support” to serve as mentors and assist with special projects. Clarkson College has a strong connection with Pinewood in providing students with college mentors each semester as part of a service learning program. The principal meets with these partners at the beginning of each year to share the school’s goals and discuss plans for the year. Pinewood promotes our partners by recognizing their contributions in our newsletters and flyers, sending thank you notes, and acknowledgement on our Pinewood website.

Pinewood is also fortunate to work with University of Nebraska at Omaha and Midland University to host teacher education candidates in the field experiences and often student teaching experiences each semester.

North Omaha Kiwanis supports Pinewood students by presenting a dictionary to each for our 3rd grade students yearly, and by providing a volunteer to read with students weekly. We have three mentors through the Teammates program that are working with three of our students weekly.

We are very excited to begin a partnership with four area barbershops and Mt. View Elementary called Barbershop Books. This partnership will kick off in April 2017, and provides reading libraries and a literacy focus for students at each of the connected barbershops. Pinewood and Mt. View are providing the shelves and libraries of culturally relevant books and the barbershops are providing support and motivation.

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ROAR

Respect
Ownership
Attitude
Responsibility
How do you show your ROAR?

 

MATH PROBLEM SOLVING

Underline the question

Now predict what you do to solve it

Read the problem

Are the important words circled?

Apply the steps you chose to solve it

Verify your answer (does it make sense?)

Eliminate wrong answers

Let the answer stay or rework it