Pinewood Elementary at the Mills
4301 North 30th Street
Omaha, NE 68111

Phone: 531-299-1940
Fax: 
531-299-1959

Amazon School Support

Families,

Click on the image below for your Amazon Purchases, and they will give back to Pinewood!

 

Lunch Schedule

11:30-12:00 - Mr. Kaspar's Class- 3rd

11:35-12:05 - Mrs. Tonnie's Class - 3rd

11:40-12:10 - Mrs. Bradford's Class - 4th

11:45-12:15 -  Mrs. Dugan's Class - 4/5

11:50-12:20 - Mrs. Human - 5th

12:00-12:30- Mrs. Rasmussen - K/1

12:05-12:35 - Mrs. Weiss - K/1

12:10-12:40 - Mrs. Reynolds - K/1

12:15-12:45- Ms. Myers - 2nd

 

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Elementary School Name:       Pinewood ELA                                                 

District Intended Summative Outcome:

Increase the number of elementary students identified as “On-Track” and “College and Career Ready” on NSCAS Summative Assessments ELA will increase compared to the previous year. Spring 2019 rate ___; Goal rate for Spring 2020 _____

School ELA Goals: 

1.     NSCAS Summative Goal

For NSCAS ELA summative assessments, we will increase the percent of students who are identified as “On-Track” or “College and Career Ready” by ______%. Spring 2019 rate _____; Goal rate for Spring 2020 _____

2.     MAP Interim Assessment Goals

a.     For Spring ELA MAP Growth Assessment, we will increase the percent of students identified as “At” or “Above” the grade level norm by ___6.2__%.  Spring 2019 rate___38.2__; Goal rate for Spring 2020 __44.4___

b.     For Spring ELA MAP Growth Assessment, we will increase the percent of students identified as “Meeting” or “Exceeding” projected growth goals by _6.1____%.  Spring 2019 rate__38.7___; Goal rate for Spring 2020 _44.8____

Strategy(ies) (add AQUESTT Tenets after each strategy):

All students will receive ELA instruction utilizing targeted high probability strategies specific to ELA:

All students will receive the guaranteed and viable ELA curriculum as written in the A+ OPS Curriculum Guides for ELA using a balanced literacy approach.  

1.     Use the core resources (Journeys, Storytown, Collections, Being A Writer) to plan and deliver instruction based on state standards (College and Career Ready, Assessment)

2.     Provide daily guided reading instruction using the Literacy Continuum (College and Career Ready, Assessment)

3.     Provide students with daily literacy opportunities that build rigor during independent reading (College and Career Ready, Assessment)

4.     Provide instructional support to students needing additional assistance with reading in order to meet the requirements of the Reading Improvement Act (College and Career Ready, Assessment)

Strategy No.

Success Criteria

Monitoring Progress 

Timeline

Quarterly Results

1.      Use the core resources (Journeys, Storytown, Collections, Being A Writer) to plan and deliver instruction based on state standards

a.     Lessons and plans align with A+ Curriculum Guides

b.     Lessons and plans reflect high yield strategies

c.      Common summative assessments administered according to A+ Curriculum Guide

d.     MAP data shows growth in number of students meeting growth goals and scoring “at” or “above” the grade level norm

e.     Common formative assessments are selected, administered, and collaboratively discussed

f.       Grade level teams will analyze MAP data: “Build and Use Vocabulary” to determine grammar and writing needs

a.      Alignment is observed 100% of the time

b.      Evidence observed during 95% of coaching visits and lesson plan checks

c.      80% of students score basic, proficient, or advanced 

d.      5% increase in number meeting growth goals and grade level norms from each test administration

e.      80% of students score basic, proficient or advanced 

f.       80% of students score basic, proficient or advanced 

a.      September

b.      September and January

c.      As determined by grade level pacing guides

d.      Fall, Winter, and Spring MAP assessments

e.      As determined by classroom teachers

f.       Fall, Winter, and Spring MAP assessments

Quarter 1:

a.       

b.        

c.       

d.       

e.       

Quarter 2:

a.       

b.        

c.       

d.       

e.         

Quarter 3:

a.        

b.         

c.       

d.       

e.      

Quarter 4:

a.        

b.        

c.         

d.       

e.      

2.      Provide daily guided reading instruction using the Literacy Continuum 

a.      Lessons and plans include use of Continuum and all components of a guided reading lesson plan

b.      Benchmark assessments administered according to Testing Calendar

c.      Running records administered consistently

a.      Evidence observed during 95% of coaching visits

b.      80% of students score Approaching, Meets or Exceeds expectations

c.      80% of running records show growth

a.      November and March coaching visits

b.      According to testing calendar

c.      Discussed two times per quarter at grade level meetings

d.      

Quarter 1:

a.       

b.       

c.         

Quarter 2:

a.       

b.       

c.          

Quarter 3:

a.       

b.       

c.       

Quarter 4:

a.       

b.       

c.        

3.      Provide students with daily literacy opportunities that build rigor during independent reading

a.      Student read self-selected text daily (minimum of 20 minutes in K-2, 30 minutes in 3-6)

b.      Teachers provide rigorous, independent literacy opportunities daily

c.      Weekly Response to Reading in authentic ways

a.      100% of classrooms show evidence during Guided Reading 

b.      Evidence observed during 100% of coaching visits

c.      Walk throughs show evidence of Students responding to reading

a.       Quarterly 

b.      Quarterly

c.      Discuss and bring evidence of responding to reading at grade level meetings 1x per quarter.

Quarter 1:

a.       

b.       

Quarter 2:

a.       

b.          

Quarter 3:

a.       

b.         

Quarter 4:

a.       

b.       

4.      Tier 2 - Provide instructional support to students needing additional assistance with reading in order to meet the requirements of the Reading Improvement Act 

a.      Phonics Mastery Guides taught daily beginning during quarter 1

b.      Progress monitoring every 5 days

a.      Coaching visits show evidence of fidelity 100% of the time

b.      100% of participating students show growth

a.      October and November

b.      Discussed at October – December grade level meetings

Quarter 1:

a.       

b.       

Quarter 2:

a.       

b.          

Quarter 3:

a.       

b.         

Quarter 4:

a.       

b.       

Monitor and Adjust –

Quarterly SIP Review meetings – [INSERT ALL SCHEDULED DATES AND TIMES HERE]

1.      Review SIP goals, strategies and PD plan

2.      Review progress monitoring measures and fidelity checks 

3.      Identify which progress monitoring measures were completed and achieved (provide evidence of success)

4.      Identify which progress monitoring measures were not achieved (provide evidence of effort)

5.      Review Title I expenditures to date and discuss alignment to SIP goals, strategies and PD Plan

6.      Conduct building walk identifying evidence of growth from previous quarter 

7.      Discuss adjustments needed to the plan

After the SIP Review meeting - 

1.      Adjust SIP plan based after receiving input from staff

2.      Upload adjusted plan to Instructional Leadership SharePoint

3.      Send notes of SIP Review meeting to CIS leadership

Budget/Resource Alignment (Title I schools)– 

What Title I expenditures will you make and how do they align to your SIP goals, strategies and PD plan?

Elementary School Name:       Pinewood Math                                                                        

District Intended Summative Outcome:

Increase the number of elementary students identified as “On-Track” and “College and Career Ready” on NSCAS Summative Assessments Math will increase compared to the previous year. Spring 2019 rate _____; Goal rate for Spring 2020 _____

School Math Goals: 

1.     NSCAS Summative Goal

For NSCAS Math summative assessments, we will increase the percent of students who are identified as “On-Track” or “College and Career Ready” by ______%. Spring 2019 rate _____; Goal rate for Spring 2020 _____

2.     MAP Interim Assessment Goals

a.     For Spring Mathematics MAP Growth Assessment, we will increase the percent of students identified as “At” or “Above” the grade level norm by 6.0_____%.  Spring 2019 rate__40.2___; Goal rate for Spring 2020 _46.2____

b.     For Spring Mathematics MAP Growth Assessment, we will increase the percent of students identified as “Meeting” or “Exceeding” projected growth goals by __5.4___%.  Spring 2019 rate___45.7__; Goal rate for Spring 2020 __51.2___

Strategy(ies) (add AQUESTT Tenets after each strategy):

All students will receive mathematics instruction utilizing targeted high probability strategies specific to mathematics:

1.     Engage all students in high-quality tasks that promote reasoning and sense-making and support productive struggle (College, Career, and Civic Ready)

2.     Provide opportunities for students to engage in discourse and make connections between mathematical ideas and representations (College, Career, and Civic Ready)

3.     Utilize Common Assessments along with other data sources such as NSCAS, MAP, ongoing formative assessments, etc. as a part of the instructional process (Assessment)

Strategy No.

Success Criteria

Monitoring Progress 

Timeline

Quarterly Results

1.      Engage all students in high-quality tasks that promote reasoning and sense-making and support productive struggle

a.     Students engage in high-quality tasks

b.     Teacher self-assessment

c.      High-quality tasks in lesson plans 

a.      Student artifacts show evidence of high-quality tasks in at least 75-90% of lessons

b.      Teacher self-assessments show implementation in at least 75-90% of lessons

c.      90% of lesson plans checked and observed show evidence of high-quality task implementation 

a.      September, October, February, and April coaching visits

b.      October and February grade level meetings

c.      October and February lesson plan checks and coaching visits

Quarter 1:

a.       

b.        

c.       

Quarter 2:

a.       

b.        

c.         

Quarter 3:

a.        

b.         

c.      

Quarter 4:

a.        

b.        

c.        

2.      Provide opportunities for students to engage in discourse and make connections between mathematical ideas and representations

a.      Students engage in discourse 

b.      Implementation of math discourse 

c.      Discourse opportunities evident in lesson plans

d.      Teacher self-assessment

a.      Student artifacts show evidence of discourse in at least 75% of lessons

b.      75% of lessons observed show evidence of mathematical discourse

c.      Lesson plans show evidence of mathematical discourse in at least 75% of lessons

d.      Teacher self-assessment

a.      November and March coaching visits

b.      September and March grade level or faculty meetings

c.      September lesson plan checks

Quarter 1:

a.       

b.       

c.        

d.       

Quarter 2:

a.       

b.       

c.       

d.         

Quarter 3:

a.       

b.       

c.       

d.      

Quarter 4:

a.       

b.       

c.        

d.      

3.      Utilize Common Assessments along with other data sources such as NSCAS, MAP, ongoing formative assessments, etc. as a part of the instructional process

a.      Students progress toward standards on district common assessments 

b.      MAP data shows growth in number of students meeting growth goals and scoring “at” or “above” the grade level norm

c.      Grade level or faculty meetings to analyze student performance on common assessments and adjust instruction as needed

a.      80% of students score basic, proficient, or advanced 

b.      5% increase in number meeting growth goals and grade level norms from each test administration

c.      50%, or more, of grade level meeting agendas reflect time for staff to analyze assessment data

a.       As determined by A+ Curriculum Guides for each grade level

b.      Fall, Winter, and Spring MAP assessments

c.      1x per month or as determined by timing of assessments

Quarter 1:

a.       

b.       

c.      

Quarter 2:

a.       

b.       

c.         

Quarter 3:

a.       

b.       

c.        

Quarter 4:

a.       

b.       

c.       

  

Monitor and Adjust –

Quarterly SIP Review meetings – [INSERT ALL SCHEDULED DATES AND TIMES HERE]

1.      Review SIP goals, strategies and PD plan

2.      Review progress monitoring measures and fidelity checks 

3.      Identify which progress monitoring measures were completed and achieved (provide evidence of success)

4.      Identify which progress monitoring measures were not achieved (provide evidence of effort)

5.      Review Title I expenditures to date and discuss alignment to SIP goals, strategies and PD Plan

6.      Conduct building walk identifying evidence of growth from previous quarter 

7.      Discuss adjustments needed to the plan

After the SIP Review meeting - 

1.      Adjust SIP plan based after receiving input from staff

2.      Upload adjusted plan to Instructional Leadership SharePoint

3.      Send notes of SIP Review meeting to CIS leadership

Budget/Resource Alignment (Title I schools)– 

What Title I expenditures will you make and how do they align to your SIP goals, strategies and PD plan?

Elementary School Name:       Pinewood Science Goal                                                                      

District Intended Summative Outcome:

Increase the number of elementary students identified as “On-Track” and “College and Career Ready” on NSCAS Summative Assessments Science will increase compared to the previous year. Spring 2019 rate _____; Goal rate for Spring 2020 _____

School Science Goals: 

1.     NSCAS Summative Goal

For NSCAS Science summative assessments, we will increase the percent of students who are identified as “On-Track” or “College and Career Ready” by ______%. Spring 2019 rate _____; Goal rate for Spring 2020 _____

2.     MAP Interim Assessment Goals

a.     For Spring Science MAP Growth Assessment, we will increase the percent of students identified as “At” or “Above” the grade level norm by _5.5____%.  Spring 2019 rate__44.7___; Goal rate for Spring 2020 _50.3____

b.     For Spring Science MAP Growth Assessment, we will increase the percent of students identified as “Meeting” or “Exceeding” projected growth goals by _5.9____%.  Spring 2019 rate_40.9____; Goal rate for Spring 2020 __46.8___

Strategy(ies) (add AQUESTT Tenets after each strategy):

All teachers will utilize the A+ Curriculum Guide, Evidence Statements and the core resource, Elevate science, to plan and deliver instruction based on Nebraska’s College and Career Ready Standards for Science:

1.     Provide opportunities for students to engage in the Science and Engineering Practices to demonstrate understanding of the Disciplinary Core Ideas and Crosscutting Concepts 

2.     Students will utilize interactive notebooks to demonstrate science learning

Strategy No.

Success Criteria

Monitoring Progress 

Timeline

Quarterly Results

1.      Provide opportunities for students to engage in the Science and Engineering Practices to demonstrate understanding of the Disciplinary Core Ideas and Crosscutting Concepts 

a.     Students engage in Science and Engineering Practices

b.     Lesson plans reflect three-dimensional learning and Elevate science

c.      Common summative assessments administered according to A+ Curriculum Guide

d.     MAP data shows growth in number of students meeting growth goals and scoring “at” or “above” the grade level norm

e.     Common formative assessments are selected, administered, and collaboratively discussed

a.      Evidence observed during coaching visits 50% -90% of the time

b.      Lesson plans show evidence 100% of the time

c.      80% of students score basic, proficient, or advanced 

d.      5% increase in number meeting growth goals and grade level norms from each test administration

e.      80% of students score basic, proficient or advanced 

a.      September

b.      September and January

c.      As determined by grade level pacing guides

d.      Fall, Winter, and Spring MAP assessments

e.      As determined by classroom teachers each quarter

Quarter 1:

a.       

b.        

c.       

d.       

e.       

Quarter 2:

a.       

b.        

c.       

d.       

e.         

Quarter 3:

a.        

b.         

c.       

d.       

e.      

Quarter 4:

a.        

b.        

c.         

d.        

e.       

2.      Students will utilize interactive notebooks to demonstrate science learning

a.      Science notebooks demonstrate learning

b.      Teacher self-assessment

a.      Notebooks observed 50%-90% of the time during coaching visits

b.      80% of teachers report use of science notebooks during instruction

a.      End of each quarter

b.      End of each quarter

Quarter 1:

a.       

b.       

Quarter 2:

a.       

b.           

Quarter 3:

a.       

b.        

Quarter 4:

a.       

b.         

Monitor and Adjust –

Quarterly SIP Review meetings – [INSERT ALL SCHEDULED DATES AND TIMES HERE]

1.      Review SIP goals, strategies and PD plan

2.      Review progress monitoring measures and fidelity checks 

3.      Identify which progress monitoring measures were completed and achieved (provide evidence of success)

4.      Identify which progress monitoring measures were not achieved (provide evidence of effort)

5.      Review Title I expenditures to date and discuss alignment to SIP goals, strategies and PD Plan

6.      Conduct building walk identifying evidence of growth from previous quarter 

7.      Discuss adjustments needed to the plan

After the SIP Review meeting - 

1.      Adjust SIP plan based after receiving input from staff

2.      Upload adjusted plan to Instructional Leadership SharePoint

3.      Send notes of SIP Review meeting to CIS leadership

Budget/Resource Alignment (Title I schools)– 

What Title I expenditures will you make and how do they align to your SIP goals, strategies and PD plan?

 School Name:              Pinewood                                                       

District Intended Summative Outcome: 

-Increase the use of MTSS-B Essential Components and Effective Classroom Practices to increase learning time and improve classroom behavior. Resolutions for events entered in Infinite Campus will be reduced by 3% using the Behavior Dashboard.

School MTSS-B Goal:

Tier 1- Increase the use of Effective Classroom Practices and school wide use of specific positive feedback as measured on the Self-Assessment Survey (SAS) and Tiered Fidelity Inventory (TFI). Schools will show a minimum increase of 10% in each SAS system: Schoolwide, Non-Classroom and Classroom. 10% is a sign of deliberate change of practice on an anonymous self-assessment.

Strategies:

Tier 1

·       Maintain a Tier 1 team that will meet monthly to monitor the fidelity of Tier 1 practices.

·       Use the MTSS-B Tier 1 Action Plan to guide and document Tier 1 implementation and fidelity.

·       Attend Tier 1 Trainings.

·       Identify a Building Coach for Tier 1 who will attend six meeting led by district coaches. 

·       Use schoolwide management strategies that meet the needs of all students with common language used consistently across all settings. This includes teaching specific expected behaviors and providing frequent positive reinforcement for expected behavior. 

·       Staff will consistently follow the school’s Behavior Flowchart to address behavior incidents.

Success Criteria:

Tier 1

·       Staff will teach, model and practice behavior expectations using the lessons and language from the school’s behavior matrix.

·       Teachers will use a 4 to 1 positive to corrective ratio when providing feedback to students.

·       School-wide acknowledgement system used to reinforce student behavior.

·       Students will respond to classroom managed behavior strategies, reducing the amount of lost instructional time.

Progress Monitoring:

Tier 1

The MTSS-B Tier 1 team will:

·       Monitor the implementation of Tier 1 practices through annual administration of the Self-Assessment Survey (SAS) and the Tiered Fidelity Inventory (TFI).

·       Use the Behavior Dashboard and other forms of data to determine trends in student behavior.

Monitor and Adjust:

Tier 1

The MTSS-B Tier 1 Team will:

·       Review Big Five behavior data and create and monitor monthly Solution Plans to increase positive student behavior school wide.

·       Make needed adjustments to lesson plans, acknowledgement system and other practices.

·       Provide on-going professional development based on needs identified by the team.

Quarterly SIP Review meetings – [INSERT ALL SCHEDULED DATES AND TIMES HERE]

                                               i.     Review SIP goals, strategies and PD plan

                                              ii.     Review all progress monitoring measures and fidelity checks for the quarter

                                             iii.     Identify which progress monitoring measures were completed and achieved (provide evidence of success)

                                             iv.     Identify which progress monitoring measures were incomplete and/or not achieved (provide evidence of effort)

                                              v.     Review Title I expenditures to date and discuss alignment to SIP goals, strategies and PD Plan

                                             vi.     Conduct building walk identifying evidence of growth from previous quarter 

                                            vii.     Discuss adjustments needed to the plan

After the SIP Review meeting - 

                                               i.     Adjust SIP plan (including PD plan) based on progress monitoring measures, after communicating and receiving input from staff

                                              ii.     Upload adjusted plan to Instructional Leadership SharePoint

                                             iii.     Send notes of SIP Review meeting to CIS leadership

Budget/Resource Alignment – 

What expenditures will you make and how do they align to your SIP goals, strategies and PD plan?

 

Elementary School Name:       Pinewood Attendance GOAL                                                               

District Intended Summative Outcome:

Promoting and increasing daily student attendance, our district will increase the number of students in the NOT CHRONIC (green) domain by 2%.  

2018-2019 Achievement: _      Goal Achievement: _____

School Attendance Goal: 

Our school will increase the number of students in the NOT CHRONIC (green) domain by 2%.  These students will miss no more than 9 days of the entire academic year and meet the goal of STRIVE FOR 95. 

2018-2019 Achievement: __69.81___   Goal Achievement: __71.81_

Strategy(ies) (add AQUESTT Tenets after each strategy):

-        Our school will establish and maintain an Attendance Team to consist of the principal, assistant principal, school support liaison, counselor, social worker, attendance secretary and other staff appointed by the principal. (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains)

-        The Attendance Team will meet weekly to review attendance dashboard data, identify students for intervention, review current active strategies and align additional needed supports. (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains)

-        Our school will establish and maintain attendance incentive/recognition promoting increased attendance and district focus STRIVE For 95. (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains) 

-        Implement Success Mentoring Program (CSI Schools). (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains)

-        In Class Today (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains)

Strategy No.

Success Criteria

Monitoring Progress 

Timeline

Quarterly Results

1.      Our school will establish and maintain an Attendance Team to consist of the principal, assistant principal, school support liaison, counselor, social worker, attendance secretary and other staff appointed by the principal. (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains)

a.      SSLs plan and facilitate weekly attendance meeting

b.      Attendance Team members attend weekly Attendance Meetings and complete assigned tasks

c.      Building Leaders attend SSL Facilitated Attendance Meetings

a.      Upload Attendance Template/notes from Weekly Attendance Team Meetings to Instructional Leadership SharePoint.

b.      Review Chronic Absenteeism by School Dashboard data showing a .25% increase per quarter

c.      Building administrators review Attendance Dashboard data with Principal Supervisor

a.      Weekly 

b.      Quarterly (Nov. 1, 2019, Jan 10, 2010, March 20, 2020, May 28, 2020)

c.      Quarterly (Nov. 1, 2019, Jan 10, 2010, March 20, 2020, May 28, 2020)

 

Quarter 1:

a.       

b.        

c.       

Quarter 2:

a.       

b.        

c.         

Quarter 3:

a.        

b.         

c.      

Quarter 4:

a.        

b.        

c.        

2.      The Attendance Team will meet weekly to review attendance dashboard data, identify students for intervention, review current active strategies and align additional needed supports. (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains)

a.      School Counselors make phone calls to parent/guardian of students who have reached 5 day milestone and document in Student Services contact log

b.      SAMPLE:  Attendance Team Members/Staff work with students and families to remove attendance barriers

a.      Review Attendance Dashboard Data during weekly Attendance Team Meeting.

b.      Review Attendance Dashboard data quarterly at team meetings-Quarter1,Q2, Q3, and Q4 

c.      Review attendance barriers identified by parent/guardians to school counselor and how to address these barriers.

 

a.      Weekly 

b.      Quarterly (Nov. 1, 2019, Jan 10, 2010, March 20, 2020, May 28, 2020)

c.      Weekly

Quarter 1:

a.       

b.       

c.        

d.       

Quarter 2:

a.       

b.       

c.       

d.         

Quarter 3:

a.       

b.       

c.       

d.      

Quarter 4:

a.       

b.       

c.        

d.      

3.      Our school will establish and maintain attendance incentive/recognition promoting increased attendance and district focus STRIVE For 95. (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains) 

a.      Staff engage daily with students promoting and recognizing attendance

b.      Teachers/Staff use methods to ensure all students feel welcome

c.      Teachers provide positive feedback to support daily attendance and promote future attendance

d.      Daily and Weekly Announcements provide attendance awareness and recognition

a.      By the end of the first quarter, 80% of teachers will have a classroom incentive/recognition program and by the end of 3rd quarter 90% of teachers.

b.      SSLs provide professional development quarterly at staff trainings

c.      Review Attendance Dashboard Data during weekly Attendance Team Meeting

a.      Nov, 1, 2019, March 20, 2020

b.      Quarterly

4.      Implement Success Mentoring Program (CSI Schools). (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains)

a. Staff engage daily with students promoting and recognizing attendance

b. Recognition of students’ attendance daily and achieving personal goal or Strive for 95 goal.

a. Using the Attendance Dashboard, select students to participate in Attendance Mentor Programs.

 

a.  August 1 (Select students) and monitor bi-monthly.

Quarter 1:

a.       

b.       

c.      

Quarter 2:

a.       

b.       

c.         

Quarter 3:

a.       

b.       

c.        

Quarter 4:

a.       

b.       

c.       

  

5.      In Class Today (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains)

a. Review Attendance Dashboard Data during weekly Attendance Team Meeting

Monitor and Adjust –

1.      Conduct Weekly Attendance Team Meetings and identify barriers to attendance

2.      Conduct Weekly Attendance Team Meetings and identify students in each domain to support

3.      Conduct Monthly SSL/Designee training to support district attendance focus

4.      Monitor and process attendance milestones and County Attorney Referrals 

5.      Ensure fidelity of weekly attendance team meetings through uploading of Attendance Template to Instructional Leadership SharePoint 

6.      SSLs and Administrative staff provide updated attendance awareness and information based on attendance data at all School Staff Meetings and/or Team Meetings

7.      Counselors Conduct yearly PLP meetings with students 

8.      Social Workers monitor and adjust available resources based on student attendance data

9.      SSLs attend diversion meetings as requested by Juvenile Assessment Center

10.    Conduct Collaborative Attendance Improvement Plan meetings with Attendance Team, student, parent/guardian

11.    SAMPLE:  Conduct quarterly meetings with Principal Supervisor to review building progress and put supports in place

Budget/Resource Alignment (Title I schools)– 

What Title I expenditures will you make and how do they align to your SIP goals, strategies and PD plan?

Text Box: DRAFTText Box: Please note: These are sample goals to be used in conjunction with the binder.  The Wellness Binder should hold the documentation (e.g., agendas, sign in sheets, etc.).  Wellness Plans and corresponding documentation should be kept for three years.Elementary School Name:       PInewood                                                                                                                                                        

School Improvement Plan Growth Goals

2019-2020

District Intended Wellness Outcomes:

Increase the number of wellness strategies implemented district-wide by 2%.

School Wellness Goal Samples: (Please select at least one goal)

§  Increase the physical activity for staff and students by increasing the number of participants for each activity by 10%.

§  Improve staff and student knowledge of healthy eating choices by including a healthy tip in the announcements monthly.

§  Increase access to physical activity by offering Open Gym in addition to scheduled PE time during the school day.

Strategy(ies) (add AQUESTT Tenets/AdvancEd after each strategy):

Nutrition Standards

Nutrition Education:

§  Incorporate nutrition education with the FFVP (Fruit and Vegetable Program)

§  Provide reminders about the benefits of increasing water consumption

§  Offer fruit as an alternative to carbohydrate snacks as a treat or snack

§  Discuss alternative food choices that will assist in enjoying celebrations without interfering with healthy eating

§  Provide opportunities for families to increase their awareness of healthy eating by having a wellness table at a Family Night

§  Posters created by students to be displayed on a Nutrition/Health Bulletin Board

§  Monthly “Did You Know” Facts about Health and Wellness during Morning Announcements

§  Quarterly Health and Wellness Tips in Newsletter

Physical Activity:

§  Provide extra gym/recess time as a reward for good attendance

§  Offer recess before lunch

§  “1 Mile a Day” challenge for staff and students

§  PE Teacher provides instruction to school staff on games that include physical activity and can be used with students inside or outside in addition to PE time

§  Allow students time for movement throughout the day (e.g., brain breaks)- Go Noodle

School Based Activities that Relate to Nutrition and Physical Activity (i.e., General Wellness):

§  Staff will take a lap around the building before staff meetings

§  Promote health and wellness messages in school communications (e.g., school newsletter, website, etc.)

§  Grab and Go Breakfast

§  Recycling Program

Success Criteria:

§  Increase number of participants in the school’s identified wellness activity

§  Increase number of wellness activities offered to students and/or staff members during the school year

Monitoring Progress: (Documentation should be kept in the Wellness Binder)

§  Agendas, sign in sheets, and meeting minutes from school wellness committee meetings

§  Wellness Activity Documentation (e.g., number of staff members who participated in a staff meeting in discussion of a wellness topic.)

Monitor and Adjust:

Monthly check

Elementary School: _____Pinewood_____________________                                                            

Updated August 29, 2019

Week of:

Professional Development Topic

Person(s) Responsible

Monitoring Progress 

Budget Allocation

August 

·       Insert Building Topic

·       Building wide Procedures and Routines 

·       Reinforce Grading Practices

·       Reinforce Math Best Practices

Leadership Team

-        Write in the names of leadership team members

What measures will be collected, discussed and/or analyzed?

Insert anticipated amount and funding source (Title I or General)

August 2

·       Leadership Kick-off 

OPS Executive Council

August 7

·       Building SIP (1/2 day)

o   Tour/Safety Plan

·       Teacher Planning (1/2 day) 

August 8 or 9

·       Curriculum Day: 

·       Engaging All Learners in High Quality Mathematics, Math Common Assessments and Scoring (1/2 day)

·       Independent Literacy Experiences Gr. 4-6 (1/2 day)

·        Reading Master Guides Phonics Gr. K-3 (1/2 day)

·       Guided Reading New Teachers (1/2 day) 

·       On the day not assigned: 

·       Building SIP (1/2 day) and 

§  MAP- Review of Spring 2019 data

§  Guaranteed and Viable Curriculum- Curriculum Pacing Guides, Time allotments

§  Look For’s Reading and Math

·       Teacher Planning (1/2 day)    

Curriculum and Instruction Support

·       Spring 2019 MAP Data

August 12 

·       Teacher Planning (1 day)

August 12

·       K-12 Specialist Curriculum Day (full day)

August 13

·       Building SIP (1/2 day)

o   Adult Sexual Misconduct Training

o   MTSS-B

§  ROAR Teaching Schedule

§  Active Supervision- SMILE

§  Review of Specific Positive Feedback

·       Teacher Planning (1/2 day)

Kristi, Molly, MTSS-B team

August 23rd

·       PD presentation – Faculty Workshop

o   Pinewood Procedures and Routines Check-IN

Kristi

August 29

·       EILN

o   MTSS

o   Mastery Guides

o   LB 399 Social Studies

o   Summer Curriculum Writing Updates

Curriculum and Instruction Support

August 30

·       Teacher Planning (1/2 day)

August 14-30

·       Grade level/Team meetings

o   MAP info- What’s New in MAP Growth- MAP Checklist, Testing Practices and Procedures, Accommodations

o   Phonics Mastery

Kristi, Molly

August 7-30

·       Wellness Focus – (1 Mile a Day Challenge)

Wellness Team- Kara, Molly, Jill R, Jill D, Mary C, Mary Ellyn D.

Professional Development Topic

Person(s) Responsible

Monitoring Progress

Budget Allocation

September 

·       Insert Building Topic

Leadership Team

-        Write in the names of leadership team members

What measures will be collected, discussed and/or analyzed?

Insert anticipated amount and funding source (Title I or General)

September 5

·       PD presentation – Faculty Workshop

o   SIP Planning in teams

§  Strategies, Timeline for PD

Molly, Kristi, Amy C.

September 19th

·       PD presentation – Faculty Workshop

o   Math Coaching/Support

o   SIP teams present PD plan

Molly, Kristi, Jonelle Dickmeyer

September 20

·       Building SIP (1/2 day)

o   Analyze Fall MAP Data Whole School

·       Curriculum Day: (1/2 day)

o   Promoting Multiple Representations to Support Productive Struggle and Discourse

o   Mastery Guides Refresher Using Core Phonics

o   New Teacher’s Benchmark Training

o   Grades 4-6 Dyslexia

Molly, Kristi

September 23

·       Teacher Plan (1/2 day) 

·       Professional Development (1/2 day)

o   Class and Individual MAP Data

o   SIP Teams

Molly, Kristi, SIP Reading Team, Curriculum and Instruction Support

September 1-30th

·       Grade level / Team meetings 

o   Reading Act Notification Letters

o   Patriotic Lessons

o   Updated Curriculum Guides

o   LLI

o   Math Mindset

o   MAP Data- Class and Individual Goal Setting

Kristi, Molly, Jonelle, Amy

September 1-30

·       Wellness Focus – (FFVP)

Wellness Team- Kara, Molly, Jill R, Jill D, Mary C, Mary Ellyn D.

Week of:

Professional Development Topic

Person(s) Responsible

Monitoring Progress

Budget Allocation

October

·       Insert Building Topic

Leadership Team

-        Write in the names of leadership team members

What measures will be collected, discussed and/or analyzed?

Insert anticipated amount and funding source (Title I or General)

October 3

·       PD presentation – Science 

October 17

·       EILN

o   Interactive Science Notebooks

o   Math Manipulatives to Promote Discourse

Curriculum and Instruction Support

October 23

·       Fall SIP Workshop (One half-day to be assigned)

Curriculum and Instruction Support

October 24

·       Parent-Teacher Conferences/Teacher Planning

October 25

·       Teacher Planning (full day)

October 29

·       PD presentation - Faculty Workshop

o   MTSS-A

o   Math Manipulatives

October 29 - 30

·       Coaching Workshops (attend one ½  day)

Curriculum and Instruction Support

October 1 – 31

·       Grade level / Team planning – (Insert topics here)

o   Lesson Plan Checks- Math High Quality and access and use of Manipulatives checks

o   Interactive Science Notebooks

o   Phonics Mastery Check-In

o   Running Record Check-In

Kristi, Molly, Jonelle

October 1-31

·       Wellness Focus – (Healthy Eating Tips FFVP)

Wellness Team- Kara, Molly, Jill R, Jill D, Mary C, Mary Ellyn D.

Week of:

Professional Development Topic

Person(s) Responsible

Monitoring Progress

Budget Allocation

November 

·       Insert Building Topic

Leadership Team

Write in the names of leadership team members

What measures will be collected, discussed and/or analyzed?

Insert anticipated amount and funding source (Title I or General)

November 7

·       PD presentation – Technology Integration and Parent Engagement

November 21

·       PD presentation – Reading Response

November 1-30

·       Grade level / Team planning – 

o   Responding to Reading Evidence

o   Math Common Assessments

November 1-30

·       Wellness Focus – (My Plate)

Wellness Team- Kara, Molly, Jill R, Jill D, Mary C, Mary Ellyn D.

Week of:

Professional Development Topic

Person(s) Responsible

Monitoring Progress

Budget Allocation

December 

·       Insert Building Topic

Leadership Team

-        Write in the names of leadership team members

What measures will be collected, discussed and/or analyzed?

Insert anticipated amount and funding source (Title I or General)

December 5

·       PD presentation – Faculty Workshop

o   Culturally Relevant

o   Math Common Assessments Cross Grade Level

December 12

·       EILN

o   Instructional Leadership in Mathematics Education

o   Science: Evidence Statements

Curriculum and Instruction Support

December 21

·       PD presentation – Faculty Workshop

December 2- 20

·       Grade level / Team planning – 

o   MTSS-B/Culturally Relevant

o   Science- Evidence Statements

o   Lesson Plan Checks

December 2-20

·       Wellness Focus – (Sleep Habits)

Wellness Team- Kara, Molly, Jill R, Jill D, Mary C, Mary Ellyn D.

Week of:

Professional Development Topic

Person(s) Responsible

Monitoring Progress

Budget Allocation

January 

·       Insert Building Topic

Leadership Team

Write in the names of leadership team members

What measures will be collected, discussed and/or analyzed?

Insert anticipated amount and funding source (Title I or General)

January 6

·       Teacher Planning (1/2 day)

·       Professional Development (1/2 day)

o   

January 16

·       PD presentation – Faculty Workshop

o   Math- High Quality Tasks

Jonelle, Molly, Kristi

January 23

·       EILN

o   Math Manipulatives

Curriculum and Instruction Support

January 30

·       PD presentation – Faculty Workshop

o   Reading Rigorous Tasks

January 6-31

·       Grade level / Team planning – (Insert topics here)

o   Math High Quality Tasks with Math Manipulatives

o   MAP info

o   Reading Rigorous Tasks

January 6-31

·       Wellness Focus – (Indoor Exercise)

Wellness Team- Kara, Molly, Jill R, Jill D, Mary C, Mary Ellyn D.

Week of:

Professional Development Topic

Person(s) Responsible

Monitoring Progress

Budget Allocation

February 

·       Insert Building Topic

Leadership Team

-        Write in the names of leadership team members

What measures will be collected, discussed and/or analyzed?

Insert anticipated amount and funding source (Title I or General)

February 6

·       PD presentation – Faculty Workshop

o   Culturally Relevant

February 19 or 20

Coaching Workshops (attend one ½ day)

Curriculum and Instruction Support

February 20

·       PD presentation – Faculty Workshop

o   Culturally Relevant

February 3-28

·       Grade level / Team planning – (Insert topics here)

o   Winter MAP Data

o   Testing Practices and Procedures

February 3-28

·       Wellness Focus – (Dental Health)

Wellness Team- Kara, Molly, Jill R, Jill D, Mary C, Mary Ellyn D.

Week of:

Professional Development Topic

Person(s) Responsible

Monitoring Progress

Budget Allocation

March 

·       Insert Building Topic

 

Leadership Team

-        Write in the names of leadership team members

What measures will be collected, discussed and/or analyzed?

Insert anticipated amount and funding source (Title I or General)

March 2

·       PD presentation – Math 

March 5

·       Parent-Teacher Conferences/Teacher Planning

March 6 

·       Teacher Planning (full day)

March 19

·       EILN

o   Going Deeper with 5 Practices (Math)

Curriculum and Instruction Support

March 26

·       PD presentation – Faculty Workshop

o   Math Discourse

March 1-31

·       Grade level / Team planning – 

o   Math Discourse

o   NSCAS 

March 1-31

·       Wellness Focus – (Water Intake)

Wellness Team- Kara, Molly, Jill R, Jill D, Mary C, Mary Ellyn D.

Week of:

Professional Development Topic

Person(s) Responsible

Monitoring Progress

Budget Allocation

April 

·       Insert Building Topic

Leadership Team

-        Write in the names of leadership team members

What measures will be collected, discussed and/or analyzed?

Insert anticipated amount and funding source (Title I or General)

April 7

·       PD presentation – Faculty Workshop

o   Math- Common Assessments Cross Grade Level

April 16

·       EILN

o   Math Manipulatives

Curriculum and Instruction Support

April 23

·       PD presentation – Faculty Workshop

o   Reading Rigorous Tasks

April 1- 30

·       Grade level / Team planning – 

o   Lesson Plan Checks- Math High Quality and access and use of Manipulatives checks

o   Running Records

o   LLI 

April 1-30

·       Wellness Focus – (FFVP)

Wellness Team- Kara, Molly, Jill R, Jill D, Mary C, Mary Ellyn D.

Week of:

Professional Development Topic

Person(s) Responsible

Monitoring Progress

Budget Allocation

May 

·       Insert Building Choice Topic

Leadership Team

-        Write in the names of leadership team members

What measures will be collected, discussed and/or analyzed?

Insert anticipated amount of expenditure

May 7

·       PD presentation – Faculty Workshop

o   Reading

May 5-7

·       Elementary School Improvement Workshops (1 day – schedule TBD)

Curriculum and Instruction Support

May 5-7

·       Elementary School Improvement Workshops (1 day – schedule TBD)

Curriculum and Instruction Support

May 14

·       EILN

Curriculum and Instruction Support

May 26-27

·       Building SIP (1/2 day)

·       Teacher Planning 

May 1-26

·       Grade level / Team planning – 

o   MAP Data

May 1- 26

·       Wellness Focus – (Physical Activity)

Wellness Team- Kara, Molly, Jill R, Jill D, Mary C, Mary Ellyn D.