6717 North 63rd Street
Omaha, NE 68152-2210
11:25-11:55 - Ms. Myers 2nd
11:30-12:00 - Mrs. Reynolds & Mrs. Weiss K/1st
11:35-12:05 - Mrs. O'Connor K
11:40-12:10 - Mr. Kaspar & Mrs. Tonnies 3rd
11:45-12:15 - Mrs. Dugan & Mrs. Human 4th/5th
11:50-12:20- Mrs. Bradford 4th
12:00-12:30 - PreK in classroom
Parents and Families
You now have the opportunity to give feedback throughout the year with the Parent Voice survey. Please use this link: www.TinyURL.com/OPSParentVoice to log in and provide feedback about your school and your OPS district. Thank you for your time.
Click on image below to get PDF of Newsletter
Elementary School Name: Pinewood 2018-2019
District Intended Summative Outcome:
Increase the number of students demonstrating proficiency and growth on state ELA assessments
School ELA Goal: : 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.
Strategy(ies) (add AQUESTT Tenets after each strategy):
- Use the core resources (Journeys, Storytown, Collections, Being A Writer) to plan and deliver instruction based on state standards (College and Career Ready, Assessment)
- Provide daily guided reading instruction using the Literacy Continuum (College and Career Ready, Assessment)
Provide students with daily literacy opportunities that build rigor during independent reading (College and Career Ready, Assessment)
- Teachers’ lesson plans will convey daily ELA instruction based on the A+ OPS Curriculum Guides
- Teachers’ lesson plans reflect evidence of high yield literacy strategies to meet the demands of the College and Career Ready ELA standards
- Teachers teach all components of a guided reading lesson
- Teachers’ guided reading plans show evidence that the Literacy Continuum was an integral part of their planning
- Students receive daily opportunities for higher level thinking and processing during whole group instruction through use of the core resources
- Students engage in daily opportunities for independent reading and rigorous literacy opportunities
- Students will use reading and writing skills as part of Project Based Learning/ Project Based Approach opportunities 2x/year.
- Running records data to monitor student growth, 1x per quarter per grade level at grade level meeting
- Whole group and guided reading lesson plan checks, 1x per month
- NWEA-MAP Assessment Growth, 1st, 3rd and 4th quarter
- Student summative assessments (required per the A+ OPS Curriculum Guides)
- Learning walks during whole group instruction 1x per quarter with discussion on collected data at grade level meetings
- Learning walks during guided reading instruction to look for evidence of all components of the guided reading lesson, 1x per quarter with discussion on collected data at grade level meetings
Monitor and Adjust –
- Goal is monitored and adjusted at the end of each quarter after progress monitoring data is reviewed
- Communicate and discuss adjustments to instruction and progress toward goals at grade level and staff meetings
- Staff will be updated on progress towards the goal once a quarter during staff and/or grade level meetings
- BST meetings focus on reviewing, monitoring and adjusting SIP plan
District Intended Summative Outcomes:
Increase the number of students demonstrating proficiency and growth on state Math assessments
School Math Goal: All students will receive mathematics instruction utilizing targeted high probability strategies specific to mathematics
- Provide daily cumulative review to foster mastery and retention of math content (Educational Opportunities and Access)
- Provide opportunities for students to share their mathematical thinking and to connect their thinking to multiple representations (College and Career Ready)
- Provide daily problem-solving practice
- Teachers’ lesson plans show evidence of daily cumulative review and daily problem solving
- Teachers’ lesson plans show evidence of utilizing CPA
- Teachers and students engage in discourse, making connections among multiple methods
- Students are able to make connections between concrete, pictorial, and abstract representations (CPA)
- Common summative assessment data is analyzed to monitor student growth, 2x per quarter at grade level meetings
- Math lesson plan checks, 1x per month
- Student formative assessments (Grade level teachers determine common assessment to utilize each quarter)
- Learning walks during whole group math time to look for daily cumulative review, multiple representations, and discourse, 1x per quarter with discussion on collected data at grade level meetings
Increase the number of students demonstrating proficiency and growth on state Science assessments
School Science Goal: All students will receive the guaranteed and viable science curriculum as written in the A+ OPS Curriculum Guides for Science.
- Utilize the A+ OPS Science Curriculum Guide and core resource, Elevate science, to plan and deliver instruction based on state standards. (College and Career Ready)
- Teachers’ lesson plans will convey regular science instruction based on A+ Curriculum Guides and Elevate science
- Teachers’ lesson plans will incorporate clear and measureable learning goals
- Teachers will utilize Elevate science to incorporate 3-dimensional learning into their science instruction
- Students will engage in hands on learning experiences that align with the Nebraska’s College and Career Ready Standards for Science
- Students will communicate their learning through science discourse using claims, evidence and justification
- Teachers will track Higher Level Questioning asked by students
- Regular lesson plan checks for science (quarterly/semester)
- A+ Curriculum Guide pacing/alignment checks for science (grade-level meetings, staff meetings, team plan days)
- Learning walks (leadership team, grade-level teams) once per quarter to observe best practices, learning goals and students engaging in hands on learning
o Discuss and analyze data during team meetings
- Students will perform at proficient or advanced levels on common summative assessments
o Discuss and analyze once a quarter at grade level meetings
- NWEA MAP - Science (grades 3-6); Fall and Winter
o Review growth for each student
- Staff will be updated on progress toward the goal at one staff meeting per quarter
o Staff will engage in a conversation regarding any adjustments that might need to be made
- Coaching notes left during science instruction will focus on learning goals, hands on learning, use of the viable curriculum and student discourse
- Professional development supporting the guaranteed and viable curriculum (Elevate science, Realize online resources, 3-dimensional learning)
District Intended Behavior Outcomes:
Engage in ongoing data-based decision-making and solution planning to decrease exclusionary discipline practices
School MTSS-B Goal: Implement MTSS-B Tier 1 practices and systems with fidelity based on Tiered Fidelity Inventory (TFI) and Self-Assessment Survey (SAS) data
-Create a Schoolwide Behavior Expectations Matrix, Lessons, Visuals and Staff/Student Procedures to implement MTSS-B
-Develop and use the MTSS-B Action Plan to guide and document implementation
1. Staff will teach, model and practice behavior expectations using language from the school's Behavior Expectations Matrix using the A+ OPS Lesson Plan format
2. Teachers will use a 4 to 1 positive to corrective ratio when providing feedback on student behaviors
3. Staff will use schoolwide acknowledgement system to reinforce student behavior with specific positive feedback
4. Students will respond to classroom managed behavior strategies, reducing the amount of lost instructional time
5. Daily Morning Meeting and Quiet Time after Lunch
6. Staff will use information from PD committee to increase student voice and choice in the classroom.
1. Collect data from staff on lessons taught
2. Provide feedback on positive to corrective ratio during coaching visits
3. Collect data on the use of the acknowledgement system
4. Determine trends in student behavior using the OPS Behavior Dashboard and other data sources
Monitor and Adjust:
1. Review behavior lesson data and make adjustments
2. Develop a professional development schedule to address areas of concern
3. Monitor and encourage the use of the acknowledgement system
4. Review monthly trends in student behavior and create solution plans
District Intended Attendance Outcomes:
Promote and increase daily student attendance and reduce tardies throughout the school year.
School Attendance Goal: Our school will reduce the percentage of students missing 5% (about 9 days) or more of their school year by 2%.
- 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 Positive Partnerships, Relationships and Success)
- The Attendance Team will meet weekly to review attendance dashboard data, identify students for intervention, review current active strategies and align additional needed supports (Positive Partnerships, Relationships and Success)
- Implementation of Attendance Mentoring Program (Positive Partnerships, Relationships and Success)
- 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
- Attendance Team meets weekly to review attendance dashboard data, identify students for intervention, review current active strategies and align additional needed supports
- Attendance Dashboard
- Weekly attendance team meetings
- Counselor small groups
- SAT Meetings
- Small group mentors
- Weekly Attendance Team Meetings
- Quarterly District Attendance Team Meetings
District Intended Wellness Outcomes:
Increase the number of wellness strategies implemented district-wide
School Wellness Goal: Increase community involvement in the wellness activities.
- Invite community organizations to present on various topics; e.g. portion control, exercise plan, reducing sugar, smart snacks, etc. during Wellness Fairs or classroom presentations
- Include Wellness information in the newsletters distributed to the families
- Walking Club before school
- The Wellness Team will meet regularly to plan and promote the events
- Community participation will be tracked for improvement
- Track miles walked in Walking Club
- Number of events and attendees
- Utilize community resources to increase and promote wellness information
- Results will be communicated to school staff and community
- Proposed changes will be implemented
Omaha Public Schools
SIP Year-long Professional Development Plan
Professional Development Topic and PD Structure (staff meeting, grade level meeting, etc…)
Progress Monitoring and Data Utilization
· Building wide Procedures and Routines recommended-MTSS-B
Write in names of team member(s) responsible
What school level data will you use to progress monitor and adjust your plan each month?
· School Mission/Vision- Ideal Graduate
· Teacher Planning and Preparation (1/2 day)
· Kristi, Molly
· Mary Beth (BECI)
· Responsive Classrooms
· Teacher Planning and Prep (1/2 day)
· Curriculum Day for Elementary Teachers
o A.M. Choice Sessions
o P.M. District- Math and Science
· Curriculum Instruction and Support
· Curriculum Day for Elementary Specialists (Full Day)
· Early Bird Conferences
· Teacher Planning and Prep (Full Day)
· Staff Meeting
o SIP Committee (new goals and strategies)
· Grade Level/Team Meetings
o SAT info
· Wellness Focus-Walking Club
· Susan, Jill,
· Math and MAP Data
o Committee Work
§ Responsive Classrooms
§ Higher Level Questioning
· Curriculum Day a.m.
o MATH Look For’s
o Rigor/Problem Solving
· Curriculum Day p.m.
o Interactive Read Aloud
o Math Productive Struggle
Curriculum Instruction and Support
· Team Plan
o BECI Survey
o SIP Committee Plans
o MAP Data
o MAP- Learning Continuum
· Wellness Focus- Fruits and Vegetables Program
· Susan, Jill, Mary Ellyn
o Math- Growth Mindset
· PBL/PBA Committee
o MAP- Data Wall
o Exact Path
o PBL/PBA Check In
· Wellness Focus- (Walking Club and FFVP)
· Parent Teacher Conferences
· Math & Questioning
· Higher Order Questioning Committee
· Building SIP
o Responsive Classrooms
· Planning and Prep
· Responsive Classroom Committee
o Math- Common Assessments/Proficiency Scales
o Lesson Plan Checks
· Wellness Focus
Jill, Mary Ellyn
· Higher Level Questioning
o Higher Level Questioning
· HLQ Committee
o PBL/PBA Reflection
o MAP Prep and Goal Setting
· Wellness Focus (Walking Club and FFVP)
· Math and Responsive Classrooms
· Teacher Planning and Prep
o MTSS-B & Responsive Classrooms
· MTSS-B Committees
o Higher Order Questioning Check In
o Lesson Plan Check
· Parent-Teacher Conferences
o NSCAS Prep
· Wellness Focus (Walking Club & FFVP)
· Professional Development Day
· Building SIP (½ day)
· Teacher Planning and Preparation (1 ½ days)
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
County Dist. No.:
County District School Number:
School Grade span:
Preschool program is part of the Schoolwide Plan. (Mark appropriate box.)
Summer school program is part of the Schoolwide Plan. (Mark appropriate box.)
Indicate subject area(s) of focus in this Schoolwide Plan.
Reading/Language Arts Math
School Principal Name:
School Principal Email Address:
School Mailing Address:
6717 N. 63rd Street Omaha, NE 68152
School Phone Number:
Additional Authorized Contact Person (Optional):
Email of Additional Contact Person:
Mr. Mark Evans
Superintendent Email Address:
Confirm that the Schoolwide Plan will be made available to the School District, Parents and the Public.
Due to NDE April 1st
Updated: June 2016
Names of Planning Team
(include staff, parents & at least one student if Secondary School)
Titles of those on Planning Team
Michelle McPeck Kristi Reinsch Jen Sexton Erin Jessen Molly Reynolds Joel Wisdom Joe Kaspar Becca Dingwell Rebecca Gibson John Chvatal Michelle Gaither
Parent Principal Instructional Facilitator Secretary Literacy Facilitator SSL
4th grade teacher PreK teacher Music teacher Supervisor SpEd Supervisor
(As of the last Friday in September)
Average Class Size: 17
Number of Certified Instruction Staff: 23
Race and Ethnicity Percentages
White: 30.7 %
Hispanic: 11.9 %
Asian: 8.7 %
Black/African American: 40.8 %
American Indian/Alaskan Native: - %
Native Hawaiian or Other Pacific Islander: - %
Two or More Races: 7.8 %
Other Demographics Percentages
Poverty: 67 %
English Learner: 9.6 %
Mobility: 23.3 %
Assessments used in the Comprehensive Needs Assessment (ie. NeSA, MAP, ITBS, AIMS web, DIBELS, CAT etc.)
Please write a narrative in each box below to correspond to the
Place documentation in corresponding folder on flash drive to support the narrative.
1. Comprehensive Needs Assessment
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.
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
Due to NDE April 1st Updated: June 2016
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.
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.
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.
Please provide a narrative below that explains how the Continuous School Improvement Plan identifies ongoing improvement efforts. Provide supporting documentation in the corresponding folder.
The schoolwide improvement plan clearly identifies existing improvement efforts, identified strategies, resources, and interventions to meet the school’s goals and student needs.
2. Schoolwide reform strategies
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.
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
•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
•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
3. Qualifications of instructional paraprofessionals
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.
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.
4. High quality and ongoing professional development
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.
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.
5. Strategies to increase parental and family engagement
Please provide a narrative below explaining how the school-parent compact is jointly developed with parents. Provide supporting documentation in the corresponding folder.
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.
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.
The Title 1 Parent and Family Engagement Policy was shared with parents in the library during third quarter conferences. Parents gave input as to
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.
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.
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.
6. Transition Plan
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.
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
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.
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.
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.
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.
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.
7. Strategies to address areas of need
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.
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".
8. Coordination & integration of Federal, State and local services & programs
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.
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
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.
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
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.
Due to NDE April 1st Updated: June 2016
School ELA Goal: : 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.
School MTSS-B Goal: Implement MTSS-B Tier 1 practices and systems with fidelity based on Tiered Fidelity Inventory (TFI) and Self-Assessment Survey (SAS) data.
School Wellness Goal: Increase community involvement in the wellness activities.
U Cats Can Simply Solve
Underline the question
Circle the important information
Cross out information NOT needed
Strategy to use