School Professional Student Home Instruction Assessment Leadership Schedule FundingCulture Development Support

Title I Achieves! 2017–18

1. What prompted the turnaround/what was the catalyst for student growth?

The catalyst for student growth is the commitment to high expectations for all students and to programs which increase access to core instruction. Effective core instruction is central to the learning of all students as that is where the students spend the majority of their school hours. Interventions serve as a tool to increase access to this core instruction by pre-teaching content, filling in academic holes, and/or building background knowledge regarding core curriculum.

2. What was the foundation for change in your building?

A recommittment to working as a system/team to ensure that all students in our building were receiving access to a rigorous curriculum through effective instruction.

3. What made change possible at your schools?

Hard working and dedicated students and staff supported by a leadership team focused on research based instructional practice.

School Culture 1. What values, beliefs, and expectations encourage the work done at your school? Think in terms of:

Demographics • 619 Students • 4.8% English Language Learners • 36.5% Free and Reduced Lunch • 9.9% Special Education

a. Teacher/Administrator relationships

Honest feedback from warm demanders with high expectations.

b. Staff/Student relationships

High expectations and sincere belief that all students can succeed given the correct amount of support.

c. Student/Student relationships

Respect and kindness.

Instruction 1. How does student data inform instruction?

Student data is a vital part of teacher PLC work at the team level. The customization of a team’s or teacher’s response to different levels of student learning is key to student success. We don’t seek out extravagant or innovative solutions, rather we identify who has yet to learn key concepts and provide times to reteach, review or integrate these concepts into future instruction. Student data also reveals our successes toward continuous system-wide growth.

~ Drum Intermediate Achieves!

2. Who receives intervention at your school?

There are differencing levels of intervention. In the classroom, anyone who has not demonstrated mastery will receive in-class intervention. Larger scale interventions are determined by student results on state tests, nationally normed test and district measures. We serve the lowest performing students in ELA and math in formal intervention first.

3. What is your school’s model for instruction?

We use a very teacher guided approach to instruction. A more direct and guided approach is most effective for novice learners, which describes how our students arrive. District-wide, we share a common set of instructional expectations called, The Basics. These highlight expectations and create a common instructional vocabulary and understanding.

4. Provide a breakdown of the curriculum you use at your school, for which grade, length of use, and for what amount of time.

For math, we currently use a district created curriculum at all three grade levels. We also use district created inter-vention lessons. We are considering adopting new math curriculum in grades 6 and 7, but will need to modify their content and delivery expectations to maintain our current level of rigor. In ELA, we have adopted Core Knowledge Language Arts in grade 5 and Holt in grades 6 and 7. These materials undergo continuous district-wide revisions and modifications to ensure that they meet the needs of our students. In intervention and in the core block, we use district-derived close reads, which incorporate direct vocabulary instruction, rigorous text-based questions and short writes.

Assessment 1. What assessments/measurements do you use?

We have district-wide nationally normed testing in math and ELA twice a year and common assessments in all subject areas throughout the year. The nationally normed tests include the GMADE, GRADE and GMRT.

2. When do you engage with data?

We engage with data on multiple levels. District and school-wide data is shared openly several times each year. In-tervention and classroom level data is regularly shared at PLC meetings and student intervention meetings. Individual and teacher-specific data is shared whenever it is useful to a situation or student need.

3. Are any singular staff dedicated to the review of data?

We have group accountability for the data. Our intervention specialists share more data than others, but team leaders are responsible for sharing data.

4. Are students made aware of their areas of improvement post assessment? If so, how? If not, why not?

Teachers share student data and reteach students regularly. There’s not a formal system to report data to students, instead there is an ongoing dialog between teachers and students who need to relearn specific topics.

5. Provide a breakdown of assessments:

Assessments Used Student or Grade Group Assessment Timeline Smarter Balanced Assessment - English Language Arts GR 4 5th Spring 2016

Smarter Balanced Assessment - Math GR 4 5th Spring 2016 GRADE- Group Reading Assessment & Diagnostic Evaluation 4A 5th Winter 2015 GRADE- Group Reading Assessment & Diagnostic Evaluation 4B 5th Spring 2016 GMADE- Group Math Assessment & Diagnostic Evaluation 4A 5th Winter 2015 GMADE- Group Math Assessment & Diagnostic Evaluation 4B 5th Spring 2016

Smarter Balanced Assessment - English Language Arts GR 5 6th Spring 2016 Smarter Balanced Assessment - Math GR 5 6th Spring 2016

GMRT- Gates MacGinitie Reading Test 5T 6th Winter 2015 GMRT- Gates MacGinitie Reading Test 5S 6th Spring 2016

GMADE- Group Math Assessment & Diagnostic Evaluation 5A 6th Winter 2015 GMADE- Group Math Assessment & Diagnostic Evaluation 5B 6th Spring 2016

5th GR Quarter 1 Math Test 6th Fall 2015 5th GR Quarter 2 Math Test 6th Winter 2015 5th GR Quarter 3 Math Test 6th Spring 2016

Smarter Balanced Assessment - English Language Arts GR 6 7th Spring 2016 Smarter Balanced Assessment - Math GR 6 7th Spring 2016 GMRT- Gates MacGinitie Reading Test 6T 7th Winter 2015 GMRT- Gates MacGinitie Reading Test 6S 7th Spring 2016

GMADE- Group Math Assessment & Diagnostic Evaluation 6A 7th Winter 2015 GMADE- Group Math Assessment & Diagnostic Evaluation 6B 7th Spring 2016

6th GR Pre-Assessment Math Test 7th Fall 2015 6th GR Quarter 1 Math Test 7th Winter 2015 6th GR Quarter 3 Math Test 7th Spring 2016

Pre-Alg Quarter 1 7th Fall 2015 Pre-Alg Quarter 2 7th Winter 2015 Pre-Alg Quarter 3 7th Spring 2016

Leadership 1. What is leaderships focus?

Building administrators focus on guaranteeing that every student receives strong core instruction and exposure to the guaranteed and viable curriculum. We also focus on consistently improving core instruction, observing instruction and providing feedback to teachers. Only through open dialog about instruction can we reduce the variance between classrooms and provide an equitable education to all students.

2. How often does staff have the opportunity to engage with leadership?

Teachers and administrators interact on a daily basis.

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3. What does leadership view as its strength?

Building leaders are in classrooms frequently and often attend PLC meetings and associated curriculum work at the district level. Our teachers are highly skilled and very involved in the improvement process alongside our administra-tors.

4. What strengths do staff see in leadership?

Staff understand that their leadership team is dedicated to what is best for all students and that the leadership role is one of support for ensuring that all teachers are effective classroom isstructors.

5. Describe the management style of administration.

Building administrators are transparent in their decision making and take input when input is appropriate. They at-tempt to provide both pressure and support in order for each staff member and student to reach their potential.

Professional Development 1. Please provide a breakdown of the programs and resources of your Professional Development (PD) Program.

The district provides PD on instructional strategies specific to content, lesson design, PLC training, student behavior, etc. Our PD focus is centered on content and instruction specific to that content. Most often, our teachers learn and gain capacity by engaging in curriculum or lesson design work in collaborative teams coordinated by the district or school. This learning by doing approach increases our collective understanding, accountability and instructional profi-ciency.

2. How often do teachers engage in PD?

PD offerings and collaborative groups are a continuous part of teachers’ year. There are some pre-established PD op-tions, but many district and school PD offerings are created to meet the needs or next steps for teachers throughout the year. It’s not uncommon for teachers to attend PD or collaborative groups two to four times per month.

3. What processes guide PD?

Professional development offerings at the district and school level are guided by situations on the ground. Curricular improvement and the instructional changes aligned with them are ongoing. Principals and teacher-leaders are often the catalyst for PD offerings, identifying a need and sharing that need with the principal or district office. Nearly all ofour professional development is handled in-district. This home-grown approach allows us to maintain our focus and maintain a common message.

4. Who on staff guides PD?

The principal guides staff development opportunities. Teacher leaders often are the first to identify a need and share it with school or district administrators. Principals have tremendous say in the order and priority of the PD within the district. At the school level, administrators work alongside the Teaching and Learning department to develop and plan for workshops and collaborative groups.

5. How is feedback solicited from teachers on the PD they receive?

Teachers work closely with the principal to identify PD needs and their own personal growth opportunities. As these align with building and district-level offerings, teachers may choose which offerings they attend. Afterward, teachers often provide feedback on PD through the clock hour process and documentation.

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Student Support Please provide a description for the programs your school operates involving:

1. Behavioral Support & Intervention

The district has a program for students identified with behavior disorders at a different building. Tier 1 and 2 behav-iors interventions are provided in-class, through the PBIS team, through two counselors and the building administra-tors. Clear and consistent expectations are taught in every classroom and school setting multiple times each year. Positive reinforcement and an experienced staff provide a strong foundation to remedy everyday behavior concerns.

2. Academic Support & Intervention

We provide extended day and during-the-day intervention for ELA and supplemental math intervention during the day using state and federal funds designated to help struggling students. We have a growing ELL population and have redesigned our schedule to accommodate these students, with the goal of maximizing access to core instruction. All interventions are focused on increasing student proficiency within core instruction, maximizing the effect of the strong instructional core.

3. District & Community Involvement

We work closely with the district and community to support our students

4. Parent Involvement

We have an active PTA and volunteer program at our school and in our district. We partner with parents to ensure that their children are receiving the support that they need to be successful at school.

Schedule 1. Outline of the day-to-day schedule by grade (if applicable).

All students receive 80 minutes of ELA and math every day. They receive 40 minutes of science, social studies and mu-sic every day. Most students receive 100 minutes of PE a week.

2. Provide your school schedule.

On Next Page

Funding 1. Provide a complete list of programs your school supports with Title I funding.

Currently math intervention is funded by Title 1. The school uses Title 1 and LAP (state intervention) funds inter-changeably to provide ELA intervention as well. Over the course of several years, both of these intervention programs have been Title 1 funded.

diorPe 5th 6th 7th

0 7:45 - 8:25 40 Minutes Intervention Intervention Intervention

8:35 - 8:45 10 minutes Halls Open/Passing Halls Open/Passing Halls Open/Passing

1 8:45 - 8:50 5 minutes Homeroom Homeroom Homeroom

2 8:52 - 9:32 40 Minutes

ELA / MATH SCI / SS

ELA / MATH / SCI / SS

3 9:34 - 10:14 40 minutes PE/HR/PA/INT

4 10:16 - 10:56

40 Minutes SCI / SS SCI / SS PE/HR/PA/INT

5 10:58 - 11:38

40 Minutes PE/HR/PA/INT ELA / MATH ELA / MATH /

SCI / SS 6

11:40 - 12:20 40 Minutes LUNCH

7 12:22 - 1:02 40 Minutes

ELA / MATH LUNCH PE/HR/PA/INT

8 1:04 - 1:44 40 Minutes PE/HR/PA/INT LUNCH

9 1:46 - 2:26 40 Minutes SCI / SS

ELA / MATH ELA / MATH / SCI / SS

10 2:28 - 3:08 40 Minutes PE/HR/PA/INT