TITLE: APPROVE AND ADOPT A TITLE I SCHOOLWIDE …

TITLE: APPROVE AND ADOPT A TITLE I SCHOOLWIDE PROGRAM (SWP) PLAN FOR ARROYO ELEMENTARY SCHOOL

Educational Services May 9, 2017 Action #1 Page 1 of 2 Prepared by: Kathleen Roth, Director of Elementary Educational

Background Information Title I currently allows for two different program models, Targeted Assistance School (TAS) Programs or Schoolwide Programs (SWP). TAS programs are the “default model” for the Title I schools. When a school first receives Title I funds, it must operate using this model. A TAS program is one in which specific students are identified based on multiple, academically related criteria and funds must be used for services for those identified students. A school with a consistent poverty level of above 40% has the option to operate as a Schoolwide Program which allows for more flexible use of funds to upgrade the entire educational program at the school. To operate a SWP requires a year of planning and the development of a school plan that addresses ten components specified in law. A list of the components is attached. Once a school is approved to operate a SWP, funds may be used to serve any students in the school as indicated in the plan and based on a comprehensive needs assessment. The purpose of the plan is to bring the achievement of all students to the level of state standards, so the program must focus on the lowest achieving students, but with much more flexibility to include other students in the provision of services. A schoolwide program is a comprehensive reform strategy designed to upgrade the entire educational program in a Title I school; its primary goal is to ensure that all students, particularly those who are low-achieving, demonstrate proficient and advanced levels of achievement on State academic achievement standards. This schoolwide reform strategy requires that a school:

• Conduct a comprehensive needs assessment; • Identify and commit to specific goals and strategies that address those needs; • Create a comprehensive plan; and • Conduct an annual review of the effectiveness of the schoolwide program and revise

the plan as necessary. On a motion by Trustee __________, seconded by Trustee _____________ and carried by a vote of ___________, the Board of Education, by roll-call vote, adopted and approved a Title I Schoolwide Program (SWP) Plan for Arroyo Elementary School. Ayes: Noes: Absent: Abstain:

Educational Services May 9, 2017 Action #1 Page 2 of 2

Ten Components

• Comprehensive Needs Assessment • Schoolwide reform strategies • Instruction by highly qualified teachers • High-quality and ongoing professional development • Strategies to attract high quality, highly qualified teachers to high needs schools • Strategies to increase parental involvement • Plans for assisting preschools children in the transition from early childhood

programs to local elementary programs. • Measures to include teachers in the decisions regarding the use of academic

assessments to improve the achievement of individual students to the overall instructional program.

• Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of state content standards receive timely, effective additional assistance.

• Coordination of federal, state and local services and programs.

Time Frame/Timeline

Arroyo Elementary School has performed the following steps in order to propose a Schoolwide Title I Program:

• Established a Schoolwide Planning Team • Clarified a Vision for Reform • Created a School Profile • Identified Data Sources • Analyzed Data • Created a Comprehensive Plan

o Identified Priorities and Effective Strategies o Set Measurable Goals o Wrote the Plan

Arroyo Elementary School Comprehensive Needs Assessment is attached.

Fiscal Analysis No change in revenue; will allow more flexibility in using Title I funds at Arroyo Elementary School. Recommendation It is recommended that the Board of Education adopt and approve a Title I Schoolwide Program (SWP) Plan for Arroyo Elementary School.

Proposal: Application for

Schoolwide Title 1 Services for Arroyo Elementary School

March 2017

Educational Services Action #1

Appendix: 1. Arroyo Elementary Parent-School Title 1 Partnership Survey2. 2016-2017 SPSA Plan3. Staff Agenda – January 20174. Staff Agenda – February 20175. School Site Council Agenda – February 20176. PTA Meeting Minutes – January 20177. PTA Meeting Minutes – February 20178. ELAC Minutes – February 2017


Needs Assessment for Schoolwide Title 1 Program December 2016

School Profile – Current Fall 2016

Arroyo Elementary was built in 1962, closed for a period of years and renovated and reopened in 2002. We currently have 15 teachers; 10 fully credentialed regular education teachers and 5 credentialed Title 1 Instruction teachers. We have a part-time Speech Therapist, and part time Resource teacher, School Psychologist, Occupational Therapist, Behavior Interventionists and Adaptive PE specialist.

Our staff uses academic performance data to determine areas of need in skill proficiency. In our Learning Center, our Special Educators work with our regular education teachers to provide intervention strategies for these students to have successful academic growth. New in 2015 is the Title 1 Targeted Assistance Program. Our staff focuses on Academic Language proficiency for all students to strengthen Reading Comprehension, Writing proficiency and the ability to understand information presented in written form. We have 86 English Language Learners, 3 Identified GATE students and 14 students with Individualized Education Plans. In 2010, the Arroyo community received the California Distinguished School Award for closing the gap between our subgroups.

Student Enrollment by Grade Level:

Kindergarten 30 Grade 4 44 Grade 1 26 Grade 5 43 Grade 2 37 Grade 6 22 Grade 3 35 Total Enrollment 237

The school’s subgroup population is: Participation in Free or Reduced-Price Lunch 71% Participation in Gifted or Talented 1% English Language Learners 36% Reclassified Fluent-English Proficient 11% Students with Disabilities 6%

School Demographics Characteristics % of students enrolled by ethnicity:

Black or African- American 1.7% Hispanic or Latino 45.5% American Indian or Alaska Native 0.0% White (Non-Hispanic) 44.7%


Asian 3.8% Two or More Races 3.8% Filipino 0.4%

Staffing:

Arroyo has 9 full-time teachers, a Literacy Coach, 1 Resource Teacher, and 5 part-time Title 1 teachers who work in small group instruction with small groups of students not meeting state standards or district benchmarks. 1 certificated teacher is assigned as a World Language teacher teaching Greek, Italian, French and Spanish to all students on a quarterly basis. In addition, an RTI teacher is assigned in the area of mathematics support two days a week. We have a school psychologist and speech therapist one day a week, and a school nurse assigned to the school on an as needed basis.

Support Staff: We have 3 English Language Development Para Educators, 1 Special Education Para Educations, 2 Classroom Para Educators, 3 Campus Supervisors, a Community Liaison, 1 Office manager and 1 Clerk. We have assigned to the school 1 fulltime day custodian and 1 part-time night custodian who are committed to keeping our campus clean and safe.

Technology:

All full-time teachers have the new interactive whiteboards in their classrooms, including 3 classroom desktop computers available for classroom work for students. The teacher has a laptop computer which can be used the document camera for classroom instructional purposes. 5 off the classrooms have the latest Acer R-11 Chromebook carts with enough Chromebooks for the number of students enrolled. One additional Chromebook cart, with 40 Chromebooks, is available for the other classrooms to use. All classroom computers are network-based and are standardized with district-wide computer programs such as Microsoft Office, Accelerated Reader, School City, etc. In addition, we have a computer lab furnished with 36 student computers and 1 teacher computer. This lab is networked and has a laser printer in it for printing out projects. Adjacent to the computer lab is the school library with an additional 16 networked computers for student use. In addition to our Read180 lab, which contains 16 networked school computers and the most current version of the Read 180 software, there is a 10 Chromebook cart that is available for intervention support. One set of iPads is available for language support in the World Language Lab. Additional material and technology is being purchased this year to support the new FLAGS Academy format.

Title 1:

Arroyo is in second year of Title 1 Target-Assistance. We are one of four Title school in the Simi Valley USD. We are staffed with 5 part-time credentialed teachers, one part-time clerk, and a full time literacy coach. The literacy coach, a credentialed teacher, provides support and guidance with the implementation of our intervention program (Title 1) by scheduling, coordinating


services between classroom teachers and targeted Title support, overseeing the Title 1 program. She also is involved with assessing students and identifying the criteria for placement in the intervention program. This is an ongoing process of continually assessing students to place them appropriately in the intervention program. The BRI, 1 minute fluency read and Accelerated Reader STAR placement test are used to determine which students need additional assistance and for proper placement. Additionally, the literacy coach assists general education classroom teachers with modeling, facilitating small group instruction, and limited co-teaching in the classroom with at-risk subgroups. The literacy coach also provides professional development in identified areas of need. All certificated staff involved with the Title program have been standards and are certified as being highly qualified teachers.

Transition to Kindergarten:

The SVUSD in partnership with our community resources offer First Five preschool programs throughout the district, Various campuses in the district also offer a Transitional Kindergarten program with academic curriculum. Some of our students participate in these programs before enrolling in our Kindergarten program. A Kindergarten orientation is held before school to familiarize parents with the Kindergarten classroom and playground, school guidelines, and academic expectations.

Coordination of Programs:

Arroyo’s academic focus is aligned with the SVUSD’s LCAP plan. Professional development is offered on an ongoing basis and is available to address identified areas of improvement throughout the school year. The District School Liaison Team (DSLT) observes programs on the Arroyo campus on a regular basis and provides timely and specific feedback on our ELD program, Comp. Ed., and SPSA. Monthly administrative management meets discuss effective best practices and strategies for low achieving students as well as providing up-to-date information on monitoring programs to ensure that compliance with rules are being met.

Professional Development:

High quality professional development is provided to teachers, principal, and paraprofessionals. These professional development opportunities are publicized and all staff members are invited to attend these trainings. The District will provide two days of training for paraprofessionals preparing them to assist in the classroom setting and helping to meet the goals of the school plan. The Principal, Literacy Coach and a classroom teacher will attend 4 days of ELITE training provided by the Ventura County Office of Education focusing on improving instruction for English Language Learners. Other topics identified for professional development by the staff include Daily 5, Visual Thinking Routines, Note and Notice, Signposts, Jeff Anderson’s Master Sentence instruction, Do the Math Afterschool Intervention support, and instruction in


incorporating the ELD standards into classroom instruction, Responsive to Intervention and classroom engagement strategies.

FLAGS (Foreign Language Academics Global Studies) Academy

New in 2016, the school staff opened the FLAGS Academy. The goal of this Academy is to provide the opportunity for students to be exposed to 4 different languages in a structure World Language Lab setting over the school year. On a quarterly basis, Greek, Italian, French and Spanish are taught to all students in an interactive language approach with time to work in a MarkerSpace environment to produce items for the Global Studies portion of the program. The Global Studies is broken out by each grade level taking one of the 7 continents. The goal of the programs is that when a student enrolls in Kindergarten and moves through each of the grade levels, the student will have the opportunity to study the different countries and cultures throughout the world. A yearly International Week will take place to celebrate out learning and to share what each grade was able to learn about their continent of study along with the languages that they were exposed to in the World Language Lab.

Highly qualified teachers –

As described above, all teachers are highly qualified and have met both district and state guidelines for employment. There is on-going professional development that is district-based and directed by the LCAP. At the site level, a needs survey is developed annually to meet the specific instructional needs of the campus. Professional development is provided at monthly staff meetings, optional monthly after school opportunities that are teacher directed and focused, and through the use of Title 1 professional development funds which are outlined in the yearly SPSA plan. For more detail see Professional development above.

In developing the FLAGS academy in the 2016-17 school year, the academy approach to build a k-12 academics/interest pathway, has created interest among teachers and paraprofessionals that wish to work at this school. In addition to the Title 1 and RTI support that is offered to students, teachers know that working at this type of school supports their struggling students and allows them opportunities to work with small groups of students on an on-going basis to meet the specific academic needs of all the students. The district has stepped up their efforts to attract more highly qualified teachers by rebranding the district and promoting these academic pathways. Last spring, the district proactively sought out highly-qualified applicants early and obtained the largest pool of interested candidates to fill openings in the Fall of 2016. Thusly, the district was able to hire the best highly qualified teachers for the schools.

Pre-School Transition –

Over the few years the district has reached out to the community to establish a program that meets the needs of working parents and community members looking for exceptional educational experiences for their pre-school age children. Two programs have been successful in filling this


need. JK/TK (junior Kindergarten/Transitional Kindergarten) for students who are ready for a kindergarten experience but who do not meet the state mandated age guidelines to attend a regular academic kindergarten, and the opening/rebranding of a closed campus dedicated to preschool children: Justin Early Learner Academy. Both of these programs have created a pipeline to elementary Kindergarten programs and have provided early support for these students. Annually, during school choice enrollment periods and throughout the Spring of the current school year, opportunities are provided to assist parent with the transitions to Kindergarten classrooms. At Arroyo, school tours are offered and informational meeting are arranged to provide parents with the wide variety of academic support programs that are available for their students. Over the summer and in the early Fall of each school year, early and on-going support is offered to the parents of these students through a variety of meetings: ELAC, Coffee and Conversation, Title 1 informational nights. In the first few weeks of school these students are provided assessments to identified where they are academically and if support is needed, that support can be provided quickly in the first few week of school.

Student Assessments by Staff –

Annually and on-going, through the review of the SPSA plan, the staff are looking at different types of assessment to guide instruction and to identify areas of student strengths and weaknesses. With the addition of Title 1 support service in 2015 and a revision to of our weekly RTI support, staff receives monthly updates on the academic progress of students. All students are screened in the Fall with reading and math assessments to quickly look at their current placement. In addition, additional screenings and assessments are given by the Title 1 staff to form fluid groups for on-going support. Students who are below grade level receive targeted assisted Title 1 services. This information is communicated back to the teacher and can be used for classroom instructional decision making as well as forwarded to Student Study Team for a more in depth review and problem-solving approach for students requiring a more formalized plan. This data is also used to make decisions and invitations to after-school math support programs. The recent addition of school-level technology and software programs provide teachers with immediate feedback on academic skills and goals attainment of their students. Programs such as MobyMax, SchoolCity, Read 180 lab, etc. not only have provided timely data for teachers to use, but have also provided a mechanism for students to receive targeted practice/support and/or enrichment in academic standards that are being taught and mastered.

The data collected, from all sources, classroom, district level, state and federally mandated assessments, are reviewed annually to make decisions about how well the school is meeting the needs of all students. In looking at the data, decisions are then made, through both the LCAP and SPSA planning process and with discussions of all concerned parties, about how we will use our resources to meet the needs of the students. In addition, to the Title 1 Targeted-Assistance program that is currently in place, the staff also looks for the opportunities to interface with Special Education supports that are currently in place.


Preparation for awareness of Post Secondary Education/Career and Technical Education

The school district has instituted a multi-year approach to providing students and their parents with opportunities to explore education and career opportunities after high school graduation. The three year work on building career exploratory pathways at the high school level has been extended to feeder middle schools and elementary schools. Students have been encouraged to students to take more challenging course work in academics settings including Honors program, Advanced Placement and International Baccalaureate classes. In looking at this from at an elementary perspective, the Elementary to Middle School to High School Connections Pathway offers a mechanism and continuum for students to consider areas of interest and increased academic rigor. The school district has also offered career awareness and guidance programs as early as 6th grade with the Naviance software program. This allows students an opportunity to explore possible careers early on and prepare them for what may be needed in the academic realm as well as vocational opportunities to move in that direction. In the classroom, teachers often talk about careers that are available based on academic interests or through specialists that are currently employed in those fields. This apparent especially in Science classrooms, although each academic area provides opportunities to be exposed to all those careers that are available. The PTA, through it on-site assemblies, invites Authors, Police and Fire representatives, Scientists, etc. to talk about what they do. Classrooms have guest lecturers who will come in to the classroom to discuss what their daily work is and what education and training is needed to attain that position.

Parent and Community Involvement –

The school routinely communicates to the community on a weekly basis with an on-line school newsletter which is sent home via the district’s program Parentlinl.Blackboard. In addition, there is a school website, a Facebook page, Twitter account and Remind app along with the SVUSD Parent app that is updated frequently with information about events, pictures and text regarding daily programs and sharing daily news. In addition, staff communicates with parents in a variety of ways, including weekly newsletter, Google Classroom, web-based programs, emails, etc. As appropriate, written communications from the school in general are provided in both English and Spanish. A Community Liaison, partially funded through Title III, is available 3 days a week to meet with parents and communicate in Spanish. In addition, several members of the staff are bilingual are available to assist in translating parent communications as needed.

Through our weekly communications, parents are invited to attend and participate at the school. Parents are vital part of the planning and monitoring process of the school plan. Parents serve via the School Site Council, English Language Advisory Council, PTA, Title 1 parent meetings, etc.

The school is assigned, based on enrollment and determined need (Special Education case load, types of programs, such as RSP, SDC, etc), to provide support that is beyond the academic needs of the students. A school psychologist is assigned 1 day/week to provide additional assistance with identifying and assessing students as well as providing support to the entire school community for social/emotional support or identifying and assisting connections to community-based resources to assist students and their families be successful at school. Monthly meetings


with this support staff provides a forum for discussion and problem solving to assist families that are requesting assistance, students identified by staff requiring additional support or to discuss more schoolwide issues that may be facing the staff and students.

Creating the School Profile –

In creating the School Profile listed above, the Planning Team looked a variety of data from several sources and school-based committees. In addition, a mid-semester survey was administered to the entire school community in late October, to provide additional data and take a measure of needs that may not have been apparent through strictly academic data sources. The survey, which was offered in both English and Spanish, roughly 40% of the surveys sent out have been returned and tabulated. See attached survey in the appendix.

A review of the collected surveys find that the majority of the parents surveyed feel that their students have improved academically in the areas of Language Arts and Mathematics (83% and 78% respectively, reporting Agree or Strongly Agree). 88% of the parents reported that parents felt that their students were academically prepared for the demands of Kindergarten. 81% of the parents reported that the school has prepared their students for the academic rigors of the Middle School program.

For those students receiving academic support via Title 1 reading or Math RTI, 85% of the parents reported that the specific intervention has made a positive effect on their student’s performance in the area of reading and 75% in the area of mathematics.

In reviewing the current school/district homework policy 91% of the parents report that the policy is appropriate for their student. Only 16% reported that there is too much homework and 33% reported that there is not enough homework.

Students have commented positively, 57%, to their parents on the enrichment programs offered at the school. In addition, 69% of the students have provided positive comments about the new FLAGS (Foreign Language Academics Global Studies) program that has been institutes this school year.

There is a documented desire for the school to offer more after-school clubs during the school year. Staff and Parents also indicated (68%) for having the school library available either before or after school for students to work on assignments. The same is true regarding having the computer lab open during the same time (66%). Types of clubs/programs that were reported that are of interest are Music, Art, STEM, Science Fair. Request were also made regarding a Spanish club or Spanish Language instruction is planned for the Spring via the FLAGS Academy.

In reviewing data on Parent Workshops and Involvement at the school, half of the parents who responded (52%) did not attend an offered workshop. Only 36% of the parents attend 1 or two of the offered workshops. However, for those parents that did attend, 62% reported that the information was useful to them. Reasons as for why parents did not attend, 23% reported that the workshop was not offered at a convenient time, 23% said it was a child care issue, 18% reported that the workshops were of little or no interest to them.


Overall, the school community feels that the school is moving in a positive direction and is supportive of the programs that have been implemented over the last two years.

CAASPP

In reviewing the Spring 2016 CAASPP Data in English/Language Arts, Socioeconomic Disadvantage students scored lower in the areas of meeting (15%) and exceeding (13%) standards as compared to the entire school. (Meeting=25%, exceeding 17%). In all other areas the scores are approximately the same for other subgroups.

In reviewing the Spring 2016 CAASPP Data in Mathematics, Socioeconomic Disadvantage students scored lower in the areas of meeting (14%) and exceeding (2%) standards as compared to the entire school. (Meeting=19%, exceeding 5%). In the Primary Language subgroup, students scored lower in the areas of meeting (15%) and exceeding (2%) standards as compared to English only students. (Meeting=20%, exceeding 8%). LEP Students scored lower in the areas of meeting (15%) and exceeding (0%) standards as compared to non LEP students. (Meeting=21%, exceeding 8%).

A potential change in funding from Targeted-Assistance funding to Schoolwide Funding will be needed to address the needs of the subgroups listed above in both English/Language Arts and Mathematics. Moving to Schoolwide Program will allow the flexibility to address the needs of all students, especially those students who are not currently identified through the current eligibility guidelines and assessments, to provide support to assist students in achieving their academic potential. In the process of being able to service more students, additional flexibility will be needed to offer more programs to serve all students at the school site.

In reviewing current service support in the area of Mathematics, only a limited number of 4th through 6th grade students, those with the highest needs, are being addressed in an intensive after-school math support program 3 days a week. The need is much greater and the data supports being able to offer this intensive program to all students to assist them in becoming more proficient in the area of Mathematic. Currently, 24% of all students on the Spring MATH CAASPP met or exceeded the standards. This requires the school to look at providing more Tier 1 level support in the classroom setting. In the summer of 2017, an all-staff training is being proposed to classroom teachers with additional strategies and support ideas for struggling mathematic students. This will also require additional materials and on-going training to monitor the progress of the implementation of the new strategies and their effects on student learning.

In looking at the entire schoolwide Intervention Program, a revamping of strategies and services will be required to meet the additional and on-going needs of our students. Currently, support is limited to identified students. These students were identified and prioritized based on the currently available and limited resources in a Targeted-Assistance model. In looking at how to meet the needs of the remaining students, those that were not eligible based on the established guidelines, a rethinking and distribution of services and resources is needed.


Suggested Plan for Improvement – Schoolwide Program Support

1) Improve Tier 1 Classroom Instruction

The goal is to provide classroom teachers with additional support in identifying andsupporting all students in the classroom. Many students are at or close to meeting grade levelstandards at the beginning of the year. As a first level of intervention support, classroomteachers need the proper tools and training to assist students with meeting the classroomexpectations and standards for the grade level. In the diverse classrooms that are currently atour school, there are many unique and challenging student needs, such as English Languagelearners, low student reading abilities, poor writing skills and at times, issues with consistentattendance. Teachers struggle with meeting the demands of their classrooms, however,during the past two years, Targeted-Assistance Title 1 services have made some headway inhelping to address this need. In moving to a Schoolwide Program, the additional flexibility ofbeing able to assist all students will better serve our school population.

Additional Professional Development in the areas of Reading, Writing and Math are requiredto meet the instructional demands of this challenging student population.

2) A More Flexible and Fluid Tier 2 Level of Supporta. Team Teaching – This model of instruction may include having Title 1 support

teachers teaming with classroom teacher to provide small group instruction inreading, writing and ELD.

b. Flexible Pullout program – Identified students will receive interventions inreading and writing through regularly scheduled assessment periods allowingflexibility in providing support to the group. Some of the groups may have short-term needs (students just below grade level standards) while other groups may belonger in duration to provide intensive support in identified areas.

c. Additional Supports for EL and Reclassified Fluent English Proficient (R-FEP)students – Classroom teachers require additional training and support in providinglanguage support for Second Language Learners in both Designated andIntegrated ELD instruction. Staff is struggling with the demand of providingidentified ELD students with 30 minutes a day of Designated, small group ELDinstruction at the student’s identified Language Level. In many classrooms, thereare small numbers of students or individual students’ Language levels to workwith. In addition, a plan is being developed to train the ELD classroom aides inhow to work more effectively with students and teachers to provide the requiredsupport.

d. Students just below grade level standards - Students who are not receiving Title 1intervention support may be grouped for ‘on-near level’ support based on area ofneeds as identified by the classroom teacher.

e. RTI Math – Support is needed in restructuring the program to assist students inmastery of grade level math standards. Other standards-based materials, such as


Do The Math, are being used to supplement classroom level instruction for a limited number of students. A better math intervention assessment system is needed to ‘dig deeper’ to identify and remediate students’ areas of weakness in math as well as different strategies to deal with the growing number of struggling students during the school day.

f. After-School Math Support – This program needs to be expanded to provideadditional assistance and practice for students who are not on grade-level inmathematics. This is an optional program after-school and due to limitedresources, staff has offered this program to at-risk students in 4th through 6th gradefirst. Parents regularly inquire about placing their student in the programthroughout the school year, however, these are not the students that the staff hasidentified. Additional materials and teachers are needed to expand the program.

3) Training and Materials to Support Intervention – In order to implement the Schoolwide Plan,additional flexibility, training and redistribution of resources will be needed to meet studentneeds. To this end, we are working on providing additional training to the teachers in the areaof Mathematics and Writing. A 3 day summer math institute is being planned to work onfortifying teachers’ math skills and a mindset so to look at instruction in a different mannerfor students. Writing continues to be a district-wide focus as an area of improvement andteachers are being encouraged to take part in Professional Development opportunities fromleaders in the area of writing research and instruction. Arroyo will pilot an ELD Training andTeacher Collaboration model to provide the ELD Instructional aides with additional skills tomake them more effective in working with ELD students and collaborate with classroomteachers in providing support for those students.

4) Academic Enrichment – While the needs assessment identified areas of needs and areas forimprovement, there was also identified areas for academic enrichment for students. Indeveloping a Schoolwide Plan for intervention, the team felt that there should be support forstudents who are meeting or exceeding standards. This target area needs support to continueto grow to achieve their academic potential. The type of support identified is providingopportunities to exceed the standards being taught through the use of technology,MakerSpace programs, advanced literature, math and writing strategies and small groupinstruction.

Below is the current school plan.

APPENDIX: Staff Meeting Agendas: January 2017, February 2017 ELAC Minutes – February 2017 School Site Council Agendas – February 2017 PTA Meeting – January and February 2017 Minutes Note: plan can be updated at needed.












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TITLE: APPROVE AND ADOPT A TITLE I SCHOOLWIDE …