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Brevard County Public SchoolsSchool Improvement Plan

2014-15

Name of School: Area:

Principal: Area Superintendent:

SAC Chairperson:

Superintendent: Dr. Brian Binggeli

Mission Statement:

To serve every student with excellence as the standard.

Vision Statement:

When you matter, we learn, we lead.

Final Version 8.12.14

Imperial Estates Elementary North Area

Kathryn Lott Dr. Laura Rhinehart

Magi Sizemore

Communication of School Improvement Plan: Briefly explain how the mission, vision and school improvement plan is communicated to all stakeholders.

Imperial Estates believes the best way to support the District’s mission is to also make it part of our core beliefs and share the exact same mission. Our Mission is: To serve all students with excellence as the standard.

When creating our vision statement it was important to us that everyone at Imperial Estates knows and believes that they matter. When students, parents and stakeholders feel they matter they become part of our family leaders and lifelong learners. At Imperial Estates we believe that Rita Pierson said it best when she stated that “as educators [we need] to believe in our students and actually connect with them on a real, human, personal level.” As educators we mean all stakeholders who touch the lives of our students.

Imperial Estates will share our School Improvement Plan (SIP) through various avenues. We will get input from faculty, staff, parents and our School Advisory Council to insure that all stakeholder’s concerns and needs are addressed. We also want to be sure to recognize our strengths and how we can continue to maintain those strengths and make even further gains. We will share our SIP specifically at:

Annual Title I Meeting School Advisory Council Meeting School Newsletter School Edline Page PTO Facebook Page Parent Involvement Notebook located in the front office Faculty Meetings


Brevard County Public SchoolsSchool Improvement Plan

2014-15

Part 1: Planning for Student Achievement

RATIONALE – Continuous Improvement Cycle Process

Data Analysis from multiple data sources: (Needs assessment that supports the need for improvement-Examples may be, but are NOT limited to survey data, walk-through data, minutes from PLC’s or Dept. Mtgs. Move away from talking about every single data source and determine your rationale. Much like the PGP, what is your focus and why?)Imperial Estates has earned a “B” for the second year in a row. Our overall points increased by 2.

The Imperial Estates 2013-2014 School Improvement Plan (SIP) objective was that all Imperial Estates teachers would differentiate and utilize writing across all content areas with an emphasis on Acceleration. Realizing that this was a large goal to accomplish we have decided to narrow our focus for the 2014-2015 school year to differentiation across all content areas in process, product and content. This will maximize student potential in core area achievement which supports the District’s Strategic Plan.

After analyzing our trend data we have made great strides with our bottom quartile math students. We also have observed that our students have consistently scored at three and above in both reading and mathematics over the past three years but need to work on strategies to increase those levels. In reading we are maintaining our percentage of learning gains but would like to begin seeing further gains in this area. As indicated by the chart below, writing is one our primary concerns. We have seen a consistent drop over the past four years.


TREND DATA over last 5 years3rd grade 4th grade 5th grade 6th grade

Reading2014-2015 Goals 62% 72% 63% 80%

2013-2014 61% 71% 62% 79%2012-2013 74% 69% 64% 84%2011-2012 71% 76% 72% 66%2010-2011 79% 80% 70% 84%2009-2010 84% 75% 79% 73%

3rd grade 4th grade 5th grade 6th gradeMath

2014-2015 Goals 59% 63% 57% 73%2013-2014 58% 62% 56% 72%2012-2013 65% 65% 56% 80%2011-2012 55% 66% 64% 66%2010-2011 70% 78% 63% 78%2009-2010 78% 80% 64% 68%

Focus 2013-14

To meet the diverse needs of our student population our School Improvement Plan will focus on differentiated instruction. We will monitor the use of differentiated instruction through classroom walk-through, use of B.E.S.T. Module V, professional Growth Plan development and implementation, the Instructional Personal Performance Appraisal System (IPPAS) rubrics, and 2015 FSA student proficiency results.


Analysis of Current Practice: (How do we currently conduct business?) 1. Currently, we regularly meet as a math PLC to address our math instruction, math talks and standards

based instruction in order to make learning gains in mathematics across all grade levels. This is a vertical PLC to allow for conversations between one grade level to the next for successful progress from year to year.

2. Monthly data meeting are held to address strategies and to provide support for our bottom quartile students. This year we are making a few changes to increase communication which will allow for a more cohesive problem solving team.

3. All teachers serve as teacher leaders on various school-based committees based on their leadership strengths. Committees have been created to support instruction and student achievement. Each of the committees works collaboratively to expand their focus area throughout the school community.

4. Training for all on implementing the Florida Standards will continue.5. In 2014 72% of the students in grades 3-6 scored at level 3 or above on Reading FCAT 2.0. Although

our teachers do implement basic differentiation strategies we will continue with professional development to address specific elements of differentiation. This will include using a variety of instructional approaches to modify products in response to interest of academically diverse students. This will allow us to increase the number of students scoring at or above grade level. Addressing these key elements, professional development will target strengthening purposeful planning for differentiation based on interest and increasing the percentage of differentiation in product in the classroom.

Best Practice: (What does research tell us we should be doing as it relates to data analysis above?)Vicki Gibson and Jan Hasbrouck say that one trait of highly successful schools is that they know how to “positively affect student achievement by providing differentiated instruction tailored to students’ specific needs.” (Differentiated Instruction: Grouping for Success, McGraw-Hill, 2008.) Professional development and classroom practice needs to focus on understanding and implementing quality differentiated instruction. Differentiated Instruction should support teachers as they move towards making their classrooms into places that value the learning desires of students and parents. As we move to full implementation of CCSS, differentiated instruction is invaluable. The standards in speaking, listening and research require our students to work together and to learn through projects on a regular basis. “Differentiated instruction puts students at the center of teaching and learning. It lets their learning needs direct instructional planning.” Differentiating Instruction in the Regular Classroom, Diane Heacox, Ed.D, Free Spirit Publishing, 2002. Research says we should teach with diverse materials. Avoid using one text for the entire class. Instead, use multiple texts at diverse reading levels for your units of study. This will enable every student to gather information from books and magazines they can truly read (Robb, 2003; Worthy et al., 1999).


CONTENT AREA:

Reading Math Writing Science Parental Involvement

Drop-out Prevention Programs

Language Arts

Social Studies

Arts/PE Other:

School Based Objective: (Action statement: What will we do to improve programmatic and/or instructional effectiveness?)

Site based teacher planning will include developing lessons with planned and purposeful differentiation, using a variety of instructional approaches to modify content, process, and specifically product. The need for differentiated instruction will be determined through formative assessment, developing pre-assessments to determine interest to match the learners with appropriate activities, and developing activities where students are empowered and provided choices in product to demonstrate their knowledge.

Strategies: (Small number of action oriented staff performance objectives)

Barrier Action Steps Person Responsible

Timetable Budget

In-ProcessMeasure

Mindset that we are already doing differentiation

Professional Dev.Book Study. Purchase books that are differentiated for specific staff needs on Differentiation (general ed. and ESE):Leading and Managing a Differentiated Classroom by Tomlinson and Imbeau and Differentiated Instruction for Students with Learning Disabilities By: Bender

Administration, Literacy Coach,Title I Coordinator

August 2014- May 2015

$1500 Observations and FeedbackLesson PlansPurchase order for books and log-out sheetPre-Planning Agenda


Teachers do not have a clear picture of where they are with Differentiation

Provide teachers Self Assesssment to determine needs and focus for PLC agendas and PD

Administration October 2014

Monitor 3Xs per year for progress

Misconceptions about differentiated instruction.

Structure PLC meetings around planning and developing plans around differentiation by interest and product.

Administration, Coaches, Teachers

On-Going PLC Agendas/notes, Lesson Plans, CWT, CWT Feedback

Lack of Professional Development in DI

Schedule PD in DI

During PLC Early

Dismissal Invite VIPS

Teacher Leaders

Reading Coach, mentor teachers, VIPS Teacher Convening

October PDD, On-going PLC meetings

Mentor TeacherObservation Notes,CWT feedback, lesson plans, evidence in student products seen around school, Student Survey results


EVALUATION – Outcome Measures and Reflection- begin with the end in mind .

Qualitative and Quantitative Professional Practice Outcomes: (Measures the level of implementation of professional practices throughout the school) Where do you want your teachers to be? What tools will you use to measure the implementation of your strategies? How will you measure the change in adult behavior? What tool will be used to measure progress throughout the year? Use real percentages and numbers.

A school based survey was created to measure how comfortable our teachers were with the various components of differentiation. They gauged themselves from “not comfortable, somewhat comfortable, comfortable, to very comfortable”. Two areas we would like to see more follow-through and further development would be in Interest and Product. Although the percentage of teachers feeling very-comfortable was high, evidence of products and student survey results show this is an area we could continue to grow.

In August 2014 70% felt very comfortable differentiating by interest. By May 2015, 75% will feel very comfortable differentiating by interest.

In August 2014 46% felt comfortable differentiating by product. By May 2015, 50% or more will feel comfortable differentiating by product.

During classroom walk-throughs in September 2014, 0/8 rooms showed evidence of differentiation by interest. By May 2015, 4/8 rooms will show evidence of differentiation by interest.

During classroom walk-throughs in September 2014, 0/8 rooms showed evidence of differentiation by product. By May 2015, 4/8 rooms will show evidence of differentiation by product.

By the end of the 2014-15 school year, 100% of Imperial Estates teachers will have used high quality differentiated instruction practices in their classrooms. Evidence of this will be teacher survey data, observation of “Look-fors” and feedback, peer observation notes, lesson planning at PLCs, weekly lesson plans, and student work. When teachers change their instruction to include more high quality differentiated instruction, student achievement will show gains in all areas. PLC meetings will focus on differentiating in both interest and product. Imperial Estate’s Annual Learning Gains will increase in reading from 72% in 2014 to 73% in 2015 and in math from 66% in 2014 to 67% in 2015.


Qualitative and Quantitative Student Achievement Expectations: (Measures student achievement)


Where do you want your students to be? What will student achievement look like at the end of the school year 2014-15? What tool will be used to measure progress throughout the year?

Student survey results will also show an increase in the number of students who feel excellent about the learning opportunities they have through teamwork and meaningful projects.

For the 2014 – 2015 school year, the scores on the FSA reading and math assessments will have a 79% percentile rank in reading gains (was a 78% in 2014 FCAT 2.0) and a 68% percentile rank in math gains (was a 67% on 2014 FCAT 2.0). This reflects a 1% increase over the percentile rankings for reading and math on the 2014 FCAT 2.0 assessments.

A survey from September 2014 showed: 50% of students in grades 4-6 were given whole class assignments with no choice 49% were given choices. 87% of students participated in centers 13% did not have the opportunity to work in center rotations.In May of 2015 52% of students in grades 4-6 will be given whole class assignments with no choice51% will be given choices89% of students will participate in centers11% did not have the opportunity to work in center rotations.

Our qualitative data in the student survey data will reflect an increase in the percentages for each of the areas referenced by the question I have completed an assignment/project this year that requires me to use one or more of the following?

Current percentages:

Group Projects……………………82% Wimba/Edline/Blackboard………11%Oral Presentations……………….71% iMovie…………………………….6%PowerPoint Presentations…………28% Podcasts……………………………2%Word Processing………………….24%In May 2015 each category above will show an increase of 1%.

Additionally, here are results to the following question about opportunities to be challenged to do their best on the 2014 BPS Student Survey:

OFTEN demonstrated learning information through projects, discussions, demonstrations……………………………………….27% (2014) Goal 28% (2015)I have the opportunity to do projects in the following classes:Math……………………..………………………………………..22% (2014) Goal 23% (2015)Science……………………………………………………………25% (2014) Goal 26% (2015)S. Studies…………………………………………………………17% (2014) Goal 18% (2015)Reading…………………………………………………………..23% (2014) Goal 24% (2015)


Part 2: Support Systems for Student Achievement (Federal, State, District Mandates)

For the following areas, please write a brief narrative that includes the data for the year 2014-2015 and a description of changes you intend to incorporate to improve the data for the year 2014-2015. Instructions and support are provided in each section to assist with what data you may include. The instructions are intended to be a guide and may be deleted from each cell to allow for appropriate typing space.

MULTI-TIERED SYSTEM OF SUPPORTS (MTSS)/RtI This section meets the requirements of Sections 1114(b)(1)(B)(i)-(iv) and 1115(c)(1)(A)-(C), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b) and Senate Bill 850.a) Describe the process through which school leadership identifies and aligns all available resources (e.g., personnel,

instructional, curricular) in order to meet the needs of all students and maximize desired student outcomes. Include the methodology for coordinating and supplementing federal, state and local funds, services and programs.

All teachers set aside 20 minute blocks for MTSS daily. As a grade level they address the needs of the students performing in their bottom quartile. During IPST meetings we ALL discuss the student’s needs, possible interventions, etc. The school’s Reading Coach is available for support in analyzing data, planning and intervention. Each month data is monitored to determine if the intervention is effective and should be continued or if another strategy is needed. At the point where the child is not making progress and multiple interventions have been in place over several weeks’ time, the IPST moves forward to consider further support through exceptional education programs/placement.

We plan to offer Reading and Math ASP to grades 1-6 before school: Math (Hands on activites, number sense, front loading, etc.) will take place on Mondays and

Wednesdays. Reading (iStation-computer based program) will take place on Tuesdays and Thursdays.

We will use all of our funds ($7626) to pay teachers’ hourly wages.

b) Describe your school’s data-based problem-solving processes for the implementation and monitoring of your MTSS and SIP structures to address effectiveness of core instruction, teacher support systems, and small group and individual student needs.

All teachers set aside 20 minute blocks for MTSS daily. As a grade level they address the needs of the students performing in their bottom quartile. During IPST meetings we ALL discuss the student’s needs, possible interventions, etc. The school’s Reading Coach is available for support in analyzing data, planning and intervention. Each month data is monitored to determine if the intervention is effective and should be continued or if another strategy is needed. At the point where the child is not making progress and multiple interventions have been in place over several weeks’ time, the IPST moves forward to consider further support through exceptional education programs/placement.


c) Provide the person(s) responsible, frequency of meetings, and any problem-solving activities used to determine how to apply resources for the highest impact

Meetings are held with all members of the IPST team to monitor student progress and intervention strategies as it relates to grade level expectations and SIP goals.

d) Describe the systems in place that the leadership team uses to monitor the fidelity of the school’s MTSS.Performance Matters and A3 will be used to look at comparison and sub group data. Administration created a spreadsheet in Google Docs to maintain record of all students/all subjects being monitored via MTSS and the leadership team. All supplemental and supports are documented in this system.

e) Describe the plan to support understanding of MTSS and build capacity in data-based problem solving for staff and parents.Reading Coach- input on decision trees, interventions, grouping, strategies, best practicesAdministration- facilitate child talk meetings, record data for future reference, document interventions in AS400Guidance- Monitor MTSS process, forms, and accurate and complete documentation of intervention data. Communicate with Staffing SpecialistSchool psychologists- can evaluate students’ relevant academic, behavioral, and mental health functioning and consult with teachers/parents regarding appropriate intervention strategies and progress monitoring techniques.Staffing Specialist- Participates in discussions offers input, and proceeds as needed with necessary paperwork connect to any MTSS case needing further evaluation.Teachers- input on strategies, interventions, best practices, walk-to plans, etc.

The MTSS process was covered during pre-planning and during this year’s first PLC. We will continue to make adjustments as the team sees needed (on-going). During teacher/parent conferences the process is explained.

PARENT AND FAMILY INVOLVEMENT: (Parent Survey Data must be referenced) Title I Schools may use the Parent Involvement Plan to meet the requirements of Sections 1114(b)(1)(F) and 1115(c)(1)(G), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b). Consider the level of family and community involvement at your school (this may include, but is not limited to, number of parent engagement opportunities offered in the school year; average number of parents in attendance at parent engagement opportunities; percent of parents who participated in parent engagement opportunities; percent of students in lowest performing quartile or subgroups not meeting AMOs whose parent(s) participated in one or more parent engagement opportunities).

Last school year, we had a total of 218 volunteers that worked at our school with total hours of 11047.12

At our spaghetti dinner we served over 280 dinners – about 90 families.

Fall Festival probably is attended by 60-70% of the school population and also is open to local community.Average PTO meeting attendance for general meeting was 15-30 depending on time of year.

According to Imperial Estates’ 2014 parent survey, 116 parents responded to the survey, which is about one fourth of the parents. 66% of the parents who responded have children in grades K – 2.


https://www.fldoe.org/flbpso/pi/pipp.asp

https://www.fldoe.org/flbpso/pi/pipp.asp

90% of the parents felt that the staff, teachers and administration were responsive to their needs, concerns and questions. 87.3% of the parents attended events that provided informational meetings or academic events at the school. Of these parents, 93.8% felt that the information received was useful. The main reasons for not coming to meetings were meetings/events were not held at a convenient time (57.5%), irrelevant information (35.6%), not enough notice given (20.6%) and did not receive information about the event (21.9%). 26.7% of the responding parents participated in school events and felt valued when they participated. 92.3% of the parents responding to the survey rated Imperial Estates excellent/good in the overall quality of the school.

Imperial Estates Elementary has a good amount of parent support throughout the year. All of our family events are well attended as can be seen from tickets sales and fundraising amounts. We had 116 families responded to our 2013-14 Parent Survey.

Best way to communicate information to them?Email 91%Edline 41%Notes from Teacher 61%Newsletter 60%

Have you attended information meetings or academic events?Yes 87.7%No 12.3%

Did the event provide you with useful information?Information was useful 93.8%

Why were you unable to attend some or any meetings or events?Meetings/events not at convenient times 57.5% This year we have adjusted/varied the PTO meetings to meet the needs of working parentsInformation not relevant to me/my child 35.6%Did not receive enough information about event 21.9%

What days and times are best to attend school events?Monday evening had the highest percent 76.0%Thursday evening had the second highest percent 70.7%Saturday evening had the lowest percent 34.7%

What topics would you like presented?School clubs/activities 41.2%Homework Help 34.0%Anti-bullying 30.9% Scheduling BSO to do Bullying presentation Fall 2014FCAT/FSA 27.8%CCSS/FL Standards 27.8%

Level of participation in school decision making?


I feel well informed and satisfied 30.7%I participate and feel valued 23.8%I don’t feel encouraged to participate 24.8%I don’t have time to participate 21.8% PTO is offering incentives to increase participation in meetings, social events, etc.

Satisfaction with classroom instruction.Excellent 56.1%Good 30.8%Fair 7.5%Poor 5.6%

STUDENT SURVEY RESULTS (Required):Address Elements of Student Survey Results found in the District Strategic Plan and describe how you will improve student perceptions of these indicators. Often Collaborating with others to solve problems

56.54% Prof Dev, IPPAS evaluation Tool, observations with feedback

Often Participate in the teaching process

64.56% Prof Dev, observations with feedback

OFTEN Demonstrate learning through projects

50.64% Prof Dev, observations with feedback, SIP focus on Differentiated InstructionIn 2015 52% will respond that they OFTEN learn through projects

STRONGLY Believe school will help me later in life

83.12% Book Study and work on Mindset and praise “smart vs. effort”

OFTEN use technology in the following classes:Math……………………………Science…………………………Social Studies………………….Reading…………………………

30.8%45.5727.85%38.4%

Prof Dev, observations with feedback, SIP focus on Differentiated Instruction

EXCELLENT learning of the following:Teamwork……………………..Communication……………….Meaningful Projects…………

74.69%66.24%67.09%

Prof Dev, observations with feedback, SIP focus on Differentiated Instruction

In 2015, 69% will


Technology…………………….Real-world Issues…………….Research……………………….Organizational Skills…………Character……………………….

55.27%54.85%66.27%52.74%70.88%

respond Excellent learning of Meaningful Projects

Feel Safe 87.34% Book Study and work on Mindset and praise “smart vs. effort”. Bullying workshop for parents, Guidance peer bullying mentors

Been threatened by another student

20.68% Book Study and work on Mindset and praise “smart vs. effort”. Bullying workshop for parents, Guidance peer bullying mentors

Afraid to attend school b/c of bullying

8.44% Book Study and work on Mindset and praise “smart vs. effort”. Bullying workshop for parents, Guidance peer bullying mentors


Early Warning Systems (SB 850)1. Describe the school’s early warning system and provide a list of the early warning indicators used in the system. This list must include the following:

ELEMENTARY Attendance below 90 percent, regardless of whether absence is excused or a result of out-of-school suspension One or more suspensions, whether in school or out of school Course failure in English Language Arts or mathematics Level 1 score on the statewide, standardized assessments in English Language Arts or mathematics Students who are not proficient in reading by third gradeSECONDARY

Attendance below 90 percent, regardless of whether absence is excused or a result of out-of-school suspension One or more suspensions, whether in school or out of school Course failure in English Language Arts or mathematics Level 1 score on the statewide, standardized assessments in English Language Arts or mathematics

2. Provide the following data related to the school’s early warning system: The number of students by grade level that exhibit each early warning indicator listed above The number of students identified by the system as exhibiting two or more early warning indicators

Fill in BLANKS with Number of StudentsGrade Level K 1 2 3 4 5 6 7 8 9 10 11 12 Total

Attendance <90

38 40 27 32 29 43

1 or more ISS or OSS

1 6 4 2 11 1

Level 1 in Reading or Math

15 16 6

Course Failure in ELA or Math

Students exhibiting 2 or more indicators

7 1 2 2 0 4


3. Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system

(i.e., those exhibiting two or more early warning indicators)

All students who receive a level 1 on reading or math FCAT 2.0 have a triggered Progress Monitoring Plan (PMP) that is Explained to parents and signed. Any student who is not performing on grade level expectations is also assigned a PMP.These are updated regularly with interventions being implemented by the classroom teacher.

Students who are working below grade level are offered the opportunity attend out Academic Support Program. It is offeredIn the FALL before school several times a week.

Teachers identify the bottom quartile students in their grade level to work collaboratively together to raise their achievement.They meet throughout the year at PLCs to discuss their progress and develop plans to better serve them.

CTE/STEM:1. All Levels

a) # of STEM-related experiences provided for students (e.g. robotics competitions; field trips; science fairs)

i. Northern Division Science Fairii. Annual School Science Fair

iii. Math Teamiv. Lego League v. Third Grade Embark Field Trip

vi. Sixth Grade Science Week (Kennedy Space Center Field Trip)vii. Fourth Grade Lagoon Quest Field Trip

viii. Science Project Family Night

b) Participation in STEM-related experiences provided for studentsix. Annual School Science Fair – All 3rd – 6th grade students participatex. Northern Division Science Fair – 12 School Representatives

xi. Math Team – 5 membersxii. Lego League – 10 students

xiii. Sixth Grade Science Week (Kennedy Space Center Field Trip) – All 6th xiv. Science Project Family Night –


Science Fair, Space Week, Robotics Team

(TITLE 1 SCHOOLS ONLY)

Highly Qualified Teachers Describe the school based strategies that will be used to recruit and retain high quality, highly effective teachers to the school.

Descriptions of Strategy Person Responsible Projected Completion Date

1. Professional Development Title I Coordinator/ Administration/ Coaches

On-Going

2. Provide Resources Title I Coordinator/ Administration/ Coaches

On-Going

3. Support Title I Coordinator/ Administration/ Coaches/ Consultants

On-Going

Non-Highly Qualified Instructors Provide the number of instructional staff and paraprofessionals that are teaching out-of-field and/or who are not highly qualified. *When using percentages, include the number of teachers the percentage represents (e.g., 70% [35]).


Number of staff and paraprofessionals that are teaching out-of-field/and who are not

highly effective

Provide the strategies that are being implemented to support the staff in becoming

highly effective

6 teachersShare training opportunities through District, Inform them of where they are with ESOL coverage/certification.

ALIGNMENT OF SCHOOL IMPROVEMENT PLANAND

TITLE I SCHOOLWIDE PLAN


Required Elements of a Title I Schoolwide Plan (SWP) /School Improvement Plan (SIP)

(Section 1114 – Components of a Schoolwide Program)

Check the area(s) where each element is addressed in the SIP.

Additional information and references from Title I of the Elementary and Secondary Education Act (ESEA):

1. Include data from comprehensive needs assessment of the school

__Rationale

Include academic achievement of students in relation to the state academic content and achievement standards. Be sure to include migrant, if applicable.

2. Provide opportunities for all children to meet state standards

__Analysis of Current

Practice

__Strategies

__MTSS

3. Utilize scientifically based strategies to strengthen the core academic program __ Analysis of Current

Practice

__Best Practice

__Strategies

Strategies, materials and programs that are research based are a required element of any objective.

4. Include additional strategies that increase the amount and quality of learning time __Strategies

__MTSS

__CTE/STEM

All schools are required to indicate what additional learning opportunities are made available during school, before and/or after school, and during summer, when applicable, and help provide enriched and accelerated curriculum.

5. Include strategies for meeting the educational needs of historically underserved subgroups, low-achieving, and at-risk students

__Strategies

__MTSS

These may include counseling, pupil services, and mentoring services.


__Early Warning

System

6. State the means of determining whether student needs in the above requirement (#5) are being met

__Strategies

__MTSS

__Early Warning

System

Address how the school will determine the educational needs of historically underserved subgroups, low-achieving, and at-risk students are being met

7. Incorporate instruction by highly qualified teachers

__Highly Qualified

Teachers

All instructors working in a Title I school are required to be Highly Qualified (Section 1119). If you have personnel that do not meet the requirements, list strategies to support staff to become highly qualified.

8. Include strategies that support high quality and ongoing professional development for teachers, principals, and paraprofessionals

__Best Practice __Strategies

__MTSS

Each school receiving Title I funds shall devote sufficient resources to effectively carry out this requirement.

9. Include strategies to attract high quality, highly qualified teachers

__Highly Qualified

Teachers

Schools must indicate how they mentor, attract and retain high-quality and highly qualified teachers.

10. Include strategies to increase parent involvement

__Parental

Involvement

Each Title I school is required to complete a Parent Involvement Plan (PIP) and that plan may be used to meet the requirements of this section in the SIP.

11. Include strategies that assist preschool children in the transition from preschool to kindergarten

__Transition from

Preschool

Elementary schools must identify how they will assist students in early childhood programs, such as Head Start and VPK, with the transition into elementary school.

12. Include teachers in using student achievement data to plan the

Described in Section 1111 (b) (3) in order to provide information on, and to improve, the


overall instructional program __ Analysis of Current

Practice

__Strategies

__MTSS

achievement of individual students and the overall instructional program.

13. Provide additional assistance for low-achieving students that shall include measures to ensure that students’ difficulties are identified in a timely manner

__MTSS

Every school is required to incorporate strategies on how they will address the needs of low performing students that experience difficulty mastering the proficient and advanced levels of academic achievement standards (Section 1111 (b)).

14. Specify coordination with other federal, state, and local programs

__ Analysis of Current

Practice

__Best Practice

__MTSS

Schools should include any alignment to other state, federal and local programs that support the educational programs of the school such as violence prevention, nutrition programs, Early Childhood, and Head Start.

_________________ _________________________ __________

School Name Principal’s Signature Date


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