BUDGET ITEMIZATION GRANT FUNDS REQUESTED I · As a result of our scores, our MPI declined in both...

Complete this form for each year that each school will receive SIG funds Oieck the box below that applies to this budget itemization (Oieck only one box)

YEAR ONE - 0 PRE-IMPLEMENTATION or 0 IMPLEMENTATION YEAR FOUR -0 IMPLEMENTATION or O ltDNTINUATION

YEAR TWO -0 IMPLEMENTATION YEAR FIVE - 0 CONTINUATION

YEAR THREE - G IMPLEMENTATION

SCHOOL NAME Monroe Elementary COUNTY-DISTRICT CODE

11s-11s - ]5lO

BUDGET ITEMIZATION GRANT FUNDS REQUESTED

6100 Certificated Salaries

Supplemental Instruction Teacher (1 FTE)

PD Extra Service 10 staff 2552 each for 50 hours each

Extended Learning ELAMA Extra Service 1 Certified Teacher 2552 for 55 hours

$ 6745186

$ 1276000

$ 140300

6100 Subtota I 6150 Non-Certificated Salaries

Behavior Interventionist (1 FTE)

Extended Learning Support Staff 2 TA s -$20 per hour -55 hours each

LU Fellow for grade interventions (1 FTE)

Restorative Justice Student Support Specialist (1 FTE)

6150 Subtotal

$ 8161486

$ 2697348

$ 220000

$ 2842939

$ 3100000

6150 Subtota 6200 Employee Benefits (optiona I categories)

FTE Blended Benefits

$ 8860287

$ 9300000

6200 Subtota I 6300 Purchased Services

Professional Conferences (A SCD ILA et c) transportation and room (if needed) for teachers

Educational Incentives linked to performance 7 buses for 4 events 17000 per bus

PLC Training Solution Tree training for leadership amp data teams These are additional

days for Monroe

$ 9300000

$ 1000000

$ 120000

$ 2000000

6300 Subtota I $ 3120000

6400 MaterialsSupplies

Staff and student educational incentives supplemental consumables certificates plaques

Supplemental books to increase student independent reading educational games

Puzzles

$ 534227

6400 Subtota I $ 534227

6100-6400 Subtota I $ 29976000

Indirect Cost Optional (Restricted Rate __ X Subtotal) $ 6500 Ca pitaI Outlay

6500 Subtota I $ TOTAL$

o

bull

29976000 bull

0

SECTION X -MONROE ELEMENT ARY SCHOOL NARRATIVE

The Superintendents Zone and the Office of Priority Schools

In order to ensure that the school transformation structure is as effective and streamlined as possible the superintendent has overhauled the structure of the Superintendents Zone and how it connects to the Office of Priority Schools The Superintendents Zone along with the Assistant Superintendent to Priority Schools Instructional Leadership Officers Systems Management Officer and Data Compliance manager and the Office of Priority Schools are the dedicated team which remains intact for the purpose of ensuring that each Priority School implements the research-based Five Turnaround Strategies with fidelity

Monroe Elementary School is a Pre-Kindergarten through 6th grade neighborhood school located in the Marine Villa area of South St Louis Currently Monroe has 285 students enrolled- 95 African American and 5 Caucasian Of these students 10 are special needs Monroe has just completed its first full year of implementation in SIG Through the process we have seen our school culture improve with teachers and students becoming more focused on learning Teachers have become more data focused reviewed student work more and improved reading instruction as a result of the guided reading support from Scholastic Our students received extra support this year from our Supplemental Instruction Teacher as well as our Literacy Interventionists and due to their efforts we have seen continuous growth each month In addition our students received additional support in reading and math through our extended learning opportunities As a result of our collective efforts we have decreased the number of students reading 2 or more grade levels below their current levels and have increased the confidence in many of our struggling readers Teachers have also improved their math instructional delivery resulting in our children filling many gaps As a result of their efforts we have seen an increase in the students performing on level in reading and math as measured by STAR

We provided extended learning opportunities for our children for 45-50 minutes 3 -4 days a week for 45 hours Our students received support in reading and math activities via hands on learning When our students completed the extended program they transitioned to the 21st Century Program where they participated in additional reading and math activities as well as STEAM activities (Science Technology Engineering Art and Math) We tracked the progress of the children attending the extended learning making sure gains were made If students did not make the progress expected we increased the daystimes of attendance as needed

Guided by our school motto of Preparing Future Leaders Monroe Elementary School made progress in reading and math this year Based on our Acuity benchmark data we have shown consistent growth meeting our targets in ELA Math and Science According to our 2017 MAP assessment 6 scored proficienUadvanced in math while 137 scored proficienUadvanced in ELA As a result of our scores our MPI declined in both content areas and we are making continuous adjustments in our instructional program to ensure we meet our academic targets in 2018

School Mission Statement We will educate empower encourage every student every day

School Vision Statement We are preparing future leaders to excel in an ever-changing society We will accomplish this by

bull Coming to work on time prepared to teach bull Having a positive attitude bull Using positive language at all times bull Being flexible to follow students down their educational path bull Establish ing routines bull Building meaningful relationships with students bull Helping children understand the importance of being responsible for their own learning bull Encouraging others bull Capitalizing on teachable moments bull Providing a safe learning environment for all

Our 2018-19 goals are for 25 of our students in grades 3-6 to increase at least one achievement level in ELA and Math as measured by MAP In addition at least 75 of students are to meet their individual reading and math goals including a minimal of one years growth to guarantee the students will be reading on level when they exit Monroe Elementary Currently Monroe is fall ing short of that goal however we have seen tremendous growth of our children reading on grade level Our year end data shows 35 of our students in grades 1-6 are on grade level in reading and 44 on grade level in math which are both increases over our previous year We attribute our students growth to our new guided reading model our new math curriculum our new PLC foundation our Literacy Interventionist and Supplemental Instruction Teacher who su ort small rou s of students with identified skills Durin 2018-19 we will continue to su ort teachers to increase their

MO 500bull3192 jOS-18)

capacity implement our curriculum using the standards as a guide as well as the implementation of best practices to ensure students are being exposed to and engaged in high levels of instruction at all times

To support teachers with instruction we will continue to provide intense job imbedded professional development on standards based instruction ensuring the critical standards are being addressed daily in all grade levels Teachers will continue to get support on the PLC process through Solution Tree the AIC and Principal to help them understand the necessary structures to ensure the effectiveness and fidelity of the PLC process Through PLCs teachers will revisit and implement the data process review student work and make informed instructional decisions to improve student performance We will continue to use Achieve 3000 to support teachers with planning and implementing differentiated instruction and adjust text complexity while the children are developing reading strategies and closed reading techniques needed for evidence based writing In addition teachers will also receive continued professional development on Renaissance Eureka Math Engage New York and standards based instruction to strengthen their deliverance in reading and math instruction Our teachers will participate in book studies to improve best practices and select instructional staff will attend professional conferences such as ASCD to gain additional strategies to share with staff to improve teaching and learning in our classrooms

Our student and staff climate and culture has improved and will be a continued priority as this is a very important component for a strong and excellent school We will continue to make adjustments as needed to ensure we are meeting the needs of all of the students in our care

Monroes 9090 Attendance Monroes 9090 attendance for the 2017 school year was 76 which is a decline from the previous year of 78 and far below our target of 87 Our attendance decreased dramatically during the months of January and May where our 9090 was 53 and 55 respectively Specific grade levels (KG 15

2nd 41

h and sh) struggled this year with attendance and we will target and support the identified grade levels early and monitor them weekly during the 2018-19 school year Students that maintain an attendance rate between 89-92 will be closely monitored to ensure they meetmaintain our goal Schoolwide we have placed additional systems to address our attendance issues such as robo-callspersonal calls to parents home visits and incentives We will also recognize students weekly instead of monthly with perfect attendance and incentivize their parents as well through the support of our community partners We believe that starting earlier next year while being more aggressive will help us increase our attendance and meet our goal

150

100

50

0

KG

Grade Level

10096 gr-77~8_8]Yo_g-1--837081

1st 2nd 3rd 4th 5th 6th

Student Attendance and Academic Incentives

a 2016-17

a 2017-18

Goal Expectation

Weekly perfect attendance over90 Monthly 9090 attendance over 93 QuarterlySemester 90190 attendance over 93

Monthly increase in student reading scores meeting month oafs Students will be on track for meeting their individual goal andor increase 5 year in reading and math by Jan 2019 Students will meet their individual goals- minimally increasing by 1 year in readin and math b Ma 2019 At least 40 of students will

Group Impacted

Identified studentsgrade levels Identified students

Identified Students

All identified students

Identified students

Identified Students

Identified Students

Dates 2018-19 Weekly

2018-19 school

school year

2018-2019 school year


Ma 2019

How Monitored SIS Attendance Re arts SIS Attendance Re arts SIS Attendance Reports

STAR Reading reports

STAR ReadingMath Reports


STAR Readin IMath

Incentive Recognition Certificates CertificatesSuppem ental school su lies CertificatesQuarterf y Fieldtrip or Special Activit Recognition Certificates

RecognitionCertifica tesFieldtrip or Special Activity

Recognition CertificatesFieldtrip and Special Activity

Reco nitionCertifica

MO 500-3192 05middot 18) 2

be reading on grade level by Reports tesFieldtrip and Ma 2019 S ecial Activit

In summary we made many instructional gains yet there is still work to do We increased the number of children increasing their reading and math scores over 15 in both reading and math We also decreased the number of children performing 2 or more years below grade level Through the grant we increased teacher skill sets in guided reading through the support of Scholastic We began addressing guided math and that will continue to be a focus the upcoming year

Our attendance will continue to be a priority for Monroe Elementary School We have identified new strategies to implement and will track student attendance and will do so daily weekly and monthly We will also look at specific grade levels and track their attendance Incentives will be provided for all students meeting goals and classrooms will be recognized when they meet the monthly goal We believe this will help us increase our attendance rates For academics we will track student progress and monthly and provide incentives for students meeting their identified goals Teachers will also be tracked to make certain they too are meeting their goals As teachers and student meet goals they will receive incentives This practice will continue throughout the school year

SECTION XA - DISCUSSION OF THE PRIOR GRANT YEAR

Monroes ELA and Math performance on the MAP decreased in 2016-17 when compared to the previous year Our 2015-2016 MAP data shows that 18 7 of Monroes students scored proficientadvanced in ELA and 12 7 of students scored proficientadvanced in math In 2016-17 our numbers decreased to 137 proficient in ELA and 6 proficientadvanced in math Our poor performance in 2016-17 resulted in a decrease amount of earned MPI points as well (See charts 1 and 2) Through our supports in place we are confident we will show growth and increase the number of students performing proficientadvanced 2018 and beyond

Chart 1 20152016 State Assessment Results

2015-16 of 2016-17 of students PA on students PA on

MAP MAP

ELA 187 137

MA 127 6

2017-18 Goal of students to increase their proficiency

level

30

30

Chart 2 State Assessments MPI Results Comoarison Content Area 2015-16 2016-17 2017-18 Goal

ELA 1948 1897 225

MA 203 1684 230

Overall Monroes reading and math scores showed an increase from the previous year with a decrease on Acuity C in ELA (see chart 3) During 2017-18 our students increased the number scoring proficientadvanced on two consecutive assessments- Acuity A and B however we decreased on Acuity C in reading In math we showed consistent growth on all 3 assessments increasing the number of proficientadvanced by 8 between Acuity A and Acuity C We attribute our growth to reviewing student work and using a reteach model to ensure our children were mastering identified skills in which they needed additional support

Chart 3 Monroes Benchmark Assessments (Acuity A B C) Comparison (Years 2016 and 2017)

ELA Acuity A Acuity B Acuity C

Students scoring PA Students scoring PIA Students scoring PIA

2015-16 12 0 103

2016-17 0 14 23

2017-18 25 29 9

Math Acuity A Acuity B Acuity C Students scoring PA Students scoring PIA Students scoring PA

MO S00middot3192 (05middot18) 3

2015-16

2016-17

2017-18

28

18

24

29

28

11

67

21

32

STAR Reading Performance Our students increased their reading performance in grades 2-6 with their being a slight decrease in KG and 1st grade (See charts 4 and 5) We contribute the decrease in in these grades to an uncertified teacher in first grade and the need to create a KG1

st split classroom mid-year We increased our number of children reading on grade level from 18 to 35

While we have seen gains in our students reading performance our teachers still need additional support with properly targeting data and creating interventions to help the students increase their reading skills We will also support our students with increasing their reading stamina to help prepare them for the longer passages on MAP We will continue to use the following interventionsstrategies as well as others to address our student needs in ELA

bull Guided Reading Model Focused comprehension skills with an emphasis on before during and after reading strategies (visualizing activate prior knowledge using context clues inferring summarizing etc)

bull Data collection to determine instructional focusprogress monitoring bull Explicit phonemic awareness and phonics instructionSIPPS fro those students in 3rd grade that lack skills bull Small group instruction via Supplemental Instruction Teacher to further target struggling areas bull Peer tutoring bull Homework and practice with feedback bull Reinforce effort with recognition bull Use of Graphic organizers

Although growth is noted our Star Reading and Math data is still concerning in that many of our students are performing below grade level in both reading and math To address we identified the students and matched interventions to increase their reading fluency and stamina Our Literacy Interventionist LLI Fellow and Supplemental Instruction Teacher supported students with following multi-step directions and vocabulary development Our students were exposed to a variety of literature types and various reading strategies were used to support them with cause and effect relationships explaining relationships between problems and solutions as well as drawing conclusions with supporting evidence Our students also received support with character analysis determining main ideas and details within a text In October 2017 we had 52 children reading within 2 years of their grade level and 22 students reading 2 or more years below We ended the year with 29 students reading within 2 grade levels of their current grade and 17 students reading 2 or more grade levels below

We addressed writing but not with the level of fidelity needed to show great improvement During 2018-19 we are making writing a focus to help support our students with organizing their ideas for writing responding properly to writing prompts writing in various genres and grammar skills with mechanics

Charts 4 and 5 Monroes 2017 STAR Reading Average Grade Equivalent by Grade Level Comparison

4 -- 2016-2017 Data

6th 34 5th 36 4th 32 3rd 24 2nd 19 1st 16 KG 12

0 05 1 15 2 25 3 35 4

MO 500middot3192 (05middot18) 4

5-- 2017-18 Data

6th Gr

5th Gr

4th Gr

3rd Gr

2nd Gr

1st Gr

Kg

1 15 2 25 3 35 4 45 5

0 05

12 Ql

I

I 42 4

B4 2

21

ST AR Math Performance Our math performance shows an increase over the prior year in all grade levels In October 2017 we had 38 students within 2 grade levels of their current grade and 19 students that were 2 or more grade levels below At the end of the school year we had 13 students within 2 grade levels of their current grade with 8 students 2 or more grade levels below We attribute our growth to our reteach model our new Eureka Math curriculum and the PD provided by SIG Supervisors While the teachers initially struggled with the new curriculum they gained confidence and a level of understanding to translate their new learning to the students

In math some of our students still need support in numerous areas including comprehending and solving multi-step word problems basic computation and telling time including elapsed time Support is also needed with understanding and properly using math vocabulary recognizing and generating equivalent fractions and increasing the students understanding of numerators and denominators This would include solving problems with addition and subtraction of mixed numbers and fractions In addition our children need support comprehending and applying the process needed to determine area and perimeter

In math we implemented the following interventionsstrategies as well as others to support students

bull Small group (Guided Math and practice) bull Data collection to determine need and directionprogress monitoring bull Peer tutoringsupportcooperating grouping activities bull Graphic organizers bull Homework and practice with feedback bull Reinforce effort with recognition

Charts 6 and 7 Monroes STAR Math Average Grade Level Equivalent by Grade Level Comparison

6 -- 2016-17 Data

6th Gr

5th Gr

4th Gr

3rd Gr

2nd Gr

1st Gr

KG 06 13

19

24

32

37

45

0 05 1 15 2 25 3 35 4 45 5

MO S00-3192 05-18) 5

7 -- 2017-18 Data

6th Gr

5th Gr

4th Gr

3rd Gr

2nd Gr

1st Gr

KG 11

16

24

32

43

5

4$

0 1 2 3 4 5 6

In addition job imbedded PD was provided to better support teachers with understanding and implementing the components of guided reading and implementing it with fidelity Our representative from Scholastic worked closely with our teachers to support them with guided reading providing in the moment coaching as needed to help strengthen teachers skill sets

Discipline Monroes discipline infractions increased during the 2017-18 school with a spike in referrals in the 2nd semester The largest increase was in April 2018 (109 infractions) Our top infractions this year were

)- Disruptions (throwing furniture yelling ouUscreaming walking out the classroom leaving the building and attacking others in classroom)

j- Disrespect - FightingHorseplay

Our Behavior Interventionist worked closely together with our Social Worker Counselor and Parent Community Specialist to help manage student outburstsinfractions throughout the day The numbers decreased slightly to 56 incidents in May and this is contributed to the efforts of our behavior management team We had 1 out of school suspension and 86 inshyschool suspensions as well as 253 PBISbehavioral referrals Through PBIS attempts were made to address the needs of struggling children however additional interventions are needed to better support our children In addition our teachers need support with interventions in the classroom Other infractions were multiple bus suspensions

Our school climate and culture has improved and will be a continued priority as this is a very important component for a strong and excellent school We will continue to make adjustments as needed to ensure we are meeting the needs of all of the students in our care Based on the results of our 2017-18 Advance Questionnaire 884 of our students feel they do well in school with 89 feeling as though they have learned a lot at school A positive note is that the students feel better about school and their education as evidenced in the spring of 2018 For example 94 of children feel as though they do well in school and 947 feel their teachers believe they can learn In addition 870 feel they are learning at school Seventy-five percent of the students like attending Monroe while 11 were neutral Ninety-five percent of the students believe their teachers believe they can learn and 942 of the students in grades 3-6 believe if they do well in school they will be successful when they grow up Through our theme Preparing Future Leaders we encourage and praise our students when they make good choices while helping them determine their strengths to capitalize on them

Our staff questionnaire revealed 76 agreestrongly agree they use effective practices to keep all students actively engaged in learning Additional results reveal 62 believe the professional development provided will improve student achievement 70 believe the PD received will support differentiation in the classroom and 69 look forward to working each day as a teacher In reference to the leadership 76 feel as though the principal monitors the effectiveness of school practices and their impact on student learning 62 feel as though the principal identifies issues that can become potential problems and 63 agreestrongly agree the principal engaged faculty and staff in discussions about current research on teaching and learning During the summer of 2018 all of the results will be analyzed by the Leadership Team to improve Monroe Elementary in each identified area

The leadership team met monthly to discuss data and areas of need to improve teaching and learning Teacher strengths were identified and supports ie coaching was put in place for struggling teachers The School Leadership Team met monthly and addressed school needs The team will meet during the summer of 2018 to analyze the results of the questionnaire and address areas of concern other areas that need to be refined and complete planning and preparation

tfor the 1s day of school The team will continue to meet throughout the 2018-19 school year to ensure Monroe is operating at its best

MO 500-3192 (05middot18) 6

Our instructional foci for the 2017-18 school year was listening and speaking guided reading implementation student engagement rigor and questioning and guided math Our teachers in grades 3-5 received intense support in guided reading with 2 out of 4 teachers showing mastery one close to mastery and one needing intensive continued support Student engagement improved significantly across the school at 73 with rigor and questioning needing continued support Teachers will continue to receive support on ways to increase rigorquestioning in their classrooms to ensure they are delivering a one-two punch when asking questions (asking a lower level question followed by a higher level question) Guided math will continue to be a focus to help teachers with differentiating math provide support and opportunities for children to work at their instructional levels Along with the addition of standards based instruction model we will continue these foci during the 2018-19 year to gain a 100 success rate in each identified area

Successes We were able to improve our school culture as well as our students confidence The ch ildren were more in tune to their learning levels and made efforts to improve Teachers also experienced success with guided reading which helped us increase student reading levels Our students math levels increased as well Through the efforts of our teachers we met our initial readingmath goals and made adjustments as the year progressed Our teachers worked more collaboratively which helped to increase teacher confidence

Challenges Although improved student behaviors continue to be a challenge at Monroe especially during the second semester With the implementation of our Restorative Justice Program during 2018-19 we believe our behavior incidents will decrease teachers will be better equipped to manage students thus improving learning for all Another challenge was all teachers did not make 1 years growth in reading and math In reading 20 of the teachers met the goal and in math 50 of the teachers met the goal Attendance was another challenge as we dropped slightly from the prior year We placed incentives but they didnt help us meet our target Next year in addition to incentives we are placing an emphasis on identified grade levels and track them early and often We are also going to target the children with 89-92 attendance and track them weekly as well Questioning and rigor was another challenge for Monroe We used it as a focus during our walk-throughs and some improvement was noted Our teachers continue to need support on how to asked higher level questions Our goal is to continue focusing on questioning rigor during the 2018-19 school year Having classrooms without certified teachers was also a challenge as it forced us to have substitute teachers in key grade levels We finally obtained a 5th grade teacher in mid-January It is our goal to be fully certified at the start of 2018-19

SECTION XB - 2018-2019 GRANT YEAR TIMELINE

Describe the 2018-2019 grant year timeline for implementing the planned activities for the selected interventions in each priority school the LEA commits to serve All planned activities were included in the original plan submitted with your first application

1) Provide a LEA timeline that includes specific dates for implementation of all components of the selected intervention

2) Provide a timeline that is reasonable achievable and reflects urgency and

3) Provide a timeline that includes implementation and evaluation dates

July 2018- July 2019

Proposed Implementation Dates Description Evaluation Dates intervention

activity

SIG Central Opening of school professional August 2018 August2018 Office Staff development The focus will be

around implementation ofCertified staff Standards Based Instruction Guided Reading and Eureka Math Achieve3000 Renaissance Math and PLC pre- implementation continuation activities

Leadership teams Family and Community August2018 Family Community Engagement professional August 2018 Specialists amp development activities

January 2018 TOPP partnership By providing professional development to the Family and Community Specialists and

MO 500middot3192 (05JS) 7

equipping them with tools to provide strategic and targeted support for parents the focus of these activities will be to build the capacity of the persons serving in this role Sessions will occur during district professional development days Follow-up onsite differentiated activities will occur throughout the year This partner will facilitate the development of building level strategic plans specific to the individual school community

First-hand classroom observations Focused August 2018 - June 2018 weekly to inform support and to monitor 2019Instructional 2019 weekly the implementation of SIG initiatives Learning around PLC implementation

Walks curriculum intervention initiatives climate and culture

Cadre IV Focused and Targeted Professional August 2018 August 2018 Development - LeadershipLeadership October 2018 October 2018

Institute The focus of this cohort is to ensure November 2018 November 2018 that school leaders are getting the

training and support in the following January 2019 January 2019 areas student achievement March 2019 March 2019 authentically gathering and using

May 2019 May 2019 data to improve teacher practice and student performance June 2019 June 2019 observation and feedback teacher August2019and student support instructional October 2019 planning professional

November 2019 development student and staff culture and managing the full implementation of the grant Principals will participate in book studies article reviews and in-depth discussions about problems of practice regarding the implementation of the grant Will provide additional opportunities for reflection renewal and strategic redirection

SIG central office District PD Day- SIG Cohort Coincides with district August2018PD days October 2018

staff Certified Implementation Year 2-presented by external partners August 2018 Staff February 2019 and supported by Academic October 2018 Instructional Coaches February 2019 Professional Development Focus-

August amp October Guided Reading Tapping Our Parental Power

MO S00-3192 (0S-18) 8

Achieve3000 ILL intervention continuation Eureka Math-Focus on Fluency activities from Professional Learning Community pre- EL Education Renaissance Math implementation January- TOPP One or more of the

following will be included based on information gleaned from Focused Instructional Learning Walks on grant initiatives in the following areas curriculum implementation instruction content pedagogy assessment and cultural competencies

SIG staff Program evaluation September 2018 Summary of findings implementation of identified high November 2018 dosage instructional strategies ( February 2019 Eureka Math) Guided Reading

May 2019 Coaching and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

SIG staff and Site based professional coaching August 2018-June 2019 The evaluation of the identified for identified struggling teachers in effectiveness of the instructional staff collaboration with district (St Louis coaching will follow the

Plan) and external partners( PD designated LEA program experts in adopted initiatives around evaluation schedule as mathematics English Language outlined in the timeline Arts Intervention programs and Parental support)

SIG staff and Program evaluation October 2018 October 2018 Instructional implementation of identified high leadership teams dosage instructional strategies

and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

SIG staff Program evaluation November 2018 November 2018 implementation of identified high dosage instructional strategies ( Eureka Math and El Education) and review of adopted initiatives

MO 500-3192 (05bull18) 9

SIG staff and instructional leadership teams

SIG staff

Summer Extended Learning

Continuation Activit

Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Mid-year program re-evaluation reflection on implementation strategic redirection and data review

December 2018 December 2018

Program evaluation implementation of identified high dosage instructional strategies and review of adopted initiatives Compilation of walk-through data PLC data and data team meetings Analysis of usage of online programs student objectives measured in Renaissance Math Achieve3000 District Benchmark Data formative assessment data and family engagement data

Program evaluation implementation review and data review

February 2019 February 2019


Provide LEA support oversight and evaluation of programs to Priority schools efforts in implementing Summer extended learning

June 2019 July 2019

Discuss the School Improvement Grant (SIG) 1003(g) program as it will be implemented during the 2018-2019 school year information about how the district will su ort SIG 1003 efforts ro rammaticall and fiscal

MO 500-3192 (05middot18) 10

Monroe Elementary will implement the SIG Grant as designed to improve in student performance in ELA and Math as well as attendance SLPS will leverage the Superintendents Zone structure along with its revised Transformation Plan to build the instructional leadership teams capacity to effectively implement the Five Turnaround Strategies with fidelity The district will partner with Monroe Elementary School throughout our implementation

To improve student performance in read ing we will continue to provide intense PD in guided reading to support teachers with understanding the individual components for full implementation Through this training the students reading levels should increase as they are receiving instruction specific to their individual needs Through our PD on PLCs teachers will increase their understanding of the necessary structures to ensure the effectiveness and fidelity of the PLC process We will meet weekly to discuss student workdata set instructional goals identify student grouping and develop reteach plans to help teachers reteach skills for student mastery Teachers will also share academic data and share instructional strategies that have been successful in the classroom Data team meetings will occur to analyze data to determine how to best serve our students Data from formative assessments and classroom observations will be used to provide targeted instructional feedback to teachers In addition teachers will be trained to use data trackers to track student progress toward mastery of specific learn ing objectives For teachers needing additional support training will be given on the data process in the following areas 1) the use of data in goal-setting 2) how to interpret data and 3) how to use data to drive instruction

Achieve 3000 will support our teachers with data collection and expose our children with daily differentiated learning activities Our PD on Engage NY and Renaissance will support our teachers with instruction in ELA and Math as well as capture data Through differentiated instruction students will receive targeted instruction on their levels daily All of our PD should have a positive impact on our student performance in ELA and Math as evidenced by MAP STAR and Ach ieve 3000 data

Our Supplemental Instructional Teacher Literacy Interventionist and LLI Teachers will support our literacy initiative by using 3 data points to pull instructional groups to assist students with skill acquisition This individual will work closely with teachers to identify and support identified students to help address their needs not met in the regular classroom setting Students and teachers will set academic goals and as they are met their data will be displayed and new goals established

To further support our children we will provide increased instructional time and high dosage differentiated and tiered instruction by developing and implementing a flexible schedule that increases the number of instructional minutes included to provide targeted interventions to students performing below grade level Monroe will increase its extended learn ing opportunities to 55 hours this year 3-4 days per week for 60 minutes each session for children with identified learning gaps in grades 3-6 with high doses of differentiated and tiered interventions to support ELA and MA (This is an increase of 10 hours from the previous year) During this time students will be assigned to Tier 1 and Tier 2 interventions The students will be assigned to groups of 4-6 and receive targeted instruction delivered by certified and non-certified instructional staff We will use supplemental instructional materials and iPads to address MAP skills so our students will be familiar with the format of the MAP and provide them will extra practice on using the MAP tools All students will also receive increased literacy activities from our librarian aide

To track student performance we will create and administer formative assessments based on academic standards in math and ELA every 4 to 6 weeks to determine mastery and retention of skills Our accountability will be to engage in a monthly Student Academic Review with the Assistant to the Superintendent for Priority Schools This review will include the presentation and analysis of numerous data points (Acuity Achieve 3000 Renaissance and classroom assessments) to track student progress towards SIG goals using our reteach model to track student performance

We are committed to engaging our famil ies as partners in our schools transformation process With the goal of improving student attendance and reducing the truancy and suspension rates families will be encouraged to participate as partners in the school Some of the partner activities will involve tutorials about how to understand student performance data Student progress data will be shared with families on a regular basis through student data reports sent home During school based family events parents will be educated about how to understand their students interim benchmark results and strategies to support future success

We will maintain our current community partnerships and seek others The district will also look for and catalog data related to the partnerships that supplies evidence of the effectiveness The district will develop a set of criteria that each partnership will need to meet in order to continue based on measures of effectiveness and alignment If the assessment finds the lack of alignment with the schools priorities the partnership will be phased down or discontinued entirely to ensure that staff time is spent most effectively

SECTION XD - STAFFING CHANGES

MO 500middot3192 (05middot 18) 11

Describe any changes made in the teaching staff andor instructional leaders at the building andor LEA levels in SIG served buildings for Cadre IV Year Three

Sonya Wayne will remain as principal of Monroe Elementary Our new Restorative Justice Student Support member will work closely with our Behavior Interventionist to support our students parents and teachers with classroom management strategies as well as to help provide children with strategies to self-correctmonitor their behaviors and conflict resolution so they can remain in school and be successful

After reviewing our discipline data this year it was noted that we increased over the previous year with a large spike of student behaviors during the Spring semester (See chart below) Teachers became frustrated and were not properly equipped on how to manage certain behaviors They became very punitive with their management which resulted in the behaviors escalating and teachers becoming increasingly frustrated When this occurred teachers sent children to the officeBehavior Interventions often times with or without the proper documentation As we continue to try and stabilize the learning environment at Monroe it is crucial that the principal is able to observe instruction with fidelity every single day Student discipline can hinder this process resulting in multiple office referrals and students being removed from the classroom We believe that the implementation of restorative practices will be more beneficial for our school as opposed to PSIS This individual will support our teachers with classroom management which is a part of our Teacher Evaluation Tool and an area that our teachers struggle greatly which impacts the learning in the classroom During the 2017-18 school year we had multiple incidents of children as young as pre-school throwing furniture at other children and staff screaming in the classroom and hallways walking the halls and leaving the building which places the school in immediate danger as we are required to provide a safe place for learning for all children

MO 500-3192 (05middot 18) 12

35 ------------------30 +------------------ bull Nov 25 +----~~------------20 +-----+bull bull Dec 15 +----~l__frac12-1 _-~--------10 -t----1e--11t~l-d~~U---J--l---- bull Jan 5 0 +-___Uol_IUl-JilLIC----llll----~ Feb

a Mar

Apr May

This individual will be responsible for the implementation of restorative justice including providing direct restorative services to students staff amp families while providing coaching and technical support to school staff in the successful implementation and practice of restorative justice Through this program a focus will be on changing the mindsets of teachers from being punitive in nature to focus on restorative ways to support children in becoming better citizens This will include providing training on mediation practices among staff Furthermore we believe that the need for building capacity around classroom management and alternative discipline will be essential to students receiving quality instruction

This individual will also

bull Inform and prepare participants for restorative circles andor dialogues bull Contact parentsguardians to invite or inform about a restorative meeting bull Facilitate restorative processes bull Coordinate the delivery of restorative circles to classrooms as requested by school staff bull Provide participants parents and appropriate staff with agreemenUoutcome of restorative process bull Follow up on all restorative meetings to ensure agreements are upheld bull Coordinate restorative community service opportunities bull Model restorative classroom amp discipline processes bull Provide consultation coaching amp technical support around implementation of

restorative practices bull Work with school the school Behavior Interventionist Leadership Data (etc) teams to build and strengthen current practices bull Provide regular Restorative Justice updates at school staff meetings bull Identify and build relationships with school parent and community stakeholder bull Work with families to support student success and promote greater engagement of families in the school

Finally we believe this addition will support Monroe Elementary greatly as we move to better supporting students and improving teaching and learning in all classrooms

SECTION XE - SYSTEM OF STAFF RECOGNITION (Transformation Model Specific Question) A LEA implementing a transformation model must

Identify and reward school leaders teachers and other staff who in implementing this model have increased student achievement and high school graduation rates and identify and remove those who after ample opportunities have been provided for them to improve their professional practice have not done so

Describe how each SIG school is rewarding staff that improve student achievement with LEA support Describe the opportunities for professional development for staff that have not improved student achievement during the 2017-2018 school year The descriptions must include specific goals or triggers that will be used to determine if recognitions or supports are needed The recognitions or supports must be listed as well as a timeline of implementation during the 2018-2019 year

MO S00-3192 OS-18) 13

Please note that the FEDERAL SCHOOL IMPROVEMENT GRANT TITLE I SECTION 1003(g) OF ESEA 1003(g) SIG INCREASED LEARNING TIME REWARD AND INCENTIVE REPORT will be due to DESE at the conclusion of the grant year and will require reporting of this mandatory action

Monroe Elementary will recognize staff by their abilities to increase their attendance thus increasing instructional time and student performance in reading and math Other levers for staff recognition include successfully implementing strategies shared during monthly PD monthly student growth on STAR and growth on Acuity benchmarks Staff will also be recognized when they increase the number of students performing proficientadvanced in ELA and Math on Acuity AshyC (please see chart below)

Teachers are also tracked via our Teacher Evaluation Tool in which there is criteria that recognizes teachers for student growth Teachers will receive incentives such as teaching supplies plaques certificates and professional development opportunities for showing growth in identified areas

Monroe Elementary School Teacher Incentive Plan 2018-2019

AcademicPerformance Goals

During the 2018-2019 school year teachers will bull Improve their overall attendance by 5 thus increasing instructional time in classrooms bull Increase student performance on STAR (ELA and MA) resulting in students meeting their identified reading and

math goals making at least 1 years growth in each area Progress monitoring will occur monthly to measure monthly growth

bull Increase MAP MPI by 10 in ELA MA

bull Increase the number of students performing proficientadvanced by at least 10 in ELA and MA as measured on district benchmarks

bull Increase the number of students increasing the proficiency level as measured by MAP

Our Incentive Plan

Dates HowGoalExpectation Staff Incentive MonitoredImpacted

Extra planning period Teachers will improve their attendance by 5 during All staff that August KRONOS Reward of Supplemental Teaching the 2018-2019 school year increases their 2018-May reports Supplies to improve readingmath attendance 2019

Each month teachers will increase their students Classroom August STAR reading and math STAR scores by 1 month as teachers grades 2018-May reports measured by progress monitoring 3-6 2019

Teachers will have at least 50 of class on track for Classroom December STAR meeting individual readingmath goal by end of 1bull1 teachers grades 2018 reports semester 3-6

CertificatesPlaques Reward of Supplemental Teaching Supplies to improve readingmath


Teachers will show a minimal of one years growth and have at least 80 of students on track for meeting their individual goal on STAR reading and math

Classroom teachers grades 3-6

May 2019 STAR Reports

PD Opportunities PlaquesCertificates Reward of Supplemental Teaching Supplies to improve readingmath

Teachers will implement PSIS and Restorative Justice practices to manage student behaviors This will decrease office referrals by 10

All teachers August 2018-May 2019

SIS Discipline Reports and Referrals

Additional planning periods Certificates

Increase the number of students performing proficienUadvanced in ELA and MA as measured on district benchmarks


September 2018-May 2019

Acuity Reports

Teachers meeting monthly goal will be placed in a drawing to attend an educational conference (ASCD Reading etc)

PlaquesTrophies

MO 500-3192 OS18) 14

I

I

SECTION XF - INCREASED LEARNING TIME (Transformation Model Specific Question) A LEA implementing a transformation model must

Establish schedules and strategies that provide increased learning time

Describe how each SIG school is increasing learning time with LEA support Specifically address how learning time will be increased from the 2017-2018 school year This description must include specific and documentable increases in learning time for the served buildings that meet 1003(g) SIG requirements


Monroe will increase its extended learning opportunities this year from 45 hours of instruction to 55 hours The sessions will occur 3-4 days per week for 60 minutes each session for children with identified learning gaps in grades 3-6 with high doses of differentiated and tiered interventions to support ELA and MA (This is an increase of 10 hours from the previous year) During this time identified students will be assigned to Tier 1 and Tier 2 interventions The students will be assigned to groups of 4-6 and receive targeted instruction delivered by certified instructional and non-certified staff We will use supplemental instructional materials (Achieve Renaissance and others as well as the iPads to address MAP skills so our students will be familiar with the format of the MAP and the use of the tools Our extended learning time will work in conjunction with our 21

st Century afterschool program where our certified and non-certified staff will provide tutoring

supporting students with reading and math through hands-on learning via technology as well as STEAM activities (Science Technology Engineering Art and Math) When students complete our SIG increased learning time activities they will transition to the 21

st Century After School Program which is two and a half hours per day 5 days per week

Identified students will also receive increased learning opportunities via our Supplemental Instructional Teacher to address skills not mastered in the regular classroom setting Our Literacy Teacher Assistants will support literacy in grades 3-6 by supporting small groups of students within the classroom with reading and math instruction Our LU fellow will provide leveled literacy interventions to support children with reading based on their individual needs They will also conduct pull outs where appropriate to further support students to assist them with meeting their instructional goals Technology will be infused during the extended learning opportunities for students daily

Students attending all extending learning opportunity sessions and showing progress will receive and incentive and a certificate In addition all children making academic gains in ELA and MA will be recognized and receive certificates as well as be eligible for our school wide incentives for growth

Teachers not meeting our identified goals will participate in targeted PD to help strengthen their skill sets so they can better support students

MO 500bull3192 (05middot8) 15

SECTION XG -TEACHERPRINCIPAL EVALUATION SYSTEM (Transformation Model Specific Question)

The teachers will be evaluated based on instructional practices using the district approved Performance-Based Teacher Evaluation Tool which evaluates teachers in the following areas

bull Planning and Preparation bull Classroom Environment bull Instruction bull Professional Responsibility bull Student Growth

The Principal will be evaluated twice per year using the Principals version of the Performance Based Evaluation Tool by her immediate supervisor

Curriculum Development and Learning Management

All teachers will be observed via walkthroughs and observations by the principal and AIC followed with feedback and action steps Frequent observations with feedback and action steps will identify areas needed for coaching Data from walkthrough s will be captured in Frontline Coaching will be provided as needed with the expectation to of improved teaching practices Teachers will receive support as needed with classroom management student engagement questioning and feedback as well as strategies on monitoring aggressively These strategies will improve teaching and learning in all classrooms thus increasing learning opportunities for all In addition teachers will receive differentiated PD based on their identified needs from walkthroughs and observations

Through data teamsPLCs teachers will review student work and set instructional goals including developing reteach plans to help teachers reteach skills for student mastery Teachers will also share academic data and share instructional strategies that have been successful in the classroom

During the summer teachers will receive PD on PLCs Achieve 3000 Renaissance Math and Engage NY to help strengthenincrease the teachers tool boxes to improve the quality of instruction within the classrooms During the year teachers in grades 3-6 will receive support with using iPads to enhance instructional opportunities with children

Professional Development Job-embedded professional development (PD) will be provided throughout the year via weekly grade-level PLC meetings monthly staff PD (building wide) and district provided PD Teachers will receive PD based on their needs as identified via walkthroughobservations School wide PD will be on-going throughout the year and will include guided reading PLC training SIPPS math instruction restorative justice practices building overall capacity in technology and best practices In addition monies provided through SIG will provide the principal and teachers opportunities to attend conferences and workshops outside the district focused on enhancing instructional leadershipinstructional skills which will be sustainable after the grant

MO S00middot3192 (0S-18) 16

Monthly PD Calendar (Please note data review will be a monthly on-going focus)

August Writing Effective Lesson PlansStandards The teachers will understand the components of Based Planning the evaluation toolwalk-through process as well

as the process of how ii will be used and their Teacher Evaluation TooVwalkthrough expectations Teachers will write and implement expectations quality standards-based lesson Student Engagement Student engagement will start strong and

continue throughout the year

September QuestioningRigor Rigor will increase Writing (Focus Ideas) Students will gain an understanding of how to

capture their ideas for writing in all genres October Instructional Best Practices Varied instructional practices implemented

Writing (Focus Organization) Students will learn how to organize thoughts for

November Guided MathQuestioning and Rigor Writing Voice

writing Math instruction will improve Rigor will increaseStudent class discussions

QuestioningDiscussion Techniques will improve-becoming more rich Student Engagement writing improves

Engagement will continue to increase

Dec Writing Word Choice Rigor will increaseStudent class QuestioningDiscussion Techniques discussions will improve-become more

rich Jan-March Writing Sentence Fluency Conventions Students will be able to create writing pieces

Presentation and prepare them for presentation April May QuestioningDiscussion Techniques Rigor will increaseStudent class discussions

Engagement will improve-becoming more rich Student writing improves Engagement continues to be strong

SECTION XH - FAMILY AND COMMUNITY ENGAGEMENT (Transformation Model Specific Question) In our efforts to improve parental and community involvement Monroe Elementary School will be intentional with increasing parent learning opportunities to assist them with providing and creating a nurturing home environment for their children Parents will receive support with understanding and interpreting benchmark and state assessments home learning activities and crisis resolution Our Family Community Specialist will partner with our external partner TOPP (Tapping Out Parental Power) to provide on-going support to our famil ies in the areas of parental education crisis resolution and adult literacy to increase parental involvement by at least 20 We will also build positive relationships with our families to strengthen the connection between home and school

We will have monthly PTO meetings and organize an active PTO to help address some of the needs of the students and school We will focus our efforts on improving communications with our parentsfamilies With the goal of increasing student attendance and eliminating truancy we will encourage parents to work as our partner by participating in sessions to discuss attendance and have discussions on how to improve As attendance and academics support one another parents will receive training on how to interpret data and how it is connected to attendance As a result we will encourage parents to send their child to school daily to increase our attendance rate School and family events will be designed to foster parent and family involvement and to identify and embrace the cultural differences among our families We would like to increase our parent volunteers to help support our efforts Through our collective efforts we will embrace and encourage our parents to become an active participant in their childs education

MO 500middot3 192 (05middot18) 17

Listed below are some of the activities planned for our school

bull Open House

bull Fall Festival

bull Monthly PTO Meetings

bull Parent Conferences (2x per year-Fall and Spring)

bull Winter Festival

bull Math and Literacy Nights

bull Black History Program

bull Student Talent Show

bull Muffins with MomDonuts with Dad

bull Grandparents Day

bull Community Day

bull End of the Year Celebration

School Calendar (Tentative) Event Date Evaluation Timeline

Teachers return to work Auust 2018 Aug 2018 PD (beginning of year and monthly) August 2018-Mav 2019 Monthly Open House August 20 I 8 August 2018 Grandparents Dav Seoternber 201 8 September 20 18 Community Dav September 201 8 September 2018 Parent Conference Day October 20 I 8 M arch 20 I 9 After each session Fall Festival October 20 18 End ofevent Literacy N ight November 20 18 End of event Winter Festival Dec 2018 Dec 2018 Math Niht Feb 2019 Feb 2019 Black History Feb 2019 Feb 20 19 Talent Show March 20 19 March 20 19 Donuts with Dad A oril 2019 Apri l 20 19 Muffins with Mom M av 20 19 Mav 20 19 End of Year Celebration May 20 19 May 20 19

School Level Implementation Timeline

Participants Intervention Activitv Dates Evaluation Timeline Instructional Staff and Principal

Summer PD Culture Standards Based Protocol and

June 11-23 20 18 June 23 20 18 and throughout the 2018-20 19 school year

Planning Sessions based on observations Grades 3-6 Instructional Staff Extended Day Professional 2018-201 9 school year Month ly and Principal DevelopmentMonthly PD 2 staffmembers A ft er-school tutoring Sent 2018-May 2019 May 201 9 PrincipalHR Acquisition Restorative Justice 2018-2019 school year May 201 9

Support FCS Participation in TOPP 20 18-2019 school vear May 20 19 Instructional Staff Principal Student Incentives 2018-2019 school year May 20 19 Princioal and AIC Staff Incentives 2018-2019 school vear May 2019

MO S00middot3192 (05bull18) 18

SECTION X -MONROE ELEMENT ARY SCHOOL NARRATIVE

The Superintendents Zone and the Office of Priority Schools

In order to ensure that the school transformation structure is as effective and streamlined as possible the superintendent has overhauled the structure of the Superintendents Zone and how it connects to the Office of Priority Schools The Superintendents Zone along with the Assistant Superintendent to Priority Schools Instructional Leadership Officers Systems Management Officer and Data Compliance manager and the Office of Priority Schools are the dedicated team which remains intact for the purpose of ensuring that each Priority School implements the research-based Five Turnaround Strategies with fidelity

Monroe Elementary School is a Pre-Kindergarten through 6th grade neighborhood school located in the Marine Villa area of South St Louis Currently Monroe has 285 students enrolled- 95 African American and 5 Caucasian Of these students 10 are special needs Monroe has just completed its first full year of implementation in SIG Through the process we have seen our school culture improve with teachers and students becoming more focused on learning Teachers have become more data focused reviewed student work more and improved reading instruction as a result of the guided reading support from Scholastic Our students received extra support this year from our Supplemental Instruction Teacher as well as our Literacy Interventionists and due to their efforts we have seen continuous growth each month In addition our students received additional support in reading and math through our extended learning opportunities As a result of our collective efforts we have decreased the number of students reading 2 or more grade levels below their current levels and have increased the confidence in many of our struggling readers Teachers have also improved their math instructional delivery resulting in our children filling many gaps As a result of their efforts we have seen an increase in the students performing on level in reading and math as measured by STAR

We provided extended learning opportunities for our children for 45-50 minutes 3 -4 days a week for 45 hours Our students received support in reading and math activities via hands on learning When our students completed the extended program they transitioned to the 21st Century Program where they participated in additional reading and math activities as well as STEAM activities (Science Technology Engineering Art and Math) We tracked the progress of the children attending the extended learning making sure gains were made If students did not make the progress expected we increased the daystimes of attendance as needed

Guided by our school motto of Preparing Future Leaders Monroe Elementary School made progress in reading and math this year Based on our Acuity benchmark data we have shown consistent growth meeting our targets in ELA Math and Science According to our 2017 MAP assessment 6 scored proficienUadvanced in math while 137 scored proficienUadvanced in ELA As a result of our scores our MPI declined in both content areas and we are making continuous adjustments in our instructional program to ensure we meet our academic targets in 2018

School Mission Statement We will educate empower encourage every student every day

School Vision Statement We are preparing future leaders to excel in an ever-changing society We will accomplish this by

bull Coming to work on time prepared to teach bull Having a positive attitude bull Using positive language at all times bull Being flexible to follow students down their educational path bull Establish ing routines bull Building meaningful relationships with students bull Helping children understand the importance of being responsible for their own learning bull Encouraging others bull Capitalizing on teachable moments bull Providing a safe learning environment for all

Our 2018-19 goals are for 25 of our students in grades 3-6 to increase at least one achievement level in ELA and Math as measured by MAP In addition at least 75 of students are to meet their individual reading and math goals including a minimal of one years growth to guarantee the students will be reading on level when they exit Monroe Elementary Currently Monroe is fall ing short of that goal however we have seen tremendous growth of our children reading on grade level Our year end data shows 35 of our students in grades 1-6 are on grade level in reading and 44 on grade level in math which are both increases over our previous year We attribute our students growth to our new guided reading model our new math curriculum our new PLC foundation our Literacy Interventionist and Supplemental Instruction Teacher who su ort small rou s of students with identified skills Durin 2018-19 we will continue to su ort teachers to increase their

MO 500bull3192 jOS-18)





2nd 41


150

100

50

0

KG

Grade Level

10096 gr-77~8_8]Yo_g-1--837081



a 2016-17

a 2017-18

Goal Expectation



Group Impacted


Identified Students


Identified students

Identified Students

Identified Students


2018-19 school

school year



Ma 2019





STAR Readin IMath





MO 500-3192 05middot 18) 2








MAP MAP

ELA 187 137

MA 127 6


level

30

30


ELA 1948 1897 225

MA 203 1684 230





2015-16 12 0 103

2016-17 0 14 23

2017-18 25 29 9



2015-16

2016-17

2017-18

28

18

24

29

28

11

67

21

32









4 -- 2016-2017 Data

6th 34 5th 36 4th 32 3rd 24 2nd 19 1st 16 KG 12

0 05 1 15 2 25 3 35 4


5-- 2017-18 Data

6th Gr

5th Gr

4th Gr

3rd Gr

2nd Gr

1st Gr

Kg

1 15 2 25 3 35 4 45 5

0 05

12 Ql

I

I 42 4

B4 2

21






6 -- 2016-17 Data

6th Gr

5th Gr

4th Gr

3rd Gr

2nd Gr

1st Gr

KG 06 13

19

24

32

37

45

0 05 1 15 2 25 3 35 4 45 5

MO S00-3192 05-18) 5

7 -- 2017-18 Data

6th Gr

5th Gr

4th Gr

3rd Gr

2nd Gr

1st Gr

KG 11

16

24

32

43

5

4$

0 1 2 3 4 5 6










MO 500-3192 (05middot18) 6











activity

















MO S00-3192 (0S-18) 8










MO 500-3192 (05bull18) 9


SIG staff











June 2019 July 2019


MO 500-3192 (05middot18) 10














MO 500-3192 (05middot 18) 12


a Mar

Apr May









MO S00-3192 OS-18) 13











Our Incentive Plan


















Acuity Reports


PlaquesTrophies

MO 500-3192 OS18) 14

I

I






















MO S00middot3192 (0S-18) 16




















bull Open House

bull Fall Festival









bull Community Day















2nd 41


150

100

50

0

KG

Grade Level

10096 gr-77~8_8]Yo_g-1--837081



a 2016-17

a 2017-18

Goal Expectation



Group Impacted


Identified Students


Identified students

Identified Students

Identified Students


2018-19 school

school year



Ma 2019





STAR Readin IMath





MO 500-3192 05middot 18) 2








MAP MAP

ELA 187 137

MA 127 6


level

30

30


ELA 1948 1897 225

MA 203 1684 230





2015-16 12 0 103

2016-17 0 14 23

2017-18 25 29 9



2015-16

2016-17

2017-18

28

18

24

29

28

11

67

21

32









4 -- 2016-2017 Data

6th 34 5th 36 4th 32 3rd 24 2nd 19 1st 16 KG 12

0 05 1 15 2 25 3 35 4


5-- 2017-18 Data

6th Gr

5th Gr

4th Gr

3rd Gr

2nd Gr

1st Gr

Kg

1 15 2 25 3 35 4 45 5

0 05

12 Ql

I

I 42 4

B4 2

21






6 -- 2016-17 Data

6th Gr

5th Gr

4th Gr

3rd Gr

2nd Gr

1st Gr

KG 06 13

19

24

32

37

45

0 05 1 15 2 25 3 35 4 45 5

MO S00-3192 05-18) 5

7 -- 2017-18 Data

6th Gr

5th Gr

4th Gr

3rd Gr

2nd Gr

1st Gr

KG 11

16

24

32

43

5

4$

0 1 2 3 4 5 6










MO 500-3192 (05middot18) 6











activity

















MO S00-3192 (0S-18) 8










MO 500-3192 (05bull18) 9


SIG staff











June 2019 July 2019


MO 500-3192 (05middot18) 10














MO 500-3192 (05middot 18) 12


a Mar

Apr May









MO S00-3192 OS-18) 13











Our Incentive Plan


















Acuity Reports


PlaquesTrophies

MO 500-3192 OS18) 14

I

I






















MO S00middot3192 (0S-18) 16




















bull Open House

bull Fall Festival









bull Community Day


















MAP MAP

ELA 187 137

MA 127 6


level

30

30


ELA 1948 1897 225

MA 203 1684 230





2015-16 12 0 103

2016-17 0 14 23

2017-18 25 29 9



2015-16

2016-17

2017-18

28

18

24

29

28

11

67

21

32









4 -- 2016-2017 Data

6th 34 5th 36 4th 32 3rd 24 2nd 19 1st 16 KG 12

0 05 1 15 2 25 3 35 4


5-- 2017-18 Data

6th Gr

5th Gr

4th Gr

3rd Gr

2nd Gr

1st Gr

Kg

1 15 2 25 3 35 4 45 5

0 05

12 Ql

I

I 42 4

B4 2

21






6 -- 2016-17 Data

6th Gr

5th Gr

4th Gr

3rd Gr

2nd Gr

1st Gr

KG 06 13

19

24

32

37

45

0 05 1 15 2 25 3 35 4 45 5

MO S00-3192 05-18) 5

7 -- 2017-18 Data

6th Gr

5th Gr

4th Gr

3rd Gr

2nd Gr

1st Gr

KG 11

16

24

32

43

5

4$

0 1 2 3 4 5 6










MO 500-3192 (05middot18) 6











activity

















MO S00-3192 (0S-18) 8










MO 500-3192 (05bull18) 9


SIG staff











June 2019 July 2019


MO 500-3192 (05middot18) 10














MO 500-3192 (05middot 18) 12


a Mar

Apr May









MO S00-3192 OS-18) 13











Our Incentive Plan


















Acuity Reports


PlaquesTrophies

MO 500-3192 OS18) 14

I

I






















MO S00middot3192 (0S-18) 16




















bull Open House

bull Fall Festival









bull Community Day











2015-16

2016-17

2017-18

28

18

24

29

28

11

67

21

32









4 -- 2016-2017 Data

6th 34 5th 36 4th 32 3rd 24 2nd 19 1st 16 KG 12

0 05 1 15 2 25 3 35 4


5-- 2017-18 Data

6th Gr

5th Gr

4th Gr

3rd Gr

2nd Gr

1st Gr

Kg

1 15 2 25 3 35 4 45 5

0 05

12 Ql

I

I 42 4

B4 2

21






6 -- 2016-17 Data

6th Gr

5th Gr

4th Gr

3rd Gr

2nd Gr

1st Gr

KG 06 13

19

24

32

37

45

0 05 1 15 2 25 3 35 4 45 5

MO S00-3192 05-18) 5

7 -- 2017-18 Data

6th Gr

5th Gr

4th Gr

3rd Gr

2nd Gr

1st Gr

KG 11

16

24

32

43

5

4$

0 1 2 3 4 5 6










MO 500-3192 (05middot18) 6











activity

















MO S00-3192 (0S-18) 8










MO 500-3192 (05bull18) 9


SIG staff











June 2019 July 2019


MO 500-3192 (05middot18) 10














MO 500-3192 (05middot 18) 12


a Mar

Apr May









MO S00-3192 OS-18) 13











Our Incentive Plan


















Acuity Reports


PlaquesTrophies

MO 500-3192 OS18) 14

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MO S00middot3192 (0S-18) 16




















bull Open House

bull Fall Festival









bull Community Day











5-- 2017-18 Data

6th Gr

5th Gr

4th Gr

3rd Gr

2nd Gr

1st Gr

Kg

1 15 2 25 3 35 4 45 5

0 05

12 Ql

I

I 42 4

B4 2

21






6 -- 2016-17 Data

6th Gr

5th Gr

4th Gr

3rd Gr

2nd Gr

1st Gr

KG 06 13

19

24

32

37

45

0 05 1 15 2 25 3 35 4 45 5

MO S00-3192 05-18) 5

7 -- 2017-18 Data

6th Gr

5th Gr

4th Gr

3rd Gr

2nd Gr

1st Gr

KG 11

16

24

32

43

5

4$

0 1 2 3 4 5 6










MO 500-3192 (05middot18) 6











activity

















MO S00-3192 (0S-18) 8










MO 500-3192 (05bull18) 9


SIG staff











June 2019 July 2019


MO 500-3192 (05middot18) 10














MO 500-3192 (05middot 18) 12


a Mar

Apr May









MO S00-3192 OS-18) 13











Our Incentive Plan


















Acuity Reports


PlaquesTrophies

MO 500-3192 OS18) 14

I

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MO S00middot3192 (0S-18) 16




















bull Open House

bull Fall Festival









bull Community Day











7 -- 2017-18 Data

6th Gr

5th Gr

4th Gr

3rd Gr

2nd Gr

1st Gr

KG 11

16

24

32

43

5

4$

0 1 2 3 4 5 6










MO 500-3192 (05middot18) 6











activity

















MO S00-3192 (0S-18) 8










MO 500-3192 (05bull18) 9


SIG staff











June 2019 July 2019


MO 500-3192 (05middot18) 10














MO 500-3192 (05middot 18) 12


a Mar

Apr May









MO S00-3192 OS-18) 13











Our Incentive Plan


















Acuity Reports


PlaquesTrophies

MO 500-3192 OS18) 14

I

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MO S00middot3192 (0S-18) 16




















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bull Fall Festival









bull Community Day





















activity

















MO S00-3192 (0S-18) 8










MO 500-3192 (05bull18) 9


SIG staff











June 2019 July 2019


MO 500-3192 (05middot18) 10














MO 500-3192 (05middot 18) 12


a Mar

Apr May









MO S00-3192 OS-18) 13











Our Incentive Plan


















Acuity Reports


PlaquesTrophies

MO 500-3192 OS18) 14

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MO S00middot3192 (0S-18) 16




















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bull Fall Festival









bull Community Day






















MO S00-3192 (0S-18) 8










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SIG staff











June 2019 July 2019


MO 500-3192 (05middot18) 10














MO 500-3192 (05middot 18) 12


a Mar

Apr May









MO S00-3192 OS-18) 13











Our Incentive Plan


















Acuity Reports


PlaquesTrophies

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MO S00middot3192 (0S-18) 16




















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bull Fall Festival









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MO 500-3192 (05bull18) 9


SIG staff











June 2019 July 2019


MO 500-3192 (05middot18) 10














MO 500-3192 (05middot 18) 12


a Mar

Apr May









MO S00-3192 OS-18) 13











Our Incentive Plan


















Acuity Reports


PlaquesTrophies

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bull Open House

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June 2019 July 2019


MO 500-3192 (05middot18) 10














MO 500-3192 (05middot 18) 12


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Acuity Reports


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MO 500-3192 (05middot 18) 12


a Mar

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bull Open House

bull Fall Festival









bull Community Day











BUDGET ITEMIZATION GRANT FUNDS REQUESTED I · As a result of our scores, our MPI declined in both...

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Transcript of BUDGET ITEMIZATION GRANT FUNDS REQUESTED I · As a result of our scores, our MPI declined in both...