EVERGREEN ELEMENTARY

DATA AND NEEDS ASSESSMENT

Evergreen Elementary School provides learners of all abilities, styles, and aspirations, the cognitive,technical, and social skills needed for lifelong success in a diverse, competitive, and rapidly changing world.Using a team approach, we provide innovative instruction of the standards using research-based strategies.As a schoolwide Title I school, Evergreen Elementary works in partnership with its families and communityto create an environment that fosters a high level of student achievement.

SCHOOL'S VISION OR CLEAR AND SHARED PURPOSE

State Assessment ResultsDistrict Assessment ResultsSchool Assessment ResultsSchool Discipline Report by OffenseEthnic ProfileCommunity ProfileSchool Specific ReportsSurveysOther

COLLECTED DATA FOR NEEDS ASSESSMENT PORTFOLIO

SUMMARIZED INFORMATION GAINED FROM THIS PORTFOLIO / DATA REVIEW

Communication Arts

Our fourth grade WASL reading scores indicate strength in the areas of comprehension, analysis, andinterpretation of literary text. The scores reflect a need for improvement in comprehension, analysis, andinterpretation of information text.

WASL writing scores indicates strength in the area of conventions but a need for improvement in content,organization, and style.

Mathematics

Our fourth grade WASL scores indicate strength in the areas of number sense and geometric sense. Thescores reflect a need for improvement in the areas of probability and statistics, algebraic sense, solvingproblems/reasoning logically, and making connections.

Subgroups

Math -- State assessment results indicate that all students are performing below the district average on thefourth grade WASL math assesssment. African American students are performing well below the buildingaverage, while white students are performing above the building and district averages in math.

Writing -- White students are performing above the district average on the fourth grade WASL in writing.African American students are performing below the building and district averages in writing.

Reading -- All students are performing well below the district average in reading on the fourth grade WASL,with African American students performing well below the building average in reading. White students areperforming above the building average in reading.

School Culture

The staff recognizes that Evergreen students face many barriers that could prevent their social and academicsuccess. Some of these barriers are poverty, hunger, lack of supervision, and apathy toward education. Dataindicates that there is a 53% free and reduced lunch rate at Evergreen. Evergreen has a schoolwide Title Iprogram, and hosts the PAL, ELL, and Early Head Start programs.

There is a safe, supportive environment for all children at Evergreen. We have high expectations for allstudents and use innovative teaching strategies to create and improve the learning environment. Further,staff members support each student in developing appropriate social skills and a healthy self-esteem bycreating a family-like atmosphere that is characterized by trust and respect. Our support staff includesprofessionals in the following areas: counseling, social work, English language learners, special education,occupational/physical therapy, speech/language pathology, school psychology, and paraprofessionals. Theassistant principal and our specialists in music, physical education, library media, technology, art, reading,math lend additional support. These staff members are knowledgeable and work together to provideresources, training, community connections, and the best learning environment for our students.

Technology

Evergreen has a 28-station computer lab with digital projector, camera, and camcorder. Each classroom hasa computer, and the teachers share several document cameras, and digital cameras and projectors. Stafftraining is focused on the use of computers and how to integrate technology into their instruction, whilesimultaneously expanding the students' knowledge of technological tools.

Providing access to technology for all students will require the additional resource of document cameras anddigital projectors for each classroom.

Section 1 Page 1Evergreen Elementary

DATA AND NEEDS ASSESSMENT

Evergreen Elementary School provides learners of all abilities, styles, and aspirations, the cognitive,technical, and social skills needed for lifelong success in a diverse, competitive, and rapidly changing world.Using a team approach, we provide innovative instruction of the standards using research-based strategies.As a schoolwide Title I school, Evergreen Elementary works in partnership with its families and communityto create an environment that fosters a high level of student achievement.

SCHOOL'S VISION OR CLEAR AND SHARED PURPOSE

State Assessment ResultsDistrict Assessment ResultsSchool Assessment ResultsSchool Discipline Report by OffenseEthnic ProfileCommunity ProfileSchool Specific ReportsSurveysOther

COLLECTED DATA FOR NEEDS ASSESSMENT PORTFOLIO

SUMMARIZED INFORMATION GAINED FROM THIS PORTFOLIO / DATA REVIEW

Communication Arts

Our fourth grade WASL reading scores indicate strength in the areas of comprehension, analysis, andinterpretation of literary text. The scores reflect a need for improvement in comprehension, analysis, andinterpretation of information text.

WASL writing scores indicates strength in the area of conventions but a need for improvement in content,organization, and style.

Mathematics

Our fourth grade WASL scores indicate strength in the areas of number sense and geometric sense. Thescores reflect a need for improvement in the areas of probability and statistics, algebraic sense, solvingproblems/reasoning logically, and making connections.

Subgroups

Math -- State assessment results indicate that all students are performing below the district average on thefourth grade WASL math assesssment. African American students are performing well below the buildingaverage, while white students are performing above the building and district averages in math.

Writing -- White students are performing above the district average on the fourth grade WASL in writing.African American students are performing below the building and district averages in writing.

Reading -- All students are performing well below the district average in reading on the fourth grade WASL,with African American students performing well below the building average in reading. White students areperforming above the building average in reading.

School Culture

The staff recognizes that Evergreen students face many barriers that could prevent their social and academicsuccess. Some of these barriers are poverty, hunger, lack of supervision, and apathy toward education. Dataindicates that there is a 53% free and reduced lunch rate at Evergreen. Evergreen has a schoolwide Title Iprogram, and hosts the PAL, ELL, and Early Head Start programs.

There is a safe, supportive environment for all children at Evergreen. We have high expectations for allstudents and use innovative teaching strategies to create and improve the learning environment. Further,staff members support each student in developing appropriate social skills and a healthy self-esteem bycreating a family-like atmosphere that is characterized by trust and respect. Our support staff includesprofessionals in the following areas: counseling, social work, English language learners, special education,occupational/physical therapy, speech/language pathology, school psychology, and paraprofessionals. Theassistant principal and our specialists in music, physical education, library media, technology, art, reading,math lend additional support. These staff members are knowledgeable and work together to provideresources, training, community connections, and the best learning environment for our students.

Technology

Evergreen has a 28-station computer lab with digital projector, camera, and camcorder. Each classroom hasa computer, and the teachers share several document cameras, and digital cameras and projectors. Stafftraining is focused on the use of computers and how to integrate technology into their instruction, whilesimultaneously expanding the students' knowledge of technological tools.

Providing access to technology for all students will require the additional resource of document cameras anddigital projectors for each classroom.

Section 1 Page 2Evergreen Elementary

COMMUNICATION ARTS

COMMUNICATION ARTS FOCUS

Reading GoalStudent achievement in reading will increase by 10% as shown on fourth- (2007) and seventh-grade (2008)WASL assessment. We will meet student needs through differentiated (Three-Tiers), standards-based(GLE's) instruction, focusing on fluency and comprehension.

Writing GoalStudent achievement in writing will increase by 10% as shown on fourth- (2007) and seventh-grade (2008)WASL assessment. We will meet student needs through differentiated (Three-Tiers), standards-based(GLE's) instruction, focusing on the writing process and six traits +1 of effective writing.

GOAL STATEMENT FOR COMMUNICATION ARTS

Phonemic Awareness/Phonics (Pre-2)Reading StrategiesFluencyVocabularyComprehension and Thinking SkillsWriting StrategiesWriting ProcessWriting TraitsInstructional StrategiesAssessment StrategiesOther

COMMUNICATION ARTS FOCUS

MaleFemale

GROUP FOCUS

GENDER

WhiteAfrican American/BlackAsianHispanicNative American

ETHNICITY

ELL/LEP/BilingualSES/DisadvantagedSpecial EducationTitle/LAPAll Students

OTHER

A review of the research conducted over a 30-year period has established that effective comprehension oftext requires active involvement with the text and the ability to employ strategies during reading.Reciprocal teaching is a proven strategy todevelop comprehension of expository text by actively engagingstudents in dialogue; i.e. predicting, questioning, summarizing, clarifying. Students are taught explicitly touse and articulate comprehension strategies when they read. As well as being valuable in its own right,writing promotes reading ability. Reading and writing are developed together.

A Research Based Framework for Houghton Miffllin Reading, Houghton Mifflin, 2005.REFERENCE

SUMMARY STATEMENT

Enough is now known about how students learn to read to prevent most reading difficulties from starting, aswell as to help those who are already experiencing reading problems. According to experts, only 2-5percent of students will not learn to read. Research has shown that a balanced and comprehensive approachis common among successful teachers of reading.

CORE: Teaching Reading Sourcebook K-8REFERENCE

SUMMARY STATEMENT

Effective writing programs involve the complete writing process: selecting and/or becoming involved in atopic, prewriting, drafting, revising, editing, and final draft. Children need instruction in the complexthinking process necessary to write effectively. Writing should extend throughout the curriculum.

Best Practice: New Standards for Teaching and Learning in America's Schools. P. 60-63.

REFERENCE

SUMMARY STATEMENT

Professional Development:-The curriculum team will facilitate needs-directed training at staff meetings every three weeks. Topics willinclude using paraprofessionals in the classroom; reading instruction which supports decoding,comprehension, and fluency; Step-Up to Writing; and more.-Continued professional development for paraprofessionals includes interventions materials and methods.-Action plans will be reviewed and revised at Professional Learning Community meetings and used to directinstructional decisions.

Align Curriculum, Instruction, and Assessment:-The staff will analyze assessment data from WASL, HM, and district theme tests and use it to directinstructional decisions.-Each trimester we will also check the correlation of student grades against WASL and other assessmentscores.-The correlation check will also be used to direct instructional decisions.-All lessons will reinforce mastery of state GLE's.

Coordination of Services to Meet All Student Needs:-Professional groups will collaborate. The classroom teachers, instructional coach, special educationteachers, Title I specialist, and teacher-librarian will work together to identify and implement appropriatestrategies and materials for instruction, intervention, and remediation. This collaboration will result in thefollowing:

- flexible skill groups- leveled reading groups- specialized instruction for Tier 3 students (includes Early Success and Soar to Success)- extended day program for Tier 2 students- opportunities for additional challenges for students who are exceeding standards

Reading Instruction:Using HM and other support materials, staff will explicitly teach and model standards-based strategies andskills which promote decoding, comprehension, and fluency. Students will also participate in AcceleratedReader and Read Naturally to help increase reading practice and fluency.

Writing Instruction:Using HM and Step-Up t o Writing staff will explicitly teach and model standards-based strategies and skillswith promote effective written communication, including the writing process, Six Trait Writing Assessment,and test writing (especially prompt analysis).

Integration of Instructional Technology:During technology class, students will progress through the standards-based Orchard Language Arts program.Students will also participate in a school-wide, web-based reading incentive program.

IMPROVEMENT STRATEGY FOR COMMUNICATION ARTS

STUDENT INTERVENTION PLAN FOR COMMUNICATION ARTS

Staff will…- use building based and CORE assessments to identify students in need of interventions.- implement research-based intervention curriculum such as Early Success and Soar to Success- continue take home reading program.- provide extended learning day- modify assignments based on student need- implement Orchard Language Arts in technology classes.- use Read Naturally

The instructional coach, Title I specialist, and teacher-librarian will provide additional support.

Students will…-actively participate in their learning-provide cross-age tutoring-provide peer assistance

Section 2 Page 1Evergreen Elementary

COMMUNICATION ARTS FOCUS

Reading GoalStudent achievement in reading will increase by 10% as shown on fourth- (2007) and seventh-grade (2008)WASL assessment. We will meet student needs through differentiated (Three-Tiers), standards-based(GLE's) instruction, focusing on fluency and comprehension.

Writing GoalStudent achievement in writing will increase by 10% as shown on fourth- (2007) and seventh-grade (2008)WASL assessment. We will meet student needs through differentiated (Three-Tiers), standards-based(GLE's) instruction, focusing on the writing process and six traits +1 of effective writing.

GOAL STATEMENT FOR COMMUNICATION ARTS

Phonemic Awareness/Phonics (Pre-2)Reading StrategiesFluencyVocabularyComprehension and Thinking SkillsWriting StrategiesWriting ProcessWriting TraitsInstructional StrategiesAssessment StrategiesOther

COMMUNICATION ARTS FOCUS

MaleFemale

GROUP FOCUS

GENDER

WhiteAfrican American/BlackAsianHispanicNative American

ETHNICITY

ELL/LEP/BilingualSES/DisadvantagedSpecial EducationTitle/LAPAll Students

OTHER

A review of the research conducted over a 30-year period has established that effective comprehension oftext requires active involvement with the text and the ability to employ strategies during reading.Reciprocal teaching is a proven strategy todevelop comprehension of expository text by actively engagingstudents in dialogue; i.e. predicting, questioning, summarizing, clarifying. Students are taught explicitly touse and articulate comprehension strategies when they read. As well as being valuable in its own right,writing promotes reading ability. Reading and writing are developed together.

A Research Based Framework for Houghton Miffllin Reading, Houghton Mifflin, 2005.REFERENCE

SUMMARY STATEMENT

Enough is now known about how students learn to read to prevent most reading difficulties from starting, aswell as to help those who are already experiencing reading problems. According to experts, only 2-5percent of students will not learn to read. Research has shown that a balanced and comprehensive approachis common among successful teachers of reading.

CORE: Teaching Reading Sourcebook K-8REFERENCE

SUMMARY STATEMENT

Effective writing programs involve the complete writing process: selecting and/or becoming involved in atopic, prewriting, drafting, revising, editing, and final draft. Children need instruction in the complexthinking process necessary to write effectively. Writing should extend throughout the curriculum.

Best Practice: New Standards for Teaching and Learning in America's Schools. P. 60-63.

REFERENCE

SUMMARY STATEMENT

Professional Development:-The curriculum team will facilitate needs-directed training at staff meetings every three weeks. Topics willinclude using paraprofessionals in the classroom; reading instruction which supports decoding,comprehension, and fluency; Step-Up to Writing; and more.-Continued professional development for paraprofessionals includes interventions materials and methods.-Action plans will be reviewed and revised at Professional Learning Community meetings and used to directinstructional decisions.

Align Curriculum, Instruction, and Assessment:-The staff will analyze assessment data from WASL, HM, and district theme tests and use it to directinstructional decisions.-Each trimester we will also check the correlation of student grades against WASL and other assessmentscores.-The correlation check will also be used to direct instructional decisions.-All lessons will reinforce mastery of state GLE's.

Coordination of Services to Meet All Student Needs:-Professional groups will collaborate. The classroom teachers, instructional coach, special educationteachers, Title I specialist, and teacher-librarian will work together to identify and implement appropriatestrategies and materials for instruction, intervention, and remediation. This collaboration will result in thefollowing:

- flexible skill groups- leveled reading groups- specialized instruction for Tier 3 students (includes Early Success and Soar to Success)- extended day program for Tier 2 students- opportunities for additional challenges for students who are exceeding standards

Reading Instruction:Using HM and other support materials, staff will explicitly teach and model standards-based strategies andskills which promote decoding, comprehension, and fluency. Students will also participate in AcceleratedReader and Read Naturally to help increase reading practice and fluency.

Writing Instruction:Using HM and Step-Up t o Writing staff will explicitly teach and model standards-based strategies and skillswith promote effective written communication, including the writing process, Six Trait Writing Assessment,and test writing (especially prompt analysis).

Integration of Instructional Technology:During technology class, students will progress through the standards-based Orchard Language Arts program.Students will also participate in a school-wide, web-based reading incentive program.

IMPROVEMENT STRATEGY FOR COMMUNICATION ARTS

STUDENT INTERVENTION PLAN FOR COMMUNICATION ARTS

Staff will…- use building based and CORE assessments to identify students in need of interventions.- implement research-based intervention curriculum such as Early Success and Soar to Success- continue take home reading program.- provide extended learning day- modify assignments based on student need- implement Orchard Language Arts in technology classes.- use Read Naturally

The instructional coach, Title I specialist, and teacher-librarian will provide additional support.

Students will…-actively participate in their learning-provide cross-age tutoring-provide peer assistance

Section 2 Page 2Evergreen Elementary

COMMUNICATION ARTS FOCUS

Reading GoalStudent achievement in reading will increase by 10% as shown on fourth- (2007) and seventh-grade (2008)WASL assessment. We will meet student needs through differentiated (Three-Tiers), standards-based(GLE's) instruction, focusing on fluency and comprehension.

Writing GoalStudent achievement in writing will increase by 10% as shown on fourth- (2007) and seventh-grade (2008)WASL assessment. We will meet student needs through differentiated (Three-Tiers), standards-based(GLE's) instruction, focusing on the writing process and six traits +1 of effective writing.

GOAL STATEMENT FOR COMMUNICATION ARTS

Phonemic Awareness/Phonics (Pre-2)Reading StrategiesFluencyVocabularyComprehension and Thinking SkillsWriting StrategiesWriting ProcessWriting TraitsInstructional StrategiesAssessment StrategiesOther

COMMUNICATION ARTS FOCUS

MaleFemale

GROUP FOCUS

GENDER

WhiteAfrican American/BlackAsianHispanicNative American

ETHNICITY

ELL/LEP/BilingualSES/DisadvantagedSpecial EducationTitle/LAPAll Students

OTHER

A review of the research conducted over a 30-year period has established that effective comprehension oftext requires active involvement with the text and the ability to employ strategies during reading.Reciprocal teaching is a proven strategy todevelop comprehension of expository text by actively engagingstudents in dialogue; i.e. predicting, questioning, summarizing, clarifying. Students are taught explicitly touse and articulate comprehension strategies when they read. As well as being valuable in its own right,writing promotes reading ability. Reading and writing are developed together.

A Research Based Framework for Houghton Miffllin Reading, Houghton Mifflin, 2005.REFERENCE

SUMMARY STATEMENT

Enough is now known about how students learn to read to prevent most reading difficulties from starting, aswell as to help those who are already experiencing reading problems. According to experts, only 2-5percent of students will not learn to read. Research has shown that a balanced and comprehensive approachis common among successful teachers of reading.

CORE: Teaching Reading Sourcebook K-8REFERENCE

SUMMARY STATEMENT

Effective writing programs involve the complete writing process: selecting and/or becoming involved in atopic, prewriting, drafting, revising, editing, and final draft. Children need instruction in the complexthinking process necessary to write effectively. Writing should extend throughout the curriculum.

Best Practice: New Standards for Teaching and Learning in America's Schools. P. 60-63.

REFERENCE

SUMMARY STATEMENT

Professional Development:-The curriculum team will facilitate needs-directed training at staff meetings every three weeks. Topics willinclude using paraprofessionals in the classroom; reading instruction which supports decoding,comprehension, and fluency; Step-Up to Writing; and more.-Continued professional development for paraprofessionals includes interventions materials and methods.-Action plans will be reviewed and revised at Professional Learning Community meetings and used to directinstructional decisions.

Align Curriculum, Instruction, and Assessment:-The staff will analyze assessment data from WASL, HM, and district theme tests and use it to directinstructional decisions.-Each trimester we will also check the correlation of student grades against WASL and other assessmentscores.-The correlation check will also be used to direct instructional decisions.-All lessons will reinforce mastery of state GLE's.

Coordination of Services to Meet All Student Needs:-Professional groups will collaborate. The classroom teachers, instructional coach, special educationteachers, Title I specialist, and teacher-librarian will work together to identify and implement appropriatestrategies and materials for instruction, intervention, and remediation. This collaboration will result in thefollowing:

- flexible skill groups- leveled reading groups- specialized instruction for Tier 3 students (includes Early Success and Soar to Success)- extended day program for Tier 2 students- opportunities for additional challenges for students who are exceeding standards

Reading Instruction:Using HM and other support materials, staff will explicitly teach and model standards-based strategies andskills which promote decoding, comprehension, and fluency. Students will also participate in AcceleratedReader and Read Naturally to help increase reading practice and fluency.

Writing Instruction:Using HM and Step-Up t o Writing staff will explicitly teach and model standards-based strategies and skillswith promote effective written communication, including the writing process, Six Trait Writing Assessment,and test writing (especially prompt analysis).

Integration of Instructional Technology:During technology class, students will progress through the standards-based Orchard Language Arts program.Students will also participate in a school-wide, web-based reading incentive program.

IMPROVEMENT STRATEGY FOR COMMUNICATION ARTS

STUDENT INTERVENTION PLAN FOR COMMUNICATION ARTS

Staff will…- use building based and CORE assessments to identify students in need of interventions.- implement research-based intervention curriculum such as Early Success and Soar to Success- continue take home reading program.- provide extended learning day- modify assignments based on student need- implement Orchard Language Arts in technology classes.- use Read Naturally

The instructional coach, Title I specialist, and teacher-librarian will provide additional support.

Students will…-actively participate in their learning-provide cross-age tutoring-provide peer assistance

Section 2 Page 3Evergreen Elementary

MONITORING TEACHING AND STUDENT PROGRESS IN COMMUNICATION ARTS

Evidence of Change inStudent Achievement

Evidence of Change inPractice

Timeline for FrequentMonitoring

Increased scores HM LeveledReading Passages Assessment anddistrict theme tests

-Student grades will align withWASL scores.-Assessment data used todetermine instruction.

All items in “Evidence of Changein Practice” column are ongoingand support student achievementgoal.

Increased performance in WASL Increased utilization ofsmall-group instruction for bothleveled readers and skillinstruction.

All items in “Ev. of Change inPractice” column are ongoing &support student achievementgoal, measured by WASL in Sp.2007 (4th) and Sp. 2008 (7th).

Correlate HM instruction andassessment with grade levelexpectations.

Ongoing

Needs-directed professionaldevelopment at curriculum staffmeetings every three weeks.

Every three weeks

Action plans reviewed andrevised at Professional LearningCommunity meetings and used todirect instructional decisions.

Every three weeks

Increase the number of SpecialEducation students passing theDAW, Portfolio, and WASL asindicated in their IEPs.

Special Education and Classroomteachers will work together toensure instruction is aligned andfocused on appropriate level tomeet IEP testing goals.

Ongoing

Increase student achievement inwriting on HM and WASL

-Analyze WASL-like writingprompts to inform instruction.-Explicitly model and teachwriting traits.

Ongoing

Section 2.1 Page 1Evergreen Elementary

MATHEMATICS

MATHEMATICS FOCUS

Evergreen Elementary will increase student achievement in mathematics by focusing on probability andstatistics, geometric sense, and algebraic sense and improving students' abilities to make connections.

Our goal for 2007 is that 56% of our fourth graders will meet the standard in math on the WASL. This willbe an increase from our 2005 results which were 34.1%. Instruction of fifth and sixth graders will focus onprobability and statistics and solving problems/reasoning logically in order to help Evergreen's two feederschools, Cedarcrest and Spanaway Junior High, meet their goals for the seventh grade WASL.

GOAL STATEMENT FOR MATHEMATICS

Number SenseMeasurementGeometric SenseProbability and StatisticsAlgebraic Sense

MATHEMATICS FOCUS

MaleFemale

GROUP FOCUS

GENDER:

WhiteAfrican American/BlackAsianHispanicNative American

ETHNICITY:

ELL/LEP/BilingualSES/DisadvantagedSpecial EducationTitle/LAPAll Students

OTHER:

Research consistently identifies the necessity for teachers to provide mathematically rich environmentsconducive to investigations. Mathematical reasoning and problem solving requires teachers to teachmathematics as the power of thought rather than the power of discrete facts. Instructional practice shouldpromote explorations supported by easy access to a wide variety of tools that are designed to accomplish atask.

Ed Thoughts What We Know About Mathematics Teaching and Learning, Mid-continent Research forEducation and Learning, 2002.

REFERENCE

SUMMARY STATEMENT

Problem solving should be the site in which all of the strands of mathematics proficiency converge. Itshould provide opportunities for students to weave together the strands of proficiency and for teachers toassess students' performance on all of the strands.

Kilpatrick, J., Swafford, J., and Findell, B. Adding It Up: Helping Children Learn Mathematics.Washington, DC: National Academy Press, 2002

REFERENCE

SUMMARY STATEMENT

Five elements or behaviors define the disired staff collegiality:1. Math teachers need to talk frequently with other math teachers about how math can be taught, learnedand assessed.2. Math teachers need both time and access to observe other math teachers.3. Math teachers need to investigate, plan, adapt, and implement the math curriculum as a group.4. Math teachers need to teach each other what they know about teaching and learning math.5. Math teachers need to support each other as they take risks.

Teaching and Learning Mathematics: Using Research to Shift From the "Yesterday"REFERENCE

SUMMARY STATEMENT

Professional development:-Staff meetings will be dedicated every three weeks to staff development on instructional strategies and bestpractices-Curriculum training team will offer strategies and methods for teaching math.-Staff will continue to take core training on the Connected Math Project.

Align curriculum, instruction and assessments-Instruction will be based on both the district timelne for curriculum & ongoing assessments of student skills-PLCs will meet every three weeks to review data and make instructional decisions based on action plangoals.-We are aligning our curriculum to the GLEs throught the use of Trailblazers, Connected Math Project, andOrchard Math. Students at all grade levels are pre and post tested using the district approved SchoolwideTitle 1 Math assessment and Trimester tests.

Coordination of programs, services, and resources:There will be collaboration among the professional groups in our school. The classroom teacher, specialeducation teachers, Title 1 specialist, instructional coach, and teacher-librarian will work together to bestmeet the needs of individual students. We will offer an extended day program for Tier 2 students.

Plan for additional assistance to students experiencing difficulties:In the area of math, some students will receive extra help in an intervention program serviced by ourSchool-wide Title 1 program during the school day. There will also be enhanced in-class support byparaprofessionals which are guided by certificated staff. Selected first and second grade students will also beinvited to participate in the math take-home program.

Integration of instructional technology:During technology class, students will progress through standards-based Orchard Math program. Teacherswill also use document cameras to demonstrate various math concepts.

IMPROVEMENT STRATEGY FOR MATHEMATICS

CONCEPTS AND PROCEDURES:

Problem SolvingReasoningCommunicationConnectionsInstructional StrategiesAssessment StrategiesOther

PROCESSES:

STUDENT INTERVENTION PLAN FOR MATHEMATICS

Evergreen Elementary will provide support for struggling students through a variety of math opportunities.Struggling students will be identified through the district math assessment, as well as, teacher collaboration

and Orchard Math. Title I will focus its support in mathematics at grades 3 and 4. Students in Kindergarten,1st and 2nd grades will have the opportunity to participate in take-home math program run through theSchoolwide Title I program. All students will be able to use the Orchard math program.

Our Positive Assistance Team (PAT) will address needs of specific students in a collaborative setting. Wewill meet to discuss a student who is struggling and decide upon instructional or behavioral strategies beyondwhat is already being offered in the classroom setting to support the learning environment. Members of theteam will offer specific strategies which have been observed over time to have successful results and agreedupon strategies will be applied. The team will continue to meet as dictated by our outcomes flow chart.

Section 3 Page 1Evergreen Elementary

MATHEMATICS FOCUS

Evergreen Elementary will increase student achievement in mathematics by focusing on probability andstatistics, geometric sense, and algebraic sense and improving students' abilities to make connections.

Our goal for 2007 is that 56% of our fourth graders will meet the standard in math on the WASL. This willbe an increase from our 2005 results which were 34.1%. Instruction of fifth and sixth graders will focus onprobability and statistics and solving problems/reasoning logically in order to help Evergreen's two feederschools, Cedarcrest and Spanaway Junior High, meet their goals for the seventh grade WASL.

GOAL STATEMENT FOR MATHEMATICS

Number SenseMeasurementGeometric SenseProbability and StatisticsAlgebraic Sense

MATHEMATICS FOCUS

MaleFemale

GROUP FOCUS

GENDER:

WhiteAfrican American/BlackAsianHispanicNative American

ETHNICITY:

ELL/LEP/BilingualSES/DisadvantagedSpecial EducationTitle/LAPAll Students

OTHER:

Research consistently identifies the necessity for teachers to provide mathematically rich environmentsconducive to investigations. Mathematical reasoning and problem solving requires teachers to teachmathematics as the power of thought rather than the power of discrete facts. Instructional practice shouldpromote explorations supported by easy access to a wide variety of tools that are designed to accomplish atask.

Ed Thoughts What We Know About Mathematics Teaching and Learning, Mid-continent Research forEducation and Learning, 2002.

REFERENCE

SUMMARY STATEMENT

Problem solving should be the site in which all of the strands of mathematics proficiency converge. Itshould provide opportunities for students to weave together the strands of proficiency and for teachers toassess students' performance on all of the strands.

Kilpatrick, J., Swafford, J., and Findell, B. Adding It Up: Helping Children Learn Mathematics.Washington, DC: National Academy Press, 2002

REFERENCE

SUMMARY STATEMENT

Five elements or behaviors define the disired staff collegiality:1. Math teachers need to talk frequently with other math teachers about how math can be taught, learnedand assessed.2. Math teachers need both time and access to observe other math teachers.3. Math teachers need to investigate, plan, adapt, and implement the math curriculum as a group.4. Math teachers need to teach each other what they know about teaching and learning math.5. Math teachers need to support each other as they take risks.

Teaching and Learning Mathematics: Using Research to Shift From the "Yesterday"REFERENCE

SUMMARY STATEMENT

Professional development:-Staff meetings will be dedicated every three weeks to staff development on instructional strategies and bestpractices-Curriculum training team will offer strategies and methods for teaching math.-Staff will continue to take core training on the Connected Math Project.

Align curriculum, instruction and assessments-Instruction will be based on both the district timelne for curriculum & ongoing assessments of student skills-PLCs will meet every three weeks to review data and make instructional decisions based on action plangoals.-We are aligning our curriculum to the GLEs throught the use of Trailblazers, Connected Math Project, andOrchard Math. Students at all grade levels are pre and post tested using the district approved SchoolwideTitle 1 Math assessment and Trimester tests.

Coordination of programs, services, and resources:There will be collaboration among the professional groups in our school. The classroom teacher, specialeducation teachers, Title 1 specialist, instructional coach, and teacher-librarian will work together to bestmeet the needs of individual students. We will offer an extended day program for Tier 2 students.

Plan for additional assistance to students experiencing difficulties:In the area of math, some students will receive extra help in an intervention program serviced by ourSchool-wide Title 1 program during the school day. There will also be enhanced in-class support byparaprofessionals which are guided by certificated staff. Selected first and second grade students will also beinvited to participate in the math take-home program.

Integration of instructional technology:During technology class, students will progress through standards-based Orchard Math program. Teacherswill also use document cameras to demonstrate various math concepts.

IMPROVEMENT STRATEGY FOR MATHEMATICS

CONCEPTS AND PROCEDURES:

Problem SolvingReasoningCommunicationConnectionsInstructional StrategiesAssessment StrategiesOther

PROCESSES:

STUDENT INTERVENTION PLAN FOR MATHEMATICS

Evergreen Elementary will provide support for struggling students through a variety of math opportunities.Struggling students will be identified through the district math assessment, as well as, teacher collaborationand Orchard Math. Title I will focus its support in mathematics at grades 3 and 4. Students in Kindergarten,1st and 2nd grades will have the opportunity to participate in take-home math program run through theSchoolwide Title I program. All students will be able to use the Orchard math program.

Our Positive Assistance Team (PAT) will address needs of specific students in a collaborative setting. Wewill meet to discuss a student who is struggling and decide upon instructional or behavioral strategies beyondwhat is already being offered in the classroom setting to support the learning environment. Members of theteam will offer specific strategies which have been observed over time to have successful results and agreedupon strategies will be applied. The team will continue to meet as dictated by our outcomes flow chart.

Section 3 Page 2Evergreen Elementary

MATHEMATICS FOCUS

Evergreen Elementary will increase student achievement in mathematics by focusing on probability andstatistics, geometric sense, and algebraic sense and improving students' abilities to make connections.

Our goal for 2007 is that 56% of our fourth graders will meet the standard in math on the WASL. This willbe an increase from our 2005 results which were 34.1%. Instruction of fifth and sixth graders will focus onprobability and statistics and solving problems/reasoning logically in order to help Evergreen's two feederschools, Cedarcrest and Spanaway Junior High, meet their goals for the seventh grade WASL.

GOAL STATEMENT FOR MATHEMATICS

Number SenseMeasurementGeometric SenseProbability and StatisticsAlgebraic Sense

MATHEMATICS FOCUS

MaleFemale

GROUP FOCUS

GENDER:

WhiteAfrican American/BlackAsianHispanicNative American

ETHNICITY:

ELL/LEP/BilingualSES/DisadvantagedSpecial EducationTitle/LAPAll Students

OTHER:

Research consistently identifies the necessity for teachers to provide mathematically rich environmentsconducive to investigations. Mathematical reasoning and problem solving requires teachers to teachmathematics as the power of thought rather than the power of discrete facts. Instructional practice shouldpromote explorations supported by easy access to a wide variety of tools that are designed to accomplish atask.

Ed Thoughts What We Know About Mathematics Teaching and Learning, Mid-continent Research forEducation and Learning, 2002.

REFERENCE

SUMMARY STATEMENT

Problem solving should be the site in which all of the strands of mathematics proficiency converge. Itshould provide opportunities for students to weave together the strands of proficiency and for teachers toassess students' performance on all of the strands.

Kilpatrick, J., Swafford, J., and Findell, B. Adding It Up: Helping Children Learn Mathematics.Washington, DC: National Academy Press, 2002

REFERENCE

SUMMARY STATEMENT

Five elements or behaviors define the disired staff collegiality:1. Math teachers need to talk frequently with other math teachers about how math can be taught, learnedand assessed.2. Math teachers need both time and access to observe other math teachers.3. Math teachers need to investigate, plan, adapt, and implement the math curriculum as a group.4. Math teachers need to teach each other what they know about teaching and learning math.5. Math teachers need to support each other as they take risks.

Teaching and Learning Mathematics: Using Research to Shift From the "Yesterday"REFERENCE

SUMMARY STATEMENT

Professional development:-Staff meetings will be dedicated every three weeks to staff development on instructional strategies and bestpractices-Curriculum training team will offer strategies and methods for teaching math.-Staff will continue to take core training on the Connected Math Project.

Align curriculum, instruction and assessments-Instruction will be based on both the district timelne for curriculum & ongoing assessments of student skills-PLCs will meet every three weeks to review data and make instructional decisions based on action plangoals.-We are aligning our curriculum to the GLEs throught the use of Trailblazers, Connected Math Project, andOrchard Math. Students at all grade levels are pre and post tested using the district approved SchoolwideTitle 1 Math assessment and Trimester tests.

Coordination of programs, services, and resources:There will be collaboration among the professional groups in our school. The classroom teacher, specialeducation teachers, Title 1 specialist, instructional coach, and teacher-librarian will work together to bestmeet the needs of individual students. We will offer an extended day program for Tier 2 students.

Plan for additional assistance to students experiencing difficulties:In the area of math, some students will receive extra help in an intervention program serviced by ourSchool-wide Title 1 program during the school day. There will also be enhanced in-class support byparaprofessionals which are guided by certificated staff. Selected first and second grade students will also beinvited to participate in the math take-home program.

Integration of instructional technology:During technology class, students will progress through standards-based Orchard Math program. Teacherswill also use document cameras to demonstrate various math concepts.

IMPROVEMENT STRATEGY FOR MATHEMATICS

CONCEPTS AND PROCEDURES:

Problem SolvingReasoningCommunicationConnectionsInstructional StrategiesAssessment StrategiesOther

PROCESSES:

STUDENT INTERVENTION PLAN FOR MATHEMATICS

Evergreen Elementary will provide support for struggling students through a variety of math opportunities.Struggling students will be identified through the district math assessment, as well as, teacher collaborationand Orchard Math. Title I will focus its support in mathematics at grades 3 and 4. Students in Kindergarten,1st and 2nd grades will have the opportunity to participate in take-home math program run through theSchoolwide Title I program. All students will be able to use the Orchard math program.

Our Positive Assistance Team (PAT) will address needs of specific students in a collaborative setting. Wewill meet to discuss a student who is struggling and decide upon instructional or behavioral strategies beyondwhat is already being offered in the classroom setting to support the learning environment. Members of theteam will offer specific strategies which have been observed over time to have successful results and agreedupon strategies will be applied. The team will continue to meet as dictated by our outcomes flow chart.

Section 3 Page 3Evergreen Elementary

MONITORING TEACHING AND STUDENT PROGRESS FOR MATHEMATICS

Evidence of Change inStudent Achievement

Evidence of Change inPractice

Timeline for FrequentMonitoring

Increase WASL scores inprobability and statistics,geometric sense, algebraic sense,and making connections.

Full Implementation ofTrailblazers and ConnectedMathematics Project.

Ongong

Professional LearningCommunities will analyze data todetermine deficit areas anddevelop a plan to providetargeted instruction.

Every 3 weeks

Adapting successful readingmodel, teachers will incorporatesmall group instruction to focuson areas of improvement forindividual students.

Ongoing

Increase the number of studentsat Level 3 and Level 4 of the2007 mathematics WASL.

Use Schoolwide Title 1 programto target low achieving mathstudents and address deficit areasduring small group instructionthat aligns with math standards

Ongoing

Increase the number of studentspassing the trimester Mathasssessments.

The results of the assessment willallow the teacher to reflect onpacing, and teaching skills tostudents.

December, March, and June

Data from trimester math testswill be used to guide instructionin succeeding trimesters.

Ongoing

Increase the number of SpecialEducation students passing theDAW, Portfolio, and WASL asindicated in their IEPs.

Special Education and Classroomteachers will work together toensure instruction is aligned andfocused on appropriate level tomeet IEP testing goals.

Ongoing

Section 3.1 Page 1Evergreen Elementary

TECHNOLOGY

Bethel's instructional technology philosophy integrates the “One Computer Classroom” model into allschool sites. Evergreen supports this concept, and establishes our instructional technology plan anticipatingthe district providing one standards-based computer, document camera and projector per instructional space.Our staff will use this equipment, as well as the district's Technology Scope and Sequence to develop studenttechnology skills, with a goal of proficiency by the eighth grade level. As well, our school will take advantageof the ACT/CaL position to provide professional development opportunities to staff, based on needsdetermined by an evaluation of classroom technology integration practices.

We will also use technology to support the building communication arts and math goals as follows:

Math Strategy #1: Evergreen Elementary will increase student achievement in mathematics by focusing onprobability and statistics, geometric sense, and algebraic sense and improving students' abilities to makeconnections using the standards-based software Orchard Math. Rationale (Research): A study of a comprehensive efforts to integrate technology into schools shows an increase in test scores related to the use of technology aligned with curriculum objectives. (Mann et al, 1999) Needs: - One computer per student in lab, Orchard Math software PD: Train classroom teachers in Orchard Math report usage.

Math Strategy #2: Evergreen Elementary will increase student achievement in mathematics by focusing onprobability and statistics, geometric sense, and algebraic sense and improving students' abilities to makeconnections using document cameras. Rationale: According to Mayer (2001), "When both words and pictures are presented, learners can engage in selecting images, organizing images, and integrating words and images." Needs: Document cameras and projectors for each classroom teacher PD: Train staff in use of document cameras and projectors

Reading Strategy #1: We will meet student needs through differentiated (Three-Tiers), standards-based(GLE's) instruction, focusing on fluency and comprehension using a web-based reading incentive program. Rationale (Research): In a study of socio-economically disadvantaged students, those who participated in Accelerated Reader showed a significant increase in reading comprehension scores. (Facemire, 2000) Needs: AR Enterprise PD: Train staff to administer AR

Reading Strategy #2: Technology and Learning Strategy: We will meet student needs throughdifferentiated (Three-Tiers), standards-based (GLE's) instruction, focusing on fluency and comprehensionusing standards-based Orchard Language Arts software. Rationale (Research): A study of a comprehensive efforts to integrate technology into schools shows an increase in test scores related to the use of technology aligned with curriculum objectives. (Mann et al, 1999) Needs: - One computer per student, Orchard Language Arts software PD: Train classroom teachers in Orchard Language Arts report usage.

Writing Strategy #1: Students will use word processing to support writing improvement. Rationale (Research): Word-processing was effective in helping students learn to revise and improve their writing. (MacArthur, 1995, 1998). Needs: Word, Appleworks PD: Staff already trained.

IMPORVEMENT STRATEGY FOR TECHNOLOGY

Section 4 Page 1Evergreen Elementary

MONITORING TEACHING AND LEARNING FOR TECHNOLOGY

Increased WASL scores During technology class, studentswill progress through the OrchardLanguage Arts program.

Individual student progressreports

Increased WASL scores All students will participate inschool-wide reading incentiveprogram.

Ongoing assessment of studentgoals achieved

Increased WASL scores During technology class, studentswill progress through the OrchardMath program.

Ongoing reports of studentgrowth

Increased WASL scores Teachers will use documentcameras to demonstratetangrams and other geometricshapes.

Ongoing

Increased WASL scores Teachers will use documentcameras to demonstrate base tenpieces.

Ongoing

Increased WASL scores Students will use documentcameras to shareproblem-solving rationale.

Ongoing

Increased WASL scores Use word processing to introduceand reinforce instruction of thewriting process.

Ongoing

Evidence of Change inStudent Achievement

Evidence of Change inPractice

Timeline for FrequentMonitoring

Section 4.1 Page 1Evergreen Elementary

1-YEAR BUILDING-LEVEL TECHNOLOGY AND LEARNING IMPLEMENTATION PLAN 2006-2007 Name of School: Evergreen Elementary Grades: Elementary School Improvement Goal (taken from your building’s School Improvement Plan): Our goal for 2007 is that 60% of our fourth graders will meet the standard in math on the WASL. Technology and Learning Strategy: Evergreen Elementary will increase student achievement in mathematics by focusing on probability and statistics, geometric sense, and algebraic sense and improving students' abilities to make connections using the standards-based software Orchard Math. Rationale (Research): A study of a comprehensive efforts to integrate technology into schools shows an increase in test scores related to the use of technology aligned with curriculum objectives. (Mann et al, 1999)

School Year

Activity

Person(s)

Responsible

Hardware (HW), Software (SW), & Tech Support

(TS) Needs

Professional Development (PD) Needs

Purchase / Budget /

Potential Funding Source(s)

Evaluation Strategies

and/or Tools During technology class, students will progress through the Orchard Math program.

Lynn Taylor - One computer per student - Orchard Math software

Train classroom teachers in Orchard Math report usage.

Previously purchased. Individual student progress reports

Year 1: 2006-2007

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1-YEAR BUILDING-LEVEL TECHNOLOGY AND LEARNING IMPLEMENTATION PLAN 2006-2007 Name of School: Evergreen Elementary Grades: Elementary School Improvement Goal (taken from your building’s School Improvement Plan): Our goal for 2007 is that 60% of our fourth graders will meet the standard in math on the WASL. Technology and Learning Strategy: Evergreen Elementary will increase student achievement in mathematics by focusing on probability and statistics, geometric sense, and algebraic sense and improving students' abilities to make connections using document cameras. Rationale (Research): According to (Mayer, 2001, p.189), "When both words and pictures are presented, learners can engage in selecting images, organizing images, and integrating words and images."

School Year

Activity

Person(s)

Responsible

Hardware (HW), Software (SW), & Tech Support

(TS) Needs

Professional Development (PD) Needs

Purchase / Budget /

Potential Funding Source(s)

Evaluation Strategies

and/or Tools Teachers will use document cameras to demonstrate tangrams and other geometric shapes.

Classroom teachers Document cameras and projectors for each classroom teacher

Train staff in use of document cameras and projectors

District technology department Observation Discussion

Teachers will use document cameras to demonstrate base ten pieces.

Classroom teachers Document cameras and projectors for each classroom teacher

Train staff in use of document cameras and projectors

District technology department Observation Discussion

Year 1: 2006-2007

Students will use document cameras to share problem-solving rationale.

Classroom teachers Document cameras and projectors for each classroom teacher

Train staff in use of document cameras and projectors

District technology department Observation Discussion

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1-YEAR BUILDING-LEVEL TECHNOLOGY AND LEARNING IMPLEMENTATION PLAN 2006-2007 Name of School: Evergreen Elementary Grades: Elementary School Improvement Goal (taken from your building’s School Improvement Plan): Student achievement in reading will increase by 10% as shown on fourth- (2007) and seventh-grade (2008) WASL assessment. Technology and Learning Strategy: We will meet student needs through differentiated (Three-Tiers), standards-based (GLE's) instruction, focusing on fluency and comprehension using a web-based reading incentive program. Rationale (Research): In a study of socio-economically disadvantaged students, those who participated in Accelerated Reader showed a significant increase in reading comprehension scores. (Facemire, 2000)

School Year

Activity

Person(s)

Responsible

Hardware (HW), Software (SW), & Tech Support

(TS) Needs

Professional Development (PD) Needs

Purchase / Budget /

Potential Funding Source(s)

Evaluation Strategies

and/or Tools All students will participate in school-wide reading incentive program.

Classroom teachers, AR Coordinators

AR Enterprise Train staff to administer AR

Already purchased. Student goals achieved.

Year 1: 2006-2007

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1-YEAR BUILDING-LEVEL TECHNOLOGY AND LEARNING IMPLEMENTATION PLAN 2006-2007 Name of School: Evergreen Elementary Grades: Elementary School Improvement Goal (taken from your building’s School Improvement Plan): Student achievement in reading will increase by 10% as shown on fourth- (2007) and seventh-grade (2008) WASL assessment. Technology and Learning Strategy: We will meet student needs through differentiated (Three-Tiers), standards-based (GLE's) instruction, focusing on fluency and comprehension using standards-based Orchard Language Arts software. Rationale (Research): A study of a comprehensive efforts to integrate technology into schools shows an increase in test scores related to the use of technology aligned with curriculum objectives. (Mann et al, 1999)

School Year

Activity

Person(s)

Responsible

Hardware (HW), Software (SW), & Tech Support

(TS) Needs

Professional Development (PD) Needs

Purchase / Budget /

Potential Funding Source(s)

Evaluation Strategies

and/or Tools During technology class, students will progress through the Orchard Language Arts program.

Lynn Taylor - One computer per student - Orchard Language Arts software

Train classroom teachers in Orchard Language Arts report usage.

Title I funds. Individual student progress reports

Year 1: 2006-2007

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1-YEAR BUILDING-LEVEL TECHNOLOGY AND LEARNING IMPLEMENTATION PLAN 2006-2007 Name of School: Evergreen Elementary Grades: Elementary School Improvement Goal (taken from your building’s School Improvement Plan): Raise student achievement in science, specifically in the area of inquiry in science. Our target improvement score is 27% passing as measured by the WASL. Technology and Learning Strategy: We will use Inspiration/Kidspiration concept-mapping tools to aid science instruction. Rationale (Research): Elementary students can more effectively learn science concepts with the aid of interactive knowledge mapping software over the internet. (Osmundson, et al 1999)

School Year

Activity

Person(s)

Responsible

Hardware (HW), Software (SW), & Tech Support

(TS) Needs

Professional Development (PD) Needs

Purchase / Budget /

Potential Funding Source(s)

Evaluation Strategies

and/or Tools Use concept mapping software to deepen understanding of scientific systems.

Lynn Taylor Classroom teachers

Kidspiration/Inspiration Software

Train classroom teachers in use of software

District purchased previously WASL 2007 scores

Year 1: 2006-2007

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1-YEAR BUILDING-LEVEL TECHNOLOGY AND LEARNING IMPLEMENTATION PLAN 2006-2007 Name of School: Evergreen Elementary Grades: Elementary School Improvement Goal (taken from your building’s School Improvement Plan): Student achievement in writing will increase by 10% as shown on fourth- (2007) and seventh-grade (2008) WASL assessment. Technology and Learning Strategy: Students will use word processing to support writing improvement. Rationale (Research): Word-processing was effective in helping students learn to revise and improve their writing. (MacArthur, 1995, 1998).

School Year

Activity

Person(s)

Responsible

Hardware (HW), Software (SW), & Tech Support

(TS) Needs

Professional Development (PD) Needs

Purchase / Budget /

Potential Funding Source(s)

Evaluation Strategies

and/or Tools Use word processing to introduce and reinforce instruction of the writing process.

Lynn Taylor Classroom Teachers

Word Appleworks

Staff already trained. Previously purchased. WASL 2007

Year 1: 2006-2007

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1-YEAR BUILDING-LEVEL TECHNOLOGY AND LEARNING IMPLEMENTATION PLAN 2006-2007 Name of School: Evergreen Elementary ACT/CAL Duties and Hours

Grades: Elementary

School Year

Activity

Person(s)

Responsible

Hardware (HW), Software (SW), & Tech Support

(TS) Needs

Professional Development (PD) Needs

Purchase / Budget /

Potential Funding Source(s)

Evaluation Strategies

and/or Tools Leadership Team, Model lessons Provide a basic level of software technology support.

27 hours 10 hours 20 hours

Technology Fair Attend the monthly ACT meeting

8 hours 20 hours

Year 1: 2006-2007

Work on a one to one (or two) basis with staff. Schedule large group staff development opportunities

10 hours 20 hours

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1-YEAR BUILDING-LEVEL TECHNOLOGY AND LEARNING IMPLEMENTATION PLAN 2006-2007 Name of School: Evergreen Elementary How we are spending our money.

Grades: Elementary

School Year

Activity

Person(s)

Responsible

Hardware (HW), Software (SW), & Tech Support

(TS) Needs

Professional Development (PD) Needs

Purchase / Budget /

Potential Funding Source(s)

Evaluation Strategies

and/or Tools Upkeep of current equipment.

$600.00

Replace 1 computer in lab.

$1300.00

Year 1: 2006-2007

Holding back rest for cooperative buy

$1100.00

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SCHOOL CULTURE

Staff members at Evergreen Elementary are committed to encouraging children to overcome obstacles bymaintaining high expectations for our students and staff members, and creating a safe environment thatsupports learning.

Professional Learning Community goals by grade level, and program will be aligned with GLE's and StateStandards. We will use Professional Learning Community meetings, Curriculum Meetings, and Staff Meetingsto maintain and evaluate our teamwork. Our Leadership Team, Instructional Coach, Title I Staff, and SpecialEducation Department will provide support to help students achieve at high levels.

Evergreen continues to make progress in operating as a Professional Learning Community that effectivelyplans, collaborates, and communicates as a team. The Evergreen staff will continue working toward this goalby ongoing staff development in the areas of communication, conflict resolution, and effective decisionmaking practices.

In addition to our building leadership, we have an Evergreen Site Council that meets regularly to reviewbuilding educational practices, and to promote our Strategic Plan. Evergreen also has an active PTA thatsponsors numerous events and activities indepentently and by teaming with Title 1 throughout the schoolyear to enhance our educational program for all children in our community.

We are fortunate at Evergreen to have English Language Learners that represent at least 19 differentlanguages and cultures throughout the world. This helps to enrich our educational program by exposing ourchildren to diverse populations and languages. We also have PAL primary and intermediate programs at ourschool to serve children facing multiple and severe challenges. They are mainstreamed into the regulareducation program whenever possible. This special group of children enriches our school culture byproviding a nurturing, caring, and welcoming environment for all.

Evergreen also has a Birth to Three Early Head Start program that is home-based for a majority of time.These families periodically come to the school site for training and collaboration on educational practices.We welcome these families as part of our school.

We will continue to meet with our feeder schools (Preschool North, ELL, Cedarcrest and Spanaway JuniorHigh Schools, and Spanaway Lake High School) to ease transitions, and to focus on academic needs for ourchildren.

Our counselor will use the Second Step Curriculum to help our students increase their interpersonal skills andself-esteem. She also provides resources and agency support whenever needed throughout the school year.Our counselor also coordinates and provides multiple services, which include a food drive and gift givingefforts during the holiday season. This serves to enhance the importance of our school as a communityresource center that goes above and beyond the quality education provided to all of our children.

Finally, our children participate in the Bethel Recreation program that offers opportunities for sportdevelopment throughout the school year.

IMPROVEMENT STRATEGY FOR SCHOOL CULTURE

Section 5 Page 1Evergreen Elementary

MONITORING PROGRESS IN IMPROVING SCHOOL CULTURE

Evidence of Change Timeline for Frequent Monitoring

Teamwork and Collaboration:*Professional Learning Communities (PLC),Curriculum Meetings, Staff Meetings*Leadership Team

Ongoing

Staff Expectations:*Data Review: WASL, District RequiredAssessments*PLC data review and goal setting, with ongoingevaluation of goals

Ongoing

Student Expectations:*Instructional strategies using the GLE's andState Standards*Participation in all programs provided by theschool as applicable

Ongoing

Student Support:*ELL,, PAL, Resource Room, Title I, Birth toThree programs*All day Kindergarten, Homework Clubs, BethelRecreation

Ongoing

*School Wide Title I Program Ongoing

Improve Student Interpersonal Skills andSelf-Esteem:*Completion of Second Step, and supportservices through counselor*Bethel Recreation

Ongoing

*Feeder school collaboration Ongoing

Section 5.1 Page 1Evergreen Elementary

PARENT AND COMMUNITY SUPPORT

Evergreen Elementary will focus on increasing parent and community involvement in supporting studentliteracy, math, and writing acquisition through the following Title I sponsored programs: Read to Succeed,Take Home Reading, Take Home Math, Supporting School Mathematics, and Partners in Print. Parents ofpreschoolers will receive information about the developmental goals for three, four, and five-year-olds alongwith strategies and resources to support the goals. Evening parent events will be provided to assist parents indeveloping the skills necessary to help their children be successful on the WASL.

Family events will be held throughout the year to provide training and information about a variety of topics(math, extended day program, WASL expectations, reading, and writing).

In addition, opportunities for parents and community members to volunteer and attend parenting classes willbe provided. Students and parents also participate in a Walking and Running Club in the spring of each year.

Parents are members of the school site council and support the school through the activities of the PTA.They are also active members of the PAT and special education processes. Our InterventionSpecialist/Social Worker works with families to provide support in the way of counseling, instruction ofparenting skills, referrals to outside agencies, and acquiring food, clothing, and shelter. Parents of ELLstudents are encouraged to attend English language classes.

Evergreen teachers use student daily planners to promote positive study habits, organizational skills, andparent communication/involvement. Parents, students, teachers, and principal all sign and agree to theterms of the Title I Learning Improvement Compact.

IMPORVEMENT STRATEGY FOR PARENT AND COMMUNITY SUPPORT

Section 6 Page 1Evergreen Elementary

MONITORING PROGRESS IN PARENT AND COMMUNITY SUPPORT

Evidence of Change Timeline for Frequent Monitoring

Read to Succeed (K-6):* Attendance* Participation/weekly reading logs* Parent survey

January to March

Partners in Print (K-2):* Attendance* Parent survey

March

Take Home Reading, Take Home Math Programs:* Participation* Parent survey

Ongoing

Parenting/Family Classes:* Attendance

January to March

Volunteers:* Volunteer log

Ongoing

Family Nights:*Ten events scheduled focussed on math, andcommunication arts.* Attendance

Ongoing

Walking & Running Club:* Participation* Number of miles walked

March & April

Section 6.1 Page 1Evergreen Elementary

HIGHLY QUALIFIED STAFF

IMPROVEMENT STRATEGY FOR ENSURING HIGHLY QUALIFIED STAFF

District recruitment and retention activities:Bethel School District actively recruits highly qualified certificated staff members through participation inCareer Fairs, collaboration activities with local universities, and by providing a continuously updated web siteand promotional materials. The district's Diversity Task Force has developed a plan to actively recruit andretain minority candidates. Applicants' qualifications are screened at the district level. A school-basedcommittee interviews possible candidates, allowing a match between the school's needs and candidates.Ongoing professional development opportunities and a mentoring program for new teachers enables Bethelto better retain its staff.

District professional development activities:Professional development within Bethel School District is district-wide and school-based. It is aligned withstate standards including the use of classroom-based assessments of standards. Each school determines itsprofessional development needs through the strategic planning process. A school-based Leadership Teamfacilitates the planning process and the improvement of teaching and learning. The district offers on goingCore Training opportunities to develop common knowledge and skills. An Instructional Coach, located ateach elementary and junior high, provides instruction in literacy and assessment development. A districtteacher on special assignment promotes the development of mathematics and science instruction. Thedistrict has targeted mathematics as an area of needed concentration and improvement, and the district hasafforded mathematics workshops and curriculum to enable improvement of student learning by BethelSchool District teachers.

School specific strategies to attract and retain highly qualified teachers:Evergreen Elementary is committed to the establishment of Professional Teams to incorporate bestpractices and help with classroom implementation of new practices. Teams are designed to build collegialsupport and assist in learning from each other. In part, retaining highly qualified teachers involves teacherssharing what teachers know with each other. Professional learning communities create the culture in whichwe make the necessary changes to improve student achievement for all students.

I certify that my teachers and paraprofessionals meet the “highly qualified standards” of the No Child LeftBehind Act of 2001 (ESEA).

The actual signature is on file at the district office.Bradley Graham, Principal Evergreen Elementary

Section 7 Page 1Evergreen Elementary