Wyoming School Comprehensive Plan

Wheatland, Wyoming

Sharon Swanson, Principal

2015-2016

PLAN SIGNATURES

Dennis Fischer

District Superintendent

Charles Ruwart

District Board Chairman

Sharon Swanson

WAEA School Improvement Representative

(Original Signatures on File)

Plan Year

2015-2016

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DISCLAIMER

This comprehensive plan was developed by the Wyoming Department of Education (WDE) in cooperation with AdvancED Wyoming to align state and federal plan requirements to a common framework.  This document meets the requirements of both the WDE and AdvancED for school continuous improvement.


COMPREHENSIVE PLAN DIRECTIONS

Writing Plans

There are three domains: Teaching and Learning, Leadership Capacity and Resource Utilization.  For each domain:

1. ASSESS NEEDS

2. STATUTORY ASSURANCES

3. SUMMARY OF PRACTICES

4. IMPROVEMENT PLANSBased on the needs identified, write an improvement plan for each domain.  All schools are required to complete improvement plans every five years for accreditation.  All schools write improvement plans annually if required by state and/or federal statute.  At least one of the improvement goals should reflect the intent to improve WAEA indicator scores.

Plan Submission

WDE Representative Assistance

TABLE OF CONTENTS

DOMAIN 1: TEACHING AND LEARNING

AdvancED Standard 3: Teaching and Assessing for Learning

AdvancED Standard 5: Using Data for Continuous Improvement

Teaching and Learning Improvement Plan

DOMAIN 2: LEADERSHIP CAPACITY

AdvancED Standard 1: Purpose and Direction

AdvancED Standard 2: Governance and Leadership

Leadership Capacity Improvement Plan

DOMAIN 3: RESOURCE UTILIZATION

AdvancED Standard 4: Resources and Support Systems

Resource Utilization Improvement Plan

Corrective Action Plan

Restructuring Plan

DOMAIN 1: TEACHING AND LEARNING

AdvancED Standard 3: Teaching and Assessing for Learning

Standards and Curriculum (3.1)  

The school’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level.  (3.1 Rubric)

Acceptable

YES

The school provides educational programs sufficient for all students to meet uniform content and performance standards in all areas of the common core of knowledge and skills. (Wyoming)

YES

The school has adopted and implemented strategies to monitor the teaching of standards. (Wyoming)

N/A

Instruction is provided in the essentials of the state and federal constitutions. (Wyoming)

N/A

If applicable, all Hathaway Scholarship Program course requirements, including the Eighth Grade Unit of Study and Hathaway Success Curriculum, have been met and implemented. (Wyoming)

YES

If applicable, the school is providing foreign language instruction in grades K-2. (Wyoming)

N/A

If applicable, Career Technical Education courses are offered in a three-course sequence in grades 9-12. (Wyoming)

Summary of Practices:

Implementation of reading and math programs with teaching practices based on research and common core standards.

English Language Arts Core instruction is provided for all students in phonological awareness, phonics, fluency, comprehension and vocabulary using a direct instruction approach with repeated practice of skills. Teachers of reading receive training in the instruction of these areas through formal training and/or a mentoring process.

An updated version of the core reading program (Reading Street) was purchased in Sept. 2014 to address common core standards. Teachers have addressed the written language standards of the ELA common core through collaboration and each grade level has adjusted instruction to varying degrees. During this school year, more time will be devoted to aligning from grade to grade at Libbey Elementary. We have added a grammar program to our language arts instruction to help guide, step by step, the instruction of written language to the common core standards in 1st and 2nd grade.

Math: Implementation of a new math program began in the Fall of 2014. Program consultants were brought into the district to provide initial and follow-up training for all teachers in math K-12. Teaching practices meet requirements for instruction of the 8 mathematical practices recommended by NCTM. The EnVision Math program was chosen K-5 for West and Libbey Elementary. My Math was adopted for our pre-Kindergarten program as it most closely matched instruction included in EnVisions and is based on the 8 mathematical practices. An instructional audit was completed in Sept. 2015 to assist principals and teachers to determine areas of improvement needed for instruction. MAP results indicate that our students, k-2, show a general trend in a positive direction in language arts and math. Results of the math instructional audit reveal that our teachers have implemented with fidelity and have stayed true to the mathematical practices. Recommendations were made for further improvement. We will include those recommendations in our school improvement goals.

 

 


Monitoring and Adjusting Curriculum, Instruction and Assessment (3.2)

Curriculum, instruction, and assessment are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice. (3.2 Rubric)

Acceptable

Summary of Practices:  

Staff have adopted routines and strategies supported by reading and math research in all areas of reading  instruction (phonological awareness, phonics, fluency, vocabulary, and comprehension) and the development of math concepts using mathematical practices. These routines allow teachers to maximize time set aside for instruction (90 minutes in reading, 75 minutes in math) for all students with an additional 30 minutes for differentiated instruction activities for all students as well.

Student learning behaviors are addressed through PBIS plans and the recent adoption of Second Step, a social/emotional learning curriculum. We recognize the need to prepare students to learn by addressing those behaviors that get in the way of their attention and focus in the classroom.  This will also allow teachers to help all students remain focused on learning tasks that will benefit their academic work. Supports are provided for students through the Title 1, SPED and classroom activities that will allow teachers to focus on a student’s area of need.  We are currently working at the district level to more clearly define our MTSS process k-12.  This will include Tier 1, 2 and 3 interventions in all academic and behavioral areas.  Additional time is also given to students for social learning through our structured recess program and group or individual reteaching, role playing or counseling opportunities for those in need.

We have invested a considerable amount of time in the areas of learning targets, student engagement, and data teams. The focus of this is to improve our instruction, learning, and reviewing data for the purpose of improving student learning.

Principals have engaged in training for the supervision of instruction and to support improved instructional strategies.  The district has invested in using the 5D+ evaluation system which aligns well with research based instructional strategies.

The district has implemented a curriculum review process for K-12 education.  Last year, our district completed a review cycle in math, implementing a new common core curriculum K-12.  This year, K-5 will begin discussions around ELA instruction in order to prepare for a curriculum review in language arts.

Instructional Strategies that Engage Students (3.3)

Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations. (3.3 Rubric)

Acceptable

Summary of Practices:

Teachers provide multiple opportunities for students to learn vital concepts in all academic areas.  We have focused these last two years on increasing student engagement through classroom management strategies, academic routines and strategies supported by learning research.  Individual learning needs are determined through the data team process and specific instruction provided for all students in need of additional support academically and behaviorally.  Interventions and enrichments are provided for students when a need is determined.  We have an established BIT and IEP process that we follow to provide the level of support students may need for academic learning.  Students may be given a variety of tools (ex. manipulatives in math) to support their learning.  Technologies that may be used for support include iPads, computers, online resources for programs in math and reading, and RedCats for clarity of instruction.

 

We follow a walk to read format in grade K-2, allowing teachers to provide interventions or enrichments for students at each level by increasing opportunities to respond and strengthen reading foundations for students who struggle to read and provide enrichment opportunities for those students who perform beyond their grade level.  We also follow walk to math beginning in 2nd grade to provide the same opportunities in math.

Instructional Leadership (3.4)

School leaders monitor and support the improvement of instructional practices of teachers to ensure student success. (3.4 Rubric)

Acceptable

Summary of Practices:

The school district has implemented the use of the 5D+ evaluation system for teachers.  Administrators have been engaged in professional development to improve instructional leadership capacity in the district. This allows administrators to engage in discussions leading to instructional improvements.  The principal at Libbey has also engaged in content-specific training in the standards of professional practice in reading and math.

Collaborative Learning Community (3.5)

Teachers participate in collaborative learning communities to improve instruction and student learning. (3.5 Rubric)

Acceptable

Summary of Practices:

All Title I Schools: Describe how your school involves teachers in decisions regarding the use of assessment data to improve instruction and student performance and for continuous improvement, including by providing time for collaboration on the use of data.

Grade levels choose an area of focus in reading or math, assess students in the area, and determine the need for interventions or enrichments for all students through a formal data team process.  Goals are set, interventions and enrichments implemented for a specified period, students are assessed for progress and new goals are set for the next area.  The district provided formal training in data teams with Steve Ventura over the last 2 years.  Expectations have been outlined and shared with the teaching staff.  Each Friday throughout the year, an early release is scheduled to provide time within the workday to hold PLC/Data team meetings.  Special area teachers (Art, Music, PE) meet at the district level to review curriculum and coordinate expectations on a less frequent basis.  In some places, school personnel can clearly link collaboration to improvement results in instructional practice and student performance. Otherwise, there is a general belief that collaboration leads to improvements in instructional practice and student performance.  Formal and informal mentoring of new teachers to the building allows for examination of student work and study teams among school personnel. Staff meetings are held twice a month to provide collaboration time across grade levels. One early release each month will be devoted to district level collaboration.

Areas for Improvement:  A more formal approach to examining student work, reflection, study teams, and peer coaching could be used to work toward more improved student performance.

We do meet in data teams but do not engage in peer coaching opportunities.

A clear link to collaboration and student performance.

Instructional Process (3.6)

Teachers implement the school’s instructional process in support of student learning. (3.6 Rubric)

Acceptable

Summary of Practices:

SIG Schools: Explain how all teachers use instructional strategies that are grounded in research-based practices and address the learning needs of all students.

A district focus has been communication of learning targets and sharing of success criteria for students.  Staff has engaged in professional development in the last two years and is working to include these practices in their daily work.  Teachers review data and make adjustments to instruction based on the performance of their students using multiple measures: DIBELS, MAP, progress monitors, Unit and topic assessments (program specific).

 

Areas of improvements:

All teachers are working on communication of learning targets throughout the lesson.  This is a point of improvement in our building. Many exemplars are shared in language arts and math but may not happen frequently in every classroom.  Timely feedback needs to be given to students in all classrooms.

Mentoring, Coaching and Induction (3.7)

Mentoring, coaching, and induction programs support instructional improvement consistent with the school’s values and beliefs about teaching and learning. (3.7 Rubric)

Acceptable

YES

The school employs qualified instructional facilitators to provide professional development, teacher mentoring and educational leadership based on identified needs and school improvement planning. (Wyoming)

Summary of Practices:

PLCs, staff meetings, mentoring program for new teachers - Specific roles and duties are outlined.  Time is allotted throughout the year to allow for staff to work together.

 

Areas for improvement:  Ongoing mentoring for staff that need more time and support for a longer period would be beneficial.  Peer coaching would benefit our staff in areas of expertise.  The evaluation system will be used by the principal to engage in instructional discussions with teachers.  This process will allow principals to recommend professional development opportunities specific to each teacher’s needs.  Time will be allotted at staff meetings for teachers to collaborate in groups around their area of focus during the year.

Family Engagement (3.8)

The school engages families in meaningful ways in their children’s education and keeps them informed of their children’s learning progress. (3.8 Rubric)

Acceptable

YES

Parent contact procedures and history regarding unexcused absences and student misconduct resulting in suspension is documented  (Wyoming)

Summary of Practices:

All Title I Schools: List the  major strategies utilized by your school to increase effective parental involvement (include use of a parent compact and activities in accordance with ESEA Section 1118, such as family literacy services.)

Family nights are held each year to engage parents in literacy and math activities that could be used at home to help their children. Kindergarten holds a literacy night in the Fall of each year to demonstrate for parents how their children are taught in reading and give out materials that can be used at home to promote literacy.  Libbey Elementary has worked in partnership with Wyoming Kids First (coordinating with community events at the public library, meetings with community members to promote literacy, etc.).  The school participates each year with Wyoming Reads for first grade.  We promote “I Love Reading Month” each February to engage families in special literacy activities and community members and parents are invited to read to our classes.  Each year, parents are surveyed to get input about Title programs and services.  Parent compacts have been developed and are reviewed regularly to make needed changes. Other methods for involvement or to keep parents informed or involved are:

School Website

Powerschool

newsletters

parent contact - calls, notes, email

Remind 101

progress monitor results

quarterly awards assemblies

 Dr. Seuss week

Parent/Teacher Organization

2nd grade ExamView reports

1st grade tests sent home

Volunteers encouraged- helping with learning activities, chaperones, read to classes, etc.

math and reading letters

 

All Title I Schools: If applicable, what is your school’s plan for assisting in the transition of students from early childhood programs to elementary school programs?

Kindergarten teachers and the principal visit Head Start preschool classes to observe students in the Spring who are coming to

school in the Fall

Kindergarten registration in March

Kindergarten screening in April, during this time we provide some school information to parents

Head Start staff meet with Libbey K teachers to inform them of individual student needs

Held meeting after K screening to let preschool teachers know the strengths and weaknesses of students as a whole, things that could be improved upon the next year

We invite all preschool students in the community to come for a visit in May to Libbey Elementary during school

Engaged with preschool personnel in discussions sponsored by Wyoming Kids’ First for strengthening school readiness

Areas we can improve:  Reading and math nights are often evaluated and annual surveys are completed each October to inform our school areas we can improve. We could provide more opportunities for our parents later in the year to let us know how satisfied they are with specific aspects of our school like opportunities to volunteer.  Is there anything we can do to communicate better or with more frequency?

Student Advocacy Structure (3.9)

The school has a formal structure whereby each student is well known by at least one adult advocate in the school who supports that student’s educational experience. (3.9 Rubric)

Acceptable

Summary of Practices:

A survey was given to staff where they were asked how well they felt they knew each student at our school. Results indicated that the majority of our students were well known by at least 1 person on the staff with most students well-known by several staff members. There were only a few students who were not well known and they were all newer to our school. This indicates that all students participate in a structure at our school where

they have the opportunity to build relationships with staff. In addition, we have developed our PBIS structure at our school, and we have taken specific steps to seek out students who need more positive relationships and

support. For example, counselors invite students to eat with them in groups or individually to provide an opportunity to connect with another adult. Teachers sometimes have lunch or special events with specific students to connect with members of their class. The principal and other teachers or counselors seek out students on the playground to remind them to eat breakfast. They also ask if they need help with homework or just to say welcome back to school today. This is helping us connect with a few students who continue to be at risk for not being engaged in school. A team from Libbey attended Tiers training with a focus on behavior intervention with students last year and will continue this year to address student support in this area.

 

 

Areas of improvement: Continue to build our system of support as we complete training this year. Tier 1 structures have been outlined for the school. Tier 2 and 3 structures will be the focus for this year.

 

Grading and Reporting (3.10)

Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses. (3.10 Rubric)

Acceptable

Summary of Practices:

All Parents have access to PowerSchool to see student grades and other information.  They receive school handbooks on the first day of school. These handbooks are posted in Spanish and English on the district and school websites.  School board policy books are available onsite in the building and on the school website.  School board agendas and meetings are also posted on the district website.  Parent/Teacher conferences are held in October each year and meetings are called throughout the year when asked for by the teacher or parents.

Professional Learning (3.11)

All staff members participate in a continuous program of professional learning. (3.11 Rubric)

Acceptable

YES

The school has developed and implemented a professional development plan that focuses on the development and implementation of standards and standards-based assessments, the instructional and student learning uses of technology, individual school improvement goals, assessed needs based on documented student results, and individual professional development goals. (Wyoming)

YES

The school provides annual training to all school personnel concerning discrimination, confidentiality, and occupational exposure to blood-borne pathogens. (Wyoming)

Summary of Practices:

All Title I Schools: List the major high quality and ongoing professional development activities at your school that impact areas of identified need.

Teachers new to our school receive prescribed training based on their experience and professional development prior to the beginning of the school year.  Teachers will be mentored by colleagues within the building to build each staff member’s capacity to provide quality instruction.

  The staff is invited to additional opportunities for training in the summer.

   Reading Mastery training - teachers and para-professional staff

Math and Reading Consultants periodically when needed

Learning Targets Student Engagement Data Teams/PLCs

FAST

New this year - paraprofessionals engaging in training on how to work with our struggling students - various topics 2x per month

DIBELS Advantage Math

Tiers Training with Clayton Cook (Behavior Intervention) - team of staff attend, the rest of staff have information shared with them

Individual Needs:  Text Resources, PD in Focus, The Teaching Channel, etc.

 

Areas for improvement:

Para-professionals are invited to more opportunities for training.  Some of our professional development programs have been evaluated for effectiveness.  In the Spring, Instructional Facilitators and our Curriculum Director surveyed the district through classroom walkthroughs to check for several items. They observed the types of instruction and Technology being used to determine the effectiveness of our professional development over the last couple of years.  The results gave us useful information about proficient areas and areas that need improvement.

 

Staff surveys and classroom observations are used to evaluate the impact of all professional development.

Learning Support Services (3.12)

The school provides and coordinates learning support services to meet the unique learning needs of students. (3.12 Rubric)

Acceptable

YES

The school is providing for the needs of all gifted and talented students through enrichments in regular instruction, enrichment programs, advanced or challenging courses, extension periods, etc.  (Wyoming)

YES

The school follows district policies and procedures for identifying and intervening with at-risk students and preventing at-risk behavior. (Wyoming)

YES

The school implements programs that include planned strategies for intervening with students who fail to demonstrate proficiency on the standards. These include extended day and extended year programs and certified tutors. (Wyoming)

N/A

Title I targeted assistance programs avoid removing children from the regular classroom during regular school hours for instruction provided under Title I. (Federal)

YES

The school meets the educational needs of historically underserved populations. (Federal)

Summary of Practices:

All Title I Schools: What is your school’s approach to providing additional assistance to students experiencing difficulties in mastery of the standards?

We identify areas students are in need of support and make a plan for formal and informal assessments.  Our school provides a Walk to Read model for instruction that allows us to plan for the needs of students.  We have an additional 30 minutes of reading instruction provided for all students at their level.  Enrichment activities are provided for students exceeding expectations.  Interventions are provided for those students not meeting grade level expectations.  For example, last year in Kindergarten we had two students who significantly exceeded grade level expectations in reading.  Two days a week, they had specialized instruction that allowed them to read and comprehend text at a higher level.  We provide services in both push-in and pull-out models depending on the level of assistance needed by the student.  Beginning last year, we began to pilot departmentalization in second grade.  Half our teachers taught reading and half our teachers taught math. We received many positive comments by parents. After this year, we will have more than one year of data to evaluate the positive effects of departmentalization.  During this last summer, we provided an Enrichment program for all students that focused on science. The days were spent reinforcing academic skills using hands-on activities, field trips, and the application of reading and math.  We received many positive comments from parents.  Our attendance was considerably higher than in years past with traditional academic summer programs.

 

Areas for improvement:  A greater focus on enrichment activities during the school year is needed to provide for all the needs of gifted and talented students.

AdvancED Standard 5: Using Data for Continuous Improvement

Student Assessment System (5.1)

The school establishes and maintains a clearly defined and comprehensive student assessment system. (5.1 Rubric)

Acceptable

YES

The school implements the district assessment system to measure student performance relative to the uniform state content and performance standards. The system is designed so that all students have equality of educational opportunity to learn the content and skills represented in the standards and to the level established by the performance standards. (Wyoming)

Summary of Practices:

Assessments we use:  DIBELS, NWEA  MAP, Core Phonics Survey, Program specific unit test in Reading Street, Math Envisions topic assessments, Universal screening for at risk behaviors (BEISY), Weekly Reading assessments.  We are piloting FAST (math only) this year with the intention to move over to FAST for universal screening for reading, math, and behavior to progress monitor next year.

Collecting, Analyzing and Applying Learning from a Range of Data Sources (5.2)

Professional and support staff continuously collect, analyze, and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions. (5.2 Rubric)

Acceptable

Summary of Practices:

We look at all forms of data and use this to inform our instruction.  Math data lead us to the realization that a stronger core in math was needed in order to deliver higher quality instruction using common core standards.  Our reading data indicates the need to strengthen reading instruction between West and Libbey Elementary as we are not meeting expectations in student performance on PAWs at the

3rd, 4th, and 5th grade levels.  Support staff provides instruction that enhances student learning in the regular curriculum (sp/lang, OT, PT,

etc.).

Training in the Interpretation and Use of Data (5.3)

Professional and support staff are trained in the evaluation, interpretation, and use of data. (5.3 Rubric)

Acceptable

Summary of Practices:

All teaching and support staff engaged in professional development related to evaluation, interpretation, and use of data (Data team training with Steve Ventura).  The 5D+ teacher evaluation system includes criteria around assessment for student learning and the use of data to inform instruction.

 

Areas to improve:  Encourage support staff to attend Data team meetings to identify where they can support instruction of the regular curriculum and increase student learning.  Support staff (Art, Music, PE) will be working on assessments and how to use data that allows them to support student learning in all areas and succeed in their content areas as well.  

Determining Verifiable Improvement in Student Learning (5.4)

The school engages in a continuous process to determine verifiable improvement in student learning, including readiness for and success at the next level. (5.4 Rubric)

Acceptable

Summary of Practices:

Kindergarten readiness is determined each year through a screening process.  A Pre-Kindergarten program is offered for students who do not demonstrate readiness for success at school.  This screening tool measures academic and non-academic readiness.  NWEA MAP is used to determine expected growth rates for students each year.  Students meeting learning targets are deemed ready for success at the next level.

 

Areas for improvement:  Staff will need to engage at deeper level to verify student learning at each interval the MAP assessment is given. Other indicators to use throughout the year are unit and topic assessments which measure how well students are learning what is being taught.  We need to use both as evidence that our current curriculum is significant enough to be ready for the next level.

Communicating School Performance (5.5)

Leadership monitors and communicates comprehensive information about student learning, conditions that support student learning, and the achievement of school improvement goals to stakeholders. (5.5 Rubric)

Acceptable

Summary of Practices:

Results of classroom assessments are communicated by teachers.  School level results are communicated to parent and community groups through meetings and newsletters.  PAWs and NWEA MAP results are communicated through the district website.

 

Areas for Improvement:  Parents are informed of their own child’s progress with individual reports from MAP, progress monitors, and access to Powerschool for grades and other information.  Less consistent has been school level information.  Parents have been invited to participate by attending meetings as part of our school improvement team.  Attendance at these meetings have been minimal.        We will explore other options to ensure that parents are receiving this information.


Teaching and Learning Improvement Plan

GOAL(S):

Goal 1:  All Libbey Elementary students will improve literacy skills.

Measurable Objective:

An increase of 20% of students will demonstrate proficiency on reading in English Language Arts by May, 2016 as measured by DIBELS and Measures of Academic Progress.  This goal addresses WAEA indicator of MEETING GROWTH TARGETS.

 

Goal 2: All Libbey Elementary students will improve math skills.

Measurable Objective:

An increase of 20% of Kindergarten, First and Second grade students will demonstrate proficiency in the areas of Number Operations & concepts, Geometry, Algebra, Measurement, and Data Analysis & Probability in Mathematics by May, 2016 as measured by District Math assessments and NWEA MAP.  This goal addresses WAEA indicator of MEETING GROWTH TARGETS.

 

Goal 3:  All Libbey Elementary students will improve in Social/Emotional Behavior.

Measurable Objective:

80% of Kindergarten, First and Second grade students will demonstrate positive learning behaviors as measured by the Brief Externalizing and Internalizing Screener for Youth.

 

Measures and Methods (Interventions)

All students will receive instruction using research based instructional strategies in the 5 areas of reading (Phonological awareness, phonics, fluency, comprehension, vocabulary) for 90 min. each day and in mathematical practices in the areas 4 areas of math (Number and operations, geometry, algebra, measurement and Data Analysis & probability).  Student readiness levels will be determined by review of available data including, but not limited to: DIBELS, SBRR unit or topic assessments (Scott Foreman Reading Street, Envision Math), Core Phonics Survey, and the most current NWEA (MAP) scores available for students.

                                                                                                               

Strategies (Processes) to Implement the Intervention

Timeline

Personnel and Financial Resources

Benchmarks

Teachers of reading and math new to Libbey will receive professional development in the research based instructional strategies including mentoring with an experienced teacher.

Ongoing throughout the year by May, 2016

All teachers of reading and math.  In-house training and mentoring.

Title IIA funds for training support

Sign in sheets and agendas will be used for completion

Through the PLC/Data team process, teachers will engage in discussions within and across grade levels to determine areas in reading and math instruction needing improvements or interventions for students.

Ongoing throughout the year by May, 2016

PD in focus, The Teaching Channel, Explicit Instruction, NWEA Leaning Continuum, etc.

All teaching staff

Minutes of PLC and Data teams will be kept and shared with the principal.

An instructional audit in the areas of reading and math will be completed by an outside consultant to make recommendations for research based practices K-5 to align our schools.  An action plan will be developed based on the audit.  Libbey staff will review the plan and improvements made to instructional strategies.

Math – October, 2015

Reading – November, 2015

Gwen Poole

Kathy Graham

All math and reading teachers staff

Recommendations made by consultants will be shared with teaching staff to include in instructional discussions.

Students in need of an alternate core for reading or math instruction will be identified through an MTSS process.  Those students will receive 90 min. for reading and 75 min. for math of small group instruction daily as well as an additional 30 min of small group or individual skill specific instruction.  PD will be provided for any teachers providing the alternate core.

Ongoing throughout the year by May, 2016

Grade level and intervention teachers

Individual Learning plans are developed for those students receiving interventions.

Teachers will monitor and adjust instruction in the research based practices in order to ensure the attainment of skills taught and the application of those skills to text reading.

Ongoing throughout the year by May, 2016

Grade level and intervention teachers

Principal

Meeting agendas will be used to document discussions that occur.

Teachers will review Data team/PLC procedures and protocols in order to maintain the integrity of this process.

Ongoing throughout the year by May, 2016

All teaching staff

Principal

Meeting agendas will be used to document discussions that occur.

Evaluation/Evidence (How will you know when the intervention is fully implemented?)

Through the evaluation process and assessments given at our school, we will be able to determine if these practices and procedures have been implemented.

DOMAIN 2: LEADERSHIP CAPACITY

AdvancED Standard 1: Purpose and Direction

Purpose Revision Process (1.1)

The school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for student success. (1.1 Rubric)

Acceptable

YES

The school provides opportunities for all children to meet the State's proficient and advanced levels of student academic achievement.  (Federal)

Summary of Practices:

Each spring, the school improvement team (staff and parents) review the school purpose and revise when needed.  The school purpose is then presented to the full staff for final input.  This is displayed in the building and school website.  This last year, we completed this process but are currently revisiting our plan as required by the WDE using a varied format.

Areas for Improvement:

Engaging stakeholder groups is not always successful. Parents have attended at a decreasing rate over the last two years.  We need to identify more successful ways to communicate with stakeholder groups.  

Culture Based on Shared Values and Beliefs (1.2)

The school leadership and staff commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking, and life skills. (1.2 Rubric)

Acceptable

Summary of Practices:

Shared values and beliefs are reflected in the school purpose each year.  Each staff member has chosen a focus for professional development goals to work on this year.  These goals are reflective of a commitment to improve teaching and learning throughout the building.  Time at staff meetings and/or PLCs will be used for collaboration of ideas to meet these goals.


School Improvement Process (1.3)

The school’s leadership implements a continuous improvement process that provides clear direction for improving conditions that support student learning. (1.3 Rubric)

Needs Improvement

YES

The school monitors its school improvement process and supports the implementation of the school improvement plan. (Wyoming)

YES

The school participates in the State Accountability System and complies with applicable state and federal laws. (Wyoming)

YES

The school conducted a needs assessment, which included a review of academic achievement data for all students and assessed the needs of the school relative to the Schoolwide program components. (Federal)

N/A

If the school uses Title 1 Targeted Assistance, planning for students served under this part is incorporated into existing school planning. (Federal)

YES

The comprehensive plan components are reviewed and revised as necessary by the school. (Federal)

YES

The school has planned or developed strategies with input from teachers to monitor and evaluate the success of school wide activities and will use the results of the evaluation to inform and improve instructional strategies as well as professional development activities. (Federal)

Summary of Practices:

All Title I Schools: Briefly describe your needs assessment and planning process; and describe how stakeholders are engaged in the process.

Students, Parents and Staff are surveyed each year to assess the school’s overall performance.  Areas in need of improvement are typically reflected in the next school improvement plan.  A school improvement team is identified each year including staff and parents to inform them of the steps taken by the school for making improvements.  Input is asked to be given by parents as to how we can improve our school.  This improvement has taken the form of facilities, communication, parent involvement and instruction.

 

Areas for Improvement:

A formal process for determining the fidelity which interventions and strategies are implemented will be put in place.  This started with Math and Reading training with the elements of instruction that are required.  

AdvancED Standard 2: Leadership

Board Policies and Practices (2.1)

Board Policies and Practices: The governing body establishes policies and supports practices that ensure effective administration of the school.

(2.1 Rubric)

Acceptable

YES

The flags of the United States of America and the State of Wyoming are displayed when school is in session in, upon, or around the school building. (Wyoming)

Summary of Practices:

Policies and practices are in place to provide for professional growth of staff, to promote effective instruction and assessment, support the school’s purpose and direction, and the oversight of fiscal management.  These policies and practices are found on the school district website and in each school office.  The current board is working to update policies.  

District Board Operations (2.2)

District Board Operations: The governing body operates responsibly and functions effectively. (2.2 Rubric)

Acceptable

Summary of Practices:

Board members attend professional development regarding the roles and responsibilities of the governing body.

 

Leadership Autonomy (2.3)

The governing body ensures that the school leadership has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively. (2.3 Rubric)

Acceptable

Summary of Practices:

Schools keep the district admin. and school board informed of events by placing it on the district calendar.  Daily operations of the school is left to the principal with support from the governing body.  When parents have issues to discuss with the governing body, they are willing to listen and encourage stakeholders to speak directly with school staff to resolve issues.

SIG Schools: Describe how sufficient operational flexibility (such as staffing, calendars/time, and budgeting) to implement a fully comprehensive approach to  improve student performance has been given to the school.

Leaders and Staff Foster Culture (2.4)

Leadership and staff foster a culture consistent with the system’s purpose and direction. (2.4 Rubric)

Acceptable

Summary of Practices:

Libbey Elementary adheres to a culture of collaboration.

Stakeholder Engagement (2.5)

Leadership engages stakeholders effectively in support of the school’s purpose and direction. (2.5 Rubric)

Acceptable

YES

The school has procedures for involving parents and community in decision-making, implementation of standards, goal setting and planning for school improvement, and identification of budget priorities based on student performance standards. (Wyoming)

Summary of Practices:

Libbey Elementary has an active Parent/Teacher Organization that limits itself to fundraising activities for the school.  As a result our students and staff have been blessed with an excellent playground and many items purchased for classrooms such as technology.  We also have great responses from parents during I love Reading month and for various events throughout the school year asking parents to volunteer, read to a class or share a special talent or knowledge with the students.  Where we often are unable to get parents involved is when we ask those to attend school improvement team meetings.  Generally, at these meetings, parents tend to communicate their satisfaction for academic programming for their children but might ask about a procedure at the school to be adjusted or is there another way to do something?  These suggestions and questions are always welcome and are investigated.

 

Areas for Improvement:

Helping parents to see the significance of their participation within the school improvement team process and engage in the generation of ideas to improve the school

Leader and Staff Evaluation (2.6)

Leadership and staff supervision and evaluation processes result in improved professional practice in all areas of the system and improved student success. (2.6 Rubric)

Acceptable

YES

The school uses a State Board of Education/WDE approved teacher performance evaluation system. (Wyoming)

YES

The performance of each initial contract teacher is formally evaluated in writing at least twice annually. (Wyoming)

YES

The performance of each continuing contract teacher is formally evaluated in writing at least once each year. (Wyoming)

Summary of Practices:

Our current evaluation system is the 5D+ Evaluation System.  Assessing:  Purpose, Student Engagement, Curriculum and Pedagogy, Assessment for Student Learning, Classroom Environment and Culture, Professional Collaboration and Communication. This is a new evaluation tool for our district.  Teams from each school attended training and are leading activities in the buildings to engage other staff.

SIG Schools: Explain your teacher and leader evaluation system.

Leadership Capacity Improvement Plan

 

Goal(s):

Goal 1:  All Libbey Elementary students will improve literacy skills.

Measurable Objective:

An increase of 20% of students will demonstrate proficiency on reading in English Language Arts by May, 2016 as measured by DIBELS and Measures of Academic Progress.  This goal addresses WAEA indicator of MEETING GROWTH TARGETS.

 

Goal 2: All Libbey Elementary students will improve math skills.

Measurable Objective:

An increase of 20% of Kindergarten, First and Second grade students will demonstrate proficiency in the areas of Number Operations & concepts, Geometry, Algebra, Measurement, and Data Analysis & Probability in Mathematics by May, 2016 as measured by District Math assessments and NWEA MAP.  This goal addresses WAEA indicator of MEETING GROWTH TARGETS.

 

Goal 3:  All Libbey Elementary students will improve in Social/Emotional Behavior.

Measurable Objective:

80% of Kindergarten, First and Second grade students will demonstrate positive learning behaviors as measured by the Brief Externalizing and Internalizing Screener for Youth.

 

Measures and Methods (Interventions)

Implement the 5D+ evaluation system that supports teacher growth in using effective instructional strategies in all areas of instruction.

 

Strategies (Processes) to Implement the Intervention

Timeline

Personnel and Financial Resources

Benchmarks

The Principal and select group of teachers will attend initial training to implement the 5D+ Evaluation System.

Completed by January, 2016

Sharon Swanson, Renee McKain, Lisa Young, Mindi Loyd

Agendas and sign-in sheets

All teachers and the principal will engage in professional discussions around the 5 Dimensions of teaching and learning instructional framework and develop professional goals based on subdimensions to improve instruction and student learning.  The 5 Dimensions:  Purpose, Student Engagement, Curriculum and Pedagogy, Assessment for Student Learning, Classroom Environment and Culture.

Completed by February, 2016

Principal

Teaching staff

 

 

Agendas and sign-in sheets

Review and engage in staff level discussions around the instructional strategies and elements of instruction required in reading and math.

Throughout the school year by May, 2016

Principal

Teaching staff

Agendas and sign-in sheets

Evaluation/Evidence (How will you know when the intervention is fully implemented?)

Staff meetings are scheduled to discuss the 5D+ indicators, instructional strategies in reading and math, final training for this year will be completed by January 4, 2015.

 

DOMAIN 3: RESOURCE UTILIZATION

Standard 4: Resources and Support Systems

Staff Recruiting and Retention (4.1)

Qualified professional and support staff are sufficient in number to fulfill their roles and responsibilities necessary to support the school’s purpose, direction, and the educational program.  (4.1 Rubric)

Acceptable

YES

The assignment of staff members is in accordance with the certificates and endorsements as specified in the Professional Teaching Standards Board regulations. (Wyoming)

YES

Instruction is provided by highly qualified teachers (Federal)

YES

Paraprofessionals meet the requirements of ESEA (Federal)

Summary of Practices:

All Title I Schools: What strategies are used to attract highly qualified teachers to high need Title I schools?

Local advertisement, recruitment at teacher fairs, state-wide and out of state adverstisement for open positions allow us to reach out beyond our community.  Attractive benefit packages also bring teachers to our district.

SIG Schools: Briefly describe the District/School procedures for recruiting, evaluating, rewarding, and replacing staff.  


Sufficient Resources (4.2)

Instructional time, material resources, and fiscal resources are sufficient to support the purpose and direction of the school. (4.2 Rubric)

Acceptable

YES

The school complies with the State Board of Education’s definition of the minimum hours of student/teacher contact and minimum days per year. The school calendar includes a minimum of 185 teacher work days.

  • ½ Day Kindergarten – 450 hours
  • Full Day Kindergarten – 900 hours
  • Elementary – 900 hours
  • Middle/Jr. High – 1050 hours
  • High School – 1100 hours  (Wyoming)

YES

On Presidents’ Day, Veterans Day, Martin Luther King Jr. Day, Wyoming Equality Day, and general election day, the school is not dismissed except by order of the board of trustees of the district. Exercises to emphasize the significance of these days are optional to the school. (Wyoming)

YES

The following days are appropriately observed:

  • Wyoming Day, December 10 of each year.
  • Nellie T. Ross’ birthday, November 29 of each year.
  • Native American Day, the second Friday in May.
  • Pearl Harbor Remembrance Day, December 7 of each year.
  • Constitution Day, September 17 of each year. (Wyoming)

YES

Federal funds are used for authorized and allowable activities, and are used by the intended population (Federal)

YES

Federal funds are used to supplement and in no case supplant state or local dollars. (Federal)

YES

Equipment purchased with federal funds, including that purchased for private/home school use, are marked and inventoried. (Federal)

YES

Personnel whose salary is funded 100% from a single federal fund submit a signed, bi-annual certification.  (Federal)

YES

Personnel whose salary is split-funded, whether between various federal funds or between federal and state funds, maintained accurate time/effort logs. schools. (Federal)

YES

Activities approved for Federal Funding are completed within the approved time period. (Federal)

Summary of Practices:

All Title I Schools: How do you coordinate and integrate federal, state, and local services and programs?

Federal funds of Title 1, VI-B, Title II-A, Building level and District funds are all used to support various initiatives in our school.  We have a process for requesting federal funds to support our programs and provide resources for PD and materials.

Safe, Clean and Healthy Environment (4.3)

The school maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all students and staff. (4.3 Rubric)

Acceptable

YES

The school ensures that students are educated in a safe environment that meets all building, health, safety, and environmental codes and standards required by law for all public buildings. (Wyoming)

YES

Crisis management plans are in place to ensure that potential crisis situations are addressed and are practiced on a regular basis. (Wyoming)

YES

A health inspection of the building and the food service facilities is conducted annually, and the building principal has sought remedies to noted problems in accordance with state statutes. (Wyoming)

N/A

Protective eye devices have been purchased and are used, free of charge, by all students and teachers involved in activities or using materials that create a substantial risk of harm to the eyes. (Wyoming)

YES

The school requires written documentary proof of immunization or written immunization waiver to be provided for all students attending within thirty (30) days after the date of school entry. (Wyoming)

YES

The school maintains documentation on file and conducts an audit of immunization status for each child enrolled in accordance with rules and regulations prescribed by the Department of Health. (Wyoming)

YES

The school has developed and has on file the policy for required notification of pesticide application on or around the school building. (Wyoming)

YES

Fire inspections are conducted at least once every three (3) years, and results are available. (Wyoming)

YES

The school conducts fire/safety drills at least once every month that school is in session according to state statutes. (Wyoming)

YES

The school has established a school environment that improves school safety and discipline and addresses other non-academic factors that impact student achievement, such as students’ social, emotional, and health needs. (Federal)

Summary of Practices:

All safety inspection reports are given to the district Maintenance director and he passes on any recommendations for improvement to the principal.  The principal passes on any information to staff when they are involved in necessary improvements.  These are kept on file at the district office.

Information Resources (4.4)

Students and school personnel use a range of media and information resources to support the school’s educational programs. (4.4 Rubric)

Acceptable

YES

Media services sufficient to support the achievement of student content and performance standards are available and accessible to all students and staff. (Wyoming)

Summary of Practices:

The district employs an instructional facilitator who focuses on technology.  She is available to all building staff who would like assistance in the use of technology in their classrooms.  This person continually sends out information that can be used as resources for teachers and students in the classroom.

Technology Resources (4.5)

The technology infrastructure supports the school’s teaching, learning, and operational needs. (4.5 Rubric)

Acceptable

YES

The school has implemented the district technology plan. (Wyoming)

Summary of Practices:

Libbey has areas of the school that lack internet access consistently.  A plan has been made to remedy the situation, however, we are waiting approval of funds to complete the project.  Most rooms are able to access internet on individual devices.  The district does have a technology plan that includes:  Outfitting each classroom with a specified menu of devices and a rotation system to update school labs and teacher computers.  All other items are requested through a specified system.  The technology committee then determines what items are purchased through district funds.  Another source has been as a result of the fundraising efforts of our Parent/Teacher Organization.

 

Areas for improvement:

Take necessary steps to improve the internet access in the building.  Purchase additional devices to meet literacy/math needs in all classrooms.  

Supports to Meet Physical, Social and Emotional Needs (4.6)

The school provides support services to meet the physical, social, and emotional needs of the student population being served. (4.6 Rubric)

Acceptable

Summary of Practices:

Last year, a team of staff began to attend professional development in the area of behavior intervention.  Ideas were exchanged and a process of improving the school’s PBIS plan began over the summer.  At the start of this year Tier 1 efforts to address social emotional needs of our student were outlined and a social emotional curriculum was purchased (Second Step).    This was shared with the remainder of the staff and a timeline has been created for this team to present additional information to the staff.  Second Step will begin in early October in all classrooms.  Implementation will be reinforced by support staff and paraprofessionals throughout the building as well.        A universal screening to measure internalizing and externalizing at risk behaviors will be used for all students to measure the social emotional skills of our students.  Students at risk will be identified and interventions organized to address their needs.  The measure of effectiveness will be a reduction in office referrals and interruption of learning in the classrooms.  In addition, we will see improved ratings for students on the universal screening.  

Services to Support Student Educational Needs (4.7)

The school provides services that support the counseling, assessment, referral, educational, and career planning needs of all students. (4.7 Rubric)

Acceptable

YES

The school is providing for the needs of all disabled students and is in compliance with statutory requirements. (Wyoming)

YES

All students have access to guidance services that provide assistance in developing and monitoring their educational and career plans through  a structured, systematic individual planning process.  (Wyoming)

Summary of Practices:

This relates to the work, outlined in 4.6.  Counselors are part of the behavior intervention team and play an active role in interventions.  Effectiveness of the program will be determined by the performance of students on the universal screener.

 

Area for Improvement:  Measures of program effectiveness need to be clearly outlined.

Assistance Needed

For assurances marked NO, please explain what is preventing your school from meeting the requirement and what support is needed to assist your school in meeting the requirement.

Resource Utilization Improvement Plan

Goal(s):

Goal 1:  All Libbey Elementary students will improve literacy skills.

Measurable Objective:

An increase of 20% of students will demonstrate proficiency on reading in English Language Arts by May, 2016 as measured by DIBELS and Measures of Academic Progress.  This goal addresses WAEA indicator of MEETING GROWTH TARGETS.

 

Goal 2: All Libbey Elementary students will improve math skills.

Measurable Objective:

An increase of 20% of Kindergarten, First and Second grade students will demonstrate proficiency in the areas of Number Operations & concepts, Geometry, Algebra, Measurement, and Data Analysis & Probability in Mathematics by May, 2016 as measured by District Math assessments and NWEA MAP.  This goal addresses WAEA indicator of MEETING GROWTH TARGETS.

 

Goal 3:  All Libbey Elementary students will improve in Social/Emotional Behavior.

Measurable Objective:

80% of Kindergarten, First and Second grade students will demonstrate positive learning behaviors as measured by the Brief Externalizing and Internalizing Screener for Youth.

 

Measures and Methods (Interventions)

Instructional technology will be used and maintained to deliver instruction effectively in each classroom.

A social/emotional learning curriculum will be researched and purchased for the school to support student learning.

Strategies (Processes) to Implement the Intervention

Timeline

Personnel and Financial Resources

Benchmarks

Teachers will use technology to deliver and improve instruction:  projectors, document cameras, iPADS, Red Cats, computers.

Continuous, as needed

Technology plan funds (district), building budgets

Documented through evaluations

Equipment will be maintained or replaced when needed in order to preserve current supply.

Continuous, as needed

District technology funds, building budgets

Written Requests

Research and purchase a social/emotional learning curriculum.

By September, 2015

Principal

Title 1 and building funds

Proposal

All teachers of the program will complete required training to increase the effectiveness of the program.

By October, 2015

All teaching staff

Principal

Certificate of completion

Members of the PBIS team will attend Tiers training in the area of behavior.

By May, 2016

Sharon Swanson, Renee McKain, Kari Magnuson, Lisa Halsey, Lisa Young

Certificate of completion

 

Evaluation/Evidence (How will you know when the intervention is fully implemented?)

As we develop our system, we can evaluate the effectives by the decrease number of incidences of specified behavior at school.  Students will show progress on the behavior screening being used by the end of the year (BEISY)

 


ESEA CORRECTIVE ACTION PLAN  

Required for those Title I Schools in School Improvement Status Year 3 or 4, Corrective Action Status and for all non-Title I Schools in Corrective Action Status  

NA

Corrective Action Options (Please select at least one option listed)

Option 1: Institute a new curriculum grounded in scientifically based research and provide appropriate professional development to support its implementation

Option 2: Extend the school year or school day

Option 3: Replace school staff who are deemed relevant to the school not making Adequate Yearly Progress

Option 4: Significantly decrease the management authority at the school

Option 5: Restructure the internal organization of the school

Option 6: Appoint one or more outside experts to advise the school on (1) how to revise and strengthen the improvement plan it created while in school improvement status; and on (2) how to address the specific issues underlying the school’s continued inability to make AYP

Please describe:


ESEA RESTRUCTURING PLAN

Required for Title I Schools in School Improvement Status Year 4 (Planning For Restructuring)

NA

SELECT A RESTRUCTURING OPTION

OPTION 1: Close and Reopen as a Charter School

OPTION 2: Replace the school or LEA staff members who are relevant to the failure to make Adequate Yearly Progress

OPTION 3: LEA contracts with private management to govern the school

OPTION 4: Any other major restructuring of the school’s governance

x

Please include: