Pine Forest’s School Improvement Plan

Goal 1: Achievement

To decrease the performance gap between white students and African-American students by 10% through the systematic design/selection and implementation of intervention programs that provide effective remediation and/or adaptation to an individual or group needs by 2019-2020.

Data

Description: The information used to identify opportunities.

  • 2018 and 2019 ESSA Reports
  • 18-19 Summative Data
  • 18-19 STAR Math, STAR Reading, & Early STAR Growth Reports
  • K-2 STAR Literacy & Math Screenings
  • STAR Instructional Planning Reports (K-2)
  • NWEA Planning Reports (3-5)
  • Common Formative Assessment Results
  • Classroom Data Spreadsheets
  • Teacher Data (Identified Targeted Students List, Data Analysis Forms)
  • Life Strategies Monthly Report
  • Web-based Programs Data (Dreambox, Lexia)
  • Parent Teacher Conference Data, Sign Sheets, etc.

Interventions:

Description: These are the steps being taken to address the goal.

Literacy Plan Guidance

  • In accordance to ACT 83, Pine Forest Elementary will implement a literacy plan.  Pine Forest Elementary teachers and students will utilize the ACT ASPIRE, STAR, NWEA MAP, USA Test Prep CFA assessments and Dyslexia Screenings to determine the literacy needs of students. Use of the assessments and screening will be aligned with the literacy needs of all students.

  • Based on the Science of Reading, teachers will implement strategies and provide instruction based on Phonics First for K-2 and RISE for 3rd-5th students at Pine Forest Elementary.  

Teachers in K-3 and SPED have been trained in Phonics First and teachers in 4-5 have been trained in RISE.  To ensure that all teachers are provided with the required training, any teachers new to PFE during the 2019-2020 school year, will be

trained as well.   The Professional Development  office will be notified if/when there are new teachers are hired and/or assigned to Pine Forest Elementary.  Teachers will be encouraged to participate in Science of Reading Modules from AR Ideas for additional training.

  • Grade level literacy goals will be developed based on the literacy data.  The PCSSD curriculum will be implemented with fidelity.  Literacy instruction will be provided daily and resources outlined in Phonics First and RISE will be utilized daily.  

Small group instruction will be conducted two-three times a week to address student deficits in literacy.  Dyslexia services will be provided for identified students.  Interventions will be provided for at risk students at least two times per week.  The effectiveness of the schoolwide Literacy Plan will be evaluated/assessed through Professional Learning Community meetings that are conducted weekly.  Progress monitoring of student progress will be discussed during Response to Intervention (RTI)  biweekly meetings.  Common Formative Assessment will be administered as well.  Data obtained from CFAs will be used to provide strategic instruction to students.  

  • Small group instruction will be conducted daily to enhance student learning in deficient areas.
  • Administration will conduct conferences with individual students who earn D’s or F’s for Interims or at the end of each quarter for official grades on the Report Cards
  • Individualized instruction will be provided by the classroom and specialty teacher to students after monthly RTI Meetings are conducted.  RTI members will participate in discussions and provide recommendations, various strategies, and techniques to foster student success.  
  • Due to the academic, social, emotional, mental, and physical of some students, the recommendation of services from mental health providers will be made available to parents.  Referrals are initiated, completed, and submitted to mental health providers by administration and teachers.  Life Strategies is the mental health provider that provides services to students at PFE to meet their social-emotional needs.
  • Online/web-based academic programs will be used daily to enhance instruction through small group instruction.  Lexia Learning will develop critical reading and language skills through individualized, motivating learning paths, Dreambox will promote student growth and deeper conceptual understanding by encouraging different pathways to solve problems.
  • AVID will be implemented in 5th grade classrooms as an effort to support the closing of the achievement gap before it begins.

Evidence

Description: Outlines the material used to support the interventions.

  • Intervention #1: Lesson plans, School Improvement Plan Meetings, Weekly ADMIN/Coaches Meetings, & Leadership Team Meeting Agendas and Summaries, Professional Learning Community Team Meeting Agendas & Summaries w/ Progress Monitoring Charts

  • Intervention #2: TAC Printouts, 9 Week Interim Student Conference Notes, 9 Week Report Student Conference Notes

  • Intervention #3: Lesson plans, student work samples, RTI folders & RTI Speciality Support Schedule  

  • Intervention #4: Life Strategies Proposal Letter, Life Strategies referral forms, school counselor documentation

  • Intervention #5: Lesson plans to include instruction through web-based programs
  • Intervention #6: Documentation of AVID monthly strategy, celebration, and attention technique.

Evaluation

Description: Measures progress toward the goal.

Intervention #1: Lesson plans are monitored weekly by the administration to determine effective planning for instruction. Our collaborative discussions of students occur frequently (generally bi-monthly). Documentation of discussions is evidenced in our notes and progress monitoring from our PLC agendas.  Teachers are encouraged to progress monitor students and are also included in the agendas as well as the district assessment plan. Teachers’ Instructional Planning Reports from STAR are evidence of their awareness of skills that are in need of remediation.  We modify this practice yearly after discussing its effectiveness.

 Intervention #2: Interim Reports & Report Cards are both reviewed each quarter by administrators and grade-level 3rd-5th teams.  Student Conferences are conducted by administrators at least once a nine weeks following those reviews;  however,  AA student conferences are conducted more throughout the nine weeks to ensure continued support.  An increase in performance is the goal of the conferencing.  If there is an increase, we do not conference with them unless there is another reason it is warranted. Our created list of students with D’s and F’s which includes notes are evidence of this intervention. Yearly planning sessions during our School Improvement Plan leadership meetings involve discussion about whether this should continue as an effective practice.

 Intervention #3: Monthly RTI Screening Meetings are conducted to determine the next steps. The meetings are held on the last Wednesday of each month. Screening reports and Dyslexia Checklists are evidence of this intervention. These are mandated as part of our yearly RTI plans which are reviewed yearly.

Intervention #4: Referrals are made to Life Strategies as the need occurs.  Referral forms and notes of parent communication leading up to referrals are documentation of this intervention. Discussion between the administration and the Life Strategies staff is used to decide the effectiveness of this intervention for our students.

Intervention #5: On-line program-specific reports are analyzed and reviewed frequently to determine gains or loss.  Growth reports are available from our online programs. We look to see if students have reached their grade level and if students have grown a year. Continued growth warrants the continued use of our online programs.

Goal 2: Performance Gap

To improve educational achievement by all students by 10%, with special attention to African-American students and others who are at-risk of academic failure due to socioeconomic disadvantages, or other factors by the end of the 2019-2020 school year.

Data

Description: The information used to identify opportunities.

  • 2018 and 2019 ESSA Report
  • 18-19  ACT Summative
  • 19-20 NWEA MAPS
  • 19-20 USA Test Prep

Interventions:

Description: These are the steps being taken to address the goal.

  • Identify students meeting and/or not meeting benchmarks and assigned to intervention groups for individual remediation or support.
  • During RTI meetings instructional strategies will be discussed in an effort to close the gaps as well as assign additional services for identified students.
  • Parent collaboration through consent and permission are encouraged and solicited in the intervention process.
  • Students will participate in small group sessions to address deficient areas close achievement gap determined by formative and summative assessments.
  • AVID will be implemented in 5th grade classrooms as an effort to support the closing of the achievement gap before it begins.

Evidence

Description: Outlines the material used to support the interventions.

  • Intervention #1: Star Reports (K-2), NWEA MAP,  USA Test Prep, and ACT ASPIRE Summative results

  • Intervention #2: Progress Monitoring spreadsheets utilized as documentation of  Math &  Literacy progress (AA students highlighted in green), RTI Speciality Support Schedule, & lesson plans of specific skills and concepts of focus.

  • Intervention #3: Parent notification form from RTI Folders, Parent-Teacher Conferences, School Status History, & Phone.

  • Intervention #4: Small group documentation forms along with lesson plans outlining students receiving interventions. (Screening data, Progress Monitoring)

  • Intervention #5: Teachers assigned to 5th-grade classes will teach and reinforce academic behaviors and high-level thinking.  Lesson plans will reflect planned and strategic lessons.
  • Intervention #6: Documentation of AVID monthly strategy, celebration, and attention technique.

Evaluation

Description: Measures progress toward the goal.

Intervention #1: Data analysis, collaboration, and adjustments during weekly Professional Learning Communities (PLCs) will be conducted to discuss student progress and or lack thereof.

Intervention #2: Monthly RTI Meeting notes to determine alternate strategies, Referrals will be submitted for alternate services as needed (dyslexia, pull out interventions, tutoring).

Intervention #3: Each parent meeting attendance form will be available, Signed consent forms will be reviewed upon receipt, School Status Student Printout

Intervention #4: Progress notes will be reviewed monthly through the Math/Literacy Small Group Form.

Intervention #5: Qualtrics Classroom walk-through reports will document the level of thinking involved in classroom instruction and will be reviewed at administrators and coaches weekly meetings.

Intervention #6: Qualtrics Classroom walkthrough reports of AVID Implementation.  Bulletin board display of grade level AVID strategies.  PLC agenda/summaries documenting collaboration of AVID discussions.

Goal 3: Participation

To increase the number and proportion of African-American and disadvantaged students participating in extracurricular activities, gifted and honors programs, and enriched or advanced placement course 10% by the end of the 2019-2020 school year.

Data

Description: The information used to identify opportunities.

  • Alpha (G/T) Data
  • Extracurricular Organization Data
  • Extracurricular School Club Data
  • Nine Weeks Participation

Interventions:

Description: These are the steps being taken to address the goal.

  • Provide opportunities and encourage participation in various programs
  • Follow up with AA parents whose students do not return permission slips
  • Accommodate families’ schedules in an effort to encourage participation

Evidence

Description: Outlines the material used to support the interventions.

  • Intervention #1: Notifications of programs, parent meeting sign-in sheets

  • Art Club Letter/Roster
  • Archery Team Letter/Roster
  • Gifted & Talented Recommendations
  • Musical Parent Letter/ Cast List
  • Student Council Application/ Member List
  • Honor Roll List
  • Chess Club Roster
  • Robotics Club Roster
  • Encouragers Roster

  • Intervention #2: Emails, Phone logs, permission slips

  • Intervention #3: Anecdotal notes

Evaluation

Description: Measures progress toward the goal.

Intervention #1: The leadership team, specialty teachers, and various committees monitor representation of students applying and participating within programs throughout the year. We are aware of the percentages of the students population participating.  We encourage students of African American and disadvantaged students’ participation.  

Intervention #2: African American parents will be contacted when permission slips are not returned following each event.

Intervention #3: Alternate meeting times, or try-out times, or alternate means of transportation will be provided as needed.

Goal 4: Discipline

To reduce, by 10 %, the number of discipline problems and classroom disruptions caused by all students, regardless of race or background by the end of the 2019-2020 school year.

Data

Description: The information used to identify opportunities.

  • 18-19 Discipline Data/Referrals
  • 19-20 Discipline Data/Referrals
  • PBIS Quarterly Reports
  • 18-19 Life Strategies Referrals

Interventions:

Description: These are the steps being taken to address the goal.

  • Intervention #1: Provide staff with expected practices for addressing difficulties. Give staff forms and resources to improve student behaviors (for example, PBIS World).

  • Intervention #2: Provide student opportunities to attend Incentive Field Trips that will encourage and promote positive behavior.

  • Intervention #3: Review teacher referrals in an effort to bring awareness of high number of referrals and possible need to improve classroom management.

  • Intervention #4: PBIS (Positive Behavior Intervention & Support) will be implemented school-wide.

Evidence

Description: Outlines the material used to support the interventions.

  • Intervention #1: Discipline Management Plan, Discipline Committee Meeting Agenda & Summary, PBIS Meeting Agenda & Summary, PBIS Rewards Website, & PBIS World

  • Intervention #2: Incentive Field Trip Schedule, Permission Letters & Parent Consent, Students with Discipline & Referral Actions Report, Monthly Average Incident Report

  • Intervention #3: Teacher Referrals, In-School Suspension/DHall Assignments (emails), Lesson Plans with documentation of method employed to address behavior, Behavior Contract, Life Strategies BiWeekly School Reports, Email Communication with Staff, Leadership Team Agenda & Summary, Students with Discipline & Referral Actions Report, Monthly Average Incident Report

  • Intervention # 4: 9-week Behavior Data Sources will be viewed at the end of each quarter.  

Evaluation

Description: Measures progress toward the goal.

Intervention #1: We will review our Discipline Management Plan yearly, Discipline Committee Meeting Agendas & Summaries will be reviewed quarterly

Intervention #2: Incentive Field Trip Schedules will be available quarterly, Permission Letters & Parent Consents will be reviewed each time after notes are sent home, Students with Discipline & Referral Actions Report will have conferences as needed, Monthly Average Incident Report

Intervention #3: Discipline Committee Meetings are conducted to review discipline/behavior each nine weeks. Discipline reports and students achieving incentives are reviewed monthly/regularly to determine decrease. If there is an increase we make adjustments if not we continue the practice producing positive results. Teacher Referrals, In School Suspension/DHall Assignments (emails), Lesson Plans with documentation of method employed to address behavior, Behavior Contract, Life Strategies BiWeekly School Reports, Email Communication with Staff, Leadership Team Agenda & Summary, Students with Discipline & Referral Actions Report, Monthly Average Incident Report

Intervention #4: Reports from E-school will reflect a decrease in discipline referrals.

Goal 5: Attendance

To increase student attendance and reduce suspensions (both by 5%) and grade retentions for all students, regardless of race or background by the end of the 2019-2020 school year.

Data

Description: The information used to identify opportunities.

  • Attendance Records
  • Suspension Records
  • Retention Records

Interventions:

Description: These are the steps being taken to address the goal.

  • Intervention #1: PCSSD Attendance Policy and Procedure for attendance recording, notification and reporting will be strictly adhered to by Pine Forest Elementary School.

  • Automated call outs (Elementary by 8:15 am)
  • Parent notification letter mailed at five unexcused absences in any class period
  • Letter to parents with referral form attached and emailed to prosecuting attorney
  • Call to DHS hotline to report excessive absences
  • Student dropped for non-attendance after the 10th consecutive day of absence
  • Notification of non-attendance drop form sent to the parent

  • Intervention #2: Promote an increase in student attendance and or/ decrease suspensions school-wide reward incentives per nine weeks.

  • Intervention # 3: Award/Acknowledge students exhibiting good attendance and citizenship for the 9 weeks at the 9 weeks Honors Assemblies.

Evidence

Description: Outlines the material used to support the interventions.

  •  Intervention #1:
  • Absence report
  • Parent 5-day letter
  • Call out report: Updated information list call log
  • Excessive absence referral form; Certified letter receipt; Form Letter to parents
  • Call log to DHS
  • Non-attendance Drop Form TAC/HAC
  • Total Suspensions from ESchool, Perfect Attendance Report, Retention Lists

  • Intervention #2: Nine Weeks Attendance Certificate

  • Intervention #3: Nine Weeks Citizenship Award List

Evaluation

Description: Measures progress toward the goal.

Intervention #1: Decrease number of student referrals through the monitoring of suspensions, perfect attendance, and retention.  Suspensions and attendance will be monitored at least once per nine weeks.

Intervention #2: Increase of student opportunities that will encourage attendance and citizenship.  Opportunities will be provided each nine weeks.  

Intervention #3: Monitor of award recipients through nine weeks lists submitted by teachers.