Forest Elementary

Mid Year SIP Review

Monday, February 8, 2016

NORMS

  • Start and end on time
  • Stay on task
  • Be ready
  • Use technology appropriately
  • Stay positive
  • No Offensitiveness
  • Speak your truth
  • Engage in discussion and decisions

PROCESS

  • Facilitator & Timekeeper: Melissa
  • Notetaker
  • Each section (Academics, Climate, Family Involvement) will have 10 minutes. 8 minute mark begin questions.
  • ILT members will complete needs and next steps.

7 other staff members present

FAST

FACTS

Student Enrollment

17 Four Star Students @ New Hope

578 K-5 Students as of 2/4/16

Our

Students

A

T

T

E

N

D

A

N

C

E

This includes all kids who has been here this year

A

T

T

E

N

D

A

N

C

E

M

O

B

I

L

I

T

Y

42 of these students transferred to other District 281 schools.

Month

Students Enrolled

Students Transferred Out

August/ September

78

35

55

40

October

6

11

November

12

4

December

7

4

January

12

6

TOTAL

150

120

MELISSA will complete this slide

FAST

FACTS

Staff

Licensed:

Non-Licensed:

Our

Staff

Staff Attendance:(as of 1.29.16)

106 days of absences due to PD.

(Monday and Tuesday are the days with the most absences; Thursday is the day with the least absences)

240.5 days of absences due to other reasons. (Monday and Friday are the days with the most absences; all other days had the same # of absences.

Other absences: M & F=50 T,W,Th = 36 approximately.

FAST

FACTS

Teacher

Evaluation

FAST

FACTS

Title Funds

$20,000

Our

Budget

Fund 01

Spent all supply funds for this school year.

Compensatory

We are in the red for Fund 01

1.

ACADEMIC ACHIEVEMENT

SIP Goal Reading

Forest students in grades 3-5 meeting or exceeding reading standards will increase from 47.8% to 61.7% as measured by the reading MCA

MAP Reading 2-5

MCA Reading

MAP Reading Grade 2

MAP Reading Grade 3

MAP Reading Grade 4

MAP Reading Grade 5

How is the testing environment impacting?

Suggestion: could we bring in laptops into classroom?

Computer lab is cold

Being mindful of how long they are testing

Question: Am I reading this correctly that the number of students that are proficient is increasing from fall to winter?

FAST

Grade - School

Fall

Winter

Low risk

Some risk

High risk

Low risk

Some risk

High risk

% (#)

% (#)

% (#)

% (#)

% (#)

% (#)

01 Forest

0 (0)

0 (0)

0 (0)

46 (44)

18 (18)

36 (33)

02 Forest

48 (53)

22 (24)

30 (32)

50 (59)

19 (23)

31 (34)

03 Forest

55 (53)

26 (25)

19 (18)

47 (43)

34 (31)

19 (17)

04 Forest

50 (44)

25 (22)

25 (22)

37 (28)

26 (20)

37 (27)

05 Forest

48 (36)

34 (26)

18 (13)

43 (34)

31 (25)

26 (20)

Total

50 (186)

26 (97)

24 (85)

45 (208)

25 (117)

30 (131)

CBM

Impact Report

Daily 5/ CAFE Implementation Timeline

Literacy Professional Development

  • 5 Teachers attended the 2 Sisters Daily 5

training in August (Saturday and Sunday!)

  • Workshop week, November, January
  • Monthly Quick Checks
  • Site Visits grades K-5
  • Principal/Coach Literacy Walk
  • Two 1:1 days with Melissa Kivi
    • modeling, coaching, conferring
  • Two NUA cohorts
  • Literacy Department PLC

Support Programs

SIP Goal Math

Forest students in grades 3-5 meeting or exceeding math standards will increase from 43.3% to 59.9% as measured by the math MCA.

MAP Math 2-5

Math MCA 2015

MAP Math Grade 2

MAP Math Grade 3

MAP Math Grade 4

MAP Math Grade 5

Professional Development

Math

  • Attended in-district professional development
  • Math in Focus Trainer in January
  • Site Visit
  • Principal/Coach Learning Walk
  • Teaching and Learning support
  • Two NUA Cohorts
  • Math Department PLC

The Four Non-Negotiables

Gradual Release

Math is Thinking

Concrete - Pictorial - Abstract

Visualization

Partial Departmentalization in Grades 4/5

  • Two Literacy/Social Studies Teachers
  • Two Math/Science Teachers

54 of ___ Parent Responses Received

Still need to get student responses.

Partial Departmentalization in Grades 4/5

Pro’s

Con’s

Less for teachers to prep-able to concentrate on two content areas.

Schedule is less flexible.

Able to discuss students with another colleague/same perspective.

Conferences-unable to for parents to meet with each teacher.

Teachers and have students have a mid day change/break brom challenging student.

More meetings as it relates to responding to student needs/concerns.

Students are receiving science and social studies instruction daily.

Organization of student materials was challenging at the beginning of the school year.

Solid and consistent core instructional blocks.

Community Building with all students. More so with the afternoon class.

Supports teacher mental health.

Dana or Nic seek feedback.

SIP Goal Science

Forest students in grades 3-5 meeting or exceeding SCIENCE standards will increase from 34.4% to 57.2% as measured by the science MCA.

Realize that tested information is from instruction thus far K-present. It is important to be teaching science in all graces

Science Professional Development

  • EiE: Solid as a Rock
  • Two NUA Cohorts

Targeted Services

  • First year Targeted services was open to everyone meeting criteria vs. teacher recommendation.
  • Program Dates: January 26-March 24
  • Focus: Literacy
  • # of students enrolled: 93
  • Measurement: CBM’s and CARS comprehension tests (Pre and Post test)

Equity & Academics

Academics:



1. RTI: staff collectively and collaboratively worked on process/system
2. First year Targeted Services for open to everyone that fits requirement
3. NUA strategies with DREAMs group

2.

SCHOOL CLIMATE

SIP GOAL CLIMATE

Decrease the number of suspensions by 20% (58 to 46) Decrease the number of suspensions for African American Students by 20% (44 to 35) Decrease number of referrals by 20%

(1187 to 950)

PBIS Cohort 11

Forest Elementary Behavior Statement

The unified approach of Forest Elementary is to create and maintain a safe and positive school culture that enhances student learning through teaching and recognizing positive behavior.

Teaching Expectations

PBIS Cohort 11

Acknowledging Appropriate Behaviors

PBIS Cohort 11

PBIS Cohort 11

Correcting Errors and Requesting Assistance

PBIS

Cohort 11

Referral

Comparison

Suspension

Comparison

Student Leadership

2013-2014

No Playworks

EA supervising

Lunch before Recess

322 Referrals

2014-2015

Full Time Coach

3 EA’s

½ Recess before Lunch

235 referrals

2015-2016

Part Time Coach

Trained EA’s

Recess before Lunch

63 referrals to date

Impact of the Playworks Program

Why the significant reduction in referrals?

Year 2 implementation, playground staff having common language, conflict resolution, …

Playground staff in a PLC, responding to increase in suspensions from recess behavior

Staff Climate

2014-2015 5% of staff reported school climate was positive

2015-2016 60% of staff reported school climate was positive

Universal Breakfast

This year, all students have the option of grab and go breakfast. Breakfast is free for all students.

  • ODR’s 2014-2015 9am-10am 117
  • ODR’s 2015-2016 9am-10am 21

Staff: Students: Parents:

83%

Positive

or neutral

impact

98%

enjoy breakfast

98%

87%

Positive or neutral

impact

% of Students Eating Breakfast:

SY 2015: 34%

SY 2016: 58%

Climate Professional Development

  • Summer Retreat for PBIS Leadership Team
  • Cohort 11 Training at MDE (6 sessions)
  • ENVoY August Training
  • Workshop Week and Monthly Staff PD Meetings
  • Sherrocky Holly-June Summer Summit
  • NUA Cohort
  • CHAMPS peer coaching
  • ENVoY Green Chair coaching

Equity & Climate

Climate/Activities/
Mind-Sets:


Students:
1. Universal breakfast: everyone is entitled to breakfast and goes to classroom versus being kept until time to be released

2. Fifth graders line up from lunch independently (gradual release)

3. No isolated behavior room: rather a systematic call response to student/staff
4. Monthly Acknowledgements: teachers are given opportunities to engage class in cultural experience, providing students an opportunity to voice their own differences and similarities/feel a sense of belonging (5th grade has taken initiatives to integrate these into their curriculum)

5. Assemblies: differentiate themes, structure, and times: student engagement/ not much of isolation with disengagement of students of color
6. Student leadership groups: DREAMs, Student Council, Bus Monitors, Junior Coaches

Staff:
1. Just started to name things racially (realizing and further discussing this racial gap/lens are in the works): data, school-wide celebrations, Equity PD, etc.
2. A few staff are more willing to speak on the behalf of equity in the school and their classroom climate

3.

FAMILY INVOLVEMENT

shalinda add more pictures

Forest Elementary Family Engagement Plan 2015-2016

Family Engagement Mission:

Robbinsdale Area Schools Family Engagement mission is the embrace a collaborative relationship for students, families, teachers, and communities that focuses on sustaining quality family engagement and stimulates our scholar’s success by promoting social, emotional and academic growth for all our scholars.

Forest Elementary Family Engagement Plan 2015-2016

Vision:

Robbinsdale Area Schools is committed to consciously delving deeper into the process of preparing families and schools to acknowledge and overcome cultural and socio-economic barriers and providing tools and resources that lead them to become resilient advocates for their scholars.

Core Values:

Respect, Equity, Diversity, Collaboration, Truth, Honesty, Integrity, Transparency and Accountability.

Forest has a Family Engagement Committee which aligns work to district Family Engagement Plan.

Forest Elementary Family Engagement

Event Summary

  • Open House (488)
  • The Works!(304)
  • Muffin with Mom(360)
  • Donut with Dad( 288)
  • Matt the Magician (300 attendees)
  • Conferences (474)
  • Monthly Family Surveys
  • Family Advocacy Committee

Forest Elementary Family Engagement

Communication Summary

Communication

  • Forest Family Spotlight
  • PTO
  • Monthly Family Newsletter
  • Weekly Principal Voicemail (Started 9/20)
  • Parents As Our Partners

Monthly Family Survey

September

2015

What method do you prefer the most as a means of notification regarding meetings, events, and other programs offered at school?

Which of the following would enable you to participate in parent engagement activities?

What engagement activities would you be interested in participating in?

Finding out what families are interested in will help us make adjustments for this upcoming school year.

Parent Voice September

Monthly Family Survey

October

2015

Are you happy thus far with the education

your child is receiving at Forest?

What language would

you prefer written

communication from school?

October: connection and sense of belonging

Monthly Family Survey

November

2015

The KidPack Program mission is to increase the number of area children who have access to healthy foods, and to increase knowledge about nutrition and healthy lifestyles. Every student at Forest Receives a KidPack three times per month. If you would like to opt out, please complete the form at the sign in table.

Please provide information in activities you would be interested in learning about at an evening event at Forest. Check all that apply.

Kid Pack and evening events

December

2015

Monthly Family Survey

Communication

January

2016

Monthly Family Survey

Universal Breakfast

Blue= Positive

Red= Neutral

Orange= No Impact

Green= Negative

Positive Climate

Blue= Strongly Agree

Red= Agree

Orange= Undecided

Universal Breakfast and School Climate

Monthly Family Events

Open House

The Works!

d

Comment: This is the first year there is a significant increase in family involvement

Equity & Family Engagement

Family Engagement/
Involvement



1. PAOP: school staff involved with facilitation and getting to know parents

2. Differentiation on family events: different times of day, new and old events, intentional on both father and mother involvement
3. Culture night family event: 2nd year at FOREST (directly involves and consists of FOE students)
4. Fifth grade integrated Indian Ed. curriculum into grade level curriculum, then provided district Indian Ed. Art for classes and after school for family event (Native students and family involved)

5.

CULTURAL

SHIFTS

Cultural

Shifts

FROM

TO

ACADEMIC ACHIEVEMENT

Literacy Framework:

Basal/whole group instruction

PLC’s:

Discussing logistics and other things

ACADEMIC ACHIEVEMENT

Daily 5 framework

PLC’s:

Using the data team cycle

CLIMATE:

Sending to students to office for behavior support

Behavior support goes to classroom

6.

NEEDS

NEEDS

ACADEMIC

  • Dive into scores deeper with teams
  • Need for addressing needs for significantly below grade level
  • Continued support for D5 implementation/ materials
  • White board markers
  • Make sure all teachers are teaching science standards
  • Prepare staff in the building on EL push in vs. pull out
  • Create a 16-17 master schedule before budget
  • Support Keeping up with pacing chart
  • Focus balance in math (fact fluency vs. content)
  • Time for staff to dig into benchmark documents

CLIMATE

  • Share Peace Path info with staff and families
  • Students need breaks-more staff?
  • Restructure some behavior protocol for student breaks
  • Still need staff climate improvement

FAMILY INVOLVEMENT

  • offer transportation to families not coming to conferences
  • Communicate to families that are not coming
  • Look at data with racial lense
  • Promote culture night

Make sure MJ knows dates of when K-2 are needing benchmark documents

Move from support staff connected to a grade level to the SWAT team approach

Making sure Science is discussed at grade levels

Organize Science supply storage areas and others for easier access

Purge wing closets

Math PD for March 7 purposeful

7.

NEXT STEPS

NEXT STEPS

ACADEMIC

  • Continue to monitor Daily 5 implementation.
  • Organize all curriculum within the building.
  • Supply budget is spent for the school year, no ordering.
  • Order instructional supplies to support Daily 5 from teacher wish list.
  • Plan PD on March 7th that includes exploring benchmark documents.

CLIMATE

  • PBIS Leadership team continues implementation focus on Tier 1.
  • Explore options to support individual students.
  • Staff climate is focus of TOSA PLC.

FAMILY INVOLVEMENT

  • Dig deeper into survey data to see what families are we getting input from.
  • Explore other options to get input from families.
  • Explore engagement vs. involvement.
SIP Review 2.8.16 - Google Slides