Arroyo Elementary School (K-8) Title I Schoolwide Program ...Use of Jo Robinson strategies to strengthen reading instruction (small group and whole group) in grades K-6. Use of District

Arroyo Elementary School (K-8)—Title I Schoolwide Program 2015-2016 Continuous Improvement Plan (CIP)

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Arroyo ES 2015-2016 SMART GOALS

GOAL 1 – READING: 75% of students in grades 3-8 will score at or above 75% correct on the District Post-Test in Reading. GOAL 2 – MATHEMATICS

75% of students in grades 2-8 will score at or above 75% correct on the District Post-Test in Mathematics.


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STRATEGY—School Leadership

Providing strong leadership

Effective School Leadership Action Steps

A shared Vision (Be A Better Me, Make a Better You), Academic Mission (“We the community of Arroyo School, ensure that 75% or more of our students will attain 75% correct responses on all formative assessments”), and Core Commitments (“We, the community of Arroyo School, in order to achieve our Academic Mission, commit to: Working in collaborative instructional teams; Ensuring small group instruction in math and reading; Communicating about real time data to drive instruction; Neither making nor accepting excuses; Being flexible and embracing change”) developed by Arroyo staff that should be evident throughout the 2015-2016 school year.

Decision making that is focused on the school vision and a mission that is shared with teachers, staff, and the community through weekly PLC’s, Leadership Team, Grade Levels, Committees (Student Recognition, Instructional Practices, Safety, and Discipline), Site Council, and PTA Meetings.

The principal at Arroyo School participates in the planning and delivery of job embedded professional learning to include intervention meetings, data meetings, Arizona College and Career Ready trainings, teacher evaluation training, CIP development, strategic planning, Continuous Improvement System (Fred Skoglund), corrective math, intervention and Roadmap PLC activities.


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STRATEGY—School Leadership, continued

School and district leadership will use the teacher and principal evaluation system to drive professional learning opportunities. Teachers, principals and district administrators will participate in collaborative conversations to make connections between the WESD Roadmap of High Expectations for Student Learning and the Teacher Evaluation Instrument or the Principal Evaluation Instrument with the aim of increasing teacher and principal effectiveness and student academic achievement. Examples include providing written feedback for teachers; engaging in focused conversations with teachers regarding lesson strengths and areas to be refined as well as asking questions for reflection; using feedback from teacher and principal evaluation system to specifically address instructional and leadership areas within PLC.

The principal ensures an equitable, respectful, and supportive environment that is focused on promoting high achievement expectations for all students by focusing on reading and math. This occurs during regularly scheduled data meetings to review real-time math and reading data as well as plan for focused instructional changes that need to occur based on the data. These include instructional calendars, posting data in the collaboration room and school wide intervention blocks for reading and math. In the 15-16 school year, a portion of PLC time is focused on WESD RoadMap reflections, where teachers identified personal strengths, weaknesses and questions related to the RoadMap. These reflections were used to address areas of weakness and provide training in relation to the identified areas. RoadMap University (conducted 4 times throughout the 2-15-2016 school year) will target these identified areas by providing mini-sessions on topics like closure, anchor charts, precision partnering, and objectives taught by WESD instructional coaches and Arroyo staff members.


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STRATEGY—Strengthen Instruction for All Students Reading and Math Action Steps:

The Title I whole school reform model is Response to Intervention (RTI).

Instruction is provided by Highly Qualified teachers in each class.

Equitable distribution of effective teachers is ensured through the WESD hiring process and principal collaboration with the Human Resources department

All students in grades K-6 receive Tier 1 reading instruction in a ninety-minute, uninterrupted block, using the research-based, District-adopted reading program: Harcourt StoryTown. All students in grades 7-8 are taught reading using the Literature Series by McDougal Littell. Special education students receive Tier 2 instruction using Reading Mastery (K-3), Corrective Reading (4-6) and Bridges (7-8).

All students in all grades receive differentiated small group reading instruction every day from a Highly Qualified teacher or para-professional.

Students in grades 3-8 will receive instruction in the district’s new, supplemental English Language Arts curriculum resources: Step Up to Writing and Accessing Complex Texts Now, including online resources for these programs.

Students in grades K-8 will continue to receive instruction in the district’s core mathematics programs: Investigations for grades K-5 and Connected Math Project 3 (CMP3) for grades 6-8, including online resources for these programs.


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Teachers will refine math journaling. These practices will include written constructed responses to support and

defend answers in complete sentences. Math journals will be used in class and responses will be written at various times throughout the math instructional period.

STRATEGY—Strengthen Instruction for All Students, continued

All teachers* will develop and use instructional calendars as well as daily lesson plans based on the Arizona College and Career Ready Standards (AZCCRS) and student data. Lesson plans are developed using WESD Governing Board-adopted instructional materials and the WESD Roadmap criteria for lesson planning. WESD lesson plans include three essential attributes: 1. Grade level objectives; 2. Instructional strategies/learning activities; and 3. Assessments/outcomes. [IILP lesson plans are based on and coded to match AZ English Language Proficiency (ELP) standards.] *“All Teachers” from this point forward in the document refers to: general education, special education, Structured English Immersion (SEI), special area and Academic Intervention Specialists.

All teachers post daily content and language objectives that state what students will know and be able to do in student-friendly language. Teachers use the objectives to communicate clear learning expectations to students at the beginning of the lesson; to reinforce the expectations verbally and visually throughout the lesson; and to assess learning outcomes at the end of the lesson.

The district school improvement initiative (using data-driven instruction, aligned with the AZCCRS and guided by the WESD Roadmap) supports schools in implementing and maintaining a systematic and continual data cycle of assessing students and analyzing multiple sources of data, such as: screening tests (i.e., DIBELS Next); diagnostic tests (i.e., Individual Reading Inventory (IRI) and the Phonics Screener); the AZELLA for ELL students, WESD Pre- and Post-Assessments in reading and math; and WESD interim assessments in reading and math. Arroyo focuses their data cycle on effective lesson design based on the data analysis, effective delivery of instruction with high levels of student engagement, regular monitoring of student progress, providing timely feedback to students and parents and celebrating growth.

Best First Instruction (Tier 1, provided to all students) is based on what students know and are able to do and will


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be supported with 90 cumulative minutes per week of structured teacher collaboration meetings to analyze data and/or plan instruction. Best First Instruction is data-driven, guided by the WESD Roadmap, based on district-adopted curriculum resources and aligned with the AZCCRS.


Tier 1 instruction is designed and implemented to meet the needs of 80-90% of students, by: o Providing large group and differentiated small group instruction; o Facilitating high levels of student engagement; o Providing students with multiple representations and explanations, as well as multiple means of

demonstrating learning; o Checking for understanding using strategies and questions that promote complex and critical thinking

(designed using Depth of Knowledge (DOK) taxonomy); o Measuring student progress frequently; o Using assessment data to adjust instruction; and o Providing timely corrective and positive feedback to students.

Professional learning includes time and guidance on using grade level program guides and pacing guides aligned with the Arizona College and Career Ready Standards which also correlates to subjects/disciplines.

Use of Jo Robinson strategies to strengthen reading instruction (small group and whole group) in grades K-6.

Use of District Special Education Coach to strengthen Corrective Reading program within special education programs (CCSCA and Resource) at each grade level.

Creation of a 45 minute Math Intervention class (using corrective math supplemental materials for CMP3 and Investigations) to include small group instruction (outside of the 60 minute math block) for all students grades K-8.


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Addition of 2 extra math classes (outside of regular math class) to target most 7th/8th grade students who are struggling or are advanced in math. This gives most 7/8 students two math classes (one regular and one intervention).

Use of District Math Coach to strengthen mathematical practices and instruction within all grade levels.


Using the Continuous Improvement System, teachers will continue to work in collaborative instructional teams to create instructional calendars that include displaying data to help visualize student growth and highlight areas needing re-teaching.

Using WESD Math Coach, teachers will be involved in professional development (walk-throughs, feedback, modeling of math instruction, whisper coaching, and planning with teachers) related to the WESD Math program guide to strengthen math instruction for all students.


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Job embedded professional development at Arroyo school is facilitated by the school administrators, school program coach, district administrators, and outside consultants for all teachers, and is provided in these ways: School Professional Learning Community (PLC) trainings, collaborative data analysis and instructional planning meetings and on-going coaching, Reading Mastery and Corrective Reading training, True Colors refresher, Elizabeth Robertson math walks and focus on data in both ELA and Math. During these meetings, grade level teams will have time to report, plan and reflect on lessons, assessments and student performance, and request assistance as needed.

Weekly Common Planning time where grade levels meet to discuss and analyze student work is being implemented during the 2015-2016 school year.

Job-embedded professional development will use the WESD Roadmap, district curriculum resources (e.g., grade level program guides and pacing guides), district assessments and student data results to increase the consistency of:

o Effective lesson planning; o Effective delivery of instruction, including the implementation of rigorous instructional strategies/learning

activities; o Use of assessment data to inform instruction and intervention; and o Creating a purposeful learning culture.


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All teachers will continue to receive job-embedded professional development: o In the AZCCRS for Math, including the embedded use of the Standards for Mathematical Practice: 1. Make

sense of problems and persevere in solving them; 2. Reason abstractly and quantitatively; 3. Construct viable arguments and critique the reasoning of others; 4. Model with mathematics; 5. Use appropriate tools strategically; 6. Attend to precision; 7. Look for and make use of structure; 8. Look for and express regularity in repeated reasoning;

o Designed to increase math content knowledge and the consistency of effective implementation of district-adopted math curriculum resources (including the use of instructional calendars and anchor charts) and to increase student proficiency in flexible problem solving and math journaling practices that include written constructed response to support and defend answers.

All teachers will continue to receive job-embedded professional development: o In the AZCCRS for English Language Arts (ELA) and Literacy in History/Social Studies, Science, and Technical

Subjects, including the ELA Instructional Shifts: 1. Regular practice with complex texts and their academic language; 2. Reading, writing and speaking, grounded in evidence from texts, both literary and informational; and 3. Building knowledge through content-rich nonfiction;

o Designed to increase the consistency of effective implementation of district-adopted reading and English Language Arts curriculum resources and to increase student proficiency in close reading and comprehension of complex literary and informational texts.

Principal, program coach, instructional coaches, other administrators, and/or district office staff will continue classroom walk-throughs and observations of teachers during whole and small group instruction, to provide feedback, coaching and/or modeling of highly effective teaching practices.


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STRATEGY—Intervention Program for Struggling Students Reading and Math Action Steps:

Tier 2 and Tier 3 intervention services will supplement and be integrated with the regular classrooms’ standards-based curriculum (K-6 students participate in 90 minutes of uninterrupted Tier 1 reading instruction; 7-8 students participate in a minimum of 60 minutes of uninterrupted Tier 1 Reading/Language Arts instruction).

Tier 2 and Tier 3 intervention programs will utilize scientifically-based research intervention (SBR) curriculum resources and materials to include: Phonics for Reading, Strategic Intervention materials, Reading A – Z, and Harcourt Strategic Kits/Leveled Readers are used for Tier 2 and Tier 3 services in Reading.

Tier 2 and Tier 3 students in reading and/or math will be identified as soon as possible and throughout the year, using multiple assessments (may include WESD Phonics Screener, Individual Reading Inventory (IRI), DIBELS Next, SuccessMaker, WESD Reading and Math Pre-Tests and Interim Assessments). These assessment data will be used to prioritize student needs with the teachers and Intervention Team during regularly scheduled data meetings.

Students most in need, based on data, continue to receive Tier 3 reading and/or math intensive interventions in fluid and flexible groups based on multiple sources of data, from a Highly Qualified Academic Intervention Specialist who will keep accurate records that specify Tier 3 students by grade, amount of weekly intervention time, assessment dates and data, and exit date based on data-validated criteria. At Arroyo, this includes students targeted in 3rd and 4th grade using leveled readers and Reading A – Z and strategic intervention materials.

Students identified as needing Tier 2 targeted interventions, continue to receive supplementary instruction in fluid

and flexible groups based on multiple sources of data, from a Highly Qualified Academic Intervention Specialist and/or a Highly Qualified para-professional. (If the interventionist’s schedule does not allow Tier 2 direct services, then students will receive Tier 2 interventions from the teacher.)


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STRATEGY: Intervention Program for Struggling Students, continued

Intervention staff will keep accurate records that specify Tier 2 students by grade, amount of weekly intervention time, progress monitoring dates and data, and intervention exit date based on data-validated criteria. At Arroyo, this includes students in Kindergarten – 5th grade using Phonics for Reading, Strategic Intervention materials, and Reading A – Z from the Intervention Team and the classroom teacher. Students in 6th grade receive Tier 2 interventions from the classroom teacher using Harcourt Strategic Kits and leveled readers

Students are assessed and identified based on multiple data sources, including Dibels, Aims, district assessments, and teacher input. Those on a secondary needs level receive Tier 2 interventions from the classroom teacher and Successmaker in math. All K – 6 grade students receive 30 minutes of Math Intervention (Tier 2 and outside of 60 minute math block) from the classroom teacher. Most 7th and 8th grade students participate in one of 2 extra math classes (outside of regular math class) to target 7th/8th students who are struggling or are advanced in math.

Arroyo is participating in 4 math assessments (two are aligned with Common Core and two are aligned with

AzMerit) to guide math instruction.

Schools will implement a clearly defined process to monitor intervention effectiveness, and move students in and out of interventions based on the data results, including bi-weekly progress monitoring for Tier 2 and Tier 3 students and ongoing progress monitoring for Tier 2 students. Students who have exited from the program continue to be monitored by the Intervention Team and their classroom teachers.

Job-embedded time will be provided for data analysis and instructional planning to increase the consistency of effective differentiation of instruction and interventions targeted to meet the learning needs of individual students and subgroups of students in reading and math.


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STRATEGY: Intervention Program, continued

Curriculum, instruction and assessment of English Language Learner (ELL) students will meet ADE requirements.

ELL students receive instruction through the implementation of Individual Language Learner Plans (ILLP) in a mainstream classroom. The four-hour model includes: Oral Conversation and Vocabulary; Reading; Writing; and Grammar.

Students will be identified by the 21st Century After-school Program for reading and math interventions based on relevant data: AZMerit district assessments and teacher recommendations by using Data Dash.


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STRATEGY—Data-driven Decision Making Reading and Math Action Steps:

Systematic assessment and data collection processes will ensure data-driven decision-making within a continuous data cycle, including:

o Establishing aggressive, transparent goals for student growth prior to each interim assessment; o Administering interim assessments according to the published assessment calendar; o Implementing 90 cumulative minutes per week of structured teacher collaboration meetings to analyze data

and/or for planning instruction; o Producing explicit, documented action commitments during each collaboration meeting; o Developing “acceleration” plans for appropriate students base on results of data analysis; o Planning and implementing instruction based on data analysis and acceleration plans; o Reassessing and analyzing results and adjusting instruction accordingly; and o Monitoring key schoolwide and grade level goals at least monthly.

The district school improvement initiative (using data-driven instruction, aligned with the AZCCRS and guided by the WESD Roadmap) supports schools in implementing and maintaining a systematic and continual data cycle of assessing students and analyzing multiple sources of data, such as: screening tests (i.e., DIBELS NEXT); diagnostic tests (i.e., Individual Reading Inventory (IRI) and the Phonics Screener); the AZELLA for ELL students, WESD Pre- and Post-Assessments in reading and math; and WESD interim assessments in reading and math. Schools focus their data cycle on effective lesson design based on the data analysis, effective delivery of instruction with high levels of student engagement, regular monitoring of student progress, providing timely feedback to students and parents and celebrating growth.


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STRATEGY—Data-driven Decision Making, continued

Grade level teachers met and will continue to meet for deeper analysis of scores in order to plan lessons that will meet the needs of individuals and impact instruction (small group and whole group).

Professional Learning (PLC) time will be provided for grade level teams to analyze data for instructional planning that meets the Tier 1, 2 and 3 needs of individual students and subgroups of students including data from these assessments: Phonics Analysis, IRI, DIBELS Next, SuccessMaker, and other live data. (e.g., WESD Phonics Screener, Individual Reading Inventory (IRI), DIBELS Next, SuccessMaker, WESD Reading and Math Pre-Tests).

Job embedded professional development for all teachers in data analysis and data-driven instructional planning will be facilitated by principal and school program coach. At Arroyo, this includes teacher planning time, PLC time, and monthly data meetings.


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STRATEGY—Data-driven Decision Making, continued

Analysis of multiple assessments will be used to determine eligibility of Tier 2 and Tier 3 students for interventions.

Assessment data in reading and math will be collected and accurate data records will be maintained by the program coach for math and the Intervention team for reading. Accurate data records include specifying Tier 2 and Tier 3 students by grade, amount of weekly intervention time, assessment dates and data, and program exit date based on data-validated criteria. Data results will determine student movement/exit or continued services at the current Tier.

Data is collected through monthly progress monitoring is maintained by the Intervention Team. Results will determine student movement/exit or continued services at the current Tier.

Monthly Grade level Data Meetings with classroom teachers, administrator, Program Coach, and Intervention Team will be scheduled and conducted to support data analysis using current scores to support movement between Tiers. During these meetings, grade level teams will have time to reflect on assessments, student performance and request assistance as needed.

Using the Continuous Improvement System classroom teachers will continue to hold collaborative instructional team planning meetings. It will include regularly posting data related to the common assessment as it relates to the Academic Mission (“We, the community of Arroyo School, ensure that 75% or more of our students will attain a minimum score of 75% correct responses on all formative assessments”).


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STRATEGY—Coordinated and Comprehensive Services

General Action Steps:

The school provides information to stakeholders regarding the integration of student and family support programs, including school resources and various resources within WESD and other groups available to assist within our school/district community such as: a social worker, parent Liaison, 21st century community learning center program, HeadStart. We offer monthly Coffee Talks with the Principal, computer classes, English classes, Drug Prevention workshops, Income Tax preparation classes, college and career classes, a list of community resources is available to families and there is a monthly get together where parents can express concerns, ideas.

The school collaborates with the Facility Use Coordinator to provide space to groups who seek community-based locations for their events such as: community voting, sporting groups, and Girl scouts.

The school develops relationships with stakeholders to promote fostering a safe and encouraging environment for learning with a focus on student achievement in school and responsible behaviors in the community. At Arroyo, we have a partnership with Pure Heart and Kitchen on the Street where we participate in community service activities.

School leadership continues building relationships with community agencies and businesses to assist students and families such as Pure Heart and Kitchen on the Street.

The social worker, parent liaison, principal, 21st Century Coordinator and Outreach Specialist, and other staff will coordinate student and family needs with available Social Services within the district.

The social worker and parent liaison job duties supports the social, emotional, and physical well-being of students and families and primary responsibilities are as follows: Oversees Bully prevention program, Character Education, Why Try Motivational Curriculum, runs social skills groups, takes care of community Resource and Referral, career education, does Individual and Group counseling and parent education, and beginning a peer mediation program.


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STRATEGY—Coordinated and Comprehensive Services, continued General Action Steps:

The health technician and other staff will continue to provide resources to insure the well-being of students and their families through programs like: the Amblyopia Foundation of America (free vision screenings), the Mission of Mercy (free exams and medication on site to non-insured or underinsured), the Medical Service Project (free appointments to low-income children who are ill), Banner School Base Health Center (free appointments to non-insured students), Abrazo Health Care (assists in qualifying families for public health programs), Kitchen on the Street (community partnerships that provides food and snacks), Virginia Piper Grant (supplies basic needs to McKinney Vento families), and Ident-a-Kid (identification and fingerprints).

The implementation of the Arizona College and Career Ready Standards (AZCCRS) prioritizes instruction geared towards diminishing drop-out thinking and behaviors among our students and parents at all grade levels. All members of the staff are charged with reinforcing drop-out prevention by maintaining a learning atmosphere that reassures and assists stakeholders in believing in and achieving success in high school, college and career.

Eighth grade students will participate in EXPLORE, an ACT curriculum-based educational and career planning program that includes an assessment, the development of a pre-high school ECAP, and professional development for teachers and administrators.

Positive School Climate Focused on Achievement Action Steps:

High expectations for academic achievement for all students are evident throughout the school environment as evidenced by Academic Mission and Core Commitments (Continuous Improvement System) current data posted frequently throughout the school, promoting Arroyo’s Vision: “Be a better ME; Make a better YOU”, “Urgency” initiative, monthly data meetings, increased visibility by Program Coach, administration, WESD Coaches and administration, focused feedback by administration, Program Coach, and WESD Coaches on walkthroughs, implementation of new WESD evaluation system by administration, and HOWWLLLING.


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STRATEGY—Coordinated and Comprehensive Services, continued Positive School Climate Focused on Achievement Action Steps:

Continuing to promote Character Education by being a Character Counts school and recognizing the Pillars of Character (Trustworthiness, Responsibility, Respect, Fairness, Caring, and Citizenship)

Promoting students who are showing academic growth by publicly acknowledging or recognizing their achievements on announcements through the #CHARACTERCOUNTS initiative, at the quarterly student recognition assemblies, or at the end of the year with the PAWS Award . Students of “Good Character” are also chosen and rewarded daily.

Recognizing Arroyo employees by nominating employees for WESD Employee of the Month and Lamp of Learning Award, nominating employees for the HOWLL Award (Arroyo Employee of the Month Award that includes a trophy and preferred parking), PLC HOWLLS, and recognizing staff birthdays,

Regularly posting current reading and math data to show growth in each classroom.

Created a “Collaboration Room” (Continuous Improvement System) that displays current teacher, grade level, and school data as well as being a center for all collaborative discussions.

The school environment is driven by a clear plan for school safety and codes of conduct for students which is communicated to parents in the Parent/Student Handbook, the school web site and monthly newsletters. Practices on site that support safety and appropriate conduct are transparent; staff and students share a common language in regards to these expectations and behaviors; and data related to the plan is reflected in a reduction in the number of disciplinary actions related to staff and student conduct and school safety in comparison to the previous school year.


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The school environment is driven by a clear plan for school safety and codes of conduct for staff which is communicated to staff in the Arroyo Staff Handbook.

Arroyo School’s schoolwide discipline plan includes the following components: motivation, prevention, intervention and consequences. The current Lobo Card discipline system that promotes positive behavior (based on Character Counts) and addresses “violations” is being used in K – 8th grade. In addition, common playground and cafeteria rules were established to create a “level playing field” where everyone knows the rules and plays by the same rules. This includes communication with students, parents, and staff regarding procedures that reflect equity and a respect for diversity in all areas and it supports student academic achievement in reading and math by holding them accountable for their own learning. The plan promotes positive behaviors while minimizing negative behaviors. Discipline plans are explicit, communicated with students, parents and staff. Procedures reflect equity and a respect for diversity in all areas.

Addition of a Student Services Specialist has helped for all staff to fulfill their job requirements more effectively. Student Services Specialist has: initiated “tardy sweeps” to combat students coming to school late, provided immediate intervention for students who are making poor choices, implemented classroom talks, incorporated reflection sheets for students to reflect on their behavior, implemented student tests on the Parent/Student Handbook to reinforce understanding of the rules, contacted parents to promote more frequent communication with parents, supported teachers by intervening with disruptive behavior immediately, tracked student attendance and behavior, and implemented “pep talks” to prevent inappropriate behavior.

STRATEGY—Coordinated and Comprehensive Services, continued Positive School Climate Focused on Achievement Action Steps:

The physical environment is clean and orderly in classrooms, library, labs, halls, restrooms, offices, playgrounds, cafeteria, parking lots and all common areas of the campus, inside and outdoors.


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Support is provided for students at key transition points—PK through kindergarten by coordinating with Head Start and parents to transition students into Kindergarten classrooms at the home school.

Transitions from elementary to middle school are supported by meeting with parents to share transition process, establishing relationships with Moon Valley High School, and participating in transition activities with Moon Valley High School.

Family and Community Engagement Action Steps:

The school’s Parent Involvement Policy is reviewed by Site Council, PTA, and parents that attend monthly Coffee Talks with the Principal and available to parents through newsletter, website, and Title I notebook.

The school invited families and community members to attend our Annual Title I Parent Information Night on 9/1/15 to learn more about Arroyo, Title I and the ways that parents can become actively involved at Arroyo School.

Teachers review the parent/student compact at parent teacher conferences to gain support for student learning and parent involvement.


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STRATEGY—Coordinated and Comprehensive Services, continued Family and Community Engagement Action Steps:

Families are invited to participate in school activities and programs to include Back To School Night, Title I Information Night, Math, Reading, and Science Showcases (one per quarter to include parent education on math and reading strategies and Science Fair) extracurricular athletic events and music performances, monthly Breakfast with the Principal, Parent Workshops coordinated by Parent Liaison and/or Outreach Coordinator, and Parent University.

Families are informed of opportunities that may help students who struggle in school including Parent classes offered through 21st Century, the parent liaison, as well as Literacy and Math nights.

Families and community members are invited and encouraged to participate in school improvement efforts by participating in Site Council, PTA, joining Business Advisory Team, joining Parent Advisory Team, volunteering, donating, participating in Coffee Talks with the Principal, and communicating openly with the school and district.

School personnel actively seek out community participation in school activities and planning through the social worker, parent liaison, program coach and administration, outreach specialists, PTA, etc.

Parent and family engagement strategies focused on increasing student achievement include 21st Century Parent nights, which invites children also, materials provided to practice math and reading at home, a translator is available. The classes invite small groups of parents to ring their students and practice reading and math. Games are provided to strengthen reading and math comprehension. Classes are often based on parent requests in specific areas.


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STRATEGY—Plan Development, Implementation, and Evaluation

Action Steps:

The District, with external technical assistance, provides support to the school in Continuous Improvement Plan (CIP) development by providing information about ADE requirements and recommendations, and by suggesting key elements that align the school plan with the WESD Roadmap and with the District Continuous Improvement Plan.

Arroyo School is identified as School-Wide Title 1 and programs included in our School-wide Title I budget are: Instructional Supplies and Aides to support Reading and Math Intervention services; Planning time as well as Classroom Visits that focus on Reading and Math instruction; Technology to support Reading and Math instruction (including smartboards for 4 additional classrooms); True Colors Refresher and Update courses focused on understanding staff and student personalities; and Parent Involvement (to include Childcare, Supplies, and Food for Parent Meetings and Curriculum Nights).

Funding for staffing that supports reading and/or math is provided through Title I and includes: Full-time Academic Intervention Specialist who oversees our Intervention Team (provides Reading and Math Intervention services) along with supporting Tier 2 and Tier 3 students as well as funding for 3 Instructional Assistants (Paraprofessionals) who provide intervention services for students in Reading and Math. Finally, funding for the Program Coach is included to support teacher instructional proficiency through modeling, using job embedded professional learning opportunities to strengthen instruction, facilitating data and curriculum meetings for varied grade levels.

Arroyo School’s Title I Continuous Improvement Plan Committee members and tasks include teachers, Program Coach, Principal, Academic Intervention Specialist, Outreach Specialist, and 21st Century Coordinator and tasks include creating, reviewing, and evaluating the CIP, with staff input.


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STRATEGY—Plan Development, Implementation, and Evaluation

Implementation of the plan involves Arroyo staff following action steps listed above (e.g., the principal and program coach meeting with the involved stakeholders; such as Site Council, PTA, and Leadership Team to reflect on the previous plan’s outcomes, discuss implementation of current plan and determines tasks to be completed).

Arroyo School and WESD conduct an annual evaluation of findings from the WESD CIRT (Continuous Improvement Review Team) and other data which are used to develop strategic plans for the next school year.

Documents

Arroyo Elementary School (K-8) Title I Schoolwide Program ...Use of Jo Robinson strategies to strengthen reading instruction (small group and whole group) in grades K-6. Use of District