Wicomico County Public Schools

2020-2021

School Improvement Plan Northwestern Elementary

Alexan Dargan, Principal

July 27, 2020

Table of Contents

Title I Executive Summary Information Page #

School Leadership Team Enrollment InformationSchool Faculty and Administration

School Improvement At-A-Glance Mission and VisionPriorities and SMART Goals

Priority 1 -ELA ESSA CategorySmart GoalData to Support GoalStrategies and Effective PracticesMilestones

Priority 2 - Math ESSA CategorySmart GoalData to Support GoalStrategies and Effective PracticesMilestones

Priority 3 – School Quality and Student Success

ESSA CategorySmart GoalData to Support GoalStrategies and Effective PracticesMilestones

Appendix 1 ESSA report card data 2018-2019Appendix 2 Action Plan 2020-2021

School Leadership Team

Member Title / Position

Alexan Dargan Principal

Johanna Duncan Assistant Principal

Charlie Echard ILT Co-Chair/4th Grade

Caitlin Borris ILT Co-Chair/2nd Grade

Valerie Moyers Pre-Kindergarten/Parent Representative

Amanda Avens Kindergarten

B. J. Shores 1st Grade

Carolyn Guy 3rd Grade

Kelly Colon 5th Grade

Colleen Bauman Special Area

Virginia Mogan Special Education

Jenna Ryerson ELL

Jennifer Colon Paraprofessional

Scott Elliott Guidance

Kelly Hamilton TAD/SEEK

Sara Elborne/Paul Gaisor SU/PDS Liaison

Otto Jester ELA Professional Development Coach

Beth Keyser/Jen Davis Math Professional Development Coach

Kimberly Eder Intervention TeacherJeffrey Baer Central Office Representative

School SummaryEnrollment Report – as of 9/30/2019

(Our school’s official accountability report card may be accessed at www.mdreportcard.org.)Grade Range K-5

2016-17 2017-18 2018-2019 2019-2020 2020-2021

Number Percentage Number Percentage Number Percentage Number Percentage Number Percentage

Total Enrollment

305 N/A 311 N/A 331 N/A 318 N/A TBD TBD

Hispanic 15 .04% 12 .08% * * * * TBD TBD

Black 24 .07% 34 10.9% 35 10.5% 36 11% TBD TBD

White 223 73% 225 72% 240 72% 235 73.8% TBD TBD

Asian * * * * * * * * TBD TBD

Native American

* * * * * * * * TBD TBD

English Language Learners

* * * <=5% * * * * TBD TBD

Homeless * * * * * * * * TBD TBD

Foster Care * * * * * * * * TBD TBD

Free and Reduced Meals (FARMS)

155 50.8% 158 50.8% 161 48.6% 161 49.7% TBD TBD

Attendance Rate (as of 6/1)

95% 95% 95% 95% TBD TBD

*Statistically insufficient to report

School Enrollment Information:Northwestern Elementary School’s enrollment trend from 2016-2019 has maintained a steady total student population between 305-318. Disaggregating the overall four-year enrollment trend, the largest racially represented population of students are Whites, representing almost 60% more of all other racially identified groups as defined by MSDE. There has been a decrease in the enrollment of Hispanic students for the last two years, and FARMS students represent at least 50% of the overall student population. The attendance rate for total student population is 95% over a three-year trend.

SCHOOL FACULTY AND ADMINISTRATION: 2016-17 2017-18 2018-2019 2019-2020 2020-2021

# Administrators 2 2 2 2 2

# General Education Teachers

13 13 13 13 14

# Special Education Teachers

2 2 2 2 2

# Special Area Teachers 1 /Art 0 /Media 1 /Music

1 /PE

1 /Art 0 /Media 1 /Music

1 /PE

1 /Art 0 /Media 1 /Music

1 /PE

1 /Art 0 /Media 1 /Music

1 /PE

1 /Art 0 /Media 1 /Music

1 /PE

# Coaches 1 /Literacy 1 /Mathematics 1 /Technology

1 /Literacy 1 /Mathematics 1 /Technology

1 /Literacy 1

/Mathematics 1 /Technology

1 /Literacy 1 /Mathematics 1 /Technology

1 /Literacy 1 /Mathematics 1 /Technology

# Instructional Assistants

1/PK 2/Kindergarten/Other

1/PK 2/Kindergarten

/Other

1/PK 2/Kindergarten

/Other

1/PK 2/Kindergarten

/Other

2/PK 2/Kindergarten

/Other

# Intervention Staff 1 /Literacy 0

/Mathematics 0

/Prekindergarten

1 /Literacy 0 /Mathematics

0 /Prekindergarten

1 /Literacy 0

/Mathematics 0

/Prekindergarten

1 /Literacy 0

/Mathematics 0

/Prekindergarten

1 /Literacy 0

/Mathematics 0

/Prekindergarten

# Resource Staff 1 /Counselor 0 /Dean of

Students 0 /Social

Worker 0 /Student

Advisors

1 /Counselor 0 /Dean of

Students 0 /Social

Worker 0 /Student

Advisors

1 /Counselor

0 /Dean of Students

0 /Social Worker

0 /Student Advisors

1 /Counselor 0 /Dean of

Students 0 /Social

Worker 0 /Student

Advisors

1 /Counselor 0 /Dean of

Students 0 /Social

Worker 0 /Student

Advisors

# Other Faculty Support 0 /Family Service 0 /Family Service 0 /Family Service

0 /Family Service 0 /Family Service

Coordinator

0 /Program Coordinator

Coordinator Coordinator Coordinator Coordinator

Northwestern ElementaryNational Blue-Ribbon School

ESSA Rating: 4 STARS (69 total points earned, 70th%-Elementary School Percentile Ranking)2020-2021

Wicomico County Public Schools

We Aspire to Be: A public-school system dedicated to meeting the needs of each student from the most gifted to the most challenged. A public-school system rooted in a culture of respect, transparency, and collegiality. A public-school system committed to safe schools. A public-school system our community believes in built upon the pursuit of excellence in providing an outstanding education for our

community’s students.

Vision Points2017-2022 Strategic Priorities

Ensure that students in Wicomico County Public Schools are reading on grade level by Grade 3 Ensure that students graduate from Wicomico County Public Schools college and/or career ready. Ensure a high performing workforce.

Educational Equity Policy

It is the policy of the Wicomico County Board of Education to ensure the success of each student in our school system regardless, of a student’s ability (cognitive, social emotional and physical), gender, ethnicity, family structure, gender identity and expression, language, race, religion, sexual orientation, and socio-economics.

Northwestern ElementarySchool Mission and Vision Statements:

Mission:Our mission, in partnership with the home and community, is to prepare students to become lifelong learners and self-sufficient citizens in a safe, orderly environment.

Vision: Northwestern will be known as an award- winning school, recognized for its school and community partnership, and facility, which has high expectations for all students.

Belief Statements:We believe that:

• Student learning is the chief priority for our school. • Students' learning needs is the primary focus of all decisions impacting the work of our school.• Students will demonstrate their understanding of essential knowledge and skills, apply their learning in meaningful contexts,

and be actively engaged in the learning process. • Students learn in different ways and will be provided with a variety of instructional approaches and opportunities for success. • Each student will be treated as a valued individual with unique physical, social, emotional, and intellectual needs.

Values:• Establish and maintain high expectations for our students and staff • Provide a student-centered atmosphere that will empower all learners to achieve their highest potential. • Develop and maintain positive relationships within our school community through collaboration and teamwork• Foster learning by establishing differentiated goals for students to reach his or her highest potential.• Promote a positive and respectful environment throughout our learning community.

Coordinated School Initiatives 2020-2021 Maryland Food Bank Food Pantry for students Faith-based partner with Asbury United Methodist Church Monthly Reading Incentive Reading Intervention Free Breakfast for all students On-going Math and Reading Professional Development Green School AAA Safety Patrols Mentor/Volunteering Community Foundation Grant Recipient Junior Achievement Monthly Braves Awards Multicultural activities Pre-K learning parties PAC meetings are held three times per school year

Priority Statement # 1

In the 2020-2021 school year, Northwestern will continue to administer and review the data from the Early Literacy Behavior (ELB), Reading Inventory (RI), Benchmark Assessment System (BAS), and Maryland Comprehensive Assessment Program (MCAP) assessments. It was determined that historically, Northwestern students are under performing in the area of ELA.

After analyzing data through our Needs Assessment and ILT conversations, our focus in ELA will be in the Components of Literacy in order to improve reading behaviors.

SMART Goal

80% of PreK students will score 90% or better on the ELB by June 2021.

70% of students in grades K – 2 will meet or exceed expectations on the Fountas and Pinnell Instructional Level Expectations for Reading Chart (Progress Monitoring Chart).

75% of students in grades 2-5 will meet or exceed expectations in reading by June 2020 as measured by the RI Assessment.

Priority Statement # 2

In the 2020-2021 school year, Northwestern will continue to focus on problem solving skills through solving word problems. It was determined that historically, Northwestern students are under performing in the area of word problems.

After analyzing data through our Needs Assessment and ILT conversations, our focus in ELA will be in problem solving strategies in order to improve word problem standard scores.

SMART Goal 80% of students in grades Pre-K and Kindergarten will be

proficient on identified standards based on report card data.

Students in grades 1-5 will increase their proficiency solving word problems involving whole numbers, fractions and or decimals by 10% according to grade level standards as measured by their performance on Interim Assessments.

Priority Statement # 3

In the 2020-2021 school year, Northwestern will continue to focus on attendance and participation with virtual learning.

SMART Goal Increase the number of students who are not chronically absent

by 10%.

Priority 1: ESSA Category – ELA Academic Achievement and Progress

In the 2020-2021 school year, Northwestern will continue to administer and review the data from the Early Literacy Behavior (ELB), Reading Inventory (RI), Benchmark Assessment System (BAS), and Maryland Comprehensive Assessment Program (MCAP) assessments. It was determined that historically, Northwestern students are under performing in the area of ELA.

After analyzing data through our Needs Assessment and ILT meetings, our focus in ELA will be in the Components of Literacy in order to improve reading behaviors. The Needs Assessment revealed that Economically Disadvantaged students are the underperforming subgroup. Through the Needs Assessment, we recognized that this is a large portion of our student population and therefore we will target our entire school population.

SMART GOAL 80% of PreK students will score 90% or better on the ELB by June 2021. 70% of students in grades K – 2 will meet or exceed expectations on the Fountas and Pinnell Instructional Level

Expectations for Reading Chart (Progress Monitoring Chart). 75% of students in grades 2-5 will meet or exceed expectations in reading by June 2021 as measured by the RI Assessment.

(Lexile score)

DATA to SUPPORT GOALLanguage and Literacy KRA Area of Learning: Emerging/not yet demonstrating 56% (2015), 75% (2016), 65% (2017), 269.5 (composite score) (2018), 270 (2019), and **% (2020)RI (Reading Inventory): Fall 2020-2021**% of students in Grades 2-5 scored basic/below basicRI Data Grade 2-______% of students scored basic, below basicRI Data Grade 3-______% of students scored basic, below basicRI Data Grade 4: ______% of students scored basic, below basicRI Data Grade 5: ______% of students scored basic, below basic

Fall 2019-2020 (January Assessment was the latest assessment taken before COVID-19 departure)**% of students in Grades 2-5 scored basic/below basicRI Data Grade2- 47% of students scored basic, below basicRI Data Grade 3- 28% of students scored basic, below basicRI Data Grade 4: 29% of students scored basic, below basicRI Data Grade 5: 39% of students scored basic, below basic

Fall 2018-2019**% of students in Grades 2-5 scored basic/below basicRI Data Grade 2 -**% scoring basic, below basic **DATA NOT AVAILABLE**RI Data –Grade 3 -32% of students scored basic, below basicRI Data-Grade 4 -25% of students scored basic, below basicRI Data- Grade 5 -41% of students scored basic, below basic ELB Data (PK) (Fall 2020):1:23:4:5:

6:7:8:9:10:ELB Data (PK) (EOY 2021):1:23:4:5:6:7:8:9:10:_________________________________________________________________________________________________________________Benchmark Assessment System (BAS):2020-2021Kindergarten-___% of students were reading below grade levelFirst Grade- ____% of students were reading below grade levelSecond Grade-___% of students were reading below grade level

2019-2020 (Fall/Winter)Kindergarten-50% of students were reading below grade level (students should be at a level B by the end of Dec.)First Grade- 55% of students were reading below grade level (students should be at a level D in Sept.)Second Grade-***% of students were reading below grade level (students should be at a level ___ in _____)

2018-2019 Kindergarten-87 % of students were reading below grade levelFirst Grade- 10% of students were reading below grade levelSecond Grade- % of students were reading below grade level

PARCC 2017-2018 (OVERALL)

Grade 3-Math 70% met or exceeded expectations ELA 62.3% met or exceeded expectations (**% of Economically Disadvantaged did not meet)Grade 4-Math 55.6 % met or exceeded expectations ELA 57.4% met or exceeded expectations Grade 5- Math 47.9% met or exceeded expectations ELA 45.8% met or exceeded expectations

PARCC Student Group Data 2017-2018 (Grades 3-5) (OVERALL)Economically Disadvantaged: 53.5 % met or exceeded expectationsEnglish Learner: Too small of a subgroup Black or African American: 36.1**% met or exceeded expectations.SPED: 18.2% met or exceeded expectations.MCAP Student Group Data 2019-2020 (Grades 3-5)**Due to COVID-19, this assessment was not administered.

MCAP Student Group Data 2018-2019 (Grades 3-5)Grade 3- Math 53.2% met or exceeded expectations, a decline from the previous year. ELA- 42.6% met or exceeded expectations, a 19.7% decrease from previous yearGrade 4- Math-50.9%% met or exceeded expectations, a 4.7 decrease from the previous year. ELA 76.4% met or exceeded expectations, a 19% increase from previous year.Grade 5- Math- 58.5% met or exceeded expectations, a 10.6 % increase from the previous year. ELA 68.6% met or exceeded expectations, a 22.8% increase from previous year.2

Reading Strategies and Effective Practices: 1.0 When we focus on effective practices around the Components of Literacy during professional development and PLC meetings, then student reading behaviors will become more proficient.1.1 When teachers model fluency through use of morning message, Fountas and Pinnell Interactive Read Aloud, Shared Reading and Guided Reading, then students will become fluent readers.1.2 When teachers implement Fountas and Pinnell Phonics/Word Study lessons and have students apply learned strategies during guided and independent reading and writing, then students will increase word solving and writing behaviors.1.3 When teachers effectively implement Fountas and Pinnell Word Study, Interactive Read Aloud, Shared Reading and Guided Reading books as well as morning message, independent reading and content area reading, then students will develop Tier 1, 2 and 3 vocabulary and increase their vocabulary knowledge.1.4 When teachers engage students in conversation, model, and implement effective speaking, listening, and critical thinking strategies (Phonics/Word Study, Interactive Read Aloud (K-5), Shared Reading(K-1) , Reading Mini Lessons, Independent Reading Collections, Guided Reading, Lucy Calkins Classroom Libraries, Lucy Calkins Writing Program as well as around content area topics) and students apply these strategies while independently reading and writing, then students’ comprehension will increase.1.5 When intervention is provided through the use of LLI (Leveled Literacy Intervention) with students who are identified as reading significantly below grade level, then they will develop confidence as they increase their reading skills.

1.6 When classrooms are equipped with technology (Epic, NewsELA, Readworks), then students will increase reading and typing fluency and reading comprehension.

1.7 When classrooms are equipped with Booksource Classroom Libraries, then they will have greater access to a language-rich environment.

1.8 When students have the opportunity to interact with an author, then students will be exposed to the wonders of reading and writing in a unique and fun experience that will captivate all age levels.

1.9 When we create a culture that embraces the importance of literacy by providing a home reading initiative, then students will show growth in reading.

1.10 When teachers are provided with materials of instruction that support Reading content standards and strategies, then student engagement and enrichment opportunities will increase.

1.11 When students and families are provided with dedicated Reading Family Nights with a make and take activity based upon student performance outcomes, then students and families will collaborate with school staff on best practices to improve student achievement in a unique and fun experience.

1.12 When members of the Instructional Leadership Team, Parents/Guardians and Community Stakeholders are provided with student data and

strategies, then students will show growth in reading.

1.13 When students who are identified as high performing learners are provided with enrichment opportunities through classroom enrichment, TAD, SEEK students will be provided with instructional strategies that enhance critical and creative thinking skills as well as problem solving, communication and leadership skills.

1.14 When students are provided with opportunities to embrace the importance of literacy, through the Home Reading Initiative, students will show growth in individual reading levels, comprehension and problem-solving skills.

1.15 When students and families of PreK students are provided with opportunities to attend learning parties, reading and math family nights, culminating activities and celebrations, raising a reader events, and transition experiences then students and families will collaborate with school staff on best practices.

Evidence for Reading Programs

Leveled Literacy Intervention https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_leveledliteracy_091917.pdf

Writing Units of Study http://www.unitsofstudy.com/resourcecenter/id/636

http://www.unitsofstudy.com/resourcecenter/id/623

http://www.unitsofstudy.com/resourcecenter/id/624

http://www.unitsofstudy.com/resourcecenter/id/417

http://www.unitsofstudy.com/resourcecenter/id/416

Fountas and Pinnell Classroom Level 4 Promising Practice-this has just been released and studies are being conducted

Reading Goal Milestones:Date Data Explanation & Needed Adjustments

TBA Pre-Kindergarten ELB data Early literacy behaviors are the foundation needed to begin reading.

November 10, 2020

January 29, 2021

April 8, 2021

June 10, 2021

Pre-Kindergarten Report Card data Analyzing standards aligned to SMART goals.

Demonstrating decoding of words through phonics and word analysis

Demonstrating or clarifying the meaning of unknown and multiple meaning words

Reading through listening answer questions about key ideas and details in text (Literary and Informational)

September 25thOctober 30thNovember/December 18th January 29th February 26th March 26th April 30th May 28th

*last Friday of each month

F and P Running Records (Grades K-5, 1 per month/per child)

At the end of every month running records data will be recorded and submitted through SharePoint document. Running records will be analyzed prior to 1st ELA PLC of the month.

TBA RI Data (Grade 2) Predictor of grade level proficiency in reading.

TBA RI Data (Grades 3-5) Predictor of grade level proficiency in reading.

ELA PLC monthly Writing Conference Notes and Guided Reading Notes (Reading and Writing, 1 per month/per child)

Data analyzed prior to meeting to identify reading and writing behaviors. Team members will be ready to discuss data and strategies to improve instruction.

November 10, 2020

January 29, 2021

April 8, 2021

June 10, 2021

Instructional Assistant Binder

Anecdotal Notes

Plans written by teacher daily for instructional assistants (this will allow for classroom reduction); anecdotal notes written by assistants.

TBA BAS K All Kindergarten students will be assessed using a BAS A level book:

If Hard on A then teachers administer ELB and begin small group Shared Reading format

If Instructional on A students will begin an A level guided reading group

If Independent on A student continues BAS assessment to be placed in guided reading group

TBA BAS (1-2) We will administer BAS to assess reading behaviors If Hard on A then teachers administer ELB

TBA BAS (3-5) We will administer BAS to assess reading behaviors If Hard on A then teachers administer ELB

and begin small group Shared Reading format 2021-2022

As determined by ELA Scope and Sequence (ELA PLC Mtgs.)

Assessment tasks after Writing Units (Grades 2-5)

Apply what students have learned through Lucy Calkins Writing units to a literacy assessment- like task.

Monthly ELA PLC Meetings Reader’s Notebook (TBD) Glimpse into comprehension through a writing lens.

Also gives insight into the components in reading.

Sept. 21st-Oct. 2nd Gr. K-5 iReady Assessment Pinpoint learners’ strengths and gaps and then gives students access to rigorous, grade-level content.

**Possible SLO data** High Frequency Word Check (K-1) High frequency words are the most commonly used words in our language and helping children to learn to recognize and read them on sight is a vital skill when trying to develop accuracy and fluency in reading.

Spring PK Early Learning Assessment

Priority 2: ESSA Category – Math Academic Achievement and Progress

In the 2020-2021 school year, Northwestern will continue to focus on problem solving skills through solving word problems. It was determined that historically, Northwestern students are under performing in the area of word problems.

After analyzing data through our Needs Assessment and ILT meetings, our focus in Math will be in problem solving strategies in order to improve word problem standard scores. The Needs Assessment revealed that Economically Disadvantaged students are the underperforming subgroup. Through the Needs Assessment, we recognized that this is a large portion of our student population and therefore we will target our entire school population.

SMART GOAL

80% of students in grades Pre-Kindergarten and Kindergarten will be proficient on identified report card standards. Students in grades 1-5 will increase their proficiency solving word problems involving whole numbers, fractions and or decimals by

10% according to grade level standards as measured by their performance on Interim Assessments.

DATA to SUPPORT GOALMathematics KRA dataEmerging/not yet demonstrating mathematical skills: **% (2015), 84% (2016), 62% (2017), 264.0 (avg comp score) (2018), 270.9 (avg comp score(2019), and **% (2020)

Pre-Kindergarten Report Card Data 2018-2019 (Students who are Proficient):Counts by rote 1-10: **%Counts objects in a group 10: **%Makes Group of objects 1-10: **%Recognizes numbers 0-10: **%Classifying Objects: **%

PK Mathematical Thinking39

2 5.27%

IP 7017.86

%ND 4 1.02%

PR31

881.12

%

Kindergarten Report Card Data 2018-2019 (Students who are Proficient):Solve addition word problems within 10: **%Solve subtraction word problems within 10: **%Decompose numbers less than or equal to 10: **%Compose and decompose numbers 11-19: **%

K Math 1637 21.99%IP 213 13.01%ND 188 11.48%PR 1236 75.50%

Math Interim 1 data 2020-2021 (Percentage reflects those students who are Below Expectation-Word Problem standards)Grade 1: ___%Grade 2: ___%Grade 3: ___%Grade 4: ___%Grade 5: ___%

Math Interim 1 data 2019-2020 (Percentage reflects those students who are Below Expectation-Word Problem standards)Grade 1: N/AGrade 2: 72.39_% Grade 3: 97.92% Standards (3MD.8), (3.0A.8)Grade 4: 75.44% Standards (4NF.3.D), (4.0A.2), (4.0A.3)Grade 5: 82.35% Standards (5NF.6), (5.NF.7.C), (5NF.2)

Math Interim 1 data 2018-2019 (Percentage reflects those students who are Below Expectation-Word Problem standards)Grade 1: N/AGrade 2: 60%Grade 3: 82.69% (3MD.8), (3.0A.8)Grade 4: 71.74% (4NF.3.D), (4.0A.2), (4.0A.3)Grade 5: 76.79% (5NF.6), (5.NF.7.C), (5NF.2)

Math Interim 2 data 2020-2021 (Percentage reflects those students who are Below Expectation-Word Problem standards)Grade 1: **%Grade 2: **%Grade 3: **%Grade 4: **%Grade 5: **%

Math Interim 2 data 2019-2020 (Percentage reflects those students who are Below Expectation-Word Problem standards)Grade 1: 42.22%Grade 2: 59.57%Grade 3: 85.42%

Grade 4: 77.97%Grade 5: 84.31%

Math Interim 2 data 2018-2019 (Percentage reflects those students who are Below Expectation-Word Problem standards)Grade 1: 32.56% (county 67.82%)Grade 2: 57.78% (county 68.54%)Grade 3: 64.71% (county 55.34%)Grade 4: 63.04% (county 59.93%)Grade 5: 70.91% (county 58.19%)MCAP 2018-2019**Due to COVID-19, MCAP was not administered during this school year.

MCAP 2018-2019Grade 3-43.6% met or exceeded expectations in Math, a 26.2 %decline Grade 4- 48% met or exceeded expectations in Math a 7.6% declineGrade 5- 50.9 met or exceeded expectations in Math a 5.1 % increase.

PARCC 2017-2018 Grade 3-69.8% in MathGrade 4-55.6% in MathGrade 5-47.9% in Math

PARCC Student Groups 2017-2018Economically Disadvantaged: 51 % met or exceeded expectationsEnglish Learner: N/A (Too small of a subgroup)Black or African American: ** % met or exceeded expectationsSPED: **% met or exceeded expectations

Math Strategies and Effective Practices:2.0 When teachers model and implement the notice and wonder strategies, then students will better understand word problems and their structures.2.1 When teachers implement numberless word problems, then students will better understand word problems and their structures.2.2 When teachers use manipulatives to solve problems, then students concrete conceptual understanding will improve.

2.3 When teachers implement 3 reads strategy, then students will engage with a word problem, each time with a new purpose.2.4 When teachers model and implement problems without questions, then students will be able to clearly visualize what is happening in the problem and determine the correct operation.2.5 When teachers model and implement problem solving templates, then students will have a method for organizing word problems.2.6 When teachers implement open-ended question and response as well as reengagement problems solving lessons from EM4, then students will engage in real-world problem-solving strategies and higher-level math application.

2.7 When teachers implement daily math meetings and number talks, then students will have the opportunity to share multiple problem-solving strategies and student's problem-solving skills, number sense, and fluency will improve.

2.8 When teachers implement ST math chats, then students will be introduced to new math concepts and teachers will be able to strengthen student understanding of specific math standards and strategies.

2.9 When teachers model and implement sentence frames during small and whole group instruction, then all proficiency levels will improve specific language structures and engage in real-world problem-solving strategies.

2.10 When teachers use clipboard cruising (assessment check ins) then data will be analyzed and used to choose flexible groupings for students.

2.11 When teachers are provided with time to review student data, to plan with content coaches, and to receive professional development, then students will receive differentiated and rigorous instruction.

2.12 When classrooms are equipped with technology (student use of laptops for ST math, math chats, and/or Connect ED, bee-bot), then students will have a greater opportunity to engage in content skills.

2.13 When teachers implement as well as monitor and analyze student progress on ST math, informal and formal assessment data, then teachers

will be to differentiate instruction to meet the needs of all students.

2.14 When teachers are provided with materials of instruction that support Math content standards and strategies, then student engagement and enrichment opportunities will increase.

2.15 When students and families are provided with dedicated Math Nights with make and take activities based on students’ performance outcomes, then students and families will collaborate with school staff on best practices to improve student achievement in a unique and fun experience.

2.16 When students and families of PreK students are provided with opportunities to attend learning parties, reading and math family nights, culminating activities and celebrations, raising a reader events, and transition experiences then students and families will collaborate with school staff on best practices.

2.17 When members of the Instructional Leadership Team, Parents/Guardians and Community Stakeholders are provided with student data and strategies, then students will show growth in Math.

2.18 1.14 When students who are identified as high performing learners are provided with enrichment opportunities through classroom enrichment, TAD, SEEK students will be provided with instructional strategies that enhance critical and creative thinking skills as well as problem solving, communication and leadership skills.

Evidence for Math Programs

ST Math https://www.evidenceforessa.org/programs/math/elementary?field_evidence_rating=%5B4%2C5%2C7%5D&page=1

https://www.wested.org/resources/st-math-evaluation/

https://blog.mindresearch.org/blog/st-math-for-students-in-special-education

https://blog.mindresearch.org/blog/equitable-access-ells

Everyday Mathematics 4 https://ies.ed.gov/ncee/wwc/Intervention/207

Building Blocks (resource used in PK) https://ies.ed.gov/ncee/wwc/Intervention/536

Math Milestones: Date Data Explanation & Needed Adjustments

See assessment calendar

Math Interim Assessments (1-5) Looking at problem solving strands to assess to determine needs of students and areas to enrich.

Spring 2021 MCAP grades (3-5) Looking at evidence statements to determine needs of our student in order to provide increased rigor and enrichment specific to math strategies and effective practices.

Terms 1-4 Report Cards (Pre-K and K) Analyze standards based on SMART goal:

Pre-Kindergarten: Counts by rote 1-10Counts objects in a group 10Makes Group of objects 1-10Recognizes numbers 0-10Classifying Objects

Kindergarten:Solve addition word problems within 10.Solve subtraction word problems within 10.Decompose numbers less than or equal to 10. Compose and decompose numbers 11-19.

Discussed during PLC

Teacher created common assessments (under the guidance of the Math Professional Development Coaches)-Grade PK-5

Data analyzed prior to PLC meeting to identify problem solving skills. Team members will be ready to discuss data and strategies to improve instruction.

PK- Represent a number up to 10 by making a set of objects with concrete materials and rote count to 20.

K- To improve overall math number skills by demonstrating understanding of solving addition and subtraction word problems within 10 using manipulatives.

Grades 1-5 Solving word problems involving whole numbers, fractions and/or decimals.

End of each chapter Edoctrina EM 4 Chapter quizzes Teachers will analyze quiz data to find strengths and weaknesses of their students as well as find areas to reteach or enrich standards.

Math PLC meetings EM4 Clipboard cruising data daily Teachers will analyze data prior to PLC meeting and be ready to discuss data and strategies to improve instruction.

Monthly ST math (Grades K-5) Teachers will analyze student syllabus progress and determine specific strategies that are student strengths and weaknesses.

Oct 17-Oct 31 Grades 2-5 MAP Growth Testing

Priority 3: ESSA Category – School Quality and Student Success

Attendance In the 2020-2021 school year, Northwestern will continue to focus on attendance and participation with virtual learning.

SMART GOAL

Increase the number of students who are not chronically absent by 10%,

Attendance DATA to SUPPORT GOALThe 2019-2020 attendance rate was 95%. Chronically absent students included 10.1%, which was a decrease from the previous year’s chronically absent rate of 12.9%. While the decrease of chronically absent students is commendable, the data trend over four years indicates that students with disabilities were chronically absent between 5-17% more than the total of all students who were chronically absent.

Attendance Strategies and Effective Practices: 3.1 Principal, Assistant Principal, and ILT co-chairs will discuss and identify areas of need using monthly student attendance data at ILT meetings. 3.2 Administration Attendance Clerk and homeschool liaison will meet monthly to discuss attendance data. 3.3 Administration, teachers, and guidance counselor will recognize outstanding attendance each term. 3.4 Administration and homeschool liaison will use x2 and the intervention log to identify frequent absences and tardy students. The attendance policy process will be followed. 3.5 Teachers will utilize Class Dojo to award students for attendance and engagement daily3.6 Case Managers will contact families of students on their caseloads and identify root cause of absences.

3.7 Include attendance in all IEP/504 team meetings as a regular discussion.

Attendance Milestones:Date Data Explanation & Needed Adjustments

Daily Students are awarded Dojo points for daily attendance. When students are rewarded for attendance and participation daily, they will receive Dojo points to be used in the schoolwide incentives.

Quarterly Students are awarded quarterly for outstanding attendance and perfect attendance.

Students that meet the criteria will receive a quarterly award for attendance.

Monthly Students will be recognized on morning announcements each month for perfect attendance.

Students who have perfect attendance will get a “shout-out” on morning announcements.

Appendices: Appendix 1:

Appendix 2:

NORTHWESTERN ELEMENTARY SCHOOL

Action PLAN

2020-2021

Tier 1 Integration of Restorative Practices for all students and staff schoolwide. Designed to reduce problem behaviors and increase relationships and instructional time.

Expectations Interventions Rewards

Teachers greet students each morning to build trust and relationships within the virtual classroom and classroom.

Additional adult support provided if needed to assist individual or small groups of students.

Adult and student relationship developed.

Student communication skills are developed and strengthened.

Develop a positive classroom/virtual classroom culture.

Community circles to increase openness, trust, and ownership within the virtual classroom and classroom.

Community circles will target specific skills or topics that pertain to the needs of each classroom.

Adult and student relationship developed.

Student/student relationships developed.

Develop a positive classroom/virtual classroom culture.

Teaching the Northwestern Code/Expectations, also

All classroom teachers are expected to use Class Dojo.

Students will receive Dojo points for positive behavior (Safe, Prepared, Kind).

known as, the “Northwestern Way”.

School Counselor will teach lessons on the character traits.

Monthly incentives will be tied to student Dojo points.

Brave Awards will be given to students going above and beyond the expectations of the Northwestern Way. Referrals will be announced on the Daily Announcements.

Student of the Month-2 students per classroom per month will be recognized for following the monthly trait.

Using the code as the means of addressing behavioral and social situations with the classroom and common school setting/virtual setting. Teacher and student discussion about code infractions. This can progress to teacher discussion with the parent/guardian about the infraction. The code of conduct will follow.

Students who consistently show the “Northwestern Way” will be

Students will be awarded through classroom incentive such as: positive phone calls/messages home, dress up day, etc.

Students will be awarded through the school wide incentive after every 30 points.

Monthly awards for students exemplifying the trait of the month.

awarded through class Dojo.

Tier 2 Decrease Formal Office Referrals by 10% for the school year

Expectations Interventions Rewards

Teachers will identify students in their classes who need additional supports to maintain acceptable behavior, prior to writing an office referral. Through the Student Support Team process, school counselor, and school psychologist to develop an individual support plan to meet the needs of the student.

SST Process

Parent Involvement-through contacts by the teacher.

Mentors

Academic Supports (LLI, tutoring, etc.)

Individual behavior plans.

Student intervention with an administrator will occur prior to an office referral in order to decrease negative behaviors and support student’s individual needs.

A student lunch bunch may be scheduled with an administrator, guidance counselor, or classroom teacher.

School Counselor-Increased instruction and

Develop a positive classroom/virtual classroom culture.

Student will increase and develop a greater level of self-awareness.

Specific positive reinforcement based on the interests of the student.

practice with self-regulation and social skills.

Use of Behavior Chart

SST referral for students who require additional adult support or interventions.

Student will focus on specific behavior goals and will be rewarded for obtaining those goals.

Rewards and Warnings in Dojo

Dojo will be used to communicate with parent/guardian about behavior goals throughout the day.

Individual classroom incentives that are created weekly, monthly, and at certain point levels.

Tier 3 Individual support for a few students with high levels of behavioral concerns.

Expectations Interventions Rewards

In collaboration with teachers, administrators, counselors, and school psychologists identify students with the highest level of behavioral concerns and are not meeting with the success with the Tier I and II Interventions. At this level, the students would have already been identified and followed through the SST process.

Direct Social Skill instruction will be done through the school counselor on an individual basis.

Provide outside community resources and agencies.

Direct explicit instruction and practice on different skill areas.

Functional Behavior Assessment.

Referral to 504 or SPED team.

Praise and feedback when skills are applied in role playing situations and then applied to the actual setting.

Specific, frequent, and consistent reinforcement based on student’s interest.

Active Excel Data Spreadsheets

Data Tracking Form Pre K-Grade 5: https://1drv.ms/x/s!AvsVV0GLoYzWdNvpMOFNB8Xst5Y

Report Card Data for Reading & Math Pre K-K: https://1drv.ms/x/s!AvsVV0GLoYzWdzS9PL0rsGMqZ94