SCHOOL IMPROVEMENT PROCESS · SCHOOL IMPROVEMENT PROCESS Neah Bay K-5 School Improvement Plan Cape Flattery School District Three Year Plan 2013-2016 Updated June 2014 Updated June

SCHOOL IMPROVEMENT PROCESS

Neah Bay K-5 School Improvement PlanCape Flattery School District

Three Year Plan2013-2016

Updated June 2014

Updated June 2015

Final June 2016

Compiled by Neah Bay Elementary School StaffInitial August 2013

Activities Who is Responsible Timeline: Resources Needed Expected Impact and Monitoring

EffectivenessSteps to be taken What

will occur?

Who is involved? Who

will provide leadership?

Who will provide work?

When will this

strategy or action

begin and end?

What existing and new

resources will be used to

accomplish the strategy?

What measurable change will be seen?

For each activity, what formative

evidence will be gathered to

demonstrate progress?

1. 3-5 teachers will

research the Language

Arts Approach of the

CCSS.

Principal and all staff. 2014 Collaborative time for

teachers to meet.

Teachers will implement the language arts

block to address the new CCSS standards.

2. K-5 will implement the

Language Arts Approach

of the CCSS.

Teachers, Principal 2015-2016 Materials, time, coll. time 13-14 K-2 full implementation, 14-15 3-5

full implementation

3. Teachers will be

trained in appropriate

use of reading materials

for CCSS.

Principal 2013-2016 Consultant fees, materials,

time

Teachers use training to appropriately

introduce and present materials

Cape Flattery School District - Neah Bay School K-5 School Improvement Plan September 2015

School Improvement Goal: For grade levels 3, 4 and 5: Improve/maintain MSP performance at 80% for Spring 2014. Meet or be within a 10% range of 80% in CCSS performance in the initial year of CCSS for Spring 2015. Stabilize CCSS performance with a minimum of 80% in second year of CCSS testing for Spring 2016.



will occur?




When will this

strategy or action

begin and end?







demonstrate progress?4. Teachers will provide

regular contact with

parents regarding

student reading progress,

especially for students

with SLPs.

Teachers, Principal 2013-2016 Phone contact, face-to-

face, documentation,

email, websites

Teachers will work with students and

parents so students understand where

they are and what it will take to get where

they need to be. RTI and building-wide

assessments.

5. Staff will participate in

research-based book

study - Pathways and

CCSS vocabulary book.

Teachers, Principal 2013-2016 Time for teacher

collaboration, schedules

Increase knowledge in reading strategies

and research to be used in the classroom.

Principal observation.

6. Use content area non-

fiction to teach

vocabulary and reading

strategies during Reading

Block.

Teachers, Principal 2013-2016 Teachers collaborative

time

Increased vocabulary, non-fiction skills

scores. Higher scores math and science.

Provide interesting material for students

to engage in. Reading scores in the 3,4,&5

MSP.7. Staff will implement

research-based strategies

during vocabulary

instruction during

reading block.

Teachers, Principal 2013-2016 Teacher coll. time,

materials, (i.e. vocab

"Word a Day")

Students will have a clearer understanding

of reading terms if all K-5 teachers are

using the same vocabulary. Reading

scores in the 3, 4, & 5 MSP. 1 & 2 MAPS

scores.




will occur?




When will this

strategy or action

begin and end?







demonstrate progress?8. Staff will teach the

district vocabulary list

along with the high

frequency vocabulary of

the CCSS. (55 words

outlined in Marilee

Sprenger's book)

Teachers, Principal 2013-2016 Vocabulary materials,

vocabulary lists

"Clearer understanding" of vocabulary

terms


Action Plan Outline - READINGDATA

Activities School Year Outcome (Complete,

Significant Progress, Little

to No Progress)

Data Documented Results

1. 3-5 teachers will research the Language Arts

Approach of the CCSS.

2013-2014 Complete K-5 implemented the language standards of the

CCSS.2. K-2 will implement the Language Arts


2013-2014 Complete K-3 have implemented all the CCSS standards this

school year.3. Teachers will be trained in appropriate use

of reading materials for CCSS.

2013-2014 CompleteTeachers K-2 will receive training in the Common

Core Standards and teach these with fidelity

beginning 2012-2013 school year. K-5 teachers will

receive another round of training August 2013

4. Teachers will provide regular contact with

parents regarding student reading progress,

especially for students with SLPs.

2013-2014 Complete The intervention teacher wrote the SLP's for

students this year based on teacher

recommendations. The teachers met with parents

and went over recommendations/interventions.

5. Staff will participate in research-based study

groups.

2013-2014 Complete Staff completed a book study facilitated by third

grade teacher Jody Sanders. The book was called

"Pathways to the Common Core" written by Lucy

Calkins, Mary Ehrenworth & Christopher Lehman.

6. Use content area non-fiction to teach

vocabulary and reading strategies during

Reading Block.

2013-2014 Complete This continues to be a priority.

7. Staff will implement research-based

strategies during vocabulary instruction during

reading block.


8. Staff will teach the district vocabulary list

along with the high frequency vocabulary of the

CCSS. (55 words outlined in Marilee Sprenger's

book)


Action Plan Outline - READING

DATA



to No Progress)




2014-2015 Complete K-5 implemented the language standards of the

CCSS.2. K-2 will implement the Language Arts


2014-2015 Complete 3-5 have implemented all the CCSS standards this

school year.3. Teachers will be trained in appropriate use


2014-2015 Complete Teachers K-2 will receive training in the Common

Core Standards and teach these with fidelity

beginning 2012-2013 school year. K-5 teachers will

receive another round of training August 2013 -

Barry Hoonan and others.




2014-2015 Complete The intervention teacher wrote the SLP's for

students this year based on teacher

recommendations. The teachers met with parents

and went over recommendations/interventions.


groups.

2014-2015 Complete Staff completed a book study facilitated by third

grade teacher Jody Sanders. The book was called

"Pathways to the Common Core" written by Lucy

Calkins, Mary Ehrenworth & Christopher Lehman.



Reading Block.




reading block.


8. Staff will teach the district vocabulary list



book)

2014-2015 Complete This continues to be a priority.SBAC ELA 2015

3rd - 64%

4th - 83%

5th - 70%

Action Plan Outline - READINGDATA



to No Progress)




2015-2016 Complete K-5 has implemented all CCSS.

2. K-2 will implement the Language Arts


2015-2016 Complete K-5 has implemented all CCSS.

3. Teachers will be trained in appropriate use


2015-2016 CompleteBook Room organized. CCSS books - Exemplars




2015-2016 Complete Parent Teacher Conferences, general and for SLP.

Phone calls, emails, face to face.


groups.

2015-2016 Complete Book Studies.



Reading Block.

2015-2016 Complete Imagine It 3-5. TFK. National Geographic



reading block.

2015-2016 Complete Copies of "Teaching the Critical Vocabulary of the

CCSS" were distributed to staff. Each grade level

has a vocabulary list.8. Staff will teach the district vocabulary list



book)

2015-2016 Complete Copies of "Teaching the Critical Vocabulary of the

CCSS" were distributed to staff. Each grade level

has a vocabulary list.



will occur?




When will this

strategy or action

begin and end?







demonstrate progress?1. Use Math texts and

other reading materials

during Reading Block to

teach vocabulary and non-

fiction reading strategies

as per the Common Core

ELA Standards.

Principal, Teachers 2013-2016 *ELA Standards

*More content specific

science books for Laura

3rd – 5th grade MSP scores will show

strengthening of vocab. and use of non-

fiction strategies. 1 & 2 MAPS Scores

2. Continue reviewing

and disaggregating MSP

& MAPS test data on

student math

achievement.

Principal, teachers, supt. 2013-2016 Teacher/Principal time Teacher lesson plans will reflect critical

points of emphasis and principal will

monitor focused teaching.

School Improvement Goal: To improve student performance in mathematics as measured by the MSP at grades 3, 4 and 5 and MAPS at grades 1 and 2 so that by Spring 2014 at least 80% of students meet the respective goals, by Spring 2015 at least 82% meet standard on the Common Core Assessment, and by Spring 2016 85% meet standard on the Common Core Assessment.




will occur?




When will this

strategy or action

begin and end?







demonstrate progress?3. Use of AIMSWeb and

MAPS in grades 1-5.

Teachers, Principal 2013-2016 Math assessment

computer programs

($2,000) Staff Coordinator

Students below standard are identified

and provided individualized and small

group instruction, continued use of

computerized assessment to monitor

progress.4. Investigate and

redistribute curriculum

units and resources

based on Common Core

Standards.

Teachers, Math Consultant 2013-2016 Collaboration Time Revised scope and sequence implemented

with fidelity.

5. Provide training for all

staff in Common Core

math principles and

curriculum.

District, School, Admin 2013-2014 2014-

2015

Staff, trainers Curriculum and pacing aligned with CCSS.

6. Collaborate on

transitional plan for CCSS,

grades 3-5.

3-5 staff 2013-2014 Early: Staff time, possible ESD

expert

Continue to prepare students for MSP

while transitioning to CCSS and new

assessment.7. Investigate strategies

for increasing math

performance on state

testing.

Team 2013-2014 Time Increased performance on state testing.


Action Plan Outline MATH

Action Plan Outline - MATH

DATA



to No Progress)


1. Use Math texts and other reading materials

during Reading Block to teach vocabulary and

non-fiction reading strategies as per the

Common Core ELA Standards.


2. Continue reviewing and disaggregating MSP

& MAPS test data on student math

achievement.

2013-2014 Complete In September 2013 MSP data for grades 3, 4, & 5

was disaggregated and classroom goals were set. In

the fall, winter and spring, MAPS data was

disaggregated and goals were set and instructional

groups were formed.

3. Use of AIMSWeb and MAPS in grades 1-5. 2013-2014 CompleteThis continues to be a priority.

4. Investigate and redistribute curriculum units

and resources based on Common Core

Standards.

2013-2014 Significant Progress The staff has continued to work on this. This year

grades 4 & 5 will fully implement Common Core and

more of this redistribution will occur.

5. Provide training for all staff in Common Core

math principles and curriculum.

2013-2014 Complete K-5 teachers did receive another round of training

August 2013. Staff completed a book study

facilitated by third grade teacher Jody Sanders. The

book was called "Pathways to the Common Core"

written by Lucy Calkins, Mary Ehrenworth &

Christopher Lehman.

6. Collaborate on transitional plan for CCSS,

grades 3-5.

2013-2014 Little to No Progress Need more focus on this activity.

7. Investigate strategies for increasing math

performance on state testing.

2013-2014 Little to No Progress Need more focus on this activity.


DATA



to No Progress)







2. Continue reviewing and disaggregating SBAC


achievement.

2014-2015 Complete In September 2014 MSP data for grades 3, 4, & 5

was disaggregated and classroom goals were set. In

the fall, winter and spring, MAPS data was


groups were formed.3. Use of AIMSWeb K-5 and MAPS in grades K-

2.




Standards.

2014-2015 Complete The staff has continued to work on this.



2014-2015 Martha, Fall 2014


grades 3-5.

2014-2015 Complete



2014-2015 Some Progress Continue to gather and implement based on SBAC

data when available. SBAC Spring 2015

3rd - 80%, 4th - 65%, 5th - 63%

8. Implement adopted curriculum and

supplements with fidelity building-wide. 2014-2015Some Progress

Need to continue working on this this.


DATA



to No Progress)







2. Continue reviewing and disaggregating SBAC


achievement.

2015-2016 Complete In October 2015 MSP data for grades 3, 4, & 5 was

disaggregated and classroom goals were set. In the

fall, winter and spring, MAPS data was


groups were formed.3. Use of AIMSWeb K-5 and MAPS in grades K-

2.




Standards.

2015-2016 Complete The staff has finished work on this.



2015-2016 Complete No further training needed.


grades 3-5.

2015-2016 Complete No further training needed.



2015-2016 Some Progress Continue to gather and implement based on SBAC

data when available. SBAC Spring 2016

3rd - 58%, 4th -67%, 5th - 67%8. Implement adopted curriculum and

supplements with fidelity building-wide.2015-2016 Some Progress

Need to continue working on this this.



will occur?




When will this

strategy or action

begin and end?







demonstrate progress?1. Students K-2 will

spend 35-40 minutes and

students 3-5 will spend

50-60 minutes a day in a

writing block and follow

the writers workshop

format.

Principal, Teachers 2013-2016 Teacher time, training time Students will have more confidence and

be better writers as measured by MSP

writing scores, K-5 district wide do

assessments, and teachers observations of

student writing.

2. Students will have at

least two pieces of

published writing per

year.

Principal, teachers 2013-2016 Teacher time, training time Students will become proud of published

pieces and want to write more. Principal

and teachers look over published pieces

for content organization\animation & style

and conventions district wide. Writing

assessment will be graded 1st quarter &

3rd quarter.

School Improvement Goal: To improve students writing skills as measured by the MSP at level 4, by the Spring of 2014 at least 90% of the students at the 4th grade level will meet the standard; by the Spring of 2015 at least 75% of the students at the 4th grade level will meet the standard on CCSS; and by the Spring of 2016 at least 85% of the students at the 4th grade level will meet the standard on CCSS.



Effectiveness

Steps to be taken What

will occur?




When will this

strategy or action

begin and end?







demonstrate progress?3. Students writing is

integrated into other

subject areas.

Principal, teachers 2013-2016 Teacher time, training time Students will understand that writing

covers all areas of the curriculum & life.

Teachers monitor students willingness to

write in other subject areas.

4. Students spend an

equal amount of time on

expository writing as they

do on narrative writing.

Principal, teachers 2013-2016 Teacher time, training time Students become great writers in both

expository & narrative formats. Look for

improvements on the MSP in narrative as

well as expository writing.

5. Each grade level will

follow the writing and

language standards from

the Common Core

utilizing District

Curriculum resources

available and other

supplemental materials.

2013-2016 Students will become proficient writers

using a variety of writing skills and tasks.

Teachers monitor students progress with

the writing process through writer

workshops and one on one meetings, self

assessment.


Action Plan Outline WRITING

Action Plan Outline - WRITINGDATA



to No Progress)


1. Students K-2 will spend 35-40 minutes and

students 3-5 will spend 50-60 minutes a day in

a writing block and follow the writers workshop

format.

2013-2014 Complete This continues to be a priority. K-2 has been in an

ELA block in the morning for the past two years.

2. Students will have at least two pieces of

published writing per year


3. Students writing is integrated into other

subject areas


4. Students spend an equal amount of time on

expository writing as they do on narrative

writing


5. Each grade level will use the new writing

curriculum using the GLEs as the guiding factor.

Lucy Callens K-2, Ralf-Fletcher 4 & 5.

2013-2014 Complete K-2 has been in an ELA block in the morning for the

past two years. Common Core is the guiding factor

with writing curriculum along with the Imagine It

reading series as support materials.

6. Each grade level will follow the writing and

language standards from the Common Core

utilizing District Curriculum resources available

and other supplemental materials.

2013-2014 Complete K-2 has been in a ELA block in the morning for the

past two years. Common Core is the guiding factor

with writing curriculum along with the Imagine It

reading series as support materials.




to No Progress)





format.

2014-2015 Complete This continues to be a priority. K-2 has been in an

ELA block in the morning for the past three years.

School schedule includes writing block.



2014-2015 Complete This continues to be a priority. Gradebook.


subject areas




writing



curriculum using the CCSS supplemental

materials as the guiding factor. Lucy Calkins K-2,

Ralf-Fletcher 4 & 5.

2014-2015 Complete K-2 has been in an ELA block in the morning for the

past three years. Common Core is the guiding

factor with writing curriculum along with the

Imagine It reading series as support materials. K-5

ELA block.6. Each grade level will follow the writing and




2014-2015 Complete K-2 has been in a ELA block in the morning for the

past three years. Common Core is the guiding

factor with writing curriculum along with the

Imagine It reading series as support materials.




to No Progress)





format.

2015-2016 90%+ Complete 10/11 teachers have time. Writer's workshop: -

schedule, - lesson plans



2015-2016 Complete 11/11 teachers said yes.


subject areas

2015-2016 Complete Continues to be a priority.



writing

2015-2016 Complete Gradebook


curriculum using the CCSS supplemental

materials as the guiding factor. Lucy Calkins K-2,

Ralph Fletcher 4 & 5.

2015-2016 Some Progress K-2 - most teachers are not using Lucy. K-2: half of

the teachers are using Imagine It, 3-5: most

teachers are using Ralph/Imagine It.

6. Each grade level will follow the writing and




2015-2016 Complete 11/11 said yes.



will occur?




When will this

strategy or action

begin and end?







demonstrate progress?1. Continue school-wide

systematic approach to

behavior management

and discipline.

All staff 2013-2016 Existing K-5 behavioral

expectations & teacher

guidelines to behavioral

expectations

Continue school-wide systematic

approach to behavior management and

discipline. Monitoring done by the

Principal and Staff. Reduce discipline

referrals.2. Continue self-manager

program, grades 3-5.

All staff 2013-2016 Badge rewards for

students

Encourage and reward positive behavior.

Number of self managers increasing.


School Improvement Goal: Continue to hold and achieve high standards and expectations through the continuation of our school-wide discipline plan; continue to articulate clear and specific academic expectations; continue to evaluate student progress with support for improved achievement; continue to improve daily attendance and reduce tardies.



will occur?




When will this

strategy or action

begin and end?







demonstrate progress?3. Simplify the compact.

Supplement "Keys to

Success" as a

complement to the

compact. Post 'Keys' in

each classroom as a part

of behavior

management. Send

'Keys' home with parents

and students. Keys will

specify the expected

behaviors on the

compact.

All staff 2013-2016 Staff time to make keys Appropriate behaviors are re-enforced

and discipline notices reduced and

students become responsible, productive

students.


Action Plan Outline HIGH STANDARDS AND EXPECTATIONS



will occur?




When will this

strategy or action

begin and end?







demonstrate progress?4. Continue to insure

that lessons are prepared

that focus on adopted

curriculum content and

processes; that have the

elements of research

based quality lesson

design; and engage the

students in the learning

process.

Principal to monitor and

teachers to prepare and

implement.

2013-2016 Current research on

quality lesson design;

curriculum framework

listings & CCSS; resources

to teach lessons, time,

training in design.

Lesson plans will be posted on boards in

the classroom with periodic monitoring

and discussions on effectiveness. Principal

to review lesson plans and make

observations; to provide feedback to

instructors on effectiveness.

5. Provide professional

development to establish

best teaching practices

and strategies.

Educational staff, Lead

educator

2013-2016 Time; practice; book

studies.

Teachers will collaborate to provide

effective and engaging lessons designed

to insure maximum instructiona lquality.

Records are kept of the training; for

possible clock hours.

6. Continue professional

development in areas of

need as outlined in TPEP

processes.

2013-2016 Teacher time; consultant

time.

Increase teachers skill in 8 state criteria, to

produce refined and enhanced

instruction.





will occur?




When will this

strategy or action

begin and end?







demonstrate progress?7. Quarterly special

demonstrations, nutrition

guy, bird man, reptile

man, carving, cultural

demos, art, painting,

drawing, storytelling and

symphony.

Principals, staff, parents 2013-2016 After school activities with

teacher. Money for

specialists. Community

volunteer art.

Students are exposed to other

experiences that they don't have access

to.

8. Field trips specific to

grade level - choose and

fund.

Staff and principal 2013-2016 Funding for one fieldtrip

per year (K-2), funding for

two per year (3-5)

Exposure to greater world. Thank you

letter. Copy of letter is recorded and filed

in student's folder.

9. Inform and train

parents in anti-bullying

and harassment program

concepts and strategies.

Principal, counselor,

teachers

2013-2016 Videos, powerpoint,

parent letters, classroom

lessons

Program is implemented and effective

with evaluative feedback indicating

success. Staff meeting agenda item

monthly; staff and principal provide

feedback on semi-annual basis as to

effectiveness; principal makes report to

central administration and Board in June

of each school year.





will occur?




When will this

strategy or action

begin and end?







demonstrate progress?10. Continue to

emphasize and follow

through in creating an

inviting entrance that

sets the tone for

academic excellence

(WOW FACTOR). (Catchy

phrases, children's

pictures) Needs to be

continually updated.

All staff 2013-2016 Materials and staff time Improve student attitude towards

learning & develop pride in students and

families. Develop a monitoring system to

capture staff, student and community

feedback.

11. Continue to develop

and improve scope and

sequence for teaching

health issues including

Red Ribbon Week, Drug

and Alcohol Prevention.

Principals, school nurse,

activity coordinator,

counselor

2013-2016 Planning time, materials,

scheduling

Highly focused and effective program is

operational and successful. New scope &

sequence ready for school year.



Action Plan Outline - HIGH STANDARDSDATA



to No Progress)


1. Continue school-wide systematic approach

to behavior management and discipline.

2013-2014 Complete 12-13 school year:95 discipline write ups. 13-14

school year: 122 discipline write-ups. 12-13: 4

suspensions. 13-14: 4 suspensions.

2. Continue self-manager program, grades 3-5. 2013-2014 Complete 27 self-managers at the end of 13-14 school year.

3. Simplify the compact. Supplement "Keys to

Success" as a complement to the compact.

Post 'Keys' in each classroom as a part of

behavior management. Send 'Keys' home with

parents and students. Keys will specify the

expected behaviors on the compact.

2013-2014 Significant Progress Classroom Keys were completed and hung in the

classrooms in February. Teachers used them to

teach "keys to success." Still need to send the

miniature keys home with students.

4. Continue to insure that lessons are

prepared that focus on adopted curriculum

content and processes; that have the elements

of research based quality lesson design; and

engage the students in the learning process.

2013-2014 Complete Lesson plans are posted in the classrooms and

contain a learning target, success indicator and the

main components for the academic area. These

lesson plans are used with the students throug- out

the day during instruction.

5. Provide professional development to

establish best teaching practices and

strategies.

2013-2014 Complete Monthly TPEP trainings with the whole staff during

the 13-14 school year.

6. Continue professional development in areas

of need as outlined in TPEP processes.

2013-2014 Complete Monthly TPEP trainings with the whole staff during


7. Quarterly special demonstrations, nutrition

guy, bird man, reptile man, carving, cultural

demos, art, painting, drawing, storytelling and

symphony.

2013-2014 Significant Progress Port Angeles Symphony 10-1, 2-11, & 4-8. Science

Adventure lab was here in April for 4th & 5th grade.

After School Program held several activities such as,

music & art, health & P.E., cultural story telling,

musical plays, science circus, and cedar bark

weaving. 8. Field trips specific to grade level - choose

and fund.

2013-2014 Significant Progress All grades visited our local Coast Guard in

September. Fourth Grade went to the Aquarium in

September. Fourth visited the Seattle Children's

Hospital in May. Fifth visited the University of

Washington in May.9. Inform and train parents in anti-bullying

and harassment program concepts and

strategies.

2013-2014 Complete 86 people attending a Bullying Presentation on

4/15/14.

10. Continue to emphasize and follow through

in creating an inviting entrance that sets the

tone for academic excellence (WOW FACTOR).

(Catchy phrases, children's pictures, tiles)

Needs to be continually updated.

2013-2014 Significant Progress Teachers provided student work to continually

update the Principal's Pride showcase.

11. Continue to develop and improve scope

and sequence for teaching health issues

including Red Ribbon Week, Drug and Alcohol

Prevention.

2013-2014 Significant Progress Health & Wellness Center personnel come in to

teach diabetes curriculum grades 1 & 2. School

nurse provides growth & development instruction

at the 4th & 5th grade. School counselor provides

limited drug and alcohol awareness through Red

Ribbon Week.




to No Progress)




2014-2015 Ongoing 12-13 school year: 95 discipline write ups. 12-13: 4

suspensions.; 13-14 school year: 122 discipline

write-ups. 13-14: 4 suspensions.; 14-15: 153

discipline write ups. 14-15: 6 suspensions

2. Continue self-manager program, grades 2-5. 2014-2015 Ongoing 21 Self Managers.




behavior management.

2014-2015 Complete Classroom Keys were completed and hung in the

classrooms in 2013-2014 school year. Teachers will

continue to teach "keys to success."






2014-2015 Ongoing Lesson plans are posted in the classrooms and



lesson plans are used with the students throughout

the day during instruction. TPEP - "Distinguished"

mentions Learning Targets 3x during lesson.



strategies.

2014-2015 Ongoing Periodic TPEP trainings with the whole staff during

the 14-15 school year. TPEP improved teacher

proficienty.6. Continue professional development in areas


2014-2015 Ongoing Periodic TPEP trainings with the whole staff during





symphony.

2014-2015 Some Progress Port Angeles Symphony 10-1, 2-11, & 4-8. Science

Adventure lab was here in April for 4th & 5th grade.

8. Field trips specific to grade level - choose

and fund.

2014-2015 Ongoing Fourth visited the Seattle Children's Hospital in

May. Fifth visited the University of Washington in

June.

9. Inform and train parents in anti-bullying


strategies.

2014-2015 No Progress No presentation this year.






2014-2015 Not Consistent Teachers provided student work to continually

update the Principal's Pride showcase.




Prevention.

2014-2015 No Progress Health & Wellness Center personnel come in to

teach diabetes curriculum grades 1 & 2. School

nurse provides growth & development instruction

at the 4th & 5th grade. School counselor provides

limited drug and alcohol awareness through Red

Ribbon Week.




to No Progress)




2015-2016 Ongoing 14-15: 153 discipline write ups, 6 suspensions. 15-

16: 276 discipline write ups, 19 suspensions.

2. Continue self-manager program, grades 2-5. 2015-2016 Ongoing 32 Self-Managers




behavior management.

2015-2016 Complete Teachers continue to teach keys to success.






2015-2016 Ongoing Lesson plans are posted in the classrooms and



lesson plans are used with the students throughout

the day during instruction. TPEP - "Distinguished"

mentions Learning Targets 3x during lesson.



strategies.

2015-2016 Ongoing Google Training/Number Talk, Smartboard Training,

Ipad Training, Title 1 Conference, District NGSS,

Science Training6. Continue professional development in areas


2015-2016 Ongoing TPEP Dates: 9/16/15, 9/25/15, 10/20/15, 11/17/15,

1/19/16, 2/23/16




symphony.

2015-2016 Some Progress Symphony three times per year. Theatre group

from Seattle in April.

8. Field trips specific to grade level - choose

and fund.

2015-2016 Ongoing 1st Grade-Pumpkin Patch, 2nd Grade-Zoo, 3rd

Grade-NASA Night, 4th Grade-Seattle, 5th Grade-

UW Campus. MCRC, Young Writers9. Inform and train parents in anti-bullying


strategies.

2015-2016 Ongoing Bullying presentation for grades 1-5 on 10/12/15.






2015-2016 Ongoing Principal's Pride Showcase.




Prevention.

2015-2016 Ongoing Drug/Alcohol curriculum in 5th grade. Sex Ed

Curriculum in 4th grade.


EffectivenessSteps to be taken. What

will occur?




When will this

strategy or action

begin and end?







demonstrate progress?1. Utilize tribal

resolutions in order to

work with parents,

community, elders and

Tribal Council to develop

and implement

integrated

culturally/academic

relevant lessons, units,

mini-courses, etc.

Principal lead the task

force. NBE teachers, staff,

volunteer coordinator,

Tribal rep, parents, elders

and community members.

2013-2016 Review data of authentic

Makah topics for Social

Studies curriculum, time to

meet, museum access,

seek funding, find other

reference sources.

Increased communication between

community and school, increased support.

Principal observation. Schedule for

activities to take place with report

provided to Board and the Tribal Council

in the spring by the Superintendent.

Continue with more in-depth cultural

scope & sequence.


School Improvement Goal: To improve parent and community involvement by utilizing tribal resolutions and traditions that support family participation in the formal education of all students that attend the Neah Bay Elementary. Inclusion of community will result in the improved working relations with the Makah Tribal Council and Tribal Community; recruiting community and family volunteers; and overall improving relationships with families.



will occur?




When will this

strategy or action

begin and end?







demonstrate progress?2. Prepare a written plan

based on survey results

and consultant training.

Principal will share survey

results. Staff will let

parents know follow up.

Offer adult classes that

are prearranged on

specific topics (ex. 1-2

specific classes). Back To

School Night. Anti-

bullying seminar.

Principal and task force

and/or any consultants as

needed.

2013-2016 Time/staff. State and/or

ESD consultants; local staff

as presenters with

anticipated costs of around

$500. During open house,

include options on parent

survey.

Agenda is established, presenter

determined, classes advertised and

presented. Feedback will be acquired as

to the effectiveness of sessions; report

will be made by principals summarizing

results. Continue and add revised survey

to target previously unasked questions.

3. Provide a class on

parent training focused

on student behavior

expectations and

parental support.

Staff and consultant with

leadership from the

principals.

2013-2016 Consultant, staff,

time...anticipated costs

around $200. Depends on

cost of training.

Class is presented which is aligned with

"new" state mandated bulling and

harassment requirements. % of parents in

attendance will be kept.



will occur?




When will this

strategy or action

begin and end?







demonstrate progress?4. Bridge the

communication between

the school and Head

Start. Delegate Policy

Council liaison. Increase

transition between Head

Start and Kindergarten.

Establish curriculum

expectations.

Principal, primary teaching

staff, MTC Education

Coordinator, Head Start

teachers, Tribal Liaison

2013-2016 Need to establish

necessary funding and

support for bridging.

A curricular alignment and vertical

coherence between the Elementary

school and Head Start. Kindergarten

students entering NBE will demonstrate

academic skills such as, correct letter

formation.

5. Meet with Tribal

Council & Higher

Education Dept. on a

basis to review the status

of school progress and

happenings and to clarify

issues, concerns, needs,

etc.

Superintendent, Principal,

Tribal Liaison

2013-2016 Time and schedule Quarterly sessions will occur and

constructive insights and cooperation will

emerge for the sake of improved student

learning. With schedule established,

quarterly reports will be made to the

Board by the Superintendent. Continue

with principal also meeting with the Tribal

Council quarterly.



will occur?




When will this

strategy or action

begin and end?







demonstrate progress?6. Develop a list of tribal

members who can be a

resource for storytelling,

math, science, the arts,

music, etc. Part of the

role of the shared liaison

person's task as being a

'volunteers coordinator'

as well.

Tribal Liaison will compile

list with MCRC, NBE

teachers, MTC Dept.

2013-2016 Time & Staff. Specific tasks

of a coordinator of

volunteers.

A resource list and contact information

will be created.

7. Create teacher web

pages to post classroom

reminders and activities.

Principal, teachers, staff,

consultant, committee

2013-2016 Time to update pages

(music, library time)

Professional training.

Parents will have access to their students

classroom information (homework,

studies for the week).

8. Liaison with Head

Start on curriculum

expectations (especially

in handwriting).9. Spoof up parenting

center.

Action Plan Outline - PARENT AND COMMUNITY INVOLVEMENT DATA



to No Progress)


1. Utilize tribal resolutions in order to work

with parents, community, elders and Tribal

Council to develop and implement integrated

culturally relevant lessons, units, mini-courses,

etc.

2013-2014 Little to No progress 23 volunteers from communuity.

Need more focus on this activity.

2. Prepare a written plan based on survey

results and consultant training. Principal will

share survey results. Staff will let parents know

follow up. Offer adult classes that are

prearranged on specific topics (ex. 1-2 specific

classes). Back To School Night. Anti-bullying

seminar.

2013-2014 Significant Progress 86 people attended a Bullying Presentation on

4/15/14.

3. Provide a class on parent training focused on

student behavior expectations and parental

support.

2013-2014 Little to No Progress Did not provide this type of class this year.

4. Bridge the communication between the

school and Head Start. Delegate Policy Council

liaison. Increase transition between Head Start

and Kindergarten. Establish curriculum

expectations.

2013-2014 Complete Michelle Parkin, Community Liaison worked with

Head Start again this year.

5. Meet with Tribal Council & Higher Education

Dept. on a basis to review the status of school

progress and happenings and to clarify issues,

concerns, needs, etc.

2013-2014 Significant Progress Currently, this is being accomplished through our

Community Liaison.

6. Develop a list of tribal members who can be

a resource for storytelling, math, science, the

arts, music, etc. Part of the role of the shared

liaison person's task as being a 'volunteers

coordinator' as well.

2013-2014 Little to No progress Need more focus on this activity.

7. Create teacher web pages to post classroom


2013-2014 Significant Progress Teachers have web pages.

8. Liaison with Head Start on curriculum

expectations (especially in handwriting).

2013-2014 Complete Michelle Parkin, Community Liaison worked with

Head Start again this year.Parent Activities 2013-2014 Complete 73% parent attendance on Back to School Night on

9/3/13. 32% parent attendance on First Grade

Family Math Hour on 10/9/13. 56% parent

attendance at 5th grade family hour on 10/8/13.

69% parent attendance at Mrs. Johnson's Fourth

Grade Family Hour. 83% parent attendance at K

family hour ln 10/24. 80% parent attendance at

Mrs. Sanders 3/4 grade and Ms. Vitalis' Third Grade

Family Math Hour. 94% parent attendance at Fall

Conferences, 11/5 & 11/26. 73% attendance at Ms.

Snyder's 2nd grade Family Hour. 87% parent

attendance at K Family Hour on 1/23/14. 53%

parent attendance at 1st Hamrick & 1st/2nd

Butler's Family Hour on 1/27/14. 86% parent

attendance at Mrs. Johnson's 4th grade Family

Hour on 1/28/14. 86% parent attendance at Ms.

Vitalis' 3rd grade Family Hour on 3/3/14. 44%

parent attendance at 5th grade Family Hour on

3/5/14. 87% parent attendance at Spring

Conferences on March 26 & 27. 8



to No Progress)






etc.

2014-2015 In Progress 17 volunteers from communuity.

Need more focus on this activity. Working with

Community Culture Coordinator at Wellness

Center.







seminar.

2014-2015 Complete Revamp parent survey.



support.

2014-2015 Complete Love & Logic 3/12/15. 16 Community members.





expectations.

2014-2015 In Progress Transition schedule provided by NBES admin. Need

Liason Policy Council.





2014-2015 In Progress No Liaison / Superintendent Meetings






2014-2015 Complete Working with Community Culture Coordinator on

this. List put together by Liaison 13-14 school year.



2014-2015 Need training.

In Progress

Need to retrain new teacher.



2014-2015 Little to No progress No Liaison

9. Spoof up parenting center. 2014-2015 In Progress Ordering new materials.Parent Activities 2014-2015 Complete 74% parent attendance at Back To School Night on

September 3. 67% parent attendance at K Family

Hour on 9/25/14. 77% parent turnout for 5th grade

math hour on 10/8/14. First Grade Family Hour had

a 74% turnout on 10/9/14. Fourth Grade Family

Hour on October 10, 2014 had an 86% parent

attendance. 80% parent attendance at 2/3 & 3rd

grade Family Math Hour on 10/15/14.

Kindergarten Family Hour on October 23 had 62%

parent attendance. 96% parent attendance at Fall

Conferences on November 24 & 25. 12/5/14: 2 &

2/3 grade Family Hour had an 83% parent

attendance. 66% parent attendance at 2nd grade

Family Hour on 12/8/14.85% parent turnout for 5th

grade Family Hour on 2/19/15. 3/3/15: 57% parent

attendance at 2nd grade Dr. Seuss Family Hour and

80% attendance at 3rd Grade Family Hour. For

parent/teacher conferences on 3/25 & 26/2015, we

had a 92% attendance turnout.



to No Progress)






etc.

2015-2016 Little Progress 13 Volunteers







seminar.

2015-2016 Little Progress Teachers collect verbal information.



support.

2015-2016 Completed August 2015: Classroom management training with

Head Start, MCRC staff, NBES staff





expectations.

2015-2016 Some Progress Training offered in August 2015. Transitions

scheduled annually with graduating students.





2015-2016 Little to No progress Test data presentation by Principal,

Superintendent, Assistant Superintendent






2015-2016 Some Progress List started. Will work with Polly DeBari to develop

list of community members. Booklet of MTC

Departments was distributed.



2015-2016 No Progress Angela Hamrick offered training in September

2016.



2015-2016 No Progress No Liaison

9. Spoof up parenting center. 2015-2016 No ProgressParent Activities 2015-2016 73% parent turnout for Back to School Night on

9/2/15. 91% parent attendance at 5th grade Family

Hour on 10/8/15. 78% parent attendance at 1st

Grade Family Hour on 10/9/15. 71% parent

turnout for 4th grade Family Math Hour on

10/13/15. 76% parent turnout for Kindergarten

Family Reading Hour on 10/14/15. 73% parent

attendance at 3rd grade Family Hour on 10/16/15.

89% parent attendance at Fall Parent/Teacher

Conferences.46% parent attendance at First Grade

Family Reading Hour on 12/8/15. Second grade

Literacy Hour on 12/9/15 had 57% parent

attendance. 90% parent attendance at

Kindergarten Family Math Hour on 12/11/15. 4th

Grade Family Hour on 1/22/16 had an 84%

attendance rate. 5th Grade Family Hour on

2/18/16 had a 63% attendance rate. Third Grade

Family Hour on March 1, 2016 had a 61%

attendance rate. 73% parent attendance at Spring

Conferences.

SCHOOL IMPROVEMENT PROCESS · SCHOOL IMPROVEMENT PROCESS Neah Bay K-5 School Improvement Plan Cape Flattery School District Three Year Plan 2013-2016 Updated June 2014 Updated June

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