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2013-2014

K-8 CONTINUOUS SCHOOL IMPROVEMENT PLAN

SCHOOL NAME: Sonoran Heights Elementary School

PRINCIPAL’S NAME: Therese Tipton

DATE: 8-14-2013

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Continuous Improvement Plan Resource Plan

GAP/NEEDS ANALYSIS

STANDARD FINDINGS RECOMMENDATIONS

School and District Leadership

Sonoran Heights Elementary School is beginning its 8th year as a school, 6 of those years in a row receiving an Excelling or A label. The school’s principal, Mrs. Therese Tipton, is beginning her 4th year at Sonoran, her 17th year in education. Returning to Sonoran Heights after filling in last year as interim AP at another school, is Assistant Principal Ms. Amy Kennedy. Ms. Kennedy began at Sonoran Heights in 2010 as the IGT and has been an integral part of the success at Sonoran Heights. Also joining the leadership team is our IGT Mrs. Jessica Haug, Gifted Specialist Ms. Dawn Smith, Interventionist Mrs. Suzanne Maves, Sped Lead Jennifer Kelly and Reading Coach Erica Blogg. The staff turnover from 2012 to 2013 was high, with 15 staff members being promoted within district or moving. However, we were able to seek out and hire new teachers with valuable experience to fill openings. 5 of the openings were filled from within district candidates. District leadership continues to focus on a strong strategic plan, with the Sonoran mission and vision as well as CIP aligned to this strategic plan. Within our school, we focus on every student, every day of the year, hence our motto, “Every day for every kid.”

Continue to focus on hiring and maintaining a highly qualified staff, including strong leaders. Ensure that there is support for new teachers both from the STEP program as well as on-site mentors. As positions become open (i.e. expanded 2nd grade in August 2013), continue to seek out and hire qualified candidates. Work to maintain an atmosphere that welcomes and retains quality staff members. Continue to encourage all teachers to utilize their strengths in various leadership areas which will build a wide base of capacity for all staff members. It is recommended that our daily work continue to focus on every student, every day of the year. Our teams will continue to utilize SMART goals and daily collaboration to live out our mission and vision. Each time leadership meets or collaborates, focus will remain on our 3 CIP goals: 1) Maintain our state accountability label of “A” with a point total great than 165, 2) 90-100% of students will meet or exceed the state standards in reading and math, and 3) 90-100% of our students will make OYG with a Medan Growth Rate of 70

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It was found by most staff members for Sonoran Heights, that the district led articulation days for 2012-2013 were not as effective as hoped – teachers found that they were not an effective use of valuable Monday time. DUSD and Sonoran Heights support and focus on Professional Learning Communities. Sonoran Heights has been recognized for the high level of collaboration amongst teachers at all grade levels and disciplines. PLC’s have been invaluable in our work as we strive for high levels of student achievement for each and every child. Sonoran Heights has been able to maintain an Excelling or “A” designation for six years, in part due to the highly collaborative staff supported by district and school administration. PLC’s continually collaborate and articulate on data, common assessments and curriculum, and focus on CIP Goals which leads to our willingness as a school to do what is best for every child, every day. A particular finding is that with many new staff members on campus, some are not aware of what or how an effective PLC operates.

or above. Collaborative efforts must continue to include grade level leads, administration leaders and coaches who step up as needed to model and encourage. Positive student growth and success on AIMS will be the result of all of our practices and processes aligned with our vision and goals. School leadership was pleased that the district-led articulation days were reduced to 3 days during the year, with focus on scope and sequence, alignment and math pilot. Leadership will continue to be shared among the valuable and effective PLC’s and leadership groups. School leadership must continue to feel supported by the school administrators to be able to expand ideas, try new things and seek out practices that are best for student learning. The principal and assistant principal will maintain an open door policy that encourages collaboration and sharing. Leadership will continue to protect valuable time to work together as well as communicate information to all stakeholders as applicable. It is recommended that we implement specific professional development for best instructional practices, especially for new teachers and communicate and model to new teachers how an effective PLC operates.

Curriculum, Instruction, and Professional Development

It is recognized that Sonoran Heights has a highly effective group of teacher-leaders to plan and implement Professional Development. At the beginning of the 2012-2013 school year, the PD team met to review the calendar and plan meaningful topics. Utilizing feedback from teacher surveys, student data, input from administration and district initiatives, the calendar was planned out for the school year. It was found that due

It is recommended that professional development be useful for staff, including menu days where staff can choose several topics of interest; PD needs to be specifically prepared for, valuable to staff and meaningful in that it mirrors work towards our goals. Training should be timely, and allow teams follow-up to collaborate & implement new strategies.

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to several initiatives outside the PD team control, we were left with less time to implement some of the needed professional development for our school. Although the time spent on culture training, the new CES system and the Common Core shifts was valuable, teachers desired more training on new curriculum, common core strategies and math strategies. During the summer of 2013, the PD team met to begin planning for 2013-2014 professional development. The plan includes areas identified by Sonoran staff as a need, including math, reading, writing and 21st Century/Technology. Sonoran Heights was able to provide common planning times for all grade levels K-8. District adopted curricular materials were utilized to plan effective instruction. When surveyed, many teachers felt there was a lack of valuable resources to utilize for Common Core, especially in math. With the addition of 15 new classroom teachers, many of these new staff members are not familiar with the curriculum and instructional practices of Sonoran Heights or the Dysart District.

It is also recommended that we utilize additional resources as needed for professional development. These resources may include district personnel such as the IT trainers, or outside guests such as PD professionals from GCU. The PD team is excited to move forward with several targeted trainings in math, reading, writing and technology to best meet the needs to Sonoran Heights. It is recommended that Sonoran Heights teachers use district adopted materials and approved supplemental materials with fidelity, to support and grow everyone of our students. Teacher leaders will seek out ways to affect scope and sequence, such as being involved with Monday articulation, district committees and summer work in iPAL. K-3 Teachers will support each other and seek out additional assistance (especially with our new Reading Coach) with the implementation of the new HMH Curriculum and teachers 3-5 and 6-8 will work closely with IGT, Admin and district content specialists on implementing the Math Pilot. Teachers new to Sonoran and to Dysart, as well as some returning teachers, will benefit from overall training on the expectations and best instructional practices, including lesson planning, setting effective instructional outcomes, and using assessment to plan instruction.

Classroom and School Assessments

Sonoran Heights’ teachers spend very valuable time in using assessment data to drive instruction in the classroom. This data includes both formal and informal assessments as well as formative and summative information. Each week in their PLC, teachers utilize a PLC reflection log to document celebrations

Sonoran Heights should continue with a focus on effective PLC’s and offer training and feedback to those staff new to Dysart who are not familiar with the purpose and process. Teachers overwhelmingly continue to support daily use of data to guide instruction, interventions and extensions. The focus

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and concerns as well as digging into the 4 essential PLC questions. We continually ask ourselves, “what are we going to do if our students do not learn what we want them to learn”? And we ask ourselves, “what are we going to do differently to get them to where they need to be”? There were some initial high levels of concern at the beginning of the 2012-2013 school year because the new Galileo benchmark assessments were formatted differently than the year prior; in other words, they were not aligned to the Hake growth in a pre and post format. However, it was found that after the initial trepidation, the new format allowed teachers to specifically target missing skills. Teachers used this quarterly benchmark data, DIBELS data, and common formative assessments to drive instruction towards success in AIMS and meeting Common Core Standards. School wide data from Spring 2013 is as follows: Reading Falls Far Below 2% Approaches 8% Meets 75.5% Exceeds 14.5% Math Falls Far Below 6% Approaches 9% Meets 41% Exceeds 44% Overall Percent Passing for All Students grade 3-8: 87%. This is one percent less than 2012. Median Growth Rate for all Students: 60.25 Median Growth Rate for Bottom 25% of Students: 59.5 This is a 6.5 point drop from 2012. Total AZ State Accountability Points: 151 for a Rating of “A”

for the 2013-2014 school year will be the bottom 25% of students and top 25% of students; the end goal being to move all students one fully years growth. Combining Goal 3 - Sonoran will achieve a Median Growth Percentile of 70, with Goal 2, -90-100% of students will meet or exceed the state standards, will lead to the achievement of our Goal 1, a state accountability ranking of A. Recommendations for the school to help meet our school goals, include setting focused, specific goals in the classroom for each student, utilize all actions outlined in the CIP plan, utilize student data tracking sheets, and use data to create small groups, extension menus, or referral to the RTI process. It is recommended that all teachers implement assessments and analyze data to guide instruction every day.

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Celebrations include 99% passing in 7th grade reading (only 1 level C student did not meet), 6th & 8th grade reading, 93% passing, and 5th grade reading 90% pass. In math, 6th grade had 83% passing, 8th grade 90% and 7th grade 95% passing. 8th grade science had 90% passing. Our math scores continue to be relatively high when compared to other schools. Of particular concern was the lack of growth for the bottom 25% of our students as well as the percent of students who fell from the exceeds category to meets category for both reading and math. A more detailed review of data revealed that 3rd -8th grade all scored low in geometry, measurement, vertex edge graphs, and statistics, as well as functional and informational text. For 2nd grade students, data revealed that our SAT 10 scores were low in language. A particular challenge in the area of assessments continues to be the influx of new students for whom no data is immediately available or who did not come from a previous environment of very high expectations for learning. In addition, the new year enrollment included several students whose parents identified them as gifted, but for whom no testing data was available.

It is recommended that we continually celebrate student success through classroom celebrations and recognition, school wide honors assemblies, and Golden Hawk recognition. Throughout the year, IGT, coaches and administration will have conversations through GLTM and review data with teams about specific interventions to move our bottom and top 25% students. Support will be given wherever needed. The Leadership Team will collaborate on ideas and strategies in team meetings. Our Math and RLT committees are already working on specific, targeted professional development to best assist teachers in finding strategies and resources to target particular areas of concern. Teachers will analyze student strengths and areas of concern as soon as possible upon enrollment, and work with team members, coaches and admin to implement interventions or extensions immediately

School Culture, Climate, and Communication

Sonoran Heights staff are proud of the school climate they have all had a hand in creating – including a positive “can-do” climate, a yearly theme, lots of laughter, and a welcoming atmosphere. Over a dozen of our staff members have attended the PLC conferences over the past 2 years, which has led to many ideas and practices that helped create the school we

It is recommended that as additional conferences are available, more staff members are able to attend. The culture club will continue to bring ideas to the school that will help contribute to a positive school climate.

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have. High staff turnover was a finding from the end of the 2012-2013 school year. We lost several staff members to promotions within the district and several staff moved out of state or to other schools. Open, honest two-way communication is valued and appreciated on our campus. Administration developed an open-door policy for staff to use anytime. Part of the communication involves having a school-wide calendar that includes important testing dates and other events. Communication also includes the expectation that all teachers and administrators and office staff are communicating with parents on a regular basis, not only regarding student progress, but behavior as well. Use of the school-wide R card ensures a uniform approach to documenting positive behavior as well as notifying parents of concerns. It is found that frequent communication with parents of new students is very valuable to convey our high expectations for student academics and behavior. Sonoran traditions abound on our campus and are valued by all. Golden Hawks, Fiesta Friday, Summer Retreat, and Quarterly assemblies, just to name a few things, are an essential part to the positive culture of our school. Our Sunshine committee helps recognize staff events throughout the year. We recognize all K-3 students at least once during the year for Character Counts. 2012-2013 also found Sonoran enjoying our 5th annual school-wide Excelling/A Celebration.

It is recommended that we continue to work towards retaining high quality staff members who are proud to be Sonoran Hawks. It was found that although communication is appreciated, staff would like to see more up-front communication, not just from administration but from different committees as well. In addition, a school-wide calendar located in the work room was suggested so that all staff have access “at-a-glance” for important events and dates. Communication home includes student academic information, attendance, behavior, PTA information, newsletters, district information and any pertinent items that support our school community. Communication can be in the form of paper or electronically, or also via the auto-dialer and e-mail. New formats such as Remind 101 should be tried with the support of our IT Trainers. Two-way communication should take place on a regular basis between parent groups such as PTA and SITE Council to staff and administration. Communication to staff from administrators and from teacher to teacher should include our common focus and goals, with decision making being collaborative. It is recommended that we continue these valuable traditions as they are the heart of what makes our school “home”. We are excited to plan our 6th annual Excelling/A Celebration with a theme of Construction.

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During the 2012-2013 school year, Sonoran Heights implemented Rachel’s Challenge which made an immediate positive impact on campus. Rachel’s Challenge included Chains of Kindness throughout the school, random acts of kindness, posters throughout the school and recognition of students that exhibited caring and kindness. The year was culminated in the creation of our own Rachel’s Challenge video that was posted on Rachel’s Challenge national web site.

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FOCUSED GOALS

GOAL 1 (Strategic Plan A.5): The school will achieve a state accountability label within the top 2 categories under the new state accountability system based on the Spring 2014 AIMs results.

Sonoran Heights will maintain a state accountability label of “A” based on the Spring 2014 AIMS results, with a point total greater than 165.

GOAL 2 (Strategic Plan A.1): Students will meet or exceed state standards as measured by state assessments at mandated grade levels. 90-100% of Sonoran Heights students will meet or exceed state standards in Reading and Math as measured by state assessments at mandated grade levels.

GOAL 3 (Strategic Plan B.8): 90-100% of students will achieve one year’s growth (OYG) in reading and mathematics. Students will demonstrate substantial growth on the AIMS Reading and Mathematics tests as measured from prior years’ performance. The measure of One Year’s Growth is based on AIMS FAME performance assignments. The following criteria are used to determine OYG eligibility: (1) a student may not be at the Falls Far Below Level on the most current AIMS test, (2) a student may not decline in his/her FAME performance level, and (3) a student may not remain at the Approaching FAME level for two consecutive years. All other FAME alignments qualify for OYG designation. Sonoran Heights Goal #3 remains the same as the district goal with the addition that Sonoran Heights will achieve a Median Growth Rate of 70 or greater as measured by the Spring 2014 Reading and Math AIMS.

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CONTINUOUS IMPROVEMENT PLAN

School Name: Sonoran Heights School Year: 2013-2014

Goal #1: The school will achieve a state accountability label within the top 2 categories under the new state accountability system. Sonoran Goal #1: Sonoran Heights will maintain a state accountability label of “A” based on the Spring 2014 AIMS results, with a point total greater

than 165.

Team SMART Goals Specific Activities Who is

Responsible Target Dates Budget Evidence of Success

#1 Achieve a state label of “A” as measured by the State AZ Accountability measure in the spring of 2014

Use data to drive planning, teaching and assessment (data driven instruction) Perform gap analysis to determine specific needs. Analyze formal and informal assessment data in PLC’s to determine instruction. Small group instruction – well planned and executed lessons designed to impact several students with the same need. Tier I and Tier II Use Common Assessment data: Align to student

Teachers IGT Interventionist ESS Teachers Sped Lead Gifted Specialist Administration Reading Coach

August -May

Varies – Use of M & O to print data charts, cover the cost of subs to support teachers visiting other classrooms and purchase of supporting materials to extend student learning

Benchmark Scores Weekly skills tests Small group observations Checklists Common assessment data Progress monitoring Student goal charts L to J quizzes DBQ AIMS DIBELS

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progress and support ongoing instruction Use a variety of resources to align instruction during core (Tier I) and Tier II time as well as Tier III ESS Tier II enrichment and interventions – focused on gap recovery or extension of knowledge K-8 Common Core mapped out Utilize gifted specialist for extension menus Use common & tiered vocabulary across grade level and school wide Goal Setting: Set school, grade level and individual goals based on school wide, grade level and individual student data Data Driven: Various forms of data are used to set school wide, grade level, classroom and

Teachers IGT Interventionist ESS Teachers & Lead Gifted Specialist Administration Curriculum Spec. RTI Team Teachers IGT Interventionist Reading Coach ESS Teachers Sped Lead Gifted Specialist Administration SITE Council (CIP)

Varies for materials and support $100 - $500 from Principal’s fund for students rewards.

PLC Reflection Benchmark scores Common assessments Progress monitoring HMH Core Student goal charts DIBELS results Progress Monitoring Benchmark scores Weekly skills tests Small group observation DIBELS Common assessments Progress monitoring L to J quizzes Goal charts Student Data sheets AIMS

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individual student goals. Set school wide goals and plan celebrations as goals are met. Teachers set grade level and classroom goals. Tracking and conferencing promote success. Celebrations are planned as goals are accomplished. Teachers and students set individual goals for on-going success. Goals are reviewed frequently to measure success. Celebrations are planned as goals are accomplished. Participate in regular PLC collaboration Vertical articulation to assist each other in tracking student progress. Value protected PLC time to analyze data and student progress & Make decisions Utilize district articulation

PLC Leads Teachers IGT SPED Teachers Gifted Specialist Administration

Varies: Includes $100 per day sub costs for teachers to visit other classrooms or collaborate with other grades outside of normal PLC

PLC Reflection Notes Attendance records Communication threads Benchmark data Book study presentations Student Data sheets

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to collaborate strategies with other schools Use EdModo to communicate with other educators Analyze data on a daily basis to drive instruction Provide students with opportunities to solve real world objectives for future readiness Use AzCis for goal setting in the middle grades Research based opportunities such as STEM project Expose students to real-life situations such as Biz town Expose students to rich text Provide students with field trips to help expand their learning Provide students with job shadow opportunities

Teachers IGT Interventionist ESS Teachers & Sped Lead Gifted Specialist Reading Coach Administration PTA SITE Council

time. Up to $9,000 for field trip and guest speaker costs ($10 per child as allocated by PTA). Tax Credit funds Seek out grant funding opportunities Technology funds from PTA Apple Drive

Student reflections Attendance Assessment data Project rubrics PTA minutes Guest speaker attendance

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Expose students to guest speakers with a variety of life experiences CCR & Middle School Action Plan

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CONTINUOUS IMPROVEMENT PLAN

School Name: Sonoran Heights School Year: 2013-2014 Goal #2: Students will meet or exceed state standards as measured by state assessments at mandated grade levels. Sonoran Goal #2: 90-100% of Sonoran Heights students will meet or exceed state standards in Reading and Math as measured by state assessments at

mandated grade levels.

Team SMART Goals Specific Activities Who is

Responsible Target Dates Budget Evidence of Success

#1 95% of the students at Sonoran Heights will meet or exceed state Reading standards as measured by the Spring 2014 AIMS Assessment #2 90% of the students at Sonoran Heights will meet or exceed state Math standards as measured by the Spring 2014 AIMS Assessment

Provide differentiated instruction for all students Utilize engagement strategies, cooperative learning structures and authentic learning situations Utilizing task analysis and planning based on higher levels of cognition, design rigorous objectives which include a measurable verb and specific content. Utilize data driven instructional decisions to

Teachers IGT Interventionist SPED Teachers Gifted Specialist Administration

April 2014

Varies by activity. May include up to $750 for teachers to attend PD

Walk-Through Data Formal Evaluations Small group observations Check lists Common Assessments Progress Monitoring L to J quizzes DBQ’s Posted Objectives Galileo BM Scores Student Goal Charts

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provide focused and specific learning opportunities Tier I Instruction includes small group during core reading and math Tier II instruction includes remediation, enrichment and specific gap analysis focused on specific student needs. Provide multiple opportunities for a variety of supports for all students. ILLP’s, ILP’s, IEP’s 504’s and other individualized plans will support the specific needs of identified students. Use both open tutoring and invite-only tutoring (for specific students) to provide supports Utilize weekly RTI team meetings Use DIBEL’s, progress monitoring, and BM data

Teachers IGT Interventionist Gifted Specialist ELL Coordinator SPED Teachers Librarian/Monitor Administration NJHS Students

$22 per hour additional pay for tutoring and lead stipends. Total budget $5,000 including M & O and tax credit

AIMS Scores Galileo BM Scores Progress Monitoring DIBELS Weekly Skills Tests Anecdotal Class Data Tutoring Attendance RTI Referrals Goal Sheets

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to determine goals for all levels Set intrinsic and meaningful school goals, teacher goals and student goals based on data that lead to 90 - 100% Meets and Exceeds Provide timely and specific feedback to all students and teachers Utilize Monday PLC time for teachers to collaborate within grade and across grade level Use both teacher and student reflection on goals to monitor and adjust Promote and incorporate collaboration to solve real world problems using critical thinking skills and available technology Provide Professional Development training in

Teachers IGT Administration Data Team PLC Leads Administration Teachers Parents PTA PD Team IT Trainers

Varies; Includes $500 for goal sheets and data tracking sheets Varies; Includes proposed grant funding for technology, tax credit, $8,000 Soft

Student goal sheets Data room displays Class walk-through data PLC Reflection Log Teacher Goals AIMS Student achievement Student work products PBL’s WST Galileo BM Scores Anecdotal data Checklists

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New Century Learner skills Provide cross grade level collaboration and sharing of ideas Add and utilize additional technology resources for all teachers Add real life applications and connections to learning done in class at all grade levels K-8 Use common assessments to frequently track student progress to drive instruction Utilize Galileo benchmark data, progress monitoring, DIBELS data, common assessments and weekly skills tests Create Galileo assessments Obtain technology to enable frequent tracking (for example, clickers)

Teachers Resource Interventionist Administration IGT

Capital and PTA donations Varies; includes $8,000 soft capital and PTA donations

Common Assessments Progress Monitoring Student Achievement AIMS DIBELS Small group tracking L to J Quizzes Student goals Formative Assessments 6 Traits Writing

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CONTINUOUS IMPROVEMENT PLAN

School Name: Sonoran Heights School Year: 2013-2014 Goal 3: (Strategic Plan B.8): 90-100% of students will achieve one year’s growth (OYG) in reading and mathematics. Students will

demonstrate substantial growth on the AIMS Reading and Mathematics tests as measured from prior years’ performance. The measure of One Year’s Growth is based on AIMS FAME performance assignments. The following criteria are used to determine OYG eligibility: (1) a student may not be at the Falls Far Below Level on the most current AIMS test, (2) a student may not decline in his/her FAME performance level, and (3) a student may not remain at the Approaching FAME level for two consecutive years. All other FAME alignments qualify for OYG designation.

Sonoran Goal 3: Sonoran Heights Goal #3 remains the same as the district goal with the addition that Sonoran Heights will achieve a Median Growth

Rate of 70 or greater as measured by the Spring 2014 Reading and Math AIMS.

Team SMART Goals Specific Activities Who is Responsible

Target Dates Budget Evidence of Success

#1 Sonoran Heights will achieve a Median Growth Rate of 70 or greater as evidenced by Spring 2014 AIMS results. #2 90-100% of students will achieve one year’s growth (OYG) in reading and mathematics. #3 Students will demonstrate substantial growth – up to 10% - on the AIMS Reading and Mathematics tests as measured from prior years’ performance.

Utilize Professional Learning Communities to strategically focus on data to drive instruction for maximum student achievement. Develop PLC goals that are aligned with district strategic plan and school CIP Utilize grade level curriculum maps and

All Teachers PLC Leads PD Team IGT Administration Sped Lead Reading Coach Interventionist Gifted Specialist

April 2014 (AIMS results)

Varies: Includes $500 for data sheets, $100 per day sub costs for teacher professional development and soft capital for technology. Also includes up to $7,500

AIMS Results PLC Reflection Logs BM Data Curriculum Maps + Scope and Sequence completed and utilized DIBELS and Progress Monitoring iXL math Results

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CCSS to analyze progress Create data charts based on benchmark results and use the charts to track progress over time Create grade level common formative assessments, and analyze the results of the assessments, to track student progress Drill down results by child to determine needs for each child by concept/performance objective Students set personal growth goals and track them throughout the year Work together collaboratively to ensure instruction is student-focused Protect early release PLC time to focus specifically on student data as well as planning for instruction based on the data

All Teachers PLC Leads PD Team Administration IGT Gifted Specialist Sped Lead Interventionist Reading Coach

Yearly, including summer planning and retreat

for teacher planning during the summer Varies; includes approximately $500 from PTA for summer retreat and $1,000 for outside teacher PD

AIMS Results Lesson Plans Objectives iPal PLC Reflection Logs Student Goal Sheets Data Day evidence GLT Meeting data AIMS Data Galileo BM Data Lesson Plans Data Tracking Charts PLC and Team planning reflection logs DIBELS Data Progress Monitoring Common Assessments

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Use PLC reflection tool to specifically address the 4 critical PLC questions Examine school-wide data – celebrate success and collaboratively set specific student goals that are aligned to CIP goals Utilize summer retreat time to begin collaboration Design and implement a plan that provides intervention, extension and enrichment so that each student makes at least one year’s growth Provide before and after school tutoring Time before school as soft start to receive interventions and extensions. Read 180 & System 44 for Special Education students Co-Teaching with Gen Ed and ESS teachers

All Teachers PLC Leads PD Team IGT Interventionist Sped Lead Gifted Specialist Reading Coach Administration SITE Council Parent Volunteers

$2,000 from tax credit and M & O for tutoring and interventions; Proposed grants for technology support;

AIMS Scores Lesson Plans Objectives Student goals Retreat data Tutoring Schedule SITE Council Requests PLC Reflection Logs DIBELS Data Progress Monitoring BM Data Small Group Data RTI Gifted Identification

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Academic enrichment time in the middle school Differentiated instruction for all students 1:1 or small group instruction as well as Tier 3 interventions/RTI STEM Projects and 21st Century learning Gifted Program – Duke University

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PROFESSIONAL DEVELOPMENT PLAN

BEGIN DATE

END DATE

PROFESSIONAL DEVELOPMENT OPPORTUNITIES TARGETED GOAL PERSONS INVOLVED

8/12

8/12

PLC Implementation: Norms, Smart Goals, Outcomes

Goals 1-3 Admin, Teachers

8/19

8/26

District Articulation

Goals 1-3 Teachers, Leads, IGT

9/16

Reading Leadership – Literacy tips, reading across curriculum, common core standards

Goals 1-3 Literacy Leadership Team (RLT)

9/23

Math Menu day – fact fluency, math vocabulary, common core tips, middle school math, 21st century/technology

Goals 1-3 Math Leadership Team

9/30

Writing – 6 traits, formats, writing and DBQ’s,

Goals 1-3 Reading Coach, IGT, RLT

10/7

Technology – using technology across grade levels

Goals 1-3 Innovative Ambassador, Teaching and Technology Team (TNT), IT Trainer

10/21

3/31

School-wide data – Review and utilize data to plan instruction; DIBELS, Benchmarks, Writing/DBQ,

Goals 1-3 School Team

11/4

Tier II/III Interventions; Gifted; RTI – Menu choice

Goals 1-3 Sped Coach, Teachers, IGT, Admin

12/2

5/5

Book study – collaborate and share best practices through a variety of professional literature

Goals 1-3 All grade level teams

1/13

1/13

District Articulation

Goals 1-3 All teachers and coaches; admin

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1/27

2/3

Instructional best practices – focus on Domain 1 Planning and Preparation

Goals 1-3 Admin, coaches

2/24

2/24

Common Assessments – based on data, aligned to standards and curriculum

Goals 1-3 All teachers, coaches, admin

3/24

3/24

Menu Day – Small group instruction, behavior tips, technology, Close reading

Goals 1-3 All teachers, coaches admin

4/7

4/7

AIMS Preparation Goals 1-3 All teachers, coaches, admin

4/21

4/28

Vertical articulation with grade levels up and down; preparing students for the next grade level; interventions for end of the year

Goals 1-3 All teachers, coaches, admin

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Continuous Improvement Plan

Resource Plan

According to the District’s Strategic Plan and required goals for CIPs, every school will achieve an A or B label with no backwards movement. Dysart Non-Negotiables:

• Practice shared leadership • Utilize data and evidence to drive instruction to achieve student success • Teach common core content and strategies

Directions Identify how supporting staff are utilized to drive student achievement in each of the following categories. In addition, you must include the use of budget and time within each category.

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Data Teams (Literacy) Coaching Cyclical Training (Common) Core Training

Supporting Staff: School Data Team PD Team Leadership Team PLC’s Gifted Specialist Classroom Teachers ESS Teachers and Staff Administration Reading Leadership Reading Interventionist Reading Coach SITE Council RTI Team Behavior Team The effective data teams at Sonoran Heights pride ourselves in reviewing school-wide, grade level and individual data on a continuous basis. It is important to note that although most of our data is academic related, we also frequently review behavior data and use our findings to make positive behavior changes for students. Data is reviewed on an almost daily basis as we individualize and

Supporting Staff: Reading Interventionist Reading Coach Sped Coach Read 180 Team Reading Leadership Team Gifted Specialist District Literacy Team DIBELS Volunteers Veteran Teachers IGT Administration Leadership Team School Monitor The effective supporting staff for literacy success, develop and deliver school wide literacy professional development, and support all teachers in ensuring direct, explicit literacy instruction with fidelity to the core. With the CCSS being in full implementation, we believe it is essential that our literacy focus includes a wide variety of strategies

Supporting Staff: Grade Book Experts Dysart University - HR Innovation Ambassador IGT RTI Chair Sped Coach Gifted Specialist Teacher Evaluation Training – HR and Admin Culture Club Non-District Experts ESS Director A wide range of supporting staff provide regular, cyclical training as needed to all staff in essential areas. Having a well trained staff will help ensure best practices to support student success. We also encourage all staff to be teacher leaders in areas of expertise to build capacity in all areas of our school community. Budget: Use of M & O budget will

Supporting Staff: District Content Specialists IGT Reading Coach Reading Interventionist Gifted Specialist Administration Director of Curriculum and Instruction ADE Personnel Leadership Team Teachers – specifically trained These supporting staff members provide the necessary training and development for all teachers to be able to correctly implement Common Core standards as well as align Common Core to curriculum and assessments. Implementation of Common Core in conjunction with grade level scope and sequence, benchmark assessments and AIMS is directly tied to our school-level goals as well as district strategic plan. The supporting staff in this area provide valuable on-going professional development for our entire staff. This allows our teachers to adequately

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differentiate for all students. Partners, or teams, collaborate on interventions, design action plans, and monitor student progress. Each day, our teams think about our vision, and live our motto of “Every Day for Every Kid.” Teams continually focus on utilizing data to drive instruction which in turn, assures growth for all of our students both bottom 25%, middle students, and our top students who already exceed. Focusing on this student growth will help ensure our goal of being an A school for the 4th year in a row. Budget: $22/hour for teacher pay from M&O for curriculum and planning work over the summer. $22/hour for teacher pay from tax credit for tutoring interventions. Total budget of $10,000 for tutoring and support. Costs for materials and supplies is budgeted at $500. District budgeted 27 sub days for data review out of Title II funds.

in reading across disciplines, Close reading, and comprehension strategies. In addition, our school monitor and volunteers are utilized to support literacy implementation with students such as reading interventions, tutoring and progress monitoring. The addition of a .5 Reading Coach and .5 Sped Coach are valued in that they can assist teachers with coaching in the classroom - implementing reading strategies and ensuring the success of the K-3 HMH curriculum and 4-8 System 44 and Read 180. Although our AIMS passing percent in reading was 90%, our goal is for ALL students to meet the standards in reading. Therefore, literacy success will be a key component of our continued status as an A school. Budget: PTA budget of $1,000 to

include guest speakers (for example, PD from Grand Canyon) as well as $22 per hour pay for teacher time during the summer to continue training. Budget also includes approximately $1,000 from M & O for 10 days of sub costs to support staff in outside training. Time: Various training - essential to having a successful, well rounded staff - occurs throughout the school year as well as the summer months. In the summer months, time is used to either extend training or present new training to support our staff and may be either used for personal development or as paid time. In addition, school and district level administration and directors receive valuable training including leadership, district initiatives and yearly updates that support the district strategic plan and school goals. During the school year, time is allocated

plan for effective instruction aligned to the CCSS. Budget: Use of district budgeted 27 sub days for data review and planning; $1,000 PTA budget for professional development as well as $1,000 from M & O for substitute teachers that will cover outside professional development. Time: Time for Common Core training is important to ensure that all staff are receiving the necessary skills and training to effectively implement these state standards. On a daily basis, team leads, IGT, school administration and district specialists are available to mentor, encourage and support classroom implementation of the Common Core across grade levels and subjects. Coaches and admin will provide feedback through the CES walk-through and GPS walk-through systems. Teacher leaders attended summer work sessions to align the standards and update scope and sequence in iPal. Monday PD time is

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Time: Monday PLC time is one of the most valued hours in our week. Sonoran Heights utilizes our gift of time in a variety of ways. We utilize our interventionist, coaches, gifted specialist and IGT to input DIBELS data and update our data room. We utilize our data team and testing team to organize and administer benchmark and AIMS assessments. School wide data is reviewed with the full staff by the administration prior to the school year starting. School wide data is also celebrated and shared with the staff during Monday PD time on a quarterly basis. Each grade level reviews grade level data and individual student data on a weekly basis in their PLC’s. Student specific data is looked at on a daily basis throughout the entire school year. In addition, time is spent throughout the week in using this formal and informal data (both academic and behavior) to drive instruction on a daily basis.

support teacher professional development; $1,000 budgeted for sub costs so that teachers can be released for literacy training or related PD Time: None of our initiatives may be more important than a focus on literacy skills for all students. Time is devoted on a daily basis to ensure students are receiving the instruction and support they need in this critical area. This time includes coaches and interventionists pulling small groups or pushing into the classroom to assist teachers. Professional development is planned on Monday PD time throughout the school year. In addition, teachers receive literacy coaching in district articulation days and through outside PD. Teachers model and implement best practices on a daily basis for students. Our reading

in several ways. Some cyclical training is presented during Monday PD as well as before or after school. Monday PD time includes important district articulation such as Common Core training that is essential in assisting staff implement initiatives to advance student achievement.

utilized throughout the year to train the entire staff.

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interventionist meets with students throughout the school day as do our special education teachers. Teachers are encouraged to seek out additional professional development during the summer or school year to enhance their practices in this area. Finally, district experts may visit classrooms during the school day to provide coaching and feedback to teachers.