ritenour csip 2016-17 - ritenour.k12.mo.us

Comprehensive School Improvement Plan

2016-2017 School Year

Goal 1: The Ritenour School District will demonstrate improvement in the performance of every student to meet or exceed the state standard or

demonstrate required improvement and enable every student to meet their personal, academic, and career goals.

(We will focus on every student’s strengths and opportunities to ensure growth.)

Strategies

1. Ensure equitable access and opportunity to achieve academic excellence for every student.

2. Provide structures, alternatives and extended learning opportunities to address academic and behavioral needs.

3. Increase teacher and administrator capacity to use data to improve instruction and by implementing and monitoring appropriate interventions.

4. Recruit and retain highly qualified staff.

5. Ensure that high quality professional development and coaching related to effective assessment and instructional strategies will be provided to

teachers and administrators.

6. Maximize enrollment in early childhood education.

7. Ensure accountability for fidelity to curriculum and instructional effectiveness throughout the district.

Goal 2: The Ritenour School District will ensure every student successfully graduates high school prepared for college or career. (We will

engage every student in rigorous and relevant learning.)

Strategies

1. Provide supports and resources to ensure progress toward graduation.

2. Engage parents and students in college and career planning through personal plans of study.

3. Partner with post-secondary learning institutions and community organizations.

Goal 3: The Ritenour School District will ensure all students regularly attend school, meeting the standard of 90% of students attending 90%

of the time.

(We will create the learning environment in which students attend and thrive.)

Strategies

1. Implement and facilitate parent education programs and communications that specifically relate to attendance.

2. Implement problem solving structures using data to improve individual student attendance and achievement.

3. Ensure that rigorous, relevant and engaging instruction occurs in safe classroom environments.

School/Department: Business Office Start Date: 7/1/2016 End Date: 6/30/2017

CSIP Goal 1: The Ritenour School District will demonstrate improvement in the performance of every student to meet or exceed the state

standard or demonstrate required improvement and enable every student to meet their personal, academic, and career goals.

(We will focus on every student’s strengths and opportunities ensuring growth.)

District CSIP Strategy (s):

Ensure equitable access and opportunity to achieve academic excellence for every student.

Recruit and retain highly qualified staff.

Ensure that high quality professional development and coaching related to effective assessment and instructional strategies will be provided

to teachers and administrators.

Maximize enrollment in early childhood education.

Action Steps: 1. Allocate resources on an equitable (not necessarily equal) basis, depending on student needs based on data.

2. Look for savings in purchasing, contracts, etc.

3. Develop ideas for expenditure reductions and/or revenue enhancements in order to maintain class-sizes, increase teacher/employee salaries and

maintain/improve employee benefits.

4. Monitor professional development expenditures for effectiveness and efficiency, using Title II funds and 1% of basic formula revenue.

5. Investigate additional sources of revenue to expand early childhood education.

6. Investigate and evaluate ending contracting of bus transportation, and bringing in-house or through cooperation with other districts.

Measurable Outcomes: 1. Implement expenditure reductions and/or revenue increases

2. Stable or increasing salaries

3. Stable or improved employee benefits at same or lower cost

4. Increase number of preschool students served

5. Deliver recommendation to Superintendent on bus transportation

30/60/90 Day Status:

Adjustments/Opportunities for Improvement:

CSIP Goal 2: The Ritenour School District will ensure every student successfully graduates high school prepared for college or career.

(We will engage every student in rigorous and relevant learning.)


Provide supports and resources to ensure progress toward graduation.

Engage parents and students in college and career planning through personal plans of study.

Action Steps:

1. Allocate as many resources as possible to schools.

2. Offer to discuss accounting/business careers with students and parents.

3. Encourage students in AEL program to graduate with RSD diploma instead of GED.

Measurable Outcomes:

1. Implement expenditure reductions and/or revenue increases

2. Speak to students at least 3 times during the year

3. Increase the number of AEL students striving toward RSD diploma



CSIP Goal 3: The Ritenour School District will ensure all students regularly attend school, meeting the standard of 90% of students

attending 90% of the time. (We will create the learning environment in which students attend and thrive.)


Implement and facilitate parent education programs and communications that specifically relate to attendance.

Action Steps: 1. Present to parents, key communicators and district patrons on importance of attendance; specifically funding, student learning and effect on

accreditation.

Measurable Outcomes: 1. Deliver at least 3 presentations to different community/parent groups during the year



School/Department: Child Nutrition Start Date: 7/01/2016 End Date: 6/30/2017




Ensure that rigorous, relevant and engaging instruction occurs in safe classroom environments.

CN Strategy(s): To add nutrition education, taste-testing and student engagement in the school cafeterias by implementing nutrition education

sessions during the lunch meal.

Action Steps:

1. Plan and implement Try It Tuesday and Thursday at the elementary schools.

2. Plan and implement Tongue Twister Tuesday and Thursday at the middle schools

3. Plan and implement Project Produce at the high school.

4. Plan and implement Healthy Plates Around the World at 2nd

Grade at Kratz Elementary

5. Plan and implement Fresh Fruit and Vegetable Program at Kratz Elementary


1. Try It Tuesday and Thursday implanted by 8/22/16

2. Tongue Twister Tuesday and Thursday implemented by 8/29/16

3. Project Produce implemented by 9/1/16

4. Healthy Plates Around the World implemented by 9/1/16

5. Fresh Fruit and Vegetable Program implemented by 10/1/16



School/Department: Communications & Community Services Start Date: 7/1/2016 End Date: 6/30/2017





Promote, facilitate, and enhance parent, student, and community involvement and support in district educational programs and initiatives.

Action Steps:

Conduct community, staff and student surveys, focus groups and community outreach at district and building levels.

Develop and implement strategic planning and district public engagement initiative for 2016-2017 school year.

Establish a long-term, ongoing plan for community engagement for the district and board of education; Research and develop a strategy for

effective community engagement in order to advance district initiatives, including potential tax levy increase and/or bond issue.


Increased opportunities for public input and response (two-way communication)

Increased opportunities to share district information with community

Increased opportunities for community members to interact with Ritenour School District


Surveys scheduled to be conducted in Sept. 2016; results presented to Board of Education in November.






Increase the availability and accessibility of translated materials for all non-English speaking Ritenour School District Families.

Action Steps:

Utilize district and community personnel and services to translate communications and connect with families in their native language.

Develop comprehensive, district-wide guidelines for translating documents, phone calls, text messages and other communications.

Ensure translators (or translation services) are available any time of day for letters, phone calls, etc.


Increased opportunities to share district information with entire community, including non-English speaking families

Increased attendance and interaction and district events - including parent-teacher conferences, school curriculum nights, and other special

events

Increased opportunities for non-English speaking families to interact with Ritenour School District

Increased positive public perception of Ritenour School District based on survey data

Increased attendance, graduation rate and student achievement for all ELL students based on data gathered from Academic Services

department.


Plan and develop survey for May 2017 for all non-English speaking families to receive feedback on district efforts.






Create comprehensive plan for Ritenour School District 150th

Anniversary Celebration during 2016-2017 and 2017-2018 school year.

Action Steps:

Coordinate formation of a committee to plan events for 150th

Anniversary in 2017-2018 school year.

Produce targeted marketing campaign using posters, website, videos, etc.

Explore re-design of Ritenour School District logo and other materials in conjunction with 150th

anniversary.

Produce 150th

Anniversary “History of Ritenour” video.

Coordinate schedule of events and giveaways to celebrate 150th

anniversary for 2016-2017 and 2017-2018 school year.


Survey data shows an increase community pride and trust in the Ritenour School District

To build public understanding and support for Ritenour School District

Increase community engagement and involvement in Ritenour schools


First meeting for committee scheduled for Thursday, Oct. 6 at 4 p.m.

150th

Anniversary Logo to be unveiled in Jan. 2017.

Gathering information and interviews for video in fall of 2016.





Continue district-wide public relations campaign to promote college and career readiness and pursuit of post-secondary options; benefits of

early childhood education and early intervention.

Action Steps:

Share on-going and consistent key messages about the benefits of Parents as Teacher Program and early childhood education utilizing

district communication tools to increase enrollment using district communications channels.

Share on-going and consistent key messages about importance of college and career readiness to students in grades PreK-12 and district

families using existing district communications channels.

Continue to promote college and career fairs, ACT readiness and testing dates, A+ Program and other similar events and programs to

students, families and the community using targeted lists and district communications channels.

Feature outstanding students, successful alumni and accomplishments in grades PreK-12 using district communications tools.


Survey data indicates increased knowledge/support of college and career readiness

Increased views on measurable electronic communication tools

Increased student attendance at events (measured by sign in sheets, number of students taking ACT tests and number of students

completing each program).

Increased number of students perusing a career or post-secondary education based on yearly survey conducted by Student Services.



School/Department: Curriculum & Instruction Start Date: 7/1/2016 End Date: 6/30/2017






Provide structures, alternatives and extended learning opportunities to address academic and behavioral needs.

Increase teacher and administrator capacity to use data to improve instruction and by implementing and monitoring appropriate

interventions.

Ensure that high quality professional development and coaching related to effective assessment and instructional strategies will be

provided to teachers and administrators.

Ensure accountability for fidelity to curriculum and instructional effectiveness throughout the district.

Action Steps:

Leadership of curriculum development, alignment, and implementation of all educational programs while fostering innovation

o Math Curriculum Development

o Gifted Curriculum Development

o Elementary ELL Curriculum Development

o Social Studies Curriculum Implementation year 1

Leadership of instructional improvement and professional development efforts P-12 including the district equity effort

o Support elementary PLCs in ELA and Math instructional improvement efforts and data driven decision making

Plan and implement administrative professional development and district leadership in collaboration with DALT members to support

district CSIP goals



Collaborate, coordinate, and consult with teachers and administrators for targeted professional development.

o Math Camp

o Equity

o New Teacher Support

Facilitate STEAM (Science, Technology, Engineering, Art and Math) project-based units (K-5) to enhance instruction with increased

differentiation, engagement, rigor and student creativity via cross curriculum project planning.




CSIP Goal 2: Ritenour School District will ensure every student successfully graduates high school prepared for college or career. (We

will engage every student in rigorous and relevant learning.)

District CSIP Strategy (s):.

Partner with post-secondary learning institutions and community organizations.

Action Steps:

Connect to regional and state Professional Learning Networks to increase awareness of local and state efforts related to instructional and

partner with other professional beneficial to Ritenour students and teachers

Coordinate efforts with District Partners (CREST-M, Model-Best, MySci/Wash. U, PLTW, Boeing, HDR, etc.) to increase learning

opportunities for students.

Coordinate teacher training programs with Washington University, Maryville University, and the University of Missouri –St. Louis to increase

teacher instructional leadership in the areas of science, math, and STEM.

Coordinate partnerships with the Washington University Brown School and Educational Equity Consultants to provide training and leadership

experiences for RHS students.








Action Steps:

Research Makerspace/Library Media development for 2016-2017 revision

Organize and conduct District walk thru efforts to ensure alignment to high leverage district identified look fors.

Provide coaching and curriculum documents to assist administrators and teacher leaders in effective instructional planning and implementation to meet

state standards of learning.




School/Department: Data, Assessment, and Student Support Start Date: 7/1/2016 End Date: 6/30/2017







Ensure that high quality professional development and coaching related to effective assessment and instructional strategies will be provided to



Action Steps:

1 Explore and identify locations for International Welcome Center to meet the needs of expanding enrollment.

2 Develop district-wide guidelines for providing enrichment opportunities for students not meeting qualification criteria for Project Challenge.

3 Develop a continuum of supports for credit recovery for students behind in credits at RHS.

4 Fully implement the RSD-SSD Action Plan and identify opportunities for 2017.









Action Steps:

1 Implement a quarterly parent academy for parents covering topics related to social media, drugs/addiction, bullying, LGBTQ, healthy relationships, etc.

2 Partner with Parents as Teacher to identify evidence based programs for high school parents to attend school.







1. Implement and facilitate parent education programs and communications that specifically relate to attendance.

Action Steps:

1. Restructure the process and procedures for centralized registration.

2. Implement and create a monthly parent education program to start in December 2016.




School/Department: Human Resources Start Date: 7/1/2016 End Date: 6/30/2017





Ensure equitable access and opportunity to achieve academic excellence for every student;


interventions;


provided to teachers and administrators;


Action Steps:

1. Collaboratively development, plan, facilitate, and evaluate leadership development opportunities that are aligned to the district’s

goals/objectives as well as individual leader needs focused on the performance based teacher evaluation tool and the development of

leadership amongst the new administrators.

2. Support Hoech Middle School by serving as an advocate for all school building happenings with a heightened focus on instructional

leadership, accountability, and school culture.

3. Implement monitoring of principal fidelity to the performance based teacher evaluation tool offering support and accountability.


1. Monthly leadership development meetings will include an accountability component that provides relevant data regarding academics,

attendance, and behavior-as evidenced by survey data and actual presentations, the meetings will be aligned to MSIP V standards and will

promote collegial conversations across the buildings and departments.

2. Increased fidelity to the performance based evaluation as measured by timelines and quality of evaluations.







Action Steps:

1. Review and identify a teacher candidate screening tool for RSD to replace Gallup.

2. Review and modify a uniform recruitment process that is utilized throughout the district.

3. Conduct training for all district leaders regarding the identified screening tool and recruitment process.

4. Establish interview protocol guidelines for all positions within the district.

5. Train new leaders on all functionalities of TalentEd Recruit Hire to make the selection and interview process more effective and efficient.

6. Review the current screening tool for support staff (Ventures); make adjustments if deemed appropriate.

7. Identify and attend job fairs at universities/colleges that graduate a large percentage of highly-qualified minority candidates.

8. Develop university/college partnerships furthering our placement of practicum and student teachers.

9. 9. Provide interview and feedback opportunities for student teachers placed in the Ritenour School District.


1. Leaders will effectively utilize the new recruitment process/forms.

2. TalentEd Recruit and Hire will be the primary recruitment/selection hub for the district.

3. All leaders will be trained on the teacher screening tool.

4. Leaders will consistently follow standard interview protocols and processes for all position.

5. Increased numbers of student teachers being placed in the Ritenour School District.







Action Steps: 1. Continue to enhance the relationship with support staff via the Support Staff Advisory Committee, Superintendent’s Communication Forum,

and day-to-day interactions.

2. Provide training to leaders on navigating employee relations matters.

3. Monitor and analyze staff attendance for all employee groups, providing information to supervisors, principals, and the RNEA.


1. Support staff will be viable members of the community and will actively participate in district and school building happenings.

2. Leaders will be more adept at addressing employee matters, particularly those that involve conflict.



School/Department: Support Services Start Date: 7/1/2016 End Date: 6/30/2017








interventions.







Action Steps:

Roll out the Crisis Manager application to each district administrator

Roll out the Crisis Manager application to each school’s instructional and support staff

Roll out the Crisis Manager application to each of the emergency responder agencies that serve RSD

Measurable Outcomes/Financial Impact:

1. District Emergency Response plans in the hands of each District Administrator, instructional staff, building support staff and emergency

responders with the capacity to utilize the tool to ensure student/staff safety

2. Ensure safety drills are being conducted



CSIP Goal 2: Goal 2: The Ritenour School District will ensure every student successfully graduates high school prepared for college or

career. (We will engage every student in rigorous and relevant learning.)





Ensure that rigorous, relevant, and engaging instruction occurs in safe classroom environments.

Action Steps:

Continue with district capital needs planning for each elementary and middle school

Collaborate with RHS team to identify program needs for 21st Century learning and draft a facilities plan to meet on-going needs

Collaborate with architects to start schematic drawings for RHS 21st Century program plan

Measurable Outcomes/Financial Impact:



School/Department: Technology Start Date: 7/1/2016 End Date: 6/30/2017







interventions.

Action Steps:

1. Monitor/Inventory assets.

2. Purchase (or lease) and deploy to ensure access as needed and to create equity.

3. Increase capacity of colleagues to use data by providing customized solutions – especially linking various applications that are otherwise

standalone (e.g., Pearson products, Student Accounts, Google, TalentED) and support for Tyler/Pulse.


1. Asset and inventory records.

2. Device (laptops, tablets, desktops) by student ratios at all schools. Are ratios comparable, changing, becoming more or less comparable?

3. Amount and quality of data (reports, extracts, support issues).


1. Counts from 2016-17 school year have been gathered for analysis (budget, audit).

2. Budget to address equity. Lease options. Title one impact.

3. Pulse set up completed for admin. Should we allow use from home (vs VPN)?


1. Automate inputs and reporting.

2. Petition for more technology and more budget.

3. Develop Tyler and Pulse training plan (Cheryl Van Noy).

4. Develop team – find areas where we need support and provide.

Goal 3: The Ritenour School District will ensure all students regularly attend school, meeting the standard of 90% of students attending

90% of the time. (We will create the learning environment in which students attend and thrive.)


Implement problem solving structures using data to improve individual student attendance and achievement

Action Steps:

1. Tyler/Pulse support and develop content links to 3rd

party applications as needed (e.g., Pearson360).

2. One to one support.

3. Team retention and continuity plan (anticipating retirements).


1. Meeting the reporting needs of faculty and staff. Requests collected and fulfilled (TAP, email, etc.).

2. One to one reporting, distribution, content creation, costs, attendance.

3. Job descriptions of key roles, competitive salaries (with other local k12 districts), feedback from performance reviews.


1. Initiated (e.g., Tyler/Pulse extracts for student IDs, Google, Pearson360).

2. Developing one to one data.

3. Developing job descriptions, salary info is sparse – need to develop, feedback from last year.


1. Become more familiar with Tyler/Pulse content, improve extracts and improve automation

2. Apply lessons learned from this year’s RHS one to one to next year’s efforts (e.g., distributions, parts on order, loaners).

3. Develop more job info, titles & salary plans, internships to employment.

School/Department: Ritenour School for Early Childhood Education Start Date: 7/1/2016 End Date: 6/30/2017




District CSIP Strategy (s)


Action Steps:

1. Implement ELL small group

2. Principal will attend SSD data team meetings at least every 6 week

3. School improvement team will analysis data and monitor this goal for possible revisions to the action plan.

4. Implement the SST process with fidelity


5. ELL assessments for small group interventions will show students improved overall by 20% or more over a year.

6. Students involved in the SST process will show 20% growth or more in goal areas.



.




District CSIP Strategy(s)

Provide structures alternatives and extended learning opportunities to address academic and behavioral needs.

Action Steps:

1. Continue to implement PBIS Tier 1 with fidelity

2. Implement PBIS Tier 2 strategies (HUG/ Mentors/Social Skills groups)

3. Continue to implement universal screener

4. Lunch club with principal


1. Awarded the PBIS Silver Award.

2. Annual PBIS evaluation will show implementation of Tier 1 and Tier 2 at 90% or more

3. Universal screener will show a decrease of 20% of students identified as Tier 2 students

4. 90% of students identified as Tier 2 will show they met 80% or more of their behavior goals





District CSIP Strategy(s)


Action Steps:

1. Implement the Parent as Teachers program with fidelity.

2. Partner with the community to host “Career Week” at the School for Early Childhood to encourage students to think about their future careers

and what it will take for them to achieve their goals.

3. Partner with the community to host “The Week of the Young Child” to promote and educate the community on the importance of early

childhood.

4. Partner with childcare providers in the community to provide support to their pre-k students (pd, screenings, etc…)

5. PAT partners with RHS to provide support to teen moms at RHS

6. Develop a clear transition plan for students to move from Pre-K to KDG


1. 100% of families will have an opportunity to complete a PAT survey and give feedback on the program. This data will be used to create an

action plan to improve the program.

2. PAT evaluation will show that Ritenour has met the 17 requirements of the National PAT program.

3. Survey results from elementary staff, administrators and early childhood staff will show 90% of staff surveyed believe the new transition plan

will improve overall outcomes for students.



School/Department: Buder Elementary Start Date: 7/1/2016 End Date 6/30/2017








interventions.

Action Steps:

1. Provide ongoing cultural equity training, including classroom equity audits, review growth vs. fixed mindsets– connecting with culture,

revisit culturally responsive teaching and learning as best practice

Structure staff meetings with embedded training

Conduct classroom equity audits with teachers

Have teachers set individual goals to increase knowledge and experience with culturally responsive teaching and learning

2. Continue implementation of PBIS Tiers 1, 2 & 3:

Review PBIS Tiered Fidelity Inventory with PBIS Leaders and PBIS Coach; create PBIS Action Plan

Utilize Behavior Binder for Tier 2 Classroom Interventions

Tier 1: Begin Leader In Me Book Study, Universal Checklist for classrooms, Character Education curriculum: focusing on

strategies addressing targeted behaviors (i.e. Inappropriate Physical Contact– 28% of 2015-2016 referrals)

Tier 2: Increase efficiency in data collection for small groups, adhere to entry/exit qualifications

Tier 3: Align behavior interventions to function of behavior, increase capacity of functional behavior assessments

3. Follow Data Team Process through Professional Learning Community Model

Continue PLC training

Complete Math and ELA Data Cycle, utilize Priority Standards

Curriculum Support with Facilitator

4. Utilize Grade Level Meetings and PLC Model to Focus on Improving Student Achievement

Emphasis on Universal Instruction: Curriculum and Instructional Methods

Curriculum support with Facilitator

Embedded time to look at student work

Review Monthly Evaluate Assessment Data

Date Team Cycle(s)

Grade Level Student Support Team Meetings


1. 100% of staff completed the Classroom Equity Assessment and identified 1-2 areas for growth

2. 80% of staff utilizing culturally responsive pedagogical approaches as observed during walkthroughs by the end of the school year

3. PBIS Universal Checklist completed on all classrooms with direct feedback given to teachers; follow-up checklist completed after 60 days

to compare data

4. Referral data reviewed monthly and evidence of 20% decrease in inappropriate physical contact

5. Evaluate scores reviewed monthly at grade level meetings



Updates and Progress:






Action Steps:

1. Introduce Rigor and Relevance framework and provide learning opportunities through modeling and reviewing student work

2. Utilizing Missouri Connections in grades 3-5, connect student goals with possible career options, share with parents at goal-setting

conferences

3. Create opportunities to introduce students to colleges and universities

Examples: Create a bulletin board with teachers’ names and colleges connected to a map in front entryway

Invite area college recruiters to 5th

grade classrooms to discuss college

First Friday of the month, staff wears college apparel and discusses college with students

Specialists connect their specialty area with career opportunities through direct instruction and/or visual

4. Meet with Junior Achievement to plan JA in a Day

5. Meet with Student Council and PTO to plan Career Fair







Implement problem-solving structures using data to improve individual student attendance and achievement.

Action Steps:

1. Weekly attendance meetings held with counselor, social worker and secretary to identify and action plan for students whose attendance is at

risk of falling below 90%

2. 90-90 attendance information shared with staff at monthly meetings

3. Teacher attendance percentages as a building shared with staff

4. Celebrate classrooms, students, and teachers with exemplary attendance (above 90%)

5. Utilize Talent Ed. to review principles of Domain 2 with staff. Conduct Walkthroughs and provide teachers feedback, emphasizing classroom

environment




School/Department: Iveland Start Date: 7/1/2016 End Date: 6/30/2017





Ensure accountability for fidelity to curriculum and instructional effectiveness throughout Iveland.

Action Steps:

1. Provide staff with professional development on specific effective instructional strategies related to vocabulary instruction and assessment.

o Utilize the book Vocabulary for the Common Core as a basis for faculty meeting discussions

o Directly present all 6 steps of the vocabulary teaching process

o Develop system wide process for teachers to track vocabulary acquisition over time.

o Come to consensus on specific vocabulary each grade level will teach to mastery

2. Provide teachers with specific and individualized feedback regarding the agreed upon building wide instructional strategies and personal

goals established collaboratively between staff member and administration.

o Conduct weekly walkthroughs with feedback directed towards personal goals

o Meet with teachers quarterly to review walkthrough data and discuss progress and next steps

o Support teachers in making their personal goals into personal SMART goals

o Provide supports towards goals as needed

3. Partner with MySci to assess, plan professional development and co-implement development according to assessed needs.

o Schedule collaborative walk through session with MySci staff

o Determine which programs offered through MySci meet building needs

o Schedule follow up PD

4. Review and continue to provide professional development on Assessment for Learning.

o Practice strategies 1 and 2 of Seven Strategies for Assessment for Learning in faculty meetings

o Provide feedback to teachers on walkthroughs about implementations of strategies 1 and 2

o Instruct teachers on strategies 3 and 4 from Seven Strategies for Assessment for Learning

o Create rubrics during PLCs to accompany SMART goals

o Analyze student work to determine common expectations of student work during PLCs


1. Increase use of the specific vocabulary related instructional practices by 25% as evidenced through administrative walkthroughs conducted

in each classroom at least weekly.

2. Teachers will have quarterly meetings with principals to address personal goal growth and personal walk through data.

3. Growth of at least one level on matrix provided by MySci from initial walkthrough to post PD walk through.

4. Increase use of student rubrics, examples of strong and weak work, and ability of students to accurately communicate the goals of learning

as measured by walk through data by 25%.






Provide supports and resources to ensure progress towards graduation.

Action Steps:

1. Monitor student academic data and utilize the Student Support Team to address students who are not meeting academic benchmarks.

o Communicate with parents whose students are performing below grade level

o Meet with parents who have students on Reading Plans to communicate at school and home interventions

o Implement interventions with fidelity

o Progress monitor students’ intervention

o Meet to review data and determine progress and next steps

2. Adjust our PLC meeting agendas to become more collaborative and focused on student work analysis.

o Sample PLC agendas provided based on where teachers are in relation to progress towards SMART goal

o Establish roles teachers will play in their PLC

o Establish norms of PLCs

o Collaborative grading of common assessments

3. Assist teachers in the ability to disaggregate Evaluate data to determine next steps in instruction based on common student

misunderstandings.

o Provide training in PLCs


1. Decrease students on Title I caseloads by 10%.

2. Instructional groupings should adjust with each PLC session based on the needs of the students during the current instruction.

3. Increase in grade level SMART goals and Evaluate to 80% proficiency






Ensure that rigorous, relevant, and engaging instruction occurs in safe classroom environments.

Action Steps:

1. Introduce culturally responsive PBIS to create a greater awareness of the reasoning why students choose different behaviors and how staff

reaction is also dictated by our culture.

o During faculty meetings, present information on Vulnerable Decision Points and Neutralizing Practices

o Build an awareness of cultural bias

o Discuss environmental and instructional practices that are important in equitable classrooms and learning environments

2. Create building wide opportunities for students and staff to come together as a community focused on learning.

o Team building activities for staff members

o Use the leadership team to re-examine our vision and purpose of our organization

o Monthly school assemblies or special events focused on topics such as culture, learning and recognition

o Monthly parent-student night events focused on culture, learning and student progress

o Purposeful communication to parents to keep them informed of events and what occurs during the school day

o Review vision at each faculty meeting with a focus on how we lived the vision during that day.

3. Supporting teacher and student attendance through recognition during school wide celebration assemblies.

o Continue the process of weekly attendance meetings with follow up letters and calls to students missing 3, 6, and 9+ days of

school.


1. Decrease in office referrals overall by 10%, and a more equitable racial distribution of students who are referred that is reflective of the

building demographics.

2. Schedule of regular assemblies and school events to engage students and families in the school community. Attendance increases at

nightly events.

3. Increase in staff and student attendance to 94%.



School/Department: Kratz Elementary School Start Date: 7/1/2016 End Date: 6/30/2017

CSIP Goal 1: The Ritenour School District will demonstrate improvement in the performance of every student to meet or exceed the

state standard or demonstrate required improvement and enable every student to meet their personal, academic, and career goals.


District CSIP Strategy (s): ● Ensure that high quality professional development and coaching related to effective assessment and instructional strategies will be provided to


● Increase teacher and administrator capacity to use data to improve instruction and by implementing and monitoring appropriate interventions

● Ensure accountability for fidelity to curriculum and instructional effectiveness throughout Kratz.

● Provide structures, alternatives and extended learning opportunities to address academic and behavioral needs.

Action Steps: Ensure that high quality professional development and coaching related to effective assessment and instructional strategies will be provided to

teachers and administrators. 1. Provide professional development on Core Six instructional strategies related to vocabulary instruction.

2. Revisit academic vocabulary and the use of the Personal Thesaurus to increase vocabulary.

3. Meet with the instructional facilitator to support classroom teachers needing additional support with instruction.

4. Science Literacy – in the classroom during guided reading and after school activities.

5. Administrators and our school’s professional development chairperson will review previously taught Assessment for Learning strategies.

6. All teachers will write explicit learning goals, in student-friendly language, and ensure that students receive meaningful feedback on growth

against these goals. (Assessment for Learning)

7. Grade level collaborative teams will meet with building administrators and facilitators to develop common language and expectations around

learning goals. Schedule and conduct follow-up conversations in winter 2016 to add another layer (Rigor/Relevance Framework) to our

conversations.

8. All classroom teachers will post learning targets in student-friendly language for student use, making learning expectations transparent for all.

9. Revise the walk-through form. (Learning goals and targets in student friendly-language.)

Increase teacher and administrator capacity to use data to improve instruction and by implementing and monitoring appropriate interventions.

1. Continually review the Data Team Process which includes a mini workshop at the beginning of the school year.

2. Administrators and staff will review MAP, Evaluate, AIMSweb, Discovery and other data sources to identify students requiring Tier 2 support.

3. Implement reading improvement plans at the beginning of the school year for 3 – 5 grade students reading two or more years below grade level.

4. Ensure accountability for fidelity to curriculum and instructional effectiveness throughout Kratz.


1. Increase the number of afterschool programs from five to eight focused on literacy, science, social skills and/or math.

Measurable Outcomes: 1. Conduct walk throughs with a specific focus upon the instructional strategies related to Rigor Relevance and Engagement for individual

teachers. Teachers would receive at least 2 walkthroughs in a 5 day A-E rotation.

2. Increase in the usage of the student Personal Thesaurus school-wide. Increase in words listed in the thesaurus

3. Student growth on SMART goals and district assessments.

4. Decrease in referral data by 33%

5. Parental involvement survey data.

6. Vocabulary Statement

30/60/90 Day Status: Faculty Meetings Quarterly individual data meetings teachers




District CSIP Strategy (s): ● Provide supports and resources to ensure progress toward graduation.

● Partner with post-secondary learning institutions and community organizations.

● Engage parents and students in college and career planning through personal plans of study.

Action Steps:


1. Review Vision and Mission at every faculty meeting.

2. K - 5th

grade academic goal setting based upon student’s individualized data and goals post high school.

3. Identify our school’s Collective Commitments

4. Increase the number of students participating in after school programs by providing additional after school programs related to literacy, math

and/or science.

5. Administrators and facilitators will collect examples/pictures of learning goals and targets to share with and among teachers.

6. Administrators will follow up with teachers about student learning goals during compelling conversations.

7. Engage students in special events and before/after school activities to foster positive relationships and encourage a sense of connectedness within

the school community. (Popsicles with the Principals, Evening opportunities continue to be available to students and their families, including one-

time events (i.e. Family STEAM Night, Math & Literacy Night).

Engage parents and students in college and career planning through personal plans of study. 1. Increase parent participation in data and goal setting meetings to monitor their child’s progress. (Sept 20 and 22) 2. Send Parent-Student-Teacher Compact home for parent/student signatures to be returned to the school.

3. Survey parents to identify topics of interest for additional parental involvement/workshop activities.

4. Parents are members on our School Improvement Team that meets bi-weekly.

5. Teacher academic presentations at PTO meetings.

6. Continue to sponsor parent meetings for assisting parents in using teaching methods and strategies to support their children’s education at home.

7. College Week during the week of conferences.


1. Continue partnership with University of Missouri Studio School.

2. Continue partnership with JA BizTown (5th Grade Students)

Measurable Outcomes: 1. 3

rd - 5

th graders will meet and/or exceed their academic goals based upon District based nationally normed assessments.

2. Student data binders which includes graphs and samples of student work towards goals.

3. Agenda/ Questions/Minutes from meetings with teachers.





District CSIP Strategy (s): ● Implement and facilitate parent education programs and communications that specifically relate to attendance.

● Implement problem-solving structures using data to improve individual student attendance and achievement.

● Ensure that rigorous, relevant, and engaging instruction occurs in safe classroom environments.

Action Steps: Implement and facilitate parent education programs and communications that specifically relate to attendance. 1. Monitor 90/90 student attendance reports in Tyler.

2. Work with Human Resources to monitor staff attendance.

3. Support student and staff attendance with incentives and individualized support.

Implement problem-solving structures using data to improve individual student attendance and achievement. 1. Utilize the Student Support Team process during grade level collaborative team meetings and six week data team meetings with interventionists

to identify students requiring Tier 2 supports and monitor fidelity to strategic monitoring.


1. Review PBIS universals

2. Use Review 360 behavior screener and monitoring data to efficiently identify and assist students who may require early or ongoing social-

emotional supports or instruction.

3. Utilize the Review 360 system to identify strategies to support student’s behavioral needs.

4. Implement Functional Behavior Assessment Team.

5. 5. Collaborate with SSD to conduct need assessment for supports with classroom management.

Measurable Outcomes: 1. Decrease in office referrals and number of attendance days out due to suspensions.

2. Quarterly support meetings with teachers with highest number of referrals.

3. Increase in staff attendance percentage.

30/60/90 Day Status: 1. Weekly student attendance letters sent home.

2. Meetings as needed with students who are at risk of falling below 90/90 attendance rate.


School/Department: Marion Elementary School Start Date: 716 - End Date: 10/13/16









Action Steps:

1. Professional development on building and sustaining a Professional Learning Community.

Quality Assessments with scoring guides and rubrics

Effective Descriptive Feedback

Refining the Data Team Process

RTI and Differentiation

2. Direct instruction in vocabulary

Primary classrooms will continue to implement vocabulary walls with visuals.

Upper grade classrooms will continue to implement vocabulary journals.

Collaborate with the leadership team on strategies to improve and monitor vocabulary usage.

3. Building level problem solving process

Close reading for math

Implement SOLVE and CUBS methods

Implement primary and upper grade strategies to help students internalize a problem solving process.

4. Professional development on “Guided Math Groups.”

Teacher leaders will provide professional development on Guided Math.

Professional development on Guided Math.

5. Provide support on using small group structures in reading.

Look for opportunities to refine small guided reading groups with support from our Instructional Facilitator, Stephanie Opela.

Provide opportunities to learn more about Literature Circles.

Look at formative assessments in reading (anecdotal notes and running records and the implications it has to future instruction) during pre and

post observations, individual meetings with administrators and during CLTs.

6. Provide interventions for students in English language arts and mathematics.

7. Engage a School Improvement Team comprised of parents, teachers, students and administrators to provide input on strategies to improve

student achievement.

8. Provide opportunities for after school tutoring for targeted students.

9. Increase opportunities for teachers to embed technology into daily instruction by purchasing technology for students.


Evaluate and Discovery benchmark data will indicate that there is a 10% increase from test #1 (9-9-16) to #2 (10-10-16) and formative data

received from Qtr. 1 to Qtr. 2 of SMARTgoal. Administrator notes Sign in Sheets Agendas









Action Steps:

Guidance counselor and social worker will communicate and support parents with strategies to maintain good attendance by calling parents on

the sixth day of absence to provide support, encouragement and information on attendance policies in RSD.

Guidance counselor has an annual college fair and invites members of the academic community as well as parents and members of the

Ritenour school community.

Communication is sent out to parents summarizing each guidance lesson.

Partnered with Maryville University to place practicum students at Marion Elementary School. Provide at least one opportunity a month for Marion families to be involved in Marion events. Provide opportunities for Marion families to give input on family events, goal setting, academic achievement and family involvement.


Evaluate and Discovery benchmark data will indicate that there is a 10% increase from test #1 (9-9-16) to #2 (10-10-16) and formative data

received from Qtr. 1 to Qtr. 2 of SMARTgoal. Goal setting conferences 100% of students in first through third grade will complete a personal plan of study. Letters to families and personal plan of study will be sent to parents in third grade.

Parent Letters Counselor classroom lesson schedules Maryville University log Monitor attendance during school activities.


.






Implement problem solving structures using data to improve individual student attendance and achievement.

Ensure rigorous, relevant and engaging instruction occurs in safe classroom environments.

Action Steps:

The counselor and the social worker will call parents and make home visits to communicate the importance of coming to school on a

regular basis.

Quarterly awards will be given to students that attend school regularly.

Attendance trophy award will be given to classes with 100% attendance. Award will be posted on the doors.

Monthly meetings with the counselor, social worker and administrator to discuss attendance, academic and behavior concerns.

Daily attendance can be used to pinpoint days and times that may be a concern.

Weekly attendance meetings with the principal, counselor and social worker.


Monthly and quarterly MSIP attendance data will be used to track the effectiveness of strategies.



School/Department: Marvin Elementary Start Date: 7/1/2016 End Date: 6/30/2017





Ensure that high-quality PD and coaching related to effective assessment and instructional strategies will be provided to teachers &

administrators.

Action Steps: 1. Administrators hold compelling conversations focused on individual student data with each teacher.

2. Modified PLC training through Education Plus (select members from leadership team)

3. Professional development for teachers in the PBTE/Domain 3/Component 3d (using assessment in instruction) during Professional Development

Days & faculty meetings.

4. All classroom teachers observe model classrooms 2X/year to evaluate instruction (specialists 1X/year).

5. Provide after-school PLTW for students with IEPs. Units targeted toward specific weaknesses in math.

6. PD in equity and providing culturally responsive instruction.

7. PD in the teaching of science (My-Sci, inquiry, scientific method) with assistance from Washington University.

Measurable Outcomes: 1. Increase in number of evaluations scoring proficient in component 3d by 5%

a. 15/16 Assessment Criteria - 42% of evaluations proficient/advanced

b. 15/16 Monitoring of Student Data - 75% of evaluations proficient/advanced

c. 15/16 Feedback to Students - 30% of evaluations proficient/advanced

d. 15/16 Students Self-Assessment and Monitoring of Data - 27% of evaluations proficient/advanced

2. Guided Reading/Workshop Model implementation with fidelity evidenced by lesson planning and observation

3. Improved reading, math, and science achievement for all subgroups (including IEP and ELL) by 3%

a. 2016 3rd Grade Subskills Probe

i. Hypohesis 62%

ii. Basis for Classification 60%

iii. Forces Acting on a Load 70%

iv. Vertibrates/Invertibrates 62%

b. 2016 4th Grade Subskills Probe

i. Plant/Animal Structures 40%

ii. Basis for Classification 52%

iii. Hypohesis 40%

iv. Energy in Plants/Animals 51%

v. Changes in States of Matter 51%

c. 2016 5th Grade MAP Proficient/Advanced - 16%

4. Improved PLC structures and outcomes (use of data, SMART goals) as measured by PLC Implementation Rubric






Engage parents and students in college and career planning through personal plans of study; partner with post secondary institutions and

community organizations.

Action Steps: 1. Continue use of personal plans of study through Guidance Curriculum

2. Refer parents to Missouri Connections (4th

& 5th

)

3. One after-school club visits UMSL every 3 years.

4. Class meetings focused on college & careers

5. 5th

grade participation in JA Biztown

6. Monthly Staff College-Wear days

Measurable Outcomes: 1. Student & staff participation career related activities

2. All students participate in Personal Plans of Study through guidance curriculum






Implement problem solving structures using data to improve student attendance and achievement.

Action Steps: 1. Identify and communicate with parents of chronically tardy and absent students.

2. Improve communication protocols (social media, school website, teacher contact).

3. Professional development focused on improving school culture.

4. Traveling attendance trophy for class with highest attendance rate each month

5. Administrative intern (teacher leader) performing action research on tardiness (calling parents of historically chronically tardy students and

setting plans for improvement).

Measurable Outcomes: 1. Improve 90/90 attendance 2% by decreasing the total number of absences and tardies (15/16 90/90 = 94.57%)

2. Decrease suspensions by 5% (83 suspensions in 15/16)

3. Improved satisfaction (based on climate survey) of parents concerning communications with school by 5%

a. I am informed about my child’s progress at school - 70%

b. I am a valued partner with the school in my child’s education - 71%

c. I feel welcome at my child’s school - 81%

d. At my child’s school, there is good communication with parents - 56%

4. Improved satisfaction (based on climate survey) of parents, students, and teachers concerning Marvin’s culture by 5%

a. I feel proud to say I am a Ritenour Employee - 79%

b. I love working at this school - 76%

c. Morale is high on the part of the teachers - 41%

d. Morale is high on the part of the students - 83%

e. Morale is high on the part of the support staff - 52%

f. Morale is high on the part of the administrators - 57%

g. Our school has a positive climate for staff and students - 66%



School/Department: Wyland Elementary School/ Ritenour School District Start Date: 7/1/2016 End Date: 6/30/2017









Action Steps:

1. Meet weekly in grade level PLCs.

Develop pre and post assessments.

Set and monitor SMART goals and post them.

Use data to plan for instruction and student supports.

Implement Assessment for Learning strategies (Learning Targets, Looking at student work, Feedback).

Meet with PLC leaders to provide development and support.

2. Provide PD on Culturally and Linguistically Responsive Teaching and Learning including rationale and specific strategies/protocols.

Provide differentiated development.

Model CLR strategies/protocols at PD days and staff meetings.

Provide opportunities for learning and dialogue about equity.

Provide opportunities for learning and dialogue about creating an inclusive learning community.

3. Provide PD around vocabulary instruction.

Create school-wide structures to embed vocabulary instruction.

Teach and model a variety of practices to teach vocabulary.

Share strategies during staff meetings and grade level meetings.

4. Engage in goal-setting.

Collaboration between students, parents, and staff to set goals based on data.

Provide opportunities for students to track their data.

Staff will set Professional Development plans and have dialogue with administrators.

5. Review and refine PBIS structures.

Review and revise behavior matrix and flow chart of classroom managed and office managed behaviors.

Provide universal training for all students and teachers with “Passport to the Wyland Way” and review as needed.

Plan monthly recognition of positive character traits.

Use Behavior 360 data to plan for student supports.

Provide professional development around Social Emotional Behaviors.

Revise structure for identifying students with SEB needs and implementing interventions.

Engage in more problem-solving meetings with staff and parents.

6. Provide opportunities for students to feel connected to school.

Plan and implement after-school programs.

Plan buddy activities (Fin Friends).

Engage students in leading assemblies.

Provide opportunities for student leadership and student voice.

7. Create intervention schedule with a specific intervention block for each grade level.

Grade level teachers will collaborate to provide tier 2 interventions to students in reading and math.

Interventionists will work with teachers to help students transfer strategies they are learning in tier 3 interventions.

Teachers will use data to determine interventions and supports.

General education and special education teachers will communicate and collaborate to ensure that students are getting tiered support.

8. Engage a School Improvement Team comprised of parents, teachers, students and administrators to provide input on strategies to improve

student achievement.

Schedule SIT meetings.

Engage in dialogue around best strategies and practices to improve student achievement.

9. Review the workshop model and provide PD around specific components of reading, writing, and math workshop.

Collaborate with Stephanie Opela, Mike LaChance, and reading interventionists to provide support for teachers.

Model and share ways to differentiate for students.

Provide opportunities for learning walks and lesson study.


All students will show growth on AimsWeb benchmarks and Evaluate, DRA, student work, and formative assessments.

Discipline data will show a decrease in office referrals. Walk-through data will show that teachers are using the workshop model and Assessment for Learning strategies.

Climate survey results will increase.

30/60/90 Day Update:








Action Steps:

Guidance counselor and social worker will communicate and support parents with strategies to maintain good attendance by calling

parents on the 6 days of absence to provide support, encouragement and information on attendance policies in RSD.

Guidance counselor will provide guidance lessons and help students explore career options, create personal plans of study, and create MO

Connections portfolios.

Guidance counselor will have a Career Fair and invite community members, as well as parents and members of the Ritenour school

community.

Communication is shared on website summarizing components of the guidance curriculum.

Partner with Maryville University to place practicum students at Wyland Elementary School.

Monthly parent engagements and events planned by Wyland staff and PHinS (Parents Helping in School)

Share important information and suggestions for how to support students at home

ELL teacher holds parent meetings about every 6 weeks

Parents are invited to Student Support Team meetings

Parents participate in IEP meetings

Parents attend student- led goal setting meetings at the beginning of the year.

Parents attend problem-solving meetings. Measurable Outcomes:

All students will show growth on AimsWeb benchmarks, Evaluate, and formative assessments.

Increase in university partnerships.








Ensure rigorous, relevant and engaging instruction occurs in safe classroom environments.

Action Steps:

The counselor and the social worker will call parents and make home visits to communicate the importance of coming to school on a

regular basis.

Monthly awards will be given to classrooms that have the highest percentage of student attendance.

Quarterly awards will be given to students that attend school regularly.

Weekly meetings with the counselor, social worker and administrator to discuss attendance, academic and behavior concerns.


Monthly attendance data will be used to track the effectiveness of the strategies.

Weekly attendance data will be used to identify students and families needing contact and support.



School/Department: Hoech Middle School Start Date: 7/1/2016 End Date: 6/30/2017










Action Steps:

1. Assess level of PLC implementation with PLC process and data team and continue the work started from prior years.

2. Make sure all students are tracked based on various benchmark tests, data team goals, and formative and summative assessments.

3. Review and refine PBIS processes and develop PBIS team with DWD Instructors. Integrate RtI process of academics and behaviors. Train

staff in Tier II and III processes such as Check in/out, Behavior Improvement Plans (BIPs), FABI and CPI.

4. Continue AFL work and assess levels of implementation of learning targets and student feedback (Strategies 1&2).

5. Provide instruction in AFL work with a building focus of strategies 3 and 4.

6. Create building wide walkthrough model and coordinate structure with RMS for conducting walkthroughs and assessing data.

7. Re-evaluate building schedule with a committee to ensure that it is best structured for academic achievement

8. Work with instructional facilitator, with building-wide focus to improve reading, math, and science scores.

9. Invite parents to data and goal setting meetings to monitor their child’s progress. (conferences , SST Process, Individual Meetings)

10. Formulate parent committees to help with various activities and academic programs around school.


Student growth within data teams based on teacher/ team SLO/ SMART goals.

Interim Benchmark tests such as eValuate, Discovery for science and AimsWeb.

Behavior and referral data

Observable data from walkthroughs conducted by various individuals, including instructional facilitators and district/building administrators

Schedule committee meetings that will assess teachers regarding how well the schedule is working for our students

Coaching conversations that take place between instructional facilitator and various teachers

Student academic data, behavior data, and parent and teacher reports

Anecdotal data from parents, staff, and students; surveys given to those three groups to assess the success of various programs








Engage parents and student in college and career planning through personal plans of study.

Action Steps:

1. Review vision and values and have recommitments from staff of both

2. Educate parents and community members about our mission, vision, and values and align practices between home and school

3. Bring opportunities to school that will increase CCR focus such as career fairs and college days

4. Seek parent volunteers to help us with programs that focus on college and career planning

5. Increase student access to PLTW instruction and presentations


Staff and parent participation and assessment of vision and mission implementation

Students learn about potential careers and what are the requirements to move into those fields.

More student participation in PLTW and related fields



Possible for students to apply what they have learned by putting on a student led career fair.







Action Steps:

6. Formulate an attendance team that involves meetings with social worker, administrators, counselors and office staff

7. Monitor 90/90 attendance reports through Tyler

8. Align PBIS Tier I incentives with attendance improvement practices

9. Put incentives in place to maintain good attendance


1. Reports through Tyler

2. Attendance reports showing a 90 plus average.




School/Department: Ritenour Middle School Start Date: 7/1/2016 End Date: 6/30/2017






Action Steps:

30 Day (September 23)

1. Modify walk-through form for 2016-2017 school year, matching Hoech Middle School.

2. Conduct walk-throughs for baseline data around AFL, engagement and best practices, and begin systematic sharing of results through Monday

Memo.

3. Implement bi-weekly Instructional Leadership Team cycle of collaborative walkthroughs, incorporating Hoech admin when available, to

calibrate a common language around best practices.

60 Day (November 4)

4. Complete first two rounds of formal observations of all teachers on cycle by November 4, 2016.

5. Members of the ILT select three non-cycle teachers for weekly coaching conversations, based on the Leverage Leadership model.

6. Teachers and administrators use data from 3 two-week rounds of universal walkthroughs to set SMART goals for consistent use of agreed upon

best practices (including AFL and engagement) .

90 Day (December 21)

7. Implement teacher walkthroughs, facilitating opportunity for each teacher to observe two of their colleagues.

8. Complete another 3 two-week rounds of universal walkthroughs, sharing progress towards SMART goals

9. Continue coaching conversations and complete the final round of required observations, setting up time after Holiday Break for IPDP mid-

year checks based on observational data.


1. Walkthrough Form (DONE 9/19)

2. Monday Memo

3. ILT Agenda (DONE 9/13)

4. PBTE Report

5. Coaching Conversation template

6. SMART goals for observable best practices

7. Teacher walkthrough forms

8. Staff Meeting agenda (SMART goal progress report)

9. PBTE Report


CSIP GOAL 2: The Ritenour School District will ensure every student successfully graduates high school prepared for college or career.




Action Steps:


1. Create four 6-week math/science interventions and eight 6-week enrichment interventions for Husky Time rotation, and train staff on use of the

lessons.

2. Facilitate opportunities for Admin, ELL and Math co-teaching partners to engage in PD in and out of school.

60 Day (November 4)

3. Complete first round of intervention and enrichment rotations, recording pre and post test data in the Husky Pride

shared google sheet.

4. Engage ILT with ELL and Math co-teaching partners on strengths and opportunities of the model.


5 Complete second round of intervention and enrichment rotations, recording pre and post test data in the Husky

Pride shared google sheet.

6. Draft plan for future ELL co-teaching partnerships through the work of ELL and Math co-teaching partners


1. Google Drive Folders with interventions and enrichment (DONE 9/21)

2. Conference Form (DONE 9/14)

3. Husky Pride Google Sheet

4. ILT Meeting Agenda

5. Husky Pride Google Sheet

6. Draft plan of ELL co-teaching model


CSIP GOAL 3: The Ritenour School District will ensure all students regularly attend school, meeting the standard of 90% of students




Action Steps:


1. Husky Pack curriculum re-written to focus on team building and weekly reflection on annual goals

2. 7th Grade Cohort of 50 students surveyed about strengths and opportunities of the Husky Pack model from 2015-2016

60 Day (November 4)

3. 7th Grade cohort of 50 students surveyed about strengths and opportunities of the current Husky Pack model

4. Collect attendance, academic and discipline data of 7th Grade cohort of 50 students compared to last year at this time.


5. 7th Grade cohort of 50 students surveyed about impact of current Husky Pack model on attendance, academic and discipline data

6. Collect attendance, academic and discipline data of the 7th Grade cohort of 50 students compared to last year at this time.


1. Husky Pack curriculum (DONE 9/22)

2. Google Sheet survey data (DONE 9/19)

3. Google Sheet survey data

4. Google Sheet data indicators

5. Google Sheet survey data

6. Google Sheet data indicators


School/Department: Ritenour High School Start Date: 7/1/2016 End Date: 6/30/2017


standard or demonstrate required improvement and enable every student to meet their personal, academic, and career goals. We will

focus on every student’s strengths and opportunities ensuring growth.








Action Steps:

Use the 3rd

Year PLC/Data Team process to focus and guide instruction (Data Team process: 1. Collect and chart data; 2. Analyze strengths

and obstacles; 3. Establish goals: set, review, revise; 4. Select instructional strategies; and 5. Determine results indicators) Data will be used

to monitor weekly/biweekly student progress on district assessments to increase individual student performance. MO PLC Project coach will

help assist in professional development and implementation.

Use Itemized benchmark Data EOC reports (English I and II, Government, Algebra I, Algebra II, and Biology) to determine areas of focus in

the curriculum.

Use frequent formative assessments and data analysis to inform instruction. Use data to re-teach concepts to students who need extra

academic support, and provide extension activities to students who are already proficient.

Administrators will work to increase the level of instructional leadership in our building by setting goals and spending more time in classroom

observations and drop-ins. We have developed an Assistant Principal of Instruction role whose primary goal is to be in classrooms at least four

hours a day, starting day 1. The head principal will also aim for four hours a day starting the third week of school until Spring Break. The two

will complete 42 summative evaluations on teaching staff. The whole administrative team will have a minimum of 1,000 drop-in and full

length observations over the course of the 2016-17 school year.

Focus on literacy across the curriculum to increase students’ vocabulary, reading, writing, and speaking skills. This includes close reading,

promotion of academic language, CRL, Close Reading, the Marzano 6 strategies for teaching content vocabulary and increased use of Cornell

notes in all classes. It also means starting dialogue to make reading/writing part of every class.

Targeted tutoring will be provided for students in Algebra 1, Algebra 2, Geometry, Biology, Chemistry, Physics, and English.

Support 9th grade students during their initiation to the high school setting by scaffolding structures for their success to include: 8th Grade

Night, 9th Grade Transition Day; weekly #Team Freshman meetings ; targeted approaches to meeting the needs of at-risk freshmen, and

Youth in Need’s RISE program. An expectations assembly also happened with all four classes individually.

Teachers will use Tyler Parent Portal to update parents about assignments, tests, projects, and behavior so that parents and students can

monitor progress more consistently. Updates will be done every two weeks at minimum.

Teachers will contact parents live with an academic concern before it becomes a problem. Contacts will be logged in Tyler.

Celebrate academic achievement through Renaissance academic recognition programs. Students who are on Honor Roll or who have earned

Husky Cards will receive public recognition at an assembly each semester to promote learning and high student achievement.

Identification of at-risk students (low academic achievement, low attendance, high referrals, etc.) will be made through the SST process.

Students will receive wrap around services from various community agencies and be assigned a mentor (teachers, administrator, coach, etc.)

that will meet and monitor student progress. Students will be required to participate tutoring, and credit recovery using systems such as day

and evening e2020 programs, Night School, and Summer School.

Employ ELL (English Language Learners) instructional strategies and services to support and close gaps in learning and comprehension for

our target audience.

Focus on A+ to get more students involved than what we currently have. The target group will be freshmen.

Solidify PBIS to improve student behavior, social competence and building climate to positively impact student achievement. Through PBIS

committee work, Tier I and II supports systemically implemented this school year.


Increase monitoring of academic areas through instructional leadership (scheduled, unscheduled, and drop-in evaluations).

Increase academic outcomes (improved EOC results BBBPA, increased Dual Credit enrollment, and CFA gains).

Increase safety net programming attendance (tutoring, e2020, night school, and summer school).

Increase academic communication through communication logs.

Increase levels of student academic recognitions.

Decrease behavioral data points through PBIS (behaviors leading to referrals for class disruptions, defiance, truancy, tardy).




We will engage every student in rigorous and relevant learning.





Action Steps:

CCR is embedded into our mission, vision, and daily instruction. College counseling will include “EVERYONE” in for 2016-17. RHS also

hired a ½ time CCR person to assist in the process. The CCR office area has only a college and career focus this year too.

Track and announce to students that ACT will pay the enrollment fee (two times) for 11th and 12th grade students who qualify for

free/reduced lunch, getting them to take as frequently as possible for free.

Throughout the year, testing and registration deadlines/information will be communicated to all juniors and seniors via Blackboard, email,

website, social media, CCR Monitor, and in-school announcements.

Encourage all students interested in military to take the ASVAB. The ASVAB will be offered to sophomores, juniors and non-tested seniors

on campus a minimum of 3x this school year.

Encourage seniors who are 1 point from one of the state standard cutoffs (22 and 26) to retake the ACT. Re-takes will be fully funded if

resources are available.

Promote and support Club 22 for all students who score a 22 or higher on their ACT. Students will be recognized on announcements, website,

and with Club 22 shirts to promote a positive academic focus and school environment.

Community partnerships onsite with the Scholarship Foundation of St. Louis and Missouri College Advising Corps onsite.

400 students grades 9-12 to participate in the College Series to assist them with college preparation.

ACT Prep provided for teachers and students with emphasis on strategies to increase ACT outcomes for all.

Plans to ensure 100% of graduates take the ACT, ASVAB, or COMPASS prior to graduation.

RHS will plan and implement both a College Expo and a Career Expo in the 2016-17 school session.

RHS will host FAFSA assistance events this school year to support families in FAFSA completion.

RHS will continue to partner with post-secondary institutions with both on and off campus visits this school year.

Gather resources about the college planning process and make them available to all students.

College Counseling Team to attempt to meet with each senior at least 1 time.

The percentage of graduates who count as receiving college credit through AP tests, dual enrollment, or dual credit courses will increase by

the end of the 2016-17 school year.

Continued partnerships with SLU, UMSL, STLCC, and Missouri Baptist to offer courses that can be taken for college credit.

Teachers and counselors will communicate to teachers the importance of getting students in their classes to enroll in these classes for college

credit. We will promote active recruitment and retention of students who possess the capacity to succeed in these courses.

If funding can be procured, RHS will hold a lottery to choose one student from each section to pay for that student’s college credit registration

fees.

Encourage teachers interested in teaching dual enrollment courses to work toward the goal of having the credentials required for students to

earn college credit.


Increase graduation rate.

Increase enrollment and enhanced outcomes for students in AP, dual enrollment, or dual credit courses.

Increase percentage of students attending 2 and 4 year institutions with an emphasis on 4 year increase.

Track and increase percent of seniors who apply for are accepted by postsecondary institutions.

Track and increase the percent of graduates who take the ACT, ASVAB, and Compass tests.

Track and increase ACT scores of students participating in ACT Prep.

Track and increase the percent of seniors who complete the FAFSA.

Track and increase the percent of students who apply for state grants by the deadline.

Track and increase the percent of students who complete at least one college application.

Track and increase the percent of students who apply for scholarships and the dollar amount of scholarships awarded to seniors.









Action Steps:

Maintain accurate attendance records through consistent, streamlined, systemic reporting of absences and tardies. Attendance plan highlights

include 1) automated reporting though Blackboard for students not in attendance at 9:30am and 2:15pm, 2) 7th hour truancy referral reports

each day, and 3) all absences are put in through grade level each day.

Continue close progress monitoring of excessively absent/ truant students and those with attendance rate is between 80-89% addressing single

period and whole day absences as appropriate.

Create transparency in the data by posting daily attendance in a central location and sharing monthly averages.

Monthly attendance communications with stakeholders via blackboard will communicate attendance updates and reminders as to attendance

policies and procedures.

Implement attendance incentives (class competitions and 90/90 end of the year attendance celebration) by targeting students with +90%

attendance and perfect attendance.

Sustain consistent parental contact regarding attendance tracked through parental contact logs, meetings, home visits, and attendance letters.

Utilize Blackboard for “Wake-Up Calls” for those students who are habitually late to 1st hour.

Conduct home visits with grade level team, SRO, or social worker for those students not meeting the MSIP 5 90% expectation for attendance.

Closely monitor students leaving campus prior to school starting, running frequent passing time checks, and putting a clear emphasis on being

present and on time.


Outcomes will be measured monthly through school wide and cohort based attendance data.

30/60/90 Day Status: TBD


ritenour csip 2016-17 - ritenour.k12.mo.us

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