table of contents - wcboe.org€¦ · web viewit is the policy of the wicomico county board of...

East Salisbury: School Improvement Plan 2019-2021

Table of Contents

Title I Executive Summary Page #

School Leadership Team School Faculty and Administration 3

4-5

School Improvement At-A-Glance Mission and Vision

Priorities and SMART Goals

6-10

11

Priority 1 Literacy 12

Priority 2 Mathematics 16

Priority 3 School Quality and Student Success 19

Appendices ESSA Report Card 2018

ESSA Report Card 2019

PBIS Plan

Disproportionality Plan

20

NOT RECEIVED YET

21

25

2 | P a g e


School Leadership Team

Member Title/Position

Maria Wright Principal

Tara Parsons Assistant Principal

Timothy Dickson Dean of Students

Dr. Hall Board Representative

Kehinde Olukoga Parent Representative

Sarah Casares Parent Representative

Erika Kissinger 5th Grade, Co-Chair

Erica Hickerson 4th Grade, Co-Chair

Tess Dekich ELL

Michelle Shreeves Title I Intervention

Kirsten Biddle Third Grade

Rebecca Pavic School Support

Donyelle Cottingham SPED

Ron Bose Specials

Cynthia Rainbow Math Coach

April Guard Reading Coach

Mandy Faist PBIS

Lakeisha Branyon Instructional Assistant

3 | P a g e


East Salisbury SchoolTitle I

ESSA Rating: 2019 – 2020

Wicomico County Public Schools

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

community’s students.

Vision Points2017-2022 Strategic Priorities

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

Educational Equity Policy

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

4 | P a g e


language, race, religion, sexual orientation, and socio-economics.

School Mission and Vision Statements

The mission of East Salisbury School is to provide all students the opportunity to develop academic skills and social skills that will enable them to meet the challenges of an ever-changing and complex 21st century society. Belief Statements:

All children can learn. Each student should be challenged to reach his/her full potential. The diversity of each individual, including his/her unique and innate characteristics, will be respected. Students will experience challenging content and achieve high standards. Each student will acquire a core body of knowledge. Values adopted by the Wicomico County Board of Education should be reinforced. Family and community involvement will be welcomed and encouraged. On-going evaluations of our school’s performance will ensure the effective and efficient delivery of high-quality education. Every student will be provided rigorous and relevant instruction by a MSDE endorsed teacher. Each student will be provided a safe learning environment.

Values: We expect parents, faculty, and staff to work collaboratively to ensure a safe educational environment in which all

students can learn and grow emotionally, socially, and academically. We will instill characteristics in our students that allow them to become productive citizens of our local community

through acts of community participation and service. We will work collaboratively with our student advisor, social worker, school counselor, and dean of students to provide

models and strategies for effective coping skills, positive conflict resolution, and team building.

5 | P a g e


We will employ strategies that extend relationship-building opportunities beyond the school walls so that every family can substantially contribute to the education of their children.

We will provide rigorous instruction through differentiation, small group learning, Lucy Calkins programs, and enrichment opportunities so that all students can learn.

6 | P a g e


Coordinated School Initiatives 2019-2020The mission of our school community is to provide a diverse population with an opportunity to acquire rich and varied educational experiences. East Salisbury Elementary School-wide programs include:

Teachers continuously collaborate and/or co-teach to provide instruction on a tiered level to meet the needs of all learners. Lessons also mirror the structural demands of the Maryland College and Career Readiness Standards (MDCCRS).

Teachers continuously use before, during, and after reading strategies with all our readers. Teachers continuously use manipulatives and provide scaffolded instruction to meet the needs of all our math students.

Literacy is a focus of improvement based on School Progress Index (SPI) results. MCAP, Interim Assessments and Reading inventory data revealed Reading Achievement and Gap Reduction are two areas of need for our school. The 2018-2019 MCAP data reveals 31.1% of students met or exceeded literacy expectations. Therefore, combined with our county and school assessments, as well as available historical data the 2019-2020 school-wide goal is for 50% of students to meet or exceed expectation on the MCAP 2019-2020 assessment. With the combined efforts of our Reading Coach, Classroom Teachers, Special Education Teachers and Administrators, we plan to implement the following strategies and professional development to increase student literacy.

Align all instructional strategies with the rigor of MDCCRS through lesson development, collaboration and professional development that enhances instructional knowledge.

Teachers will formulate and ask text dependent questions across content areas that require text evidence responses. Monitor student progress through running records for each student and adjust student guided reading texts and group

placement accordingly. Create common performance assessments focused on MDCCRS that reflect the demands of the PARCC assessment.

7 | P a g e


Math is a focus of improvement based on MCAP, Interim assessments, and historical data for grades 3, 4, and 5, solving multi-step word problems is an area of Mathematical need for East Salisbury students. The 2018-2019 MCAP data reveals 30.3 % of students met or exceeded math expectations. Therefore, combined with our county and school assessments, as well as available historical data the 2019-2020 goal for third grade is for 50% , fourth grade is for 40%, and fifth grade is for 65% of students to meet or exceed expectation on Interim 3.

With the combined efforts of our Instructional Coaches, Classroom Teachers, Special Education Teachers, Interventionists, and Administrators, we will implement the following strategies to increase Mathematical success for students.

Accelerate student learning in Mathematics through applying and evaluating real world applications. Incorporate writing in the instructional Math block by completing word problems daily and weekly CRs. Dissect the curriculum and standards during PLCs and Professional Development to enhance instructional knowledge. Use strategies to support English Learners as provided in the “Supporting English Learners in Math Participant Guide.”

Federal, state, and local resources are being used to maximize the impact of the schoolwide plan. Student Health Partnerships: To support student health, East Salisbury School participates in dental and flu programs

supported through Chesapeake Health Services and the Lion’s Club. The Home School Liaison and Social Workers serve as a liaison between the school and outside agencies: Chesapeake Health Services, Maple Shade, the Wicomico Health Department, and other community partners.

Community Eligibility Provision (CEP): This program provides free lunch to all students at East Salisbury School. Fresh Fruit and Vegetable Program: This program provides a daily fresh fruit or vegetable snack for students at East Salisbury

School. Backpack Program: The Home School Liaison and Social Workers assist students and families in transition through the

Backpack Program at East Salisbury School which provides weekly snacks and meals for over the weekends and holiday breaks through Maryland Food Bank partnership and community donations.

Community Faith-Based Partnerships: East Salisbury School will collaborate with community faith-based partners, Immanuel Baptist and Emmanuel Wesleyan, by serving as volunteers at various school events while also donating school supplies.

Professional Development School (PDS): East Salisbury School partners with Salisbury University serving as a field placement for students that are within the education program. High performing interns are encouraged to apply for open teaching positions at East Salisbury School to maintain Highly Qualified teaching staff.

Maryland Foodbank- East Salisbury School will collaborate with the Maryland Foodbank to provide food for families in need.

8 | P a g e


Nutrition- East Salisbury School will collaborate with University of Maryland Extension to provide nutrition lessons to grade 4 students.

Community Bridges- East Salisbury School will partner with Salisbury Police Department to provide a program exposing children to law enforcement.

Goodwill Lower Shore Career Center- East Salisbury School will partner with Goodwill Lower Shore Career Center to provide adults with strategies for obtaining a career.

9 | P a g e


Priority Statement #1:

Students will increase comprehension of grade level text as indicated on the Reading Inventory.

SMART Goal:

50% of grade 3 students will score proficient or advanced as indicated by the Reading Inventory assessment, thus increasing by 5% from the April 2019 Reading Inventory assessment.




Students will increase proficiency in two step and multi-step problem solving skills.

SMART Goal:

50% of 3rd grade students will meet or exceed expectation on Interim 3 in 2019-2020. (OA.8)40% of 4th grade students will meet or exceed expectation on Interim 3 in 2019-2020. (OA.3)65% of 5th grade students will meet or exceeded expectation on Interim 3 in 2018-2019. (NF.2)


Student conduct referrals will decrease.

SMART Goal:

We will reduce school conduct referrals (without bus referrals) by 20% from 97 office referrals in the 2018-2019 school year to 73 or fewer office referrals in the 2019-2020 school year.

10 | P a g e


Priority 1: ESSA Category – Academic Achievement/Progress - Literacy

Literacy

The needs assessment is based on our school wide MCAP, Interim Assessment, BAS level, Reading Inventory data, and ILT conversations and our focus will be to grow reading comprehension for all students.

SMART GOAL50% of grade 3 students will score proficient or advanced as indicated by the Reading Inventory assessment, thus increasing by 5% from the April 2019 Reading Inventory assessment.



DATA to SUPPORT GOAL

In the 2018-2019 school year 45% of grade 3 students were proficient or advanced on the Reading Inventory assessment. In the 2018-2019 school year 42% of grade 4 students were proficient or advanced on the Reading Inventory assessment.In the 2018-2019 school year 44% of grade 5 students were proficient or advanced on the Reading Inventory assessment.

Strategies and Effective Practices: 1.0 Align all instructional strategies with the rigor of MDCCRS.

11 | P a g e


1.1 Teachers will execute rigorous lessons aligned with the MDCCRS and NGSS standards to meet the needs of our diverse student population developed by Fountas & Pinnell and Wicomico County Reading coaches. 1.2 Using Fountas & Pinnell Classroom and support staff, teachers will implement differentiated instructional strategies and best practices to accelerate student learning and meet individual student needs. 1.3 Special Education, Intervention, and English Language teachers will work cooperatively with the classroom teachers on a daily basis to provide acceleration (LLI) and accommodations that will allow all students to access the curriculum. 1.4 ELA teachers will participate in professional development provided by ELA coaches and lead teachers to enhance staff instructional knowledge and skills related to the MDCCRS. (ELA Block Design, Novel Approach, Interactive Read Aloud, Writer’s Workshop, Independent Reading, Word Study, Fountas & Pinnell Mini Lessons) Dates TBD.1.5 Paraprofessionals will participate in professional development provided by ELA coaches on Word Study and Novel Approach to better assist the classroom teacher with integrating instructional strategies. Dates TBD.1.6 Teachers will participate in Professional Learning Communities (PLC’s) once per cycle where they work collaboratively to examine and discuss student performance data, Interim Assessment results, teacher created pre and post assessments, running records, and student writing. Teachers will also determine targeted instructional areas. Based on data results, instructional will be adjusted to meet individual student needs.1.7 Differentiated instruction daily in ELA classes to accelerate student learning as teachers will continually track individual student data including running records, quick checks to guide whole group instruction and to ensure accurate small group of students for intervention and enrichment. Students will use a variety of both instructional and grade level texts. 1.8 Teachers will provide our instructional assistants with daily written objectives, materials, plans and procedures. Instructional assistants will maintain these plans in a binder and provide daily feedback to the teacher focusing on individual student progress. 1.9 Parents, families, and community members will be involved with literacy family engagement activities so that they will work as partners alongside East Salisbury School Staff in order to support student literacy success. Through Parent Advisory Council Meetings (PAC) held in the Fall and Spring for parents, families, and community members to develop and discuss the Family Engagement Brochure, School Improvement Plan, Partners in Learning Compact, and the Title I budget. Literacy family engagement activities are held throughout the school year as Title I Family Nights. At the start of the school year and through monthly newsletters curriculum and grade level expectations will be shared by teachers.

12 | P a g e


Milestones

Date Data Explanation & Needed AdjustmentsSeptember, 2019 Reading Inventory (Grades 3, 4 & 5) Data from this assessment will determine students

baseline scores.October, 2019 and November, 2019

Monthly Running Records (Grades 3, 4 & 5) Monthly running records to include provided comprehensive conversation

January, 2020 Reading Inventory (Grades 3, 4 & 5) Grade Level 3 Students –2.5% Increase over 2018-2019Grade Level 4 Students – 4% Increase over 2018-2019Grade Level 5 Students – 3% increase over 2018-2019

February, 2020 and March, 2020

Monthly Running Records (Grades 3, 4 & 5) Monthly running records to include provided comprehensive conversation.

April, 2020 Reading Inventory (Grades 3, 4, & 5) Grade Level 3 Students – 5% Increase over 2018-2019Grade Level 4 Students – 8% Increase over 2018-2019Grade Level 5 Students – 6% increase over 2018-2019

13 | P a g e


Priority 2: ESSA Category – Academic Achievement/Progress - Math

Math

Based on school wide MCAP data and Interim Assessment data, our focus will be to grow student’s ability to solve two step and multi-step mathematical word problems as discussed in ILT and faculty meetings.

SMART GOAL

50% of 3rd grade students will meet or exceeded expectation on Interim 3 in 2018-2019. (OA.8)40% of 4th grade students will meet or exceeded expectation on Interim 3 in 2018-2019. (OA.3)65% of 5th grade students will meet or exceeded expectation on Interim 3 in 2018-2019. (NF.2)

DATA to SUPPORT GOAL43% of 3rd grade students met or exceeded expectation on Interim 3 in 2018-2019. (OA.8)65% of 3rd grade students were considered level 1 (below expectations) or level 2 (nearly meets expectations) in the area of mathematical reasoning as measured by the MCAP Spring 2019 data.

33% of 4th grade students met or exceeded expectation on Interim 3 in 2018-2019. (OA.3)65% of 4th grade students were considered level 1 (below expectations) or level 2 (nearly meets expectations) in the area of mathematical reasoning as measured by the MCAP Spring 2019 data.

60% of 5th grade students met or exceeded expectation on Interim 3 in 2018-2019. (NF.2)69% of 5th grade students were considered level 1 (below expectations) or level 2 (nearly meets expectations) in the area of mathematical reasoning as measured by the MCAP Spring 2019 data.

14 | P a g e


Strategies and Effective Practices: 2.0 Align all instructional strategies with the rigor of MDCCRS.2.1 Teacher created and county provided formative assessments will be taken to track student performance/growth in a given standard. This data will be looked at during grade level PLC sessions following “Looking at Student Work Analysis Protocols.” Trends in student strengths and weaknesses will be identified to drive instruction during flex days and daily Math Meetings. 2.2 Teachers will provide a two-step/multi-step word problem, from the ES9 or Tackle the Task, daily during the Math Meeting using the EM4 curriculum.https://ies.ed.gov/ncee/wwc/Intervention/207

2.3 Students will participate in Number Talks to develop a multitude of strategies that will support them while completing two-step/multi-step word problems. http://mathperspectives.com/wp-content/uploads/2016/12/Number-Talks-Research-Basis.pdf

2.4 Inquiry based professional development will be provided to teachers by the math coach to assist in teaching concrete to representational to abstract concepts in grade level specific math content areas. This will help students to solve two-step/multi-step word problems.2.5 Teachers will participate in coaching cycles on numberless word problems wherein they will receive professional development and collect baseline benchmark and post assessment data to analyze student growth. Using this gradual release approach to using number sense will give students strategies for tackling two-step/multi-step word problems. 2.6 Students will engage in ST Math with the goal of utilizing it for 60-90 minutes per week to improve visual problem solving, critical thinking, and to develop conceptual understanding of abstract symbols and procedures.

o https://blog.mindresearch.org/blog/st-math-for-students-in-special-education o https://blog.mindresearch.org/blog/equitable-access-ells

2.7 Students will utilize the Notice and Wonder strategy to stimulate curiosity and set the stage for inquiry. https://www.nctm.org/Classroom-Resources/Problems-of-the-Week/I-Notice-I-Wonder/2.8 Students will utilize the Read, Plan, Solve, Check strategy to enhance problem solving skills. https://ies.ed.gov/ncee/wwc/Intervention/207

15 | P a g e

https://ies.ed.gov/ncee/wwc/Intervention/207

https://www.nctm.org/Classroom-Resources/Problems-of-the-Week/I-Notice-I-Wonder/

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

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

http://mathperspectives.com/wp-content/uploads/2016/12/Number-Talks-Research-Basis.pdf

https://ies.ed.gov/ncee/wwc/Intervention/207


Milestones:Date Data Explanation & Needed Adjustments

November (3rd & 4th) County Interim Assessment Data from this assessment will determine students baseline scores.

December (3rd – 5th) Grade-Level Two-Step/Multi-Step Assessment The Math Coaches will assist in developing these assessments.January (3rd-5th) County Interim Assessment Grade Level 3 Students –3.5% Increase over 2018-2019

Grade Level 4 Students – 3.5% Increase over 2018-2019Grade Level 5 Students – 2.5% increase over 2018-2019

March (3rd – 5th) Grade-Level Two-Step/Multi-Step Assessment The Math Coaches will assist in developing these assessments.April (3rd & 4th) County Interim Assessment Grade Level 3 Students –7% Increase over 2018-2019

Grade Level 4 Students – 7% Increase over 2018-2019

May (5th) County Interim Assessment Grade Level 5 Students – 5% increase over 2018-2019

16 | P a g e


Priority 3: ESSA Category – School Quality & Student Success

Based on conduct data, ILT conversation, and results from the 2018-2019 Climate Survey our focus will be to reduce school student conduct referrals (without bus referrals).

SMART GOAL

Reduce school conduct referrals (without bus referrals) by 20% from 97 office referrals in the 2018-2019 school year to 73 or fewer office referrals in the 2019-2020 school year.

DATA to SUPPORT GOAL

During the 2018-2019 school year there were 97 office referrals (not including bus referrals).

17 | P a g e


Strategies and Effective Practices: 3.0 Provide intervention to improve student conduct. 3.1 Restorative Practices (once per cycle scheduled with a first responder)3.2 Community Circles with a focus on restorative practice questions will be held once a month by the classroom teacher3.3 Positive Behavior Interventions and Support Program (PBIS) will be used as a major component for our school wide plan for establishing self-responsibility, positive values, and self- worth. 3.4 All staff will use positive behavior referrals to recognize positive student conduct. These will be announced during morning announcements. 3.5 Teachers will reward students displaying positive behaviors with Classroom DOJO, allowing teachers and students to track positive behavior and reward students that earn a specific amount of points set by the PBIS team. 3.6 Character education lessons will be taught by our guidance counselor once per cycle. 3.7 Teachers will use first responders to assist with classroom managed behaviors before they escalate.3.8 Grade level representatives and administration will attend the “Get Your Teach On” conference and provide professional development to staff on developing/teaching lessons more engaging in an effort to reduce office referrals.

Milestones Date Data Explanation & Needed Adjustments

End of Marking Period 1 Referral data from WCBOE X2 system Monthly behavior PLC sessions will focus on teacher referrals and how the behavioral toolkit is being used to respond to student behaviors.



End of Marking Period 4 Referral data from WCBOE X2 system We will have 73 or fewer office referrals in the 2019-2020 school year.

18 | P a g e


Appendices:

School’s ESSA Report Card for 2018

School’s ESSA Report Card for 2019

School’s Disproportionality Plan

School’s SRO Plan (If Applicable)

19 | P a g e


20 | P a g e


East Salisbury Elementary SchoolPBIS Action Plan

2019 – 2020

1. Tier 1: Schoolwide integration of Do Right Wildcat Expectations and classroom dojo to reduce problem behavior and monitor student’s positive behavior in all schoolwide settings.

Expectations Interventions RewardsTeachers will teach PBIS Do

Right Wildcat lesson plans in the beginning of each school

year.

Positive expectations are taught to each student in the school.

Dojo points are earned for positive behaviors and may be used towards classroom and schoolwide incentives.

Teachers will teach self-created refresher lessons

throughout the school year as needed for student success.

Positive expectations are reinforced throughout the school

year.

Students are able to earn Dojo points towards incentives. Students are able to receive positive

referrals for good behavior.

Daily Do Right Wildcat Pledge on Announcements

Student Recite the pledge daily.Do Right Wildcats will do right,

respect self, do right respect others, and do right respect

property.

Students increase intrinsic motivation and ownership of the school wide rules.

Attendance

Students will be provided with frequent reminders about the

importance of arriving on time and attendance to school on morning

announcements.

Students will have the opportunity to earn a charm necklace for perfect attendance and an

additional charm for each month of perfect attendance throughout the school year.

Homerooms will also compete against each other for a monthly ice cream treat awarded to the

class per grade level with the highest attendance.

21 | P a g e


Tier 2: Interventions in place for yellow zone students.

Expectations Interventions RewardsGrade level responders 3rd Ms. Allen4th Mrs. Pavic5th Mrs. RhodesWill check in and out with yellow zone students daily.

Grade level responders will check in and out with yellow zone students daily to reinforce Do Right

Wildcat Expectations.

Yellow zone students will receive increased adult supervision, increased opportunity for positive reinforcement, increased access to academic support, merits, and dojo points.

Rewards in DojoData will be tracked in Classroom Dojo regarding student positive and negative behaviors. Parent

contact through dojo, telephone calls, and notes home

Students who receive enough dojo points to attend incentives will be invited to

attend incentives monthly in the classroom as well as large scale incentives.

Data Tracking Behavioral Data will be tracked using X2 for referrals and X2 Journaling for classroom managed behaviors.

Students who receive a formal referral in X2 will be ineligible to attend large

quarterly incentives.Social Skills Groups and Lunch Bunches

Ms. Allen – 3rd GradeMrs. Pavic – 4th

GradeMrs. Rhodes – 5th

Grade

Yellow zone students targeted for specific skills deficits are invited to participate in weekly social skills groups and/or lunch bunches to reteach skills as needed by

students.

Students are able to practice new skills in a safe and accepting environment.

AttendanceMrs. Burton –

SecretaryMrs. Marshall – HSL

Parents and students with attendance concerns will receive contact (Days 1-4 absent); Day 1 – phone call

home, Day 2 - phone call home and student conference, Day 3 - phone call home and written letter

mailed home, Day 4 - phone call home and HSL and Student advisor will also contact parent and/or

conduct a home visit.

Students will increase intrinsic motivation regarding the greater sense of importance

of attendance and punctuality.

22 | P a g e


Tier 3: Individual supports for red zone students

Expectations Interventions RewardsStudents in the red zone will have FBA’s and/or BIP’s developed to

meet their individual needs. These students will be monitored by Student Services or IEP teams.Daily implementation will be

conducted by grade level responders

3rd – Ms. Allen4th – Mrs. Pavic

5th – Mrs. Rhodes

Interventions will be based on the student’s individual needs. Some

examples may include… restorative practices, behavior meetings, daily

monitoring of behavior charts, counselor/student advisor/social

worker/dean of student’s services, parent contact, referral to administration, reward

system, SST reviews, Wraparound, and Alternatives to suspensions.

Individual rewards are based on the students interests and buy in. For example, students may request

computer time, a special activity, or time with a trusted adult.

AttendanceMrs. Burton – Secretary

Mrs. Marshall – HSLMrs. Rhodes - Student Advisor

Mr. Dyda - PPW

Parents and students with attendance concerns will receive contact (Days 5+); Day 5 - student recorded as failing the marking term, written notice sent to

parents, attendance intervention plan created, PPW notified, Day 6 & 7 – parent

phone call, PPW made aware and will record actions in X2, student will receive a failing grade until attendance intervention plan is satisfied, Day 8 & 9 – parent phone

call, SST team will document absence, student will receive a failing grade for

term until attendance intervention plan is satisfied, Day 10 & 11– parent phone call,

letter to Wicomico Truancy Reduction Program, student will receive a failing

grade for the term until the attendance intervention plan is satisfied, Day 12+ -

Students will increase intrinsic motivation regarding the greater sense

of importance of attendance and punctuality.

23 | P a g e


parent phone call, PPW made aware and will document in X2, student will receive a

failing grade for the term until the attendance intervention plan is satisfied.

24 | P a g e


Action Team Members

Action Team Members

Name Position and Role Phone Number E-Mail Room Number and Location

MARIA WRIGHT PRINCIPAL 37100 [email protected] OFFICE

TARA PARSONS ASSISTANT PRINCIPAL 37110 [email protected] OFFICE

TIM DICKSON DEAN OF STUDENTS 37103 [email protected] OFFICE

REBECCA PAVIC SOCIAL WORKER 232 [email protected] ROOM 31

DANIELLE RHODES BEHAVIOR SPECIALIST 37223 [email protected] ROOM 18

PEGGY ALLEN GUIDANCE COUNSELOR 37120 [email protected] ROOM 200

Stage 1 Tasks

25 | P a g e

Addressing the Root Causes of Disparities in School DisciplineAn Educator’s Action Planning Guide

Resource 6

Action Plan Template

Use this template to begin developing a summary of your data collection questions, data sources, and findings for Stage 1. In Stage 2, continue using this summary to document your root causes. In Stage 3, use this tool to document your action strategies along with measures and evidence of success.


Data Collection Questions Data Sources

EXAMPLE:

Are there notable differences in our suspension rates by race?

EXAMPLE:

Disciplinary database maintained by vice principal’s office.

1. Is there a notable difference in our suspension rates by race? 1. 6 Male = 86%, 1 Female = 14%o BL – 86% (5M, 1F) o WH – 14% (1M)o HI – 0% (0M)o Mult – 0% (0M)

2 students make up 3 of the 7 suspensions

2. Is there a notable difference in our suspension rate by special program?

2. 2 of the 7 Students with suspensions have an IEP = 29% 0 of the 7 Students with suspensions have a 504 Plan = 0% 0 of the 7 Students with suspensions is an EL student = 0% *1 of the 7 Students with suspensions has moved from our district

26 | P a g e


3. Is there a notable difference in our referral rate by grade level, location, and classroom teacher?

3. 3rd Grade: 15 Students – 23 Referrals 4th Grade: 25 Students – 48 Referrals 5TH Grade 30 Students – 55 Referrals

Grade 3: 5 students have 13 of 23 referralsGrade 4: 12 students have 34 of 48 referralsGrade 5: 11 students have 38 of 55 referrals

2 students make up 19 of the 126 referrals

27 | P a g e


Preliminary Findings and Identified Disparity Issue

EXAMPLE:

African-American males comprise 40% of our student body but represent 82% of our suspensions.

1. African American males comprise 23% of our student population but represent 67% of our referral and 86% of our suspension rates

2. 17% of our referrals come from students identified with a special education or 504 plans (18 IEPS and 4 with 504 having referrals to date)

3. There is a decrease of referrals for our grade 3 population from the 2017-2018 school year to the 2018-2019 school year. Last year there were a total of 36 referrals from grade 3 students and this year there are a total of 23 referrals from grade 3 students to date.

4. There is no change in our grade 4 referral number to date from 2017-18 to 2018-19.5. There is an increase of referrals for our grade 5 population from the 2017-18 school year to the 2018-19 school year. Last year there were a total of

49 referrals from grade 4 students and this year there are a total of 55 referrals from grade 5 students to date.

103 of the referrals to data are coming from 55 students in grades 4 and 5. Some teachers are not consistently following the progressive discipline model as students are being written up with cumulative referrals prior to having a parent conference and following other progressive discipline steps.

28 | P a g e


Stage 2 Tasks

Additional Data Collection Questions Data Sources

EXAMPLE:

Are there patterns of disparity by grade or referring staff for African-American males in our student population? (Quantitative)

Do students or staff perceive deviation from consistent policy enforcement? (Qualitative)

EXAMPLE:

Revisit disciplinary database to extract this detail.

Conduct focus groups with students and staff to determine whether they perceive office referral practices deviating from stated policy and the impact of such practices.

1. Are there patterns of disparity by grade level of referring staff for AA males in our student population?

1. X2 journaling is reviewed by admin and in behavior team meetings. Students of concern are monitored closely to ensure the progressive discipline model is followed. Administrative conferences with parents of students with frequent offenses occur regularly.

2. Do students and/or staff perceive that there is equity and consistency in the consequences provided by the administrative team? Do these consequences align with the severity of the infraction?

2. Conduct Behavioral PLCs by GL and special area to determine whether disparities are perceived. Conduct student conferences to see if students see such inequity in practice/consequence.

3. Is our PBIS Classroom vs Office Managed Behavior Matrix and corresponding referral procedures consistently followed by all staff members? Are interventions used consistently throughout the building?

3. Review X2 journaling and X2 referral data. Interview staff on how they are inputting discipline infractions and intervention measures into provided systems

29 | P a g e


Additional Findings and Disparity Issues

EXAMPLE:

75% of referrals leading to suspension among Africa-American males occur in Grade 9. Of those, 50% result in termination of enrollment. Grade 9 staff members express frustration with disruptive behavior that escalates to altercations between staff and students. Grade 9 students report that some teachers escalate incidents involving African-American males more that their White peers.1. 85% of our student population have not received an X2 referrals 81% of African Americans have not been sent to the office 84% of white students have not been sent to the office 95% of Hispanic Students have not been sent to the office 88% of Multi have not been sent to office

2. Transient population impacts our student discipline rates as numerous new enrollments and incoming grade 3 students do not know and consistently practice the Wildcat Way. Data shows that students that have been at ESS since the beginning of grade 3 have less office referrals than students that have recently enrolled at ESS.

3. Students with multiple minor infractions and/or visits to the office do not have x2 journal entries to support the number of visits to the office. Specific teachers are not following the protocol of progressive discipline and documentation as outlined by admin. Administration has conferenced directly with teachers who are not consistently following progressive discipline procedures. Monitoring of these staff members is ongoing and regular.

4. 4 teachers make up 18% of the total number of X2 forms. Veteran teachers and special area teachers are making more referrals than non-tenured teachers and classroom teachers.

30 | P a g e


Cause(s) of Disparity Issues Root Cause(s) of Disparity Issues

EXAMPLE:

Teacher frustration peaks after repeated incidents with students talking back in class, and the situation often evolves into significant classroom disruption.

EXAMPLE:

Grade 9 staff lack consistent classroom management skills and have limited experience with de-escalation strategies to employ during times of classroom disruption.

1. Teacher frustration peaks after repeated incidents of disrespect and disruption, leading to office referrals without documentation of preventative measures first.

1. Teachers are not willingly cleaning the slate with students when a reentry is attempted and lack understanding of how to efficiently document appropriate interventions in our online systems. Teachers are allowing one troubling student to impact their daily interactions with all their students rather than treating each student individually and positively.

2. Administrative support is given to specific classrooms, however, X2 Journaling and X2 referrals do not reflect this support consistently.

2. Admin and DOS become engrossed in the daily routines and unpredictability of the day and therefore resolve situations when appropriate intervention and proper action was not first documented by the classroom teacher.

3. Students participating in restorative practices and community circles can identify and define their inappropriate behaviors and reflect on what to do differently but cannot carry it over consistently into the classroom. Classroom teachers are beginning to play a leading role in the process as they become more comfortable are get more training.

3. Teachers are currently required to lead the restorative practice process and our DOS and first responders also lead the process.

4. When students display inappropriate behaviors, staff are not taking time to find the root cause of the disruptive or unacceptable behavior nor are they consistently able to clean the slate with the students thus increasing the disconnect between student and staff in the future.

4. De-escalation strategies will be reviewed through professional development opportunities. Admin will model this for staff and provided positive/constructive feedback when such attempts are noted with staff. Admin will provide professional development at faculty meeting on the use of PBISworld.com and the Behavior Toolkit strategies for teachers.

31 | P a g e


Stage 2 Tasks

Corrective Actions(s) for Root Causes

EXAMPLE:

Provide training and personalized support to Grade 9 staff in evidence-based de-escalation strategies and routinely repeat classroom management skill building.

1. Provide training on PBISworld.com, Restorative Practices, and the Behavioral Toolkit.

January 28th all faculty were exposed to the PBISworld.com, Restorative Practices, and the Behavioral Toolkit.Continue to model Restorative Circles in the classroom for the teachersRestorative Circles are also held when unwanted behaviors occurThe PBIS team identified students needing behavior supports. These students have had admin conferences, daily check ins, and/or Restorative Circles. Paraprofessionals will be trained during March in strategies to use for de-escalation and positive reinforcement

2. Refine protocol/procedures for documenting student discipline and corresponding consequences

DOS and Assistant Principal have been tracking OR by student as well as journal entries in X2 to ensure progressive discipline is being followed.

Assistant Principal meeting with teachers at SST and Behavioral PLCs to address student behavioral concerns

3. Based on data review, admin will conference with specific teachers. Admin will provide specific teachers and teams with classroom management techniques and how to effectively deescalate behaviors and/or clean the slate with students.

32 | P a g e


4. DOS will share out with admin and first responders during weekly behavior meeting the trends related to staff following protocol for data entry of interventions. Admin will share discipline data on new enrollments and establish plan for acclimating student to new building and the Wildcat Way.

Meetings are occurring with data shared. DOS provides data table weekly with trends.

Measurement and Evidence of Success After Making Corrective Action(s)

EXAMPLE:

Reassess disaggregated disciplinary data quarterly and at the conclusion of the academic year for Grade 9 referrals for classroom disruption, teacher interventions, and resulting suspension rates. Assess whether disparities have been reduced or eliminated.1.

As recent as February 15, 2019 administration has reviewed all desegregated discipline data and plan to share the data and strategies at an upcoming faculty meeting to help teachers implement these strategies and behavioral supports.

2.

Use X2 Report of Referrals by Reason to create professional development for the most common referral reasons and share strategies and best practices with staff. Using PBISworld.com ask faculty to determine strategies and best practices to implement in classrooms.

33 | P a g e


3.

4.

Plan for Addressing Root Causes of School Discipline Disparities

Root Cause 1: Classroom Disruptions (Produce a separate sheet for each root cause.)

Corrective Action Person or People Responsible

Resources Needed Evidence of Implementation

Monitor Date Results

EXAMPLE:

Provide Training and personalized support to Grade 9 staff in evidence-based de-escalation strategies and routinely repeat classroom management skill building.

Ms. Dean; Assistant Principal; Mr. Joy Guidance counselor

Training: $2,000 for trainer, materials, travel; release time for training

Support: Defined times for ongoing support with each Grade 9 staff member to monitor

a. Training completed

b. Use of strategy confirmed through supervision and grade-level meetings

Monthly throughout first semester; bimonthly for remainder of year; quarterly thereafter

34 | P a g e


implementation1.Provide training and personalized support to faculty and staff in evidence-based de-escalation

All staff members Access to OneNote Behavioral Toolkit


b. Use of strategy confirmed by admin as they visit classrooms and complete observations

Daily throughout the school year as classroom walk-thru are conducted.

Results will be reported to staff during faculty meetings

2.PBIS team will monitor students identified as Tier 2 or Tier 3 behavior concerns

PBIS Co-chairs and team members

N/A

Ongoing summer training provided by Central Office


b. Use of strategy confirmed by admin as they visit classrooms and complete observations

Monthly throughout the school year.

Results will be reported to staff during faculty meetings

3.

Root Cause 2: _________________________________________________________________________________________

35 | P a g e


(Produce a separate sheet for each root cause.)




EXAMPLE:




Support: Defined times for ongoing support with each Grade 9 staff member to monitor implementation




1.

2.

3.

36 | P a g e


Root Cause 3: _________________________________________________________________________________________(Produce a separate sheet for each root cause.)




EXAMPLE:








1.

2.

37 | P a g e


3.

Root Cause 4: _________________________________________________________________________________________Produce a separate sheet for each root cause.




EXAMPLE:








1.

38 | P a g e


2.

3.

39 | P a g e

table of contents - wcboe.org€¦ · web viewit is the policy of the wicomico county board of...

Documents