BALTIMORE COUNTY PUBLIC SCHOOLS (Carney Elementary …



“Creating a culture of deliberate excellence for every student, every school, every community.”School Progress Plan forContinuous School Improvement: Raising the Bar and Closing Gaps2015–2016Carney Elementary SchoolSchoolSubmitted byBarbara McLennan______________________ ______________________ Signature of Principal Signature of Assistant Superintendent ______________________ Date School Visioning: Creating a Shared VisionSchool visioning is a process that enables schools to create a vision that is feasible and attainable, connected to deeper values and hopes, creates a compelling picture of what the school can become in the future, and can be translated into action that can and will be implemented. For school leadership, knowing where we want the school to be makes it easier to identify the steps needed to get there. The vision reflects the vision and goals of Baltimore County Public Schools (BCPS)—to graduate globally competitive students—and is based on a set of core beliefs to which the school community can commit. Goals and key actions identified in the SPP for the next school year are aligned with the school vision. Having a shared vision for a school is a key to improving its effectiveness. Our beliefs are about our capacity to ensure that all students learn and graduate globally competitive varies depending on our lived experiences. Establishing a shared vision that’s rooted in equity starts with unpacking our beliefs so that we come to an agreement about what is possible and within our control. The final vision statement is an amalgamation of what we collectively believe can be achieved.School VisioningSchool Vision Statement: At Carney Elementary School we strive to be a Collaborative and Engaged community of Supportive life-long prehensive Needs AssessmentData AnalysisUsing Resource 1-Activities for Data Analysis and Resource 2- Types of Data for Analysis analyze the school’s data in order to uncover and reveal opportunities to close performance gaps for targeted sub-groups and raise the bar for all students.Identification of Priority NeedsRecord priority needs determined in Activity 4 from Resource 1-Activities for Data Analysis.Priority NeedsWhat is the greatest need (schoolwide, by grade level or subgroup) for the priority area of Reading?Primary students are not showing as much growth as intermediate students. MAP- Grade 1 34.1%, Grade 2 46.9%, Grade 3 60%, Grade 4 65.5%, Grade 5 53.9%. DIBELS data shows that 41% of first graders did not make benchmark for ORF. What is the greatest need (schoolwide, by grade level or subgroup) for the priority area of Mathematics?Students of color are not showing as much growth in math as other subgroups. MAP Winter 53.8% Black) Hispanic 63%, MU 44%, White 73%What is the greatest need (schoolwide, by grade level or subgroup) for the priority area of Climate?Respect as indicated through the Stakeholders survey. 38% of 203 office referrals were related to “respect” issues.Priority Area I – Reading / English Language ArtsRoot Cause AnalysisReading / English Language ArtsPossible Contributing Factors(STEP 2)It is important to understand that there are often factors that contribute to the root but that are not the root. Contributing factors are separate issues that may, in combination with others, contribute to the problem. It is a contributing factor if:The problem may have occurred even if the factor had not been present.The problem may reoccur as the result of the same factor if the cause is dissolved.Dissolution of the factor leads to similar events. Validity Test QDC(STEP 3)(Question, Data, Control)(Next to each possible contributing factor, mark an “X” in each column if the factor passes that validity test question)Q –Question: Does the “contributing factor” address the greatest need?D –Data: Does data support the “contributing factor”? Refer to available supporting data.C–Control: Is the “contributing factor” within the school’s control?Note: If a contributing factor does not pass all three Validity Test questions, the factor is eliminatedGreatest need for the priority area of Reading/English Language Arts(STEP 1)Factor #1Small group instruction not meeting needs of all subgroupsQuestionxDataxControlxFactor #2Lack of access to resources necessary for differentiationQuestionxDataControlxFactor #3Time needed for planningQuestionDataControlExamine each of the possible factors using “why” questions to determine the root of the problem. (STEP 4) Contributing FactorFactor #1Why #1: Why is differentiation for subgroups not occurring?Answer: Data could be used more effectively to plan differentiated instruction. Why #2: Why is data not being used more effectively? Answer: Teachers are giving the assessments but not using them to drive instruction.Why #3: Why are teachers giving the assessment but not using it to drive instruction? Answer: Drilling down to discover the individual needs of all children is time consuming. Why #4: Why is drilling down to discover the individual needs of all children time consuming?Answer: Teachers are overwhelmed with planning for multiple groups.Why #5: Why are teachers overwhelmed with planning for multiple groups.Answer: Teachers need time to analyze data to develop lessons for small groups.Foremost Factor/Possible Root Cause:Teachers need time to analyze data in order to plan for small group instruction.Test the possible root causes against the questions. (STEP 5)Foremost Factor/Possible Root CauseRoot Cause Test QuestionsYes/NoYou’ve run into a dead end asking what caused the proposed root cause.YesEveryone agrees that this is the root cause.YesThe cause is logical, makes sense, and provides clarity to the problem.YesThe cause is something the school can influence or control.YesIf the cause is dissolved, there is a realistic hope that the problem can be reduced or prevented in the future. YesDetermine next steps based on the results.IF:The answer is “No” to ANY of the questions,IF:The answer is “Yes” to ALL of the Questions,THEN: It is a still a factor, and the analysis needs to continue. . .THEN:It is a root cause . . .NEXT STEPS: Revisit or redirect the analysis Consider other valid factors from STEPS 2 and 3NEXT STEPS: Consider strategies/key actions to address the root of the greatest need.Goal Setting, Strategy and Key Action SelectionReading / English Language ArtsGiven the root cause determined for Reading/English Language Arts, state one goal for the 2015–2016 school year. In BCPS, each school is measured against its own targets and must work to strengthen student growth across all subgroups. Student progress in reading and math for the elementary and middle school grades is measured by the Measures of Performance (MAP). Similarly, progress in high school is measured by graduation requirements, i.e. the High School Assessment (HSA), graduation and dropout rates, and SAT participation and scores. MAP and HSA are aligned with the college and career-ready standards. Goals and targets should be determined based on these assessments for the priority areas of Reading/English Language Arts and Mathematics. Goals and targets for the priority area of Climate should be determined based on results indicated by suspension, attendance, or stakeholder (i.e. student, parent, and staff/teacher) perception data.The goals identified must specifically address any subgroup or special population not meeting its academic targets for the prior school year.Through an equity-based lens, identify strategies, key actions, and monitoring structures that the school will implement to ensure success in achieving its goals. High-impact strategies and key actions will be monitored on a quarterly basis and will form the basis of learning walks and monitoring visits from the superintendent, chief academic officer, the office of performance management (OPM), and/or the assistant superintendents of schools. Choose a strategy from the list that could eliminate or reduce the root cause. After selecting strategies, identify what the key actions will be that support student success. Key actions are specific steps or tasks in implementing a particular strategy. For each key action, identify:What will be done, specifically (including as much detail as possible)Who will implement it (who is responsible)Timeline, i.e. when and for how long will this step be implemented (remember this is a one-year plan)How you will monitor task completion (Who will be involved? When? What evidence will you collect?)PRIORITY AREA 1—Reading/English Language Arts Priority Area 1—Reading/English Language Arts Goal: 65% of students in grades 1 through 5 will meet or exceed their growth targets in reading. Strategy: (Click twice in the box to choose one or more.) FORMCHECKBOX Implementing the curriculum responsively and with fidelity FORMCHECKBOX Providing customization FORMCHECKBOX Providing safe school environment FORMCHECKBOX Engaging parents and stakeholdersPersons Responsible(persons leading implementation and monitoring)Timeline(specific dates or windows of time for completion)Monitoring(Who will be involved? When? What evidence will you collect?) Key Actions should be identified that support student success via implementation by addressing student, teacher, or parent/guardian needs. (Title I schools must add Title I Components to each Key Action, as appropriate.) Key Actions must be aligned with the root cause analysis results.Key Action 1: Closing the Gap(Given effective first instruction, consider students who require customization to reach expected levels of performance)Primary students will be provided with appropriate reading interventions by the reading specialist and special educators based on progress monitoring data. 3Title I ComponentsReading specialist, Teachers, AdministrationSeptember 2015 through June 2016-Classroom teachers, reading specialist-DIBELS, MAP, running records, intervention assessments, use of data collection templatesKey Action 2: Closing the Gap(Given effective first instruction, consider students who require customization to reach expected levels of performance)Teachers will progress monitor students in grades one through three every ten days in order to flexibly regroup students 3Title I ComponentsClassroom teachersSeptember 2015-June 2016-Classroom teachers, special educators-running records, DIBELS, MAP, formal and informal observations, use of small group data collection templatesKey Action 3: Raising the Bar(Given effective first instruction, consider key actions to support the increased performance of all students)Students will be actively engaged in learning activities which are aligned with standards and challenge them at their academic level.3Title I ComponentsClassroom teachersJanuary – June 2016-Classroom teachersWalk through tool based on Key ActionsProfessional Learning PlanReading / English Language ArtsCreate a high-level professional learning plan to support your key actions for this priority area. Identify outcomes, leadership, learning communities, learning designs, resources, and timelines. Highlight Title I funded professional learning activities in green, where appropriate. Outcome(s)(What is the desired result of the professional learning?)ILO(Which Outcomes?)Leadership(Who are the owners?)Learning Communities(Who’s receiving the professional learning? Differentiate groups of learners as appropriate and necessary.)Learning Designs(How will this be delivered?)Resources(What human, technological, fiscal, and time resources are needed?)Implementation(When will the professional learning be implemented? How will feedback be provided?)Increase teachers’ ability to align data and use available resources for responsive planning for small group instruction. 7,4Teachers, Reading Specialist, Special Educators, STAT TeacherTeachers, Reading Specialist, Special EducatorsMonthly grade level meetings, planning with STAT teacher-STAT teacher, Reading Specialist, Special Educators-Funds for additional leveled readers- Grade level meetings or individually as needed-Informal/formal observations Define roles and expectations of resource staff in order to maximize support to students and teachersSupport Staff, AdministrationSupport StaffBCPSAdministrationWill be discussed as necessarySupport staff will be included in monthly grade level meetingsTeachers will unpack the standards in alignment with the curriculum7,4TeachersTeachers/Support StaffBiweekly planning with STAT/monthly planningSTAT, Clarification DocumentInformal and formal observations/grade level meetingsPriority Area 2—MathematicsRoot Cause AnalysisMathematicsPossible Contributing Factors(STEP 2)It is important to understand that there are often factors that contribute to the root but that are not the root. Contributing factors are separate issues that may, in combination with others, contribute to the problem. It is a contributing factor if:The problem may have occurred even if the factor had not been present.The problem may reoccur as the result of the same factor if the cause is dissolved.Dissolution of the factor leads to similar events. Validity Test QDC(STEP 3)(Question, Data, Control)(Next to each possible contributing factor, mark an “X” in each column if the factor passes that validity test question)Q –Question: Does the “contributing factor” address the greatest need?D –Data: Does data support the “contributing factor”? Refer to available supporting data.C–Control: Is the “contributing factor” within the school’s control?Note: If a contributing factor does not pass all three Validity Test questions, the factor is eliminatedGreatest need for the priority area of Mathematics(STEP 1)Factor #1Students lack basic number sense.QuestionxDataxControlxFactor #2Students need more interactive learning opportunities.QuestionDataControlxFactor #3Students lack perseverance/motivation when solving math problems.QuestionxDataxControlxExamine each of the possible factors using “why” questions to determine to root of the problem. (STEP 4) Contributing FactorFactor 3Why #1: Why do students lack perseverance and motivation when solving math problems?Answer: Students have difficulty explaining their thinking and understanding. Why #2: Why are students having difficulty explaining their thinking and understanding?Answer: Students do not have a conceptual understanding of skills and language needed to explain their thinkingWhy #3: Why don’t students have the skills and language needed to explain their thinking?Answer: Math instruction does not include enough collaborative discussions. Why #4:Answer:Why #5:Answer:Foremost Factor/Possible Root Cause:Small group instruction does not include enough collaborative discussions. Test the possible root causes against the questions. (STEP 5)Foremost Factor/Possible Root CauseRoot Cause Test QuestionsYes/NoYou’ve run into a dead end asking what caused the proposed root cause.YesEveryone agrees that this is the root cause.YesThe cause is logical, makes sense, and provides clarity to the problem.YesThe cause is something the school can influence or control.YesIf the cause is dissolved, there is a realistic hope that the problem can be reduced or prevented in the future. YesDetermine next steps based on the results.IF:The answer is “No” to ANY of the questions,IF:The answer is “Yes” to ALL of the Questions,THEN: It is a still a factor, and the analysis needs to continue. . .THEN:It is a root cause . . .NEXT STEPS: Revisit or redirect the analysis Consider other valid factors from STEPS 2 and 3NEXT STEPS: Consider strategies/key actions to address the root of the greatest need.Goal Setting, Strategy and Key Action SelectionMathematicsGiven the root cause determined for Mathematics, state one goal for the 2015–2016 school year. In BCPS, each school is measured against its own targets and must work to strengthen student growth across all subgroups. Student progress in reading and math for the elementary and middle school grades is measured by the Measures of Performance (MAP). Similarly, progress in high school is measured by graduation requirements, i.e. the High School Assessment (HSA), graduation and dropout rates, and SAT participation and scores. MAP and HSA are aligned with the college and career-ready standards. Goals and targets should be determined based on these assessments for the priority areas of Reading/English Language Arts and Mathematics. Goals and targets for the priority area of Climate should be determined based on results indicated by suspension, attendance, or stakeholder (i.e. student, parent, and staff/teacher) perception data.The goals identified must specifically address any subgroup or special population not meeting its academic targets for the prior school year.Through an equity-based lens, identify strategies, key actions, and monitoring structures that the school will implement to ensure success in achieving its goals. High-impact strategies and key actions will be monitored on a quarterly basis and will form the basis of learning walks and monitoring visits from the superintendent, chief academic officer, the office of performance management (OPM), and/or the assistant superintendents of schools. Choose a strategy from the list that could eliminate or reduce the root cause. After selecting strategies, identify what the key actions will be that support student success. Key actions are specific steps or tasks in implementing a particular strategy. For each key action, identify:What will be done, specifically (including as much detail as possible)Who will implement it (who is responsible)Timeline, i.e. when and for how long will this step be implemented (remember this is a one-year plan)How you will monitor task completion (Who will be involved? When? What evidence will you collect?)PRIORITY AREA 2—Mathematics Priority Area 2—Mathematics Goal:70% of students will meet or exceed their growth targets in math.Strategy: (Click twice in the box to choose one or more.) FORMCHECKBOX Implementing the curriculum responsively and with fidelity FORMCHECKBOX Providing customization FORMCHECKBOX Providing safe school environment FORMCHECKBOX Engaging parents and stakeholdersPersons Responsible(persons leading implementation and monitoring)Timeline(specific dates or windows of time for completion)Monitoring(Who will be involved? When? What evidence will you collect?) Key Actions should be identified that support student success via implementation by addressing student, teacher, or parent/guardian needs. (Title I schools must add Title I Components to each Key Action, as appropriate.) Key Actions must be aligned with the root cause analysis results.Closing the GapKey Action 1 Students will make connections by understanding the purposes for learning and how skills connect to one another through the use of Essential Questions.3Title I ComponentsClassroom TeachersBeginning Second Quarter Teachers during daily lessonsInformal walk through templatealigned with key actionsClosing the GapKey Action 2Students will be provided with options in demonstrating their understanding of skills and concepts3Title I ComponentsClassroom TeachersBeginning Second QuarterInformal walk through template aligned with key actionsAdministration/STATUnit AssessmentsRaising the BarKey Action 3 Teachers are progress monitoring during small group instruction3Title I ComponentsTeachersOn-goingProgress monitoring formsProfessional Learning Plan for Priority Area 2MathematicsCreate a high-level professional learning plan to support your Key Actions for this priority area. Identify outcomes, leadership, learning communities, learning designs, resources, and timelines. Highlight Title I funded professional learning activities in green, where appropriate. Outcome(s)(What is the desired result of the professional learning?)ILO(Which Outcomes?)Leadership(Who are the owners?)Learning Communities(Who’s receiving the professional learning? Differentiate groups of learners as appropriate and necessary.)Learning Designs(How will this be delivered?)Resources(What human, technological, fiscal, and time resources are needed?)Implementation(When will the professional learning be implemented? How will feedback be provided?)Discussions using math vocabulary will occur in whole and small group lessons to ensure a conceptual understanding3TeachersTeachers will be provided with support for developing questions to provide opportunities for group discussions and to elicit student thinkingMonthly Team MeetingsSTAT teacherMath officeAdministrationMonthly team meetingsFeedback templateCreate questions to probe student thinking and explain their responses3TeachersTeachersMonthly Team MeetingsSTAT /Admin/Math OfficeMonthly team meetingsFeedback templateTeachers will help students to make connections during Investigations lessons in order for them to understand how activities connect to math skills.3TeachersPrimary TeachersMonthly team meetingsFeedback templatePriority Area 3—ClimateRoot Cause AnalysisClimatePossible Contributing Factors(STEP 2)It is important to understand that there are often factors that contribute to the root but that are not the root. Contributing factors are separate issues that may, in combination with others, contribute to the problem. It is a contributing factor if:The problem may have occurred even if the factor had not been present.The problem may reoccur as the result of the same factor if the cause is dissolved.Dissolution of the factor leads to similar events. Validity Test QDC(STEP 3)(Question, Data, Control)(Next to each possible contributing factor, mark an “X” in each column if the factor passes that validity test question)Q –Question: Does the “contributing factor” address the greatest need?D –Data: Does data support the “contributing factor”? Refer to available supporting data.C–Control: Is the “contributing factor” within the school’s control?Note: If a contributing factor does not pass all three Validity Test questions, the factor is eliminatedGreatest need for the priority area of Climate(STEP 1)Factor #1 School-wide implementation of behavioral expectations is not consistentQuestionxDataxControlxFactor #2 School-wide implementation of consequences is not consistentQuestionxDataxControlxFactor #3Students lacking the tools they need to be respectful to adults and students. QuestionxDataxControlxContributing Factor Examine each of the possible factors using “why” questions to determine to root of the problem. (STEP 4) Students lacking the tools they need to be respectful to adults and studentsWhy #1: Why do students lack the tools they need to be respectful to adults and students? Answer: They are not provided with adequate instruction in schoolWhy #2: Why are they not provided with instruction in school?Answer: Training and time are not adequateWhy #3:Why is training not adequate?Answer: A lot of competing new programs, just introductory, lack of follow-up, didn’t start at the beginning of the school yearWhy #4: Why isn’t time being provided for the program? Answer: Curriculum, not a priority Why #5: Why wasn’t it a priority?Answer: It was seen as “one more thing” and behaviors weren’t as big of a problem. Foremost Factor/Possible Root Cause: Students lacking the tools they need to be respectful to adults and students. Test the possible root causes against the questions. (STEP 5)Foremost Factor/Possible Root CauseRoot Cause Test QuestionsYes/NoStudents lacking the tools they need to be respectful to adults and students.You’ve run into a dead end asking what caused the proposed root cause.yesEveryone agrees that this is the root cause.yesThe cause is logical, makes sense, and provides clarity to the problem.yesThe cause is something the school can influence or control.yesIf the cause is dissolved, there is a realistic hope that the problem can be reduced or prevented in the future. yesDetermine next steps based on the results.IF:The answer is “No” to ANY of the questions,IF:The answer is “Yes” to ALL of the Questions,THEN: It is a still a factor, and the analysis needs to continue. . .THEN:It is a root cause . . .NEXT STEPS: Revisit or redirect the analysis Consider other valid factors from STEPS 2 and 3NEXT STEPS: Consider strategies/key actions to address the root of the greatest need.Goal Setting, Strategy and Key Action SelectionClimateGiven the root cause determined for Climate, state one goal for the 2015–2016 school year. In BCPS, each school is measured against its own targets and must work to strengthen student growth across all subgroups. Student progress in reading and math for the elementary and middle school grades is measured by the Measures of Performance (MAP). Similarly, progress in high school is measured by graduation requirements, i.e. the High School Assessment (HSA), graduation and dropout rates, and SAT participation and scores. MAP and HSA are aligned with the college and career-ready standards. Goals and targets should be determined based on these assessments for the priority areas of Reading/English Language Arts and Mathematics. Goals and targets for the priority area of Climate should be determined based on results indicated by suspension, attendance, or stakeholder (i.e. student, parent, and staff/teacher) perception data.The goals identified must specifically address any subgroup or special population not meeting its academic targets for the prior school year.Through an equity-based lens, identify strategies, key actions, and monitoring structures that the school will implement to ensure success in achieving its goals. High-impact strategies and key actions will be monitored on a quarterly basis and will form the basis of learning walks and monitoring visits from the superintendent, chief academic officer, the office of performance management (OPM), and/or the assistant superintendents of schools. Choose a strategy from the list that could eliminate or reduce the root cause. After selecting strategies, identify what the key actions will be that support student success. Key actions are specific steps or tasks in implementing a particular strategy. For each key action, identify:What will be done, specifically (including as much detail as possible)Who will implement it (who is responsible)Timeline, i.e. when and for how long will this step be implemented (remember this is a one-year plan)How you will monitor task completion (Who will be involved? When? What evidence will you collect?)PRIORITY AREA 3—ClimatePriority Area 3—Climate Goal:To improve respectful peer to peer relations and adult student relations, through school-wide implementation of evidence-based models and specific interventions for targeted students, in order to decrease office referrals by 10%. Strategy: (Click twice in the box to choose one or more.) FORMCHECKBOX Implementing the curriculum responsively and with fidelity FORMCHECKBOX Providing customization FORMCHECKBOX Providing safe school environment FORMCHECKBOX Engaging parents and stakeholdersPersons Responsible(persons leading implementation and monitoring)Timeline(specific dates or windows of time for completion)Monitoring(Who will be involved? When? What evidence will you collect?) Key Actions should be identified that support student success via implementation by addressing student, teacher, or parent/guardian needs. (Title I schools must add Title I Components to each Key Action, as appropriate.) Key Actions must be aligned with the root cause analysis results.Closing the GapKey Action 1 Check-in Check-out and/or buddy mentoring program for top tier students9Title I ComponentsSafe schools action team, school counselor, behavior interventionistOctober 1, 2015- end of school year-Classroom teachers, school counselor, behavior interventionist, Safe schools action team-Behavior sheets and office referral dataClosing the GapKey Action 2 Individualized behavior charts/programs for targeted students who are not responding to school-wide behavior program and/or CICO/buddy mentoring programs9Title I ComponentsSafe schools action team, school counselor, behavior interventionistOctober 1, 2015-end of school year-Classroom teachers, school counselors, behavior interventionist, Safe schools action team-Behavior sheets and office referral dataRaising the BarKey Action 3 Implementing school-wide research-based initiatives, such as Second Step program and PBIS with fidelity9Title I ComponentsAll staffAugust 24, 2015- end of school year-All staff-School climate survey, office referral dataProfessional Learning Plan for Priority Area 3ClimateCreate a high-level professional learning plan to support your key actions for this priority area. Identify outcomes, leadership, learning communities, learning designs, resources, and timelines. Highlight Title I funded professional learning activities in green, where appropriate. Outcome(s)(What is the desired result of the professional learning?)ILO(Which Outcomes?)Leadership(Who are the owners?)Learning Communities(Who’s receiving the professional learning? Differentiate groups of learners as appropriate and necessary.)Learning Designs(How will this be delivered?)Resources(What human, technological, fiscal, and time resources are needed?)Implementation(When will the professional learning be implemented? How will feedback be provided?)Teachers will feel comfortable implementing the Second Step program in their classroomsKey Action 3School counselorClassroom teachers, special area teachersHalf day of the first grade level meeting of the year and updates at grade level meetings and faculty meetingsSecond Step online training program and kits-Set of posters for classrooms will need to be purchased-By October 1, 2015, teachers will have received their training and have implemented the first lesson-Counselor will establish a time each week for school-wide Second Step teaching-Counselor will model lessons when requested by the teacher-Counselor will send out a survey each quarterAll staff will be trained and given resources needed to implement PBIS with fidelity and consistencyKey Action 3School counselor, Safe Schools Action Team, Behavior InterventionistAll staffPD during teachers’ first week back and updates at grade-level meetings and faculty , training resources, visuals, and classroom lessons -Teachers will have received initial training by the first day of school for students-end of year SAS survey Teachers will learn how and when to refer top tier students to CICO program or individualized behavior plansKey Action 1 and 2Classroom teachers, school counselor, Safe Schools Action Team, behavior interventionistClassroom teachers, special area teachers, and resource teachersPD at a faculty meeting during the first month of -By October 1, 2015, teachers will have received initial training-Surveys from the counselorTitle I Requirements (As Applicable)For Title I Schools OnlyTitle IComponents(See component numbers below.)Key Actions to Implement Strategies(Address by student group.)Person(s) Leading Implementation, Monitoring, and EvaluationTimeline (Indicate specific dates whenever possible)Measures and Monitoring(Formative and summative data, data analysis, and dialogue to monitor progress, determine results, and make adjustments.) Status and Modifications(Implementation status and data-based changes resulting from data analysis and dialogue.)The green-shaded actions below apply to all Title I schools and should appear in school-progress plans as they are written.3Dissemination of Right to Know Letter informing parents of their right to request information about teacher credentials)PrincipalSeptemberCurrent Staffing Report3Dissemination of Four Week Notice Letter informing parents of instruction provided by non-HQ teacher for 4 consecutive weeks or longer, as appropriate PrincipalOngoingCurrent Staffing Report5Implement strategies to attract high-quality highly qualified teachers to high need schools PrincipalOngoing7Plan for assisting preschool children in the transition to elementary school programs (Gradual Entrance) Principal/Leadership TeamFallEnrollment completionSchool Progress Team MembershipNameTitleSignature of StakeholderBarbara McLennanPrincipalBarbie RoemerAssistant PrincipalAssistant PrincipalJennifer PelfreyS.T.A.T. TeacherKirstin HadfieldReading SpecialistRachel PardewTeacherCara LiggettTeacherStacey SeilerParentNancy FriedmanSchool CounselorHolly BurnettTeacherHeather OettelTeacherBecky KerschnerTeacherBarb PohlmanTeacher ................
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