SCHOOL IMPROVEMENT PLANS Elementary Schools - Little Rock School District

SCHOOL IMPROVEMENT PLANS Elementary Schools

2019-2020

SCHOOL IMPROVEMENT PLAN BALE ELEMENTARY

2019-2020

LRSD Bale Elementary School

2019-2020 School Improvement PLAN

Roxie Browning, Principal

Mission Statement: At Bale Elementary, we are committed to providing a safe, creative, and challenging learning environment which empowers the academic, emotional, and social growth of all learners. We will prepare our 21st Century learners for college and career options by building effective relationships, engaging in a relevant and rigorous curriculum, and reflecting on our practices daily. Vision: Committed to empowering innovative, independent, critical thinkers. Core Belief: All students deserve to receive quality instruction and engaging learning experiences in a safe and collaborative environment that prepares each child for college and career options. Core Values: In each learning opportunity we value the implementation of:

Developing RELATIONSHIPS with every Bale Bobcat and our Bobcat family/community members, Demonstrating RELEVANCE in our instructional practices, Engaging in RIGOROUS lessons that are engaging and fun, and We REFLECT on our practices to increase effectiveness.

August 28, 2019

The Cycle of Inquiry is followed by regularly checking goals, allowing us to cycle back and adjust goals and action as needed based on the data. CHECK Goal 1: Behavior data will be monitored at faculty meetings quarterly, monthly grade level collaborative teams, and monthly School Leadership Team meetings. CHECK Goal 2: Attendance data will be monitored at faculty meetings quarterly, monthly grade level collaborative teams, and monthly School Leadership Team meetings. CHECK Goal 3: Unit assessment data (monthly) by grade level collaborative teams and NWEA data (three times per year) will be monitored with grade level collaborative teams and School Leadership Team

August 28, 2019

Goals:

1. By the end of each grading period, code of conduct infractions will not exceed 5% of the student population evidenced by Student GPS results.

2. Seventy percent of the student population will attend school daily by the end of the first grading period; 72% by second quarter; 74% by third; and 76%

by fourth quarter of the 2019-2020 school year.

3. By the end of each quarter, students in grades K-5 demonstrate an upward trend in their RIT score to meet their EOY projected score for growth in

reading and math evidenced by NWEA Map assessments.

Focus Area

Safe and Collaborative Culture

Goals 1 & 2

? By the end of each grading period, code of conduct infractions will not exceed 5% of the student population evidenced by Student

GPS results.

? On average, seventy percent of the student population will attend school daily by the end of the 2019-2020 school year.

Professional

? Solution Tree & HRS?PLC/RTI (District Expense)

Development

? ALA Master Principal Program (ADE expense)

? Evidence based practices to engage families in schools of high poverty and low achievement ($15,000 School Improvement 1003a)

? PBIS methods, monitoring practices, and analyzing data (Student GPS ADE/district provided ? no cost)

? Addressing chronic student absence and tardy ($5,500 School Improvement 1003a)

? Instructional strategies for students living in poverty ($5,500 School Improvement 1003a)

? Restorative Justice/Character Building/Social Emotional Learning/De-escalation Practices ($15,000 School Improvement 1003a)

School Leadership and Decision Making

PLAN - IF03

Professional development for teachers includes observations by the principal related to indicators of effective teaching and classroom

management. (67)

Progress CHECK Assigned To Implementation Target

DO

Share reflective feedback on instructional practices observed in a timely

Principal

May 30, 2020

manner.

DO

Utilize the weekly PLC day to meet student learning, behavior, and

Academic

May 30, 2020

attendance needs through the RTI process.

Interventionist

Family Engagement in a School Community

PLAN - FE01 Parent (Family) representatives advise the School Leadership Team

on matters related to family-school relations. (5496)

Progress CHECK

Assigned To Implementation Target

DO

The parent liaison, or designee, will share critical information regarding

Parent Liaison May 10, 2020

parent engagement needs once per month at School Leadership Team

meetings.

DO

Host PTA meetings on campus regularly to support parent/guardian's

Parent Liaison May 30, 2020

ability to advocate for their child's school success.

DO

Recruit family/community stakeholder's to serve as representatives in the

Principal

December 15, 2019

school improvement process.

August 28, 2019

PLAN - FE02

DO DO PLAN - FE05 DO DO DO DO PLAN - IG01

DO DO DO

DO DO DO DO

The school's key documents (Parent Involvement Guidelines, Mission Statement, Compact, Homework Guidelines, and Classroom Visit Procedures) are annually distributed and frequently communicated to teachers, school personnel, parents (families), and students. (5497) During the annual Open House, parents will receive the school's key Parent/Family Engagement documents. Parent Facilitator share evidence based practices to develop skills in enhancing school and home engagement. The "ongoing conversation" between school personnel and parents (families) is candid, supportive, and flows in both directions. (5499) Survey parents requesting their communication preferences. Teachers will utilize Class Dojo and school-to-home communication tools to discuss academics, attendance, and behavior matters with families. Attendance protocols are communicated to parents/families according to the procedures listed in the student handbook. Teachers maintain a log of contact with parents/families regarding excessive student absences and the link to learning. Parents receive regular communication (absent jargon) about learning standards, their children's progress, and the parents' role in their children's school success. (76) Parents receive monthly memos from the principal (Principal's Paw Print) to support their child's success at school. Academic nights in areas such as homework help, math, literacy, and science are provided at least twice a year for parents/families. Include parents/guardians in the implementation of the SBIT process to support academic, attendance, and behavior needs. School Culture and Discipline

Recognize faculty/staff, students, parents, community members via celebrating positive actions and accomplishments. Utilize incentives and PBIS methodologies to multiply positive student behavior. Recognize and celebrate student attendance/no tardy monthly.

Progress CHECK Progress CHECK Progress CHECK Progress CHECK

Implement Restorative Justice/Behavior Intervention practices schoolwide. (Title I)

Assigned To Parent Facilitator Parent Facilitator

Assigned To Principal Charde Wilson

Principal

Principal

Assigned To

Principal

Parent Facilitator SBIT Coordinator

Assigned To Behavior Interventionist PBIS Incentive Coordinator Behavior Interventionist Behavior Interventionist

Implementation Target September 15, 2019 September 15, 2019

Implementation Target September 15, 2019 September 7, 2019 August 10, 2019 May 30, 2020 Implementation Target

May 30, 2020 May 30, 2020 October 30, 2019 Implementation Target May 15, 2020 September 30, 2019 October 30, 2019 October 15, 2019

August 28, 2019

Focus Area Goal 3: Literacy Action Plan Professional Development

PLAN - IIIA02 DO DO PLAN - IID09 DO DO PLAN - IID07 DO

Effective Instructional Practices in Every Classroom

? Through the implementation of the Science of Reading (SoR) in every classroom using Wit & Wisdom, Heggerty, and the Wilson

Program at Bale, students in grades K-5 will demonstrate an upward trend in their reading growth to meet their individual quarterly

goals in reading as evidenced by DSA assessments.

? ALA Master Principal Program (ADE expense)

? Depth of Knowledge (in house training, no cost)

? Embedding teaching strategies to increase mastery of essential skills through the PLC/HRS methodology (LRSD provided)

? RISE & Phonemic Awareness PD (LRSD/ADE provided)

? Continue Reciprocal Reading Comprehension job embedded PD (in-house)

Student Achievement and Growth: Curriculum, Assessment, and Instructional planning (Math and Reading)

All teachers develop weekly lesson plans based on aligned

units of instruction. (111)

Progress CHECK

Assigned To

Implementation Target

Teachers will engage in job embedded PD with an instructional

Math/Literacy

December 14, 2019

facilitator

Facilitators

Teachers will design lessons embedding the Science of Reading.

Principal

October 10, 2019

Instructional Teams use student learning data to plan

instruction. (107)

Progress CHECK

Assigned To

Implementation Target

Teachers will deliver small group interventions based on student

Academic

November 30, 2019

data.

Interventionist

Teachers will use student profile data to make instructional

Academic

November 30, 2019

decisions through the PLC/RTI model.

Interventionist

The Leadership Team monitors school-level student

learning data. (105)

Progress CHECK

Assigned To

Implementation Target

The Leadership Team reviews school-level data, to recommend

Academic

October 10, 2019

changes in curriculum and student support services.

Interventionist

August 28, 2019

Bale Elementary School Data

Demographics:

Bale Elementary is a Little Rock School District (LRSD) school serving K through 5th grade students. A large majority of the students enrolled are from low income families, with 89.85% qualifying for free and reduced lunch. The October 1, 2018 student enrollment is 394 students. The student body is 74.6% African American, 17.0% Hispanic, 5.6% Caucasian, and 2.8% other ethnicities. The Every Student Succeeds Act (ESSA) Report for the school shows risk for chronic absence, with the school student engagement score as (295 / 479), or 61.59. The attendance rate for the school between August 13th and April 26th of the 2018-19 school year was 93.36%. APSCN data reports show few behavior incidents in the three quarters of the 2018-19 school year. However, records of incidences promote concerns for student anger and violent behavior with fighting, staff assault, and student assault characterizing the majority of offenses.

The attendance zone for Bale reaches into sections of several neighborhoods including Oak Forest, Broadmoor and Boyle Park neighborhoods and a small portion of Southwest Little Rock. Census tracts within the attendance zone include tract 21.02, 18, and 20.01. The population within the attendance zone is primarily minority and low income. Analysis of American Fact Finder data for these census tracts indicates that approximately 12% of residents over 25 do not have a high school diploma. Median annual income is approximately $23,000. The unemployment rate is 6.5%. Single parent households are prevalent, and a number of students live with grandparents and/or multiple families in a single home residence. Students face a multitude of challenges associated with circumstances of poverty. The area is a relatively high crime area and classified as a dangerous neighborhood on many real estate and neighborhood information websites. Challenges include: lack of supervision in the home after school dismissal, parental difficulty in providing homework assistance, crime and mis-directed influence in neighborhoods surrounding student homes and lacking opportunities to participate in informal learning and positive community interaction. Students and their parents are in need of positive opportunities to connect with education and community resources. Out of school time program offer care while parents are working and increase student time in the safe and structured school environment.

Student Achievement:

Bale Elementary received a 57.17 (public school grade F) on the most recent ESSA Report. One in five (20.2%) of students are classified as Special Education (SPED). Almost 20% (17.3%) of students are classified as English Language Learners (ELL).

According to the most recent school report card, very few students score "Ready or exceeding" on Arkansas Department of Education summative literacy exams (10.45% in 3rd grade; 11.54% in 4th grade, and 7.35% in 5th grade). Students score better in math, but data still indicates acute need for academic support. (42.05% of students score "ready" in 3rd grade; 19.23% in 4th grade; and 20.29% in 5th grade.) Science scores are also low with 15-16% of students scoring "Ready or Exceeding" in all grade levels (15.18% in 3rd grade; 15.38% in 4th grade, and 15.94% in 5th grade). The "Weighted Achievement" score for Bale is 35.64 as compared to the state average score of 63.82. The ESSA "Reading at Grade Level" score for Bale Elementary is very low (31/188 or 16.49). In terms of growth measurements, Bale is classified as a "low achievement/low growth" school.

Data shows a pronounced achievement and engagement gap when comparisons are made between the African American, low-income, and Students with disabilities with the Caucasian and Hispanic students. For example, the value-added growth score for students with disabilities is 69.48, while the Hispanic student value-added growth score is 84.84. A growth score of 80 or higher indicates that students met the growth expected for one school year of learning. The Hispanic and English Language Learner subgroups are the only student groups that attained this goal.

August 28, 2019

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