Reading - Showitsites.showitfast.com/49238/87405/fulton_uip_2011_12_10_31_112.pdf · (FEP) dropped significantly from 2010 to 2011 FEP 90% to 79%, Writing achievement across grades

Organization Code: 0180 District Name: ADAMS-ARAPAHOE 28i School Code: 3272 School Name: FULTON ELEMENTARY SCHOOL (E) Plan type based on: 1 Year

Directions: This section summarizes your school’s performance on the federal and state accountability measures in 2010-11. In the table below, CDE has pre-populated the school’s data in blue text. This data shows the school’s performance in meeting minimum federal — Adequate Yearly Progress (AYP) — and state accountability expectations — School Performance Framework (SPF) data. The columns highlighted in yellow indicate the SPF results (1-year or 3-year) that are applied to the school for accountability purposes. This summary should accompany your improvement plan.

Student Performance Measures for State and Federal Accountability

69.2%

SGP

* To see annual AYP targets, go to: www.cde.state.co.us/FedPrograms/danda/aypprof.asp

** To see your school’s detailed AYP report (including school results by content area, disaggregated group and school level), access the report in the Automated Data Exchange AYP System.

CDE Improvement PLanning TempLate for SchooLs (Version 2.1 Last updated: August 9, 2011) 1

Performance

Indicators Measures/Metrics 2010-11 Federal and State Expectations 2010-11 School Results Meets Expectations?

Academic Achievement (Status)

CSAP, CSAP-A, Lectura, Escritura Description: % P+A in reading, math, writing and science. Expectation: %P+A is above the 50th percentile by using 1-year or 3-years of

data.

1-year 3-years 1-year 3-years Overall Rating for Academic Achievement:

Does Not Meet

* Consult your SPF for the ratings for each content area at

each level.

Reading 71.6% 72.0% 29.2% 33.5%

Math 70.9% 70.1% 35.3% 40.1%

Writing 53.5% 54.8% 23.4% 27.2%

Science 47.5% 45.4% 6.2% 9.5%

Adequate Yearly Progress (AYP) Description: %PP+P+A on CSAP, CSAP-A and Lectura in reading and math for each disaggregated student group.

Expectation: Targets set by state*.

Overall number of targets for School: 26

Overall % of targets met by School:

Reading

NO

Math

NO

Academic Growth

Median Student Growth Percentile Description: Growth in CSAP for reading, math and writing. Expectation: If school met adequate growth, then median SGP is at or above 45. If school did not meet adequate growth, then median SGP is

at or above 55.

Median Adequate

Median SGP

Median SGP: 47

Overall Rating for Academic Growth:

Approaching

* Consult your SPF for the ratings for each content area

at each level.

Reading

59 45/55

Median SGP: 45 Math

68 45/55

Writing

61

45/55 Median SGP: 43

Section I: Summary Information about the School

Colorado’s Unified Improvement Plan for Schools for 2011-12

Preliminary Report

http://www.cde.state.co.us/FedPrograms/danda/aypprof.asp

Organization Code: 0180 District Name: ADAMS-ARAPAHOE 28J School Code: 3272 School Name: FULTON ELEMENTARY SCHOOL (E) Plan type based on: 1 Year

Student Performance Measures for State and Federal Accountability (cont.)

Approaching

students needing to catch up.

Accountability Status and Requirements for Improvement Plan

UIP website for more detailed directions on plan submission, as well as the UIP Handbook to ensure

must use a peer review process to review the plan within 45 days of plan submission. An addenda

www.cde.state.co.us/accountability/UnifiedImprovementPlanning.asp. The Quality Criteria is

CDE Improvement PLanning TempLate for SchooLs (Version 2.1 Last updated: August 9, 2011) 2

Program Identification Process Identification for School Directions for completing improvement plan

State Accountability

Preliminary Recommended Plan Type

Plan assigned based on school’s overall school performance framework score (achievement, growth, growth gaps, postsecondary and workforce

readiness).

Priority Improvement

Based on preliminary results, the school has not met state expectations for attainment on the performance indicators and is required to adopt and implement a Priority Improvement Plan. The plan must be submitted to CDE by January 17, 2012 to be uploaded on SchoolView.org. Refer to the

that all required elements are captured in the school’s plan. Final results will be available in

November 2011.

ESEA Accountability

School Improvement or Corrective Action (Title I)

Title I school missed same AYP target(s) for at least two consecutive years.**

Corrective Action

The school must complete a Title I Corrective Plan using the Unified Improvement Plan template. Completed plans are due to the district within 3 months of identification (Mid-January). The district

form specific to these requirements is available to supplement your UIP at another

good reference to ensure all requirements are met.

Performance

Indicators Measures/Metrics 2010-11 Federal and State Expectations 2010-11 School Results Meets Expectations?

Academic Growth Gaps

Median Student Growth Percentile Description: Growth in CSAP for reading,

writing and math by disaggregated groups.

Expectation: If disaggregated groups met

adequate growth, then median SGP is at or above 45.If disaggregated groups did not meet

adequate growth, then median SGP is at or above

55.

See your School Performance Framework Report for a listing of median adequate growth percentiles for your school’s disaggregated student groups, including free/reduced lunch eligible students, minority students, students with disabilities, English Language Learners,

and

See your School Performance Framework Report for a listing of median growth percentiles for your school’s disaggregated student groups.

Overall Rating for Growth Gaps:

http://www.cde.state.co.us/accountability/UnifiedImprovementPlanning.asp

CDE Improvement Planning Template for Schools (Version 2.1 -- Last updated: August 9, 2011) 3

Section II: Improvement Plan Information

Directions: This section should be completed by the school or district.

Additional Information about the School

Improvement Plan Information The school is submitting this improvement plan to satisfy requirements for (check all that apply):

X State Accountability Title IA X Tiered Intervention Grant School Improvement Grant Other: ________________

Comprehensive Review and Selected Grant History

Title I Program Does the school receive Title I funds? If yes, indicate the type of Title I program Targeted Assistance X School-wide

Related Grant Awards Did the school receive a Tiered Intervention grant? Indicate the intervention approach.

Turnaround Restart

X Transformation Closure

Has the school received a School Improvement grant? When was the grant awarded? Yes-October 2011

School Support Team or Expedited Review

Has (or will) the school participated in an SST review or Expedited Review? When? Yes-February 2010

External Evaluator Has the school partnered with an external evaluator to provide comprehensive evaluation? Indicate the year and the name of the provider/tool used.

No

School Contact Information (Additional contacts may be added, if needed)

1 Name and Title Jill Lliteras/Director of Instruction

Email [email protected]

Phone 303-364-8078

Mailing Address 755 Fulton Street, Aurora, CO 80010

2 Name and Title Nilda Lewis/Student Coordinator

Email [email protected]

Phone 303-364-8078

Mailing Address 755 Fulton Street, Aurora, CO 80010

mailto:[email protected]

mailto:[email protected]


Section III: Narrative on Data Analysis and Root Cause Identification

This section corresponds with the ―evaluate‖ portion of the continuous improvement cycle. In the text box at the end of this section, provide a narrative that describes the process and results of the analysis of the data for your school. Two worksheets have been provided to help organize your data analysis for your narrative. This analysis section includes: identifying where the school did not at least meet minimum state and federal accountability expectations, describing progress toward targets for the prior school year, describing what performance data were used in the analysis of trends, identifying trends and priority performance challenges (negative trends), describing how performance challenges were prioritized, identifying the root causes of performance challenges, describing how the root causes were identified and verified (with more than one data source) and what data were used, and describing stakeholder involvement in the analysis. Additional guidance on how to engage in the data analysis process is provided in Unified Improvement Planning Handbook. Worksheet: Progress Monitoring of Prior Year’s Performance Targets Directions: This chart supports analysis of progress made towards performance targets set for the 2010-11 school year (last year’s plan). This information should be considered as a part of the data analysis narrative and in setting or modifying targets (section IV) for the 2011-12 and 2012-13 school years. You may add rows, as necessary.

Performance Indicators Targets for 2010-11 school year

(Targets set in last year’s plan) Target met? How close was school in meeting the target?


By the end of the 2010-11 school year, 43% of the students will score proficient or advanced overall on the reading CSAP.

Goals for proficiency in reading were not met. Overall Proficient and Advanced scores were 30%, 13% below goal.

By the end of the 2010-11 school year, 36% of the students will score proficient or advanced overall on the writing CSAP.

Goals for proficiency in Writing were not met. Overall Proficient and Advanced scores were 24%, 12% below goal.

Academic Growth By the end of the 2010-11 school year, the median Student Growth Percentile in Math will be 50.

Goals for growth in math were not met. Overall was 45 percentile, 5 percentile points below goal.


In order for our Unsat and Partially Proficient students to catch up in reading, they would have needed to make adequate growth at the 69%tile.

Goals for Academic Growth Gaps were not met. Only 16% of these students made adequate growth in the 2010-2011 school year.

Post Secondary Readiness

N/A N/A


Worksheet: Data Analysis Directions: This chart supports planning teams in recording and organizing observations about school-level data for the required data narrative. Planning teams should describe positive and negative trends for all of the four performance indicators using at least three years of data. Prioritize the performance challenges that the school will focus its efforts on improving. The root cause analysis and improvement planning efforts in the remainder of the plan will be aimed at addressing the identified priority performance challenge(s). A limited number of priority performance challenges is recommended. At a minimum, priority performance challenges must be identified in any of the four performance indicator areas where minimum state and federal expectations were not met for accountability purposes. Consider observations recorded in the ―last year’s targets‖ worksheet. Provide a brief description of the root cause analysis for any priority performance challenges. You may add rows, as necessary.

Performance Indicators Description of Trends (3 years of past data)

Priority Performance Challenges

Root Causes


Reading 2008-39% P /A ; 2009 34% P / A ; 2010 37% P/A ; 2011 30% P/A

Reading Achievement across grades 3-5 and all disaggregated groups has decreased to 30% P/A, with a significant decrease of 10.1% over the past 5 years.

In primary, we notice a similar trend with our DRA2 Reading Data

We are not maximizing our instructional time because we have not identified essential learnings in all content areas in PK – 5, nor have we monitored and provided adequate feedback on these essential benchmarks.

Writing 2008-26% P /A ; 2009 29% P / A ; 2010 29% P/A; 2011 24% P/A

Proficiency in reading of English Language Learners (LEP) dropped significantly from 2010 to 2011

LEP 34% to 22%,

Proficiency in writing of English Language Learners (FEP) dropped significantly from 2010 to 2011

FEP 90% to 79%,

Writing achievement across grades 3-5, and all disaggregated groups has decreased to 24% P/A, with a decrease of 1.3% proficient over the past 5 years

We have not provided intentional development of English Language Acquisition across all content areas and grade levels. Additionally, we have not set expectations for, nor supported students in, the application of reading, writing and speaking. Adequate feedback has not been given as to reading, writing and speaking proficiency.

DRA2 2008-09 2009-10 2010-11

K 60% 84% 75%

1st 38% 27% 47%

2nd 47% 34% 47%




Root Causes

Science

Science Achievement

2008 2009 2010 2011

10% 12% 9% 6%

Science achievement decreased to 6% P/A, with a decrease of 6% proficient over the past 3 years. Scores remain at a very low level.

We have not provided intentional development of English Language Acquisition across all content areas and grade levels. Additionally, we have not set expectations for, nor supported students in, the application of reading, writing and speaking. Adequate feedback has not been given as to reading, writing and speaking proficiency.

Academic Growth

Over the past 4 years, the average for math median growth percentile is only 37. Although there has been a steady increase in math growth data, we are still well below the state median percentile of 50. Only 14% of our Unsatisfactory and Partially Proficient students are on track to catch up with adequate growth in math.

We do not yet have a deep understanding of, nor are we implementing, all of the components of the Standards Based Teaching and Learning Cycle. Specifically, there is a lack of math articulation across the grade levels in the area of number sense. We need a better understanding of grade level proficiency as it relates to number sense and how that builds P-5.


In the area of reading, only 16% of our Unsat and Partially Proficient students are on track to catch up at their current rate of growth.

Over the past two years, students who score Unsat or Partially Proficient on CSAP are

We are not yet systematically using effective research-based instructional strategies that engage students and scaffold learning. Specifically those students who are below proficiency in reading are not receiving instruction that is

Math Growth

2008 2009 2010 2011

26 38 40 45




Root Causes

not making adequate growth to catch up in three years.

relevant and engaging to their needs and interests. Multiple modalities and consistent scaffolding with feedback are not being considered in planning for instruction.

Post Secondary Readiness

N/A N/A N/A


Data Narrative for School Directions: Describe the process and results of the data analysis for the school, including review of prior years’ targets, trends, priority performance challenges and root cause analysis. This analysis should be tightly linked to section IV; targets and action planning should be aimed at addressing the priority performance challenges and root causes identified in this section. The narrative should not take more than five pages.

Data Narrative for School

Trend Analysis and Performance Challenges: What data did we use to identify trends? What are the positive and negative trends in our school’s performance for each indicator area? Does this differ for any disaggregated student groups (e.g., by grade level or gender)? In which areas did we not at least meet minimum state and federal expectations? What performance challenges are the highest priorities for our school? How/why did we determine these to be our priorities? How did we engage stakeholders in this analysis?

Root Cause Analysis: Why do we think our school’s performance is what it is? How did we determine that?

Verification of Root Cause: What evidence do we have for our conclusions?

Narrative:

Trends and Priority Needs

We considered both one year of data and data over time related to academic performance trends. That data included not only state CSAP results, but also district administered interim assessment results and assessments specific to K-2. Trends in achievement were consistent across these two measures.

CSAP: We did not meet the state targets in reading, writing, math or science. Our CSAP scores are well below the state averages and have stayed stagnant over the past 5 years and decreased this year. We continue having difficulty moving students out of Unsatisfactory to Partially Proficient.

2008 2009 2010 2011

Reading 39% 34% 37% 30%

Writing 26% 29% 29% 24%

Math 42% 43% 42% 36%

Growth Summary:

Although last year our students exceeded the state median growth percentile in reading and writing, we were well below in all three content areas this year. Only 16% of our Unsat/PP learners are on track to catch up in reading, 14.5% are on track to catch up in writing, and 31% are on track to catch up in math.

In addition to considering the performance of disaggregated groups of students, we also considered student performance by standard area. We analyzed CSAP results by standard as well as the district’s quarterly interim result and then considered classroom assessment results. We found the lowest performance across all groups and across all grades were in Standard 1 (Number Sense). The majority of students, regardless of disaggregated group, missed CSAP items related to number sense. This was evident in our analysis of district interim results and as we examined a sample of classroom-level assessments.


Median Growth Percentile

2007-08 2008-09 2009-10 2010-11

Reading 41 29 53 47

Writing 33 35 53 43

Math 26 38 40 45

FRL/Non 26/- 38/- 40/- 45/-

Min/Non 26/- 38/- 41/- 46/-

IEP/Non -/26 28/38 -/40 45/-

ELL/Non 28/26 38/33 42/38 49/39

Girls/Boys 36/21 38/37 38/47 47/42

Percent Catch Up

2007-08 2008-09 2009-10 2010-11

Reading 21 20 42 16

Writing 19 27 33 14

Math 7 16 23 30

FRL/Non 4/- 16/- 24/- 14/-

Min/Non 6/- 16/- 22/- 15/-

IEP/Non -/8 -/22 -/25 -/17

ELL/Non 7/- 16/- 23/- 15/13

Girls/Boys 9/5 21/11 28/18 13/16

AYP: We have failed to make Reading AYP targets in previous years based on low achievement of minority, ELL and Free/Reduced Lunch students. This past year we did not meet AYP targets in both Math and Reading

AYP Trends

06-07 07-08 08-09 09-10 10-11

Reading Yes No No No No

Math Yes Yes Yes No No

AYP Free/Reduced Lunch Trends

06-07 07-08 08-09 09-10 10-11




AYP Minority Trends

06-07 07-08 08-09 09-10 10-11



AYP ELL Trends

06-07 07-08 08-09 09-10 10-11



Root Cause:

As a leadership team we met to examine our most current data more closely, in order to determine the cause of low achievement in reading, writing, and math, as well as, low growth in math.

Low Math Growth

We determined our growth for all learners was less than adequate, in particular our Unsat/Partially Proficient students are not making enough adequate growth to catch up in Mathematics

Primary teachers at Fulton have worked intensely to develop clear understandings of what the learners need to know and be able to do in order to achieve number sense proficiency K-2. Independent practices in most rooms are in place, and used with a focus on numeracy. When drilling down to the root cause, our leadership team began the discussion as to whether each grade level was clear on what number sense proficiency looks like at each level, especially K-2. We believe it is imperative to have a solid foundation of numeracy in grades K-2, in order to be successful in the intermediate grades. When children are tangled with number sense in grades 3-5, we struggle with appropriate approaches to move them to the next level. Intermediate teachers struggle with which math assessment to use to determine a child’s misunderstanding, and then what appropriate intervention to use. We believe there needs to be a common understanding on number sense K-5, so we may meet the child at their current level, in order to excel them. Thus, we need to work at understanding proficiency levels, providing exemplars of proficiency and provide adequate feedback.

Low Growth-Reading We have determined that structures that accelerate student learning, secure mastery of essential learning targets and provide ―catch up-keep up‖ growth are not always in place to intentionally guide planning and instruction. Staff report spending most of their meeting time looking at data, talking about content standards, and developing matrices and checklists, but little time addressing the skills, scaffolding, and acceleration of learning needed to bring students to proficiency. In addition some teachers express a belief that the importance of developmental stages for learning is being diminished.

Growth Gaps Although all students have equal access to the curriculum, rigorous expectations and strategies that elicit the highest quality of skills from all students were rarely observed. The difficulty English language learners have to master academic language for the acquisition of core content and grade level information and skills is a concern. Thus the gap of Fulton’s English language learners remains a high priority.


Considering the gaps in growth, we determined our Unsat and Partially proficient students will not catch up at their current growth rate. We determined this group of students, across all grade levels, is not receiving instruction that is relevant and engaging to their needs and interests.

Achievement

We have consistently and historically had low achievement in reading, writing, math and science. We have evidence, throughout the building that our learners can clearly explain and defend their thinking at proficient levels. When the children are asked to take their thinking into writing, their proficient understandings are not reflected. We have determined we have not established clear expectations or supported students in the application of reading, writing and speaking across all content areas. Also, adequate feedback has not been given as to reading and writing proficiency in all contents.

Academic Performance o A thorough understanding of what it means to be standards based in planning, instruction and assessment is not in place throughout the school o Collaboration to identify requirements of proficient work and key learning targets has not occurred o Staff report an ongoing lack of communication regarding curriculum alignment across academic programs o A lack of scaffolding for underperforming students presents inequitable access to the curriculum

o Teaching higher order thinking and problem solving skills is a strategy not widely used in classroom instruction

Verification of Root Cause:

Our initial discussions with the school leadership team led us to examine more closely what was happening in classrooms with regards to reading writing and math. Through the data at the end of last year, we became aware of the need to focus on reading, writing and speaking. We had collected evidence, through Leadership Walkthroughs, learners were not writing throughout the content. We had determined a building focus, in the spring, “Students will skillfully communicate, orally and in written form, across the curriculum to reach proficiency.”

Lack of student engagement is a contributing factor in the loss of instructional time. From classroom to classroom varying degrees of engaging instructional strategies were observed. When engaging structures and practices are limited, unproductive student behavior is evident. During instruction many students are disengaged in learning. Students are out of their seats or away from the learning area, engaging in conversations with other students, and otherwise participating in off-task behavior. Not only does their behavior inhibit their own ability to learn, but also that of other students. Routines and procedures such as bell-to-bell instruction and quick transitions vary throughout the building.


Section IV: Action Plan(s)

This section addresses the ―plan‖ portion of the continuous improvement cycle. First, you will identify your annual performance targets and the interim measures. This will be documented in the required School Goals Form below. Then you will move into action planning, which should be captured in the Action Planning Form. School Target Setting Form Directions: Complete the worksheet below. While schools may set targets for all performance indicators, at a minimum, they must set targets for those priority performance challenges identified in Section III (e.g., by disaggregated student groups, grade levels, subject areas). For federal accountability, annual targets for AYP have already been determined by the state and may be viewed on the CDE website at: www.cde.state.co.us/FedPrograms/danda/aypprof.asp. Safe Harbor and Matched Safe Harbor goals may be used instead of performance targets. For state accountability, schools are expected to set their own annual targets for academic achievement, academic growth, academic growth gaps and postsecondary and workforce readiness. For each annual performance target, identify interim measures that will be used to monitor progress toward the annual targets at least quarterly during the school year. Finally, list the major improvement strategies that will enable the school to meet each target. The major improvement strategies will be detailed in the Action Planning Form at the end of this section.

School Target Setting Form

Performance Indicators

Measures/ Metrics


Annual Performance Targets Interim Measures for 2011-12

Major Improvement Strategies 2011-12 2012-13

Academic Achievement

(Status)

CSAP, CSAPA, Lectura, Escritura

R

Reading Achievement across grades 3-5 and all disaggregated groups has decreased to 30% P/A, with a significant decrease of 10.1% over the past 5 years.

In primary, we notice a similar trend with our DRA2 Reading Data

By the end of the 2011-12 school year, 40% of the students will score proficient or advanced overall on the reading CSAP and at least 58% of Kdg, 1st and 2nd grade students will be proficient on the DRA 2..

By the end of 2012-2013 school year, 50% of the students will score proficient or advanced overall on the reading CSAP and at least 68% of Kdg, 1st and 2nd grade students will be proficient on the DRA 2.

District Quarterly Interims (administered 3 times in Oct, Dec, and May)

Monitor the overall proficiency of all students throughout each quarter with Mondo Benchmark Assessment

Running records for all target students monitored every 3

1,2, 3

http://www.cde.state.co.us/FedPrograms/danda/aypprof.asp


weeks.

M

W

Writing achievement across grades 3-5, and all disaggregated groups has decreased to 24% P/A, with a decrease of 1.3% proficient over the past 5 years



District Quarterly Interim Assessments administered Oct, Dec, and May;

3 week writing assessment matrix;

Pre- and post-assessments for each unit of study

1, 2,3

S

AYP

(Overall and for each disaggregated groups)

R

Did not meet 94.23% of all students and of each disaggregated group will be PP and above OR will show a 10% reduction in percent of students scoring non-proficient.

94.23% of all students and by each disaggregated group will be PP and above OR will show a 10% reduction in percent of students scoring non-proficient.

District Interim Assessments grades 3-10 (administered 3 times during the school year: September, December, May).

Mondo Literacy Assessments ongoing (grades K-5).

1, 3

M

Did not meet 94.54% of all students and by each disaggregated group will be PP and above OR will show a 10% reduction in percent of students scoring non-proficient.

94.54% of all students and of each disaggregated group will be PP and above OR will show a 10% reduction in percent of students scoring non-proficient.

District Interim Assessments grades 3-10 (administered 3 times during the school year: September,

1, 2


December, May).

Kathy Richardson Assessments ongoing (grades K-5).

Academic Growth

Median Student Growth Percentile

R

M

Over the past 4 years, the average for math median growth percentile is only 37. Although there has been a steady increase in math growth data, we are still well below the state median percentile of 50. Only 14% of our Unsatisfactory and Partially Proficient students are on track to catch up with adequate growth in math.

By the end of the 2011-2012 school year, the median Student Growth Percentile in Math will be at least 55.

By the end of the 2012-2013 school year, the median Student Growth Percentile in Math will be at least 65.


Kathy Richardson Assessments ongoing (grades K-5).

1, 2

W


Median Student Growth Percentile

R

Over the past two years, students who score Unsat or Partially Proficient on CSAP are not making adequate growth to catch up in three years.

By the end of the 2011-12 school year, 50% of Unsat/PP students will make adequate growth in order to begin catching up in the area of reading.

By the end of the 2011-12 school year, 60% of Unsat/PP students will make adequate growth in order to begin catching up in the area of reading.


Mondo Literacy

1, 3


Assessments ongoing (grades K-5).

M

W

Post Secondary & Workforce Readiness

Graduation Rate

N/A N/A N/A N/A N/A

Dropout Rate N/A N/A N/A N/A N/A

Mean ACT N/A N/A N/A N/A N/A


Action Planning Form Directions: Identify the major improvement strategy(s) that will address the root causes determined in Section III. For each major improvement strategy, identify the root cause(s) that the action steps will help to dissolve. Then, indicate which accountability provision or grant opportunity it will address. In the chart below, provide details about key action steps necessary to implement the major improvement strategy. Details should include the action steps that will be taken to implement the major improvement strategy, a general timeline, resources that will be used to implement the actions, and implementation benchmarks. Add rows in the chart, as needed. While space has been provided for three major improvement strategies, the school may add other major strategies, as needed.

Major Improvement Strategy #1: If we provide professional learning that will deepen the understandings of the standards based teaching and learning cycle (inclusive of delivering the agreed upon curriculum, analyzing of the student data to inform instruction, integrating highly effective/research based instructional strategies, and differentiation of instruction to meet the needs of our learners), then students will have clarity around proficiency targets and receive the necessary support and feedback to reach and exceed these targets. Root Cause(s) Addressed: A coherent standards-based system for teaching and learning does not exist, resulting in low-level tasks, instruction that is not differentiated, and a lack of agreement on what makes work proficient.

Accountability Provisions or Grant Opportunities Addressed by this Major Improvement Strategy (check all that apply):

School Plan under State Accountability Title IA School Improvement/Corrective Action Plan Application for a Tiered Intervention Grant

Title I school-wide or targeted assistance plan requirements School Improvement Grant

Description of Action Steps to Implement the Major Improvement Strategy

Timeline Key Personnel* Resources

(Amount and Source: federal, state, and/or local)

Implementation Benchmarks

Status of Action Step* (e.g., completed,

in progress, not begun)

Teachers will build a common understanding of ―essential learnings‖

August 2011 – May 2012

Teachers Coaches

Principal

Instructional Coach

Amount: none

Source: Utilization of CDE website (standards and Standards Based Teaching Learning Cycle)

Teacher planning time

Teachers will meet during Grade Level Meetings (GLM) once a week and agree on the definition of Essential Learning. Staff will be consistent with the term on Essential Learning.

Administrators, Instructional Coach and Teacher Coaches will monitor the development of understanding. By the end of October, 2011, 100% of staff will develop a common understanding

Completed


of ―essential learning.‖

Teachers will identify Essential Learnings in writing and math and will write ongoing unit plans (lesson design) with their teammates/content partners.

September 2011- May 2012

Teachers

Coaches

Principal

Instructional Coach

Amount: Substitutes

to release teachers for unit planning (Full day-once a quarter)

Source: Utilization of CDE website

Consolidated Fund/Title I 10% fund

Teacher Weekly planning time

Each grade level team will meet weekly with their grade level/content partner to do unit planning in writing and math. The administrators, instructional coach and teacher coaches will monitor the development of the unit plans by joining these weekly meetings and by checking school’s data drive (V drive) where all unit plans are stored and shared by staff. By the end of SY 2011-2012, 100% of staff will complete writing unit plans.

In Progress

Teachers will focus their teaching on essential learnings by using and modeling effective and research-based instructional strategies (e.g. Nonlinguistic Representations – Marzano’s) in order to provide precise and rigorous instruction.

October 2011-May 2013

Teachers

Coaches

Principal

Instructional Coach

Consolidated fund/ongoing Teachers will maximize instructional intensity and provide precise and rigorous instruction. Administrators will monitor and provide feedback at least bi-monthly. By the end of SY 2011-12, 100% of staff will focus their teaching on essential learnings.

In Progress

Teacher will monitor, provide feedback, and communicate essential learnings and success criteria to students and their parents effectively.

October 2011-May 2013

Teachers

Coaches

Consolidated fund/ongoing Teachers will post and review Shared Learning Targets daily in all

Ongoing


Principal

Instructional Coach

Parent Liaison

content areas. Teacher coach, Instructional Coach and administrators will monitor the evidence of student’s understanding on Shared Learning Targets weekly. Teachers will communicate essential learnings and success criteria with parents through monthly newsletters, and parent days, and parent coffees Administrators will monitor the distribution of newsletters. The agendas of these events will document that essential learnings have been communicated with parents. By the end of SY 2011-2012, 100% of teachers will communicate essential learnings and success criteria to students and parents.

* Note: These two columns are not required to meet state or federal accountability requirements, although completion is recommended. ―Status of Action Step‖ may be required for certain grants (e.g., Tiered Intervention Grant).


Major Improvement Strategy #2: (Growth Gaps): If we give students opportunities to creatively apply and demonstrate their learning through multiple learning modalities, then our Unsat/PP students across the grade levels, will be more engaged, be able to communicate their learning more effectively, and teachers will be able to identify and adjust for learning gaps to accelerate their growth. Root Cause(s) Addressed: We are not yet systematically, or systemically, using effective research-based instructional strategies that engage students and scaffold learning.










Teachers will meet monthly to use strategic lesson design and unit planning for; higher order Bloom’s and Depth of Knowledge. Teachers will identify and plan for common vocabulary in writing and math.

Jan-May 2013 Teachers,

Teacher Coaches,

Instructional Coach,

Principal

4 Full day planning session

3-4 subs ($150) x 3 days = $900 (local)

Instructional Coach-10% of Professional Learning

Each grade level team will define the common vocabulary, essential skills, the progression of instruction linked to higher level thinking skills, and an assessment matrix (based on the states DOK) prior to the start of each of the 7 writing units and math Investigation units. The principal and instructional coach will monitor this and provide feedback one week prior to the start of each writing and math unit. Adjustments to instructional plans will be made throughout each unit based on collected student data for growth.

In-progress

Teachers will be provided with professional learning that focuses on feedback linked to the 3 week writing and math matrix. The expectation will then be to meet with the learner, consistently, to provide direct feedback and next steps and scaffold learning to ensure proficiency.

August 2011- May 2013

Teachers, Teacher Coaches, Instructional Coach, Principal


Leadership Team will provide professional learning through planning and implementation with the Instructional Coach and Teacher Coaches.

In-progress


LT & teachers will conduct quarterly learning walks focused on the benchmarks above (e.g. assessment matrices, exemplars, etc.)

Teachers will understand and use daily the 5 Step Process for Posting Objectives: Post, unwrap with learners, make it relevant, bring it back throughout the lesson, and personal debrief inclusive of individual written transference of learning objective. By the end of each lesson, learners will be clear on how they did in meeting the targets.

August 2011-May 2012


None Each grade level team will use the 5 Step Process before of each writing unit. Principal will observe and provide feedback on the process in each classroom a minimum of one time per writing unit.

Ongoing


Major Improvement Strategy #3: If we ensure there is a sustained, rigorous component in professional learning that helps teachers develop English Language Learners’ English Acquisition skills so that they have high expectations for all students, use strategies to shelter content/make instruction comprehensible, and provide adequate feedback around reading, writing and speaking, then our Second Language Learners will have access to grade level content and perform at an increased level of proficiency, with steady growth over time. Root Cause(s) Addressed: We have not provided intentional development of English Language Acquisition across all content areas and grade levels. Specifically, we have not set expectations for, nor supported students in the application of reading, writing and speaking. Adequate feedback has not been given as to reading, writing and speaking proficiency.










Teachers will plan and implement opportunities for learners to transfer new knowledge at the end of every lesson. A focus will be on the written reflection of personal understanding and the oral communication to peers.

August-May 2013



Each grade level will plan for students’ transference of knowledge on a daily basis. The students will demonstrate their understanding ―on their own‖ through a written task and reflection of where they are in their understanding. Teachers will use this to plan for learning. Leadership Team and teachers will conduct bi-monthly walk throughs to collect evidence of students’ ability to transfer new learning.

In progress

Teachers will post exemplars for students to use in order to identify proficient examples of writing elements. These elements will include picture cues

August-May 2012

Teachers, Teacher Coaches, Instructional Coach,

Each grade level team will compose exemplar pieces prior to the start of

On going


to support the English language learners (ELL). Students will independently use these to self assess and add to their writing piece.

Principal each writing unit. Principal and teacher coach will monitor this and provide feedback one week prior to the start of each writing unit.

Teachers will use and model common vocabulary and supportive language structures designed to allow students access to language that supports processing around the essential learnings defined for science, math and writing.


Teachers

Instructional Coach

Each grade level team will meet 3 times per quarter to analyze running records, written responses, and oral language data. They will report the proficiency level and growth of each target student on each of these assessments. The principal will monitor proficiency and growth at each of the three meetings.

Each grade level team will compose or identify exemplar pieces prior to the start of each writing and math Investigations unit. Principal Instructional Coach and Teacher Coach will monitor this and provide feedback one week prior to the start of each writing and math Investigations unit.

On going

Professional learning will be provided on sheltering instruction and comprehensible instruction by the District’s ELA Consultant and ELA Teacher Leaders.


Instructional Coach

ELA District Consultant

Leadership Team & teachers will conduct quarterly learning walks focused on sheltered


instruction and comprehensible instruction.

Because we understand how imperative students are give explicit feedback, professional learning and planning for feedback on reading, writing, speaking will be offered and supported throughout the year.

September 2011-May 2013

Principal

Instructional Coach

Teacher Coaches

Leadership Team & teachers will conduct monthly learning walks focused on sheltered and comprehensible instruction.

Title One Accountability Provision #1: Parent Involvement


Title I schoolwide or targeted assistance plan requirements School Improvement Grant


Timeline Key Personnel

Resources (Amount and Source: federal,

state, and/or local) Implementation Benchmarks



Hold a beginning of the year orientation meeting for parents explaining Title 1 programming, answer questions and invite parents to participate in classroom activities.

August 2011 Principal

Title 1 Teacher,

Family Liaison,

Student Coordinator, Principal

None Meeting will be held no later than August 31, 2011. Evaluation of meeting by parents will show that it was useful and informative.

Completed

Hold Parent/Teacher Conferences each semester with parents to discuss progress of their students (a translator will be available if necessary).

October 2011-12

March 2012-13

Teachers,

Title 1 Teachers

Family Liaison

$500 for translation (Title 3 funds)

Conferences with parents regarding student progress.

On going

Monthly Parent Coffees will be held. The purpose of these meetings will be for each grade level to share with their parents current standards their children are working on in Math, Reading and Writing and share activities they can do with their children at home.


Grade Level Teachers, Family Liaison,


$500 for pastries and coffee (Title 1/Parent Involvement funds)

$500 for copies (Title 1/Parent Involvement funds)

Evaluation of meeting by parents will show that it was useful and informative

On going


Send home Quarterly Progress Reports in both English and Spanish to inform parents of their child’s progress and the concepts and skills being covered.

Oct. 2011

Jan. 2012

March 2012

May 2012

Oct. 2012

Jan. 2013

March 2013

May 2013

Teachers,

Title 1 Teachers

$200 for printing (General funds)

Quarterly reports will be sent home. On going

Following dinner, we will hold a Parent in the Classroom Night. We will provide Math and Literacy Make and Takes for parents, focusing in on strengthening student math and writing skills.

October 2011

February 2012

October 2012

February 2013

Teachers,

Title 1 Teachers,

Principal,

Student Coordinator

$400 for dinner (Title 1/Parent Involvement funds)

$500 for printing and materials (Title 1/Parent Involvement funds)

Parent evaluation of the Parent in the Classroom Night will indicate that parents found it to be enjoyable and informative.

On going

Send written notification in English and Spanish to the parents of low-income students notifying them about Supplemental Education Service opportunities. Provide a list of all supplemental service providers

September 2011/12

Family Liaison, Principal

$200 for printing (General funds)

Letter sent by September 30th. Completed

The school’s Unified Plan and Parent Involvement Policy will be discussed at the spring Parent Coffee meeting and key points will be communicated in the fall newsletter. The plan and policy will be available for review by all parents upon request.

January

2012/13

Principal $200 for printing (General funds)

$100 for coffee and pastries (Title 1/Parent Involvement funds)

All parents will be notified of and will have access to the school’s Unified Plan and Parent/Student Compact.

Not begun

A Parent-School Compact has been developed at our school in collaboration with the parents.

2011-12/2012-13 School Years

Family Liaison,


None The Compact is available for review upon request.

Completed


Section V: Appendices

Schools may add additional documentation to meet their unique needs. In particular, optional forms are available to supplement the improvement plan for schools to ensure that the requirements for the following have been fully met:

Title I Schoolwide Program

Title I Targeted Assistance Program

Title I Improvement, Corrective Action or Restructuring

Additional Requirements for Turnaround Status Under State Accountability

Competitive School Grants (e.g., Tiered Intervention Grant, Closing The Achievement Gap)

Section V: Optional Addendum

For Schools Operating a Title I Schoolwide Program

Schools that participate in Title I may choose to use this format to document Title I program requirements for operating a schoolwide program. As a part of the improvement planning process, some schools may meet some of the requirements in earlier sections of the UIP. This form provides a way to ensure all components of the program are met through (1) assurances, (2) descriptions of the requirements or (3) a cross-walk of the Title I program elements in the UIP.

Description of Title I Schoolwide Program Requirements

Assurance Recommended Location in UIP

Description of Requirement or Crosswalk of Description in UIP Data Narrative or Action Plan (include page numbers)

How are parents and school staff involved in the development of the improvement plan?

Section III: Data Narrative (p. 6)

pp. 7-10

What are the comprehensive needs that justify the activities supported with Title I funds?

Section III. Data Narrative (p. 6) and Section IV. Action Plan (p. 8)

pp. 7-24

What are the major reform strategies to be implemented that strengthen core academic programs, increase the amount and quality of learning, and provide an enriched and accelerated curriculum?

Section IV: Action Plan (p. 8)

pp. 11-24

Title I students are only taught by highly qualified teachers.

Yes


No

How are highly qualified teachers recruited and retained?


Due to its urban location, Aurora Public Schools (APS) does not have difficulty recruiting highly qualified (HQ) teachers. One of the goals of the district’s plan, VISTA 2015, is to recruit, hire, induct, support and retain high-performing staff to promote organizational effectiveness. Additionally, APS seeks to ensure all employees are highly effective and skilled for their positions.

In furtherance of these goals, APS candidates are expected to meet HQ status for any licensed position to which they apply and candidates are only ―authorized‖ to apply for positions for which they are appropriately licensed and endorsed. The Division of Human Resources confirms appropriate licensure and endorsement of each new hire.

Once teachers are hired, all teachers new to APS receive intensive professional development that pertains to the needs of the school district as well as the needs of the new teacher. The professional development includes a mentoring program as well as an induction into APS. Each new teacher receives coaching, through the district teacher-coaching model, in literacy and/or mathematics as well as best practices for learners of English. Also, each teacher new to the district is required to complete a three course study in Linguistically Diverse Education, within three years of employment.

In other ways, APS uses its competitive salary structure to award and retain licensed staff based on years of experience and years of education.

Description of Title I Schoolwide Program Requirements

Assurance Recommended Location in UIP

Description of Requirement or Crosswalk of Description in UIP Data Narrative or Action Plan (include page numbers)

How is the high quality professional development based on student and staff needs?

Section IV: Action Plan (p. 8) and Section III: Data Narrative (p. 6)

pp. 11-24

pp. 7-10

The school’s Parent Involvement Policy (including the Parent Compact) is attached.

Yes

No

How does the school assist in the transition of preschool students from early childhood programs to local elementary school programs?


Many APS students attend a preschool class in an APS elementary school making the transition from early childhood programs to the local elementary program as seamless as possible. Preschool students are able to visit the kindergarten classrooms to gain familiarity with the program.

District-wide, APS holds a ―Kindergarten Workshop‖ for preschool families. During this workshop, parents are informed about the transition from preschool programs to elementary programs and how


best to help their students adapt to the new program.

The APS Early Childhood Education Department sends home letters at the end of each school year to preschool families. The letter provides the families with information regarding enrollment of their preschooler in kindergarten and the child’s designated elementary school regard boundaries.

How will the UIP (including the Title I requirements) be annually evaluated for effectiveness and includes the participation of parents?


pp. 11-24

Quarterly Implementation Plans will be submitted to the Director of Student Achievement quarterly.

How are Title I funds used in coordination with other ESEA funds, as well as state and local funds?

Section IV: Action Plan (p. 8), Resource Column

pp. 11-24

In addition to the resources listed in the Action Plan section of the UIP, Title I funds are used in coordination with other ESEA funds through the use of district coaches at the school site (Title II, Part A) and ELA coordinators (Title III).

Section V: Supporting Addenda Forms

For Title I Schools on Corrective Action

Title I schools on corrective action may choose to use this format to ensure that all improvement planning requirements are met. As a part of this process, some schools may meet some of the requirements in previous sections of the UIP. This form provides a way to make sure all components of the program are met through (1) assurances, (2) descriptions of the requirements or (3) a cross-walk of the Title I improvement requirements in the UIP.

Description of Title I Corrective Action Requirements

Assurance Recommended Location in

UIP Description of Requirement or Crosswalk of Description in UIP Data Narrative or Action Plan (include page numbers)

Strategies. What scientifically-based research strategies are identified to strengthen the core academic subjects of reading and math?

Section IV: Action Plan Form

Core Subjects. Policies and practices concerning the core academic subjects have been adopted that have the greatest likelihood that all groups of

Yes


students will meet the state’s proficient level of achievement on CSAP.

No

Professional Development. How will the school provide teachers and principals with high-quality professional development? How will the funds for professional development (10% set aside is optional) be used to remove the school from school improvement status? How will a mentoring be included in the professional development plan?

Section IV: Action Plan Form. The 10% set aside (optional) may be addressed in the resource column.

pp. 11-24

Interim Measures and Implementation Benchmarks. What are the specific annual, measurable objectives to measure continuous and substantial progress toward meet the state’s proficient level of achievement on CSAP?

Section III: Interim measure in Target Setting Form and Section IV: Implementation Benchmarks in Action Plan Form

pp. 4-6

pp. 11-24

Description of Title I Corrective Action Requirements

Assurance Recommended Location in

UIP Description of Requirement or Crosswalk of Description in UIP Data Narrative or Action Plan (include page numbers)

Parent Communication. The school has provided written notice about the identification to parents of each student enrolled in the school. The plan outlines strategies

Yes

No

Parent Involvement. What strategies are identified to promote effective parental involvement in the school?

Section IV: Action Plan Form. Parent Compact may be attached.

pp. 23-24

pp. 29-43

Technical Assistance. What assistance is the LEA providing as a result of being identified for Title I improvement?

Section IV: Action Plan Form pp. 11-24

Corrective Action Options. At least one of the corrective actions must be selected and described.

Section IV: A description of the selected corrective action in the Action Plan Form

Institute a new curriculum grounded in scientifically based research and provide

appropriate professional development to support its implementation

Extend the length of the school year or school day

Replace the school staff who are deemed relevant to the school not making adequate

progress

Significantly increase management authority at the school


Restructure the internal organization of the school Pilot School Status

Appoint one or more outside experts to advise the school (1) how to revise and

strengthen the improvement plan it created while in school improvement status; and (2) how to address the specific issues underlying the school’s continued inability to make AYP. §1116(b)(7)(C); §200.42

Aurora Public Schools Parental Involvement Planning – School-Level

2011-2012

School Name: Fulton Elementary Director of Instruction: Jill Lliteras Family Liaison: Mayra Durán

Needs Assessment (based on objective data) Students need to learn to skillfully communicate, orally and in written form, across the curriculum to reach proficient understanding.

Goal(s) Statement Evaluation (How will you know if you were successful in meeting your goal?)

To provide community participation programs, family literacy services, and parent outreach and training activities to all students and their families.

-Parent Surveys - Parent Meetings - Conversations with parents


Budget (2011-2012) : Allocation for Parental Involvement

Intent of Funding:

―Parental involvement always has been a centerpiece of Title I. However, for the first time in the history of the ESEA, it has a specific statutory definition. The statute defines parental involvement as the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring—

that parents play an integral role in assisting their child’s learning;

that parents are encouraged to be actively involved in their child’s education at school;

that parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child; and

that other activities are carried out, such as those described in section 1118 of the ESEA (Parental Involvement).”

[Section 9101(32), ESEA.]


EPSTEIN MODEL FOR PARENTAL INVOLVEMENT

TYPE 1--PARENTING: Assist families with parenting and child-rearing skills, understanding child and adolescent development, and setting home conditions that support children as students at each age and grade level. Assist schools in understanding families.

TYPE 2--COMMUNICATING: Communicate with families about school programs and student progress through effective school-to-home and home-to-school communications.

TYPE 3--VOLUNTEERING: Improve recruitment, training, work, and schedules to involve families as volunteers and audiences at the school or in other locations to support students and school programs.

TYPE 4--LEARNING AT HOME: Involve families with their children in learning activities at home, including homework and other curriculum-linked activities and decisions.

TYPE 5--DECISION MAKING: Include families as participants in school decisions, governance, and advocacy through PTA/PTO, school councils, committees, and other parent organizations.

TYPE 6--COLLABORATING WITH THE COMMUNITY: Coordinate resources and services for families, students, and the school with businesses, agencies, and other groups, and provide services to the community.


Component 1: Effective Communication with Parents Objective/ Strategies to Meet Intended Goal(s)

Type(s) of Parental

Involvement (Epstein Model)

Evidence (Agendas, PTO Manager Data for Event, Artifacts – Updated Parent Policy, etc.)

Person Responsible Completion Date

Budget Allocation Needed to Accomplish This Task

1) Title I schools must notify all parents at the beginning of the school year of their current parental involvement policy and parent compact.

2

a) Newsletter b) Back to School Night Agenda c) Attendance Data from Back to School Night

Director of Instruction Mayra Duran/Family Liaison

8/18/11

2) Title I schools must notify parents of their students’ academic achievement as demonstrated by the CSAP every year in every area assessed.

2

a) Student CSAP Summary Report The Office of Assessment and Learning mails these home directly to parents.

Summer Time

3) If a student in a Title I school has been taught for four or more consecutive weeks by an educator that is not highly-qualified, parents must receive individual timely notice.

N/A

The APS Human Resources Department

Newsletters

Liaison Secretary Assistant Administrator

Every three months


Component 2: Effective Outreach to Parents Objective/ Strategies to Meet Intended Goal(s)

Type(s) of Parental





1) Title I schools must invite parents to an informational meeting at the beginning of the year to inform them of the school’s participation in the Title I, Part A programs. * This meeting should address: - requirements for Title I, Part A - parent’s right to be involved - share the main priorities the school has identified for their Title I funds in the coming year - opportunity for parents to provide feedback about both the current plan and any barriers they perceive to parental involvement

2,4,5,3

a) agendas b) newsletter verifying the invitation to the meeting/ should also cover the main points of the meeting c) attendance data for parents who attended d)Flyers e)Connect Ed

Director of Instruction 8/18/11

Kindergarten Workshops

4,3

See above

Kindergarten Teachers

On going

Math Night

4,3 See above

Kg – 5

th Grade teachers

October 19th

Literacy Night

4,3

See above

Kg – 5

th Grade Teachers

September 2

nd.


Component 3: Identify barriers to parental involvement within the school and examine solutions with parents. Objective/ Strategies to Meet Intended Goal(s)

Type(s) of Parental Involvement (Epstein

Model)




1) Title I schools are required to involve parents in the development of the Title I, Part A plan, and this needs to take place yearly.

5

a) Agendas with attendance sheets

Director of Instruction

2) Title I schools are required to have regular, on-going meetings throughout the year to provide updates on the progress of their plan.

2,4 a) Parent Coffees - attendance B) Building Accountability Committee

Director of Instruction Assistant Administrator Family Liaison

Quarterly Reports


Component 4: Involve parents in planning and evaluation of parent involvement policy and plans. Objective/ Strategies to Meet Intended Goal(s)

Type(s) of Parental





1) Title I schools must review the parental involvement policy and the parent compact of the school yearly, and ensure that parents are meaningfully involved in this process.

a) Updated Policy and Compact Yearly b) Attendance data from Meeting c) agenda

Director of Instruction 8/18/11

Pilot School

a)flyers b)Connect Ed c)agenda

Director of Instruction December 2011

P/T Conferences

a)flyer b)sign in sheets

School Staff

2 x year


Component 5: Districts / Schools will build parent capacity. Objective/ Strategies to Meet Intended Goal(s)

Type(s) of Parental





OK Program

2

Flyers

Liaison Family Liaison

Every Friday of the month

Family Literacy GED For adults ESL Classes

1

Flyers Registration Forms

The Learning Source Facilitator

Tuesday thru Thursday a.m. and p.m.

Parent Volunteer Group 3,5 Sign in Sheets Family Liaison 3 times a week

PTO Meetings

3, 5

Flyers agenda

Teachers and Parents monthly


Component 6: Educate school staff in the value of parent contributions and the important role parents play in the success of the school. Objective/ Strategies to Meet Intended Goal(s)

Type(s) of Parental





There will be a Staff meeting for teachers regarding the value of parent Involvement, Mc Kinney Vento Students

2

Staff Bulletin

Jill Lliteras Director of Instruction

10/6/11

Fulton Elementary school Office staff will provide a friendly receptive environment to all the parents and community members who enter the school/office.

2

Sign inn sheets at front office

Administrators and office staff

On going

Parents will be invited to be part of PTO

2, 3

Agendas Sign in sheets

Administrators Teachers

On going


McKinney-Vento Support Plan

―Services need to be comprehensive in nature and need to incorporate the unique challenges of educating children who are without permanent residences and who may be mobile.‖

(Dept. of Education, Non-Regulatory Guidance, 2001)

Purpose: In order to ensure every one of our schools is prepared to meet the unique needs facing our students that are homeless, this tool is designed to enable a leadership team at each school to develop a comprehensive plan of support that both ensures the federal programmatic requirements are met and also ensures that every student in Aurora Public School, regardless of financial stability, has the opportunity to attend college without remediation. The McKinney-Vento Homeless Education Assistance Act is part of the No Child Left Behind Act. The law defines homeless children and youth as those individuals between ages 3 and 21 who lack a fixed, regular and adequate nighttime residence. This definition includes children and youth who: • are unaccompanied children and youth (not in the physical custody of a parent or guardian) • share the housing of other persons due to the loss of housing, economic hardship or similar reason • are living in motels, hotels, trailer parks or camping grounds due to the lack of alternative adequate accommodations. • are living in emergency or transitional shelters • are abandoned in hospitals • are awaiting foster care placement • have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings • are living in cars, parks, public spaces, abandoned buildings or substandard housing, bus or train stations, or similar settings • migratory children who qualify as homeless because they are living in circumstances described above. * Any one of these indicators makes a student eligible for McKinney-Vento services.

Planning Area Critical Guiding Questions Person (People) Responsible/ Materials Needed

School-Based Support Team

The two roles for each school will be provided with comprehensive professional

develop throughout the year. They will receive a certificate for their completion of

the certificated program.



a) McKinney Vento Office Designee – The McKinney Vento Office Designee will be responsible for processing any changes in enrollment that occur for a family that has recently become homeless. They will also serve as a strong ally to the family in seeking additional support for their student using the school-based supports available.

*For the 2011-2012 school year, who will be your identified office designee?

________________________________

b) McKinney Vento Case Manager – Generally, this position is filled by a family liaison when the school has this position. Otherwise, a mental health professional within the building or a certified teacher would be a good choice. However, an assistant principal may even be an appropriate choice depending on the way your school is structured. This position will directly monitor and case manage students at the school level and ensure they have the support necessary to achieve academically at the same level as their peers. Additionally, this individual will use the available community-based and district-level resources to advocate and ensure the student has what they need to be successful in school. They will also become well-versed in outside agency supports and systems that can address additional issues the family may be facing as they experience homelessness.

*For the 2011-2012 school year, who will be your identified office designee?

________________________________

Clerk Family Liaison

Student Achievement for All Students

Planning for Success for all McKinney Vento Eligible Students



1) What current supports does your school have in place to support your students experiencing homelessness?

2) What are the most critical barriers for students who are homeless in the school setting? What are the possible barriers within a school’s control that may hinder or diminish possibilities for a student who is homeless?

3) Goal (using student-based achievement data): 4) Strategies or Supports Utilized to Reach this Goal: 5) Evaluation :– How will you know if your support plan or additional academic

opportunities are closing the gap? What assessment will you evaluate throughout the year to document the growth towards your objective?

*Secondary-Level Question: Within our district data, it has become increasingly

clear that we are very low on our identification of unaccompanied youth experiencing

homelessness. The federal government has established new support mechanisms

for ensuring that our students experiencing homelessness still have access to post-

secondary options, including a different FAFSA form that requires no parent financial

information.

**Please share your school-wide plan for increasing identification of your

homeless unaccompanied youth:


SCHOOL-PARENT COMPACT

Fulton Elementary, and the parents of the students participating in activities, services, and programs funded by Title I, Part A of the Elementary,

agree that this compact outlines how the parents, the entire school staff, and the students will share the responsibility for improved student academic

achievement and the means by which the school and parents will build and develop a partnership that will help children achieve the State’s high

standards.

This school-parent compact is in effect during school year 2011-2012

Fulton Elementary will:

Provide high-quality curriculum and instruction in a supportive and effective

learning environment that enables the participating children to meet the State’s

student academic achievement standards as follows:

Please see attached calendar for specific dates and a brief description.

Providing meaningful math and reading instructions and opportunities for independent practice

Providing instruction with grade level expectations and building on student’s strengths to help child meet standards

Providing support for resolving conflicts in a positive, nonviolent ways

Providing meaningful homework and clear directions

Hold parent-teacher conferences during which this compact will be discussed as it relates to the individual child’s achievement. Specifically,

those conferences will be held:

Back to School Night - August 10, 2011 6:00 – 8:00 p.m.

First Parent Coffee of school year - August 18, 2011 8:30 – 9:30 a.m.

Provide parents with frequent reports on their children’s progress. Fulton Elementary will provide reports as follows:

The parents will receive four report cards for the school year at the end of each quarter.

October 11 and 13, 2011 at Parent/Teacher conferences 3:30 – 7:30 pm both nights

March 9th

, 2012 end of third quarter

May 23, 2012 send in the mail


Provide parents reasonable access to staff. Specifically, staff will be available for

Consultation with parents as follows:

Frequent communication with parents by phone calls, notes and meetings

Communication with parents is varied, comprehensive and frequent. In English and Spanish or other language if necessary

Newsletters - Sep, Dec 2011, March 2012, May, 2012

Instructional Support Team - Every Friday @ 7:45 a.m.

Parent Coffees by grade level - Every third Thursday of the month @ 8:30 a.m.

ILP Conferences – September 12 2011 @ 12:30 – 7:00 p.m.

Parent/Teacher conferences - October 11&13, 2011 and March13&15 3:00 – 7:00 p.m.

Provide parents opportunities to volunteer and participate in their child’s class,

and to observe classroom activities, as follows:

PACT Time - weekly everyday @ different times during the day

Parent Coffees - every third Thursday of the month @ 8:30 am

PTO Meetings - every second Tuesday of the month @ 3:30 pm

Movie Night - TBD @ 5:30 pm

Math Family Night – October 19, 2011 4:00 – 6:00 p.m.

Kindergarten Workshops - Second Wednesday of each month @ 2:00 p.m.

ILP Meetings - September 12, 12:30 – 7:00 p.m.

Parent Responsibilities

We, as parents, will support our children’s learning in the following ways:

Sending my child to school regularly, on time and prepared to learn

Communicating with teachers about my child’s academic progress and behavior

Spending time with my child daily practicing reading and math, discussing and conversing.

Reading in class and school newsletters to keep informed about what my child is learning

Participating in my child’s education by attending school activities, conferences and parent workshops and coffees

Helping my child solve conflict in ways that are positive and nonviolent


Monitoring the amount of television my child watches

Volunteers will support classroom instruction, or will work in the community room

Documents

Reading - Showitsites.showitfast.com/49238/87405/fulton_uip_2011_12_10_31_112.pdf · (FEP) dropped significantly from 2010 to 2011 FEP 90% to 79%, Writing achievement across grades