Test Template Document - Anoka-Hennepin School District 11 Web viewTemplate: This Word document will guide leadership implementation teams in completing Title I Priority and Focus

School Support Division1500 Highway 36 WestRoseville, MN 55113-4266

Priority, Focusand Continuous Improvement

School Plans

August Submission2014-15

DISTRICT INFORMATION

District Name and Number: Anoka Hennepin District 011 Phone: 763-506-1001

Superintendent (Director): David Law Fax: 763-506-1013

District Address: 2727 Ferry St. Anoka, MN Email: [email protected] INFORMATION

School Name and Number: Evergreen Park World Cultures Community School # 421 Phone: 763-506-2500

School Address: 7020 Dupont Ave. N Brooklyn Center, MN

Fax: 763-506-2503

Principal: Sheryl D. Ray Email: [email protected] one: ☐Priority School x Focus School☐Continuous Improvement School

Check if applies: X Schoolwide plan

Check one (Regional Centers of Excellence):☐North x South/Central ☐SE/Metro

Priority School

2012-13 MMR: ____ %2013-14 MMR: ____ %

Focus School

2012-13 FR: 28.4 %2013-14 FR: 34.1 %2014-15 FR:

Continuous Improvement School

2012-13 MMR: ____ %2013-14 MMR: ____ %

LOCAL BOARD OF EDUCATION ACTION

The local Board of Education/Charter Board of _Anoka Hennepin District 11 (LEA Name) has authorized Eric Egstad (Name) at a monthly meeting on ___________________ (Date) to act as the Local Education Agency (LEA) representative in reviewing and filing the attached plan as provided under P.L. 107-110 for school year 2013-14. The LEA Representative will ensure that the school district (LEA) will maintain compliance with the appropriate federal statutes, regulations, and procedures and will act as the responsible authority in all matters relating to the administration of this improvement plan. The local Board of Education/Charter Board ensures that its designee(s) will periodically update the Board regarding goals and strategies/practices, participate as a member of the school leadership implementation team, and work in collaboration with the Regional Centers of Excellence and/or MDE providing technical assistance through the Minnesota Statewide System of Support (SSOS).___________________________________________________ _________________________(Signature of Superintendent/Charter School Board Chair) ( Date)

GENERAL INSTRUCTIONS

Template: This Word document will guide leadership implementation teams in completing Title I Priority and Focus school improvement plans in accordance with the ESEA Flexibility Request. This may also serve as the Title I Schoolwide plan for eligible Priority and Focus schools. Priority and Focus school improvement plans for 2014-15 must be submitted in this MDE template and are due September 2014.

Directions: Complete and update Priority and Focus school plans with the assistance of your Regional Center of Excellence staff (see page 3). Begin by examining what instructional strategies or practices you have in place that can be continued in your action plan efforts. Use multiple data sources to determine needs and prioritize strategies or practices. It is highly recommended to limit the number of instructional strategies or practices, three to five, ensuring effective school action plan implementation. Fill in MMR and FR information under School Information (page 1) when data is available.

Progress Checks: MDE will conduct quarterly progress checks during 2014-15 for Priority or Focus school plans. Plans that have not met ESEA Flexibility Request guidelines will be returned for changes and/or additional information. Priority and Focus schools will be required to submit updated improvement plans four times each year to MDE and the Regional Center of Excellence; twice a year these same plans will be uploaded to the SERVS system as required. (When identification of Continuous Improvement schools occurs, timelines will be determined for developing Continuous Improvement school plans.)

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mailto:[email protected]



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MESSAGE FROM THE CABINET

A Message from Commissioner Cassellius and the Cabinet: Purpose of the School Improvement Plan and Essential Partnerships for Improvement PlanningA school improvement plan is an organized, focused, inclusive and public way to plan improvement for student benefit. It guides a school to ask new and deeper questions about teacher and student learning as well as conditions and strategies for success. The School Improvement Plan supports our shared mission: Leading for Educational Excellence and Equity. Every day for Every One.Regional Centers of Excellence—Provide a Statewide System of Support (SSOS) to Focus and Priority Schools that enables implementation leadership teams at district and school to effectively implement evidence-based practices impacting positive student outcomes. Regional Center staff with support from the Minnesota Department of Education specialists, will work on site in participating schools. Building capacity to support growth and improved reading, mathematics and graduation outcomes for all students will focus on closing the achievement gap.District and Charter School Boards—Set direction and provide support for the School Improvement process. Establish policies to ensure that school teams, staff, parents, and other community partners have meaningful roles in developing, communicating, monitoring, and evaluating student benefit as a result of SIP (School Improvement Plan) planning and implementation. Celebrate incremental successes as schools reach established benchmarks for student achievement.District and School Leadership—Meet together regularly about progress towards school goals and needed support for students. Determine next step supports for teaching and learning based on classroom practices and teacher feedback. Monitor the progress of strategies or practices and report progress to stakeholders on a regular basis.School Staff—Lead and participate in assessing and establishing priority needs for student equity and achievement. Understand the root cause of student performance challenges. Ensure that classroom strategies for improvement address the needs of students at all levels of learning.Parents and Families—Learn how to actively contribute to improved academic achievement. Continue a dialogue with school staff about the type of parent engagement that will best support student learning for all students.Students—Participate in strategies to reach individual and school goals. Be responsible for personal learning and achievement. Celebrate progress with teachers, students and parents.Continuous Improvement is the shared learning goal and responsibility of our entire culture. Together, let us continue to explore better information about student performance, better information about factors that impact performance, and increase our focus on improvement planning, progress, and results.

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REGIONAL CENTERS OF EXCELLENCE: STATEWIDE SYSTEM OF SUPPORT (SSOS)

The ESEA Flexibility Request states:“The primary goal of Regional Centers of Excellence/SSOS is to focus schools and districts on closing the persistent achievement gap between high and low performing children, especially the achievement gaps between minority and nonminority students and between disadvantaged children and their more advantaged peers.”

The Department has established three Regional Centers of Excellence to:• Bring together Statewide System of Support (SSOS) implementation teams with specific expertise• Build state capacity to support regional teams• Provide equitable technical assistance in evidence-based practices for Focus and Priority Schools• Assist school leadership teams in taking evidenced-based practices to scale

The vision of the Regional Centers of Excellence/SSOS is to create an infrastructure that will support a common, coherent implementation of evidence-based strategies and practices; and apply the Common Principles of Effective Practice (WHAT) and key components of implementation (HOW) to support the infrastructure.The roles of Center staff which will include a director, and several educational specialists in the areas of reading, mathematics, English language development, special education, and implementation science to:• Determine the district’s or school’s current operational and performance status• Assist the district and school with school improvement planning (SIP) to prioritize instructional strategies or

practices based on identified needs• Provide consultation, training and technical assistance to support the school’s or district’s implementation of its

specific planned instructional strategies or practices• Monitor the district’s or school’s progress with implementation and provide support for necessary modifications

to the plan

PLAN DO STUDY ACT (PDSA) IMPROVEMENT CYCLE

The PDSA Improvement Cycle is an ongoing effort to identify student learning challenges and change instruction for student benefit. Continual follow-up and assessment of implementation and impact for each instructional strategy or practice informs next right steps to support both teacher instruction and student learning.

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Take Stock and Choose the Right Focus

Reflect, Celebrate and Re-engage; Maintain Momentum

Monitor and Adjust Take Collective Action



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LEADERSHIP IMPLEMENTATION TEAM REFLECTION QUESTIONS (NO WRITTEN RESPONSES REQUIRED)

PLAN (Take Stock and Choose the Right Focus): What is the school plan for identifying the need and instructional strategy or practice(s) to close the achievement gap? Is there an existing team that serves as the instructional leadership implementation team? Is there appropriate

representation of stakeholders based on identified student groups? How does the school Comprehensive Needs Assessment determine math/reading SMART goals, appropriate

strategies/ practices and supports that will best increase student achievement? How will instructional strategy or practice planning be aligned with the school’s mission, vision and goals? How will the leadership team target a root cause of student performance challenges? How do implementation and results data from the previous school action plan inform the next right steps? How will the leadership implementation team prioritize student needs, plan for implementation of targeted

instructional strategies/practices, and evaluate the action plan as the central focus of the continuous improvement process (Plan Do Study Act)?

How do selected instructional strategies/practices fit with current culture, other initiatives, supports and planned parent engagement?

What technical assistance, professional development and resources are available for each selected strategy/practice? What will strategies and practices look like when successfully implemented?

What ongoing data will be collected to assess fidelity of implementation and measure student learning? What will be frequency of data collection?

How will the leadership implementation team plan for immediate results (Quick Wins) in math/reading?

DO (Take Collective Action): How is strategy/practice being implemented? How will Person(s) Responsible communicate action steps, roles, staff responsibilities, and parent/community

partner roles and responsibilities? How will the leadership implementation team engage stakeholders? When will best practice coaching in reading/math begin and how will implementation data and student outcomes

be measured and monitored?

STUDY (Monitor and Adjust): How is the strategy/practice being implemented and impacting student achievement within the PDSA improvement cycle? What do Benchmarks (e.g., unit tests, short-cycle assessments or system-wide quarterly common assessments)

predict about proficiency and growth of student learning? How does Progress Monitoring (e.g., teacher observation, learning team minutes, coaching logs, interim assessments

and classroom formative assessment processes) determine training, retraining, reteaching and resource needs? How will job-embedded professional development (e.g., instruction-focused learning teams) and coaching

strengthen the impact of the strategy/practice on teacher instruction and student learning? Are expected changes in teacher instruction addressing root causes of the challenges to student performance?

ACT (Reflect, Celebrate and Re-engage; Maintain Momentum): What evidence supports continuing or moving to a new PDSA cycle? How does student performance data, Benchmarks, inform next steps for implementation? How does feedback from staff implementation practices, Progress Monitoring, inform school (and district)

leadership about needed supports? How will available funds and resources continue to sustain the evidence-based strategies and practices? How will new staff be oriented and supported in the implementation of strategies/practices?

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LEADERSHIP IMPLEMENTATION TEAM (IF APPROPRIATE, SCHOOLWIDE)

A formal leadership implementation team should be in place to lead the process of developing the school plan. Primarily, this team should organize and oversee the Comprehensive Needs Assessment process; lead the development of an improvement plan focused on root cause analysis, oversee implementation of evidence-based instructional strategies/practices, and evaluate the effectiveness and impact of strategy/practice within a PDSA cycle.The school action plan for each evidence-based instructional strategy or practice is a dynamic document to be changed and added to on a continuous basis by the team. It reflects a running record of short improvement cycles, approximately four to six weeks, focused on adjusting instruction using both implementation and student achievement data related to the selected strategy or practice.The school will want to consider these questions to determine the selection of the leadership implementation team: Is there an existing team or committee that can serve as the school leadership implementation team? If a new team is established, how will members be selected and recruited? Is the team membership periodically adjusted to meet changing instructional support needs with attention to

inclusion of staff with expertise related to both selected strategies/practices and improvement of most challenging student subgroups?

Leadership Implementation Team membership must represent identified school needs: Principal, Title I staff, data coach, reading & math instructors/coaches, parent representatives, and specialists as determined by the Multiple Measurements Rating or Focus Rating (e.g., special education, English Language Development).

Name Role1. Caitlin Meyer Grade K Teacher Leader2. Nikki Erickson Grade 1 Teacher Leader3.Chad Robertson Grade 2 Teacher Leader4. Kara Johnson Grade 3 Teacher Leader5. Paul Ambrosier Grade 4/5 Humanities Teacher Leader6. Jessica Thomason Grade 4/5 Inquiry Teacher Leader7. Stephen Thoemke Instructional Coach – Mathematics Specialist8. Janna Blanski Reading Specialist, Supplemental Programs, IT Teacher Leader, Sp Ed9. Ann Roehl ESL Teacher Leader10. Vanessa Wood Curriculum Integrator/Technology/Specialist Teacher Leader

11. Madonna Courey Principal Secretary/Parent/Community Member

12. George Vasil Assistant Principal

13. Sheryl Ray Principal

14. Mary Wolverton Elementary Associate Superintendent

15. Sarah Sirna ELD Specialist/Center of Excellence

Please address the following questions:1. Explain how the team composition represents the prioritized needs of the school.

“The priority need of the school is to increase the number of students who are proficient based on state standards and state accountability measures in reading and mathematics”. The team composition represents the stakeholders whose task it is to insure that all students are proficient in reading and mathematics by the end of fifth grade. This leadership team represents all groups assigned to this task. Represented on the team are grade level teacher leaders, math, reading, ESL, and special ed specialists, instructional coach, parent/community, administration, and district and state representatives. This is a comprehensive representation to access expertise from multiple perspectives for optimum results.

2. How will the leadership implementation team establish working relationships among themselves including

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consistent use of agendas/meeting best practices and a collaborative decision making process focused on instructional issues?

The team began to frame the working relationship for 2014-2015 at the May,2014 SIPT meeting. September, 2014, the School Improvement Planning Team (SIPT) will discuss team protocols: purpose of the team, team membership, meeting dates/times, meeting norms, school improvement plan developed, and grade level SMART goals. The agendas, meeting schedule, minutes of each meeting will be published published for staff and parents via email and posted on the school website. Leadership team members will discuss key messages and action needed with their representative group before and after leadership meetings. Team members will gather feedback from their representative cohort group and bring back feedback to the School Improvement Planning Team on a biweekly basis when applicable.

3. How will the leadership implementation team implement a systemic continuous improvement framework to guide instructional changes to increase student learning?

The leadership implementation team will implement a systemic continuous improvement framework consisting of collegial team meetings, collaboration team meetings, data meetings, and ongoing staff development offerings to guide instructional changes to increase student learning. The site improvement plan will guide staff in the implementation. Leadership team members will facilitate and guide the process through small and whole group discussions within collegial groups. Particular attention will be given to the continuous learning cycle. Ongoing teaming and collaboration will occur throughout the year guided and facilitated by SIPT Team Members as follows:

(PLAN) Collegial Team Meetings (PLC’s)• One time per week for 40 minutes prior to the start of school

• One time per week for 60 minutes during the school day

• Team Members: Classroom Teacher and Support Teacher Teams

• School Improvement Planning Team Members Lead Discussions and Support the School Improvement Plan Developed

• Instructional Coach, Reading Resource Specialist, Mathematics Specialist Teacher, Curriculum Integrator, and

Principal/Assistant Principal Attend Meetings Across Teams and Support the Planning and Celebration of Quick Wins

Focus On• Reading and Mathematics First Best Instruction Planning for Learning/Achievement

• Root Cause of Learning Differences

• Prioritizing Student Needs

• Alignment of Mission/Vision/SMART Goals with Instructional Practice

• Current Use of Best Practice Methods

• Determining Resources Needed

• Data to Inform Next Steps

• District curriculum, UBD documents, standards, standards based report card indicators

effort will be lead by the teacher leaders noted in this document. Feedback from stakeholders will be gathered on a regular basis to improve and revise the implementation. Resources will be used to track improvement for further reflection. Trimester check-points will be in place to analyze and reflect on progress.

4. How will the leadership implementation team communicate and establish feedback loops with

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stakeholders?The leadership team will communicate and establish feedback with stakeholders during collegial group meetings. Collegial groups meet at least one time per week as a PLC group, one time per week as a grade level/dept group, and one time per week as a group to analyze data for intervention work. The instructional coach and math/reading specialist will meet with groups as applicable to the content being discussed at least one time per week. Within these group sessions the implementation leadership will gather feedback from stakeholders. This information will be brought to the biweekly school improvement team meetings to determine further action. The leadership team may also survey stakeholders throughout the year when additional information is needed. Minutes, agenda, and action information from all leadership meetings will be posted on the school website and emailed to staff in a timely fashion. Parent input and feedback will occur at parent involvement events/activities, conferences, and monthly Home/School meetings.

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(DO) Data Meetings with Instructional Coach, Reading Specialist, Mathematics Specialist• One time per week for 60 minutes

• Participants: Classroom Teachers and Support Staff as Applicable

• Instructional Coach/Math Specialist/Reading Specialist Leads Facilitates the Discussion and scaffolds the assistance as applicable

Focus to:• Engage all Stakeholders in the Data Discussion

• Provide and Organize Data in Order for All Stakeholders to Understand

• Determine Next Steps

• Determines Student Groupings for Tier II/III interventions & Assign Roles and Responsibilities to Implement Strategy/Practice

• Determine Need for Coaching

• Determine Assessment/Evaluation of Strategy/Practice

• Develops a curriculum framework per trimester per content area

(STUDY) Team Reviews Data • What Do Formative and summative assessments, district benchmarks, unit diagnostics data predict About Student Proficiency and Growth

• What Does Progress Monitoring Show – Are Methods and Practices Increasing Achievement, Is There a Need for Additional Teacher Training, Is There a Need for Additional Resources

• Is the Root Cause of the Student Performance Deficiency Being Addressed by Changes in Teacher Practice

(ACT) Collaboration Team Meetings with Instructional Coach and Reading Specialist Lead• One time per week for 60 minutes

• Reading and Mathematics First Best Instruction Planning

• How Does Student performance Inform What to Do Next

• What Resources are Needed

• Are There Areas to Celebrate

• How Will Team Members Support Each Other in the Practice

• SIPT Team Member Collects Feedback and Shares with SIPT Team for Future Planning

(ACT) Ongoing Staff Development in the Areas of Reading and Mathematics• Two Times Per Month on Selected Reading and Math Instructional Topics

This framework allows teachers to team, collaborate, and plan instruction with support from the instructional coach and reading and math specialist 60 minutes per week with an additional 80 minutes per month for ongoing planned staff development in the content areas of reading and mathematics with the possibility of an additional 80 minutes per month for staff development during staff meetings. These efforts are lead by SIPT Team members. SIPT members gather feedback from the stakeholders they represent before and after each SIPT meeting. Surveys are developed to gain additional feedback from stakeholders throughout the implementation process. As a result, the goal of the Evergreen Park leadership implementation team (SIPT) is to implement a systemic continuous improvement plan through collegial team meetings, collaboration team meetings, data meetings, and ongoing staff development offerings to guide instructional changes to increase student learning.

4. How will the leadership implementation team communicate and establish feedback loops with stakeholders? The School Improvement Planning Team (SIPT) members will communicate and establish feedback loops with stakeholders. SIPT members participate in scheduled grade level/department team meetings at least three times per week either before or during the school day. Time for mandated teaming and collaboration time is created across the week in order to stay within the guidelines of the teacher contract. However, teams may choose to team and collaborate during prep time and access additional staff development funds to meet outside of the duty day to plan. A one hour (60 minute) sustained team planning time is scheduled one time per week for every grade level team. This allows for all stakeholders to participate in discussions at all times. Information is also distributed both in a hard copy and email version as well. All SIPT meeting agendas and minutes are posted on the school website and emailed after the SIPT meeting. All stakeholders can access the information via the Internet. The SIPT team uses surveys, face-to-face, and written communication to gather feedback from stakeholders. Stakeholders also receive communication at staff meetings and staff development trainings offered. All staff is given and can access a copy of the current School Improvement Plan in multiple ways. Stakeholders may give feedback via email, face-to-face, through written communication/surveys, and or through a SIPT Team member. In addition, parent input and feedback will occur at parent involvement events/activities, conferences, and monthly Home/School meetings.

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COMPREHENSIVE NEEDS ASSESSMENT SUMMARYThe leadership implementation team should:

summarize the evidence gathered during the comprehensive needs assessment, prioritize student needs, and identify evidence-based instructional strategies/practices to address root cause of low student academic performance and/or gaps.

The evidence should be linked to student achievement, both state accountability tests and local achievement data aligned to Minnesota Academic Standards.

Use tables below to summarize the achievement data, implementation data, and other related information to determine instructional strengths and challenges that have emerged. By answering the questions following the tables, the team will be able to reflect on prioritized needs and potential solutions to challenges.

Instructional Strengths: After evaluating the effect of current implemented instructional strategies or practices, list the instructional strategies/practices showing the greatest effect on mathematics learning, reading learning, or graduation. Please summarize at least two data sources (i.e., Benchmarks) to show impact on student achievement. Provide current fidelity of implementation data (i.e., Progress Monitoring) to show level of implementation. Use the ‘Next Right Steps’ column to document your team’s answer to: What evidence supports continuing or moving to a new instructional strategy or practice? Add rows as needed.

Instructional Strengths Student Achievement Data Fidelity of Implementation Data Next Right StepsList Instructional strengths below List student achievement data below List fidelity of implementation data below List next right steps belowReadingComprehension/Vocabulary Strategies for emergent, transitional, and fluent readers

Comprehension StrategiesConnect, Visualize, Question, Infer/Predict, Summarize, Self-Monitor

Vocabulary StrategiesWrite, Draw, Define, Connect, Explain

Teaming & Collaboration (PLCs)

ENVoY Strategies

Gr K10% DRA 4 Fall 201352% DRA 4 Spring 2014

Gr 14% DRA 18 Fall 201353% DRA 18 Spring 2014

Gr 216% DRA 30 Fall 201357% DRA 30 Spring 2014

Gr 313% DRA 30 or AboveFall 201328% DRA 30 or AboveSpring 201425% MCA Proficient Spring 201342% MCA Proficient Spring 2014

Gr 430% MCA Proficient Spring 201334% MCA Proficient Spring 2014

Gr 543% MCA Proficient Spring 201339% MCA Proficient Spring 2014

• Running Records• Jan Richardson Comprehension Interview• Vocabulary/Comprehension• Pre/Post Assessments of Targeted Vocabulary Words• Unit Diagnostic Assessments• Unit Summative Assessments• Daily Assignments• DRA/MCA/MAP/FAST Assessments

Continue to focus on Comprehension Strategies in 14-15: Connect, Visualize, Question, Infer/Predict, Summarize, Self-Monitor.

Continue to focus on Vocabulary Strategies in 14-15 through language development: Write, Draw, Define, Connect, Explain

The data indicates working on reading comprehension and vocabulary strategies impacts student growth.

Increase Language development focus in correlation with reading/vocabulary strategy used by supplemental and ESL teachers.

Continue Collegial Planning/Coaching Time

Continue scheduling 60 minutes per week for sustained Collegial Team meetings with the coach or other resource specialists

Develop agreed upon best practice in literacy document

Develop planning template for ESL and supplemental teachers

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Map out learning targets, standards, curriculum for each trimester

Develop agreed upon components of a high quality collegial team and survey completion of the components for quick wins

Add writing strategies as area of focus

Add student motivation, engagement, and cultural learning strategies in practice

Define best practices in teaming and collaboration

Define best practices in Literacy Instruction

Mathematics

Comprehension/Vocabulary Strategies as It Relates to Understanding Mathematics

Comprehension StrategiesConnect, Visualize, Question, Infer/Predict, Summarize, Self-Monitor

Vocabulary StrategiesWrite, Draw, Define, Connect, Explain

Mathematics StrategiesConceptual Place ValueGuided Math & Small Group Interventions

Teaming & Collaboration (PLCs)

ENVoY Strategies

Gr 348.2% Proficient MCA Spring 201351% Proficient MCA Spring 2014



• MAP Assessments• MCA Assessments• District Concept of Math Assessments• Unit Diagnostics• Pre/Post Vocabulary Assessments• Vocabulary Practice• Observations• Homework Samples

Data indicates progress using comprehension/vocabulary strategies to understand mathematics

Continue Collegial Planning/Coaching Time

Continue scheduling 60 minutes per week for sustained Collegial Team meetings with the coach or other resource specialists

Continue Guided Math Strategy, Focus on Comprehension/Vocabulary associated with mathematics

Increase Language development focus in correlation with reading/vocabulary strategy used by supplemental and ESL teachers.

Continued focus on Conceptual Place Value and foundations of math within a gr K-5 sequence

Continue training Staff in Conceptual Place Value

Continue training staff in guided math

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Increase coaching in the area of mathematics

Map out learning targets, standards, curriculum for each trimester

Develop agreed upon components of a high quality collegial team and survey completion of the components for quick wins

Add student motivation, engagement, and cultural learning strategies in practice

Define best practices in teaming and collaboration

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Instructional Challenges: List other instructional challenges not addressed with the implementation of the instructional strengths listed above; they may be past challenges that remain or have grown over the past year as well as new challenges to student learning. Please summarize at least two data sources (i.e., Benchmarks) that shows these are challenges. List the root causes identified for each instructional challenge. Provide one to three evidence-based instructional strategies/practices being considered to address the instructional challenge that is aligned to the identified root cause. Add rows as needed.

Instructional Challenges Data Analyzed/Reviewed Root Causes Possible Instructional SolutionsList instructional challenges below List data analyzed/reviewed below List root causes below List possible instructional solutions belowStudents have difficulty Understanding Words and Comprehending Meaning Across Content Areas of Reading/Writing and Mathematics

• 62% of all ESL Students in grades K-5 are either entering, emerging, or developing language• 48% of all grade 3-5 students spring 2014 were proficient in mathematics based on the MCA assessment (46% of all grade 3-5 students spring 2013 were proficient in mathematics based on the MCA assessment)• 38% of all grade 3-5 students spring 2014 were proficient in reading based on the MCA assessment (33% of all grade 3-5 students spring 2013 were proficient in reading based on the MCA assessment)

• 44% of all students at Evergreen are English Language Learners• 77% of all students at Evergreen Park are in Poverty• Research Indicates a Link Between Language Development and Students in Poverty

Focus on Language Development in Both Reading and Mathematics

Research Indicates a Connection Between the Use of Oral and Written Language and Increased AchievementNarrow Language Development Focus on Speaking and Writing

View Reading Comprehension/Vocabulary as one piece of Language Development

Enhance Work on Comprehension and Vocabulary by viewing the topics through the lens of Language Development

Increase writing practice within and across content areas

Train all staff in language development and best practice strategies in reading and mathematics

The data will be shared with all stakeholders for feedback and reflection on capacity to implement identified instructional strategies/practices. Once sharing has taken place, the team will work with the school staff to prioritize needs and determine the focus of SIP Action Plan instructional strategies or practices.

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COMPREHENSIVE NEEDS ASSESSMENT SUMMARY

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Using the information on instructional strengths and challenges in the previous two tables, answer the following questions.

1. What priority needs does the data suggest? Include rationale/process for prioritizing needs. Consider:

Is student performance in one content area weaker than another?Yes - Student performance is weaker in mathematics than in reading. The achievement gap is greater in mathematics based on the 2014 MCA data. (Will be updated when MN MCA data is available fall 2014)

Is the school gap for a subgroup significantly larger for one group than another?Yes – In Mathematics the gap is larger for the Hispanic sub group and in Reading the gap is the largest for the sub group Black. The gap is the larger in mathematics than in reading.All sub groups including: American Indian, Asian, Hispanic, Black, LEP, Special Ed, and FRP had a negative Z score average in mathematics, which ranged from -.08 to -.43.All sub groups, except American Indian, including: Asian, Hispanic, Black, LEP, Special Ed, and FRP had a negative Z score average in reading, which ranged from .65 to -.23. (Will be updated when MN MCA data is available fall 2014)

Subgroup Reading EP Z Score Reading Statewide Target Math EP Z Score Math Statewide TargetAmerican Indian .65 .05 -.08 .03Asian -.19 .05 -.09 .03Hispanic -.04 .05 -.43 .03Black -.23 .05 -.12 .03LEP -.04 .02 -.15 .0004Sp Ed -.12 .03 -.30 .03FRP -.17 .09 -.15 .09

Is the size of a subgroup significantly larger than another? Yes Black 41% White 14% Hispanic 16% Asian 28% American Indian .01%District Enrollment Data spring 2014

Does the school have greater capacity to implement one instructional strategy/practice?no

2. What evidence-based instructional strategies or practices will be selected for mathematics, reading, and/or graduation based on prioritized needs? How was Root Cause Analysis used to determine instructional strategies or practices?

Mathematics PracticeTo increase student achievement in mathematics: Teachers will focus on lesson structures designed to increase formative assessment, student math talk and differentiation opportunities. Key components will include: math talk, 5 productive talk moves, developing sociomathematical norms, levels of the math-talk learning community, reinforce effort, and provide recognition. Grade level teams will develop a visual device for students to track their own growth. Each classroom will designate a space in the hallway to publicly display proficient student work in mathematics. Overarching “Big Ideas” will have grade level rubrics, which define proficiency. Grade level teams will develop rubrics, which define proficiency in student-friendly terms for overarching big ideas.

Root Cause Mathematics• 44% of all students at Evergreen are English Language Learners• 77% of all students at Evergreen Park are in Poverty• 62% of all English Language Learners are either Entering, Emerging, or Developing language

The Evergreen Park analysis indicates that 52% of all grade 3-5 students are not proficient on the MCA III math assessment and therefore are below grade level expectations and at risk in the area of mathematics learning and achievement.

Students need highly engaging opportunities to use language in mathematics through writing and speaking in order to gain a deeper meaning of the content.

The following four components will be embedded in the mathematics plan: ENVoY, Family Involvement, Language Development, Cultural Integration/Infusion, and Motivation and Engagement. These additional areas of focus were determined as a result of the Needs Assessment completed spring 2014.

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Reading PracticeIn order to accelerate student achievement to meet grade level benchmarks in reading teachers will: use guided writing strategies to build/accelerate reading. Teachers will use Jan Richardson’s Procedures and Expectations for Guided Writing, the English Language Development/Jan Richardson lesson plan template, and focus on reading and writing links during planning and implementation of literacy instruction. Teachers will increase student writing response practice during guided reading. Teachers will use unit of study books to focus on Trimester expectations.

Root Cause Reading• 44% of all students at Evergreen are English Language Learners• 77% of all students at Evergreen Park are in Poverty• 62% of all English Language Learners are either Entering, Emerging, or Developing language• Research Indicates a Link Between Language Development and Students in Poverty

The Evergreen Park analysis indicates that 62% of all grade 3-5 students are not proficient on the MCA III reading assessment and therefore are below grade level expectations and at risk in the area of reading learning and achievement.

Students need highly engaging opportunities to develop language skills in reading through reading, writing, and speaking in order to gain a deeper meaning of the content.

The following four components will be embedded in the mathematics plan: ENVoY, Family Involvement, Language Development, Cultural Integration/Infusion, and Motivation and Engagement. These additional areas of focus were determined as a result of the Needs Assessment completed spring 2014.

3. Define the SIP implementation work being carried-out by instruction-focused learning teams (sometimes called professional learning communities). How is the research being used to support the implementation work (e.g., defining critical features of implementation, identifying student subgroups expected to make greatest gains, etc.)?

Collegial Team Focus:

First Best Instruction: Teams will use the district UBD documents to plan together unit by unit based on standards. They will review formative and summative assessment data together in order to target instruction and plan the unit. They will use the diagnostic assessments at the start of each unit to understand what their students know and are able to do. They will discuss best practice methods in reading and math: guided reading, making meaning, guided math, comprehension strategies, progress monitoring, problem solving chart to name some. Teachers will implement classroom management strategies such as ENVOY to increase student learning by reducing negative student behavior. The SIPT Team member will guide the team to carry out the School Improvement Plan. The instructional coach will work with the team to unit plan and review and analyze data.

Team Needs Based Planning: Teams will discuss formative assessments, running records, observations, and student daily performance to group students and progress monitor. Teams will meet weekly in data meetings to determine tier II interventions with the coach and determine service roles.

Fidelity: Teams will work with the instructional coach, reading specialist, and math specialist to plan, organize, and teach. Each teacher will participate in ongoing staff development at the school level and schedule at least two coaching cycles with the instructional coach.

4. How will the learning team leadership (principal and learning team facilitators) bi-monthly meetings be used to support the ongoing implementation of selected instructional strategies/practices?

The leadership team will support ongoing implementation at biweekly meetings by reviewing feedback, examining data, and taking action as needed. The team will determine training needed and develop an ongoing plan to address needs throughout the year. The team will maintain the SIP plan on Google Docs to revise and modify. Review of effectiveness will occur at the end of each unit and at the end of each trimester.

• Agendas and minutes will be emailed and/or posted for all staff and parents

• SIPT Team members will meet with colleagues after each SIPT meeting to discuss the information shared at the meeting

• SIPT team will use the Literacy/PLC rubric created to define best practices in literacy and quality teaming

• Instructional Coach and reading resource specialist will meet with teams weekly to review and analyze data, plan quality units, discuss resource needs

• ESL lead teacher and the ESL team will work with classroom teachers in support of language development

• Admin will connect plan implementation in all staff meetings

• Admin will connect implementation key ideas within PAS discussions

• The bimonthly meetings will stay focused on program growth and reflection – monitor and adjust the work

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• The team will support the teacher need: plan trainings, find resources, and monitor climate for the change

• Admin, district TALS, instructional coach, reading specialist, curriculum integrator, ESL lead, special ed lead and others as applicable will train teachers in specific named areas

• Teachers will be encouraged to make peer observations of known well implemented practices district-wide

• The SIPT team will review and monitor data such as: FAST, DRA, MAP, MCA, COM, district benchmarks as they relate to the implementation and simplify and summarize the findings for staff

5. How is the district (LEA) providing support and assistance to implement the evidence-based instructional strategies/practices? How will the district intervene if strategies/practices are not implemented with fidelity or are not providing significant increases in student achievement? District resources will be accessed as needed. District Teaching and Learning Specialists will work with teams at least one time per trimester. School data will be monitored by the RET department and shared with the Director of Curriculum and Instruction on an ongoing basis. The district will intervene when data indicates the need.

6.

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FULL IMPLEMENTATION••IMPROVEMENT AND INNOVATION••Use above as template to copy and paste rows into Action Plan as needed.

12 School Action Plan Review (Check each box if template addresses the following questions):

X Who will coach the strategy/practice, support conditions for instructional change and monitor learning progress (include both name and assigned roles)?

X What will be the role of local common assessments aligned to academic standards/benchmarks? □ How often will this review cycle occur throughout the school year (must be more specific than “ongoing”)? x How will you know this strategy/practice works? What progress monitoring tools will you use to measure fidelity of implementation?x How will the school’s data system or process collect and report implementation data and student achievement data periodically to inform teacher instructional practices?

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FULL IMPLEMENTATION••IMPROVEMENT AND INNOVATION••Use above as template to copy and paste rows into Action Plan as needed.

12 School Action Plan Review (Check each box if template addresses the following questions):

X Who will coach the strategy/practice, support conditions for instructional change and monitor learning progress (include both name and assigned roles)?

X What will be the role of local common assessments aligned to academic standards/benchmarks? x How often will this review cycle occur throughout the school year (must be more specific than “ongoing”)? x How will you know this strategy/practice works? What progress monitoring tools will you use to measure fidelity of implementation?x How will the school’s data system or process collect and report implementation data and student achievement data periodically to inform

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teacher instructional practices?

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SCHOOL ACTION PLAN INSTRUCTIONS

1 School Action Plan(s) (Copy School Action Plan template as needed for each instructional strategy or practice.)All Title I Priority and Focus schools must use the Action Plan template based on the ESEA Waiver Request. Continuous Improvement schools may use this Action Plan template or a similar form of their choosing. This Action Plan will also fulfill Title I Schoolwide requirements. The purpose of the Action Plan is to select high leverage evidence-based instructional strategies or practices linked to prioritized needs for reading, mathematics, and/or graduation which may be specific to a struggling student subgroup in the school. The leadership implementation team is responsible for writing meaningful and relevant action plans that are actionable and aligned with processes, people and measures to address increasing student learning and/or achievement gaps. Consider the following:

Use multiple data sources to determine and prioritize student needs. Begin by examining what currently implemented evidence-based instructional strategies/practices are

effective and should be refined/sustained as part of the school improvement process. It is highly recommended that the number of instructional strategies or practices identified for

implementation be at least three and no more than five to focus improvement efforts and ensure effective implementation.

Note: Each selected instructional strategy or practice requires a separate ongoing Action Plan be developed by the leadership implementation team.

2 ____ Math ____ Reading ____ Graduation (Check area that SMART goal and strategy/practice will address.)

All Priority, Focus and Continuous Improvement schools must have at least one reading and one math goal. Graduation must be addressed if this was an area of school identification. Use separate template for reading, math and/or graduation.

3 Strategic/Specific, Measurable, Attainable, Results-based and Time-bound (SMART) Goal (Provide SMART Goal.)

SMART Goals- Once priority needs and potential instructional strategies/practices have been identified, it is time for the leadership implementation team to draft goals that set the course for the schoolwide program. Goal statements are broad indicators of intention; they must be connected to specific objectives, strategies, practices, and action steps to become effective targets that truly guide improvement. A well-written action plan goal is strategic/specific, measurable, attainable, results-based, time-bound and, most importantly, focused on increasing achievement for all students in the school.

4a Instructional Strategy or PracticeSelect an Instructional Strategy or Practice to address the root cause of student challenges related to SMART goal. Begin by examining current instructional strategies and practices that can be continued or eliminated. Review in-depth data analysis and the comprehensive needs analysis to determine focus of instructional change/improvement needed to support struggling student subgroups. Identify potential evidence-based instructional strategies and/or practices that have shown significant increases in student achievement for identified struggling student subgroups. For each potential strategy/practice list the critical components needed to implement the instructional strategy/practice with fidelity. Assess the school’s capacity and readiness to implement each potential instructional strategy/practice as well as developing a hypothesis about the potential impact. Using this information, select an evidence-based instructional strategy/practice with the greatest impact on the root cause of student learning. Whatever instructional strategy or practice is selected must be responsive to the school’s specific needs, context, and culture.

4b Instructional Change ManagerSelect an Instructional Change Manager with content expertise related to selected, evidence-based instructional strategy or practice. This person will be responsible for the overall guidance of the implementation process to ensure fidelity of implementation as well as use of ‘best practices’ for content area.

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5 Actions (Determine actions you will take to plan and implement the strategy/practice.)Action steps establish boundaries for results. The PDSA Cycle details the implementation of the selected strategy/practice and helps the school define the work of school improvement.

PDSA Improvement Cycle- The stages of Plan, Do Study, Act are essential to continuous improvement success and are the basis for a four-step improvement process:

(1) Plan: Take Stock and Choose the Right Focus/Instructional Strategy or Practice. Determine professional development needs, instruction-focused learning team support and one-to-one coaching for implementation. Consider alignment of other initiatives and resources such as time and funding. Ensure school staff has a clear vision of expected instructional changes as well as an understanding about sources, types and uses of data.

(2) Do: Take Collective Action. Determine who will do the instructional strategy/practice and how it will be implemented. Communicate selected instructional strategy/practice actions and persons responsible to staff, parents and community partners. Provide best practice coaching. Ensure data systems are in place for measuring implementation and reporting student outcomes. Review and document initial implementation strengths and challenges.

(3) Study: Monitor and Adjust. Benchmarks are used to assess student learning. Progress monitoring is used to ensure full fidelity of implementation. Determine training and re-training needs based on coaching, feedback loops, and progress monitoring.

(4) Act: Reflect, Celebrate and Re-engage; Maintain Momentum. Analyze data to make decisions about full implementation Purpose, Processes and Outcomes. Determine funds and resources to continue support for sustaining effective evidence-based strategies/practices.

Reflect and re-engage in multiple internal cycles as needed within the larger Action Plan to adjust the implementation of the instructional strategy/practice. If embedded cycles need to repeat, please copy the row with the appropriate section description to allow easy monitoring of the Action Plan cycles.

Plan for Family Engagement related to strategy/practice– A cohesive action plan will incorporate related activities or connections with the family to involve their support for implementation of the strategy/practice. Include appropriate steps in the PDSA Cycle so families/community partners are intentionally included as part of the improvement plan.

Plan for a Quick Win cycle- “Quick wins” can accelerate strategy/practice implementation. Turnaround schools often make one or a few visible improvements (“quick wins”) early in the improvement process to generate buy-in and gain momentum. Quick wins are very focused accomplishments within the first weeks and may include strategic climate/behavioral and/or academic supports.

The length of the PDSA is determined by strategically evaluating whether the school has maximized the impact of the instructional strategy/practice on student learning after progress monitoring shows a reasonable period of full implementation has occurred.

6 Persons Responsible (Identify Action Plan leaders by name and role.)Carefully select Person(s) Responsible from the leadership implementation team who has the expertise to add value and can support each action step with guidance from the Instructional Change Manager for the strategy/practice.

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7 Resources (Identify support/time/funds to implement selected instructional strategy/practice.)Determine funding requirements and available funds needed to complete each action step to implement and sustain the evidence-based instructional strategy/practice as intended. Total resources should reflect the required 20% Title I Building Setaside.

▪ Priority and Focus Schools will be required to reassess the use of Title I, II and III funds to address the specific components of their schoolwide plan. Consider coordination of funds to optimize the use of time, staff, supplies, materials and technology.▪ Priority Schools, to achieve turnaround, will be required to set aside 20 percent of their Title I funds for MDE approved school improvement activities. These funds must be earmarked in a Priority School’s turnaround plan to ensure that resources are being directed to the specific aspects of a school’s plan.▪ Focus Schools, to close achievement gaps and improve graduation rates, will be required to set aside 20 percent of their Title I funds for state-approved school improvement activities. These funds must be earmarked to ensure that resources are being directed to the specific aspects of a Focus School’s plan.

8 Benchmarks (Identify Benchmark assessments.)

Benchmarks, aligned to state standards, are identified to assess proficiency and growth in student learning as well as student progress toward graduation. Benchmark assessment data are frequently and systematically collected across a grade level, content area, or school system at several predetermined times throughout the school year. They may have a variety of titles, such as unit tests, short-cycle assessments or system-wide quarterly common assessments. Benchmark assessments can provide a great deal of information by content standard/benchmark for instruction-focused learning teams to analyze and use for adjusting instruction. The regular feedback on the strengths and weaknesses of instruction should be an integral part of feedback loops for the leadership implementation team so they can adjust the Action Plan to reflect evolving school needs.

9 Timelines (Establish timelines for PDSA action steps.)

Targets or timelines have been established by the leadership implementation team to assist in determining progress with PDSA action steps.The timelines should be sufficient for completing the action while also reflecting the urgency to move forward in the improvement process.

10 Progress Monitoring (Track progress of Instructional Strategy or Practice implementation)

Document changes in teacher practice related to critical components needed for success of implementation of selected instructional strategy/practice. Data collection may include teacher observation, learning team minutes, coaching logs and classroom formative assessment processes.

11 Evidence (Continue or move to a new PDSA cycle.)

Document evidence of: 1) changes in instruction or learning or 2) completion of each action step. Benchmark data should address root causes of student learning challenges as well as progress toward the Action Plans SMART goal. Progress monitoring data in early steps will focus on fidelity of implementation while later steps will attend to full implementation. Evidence for some steps will focus on documenting the completion of different products or processes to be completed as part of the action step, rather than specific Benchmark or Progress Monitoring information. Use the evidence to determine next action steps in one of the four different sections of the PDSA process as appropriate.

12 School Action Plan Review (Check each box if template addressed the questions in this section.)

The purpose of questions under section 12 is to ensure the “who, how and what questions” have been addressed within the School Action Plan template for each selected evidence-based strategy/practice.

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ENSURING TITLE I SCHOOLWIDE COMPONENTS (ONLY FOR SCHOOLS CHOOSING SCHOOLWIDE PLAN OPTION)

As stated in the general instructions on page 1, this template may also serve as the Title I Schoolwide plan for schools classified as Priority, Focus or Continuous Improvement schools. The plan template has readily addressed the following Title I Schoolwide Components:

• Identify reform strategies, aligned with the needs assessment, that are research-based and provide opportunities for all children to meet the State’s proficient or advanced levels of academic achievement

• Offer high-quality, ongoing professional development• Identify measures to include teachers in decisions regarding the use of academic assessments

All Title I Schoolwide Components could be addressed in the School Action Plan Template. To ensure that all Components are proficiently addressed, please respond to the following questions.

HIGHLY QUALIFIED STAFF

1. Do all teachers and paraprofessionals meet the highly qualified (HQ) requirements?

yes

2. Are all teachers assigned to the areas in which they are certified to teach?

yes

3. How does the district plan and establish policy that recruits, assigns and retains HQ staff based on student learning needs?

All teachers in the school meet the state guidelines as set forth in Minnesota Statue regarding Highly Qualified status. For the purposes of the federal No Child Left Behind Act, a highly qualified is a teacher:

who holds a valid license under this chapter to perform the particular service for which the teacher is employed in a public school or; who meets the requirements of a highly objective uniform state

standard of evaluation (HOUSSE); or who holds a valid multiyear license under this chapter and has obtained a qualifying score on all examinations and content area and pedagogy tests required by the Board of Teaching to perform the particular service for which the teacher is employed.

All paraprofessionals must meet the HQ requirements set forth in PL Section 1119(c) and 1119(d). New and Existing Paraprofessionals working in programs supported by Title I Part A shall satisfy the requirements of:

a) completed at least 2 years of study at an institution of higher education; b) obtained an associate’s (or higher) degree; or c) met a rigorous standard of quality and can demonstrate through a formal State or local academic assessmentDescribe how the school will ensure and maintain that only HQ staff are instructing students in a school-wide program.

The district has an established process of recruiting and retaining high quality staff.

CREATE STRATEGIES TO INCREASE PARENT ENGAGEMENT

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1. What types of parent engagement will best support priority learning needs?

Parent involvement in the area of reading and mathematics will support the priority needs to improve student achievement in those content areas. Activities and events that allow parents/guardians to learn about what is being learned, the performance of their child, and what they can do to help will be key. Also events that celebrate achievement and allow child/parent interaction will be positive. The following parent activities have been planned for the 2014-2015 school year: 8/27 Open House, 9/16 Curriculum Night,10/6, 7, 9 Student Led Conferences/Bookfair, 11/20 Grade 3 Music Program, 12/18 Grade 2 Music Program, 1/12 Math Night, 2/2 Reading Night, 2/12 Grade 1 Music Program, 2/17, 19, 23 Student Led Conferences, 3/13 Reading Night, 4/14 K Registration, 5/14 Arts & Academic Night, 5/15 Track & Field, 6/TBD World Music/Dance Night.

2. How will parent feedback inform parent/community involvement in the planning, implementation and monitoring of the school plan?

There is one parent/community member on the School Improvement Planning Team. All meeting agendas, minutes, and the School Improvement Plan are posted on the school website at a readable level. A survey will be given to parents each spring to determine satisfaction and gather feedback. Feedback will be gathered at Home and School Meetings, Student led conferences, and at parent involvement activities and events. Feedback will be used by the leadership team to plan, revise, and modify plan components.

ADDITIONAL AND TIMELY ASSISTANCE FOR STUDENTS HAVING DIFFICULTY MASTERING THE STANDARDS

1. What evidence indicates the school is providing equal access to standards-based instruction for all students?

Teachers use district created curriculum for reading and mathematics. The UBd documents were created to address the MN State Standards in reading and mathematics. All teachers are trained to use the curriculum documents and resources with fidelity. All students receive instruction based on the standards as developed by the district.

2. How does the school choose strategies/practices and additional assistance/learning time for students not meeting Minnesota performance standards for proficiency?

Teachers will use a variety of assessment tools (district benchmarks, formative assessments, FAST, MAP, MCA, DRA, COM) to determine proficiency unit by unit. All classroom teachers provide Tier I, and Tier II intervention upon need. Support teachers also provide Tier II and Tier III interventions. Sp Ed students and ESL students receive service in those areas as well. Students are selected for additional assistance if below the grade level standards based on multiple assessments. The school selects students for the PAWS before and after school sessions based on below grade level performance. Students will attend the after school programming two times per week for approximately two hours per session. PAWS programming includes support in reading and mathematics. Students are also recommended for district and school summer school using the same process. The strategies used during intervention work is based on the need and level of the student. Some strategies/programs used include: AVMR, CGI, Guided Reading, Small Group Math, Readers Theater, Hands on Math, Vocabulary, and Comprehension strategy work. A language development component will also be evident to accelerate growth in all learners.

COORDINATE AND INTEGRATE FEDERAL, STATE AND LOCAL SERVICES AND PROGRAMS

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1. Is the school coordinating resources to implement and sustain evidence-based strategies and practices as intended?

Evergreen Park is a community school and coordinates services through multiple agencies to provide resources for students and families. There will be an on-sight preschool program. There will also be an on-sight mental health professional. The preK and K teachers work regularly to team and collaborate.

2. Has the leadership implementation team reassessed the use of their Title I, II and III funds to address the specific components of their Title I Schoolwide plan? (Consider coordination of funds to optimize the use of data systems, time, staff, supplies, materials and technology.)

Evergreen Park is a Schoolwide Title I School. All resources are used to maximize student learning and achievement in the most efficient and effective way. Concentration of resources will be evident in the area of literacy K-3.

EARLY LEARNING TRANSITION STRATEGIES (ELEMENTARY SCHOOLS ONLY)

1. Does the district or school offer early learning programming (Pre—K)? If so, please describe the program.Yes, the school has a preK program. There are two sessions per day Monday through Thursday. Only students from the attendance area are recruited. Currently there is a waiting list for 14-15. The K and Pre K teachers work collaboratively to plan instruction and offer experiences. The preK program supports what is needed for students to enter kindergarten ready to learn.

2. Describe the collaborations and strategies that are evident between the elementary school and feeder early learning programs (e.g. Head Start, community-based programs, school readiness) to transition early learning students, especially those considered “at-risk”?

The school offers resources to parents concerning early programming offered in the community. The school receives information from the Head Start program prior to the student entering kindergarten. Preschool screening information is also shared with the school prior to the student starting kindergarten. The preK staff work directly with the kindergarten staff during the school year and collaborate about specific students. Pre K teachers give feedback to the administration during student placement for kindergarten. The preK program participates in all K-5 activities for parents and is not an isolated program within the school.

3. Describe how the collaboration with early learning providers in the implementation of the District K-3 Literacy Plan and the B-12 Blueprint for Literacy plan aligns the feeder early learning program to the elementary school reading achievement.

District early learning staff work with elementary staff to program for early learners. preK and K teachers meet on a regular basis throughout the school year to discuss and determine programming. Pre K and K teachers attend common instructional training and observe in each others classrooms in order to better understand roles in the development of early learners. This early learning emphasis is expected to positively impact reading success by the end of grade three. It appears this collaborative work is showing a positive trend by the end of grade K.

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Documents

Test Template Document - Anoka-Hennepin School District 11 Web viewTemplate: This Word document will guide leadership implementation teams in completing Title I Priority and Focus