District Intended Summative Outcome:

Increase the number of students demonstrating proficiency and growth on state ELA assessments

School ELA Goal: By May 2019, K-5 students at Belvedere Elementary School will apply skills and strategies to be active, purposeful, thoughtful and competent readers, writers, listeners and speakers as evidenced by multiple data points.

Strategy(ies) (add AQUESTT Tenets after each strategy):

1.     Align Nebraska reading and writing standards, OPS Pacing Guides, curriculum, lesson plans, formative assessments and professional learning so that daily instruction supports the learning needs of each student. (Educational Opportunity and Access, Educator Effectiveness, College and Career Ready)

2.     Expect high quality, rigorous and engaging reading and writing instruction in every classroom so that all students have sufficient opportunities to progress as strategic readers and writers that lead to success at the next level. (Educational Opportunity and Access, Educator Effectiveness)

3.     Use high probability instructional strategies so that daily instruction is enhanced to support the reading and writing needs of each student. (Educational Opportunity and Access)

Success Criteria:

·       Participate in professional learning and implement the components of balanced literacy (whole group, guided reading-every student every day with time as the variable, rotations/independent work) focused on the 5 pillars of reading.

·       Plan purposeful, explicit and direct reading and writing lessons aligned to College and Career Nebraska ELA standards.

·       Utilize the Gradual Release of Instruction model to deliver reading and writing instruction daily during whole group, guided reading groups, and writer’s workshop.

·       Post, unpack and reference daily student-friendly reading and writing learning goals that contain the thinking levels and skills students are expected to master during the lesson in every classroom.  

·       Use evidence-based strategies to provide explicit instruction of academic and robust vocabulary.

·       Use nonlinguistic representations.

·       Ensure students are reading multiple genres with a focus on nonfiction and informational text weekly, at grade level and on the students' instructional and independent levels.

·       Guide students' thinking during reading and writing by using questioning strategies, text tagging, anchor charts, sticky notes, journaling, etc.

·       Preview text structures by noting signal words and the organization of the information (cause/effect; problem/solution; compare/contrast; sequential).

·       Preview text features to include captions, titles, subtitles, headings, glossary, table of contents, text boxes, graphs, etc. to prepare students to read nonfiction text.

·       Preview narrative genre characteristics to support comprehension of text. 

·       Improve the quality of specific descriptive feedback given to students regarding their work during instruction.

·       Implement engagement strategies (Student and Teacher Think Alouds, Think-Ink-Pair-Share; Paired Reading; QAR, etc.).

·       Plan intentional and embedded opportunities throughout the day to expose students to literacy concepts and provide intentional practice to meet widely held expectations. (Early Childhood).  

·       Ensure early childhood students will have multiple opportunities to access writing instruments to develop the fine motor skills necessary to become a proficient writer and teachers will expose students daily to modeled writing.

·       Provide authentic and complex writing opportunities for students in all modes of writing during writer’s workshop, including the use of mentor texts and writing across all content areas.

·       Confer with students weekly during writer's workshop.

·       Engage families through a home/school literacy connection so that families view themselves as partners in developing their child's success as a reader and writer.

·       Participate in professional development and implement the components of Leveled Literacy Instruction (LLI) as a daily intervention for grades K-2.

Progress Monitoring:

·       Teaching Studies each semester

·       Learning Walks once per month

·       Lesson Plan checks monthly

·       Data Binder checks

·       Analyze and use MAP data to inform instruction after each MAP administration

·       Coaching by Leadership Team members weekly

·       % of students meeting or exceeding projected growth goals on the fall to spring MAP administration

·       % of students meeting or exceeding grade level norms on the fall to spring MAP administration

·       % of students meeting or exceeding expectations for guided reading levels

·       Use of common standards-based summative assessments to guide conversations regarding extensions

·       Conduct reading benchmarks as an embedded process during the Balanced Literacy Block during the fall and spring assessments.

·       Conduct weekly progress monitoring using anecdotal notes recorded in the classroom data binder for every student to differentiate instruction based on their instructional reading level.

·       Conduct quarterly fidelity checks and follow up to calibrate and ensure accuracy of running records.

·       Conduct monitoring of the Pre-K Gold documentation to plan conversations and coaching cycles with teachers.

·       Use quarterly on-grade level common writing assessments based on the mode(s) of the pacing guide, which include(s) the traits of writing (Ideas, Organization, Sentence Fluency, Voice, Word Choice, and Conventions) using OPS District rubrics and Being a Writer.

·       Grade level will review writing samples, based on the OPS Curriculum Guides to develop individual student goals.

Monitor and Adjust –

·       Ensure consistent implementation of success criteria.

·       Coach literacy instruction through instructional coaching using a three-part model (plan, observe, debrief) so that teachers will increase their literacy content knowledge and pedagogy.

·       Monthly Professional Development focused on implementation of success criteria.

·       Provide direction, support and resources to Paras to reinforce literacy instruction and skills daily during whole group, guided reading and stations so that students are engaged in learning.

·       Staff will be updated on progress toward goals at one meeting per quarter.

District Intended Summative Outcomes:

Increase the number of students demonstrating proficiency and growth on state Math assessments

School Math Goal: During the 2018-2019 school year, Belvedere Elementary students will develop and apply Number Sense to become efficient problem solvers in mathematics as evidenced by multiple data points.

Strategy(ies) (add AQUESTT Tenets after each strategy):

1.     Align College and Career Nebraska Math Standards, OPS pacing guides, curriculum, lesson plans, formative assessments and professional learning so that every student has access to the Guaranteed and Viable Curriculum and daily instruction is enhanced to support the individual learning needs of each student. (Educational Opportunity and Access, Educator Effectiveness, College and Career Ready)

2.     Expect high quality math instruction in every classroom so that all students have sufficient opportunities to develop number sense (flexible thinking and reasoning, estimation, mental math, numerical equivalents, place value, sense of order and magnitude) that lead to success at the next level. (Educational Opportunity and Access, Educator Effectiveness)

Success Criteria:

·       Plan purposeful math lessons aligned to the Nebraska math standards with an emphasis on Number Sense and Problem Solving that include the content and skills, tasks, questioning and assessments.

·       Early Childhood teachers intentionally set up learning centers in their classroom environment that embed math concepts into children's play and provide natural opportunities for practice daily.

·       Post, unpack and reference a daily student-friendly math learning goal that contains the thinking level and skill students are expected to master during the lesson.

·       Utilize the gradual release of instruction model in every lesson, every day (modeled = I do; shared = we do; guided = you do with a partner or team/I help; independent = you do).

·       Utilize the CPA (concrete using manipulatives to pictorial to abstract) method for all lessons that are applicable.

·       Ensure manipulatives are accessible daily to help all students process and retain information to include student toolkits. 

·       Embed writing in mathematics every day (i.e., exit ticket, entrance ticket, math journal, explaining in writing how to solve a problem, writing in authentic situations, etc.)

·       Engage students in math talk to promote math discourse every day through the use of higher level questioning (teacher and student generated) and descriptive feedback (i.e., explaining orally how to solve a problem, telling a partner if you agree/disagree and why, debating, etc.)

·       Provide explicit instruction, use and review of math academic vocabulary (i.e., to build background knowledge, to allow for student math talk, application to real life, etc.)

·       Provide opportunities Monday-Thursday for independent at home practice.

·       A minimum of monthly communication via the Coordination Sheet (or comparable means) with Specialists, After-School program providers, and coaches.

Progress Monitoring:

·         Learning Walks once per month

·         Teaching Studies each semester

·         Lesson Plan checks monthly

·         Data Binder checks monthly

·         Analyze and use MAP data to inform instruction after each MAP administration

·         Coaching by Leadership Team members weekly

·         % of students meeting or exceeding projected growth goals on the fall to spring MAP administration

·         % of students meeting or exceeding grade level norms on the fall to spring MAP administration

·         Use of common standards-based summative assessments to guide conversations regarding extensions

Monitor and Adjust –

·       Ensure consistent implementation of success criteria.

·       Coach math instruction through instructional coaching using a three-part model (plan, observe, debrief) so that teachers will increase their math content knowledge and pedagogy.

·       Monthly Professional Development focused on implementation of success criteria

·       Staff will be updated on progress toward goals at one meeting per quarter

District Intended Summative Outcomes:

Increase the number of students demonstrating proficiency and growth on state Science assessments

School Science Goal: During the 2018-2019 school year, Belvedere Elementary students will build a deep understanding of science through use of inquiry and scientific processes through gathering, analyzing, demonstrating and communicating knowledge of life science, physical science, and earth and space science.

Strategy(ies) (add AQUESTT Tenets after each strategy):

1.     Align College and Career Nebraska Science Standards, OPS Pacing Guides, curriculum, lesson plans, formative assessments and professional learning so that daily instruction supports the learning needs of each student. (Educational Opportunity and Access, Educator Effectiveness, College and Career Ready)

2.     Expect high quality, rigorous and engaging science instruction in every classroom so that all students have sufficient opportunities to build a deep understanding of science. (Educational Opportunity and Access, Educator Effectiveness)

Success Criteria:

·       Participate in professional learning related to science instruction throughout the school year.

·       Plan purposeful, explicit and direct lessons aligned to Nebraska science standards that include the content and skills, activities, questioning and assessments.

·       Utilize the OPS Best Instructional Practices Handbook, with special emphasis on the Science section.

·       Post, reference and engage students with clear, student-friendly learning goals that align to lesson content.

·       Emphasize inquiry based scientific investigations utilizing Elevate on opportunities to engage in experiments and labs.

·       Embed student use of academic vocabulary in science every lesson.

·       Make connections to science content in other curricular areas.

Progress Monitoring:

·       Learning Walks once per month

·       Lesson Plan checks

·       MAP Data in Comprehensive SIP

·       Coaching by Leadership Team members

·       % of students meeting or exceeding projected growth goals on fall to spring MAP administration

·       % of students meeting or exceeding grade level norms on the fall to spring MAP administration

Monitor and Adjust –

·       Coach Science instruction through use of the Best Instructional Practices Handbook Science section and with 30 Second Feedback or 5 minute Feedback and/or Instructional Coaching so that teachers will increase their Science content knowledge and pedagogy.

·       Ensure consistent implementation of success criteria.   

·       Monthly Professional Development focused on implementation of success criteria

·       Staff will be updated on progress toward goals at one meeting per quarter

District Intended Behavior Outcomes:

Engage in ongoing data-based decision-making and solution planning to decrease exclusionary discipline practices

School MTSS-B Goal: Implement MTSS-B Tier 1 practices and systems with fidelity based on Tiered Fidelity Inventory (TFI) and Self-Assessment Survey (SAS) data.

Strategy(ies) (add AQUESTT Tenets after each strategy):

1.     Implement and review consistent school-wide procedures and routines to enhance the Multi-Tiered System of Support for Behavior so that students are learning how to self-regulate behavior/emotions to maximize instructional time. (Positive Partnerships, Relationships and Student Success)

2.     Collaborate with students, teachers and staff to define, communicate, operationalize, and monitor school-wide procedures and routines so that behavior expectations are consistent and support teaching and learning through the MTSS-B process. (Positive Partnerships, Relationships and Student Success)

3.     Provide direction, support and resources to support staff to reinforce procedures and routines for school-wide implementation. (Positive Partnerships, Relationships and Student Success)

Success Criteria:

·       Daily Community Circle Meeting that begins each day with inclusive practices, reinforces the TRIBES agreements and builds classroom inclusion.

·       TRIBES process is embedded throughout the day and in all content areas.

·       Teach consistent school-wide procedures and routine lesson plans for all common areas during the first two weeks of school. 

·       Ongoing practice of schoolwide expectations for procedures and routines at least quarterly

·       Create, post, and regularly communicate procedures and routines and school-wide behavior expectations, rewards, consequences, and a management system in every classroom and high traffic areas so that students’ behavior is conducive to teaching and learning.

·       Conduct beginning of the school year and quarterly meetings with students focused on behavior expectations so that students understand how actions and choices impact teaching and learning.

Progress Monitoring:

·       Decrease monthly referrals to Reflection Center

·       Decrease office referrals to Office

·       Increase instructional time

·       Continuous Review of Procedures and Routines (collected via walk-throughs)

·       Determine trends in student behavior using the Tableau Behavior Dashboard

·       Monthly support by MTSS-B team

·       Staff meetings regarding procedures and routines for school- wide implementation

·       MTSS-B lesson documentation (quarterly)

Monitor and Adjust –

·       Share behavior data from Tableau

·       Monitoring # of Suspensions, Reflection Room referrals, and Office Referrals

·       Ongoing review of behavior lesson data with adjustments as needed

·       Monthly MTSS-B meetings

·       Professional Development Schedule to address areas of concern

·       Identify strategies by using the trend data utilizing Tableau

District Intended Attendance Outcomes:

Promote and increase daily student attendance and reduce tardies throughout the school year.

School Attendance Goal: Our school will reduce the percentage of students missing 10 days or more of their school year by 2%.

Strategy(ies) (add AQUESTT Tenets after each strategy):

1.     Our school will establish and maintain an Attendance Team to consist of the principal, assistant principal, counselor, social worker, attendance secretary and other staff appointed by the principal (Positive Partnerships, Relationships and Success)

2.     The Attendance Team will meet bi-monthly to review attendance dashboard data, identify students for intervention, review current active strategies and align additional needed supports (Positive Partnerships, Relationships and Success)

3.     Implementation of Attendance Mentoring Program (Positive Partnerships, Relationships and Success)

Success Criteria:

·       Attendance secretary sends an attendance letter at 5 absences

·       Social Worker/Counselor contacts families at 10 absences and offers services

·       Assistant Principal schedules a meeting at 15 absences, offers services and begins CAIP

·       Ensure student/staff and student/student relationships are healthy and productive so students feel safe academically, socially, emotionally and physically at school.

·       Identify barriers that are impacting student attendance and work to eliminate those barriers

Progress Monitoring:

·       Attendance Dashboard

·       Bi-monthly attendance team meetings

·       Counselor small groups

·       SAT Meetings

·       Small group mentors

·       Incentive programs to include: weekly traveling trophy, quarterly class celebration, and semester family breakfast

·       Attendance Team documentation of family communication in Student Services Log

Monitor and Adjust –

·       Bi-monthly Attendance Team Meetings

·       Monthly District Attendance Team Meetings

·       Provide community resources to families having school attendance issues

·       Monitor weekly and quarterly classroom overall attendance

·       Monitor number of students with two or fewer absences each semester

School Leadership Goal: During the 2018-2019 school year the Leadership Team of Belvedere Elementary School will expand the capacity of students and staff to participate in leadership opportunities that promotes students’ academic progress, a growth-mindset, collaboration and strengthens the effectiveness of teachers and staff. The Leadership Team will continue to participate in the necessary training, coaching, and development needed to ensure the successful implementation of a sustainable school culture. 

Strategy(ies) (add AQUESTT Tenets after each strategy):

1.     Provide leadership skill development so that broad-base leadership opportunities are available for students in all facets of school life. (Positive Partnerships, Relationships & Student Success, Educator Effectiveness)

2.     Continue to empower teachers and staff to share decision-making opportunities through the organizational structure of an ILT and Focus Teams to include Clear, Compelling Direction; Culture and Teaching and Learning. (Positive Partnerships, Relationships & Student Success, Educator Effectiveness)

3.     Implement Student Goal Setting strategies so that students take ownership of their academic progress. (Positive Partnerships, Relationships & Student Success, Assessment, Educator Effectiveness)

4.     Leadership Team members will participate in the necessary training, coaching, and development needed so that supportive practices ensure the successful implementation of a sustainable school culture. (Positive Partnerships, Relationships & Student Success, Educator Effectiveness)

Success Criteria:

·       Leadership Opportunities for students will include: Student Council (school supported); Student Ambassadors, Recess Equipment Managers, Peace Officers, Classroom Engineers, Restroom Monitors, Cafeteria Monitors in every classroom

·       MAP goals for every student to include projected growth goal and measurable strategies to achieve their growth goals

·       Actively participate in weekly Leadership Team meetings with the Principal and Supervisor, monthly meetings with Dr. Kathy Kennedy

·       Identify and serve coaching cohorts every 6-8 weeks to ensure the teachers are proficient with the instructional strategies of focus by the end of 6-8 weeks;

·       Leaders will maintain a weekly calendar containing a coaching schedule which reflects weekly coaching and culture checks of assigned coaching cohort teachers.

·       Actively participate in leadership books studies, Shaping School Culture and Lead Like a Pirate

·       Create schedules for classroom instruction to ensure Rule 10 and OPS instructional minute requirements are met.

Progress Monitoring:

·       Teaching Studies, 30 second feedback, 5-minute feedback and instructional coaching documentation

·       % of students participating in leadership opportunities calculated each quarter

·       MAP goal data charts and strategies reviewed by leadership team as assigned to specific coaching cohorts

·       Coaching cohorts assigned every 6-8 weeks to leadership team members

·       Weekly leadership team meeting agendas and minutes

·       Monthly leadership team meeting agendas and minutes from KK meetings

·       Leader’s weekly calendars

·       Leadership book studies and implementation of ideas

·       Leadership team participates in and debriefs data from teaching studies

·       Classroom schedules posted outside classroom doors

Monitor and Adjust –

·       Coaching is standing agenda item at building leadership team meetings.

·       Leadership team shares coaching calendars and schedules monthly opportunities for coaching calibration (pairs, team, etc.)

·       SIP review is standing item on building leadership team meeting

·       Weekly announcements communicated to staff

·       Teaching Study cohort 1 shares process of Teaching Study at staff meeting

·       Students share goals during PT conferences and with leadership team

District Intended Wellness Outcomes:

Increase the number of wellness strategies implemented district-wide

School Wellness Goal: During the 2018-2019 school year the Leadership and Wellness Team of Belvedere Elementary School will expand the capacity of students and staff to participate in activities that promote staff and student wellness, including nutrition education, physical activities and school-wide procedures that promote health and well-being

Strategy(ies) (add AQUESTT Tenets after each strategy):

-        The school will promote school environments which provide consistent wellness messages that are conducive to healthy eating and being physically active as well as provide opportunities for students and staff to experience a variety of physical activities and to teach the value of a consistent fitness program for better health, academic success and general personal well-being. 

-        The school will partner with the School Based Health Center to ensure that all students have access to quality healthcare and provide parent education regarding student health issues (i.e.: asthma, obesity, diabetes, seizure disorders, and mental health)

-        The school will partner with a community health organization to provide quality mental health services within the school building.

Success Criteria:                 

·       Family Wellness Night                                            

·       Nutrition Unit                                                       

·       School Lunch Menu (distribution)                           

·       EHA District Wellness Program                                             

·       Creighton Dental Students                                 

·       School Backpack Program                                                 

·       Grab and Go Breakfast                                        

·       Nutrition Connection Newsletter

·       Daily Recess before student lunch

·       PE Class

·       Intramural Sports

·       Field Day

·       Go Noodle Brain Breaks

·       Jump Rope for Heart/Hoops for Heart

·       Student vs. Staff Kickball Game

·       Track area for staff workout

·       EHA District Wellness Program

·       AED in the building

·       Healthy Lifestyle Unit-Guidance Counselor

·       Crisis Team become CPR certified

·       Daily Meditative Deep Breathing

·       Field Day-Parents participate in activities

·       Pennies for Patients

·       Students allowed to bring water bottles to class

·       Popcorn used for rewards

·       Sugar free treats, rewards with non-food items

·       Licensed Mental Health Practitioner and Psychiatric services available through partnership

·      Health screening by the school nurse

Progress Monitoring:

·       Wellness updates in school newsletters, website, announcements

·       Activity logs

·       Participant records

Monitor and Adjust –

·       Wellness team will meet to determine focus areas for wellness goals and communicate them to staff during committee updates at staff meetings. Team will solicit feedback and use to adjust plan accordingly.