Belvedere Elementary

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. 

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. 

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. 

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.  

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  

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 

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.  

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 

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 

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. 

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) 

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 

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  

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  

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