Belvedere Elementary will empower students for the future. Success will be achieved within a positive learning environment through:
We are committed to preparing students for life.
OPS At Home Learning
Sora- Omaha Public Library Books
Sign in for students
Username: student ID number
Password: birthdate (MMDDYY)
Unite- Offers free picture books in various languages
Storyline Online- free pictures books read by actors and actresses
Pebble Go- Informational research email
Kaitlin.Tew@ops.org or teacher for login information
Tumble Book Library- ebooks email
EPIC- Digital Library email
Kaitlin.Tew@ops.org for login information
Scholastic Learning- online book access with additional learning opportunities
Watch & Learn Library (PK-3)
Tumble Book Library- ebooks email
ScienceFlix(5+)- Online book resource for science
TueFlix (3+)- Non-fiction digital resource
P.E. with Joe
How to access Office 365 (email) at home
Infinite Campus Parent Portal
Elementary School Name: Belvedere Elementary School ELA GOAL
District Intended Summative Outcome:
Increase the number of students demonstrating proficiency and growth on state ELA assessments
School ELA Goal: By May 2020, 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):
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)
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)
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)
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.
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.
Elementary School Name: Belvedere Elementary School MATH GOAL
District Intended Summative Outcomes:
Increase the number of students demonstrating proficiency and growth on state Math assessments
School Math Goal: During the 2019-2020 school year, Belvedere Elementary students will develop and apply Number Sense to become efficient problem solvers in mathematics as evidenced by multiple data points.
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)
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)
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.
Data Binder checks monthly
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
Page BreakElementary School Name: Belvedere Elementary School SCIENCE GOAL
Increase the number of students demonstrating proficiency and growth on state Science assessments
School Science Goal: During the 2019-2020 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.
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)
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)
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.
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
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
Elementary School Name: Belvedere Elementary School MTSS-B GOAL
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.
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)
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)
Provide direction, support and resources to support staff to reinforce procedures and routines for school-wide implementation. (Positive Partnerships, Relationships and Student Success)
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
Elementary School Name: Belvedere Elementary School ATTENDANCE GOAL
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%.
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)
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)
Implementation of Attendance Mentoring Program (Positive Partnerships, Relationships and Success)
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
Bi-monthly attendance team meetings
Counselor small groups
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
Listen to Reading
International Children’s Digital Library
Click here to view the Engagement Plan.
Click here to view the Clause.
Click here to view the Compact.