District Provided Academic Goals 2017-18 If schools are meeting their Culture and Climate goals then this should have impact on improvement to the district’s Teaching and Learning outcomes. Progress monitoring of academic goals should be conducted weekly at grade level team meetings, and monthly at your D/SCT meetings. Culture and Climate Academic Indicators School Goal What strategies will you implement to accomplish this goal? Increased STAR Reading Intervention Level 16/17 Baseline: 2-70% 3-47% 4-56% 5-50% The total percentage of students in grades 2-5 in Urgent Intervention in STAR Reading will decrease by 10% during the 2017-2018 school year as measured by Reading progress monitoring data from STAR. We are going to achieve this by… Fidelity of Tier 1 instruction driven by data Culturally Responsive instructional strategies Intensive, targeted interventions Differentiated instruction Social-emotional supports Increased STAR Math Intervention Level 16/17 Baseline: 2-40% 3-48% 4-47% 5-36% The total percentage of students in grades 2-5 in Urgent Intervention in STAR Math will decrease by 10% during the 2017-2018 school year as measured by Math progress monitoring data from STAR. We are going to achieve this by… Fidelity of Tier 1 instruction driven by data Culturally Responsive instructional strategies Intensive, targeted interventions Differentiated instruction Social-emotional supports
Increased STAR EL Intervention Level 16/17 Baseline: K-N/A 1-58% In Kindergarten and first grade 65% or more students, at each grade, will fall into On Watch or higher in Early Literacy during the 2017-2018 school year as measured by STAR EL progress monitoring data. We are going to achieve this by… Fidelity of Tier 1 instruction driven by data Culturally Responsive instructional strategies Intensive, targeted interventions Differentiated instruction Social-emotional supports NYS Assessments 16/17 ELA Baseline: 9% 16/17 Math Baseline: 8% In grades 3-5 12% of students at each grade level will demonstrate proficiency in 2018 as measured by the NYS ELA assessment and 10% as measured by the NYS Math assessment. We are going to achieve this by… Fidelity of Tier 1 instruction driven by data Culturally Responsive instructional strategies Intensive, targeted interventions Differentiated instruction Social-emotional supports Running Record Performance In grades K-2- 60% of the students will make at least 1 year’s growth, and 40% will grow at least 2 levels during the 2017-2018 school year as measured by Running Records. We are going to achieve this by… Fidelity of Tier 1 instruction driven by data Culturally Responsive instructional strategies Intensive, targeted interventions Differentiated instruction Social-emotional supports
Section 2: School and Classroom Management 2.1 School-wide Expectations When expectations are defined, all adults can teach and model the expected behaviors across all school settings. Your goals from Section 1 should determine the expectations you have for your staff and students for the upcoming school year. Expectations should determine how staff and students are to act on a day-to-day basis in your school. Using your school goals, please define 3-5 behavioral expectations. Expectations should be succinct, positive and clearly stated. They should be identical to your school values. The school creed could also be inserted above the chart below. School Creed Expectation Definition Example Statement Students will be respectful of other students and adults. Respect means that everybody’s individuals cultural values, beliefs and needs are considered and honored. Students will use positive language and tone towards adults and others. Staff will be respectful of students, staff and families. Respect means that everybody’s individuals cultural values, beliefs and needs are considered and honored. Staff will use positive language and tone towards students and other adults.
Section 3: Trainings/Professional Development on Vision, and Expectations and Procedures Each member of the community should be supporting the vision with every word and deed. Every student and staff member in the school is expected to know and follow the school-wide expectations. Regular teaching of the expectations and procedures should become part of the school culture. Teaching of the expectations and procedures should be given the same importance as an academic lesson – there should be a fully planned lesson with objectives, activities, assessments and incentives. 3.1 Training for Students on Vision, Mission, Expectations, Procedures and Code of Conduct, Character and Support Discipline means to teach Frequency Expectation/Procedure Weekly Monthly Quarterly Vision Every classroom will create a shared PAX Vision and post it in the classroom. Classroom communities will refer to their vision daily during morning meeting, restorative circles and whole-group community building. Bellevue staff reviews and refers to the school-wide vision and mission with students and families through written communication and at family nights and events. Classrooms will do a close read of the Bellevue school vision and mission and post it in their classroom. Mission Bellevue staff reviews and refers to the school-wide vision and mission with students and families through written communication and at family nights and events. Classrooms will do a close read of the Bellevue school vision and mission and post it in their classroom. Expectations Bellevue staff will model, teach, reinforce and review expectations in the classroom and other areas of the school daily. Bellevue staff will recognize students for meeting and/or exceeding expectations. Students will identify and model appropriate behaviors. Students will present the procedures on their assigned area of the school to other assigned classrooms. Bellevue staff will recognize students for meeting and/or exceeding expectations at a assembly. Procedures Bellevue staff will teach, reinforce and review procedures during instruction and prior to transitions daily. Students will identify and model appropriate behaviors. Students will present the procedures on their assigned area of the school to other assigned classrooms. Students will complete a station rotation where adults review the behavior matrix for each station, model the appropriate behavior/procedures, inappropriate procedures, and then again the appropriate procedure. Students will identify the appropriate and not appropriate
Frequency Classroom/ School Reason What are the criteria? What is the incentive? Who is responsible? Cost? Daily Recognize PAX behaviors As behaviors are noticed Meet game target PAX TOOTLES Grannies Grab Bag All Staff Recognize PAX behaviors As behaviors are noticed PAX points All Staff Recognize attendance and on time arrival 95-100% PAX points Name on the 100% attendance board Weekly Recognize PAX behaviors 100% Positive 100% dojo name on the morning announcements Grannies Wacky Prize Recognize attendance 95-100% Attendance Award/ Trophy for the week Monthly Class per grade level with best attendance Highest attendance percentage across all grades DSCT Students will achieve 80% or higher on their class dojo percentage To be picked by the teacher Ex. Board game afternoon, choose your seat, flashlight fort, Teachers Recognize attendance 100% attendance The student must be present every day of the month Students will get to have their name put in a drawing for a special lunch date with their All staff