Race/Ethnicity/Minority Students with Disabilities Subgroup addressed in action steps above. Academic Coaches will provide strategies to scaffold instruction to SWD students. FAMILY and COMMUNITY ENGAGEMENT The number of Science students scoring proficient and above will increase 25% from August 2018 to May 2019 as measured by the GOAL Science Student Learning Objectives and End of Grade Science Milestone Tests across all grade levels. FCE-1; FCE-2; FCE-3; FCE-4; FCE-6 Structure(s) Describe the evidence-based action steps to be taken to achieve the goal. Evidence-based Action Steps: Possible a. Timeline for Implementation Position/Role Action Steps Funding Responsible b. Method for Monitoring Source(s) September 2018 and January Academic Title I/Local 2019 Coach, Parent PAWS- Family-goal setting strategies Funds Facilitators, Sign-in sheets, agendas, and and Teacher parent feedback January 2019 and June 2019 Parent Invite all stakeholders (parents and community leaders) to Spring SIP Policy and Compact N/A Facilitator Input Meeting Sign-in sheets and agendas August 2018- as needed Communication (face-to-face meetings, emails, and phone calls) with parents of students who N/A Communication logs, Teachers are struggling to maintain course average about 74% student data, overall average, testing data) What supplemental action steps will be implemented for these subgroups? Supplemental Supports: Economically Disadvantaged Foster and Homeless
Race/Ethnicity/Minority Students with Disabilities Subgroup addressed in action steps above. Academic Coaches will provide strategies to scaffold instruction to SWD students. FAMILY and COMMUNITY ENGAGEMENT GOAL The number of Science students scoring proficient and above will increase 25% from August 2018 to May 2019 as measured by the Science Student Learning Objectives and End of Grade Science Milestone Tests across all grade levels. Structure(s) FCE-1; FCE-2; FCE-3; FCE-4; FCE-6 Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal. Action Steps Possible Funding Source(s) a. Timeline for Implementation Position/Role Responsible b. Method for Monitoring PAWS- Family-goal setting strategies Title I/Local Funds September 2018 and January 2019 Academic Coach, Parent Facilitators, and Teacher Sign-in sheets, agendas, and parent feedback Invite all stakeholders (parents and community leaders) to Spring SIP Policy and Compact Input Meeting N/A January 2019 and June 2019 Parent Facilitator Sign-in sheets and agendas Communication (face-to-face meetings, emails, and phone calls) with parents of students who are struggling to maintain course average about 74% N/A August 2018- as needed Teachers Communication logs, student data, overall average, testing data) Supplemental Supports: What supplemental action steps will be implemented for these subgroups? Economically Disadvantaged Foster and Homeless
12018FY%2019%20SIP%20(rev.%2009.04.2018).docx