Describe the implementation of evidence-based strategies. Prescott and the Parkrose School District had started their improvement efforts prior to this grant request. The Parkrose School District started a process with a district-wide school improvement team focusing on the implementation of Response to Intervention across all of our elementary schools. Our goal with this grant is to accelerate the implementation for Prescott to build a strong assessment and core instructional system to support Prescott students. Job Embedded Professional Learning and Coaching in Response to Instruction Systems In the fall of 2014 Prescott and all Parkrose elementary schools began the use of DIBELS to universally screen all students to determine individual skill needs and provide a picture of the integrity of core reading instruction. A significant part of professional learning over the past two years has been focused on learning the Parkrose Standards of Practice (I have included those standards attached to the grant). Learning of standards of practice through monthly professional development (Every team 4 hours a month) Using DIBELS data to conduct 100% school-wide meetings and determine instructional and assessment outcomes based on their student data. This will include adding math universal screens in the 2015-16 school year. Monthly professional learning focused on lesson and assessment planning for 120 minute core reading block, including intervention. Introducing the use of Words Their Way as a vehicle for improving gaps in phonemic awareness. Monthly professional learning goals monitored by principal and supported by district-wide coach. Professional learning implementation was measured through classroom mini-observations. Goals are based on summative and formative data from each classroom. Data teams will meet at a minimum of every two weeks to discuss analysis and adjustment to classroom practices to promote student growth. Teams will formally share their progress to school-wide team. District-wide literacy team further developed standards of practice for 100% and 20% meetings district wide. Reviewed professional learning data, and this included mid-point perception data from teachers about their level of implementation of core reading practices. School wide reading and math interventions to support students identified through benchmarking as needing strategic and intensive support District-wide team developed priorities in the selection of process of purchasing new core materials to meet current needs. District leadership team analyzes DIBELS data every trimester to inform district-wide planning for professional learning and material needs.
Describe the implementation of evidence-based strategies. Prescott and the Parkrose School District had started their improvement efforts prior to this grant request. The Parkrose School District started a process with a district-wide school improvement team focusing on the implementation of Response to Intervention across all of our elementary schools. Our goal with this grant is to accelerate the implementation for Prescott to build a strong assessment and core instructional system to support Prescott students. Job Embedded Professional Learning and Coaching in Response to Instruction Systems In the fall of 2014 Prescott and all Parkrose elementary schools began the use of DIBELS to universally screen all students to determine individual skill needs and provide a picture of the integrity of core reading instruction. A significant part of professional learning over the past two years has been focused on learning the Parkrose Standards of Practice (I have included those standards attached to the grant). Learning of standards of practice through monthly professional development (Every team 4 hours a month) Using DIBELS data to conduct 100% school-wide meetings and determine instructional and assessment outcomes based on their student data. This will include adding math universal screens in the 2015-16 school year. Monthly professional learning focused on lesson and assessment planning for 120 minute core reading block, including intervention. Introducing the use of Words Their Way as a vehicle for improving gaps in phonemic awareness. Monthly professional learning goals monitored by principal and supported by district-wide coach. Professional learning implementation was measured through classroom mini-observations. Goals are based on summative and formative data from each classroom. Data teams will meet at a minimum of every two weeks to discuss analysis and adjustment to classroom practices to promote student growth. Teams will formally share their progress to school-wide team. District-wide literacy team further developed standards of practice for 100% and 20% meetings district wide. Reviewed professional learning data, and this included mid-point perception data from teachers about their level of implementation of core reading practices. School wide reading and math interventions to support students identified through benchmarking as needing strategic and intensive support District-wide team developed priorities in the selection of process of purchasing new core materials to meet current needs. District leadership team analyzes DIBELS data every trimester to inform district-wide planning for professional learning and material needs.
sig-app-parkrose-prescott-fy14.docx