WSF Measures of Progress: ☒ By June 2020, the CSSS (RTI) Continue to refine 2017-2020 Jennifer – The PBIS TEAM will continue ☐ Title I number of Jefferson the RTI process and create an Ichiyama, to meet at least twice a school Elementary School RTI plan (consider revising the Counselor. ☐ Title II year to update and strategize students who are intervention schedule) that ☐ Title III new activities and incentives chronically absent includes expectations for ☐ IDEA Cheryl based on the needs of the will be no more than creating, implementing and Thebeau, ☐ Homeless school. 12% according to monitoring intervention plans SSC. ☐ CTE eSIS attendance data and student progress. The PBIS TEAM will continue ☐ Other and Early Warning Catapult to provide ongoing to monitor and address: ☐ System reports; and training, modeling (during N/A Disciplinary Referrals. the average daily intervention blocks), guided Chronic Absenteeism. attendance of practice, feedback and SQS. students will be at coaching on progress 95%. Using monitoring, data analysis universal screener (NWEA-MAP and eValuate) data, 80% of and the Data Team process, students will reach using multiple data sources Benchmark on the to determine the needs of all end of year targets. students, and formative By June 2020, the instruction for all teachers as Achievement Gap needed. between high needs Provide teachers with and non-high needs optional support to students will implement differentiated decrease to 25 % or activities and interventions less despite the aligned to student needs for steady yearly iReady. increase of SpEd and CSSS (Gap Rate) - Select the ELL student count. research-based strategies that will be implemented to improve the achievement of High Needs
By June 2020, the number of Jefferson Elementary School students who are chronically absent will be no more than 12% according to eSIS attendance data and Early Warning System reports; and the average daily attendance of students will be at 95%. Using universal screener data, 80% of students will reach Benchmark on the end of year targets. By June 2020, the Achievement Gap between high needs and non-high needs students will decrease to 25 % or less despite the steady yearly increase of SpEd and ELL student count. CSSS (RTI) – Continue to refine the RTI process and create an RTI plan (consider revising the intervention schedule) that includes expectations for creating, implementing and monitoring intervention plans and student progress. Catapult to provide ongoing training, modeling (during intervention blocks), guided practice, feedback and coaching on progress monitoring, data analysis (NWEA-MAP and eValuate) and the Data Team process, using multiple data sources to determine the needs of all students, and formative instruction for all teachers as needed. Provide teachers with optional support to implement differentiated activities and interventions aligned to student needs for iReady. CSSS (Gap Rate) - Select the research-based strategies that will be implemented to improve the achievement of High Needs 2017-2020 Jennifer Ichiyama, Counselor. Cheryl Thebeau, SSC. ☒ WSF ☐ Title I ☐ Title II ☐ Title III ☐ IDEA ☐ Homeless ☐ CTE ☐ Other ☐ N/A Measures of Progress: The PBIS TEAM will continue to meet at least twice a school year to update and strategize new activities and incentives based on the needs of the school. The PBIS TEAM will continue to monitor and address: Disciplinary Referrals. Chronic Absenteeism. SQS.
111_2017-20_AcademicPlan.docx