Title I

Northlake Elementary

Parent & Family Engagement Policy 2024-2025

Spanish Version

All schools receiving Title I funds are required under section 1116 of the Every Student Succeeds Act (ESSA) to develop a written Parent and Family Engagement Policy. This policy, developed jointly with parents, describes how the school will carry out meaningful parent and family engagement. 

GENERAL

Parents and family members are engaged in the development of the school parent and family engagement policy. At Northlake Elementary, we engage our stakeholders by reviewing data, setting school goals, and looking at school-wide needs during School Community Council meetings (SCC), PTA meetings, and Guiding Coalition meetings.

POLICY INVOLVEMENT

Annual Meeting: An annual meeting is held each year in the fall. At this meeting, information is shared with stakeholders that consists of an explanation of Title I, how funds are allocated, student performance in literacy and math, intervention and enrichment opportunities for students, and ways that stakeholders communicate with the school.

Flexible Meetings: We offer flexible meeting times for parents and families to participate in decisions regarding their child.

Involve Parents: We collect data from an annual survey, meetings with SCC, and PTA. Once data is collected we review the data and assess needs. We use this information to create a plan with our SCC on how to involve parents. Ways for parents to be involved include but are not limited to,

●     Volunteer in classroom or on field trips

●     Join PTA and participate in activities.

●     Attend community council meetings.

●     Attend scheduled family nights.

●     Attend math and literacy nights.

●     Complete annual stakeholder survey. (Suggestions are used for school improvement.)

●     Attend Parent Teacher Conferences

SHARED RESPONSIBILITY - HIGH STUDENT ACADEMIC ACHIEVEMENT

The Northlake Parent Family Compact is a document that clarifies what families and schools can do to help children reach high academic standards. This compact serves as a reminder of everybody’s responsibility in supporting student success in learning. This compact is a contract between teachers, students, principal and parents.

BUILDING CAPACITY FOR INVOLVEMENT

To improve academic achievement and to ensure effective engagement of parents to support a partnership with the school, Northlake Elementary School will:

1. Share with stakeholders state and local assessment information and ways parents can monitor their student’s academic success. At Northlake Elementary we will share this information at a minimum of 4 times per year via grading progress reports, parent teacher conferences, and community activities.  We also provide access to grades through Skyward.

2. Provide opportunity for parents to come to the school and engage with students in meaningful academic and social experiences.   At Northlake Elementary we do this by providing community and school wide activities. Some examples are Literacy Knight, Math Knight, Science Club, Science Fair, Cultural Night, Choir Performances, and other activities.

3.Coordinate parent engagement programs and activities with other Federal, State, and local programs that encourage and support parents in participating in the education of their children.

Communication

It is the intent that our communication be frequent, timely and written in an understandable and uniform format. If there is need for clarification, interpretation or additional support, contact the office (435-833-1940) for assistance.

 School to Parent:

o Yearly calendar (magnet)

o Peachjar

o School webpage

o Facebook page

o Phone calls home for school wide events and absences.

o Parent teacher conferences

o Progress reports

O Phone call from principal or teacher

• Parent to school:

o Email

o Phone calls

o Notes to teachers

o Scheduled visits

o Parent teacher conferences

o Sign and return requested forms 

 ACCESSIBILITY

To the extent practicable, Northlake Elementary School will ensure that information for parents and family members (including parents and family members who have limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children) in a language that they can understand. This includes grading progress reports and essential school information.  

Community Resources

Northlake Elementary is part of a community effort to strengthen home and families through:

●     Communities that Care parent training

●     Health Department screenings

●     Valley Behavioral Health

●     Tooele City

●     Families First

●     Systems of Care

●     Juvenile Justice Service

**This document was created in collaboration with a variety stakeholders and was reviewed and approved by the Title 1 Parent Committee on September 5, 2024.

 Northlake Elementary

Fall 2024 Semester Plan

Principal: Stephanie Lindsay

Team Members: Matt Mecham, Linda Sehlmeier, Brian Duncan, Vivian Rose, Emily McRae, Bryanna Johnson

Schools must have at least one goal in each area below. If you need another goal, you may add it, but remember, this is just for a semester. Be cautious of creating too many lofty goals that are unattainable in one semester. Also, if you want to include concepts in this plan that will help support other required documents like Title 1 plans, etc., you are welcome to add them in as you like.  Below are the minimum requirements and expectations for a semester plan. You are invited to expand it to fit your school’s needs.

Campus Priority 1A (PreK-3):

Goal: Teachers will conduct data analysis on ELA and math data to evaluate student growth and determine needs for all students, with a focus on TSI groups (ML & SPED), with 100% of PreK-3 teams using their PLC agendas to track and report data analysis weekly in coordinance with their PLCs during Specials.

Objective: Increase academic growth and proficiency of students, especially those in the ML and SPED populations, in the areas of ELA and Math.

Prioritized Key Components: K-3 Math and Acadience Reading Spreadsheets, PLC Agendas, PreK Tracking Sheet, Acadience Reading BOY, Acadience Reading Pathways of Progress, Acadience Reading Progress Monitoring, Acadience Math, teacher-created assessments

TCSD Strategic Model Area(s): Teachers, Leaders, Support Staff: Curriculum, Instruction Assessment

Metrics: PLC Agendas, Evidence Documentation Sheet, Data tracking sheets

 

Specific Actions	Person Responsible	Resources	Timeline for Implementation	Evidence of Successful Completion (what a successful outcome looks like… “how you will know” you’ve accomplished this component).
Create a single, shared evidence documentation sheet to be used by the Semester Priority 1a team as evidence of completion of each action item.	Linda Sehlmeier	23-24 action item evidence sheet, 24-25 Fall semester plan action items	August 7, 2024	The evidence documentation sheet will be completed. The hyper-link will be posted here when completed and ready for use.
K3 teachers will update their current data tracking sheets for the 2024-2025 school year and include an area for math fluency data in the shared grade-level Google “binder.” PreK teachers will update data tracking sheets for monitoring name printing and math fluency data in the shared grade-level Google “binder.”	Linda Sehlmeier	Google shared “binder.” grade-level tracking sheet to copy as desired	September 5, 2024	Item la marked as completed on the evidence documentation sheet under Checkup #1 showing all teachers whose data tracking sheets are completed.
K3 teachers will identify all students needing ELA intervention and enroll them for progress monitoring on the ALO website. PreK teachers will use their teacher-name writing assessment to determine students who need intervention with name printing. All ML and SPED students will be known and documented by each PreK-3 teacher. (Purple- ML, Orange - SPED, Tan - both)	Linda Sehlmeier	Acadience Reading BOY data ALO website Literacy coach as needed with any teachers new to ALO. PreK teacher-created name writing progress monitoring assessment and baseline data. Skyward ML & SPED information	September 12, 2024	Checkup item 1b marked as completed on the evidence documentation sheet under Checkup #1, showing all teachers who are ready for progress monitoring and have identified their ML and SPED students on their data tracking sheets.
Each preK-3 grade level will receive the PLC agenda created by the Guiding Coalition.	Linda Sehlmeier	Guiding Coalition agenda	September 12, 2024	Item 1c marked as completed on the evidence documentation sheet under the Checkup #1, showing all grade levels have received their PLC agendas.
PLC Agenda will be used at PLCs during Specials weekly.  All students’ growth will be considered, but specific attention on ML and SPED students will be noted on each agenda. Agenda will be sent out to the grade level team, SPED teacher(s), instructional coach, and admin by grade level leaders the 2 days prior to the Grade Level PLC and then a follow-up will be sent out by the day following the Grade Level PLC.	Linda Sehlmeier	PLC agenda ELA (prek name writing) & Math fluency data	October 17, 2024	Checkup #2 marked as complete on the evidence documentation sheet showing all grade levels with completed PLC agendas.
PreK-3 teachers will progress monitor their students for both Acadience Reading (PreK name writing), and their grade-level math fluency.   The data will be discussed at the PLCs during Specials and the discussion documented on the PLC agenda for each meeting.		PLC agenda ELA (prek name writing) & Math fluency data	December 5, 2024	Semester Review marked as complete on the evidence documentation sheet showing all grade levels with current PLC agendas.

 

Checkup 1: Sept 19, 2024

Checkup 2: Oct 17, 2024

End of Semester Review: Dec 5, 2024

Campus Priority 1B (4-6):

Goal: Teachers will conduct data analysis on ELA and math data to evaluate student growth and determine needs for all students, with a focus on TSI groups (ML & SPED), with 100% of 4- 6 teams using their PLC agendas to track and report data analysis weekly in coordinance with their PLCs during Specials.

Objective: Increase academic growth and proficiency of students, especially those in the ML and SPED populations, in the areas of ELA, Math, and Science

Prioritized Key Components: 3-6 ML & SPED Data Spreadsheets, PLC Agendas, Commonlit Assessments, Envision Math Assessments, Daily Math Reviews, RISE benchmark Assessments, Grade Level CFAs

TCSD Strategic Model Area(s): Teachers, Leaders, Support Staff: Curriculum, Instruction Assessment

Metrics: PLC Agendas, Evidence Documentation Sheet, Data tracking sheets

 

Specific Actions	Person Responsible	Resources	Timeline for Implementation	Evidence of Successful Completion (what a successful outcome looks like… “how you will know” you’ve accomplished this component).
Create a single, shared evidence documentation sheet to be used by the Semester Priority team as evidence of completion of each action item.	Vivian Rose	24-25 Fall semester plan action items	August 7, 2024	The evidence documentation sheet will be completed. The hyper-link will be posted here when completed and ready for use.
Each 4-6 grade level will receive the PLC agenda created by the Guiding Coalition.	Vivian Rose	Guiding Coalition agenda	September 12, 2024	This item will be marked as completed on the evidence documentation sheet, showing that all 4-6 grade levels have received their PLC agendas.
PLC Agenda will be used at PLCs during Specials weekly.  All students’ growth will be considered, but specific attention on ML and SPED students will be noted on each agenda/supporting documentation. Agenda will be sent out to the grade level team, SPED teacher(s), instructional coach, and admin by grade level leaders the 2 days prior to the Grade Level PLC and then a follow-up will be sent out by the day following the Grade Level PLC.	Vivian Rose	PLC agenda ELA, Math, and Science data	October 17, 2024	Checkup #2 marked as complete on the evidence documentation sheet showing all grade levels with completed PLC agendas.

Math:  Each grade level 4-6 will make a spiral math review of 3 to 5 problems, and have students do them as a start or exit ticket 3-4 times a week.  Data is to be tracked on student proficiency by each teacher.  Teachers will use the data to determine which students to pull for small group instruction, reteach the whole group, or change problems due to mastery.	Vivian Rose	Common Core Sheets or Common Core reviews in Pearson Savvas PLC Agenda	Teachers will determine which skills to review at the beginning of the school year based on past experience.  Keep data for 3-4 weeks for each set of skills.   Use data to determine skills for review after topic test and spiral review data have been collected. Each teacher will keep a copy of their class data. Each month teams will compare data and make teaching goals related to students' success. *Team leads:  will be responsible for checking grade level teams recorded data in the spreadsheet for MLL and SPED students.  Data should show what skill they are focused on and the end result during the week of Oct. 7th-11th. *Data will be recorded on Team level PLC agenda and on the spreadsheet tracking data for MLL and Sped students.	After data has been collected in the form of how many problems are correct out of how many are possible, and 80% of the class has mastered a team specified percent of the skills, teachers can consider this component completed.  (Example:  2 out of 3 problems or 66%, and 80% of the students are capable of completing them correctly would be a successful outcome.) *Spiral review should not exceed 5 problems or take more than 10 minutes of class time to complete.
Reading: Teachers will determine priority standards/skills.  This skill will be tested by reading articles in Commonlit on grade level.  Tests will be given to students weekly.  Instruction and skill focus to be adjusted to reflect student success. Teachers should be cognizant of the grade level so that articles are not used by another grade level.	Samantha Alfors	Commonlit PLC Agenda	* Teachers will determine the skill to focus on during grade level PLC’s, the week of September 3-9.  Team leads will enter the skills into the Spreadsheet for MLL and SPED students. Individual teachers will enter their classroom data. * Teachers will locate the first 4 articles that test the focus skill to give as a grade level team.  * Each teacher will keep a copy of their class data. *Team lead will let Samantha Alfors know what stories are being used each month, to avoid crossover. *Baseline data  will be one article agreed upon by each team and data entered in the Google Spreadsheet by August 31st. * Each team will have completed 4 articles and collected the data by the team PLC during October 7th - 11th of the school year. Data will be recorded on Team level agenda and on the spreadsheet tracking data for MLL and Sped students.	Priority standards/skills are determined by grade levels and are entered into the spreadsheet for MLL and SPED students.
Math: All teachers grades 4-6 will administer a pre-test before teaching a topic in Envision math.  After the topic is taught teachers will administer the same test and record the percentages in the Google Drive for the MLL/SPED students.	Vivian Rose	Envision math topic tests PLC Agenda	Teachers will administer the first two topic pre-tests to students and record the percentages in the Google Spreadsheet by October 7th-11th.  Each end of the topic test will be entered after it is taught and the percentages entered into the Google Spreadsheet.  Enter date will be dependent upon the grade level's length of topic. *Team leads will document the Topic numbers and include dates that the data will be entered into the spreadsheet on their PLC’s agendas.	Pre- and post-tests are completed by all 4-6 grade levels Data are entered into the grade level spreadsheet.
Science:  Each team will use RISE tests for science as both a pre-test and post-test assessment.  The test will be determined by each team on which standard they feel would be most beneficial for their grade level.	Vivian Rose	Benchmark Rise Assessments	By September 1st each team will have administered a pre-assessment for one of the standards in their grade level that students usually struggle to comprehend.	By September 9th each team will enter the data from the pre-assessment into a spreadsheet with ML and SPED students.  Each column will be defined as the standard being assessed.

Checkup 1: Sept 19, 2024

Checkup 2: Oct 17, 2024

End of Semester Review: Dec 5, 2024

 

Campus Priority 2:

Goal: Build consistency in rules and expectations for students and the school across ALL staff members as measured by staff survey.

Objective: Decrease student behavior and disruptions to learning.

Prioritized Key Components: Schoolwide Rules and Expectations, Teacher/Staff Training, Check in Check out System, Educator’s Handbook

TCSD Strategic Model Area(s): Teachers, Leaders, Support Staff: Curriculum, Instruction Assessment

Metrics: Staff Survey, Educator’s Handbook, Attendance data, Check In Check Out Data

Specific Actions	Person Responsible	Resources	Timeline for Implementation	Evidence of Successful Completion (what a successful outcome looks like… “how you will know” you’ve accomplished this component).
Create a single, shared evidence documentation sheet to be used by the Semester Priority team as evidence of completion of each action item.	Bryanna Johnson	24-25 Fall semester plan action items	August 7, 2024	The evidence documentation sheet will be completed. The hyper-link will be posted here when completed and ready for use.
Create and administer staff survey regarding consistency of rules and expectations	Bryanna Johnson	Google Forms	September 1, 2024	85% of staff will complete the survey.  Item will be marked off on evidence documentation sheet.
Review common document “Northlake Elementary Expectations.”  Correct and clarify expectations. Distribute copies of updated common expectations to teachers for implementation with students . Teachers hang expectations in classroom.	Bryanna Johnson	Northlake Elementary Expectations	August 13, 2024	Item will be marked off on evidence documentation sheet indicating that expectations have been updated, distributed, reviewed, and hung in classrooms.
Identify and communicate expectations for hallways and hall passes. Teachers and staff trained on hallway and hall pass expectations. Teachers and staff enforce hallway behavior and hall pass expectations.	Bryanna Johnson	Leadership for Behavior Support PBIS Charts	August 7, 2024	Item completed and checked off on documentation sheet, indicating that expectations for hallway have been determined and that teachers and staff have been trained.
Review Playground expectations and procedures. Create two documents for expectations and procedures, one for students and one for staff. Train students and staff on Playground expectations and procedures. Review Playground expectations and procedures at faculty meetings.  Determine if changes are needed and follow-up is needed.	Bryanna Johnson	Playground expectations chart, Training with Kathy Hoes	August 7, 2024 Teachers teach expectations for first week of school and as needed. Review at faculty meetings	Item completed and checked off on documentation sheet, indicating that the expectations have been created and training is complete. Systems are in place for regular follow up with students and staff.
Create common Google Slide document for whole school expectations and procedures. Google Slide will be prepared for lower, mid-, and upper level. Teachers teach expectations and procedures.  They will present Slideshow to class and review as needed.	Bryanna Johnson		July 20, 2024     August 7, 2024   August 20, 2024	Item completed and checked off on documentation sheet, indicating that the Slides were created, presented to teachers, and teachers have implemented in the classroom.
Choose weekly expectation to review on announcements, place on Weekly Update, etc. Create a master list for expectations to be reviewed.  Update list as needed.	Brian Duncan	Schoolwide expectations chart	August 9, 2024	Item completed and checked off documentation sheet, indicating that the schedule has been created for expectation review. Expectations will be reviewed on announcements and in weekly update to staff.
Educator’s Handbook use at Northlake redefined. Teachers will be trained on the use of Educator’s Handbook, along with the Hierarchy for Behavior Consequences. Teachers will all create rosters of their classes.	Brian Duncan	District Referral Flow Chart When to use Refocus Aid	September 19, 2024	Item completed and checked off documentation sheet, indicating that the training has been completed and rosters have been created for all teachers.

Checkup 1: Sept 19, 2024

Checkup 2: Oct 17, 2024

End of Semester Review: Dec 5, 2024

Campus Priority 3:

Goal: Increase teacher knowledge of teaching math fact fluency by engaging in Math Fact Fluency training, with 90% of teachers engaging in the training and implementing strategies from the training.

Objective: Improve students’ math fact skills to help increase their ability to engage in and find success with grade level math.

Prioritized Key Components: Training with Chantel Cowan, Math team that will train staff

TCSD Strategic Model Area(s):

Metrics: Attendance at math training, teacher implementation tracking

Specific Actions	Person Responsible	Resources	Timeline for Implementation	Evidence of Successful Completion (what a successful outcome looks like… “how you will know” you’ve accomplished this component).
Create a single, shared evidence documentation sheet to be used by the Semester Priority team as evidence of completion of each action item.	Emily McRae	24-25 Fall semester plan action items	August 7, 2024	The evidence documentation sheet will be completed. The hyper-link will be posted here when completed and ready for use.
Team will be trained by Chantel Cowan on Math Fact Fluency implementation	Emily McRae	Book provided to the team	Summer 2024 and ongoing according to PD schedule	Math Team will be trained on the 5 skills to be implemented and create a plan for professional development with Northlake teachers. This item will be marked as completed on the evidence documentation sheet.
Schedule for 6 hours of PD created	Stephanie Lindsay		August 7, 2024	Schedule will be distributed to teachers This item will be marked as completed on the evidence documentation sheet.
Math team will provide Math Fact Fluency Training for teachers during 5 of the 6 hours of PD	Emily McRae	Book and resources from Chantel Cowan	According to PD schedule	Training will be completed with teachers. This item will be marked as completed on the evidence documentation sheet.
Teachers will use the last hour of 6 hour PD to demonstrate implementation of Math Fact Fluency practices.	Emily McRae	Book and resources from Chantel Cowan	According to PD schedule	Teachers will turn in documentation to demonstrate their implementation of math fluency practices. This item will be marked as completed on the evidence documentation sheet.
Teachers will continue implementation of math spiral review Grade level leaders will check in with teams to ensure implementation and report on PLC Agenda	Emily McRae	Envision Math, Common Core Sheets	Check in on Sept 19, Oct 17, and Dec 5	Grade levels will use math spiral review 3-4 times weekly.
Train teachers on Common Core Sheets	Emily McRae	Common Core Sheets	September 19, 2024	Training with teachers will be complete

Checkup 1: Sept 19, 2024

Checkup 2: Oct 17, 2024

End of Semester Review: Dec 5, 2024 

Long Term Outcomes

Long term outcomes should be focused on students (e.g., RISE, ASPIRE+, ACT, Attendance, Behavior, etc.).  When determining these outcomes conduct a data review of the past few years (see your data dashboard in OneDrive) and identify reasonable trajectories. 

School Vision:
Indicator(s)	Data Source	Baseline Data (22-23)	Y1 Results (23-24)	Y2 Target (24-25)
Outcome 1: Increase RISE proficiency of ML and SPED students.
RISE Data of students in TSI groups (ML, SPED)	RISE	ML: ELA: 11.8% proficient Math: 11.8% proficient Science: 23.5% proficient SPED: ELA: 15.2% proficient Math: 7.7% proficient Science: 12.3% proficient	ML: ELA: __% proficient Math: __% proficient Science: __% proficient SPED: ELA: __% proficient Math: __% proficient Science: __% proficient	ML: ELA: 17% proficient Math: 17% proficient Science: 28% proficient SPED: ELA: 119.2% proficient Math: 12% proficient Science: 16.3% proficient
Outcome 2: Increase student attendance.
Attendance Data	Skyward	89.93%	__%	93%
Outcome 3: Increase RISE proficiency for all students.
Math RISE Data of all students	RISE	Math: 26% proficient	Math: 28% proficient	Math: 34% proficient

 

Semester Planning Tool

Aligned with the TCSD’s Strategic Model

7 Reasons Why Creating a Semester Plan can help your school improve:

1)      Articulates a shared vision, mission, and values.

2)      Effectively organizes schools and their staff.

3)      Defines how success is measured.

4)      Aids the school board with governance decisions and provides direction for the future.

5)      Increases communication and engagement.

6)      Keeps everyone in a school – from teachers to administrators – connected.

7)      The best reason of all for semester planning comes back to every great school’s number one priority: students.

Process:

Agree on Desired Outcomes

Review current level of performance or practice and determine gaps (needs assessment)

Create a Plan and prioritize/rank based on need.

Implement Plan

Monitor Progress regularly

Adjust Plan based on Monitoring Data

 

Needs Assessment Section

Definition: A needs assessment is a systematic process for determining and addressing needs, or "gaps" between current conditions and desired conditions or "wants".

Needs Assessment Questions

These questions do not all need to be answered in your plan.  They are here so you can reflect and make a plan in the areas you and your building leadership team deem necessary. They are also not all-inclusive - meaning you should focus on your school’s needs and those needs could be outside of the questions below.

Strategic Model Area 1: Teachers, Leaders, Support Staff

This is the staff capacity building element of the strategic model.  How are you building your staff’s capacity and are you hiring and supporting the best people possible? Are you holding people accountable and expecting them to be responsible for performing at high levels? How do you track it? What do you do when they aren’t performing?

Are you distributing resources (material needs, human support, etc) in such a way that teachers have all they need to be their best? Consider your building’s budget.  What percent is spent on academics and in what ways? Do departments/teams get equitable resources? How do you know?

Are you providing professional development that is relevant, timely, and targeting individual teacher needs rather than relying solely on whole-group professional development? How do you know it’s relevant to all and at their level? How do you measure this?

Review new teacher feedback for your building. Did they feel supported, what suggestions did they make?

Look at teacher data, what areas of growth are needed to support them?  What professional development do they need and how will you facilitate it in a differentiated way?

Think about your hiring practices.  Are they timely?  Are you able to attract staff that you need and of high quality?  If not, what can you do differently?

How do you onboard new teachers to your school in areas such as: PLCs, systems, etc?

Additional Resources to consider:

reproducible2.2level2longformleadingindicatorsurveyforadministrators.pdf (soltreemrls3.s3-us-west-2.amazonaws.com)

 

Strategic Model Area 2: Curriculum, Instruction, Assessment

Does every classroom provide daily lessons following a coherent instructional format including the components of the Instructional Framework? What components of the framework are strengths and weaknesses?

Does every classroom have a scope and sequence creating a guaranteed and viable curriculum that reflects grade level standards? Are these documents shared among teacher teams and administrators? Have the essential skills within the units been identified?

Does every classroom have and utilize common formative assessments (CFA) to determine the learning progress of each student? Do current CFA’s produce the feedback students and teachers need? Are there any units that still need CFA’s to be created?

Are procedures established to regularly review student learning progress and respond in a timely manner? Do PLC’s have norms and processes to support this work? Do teachers have systems to support reteaching? Does the school have systems to deliver interventions on the highest leverage skills?

This is also where you can put your specific smart goals for growth in academic areas and how you plan to address them and monitor them. Don’t forget to include special populations, intervention, and extension.

How are you engaging with your school’s data?  How are teachers using data?  How often are you meeting with teachers to review data and support them in a plan of action?

*A clear and precise plan of action for meeting with staff and troubleshooting with them in small groups or individually on a regular basis should be well described in this section.

Additional resources to consider:

Selecting an MTSS Data System | NCII (intensiveintervention.org)

Utah MTSS 3-Tier Critical Components Definitions

https://cde.videossc.com/archives/021715/MTSS%20Needs%20Assessment%20Tool.pdf

figure2.2surveyforassessingperceptionsaboutresponsibility.pdf (solutiontree.com)

figure12.1principalleadershipactionsinaplccultureevaluationtool.pdf (solutiontree.com)

figure12.2plccollaborativeteacherteamactionsforcollectiveteacherefficacy.pdf (solutiontree.com)

figure5.1processforidentifyingstandardswithahigherdegreeofimportancethanothers.pdf (solutiontree.com)

 

Strategic Model Area 3: Communication, Culture, Relationships

How frequently and effectively do you communicate with parents on a school-wide basis?  What is your expectation of staff/parent communication? How do you check it? How frequently are teachers expected to update grades? How often do you check?

What does the entryway of your school look like?  Is it inviting? Is it clean? Does your office staff smile and greet everyone who enters in a similar way? How are you measuring things you’re targeting in this goal area?

 What is your parent engagement plan? How will you target all groups in your school? How will you accommodate for spanish-speaking families?

What do you have in place to consider staff morale?  Do you consider the ups and downs of the year and how to target those known dips? How will teachers feel supported? How will you know?

Additional Resources to consider:

21st_century_communications.pdf (solutiontree.com)

school_communication_survey.pdf (solutiontree.com)

School AO | Wayne K. Hoy (waynekhoy.com)

Parent-Engagement-and-Leadership-Assessment-Guide-and-Toolkit-COMPREHENSIVE.pdf (cssp.org)

Example of a form created by a HS to gather parent feedback specific to communication and parent needs:

Parent Needs Assessment Form (google.com)

Sample parent questionnaire (Marzano - High Reliability Schools): reproducible1.4level1longformleadingindicatorsurveyforparents.pdf (soltreemrls3.s3-us-west-2.amazonaws.com)

Sample student questionnaire (Marzano- High Reliability Schools):

reproducible1.3level1longformleadingindicatorsurveyforstudents.pdf (soltreemrls3.s3-us-west-2.amazonaws.com)

Strategic Model Area 4: Safe and Orderly Environment

This is where you can evaluate the number of office referrals you have and make behavior goals. What is your school-wide behavior/student culture approach?  How will you measure its success?

Think about the beautification of your building. Is it inviting? Is student work what people see or old photos and canned posters?

How will you ensure your school always looks clean and orderly?  Has your building struggled with vandalism? What are strategies you plan to incorporate to discourage it, respond when it happens, etc.

Consider student arrival and dismissal as well as areas that are less supervised and cause problems. How will you address those?

Additional Resources to Consider:

blanktemplateofmenuoftiertwointerventions.pdf (soltreemrls3.s3-us-west-2.amazonaws.com)

5d8a9fcaeef280a574699251_SET_v2.1.doc (live.com)

School Safety Site Assessments - National School Safety Center

Strategic Model Area 5: Systems of Operations

What school-wide processes do you need to put in place?  Consider areas like attendance, tardies, etc.

 Are duty schedules effective and covering all areas needed. What are the expectations when on duty, are they followed?  How do you know or track it?

Consider all systems in your building and choose at least one to target for improvement.

School-Parent Compact

Spanish Version

Student Agreement

It is important that I work to the best of my ability.

Therefore, I will do the following:

·        Attend school regularly and be on time.

·        Follow instructions the first time.

·        Obey the classroom rules (CHAMPS) and the school expectations (Be Safe, Respectful, Responsible, and Ready)

·        Ask for help from my teacher and family if I am having trouble doing my work.

·        Read for 20 minutes each day and turn in my reading log.

·        Do my homework and turn it in on time.

·        Give my parents all the notices and information from school.

Teacher Agreement

It is important that students achieve. Therefore, I will do the following:

·        Provide high quality curriculum and instruction in a supportive and effective learning environment.

·        Provide information about student progress.

·        Keep a safe and inviting learning environment.

·        Build a relationship with every family in my class.

·        Make sure every student gets the help he/she needs.

·        Provide accelerated , high quality curriculum that enables all students to achieve challenging standards.

Parent Agreement

I want my child to achieve. Therefore, I will do the following:

·        See that my child is punctual and attends school regularly.

·        Support the school in its efforts to maintain proper behavior expectations.

·        Establish a routine for homework.

·        Encourage my child’s efforts and be available for questions.

·        Stay informed about my child’s education through communication with the classroom teacher.

·        Attend all scheduled conferences.

·        Read with my child

Principal Agreement

I value the success of students. Therefore, I will do the following:

·         Ensure that educational services are provided by highly qualified teachers and paraprofessionals.

·         Provide a safe climate conducive to student learning.

·         Involve parents in the development of goals and expectations.

·         Build the capacity of parents to help their children achieve high standards.

·         Share assessment and evaluation data with parents and/ or the public.

·         Provide meaningful and ongoing professional development.

Purpose: The School-Parent Compact is a document that clarifies what families and schools can do to help children reach high academic standards. This compact serves as a reminder of everybody’s responsibility in supporting student success in learning. This compact is a contract between teachers, students, principal, and parents.

This compact was reviewed and approved by the Title 1 Parent Committee on Sept 6, 2024.

Report Card