Educational Plan for Student Success (EPSS)

Assessments

The school will identify purposeful assessments in order to gain relevant data. We will test each student K-5 at least 3 times a year to determine progress toward CCSS. Teachers will receive data in a timely manner to assist in making decisions about each student’s intervention, placement and instruction.

Grade Level Data Studies

• Grade level collaborative meetings will be used primarily for analysis of data to drive classroom instruction
• Data Collection: Compile data in an effective manner for analysis for grade level collaboration and vertical articulation.
• PD for Data Studies: PD to ensure all staff members develop a complete understanding of how to analyze collected data and use it to adjust instruction as needed. PD will include how to interpret report results accurately and consistently, and best practices to drive classroom instruction
• Grade level Team leaders: Grade level leaders will be responsible for the facilitation of collaboration and discussion surrounding grade level data. Grade level leaders will keep the grade level data binder.
• Grade level staff will keep a teacher data binder.
• Data Analysis to Individualize Instruction:  The data will be used to identify students in need of instructional support, Intervention, or enrichment.

SBA Data Study

• Review and reflect on the school letter grade and SBA scores. We will find areas of strength and weakness to improve instruction in grades K-5.  We will ensure all students take ownership of the SBA results.
• SBA/ Parent:  4th and 5th grade teachers will review SBA data with parents at fall parent conferences to educate parents and further understanding of their child’s results

Student Accountability/ Student Data Folders

• Develop school-wide system for students to timely track their own progress to enhance student achievement. We will increase interactions between teachers and students to provide students with clear guidance on how to enhance learning.
• Students will maintain and utilize student data folders to timely track their own progress.

Leading Data Driven Schools

Data task force will attend Leading Data Driven School training offered by New Mexico PED and receive training on how to utilize data to drive instruction. Task force will train staff to on use of strategies.

Principal is working to lead and implement a process for developing a shared vision and strategic goals for student achievement that reflects high expectations for staff and students. She is energetic and dynamic and is the driving force behind major initiatives adopted by the school. She seeks input from a variety of stakeholder groups. Systems are in place to allow for the methodical review of assessment data, identification of areas of student need as well as staff requirements, and the selection of specific classroom strategies that are to be used by teachers.

Quality of Teaching Staff

Principal will utilize the evaluation tool provided by PED to evaluate teacher effectiveness and provide support for teachers who are ineffective and replace teachers who do not make necessary changes.

Redesign Instructional Council

SRM has redesigned the Instructional Council to greater facilitate teacher collaboration for the analysis and collection of student data, analysis of student progress and interventions, and greater alignment to instruction programs.

Development of a Collaborative School Community

Modeling and promoting a school community where all constituents have a voice.

Empowerment of Staff

Empowering staff members to chair, lead, and facilitate teams, task forces, and school-wide committees.

Empowerment of Parents

Empowering parents to chair, lead, participate, and facilitate and develop school wide committees.

Implementation of CCSS

Effective teachers demonstrate a set of behaviors they incorporate into their daily professional practice. They involve: a deep understanding of subject matter, learning theory, and student differences, planning classroom instructional strategies, assessment of student understanding and proficiency with learning outcomes, and ability to reflect and collaborate with colleagues.

Review Quality of Staff

The principal communicates clear goals and measures for employees’ performance that reflect the established evaluation system. Using district supports, the principal will coordinate targeted training and assistance for employees receiving an unsatisfactory observation.

Professional Development

PD is aligned with identified needs based on staff evaluation and student performance.

Review Quality of Staff

Staff will refer to the NMTeach rubric to guide their performance. Instructional Coach and District will provide support to staff as needed.

Teacher Transfer

Principal will ensure that only highly effective teachers transfer to the school. Principal will review evaluations and references before a teacher is called for an interview. Teacher interviews will be conducted by an interview team to rate potential candidates.

National Boards Certification

Principal will ensure that only highly effective teachers transfer to the school. Principal will review evaluations and references before a teacher is called for an interview. Teacher interviews will be conducted by an interview team to rate potential candidates.

Discovery Education

The staff are trained on how to utilize Discovery Education for reading instruction in order to meet CCSS in literacy and math instruction. Training was held in 2012-2013 and 2013-2014.

Project GLAD Training

During the 2013-14 school year, 5 staff members will be trained in Project GLAD strategies.  Within the 2014-15 school year the entire SRM staff will be trained in Project GLAD strategies by department of Language and Cultural Equity (LCE).

The school day, week, and year has been designed to enhance student learning and provide Professional Development and teacher collaboration opportunities.

Protected Math and Reading Block

• Grade level pull-out schedule for PE, Art, library, technology will be coordinated by grade level to allow concentrated reading and math blocks
• Morning Announcements: In order to reduce interruptions during reading and math blocks, morning announcements are made outside of the protected blocks at 8:55 each morning.

Reading Intervention Block

• School schedule ensures protected 30 minutes per day of reading intervention blocks.
• Structured time for Interventionists: Title l interventionists, ESL Resource teacher, and Indian Education teacher provide intervention for students and support teachers who are providing interventions in the classroom.

Collaborate with Neighborhood Associations

Collaborate with Laurel wood and SR Marmon neighborhood Associations to support the alternative calendar schedule.

Vertical Alignment Planning Task Force

Create a task force to research design of our schedule to accommodate the opportunity for additional grade level and vertical articulation planning time during the duty day.

Before and After School Programs

Support before and after school programs such as: EMSI, YDI, Ohiyesa, Rio Grande Educational Collaborative, Parks and Recreation, Girl Scouts and Boy Scouts, to extend and enhance learning.

Attendance Policy

An attendance/tardy policy are developed.  The policy has been shared with staff, parents, and families. The policy is monitored by teachers, the Health and Wellness team and district truancy officer. School resources include the School Counselor, School Social Worker, Southwest family Guidance counselor, Truancy officer, and School Psychologist.

Summer Enrichment

The school has established a Summer Enrichment Academy to support student academic skills.  The school will hold a Summer Spanish Institute to support culture and academics.

Scheduled Daily Read Aloud

SRM has a scheduled block of time to facilitate read-aloud each day in the classroom

Technology Teachers

SRM has created a technology teacher position to facilitate greater computer achievement and use of technology for students. The teacher will establish the curriculum for X Cal, laptop labs and ipads.

Additional Full Time PE teacher

SRM has encumbered discretionary funds to offer student an additional full time PE teacher to promote greater physical health and playground opportunities for students.

Resource Teachers

Two special education resource teachers will support student in grades 4 and grade 5. Resource teacher provides pull-out groups as well as classroom team teaching and inclusion groups.

Designed to support the development of the school community, the school, families, and community partnerships will work together to achieve an ultimate goal of supporting all children and youth to succeed in school and in life.

Parent / Teacher Association (PTA)

• The newly formed parent teacher association will increase parent involvement and facilitate fundraisers to support students and educational initiatives
• Parent Representative: The PTA president will attend all Instructional Council meetings to inform grade level chairs and department leaders on all PTA educational incentives, fundraising and budgetary outcomes.
• Read-a Thon: The PTA will initiate the Read-a-Thon program to support literacy and raise money for the school

Student / Teacher / Parent / Administration Agreement

Student agreement includes responsibilities that communicate what parents, students, teachers, and administrators will do to support student learning.

Parent Volunteers

The school and PTA will actively support parent volunteerism.  Parent volunteers are included in the classroom, support of school activities, Coats for kids,  Operation School Bell, Roadrunner backpack program, library assistance, workroom assistance, school newsletter, student support vouchers, uniform support, title l homeless project support

Assistance League of Albuquerque

Assistance league offers yearly vouchers for school uniforms for families needing support.

OASIS Tutoring

OASIS tutors are community members who tutor students.  This program is facilitated by a staff member to provide reading support to students

Community Volunteers

Community members provide support of SRM Book Fairs and annual Spelling Bee

Community Business Support

Community businesses, Red Brick Pizza, Wal-Mart, Golden Corral, Peter Piper, Kona Ice, Perfect Teeth, etc., provide support to school community

YDI VISTA 3 year Grant – Volunteers in Service to America

Volunteer to provide meaningful family engagement opportunities for families in underserved school communities.

Therapy Dogs

SRM has been presented with a new initiative to support Special Education/ ED program for student at risk in literacy. Students will read and practice reading skill to therapy dogs.

Bridge Communication Gap between School and Community

• SRM will continually seek to find greater methods to improve communication between SRM neighborhoods and school community
• Home Owners Association: Administration and designated staff will attend HOA and Neighborhood Association meetings
• Parent Attendance: School events, such as, International day, Dia de las Estrellas, Open House, Family Math and Science Nights, Science fair, Curriculum Nights, will support parent participation and engagement.

A school environment that improves school safety and discipline to include non-academic factors that impact student achievement, such as students’ social, emotional, and health needs

Positive Behavior Supports (PBS)

• SRM will use Positive Behavior Support model to develop a school-wide safety and discipline plan.
• Classroom rules are aligned with PBS. Teacher will reinforce classroom and school rules through positive reinforcement
• PBS trainings: Students will be trained in PBS matrix for expectations and behaviors in all areas of the school campus twice a year
• Acknowledgements: Students will be acknowledged weekly and daily for positive behaviors.  Recognition Assemblies will also be held per trimester to acknowledge positive student behaviors

Non-Academic Needs

SRM will address non-academic needs through Health and Wellness, office staff, parent involvement committees, YDI, EMSI, community resources, social worker, counselor, title l staff, and title l homeless project. Examples: onsite health screenings, mental, dental services, family student counseling, vaccinations, roadrunner food bank, clothing vouchers, clothing bank, coats for kids, school supplies

Bully Plan

SRM has created a school-wide bullying plan and PowerPoint which will increase student safety and improve relationships.

Intermural

SRM will implement intermural at recess to encourage and promote positive peer relationships and physical health and reduce playground conflict

BASE Program

SRM has piloted a BASE program to provide curriculum to increase positive behaviors for students with social and emotional needs in order to help them remain in a general education setting as much as possible.

Counseling Support Groups

The counselor will support student emotional needs with support groups.

Counselor Parent Support Group

The counselor will provide parent support groups 4 times per school year focusing on parenting and strategies to support the student in the home.

Student Mediators

The school counselor facilitates a mediation group to support playground and campus safety.

Site Safety Construction

The school has constructed a site safety construction plan. The plan included construction and relocation of the following: movement of light beacons on 72nd Street, change of crosswalk locations, change of crossing guards, safety fencing, handicap access ramps, etc.  The construction involved the Albuquerque Public Schools, Albuquerque Police Department, crossing guards, the city of Albuquerque, parents and school personnel.

SRM will utilize best practices and a research based instructional program to meet the needs of the students. The program will be rigorous and aligned to state academic content standards.

Vertical Alignment

In order to strengthen the school instructional program, SRM will develop a system that will vertically align curriculum, instruction, and assessment based on CCSS.  SRM will provide vertical collaboration time for teachers to meet, analyze and discuss alignment of standards.

Integration of Technology into Curriculum

SRM will increase the use of technological resources in order to enhance instruction and student learning as well as increase student engagement and utilization of technology.

Core Reading and Math Program

Teachers will utilize and supplement as needed research-based core reading and math programs in order to meet CCSS.

Intervention Reading and Math Program

The classroom teacher will provide 30 minutes of intervention in reading and math each day utilizing the approved district intervention programs for students who are performing below grade level benchmarks.

Reading Interventionists

SRM will reinstate the Title l program to provide Tier ll reading intervention for targeted students who perform below grade level on reading assessments. SRM will also utilize the ESL Resource teacher, Native American Resource teacher to provide reading intervention to students.

Curriculum Nights

SRM will hold curriculum nights to increase family involvement and improve parental understanding of the CCSS.  Activities will engage students and parents and staff.

New Mexico Kids First: Daily Differentiated Instruction

Instructional Coach will attend daily differentiated instructional training offered by NMPED: New Mexico Kids First.  After training, Instructional Coach will train staff on utilizing differentiated instruction effectively in the classroom.

The CCSS will be fully implemented in grades K-5

Core Reading Materials for Classroom Instruction

Each teacher will spend 90 minutes per day implementing Common Core ELA for English and Spanish Literacy in grades K-5 and use Treasures and Tesoros as supplemental materials

ESL Instruction

Each teacher will spend 90 minutes per day implementing Common Core ELA for English and Spanish Literacy in grades K-5 and use Treasures and Tesoros as supplemental materials

Intervention Reading Programs are intended for flexible use as part of differentiated instruction, or in more intensive intervention, to meet student learning needs in specific areas in alignment with the NM RTI framework.

Reading Intervention

Each student who is performing at Beginning Steps as assessed by District Short Cycle Assessments and classroom assessments in grades K-5 will receive 30 minutes per day of research based intervention outside of the 90 minute ELA block.

Strengthening

Title l funding will find 2 Reading Interventionists to support reading intervention for students scoring beginning steps on district or classroom assessments.

One Classroom Reduction Teacher (CRT) will be paid with Title l funding. The CRT teacher has been added to grade 3 in order to reduce classroom student numbers and increase teacher ability to do greater small group interventions in reading.

Special Education

Students who need additional reading intervention per IEP will receive research based instruction that is systemic, sequential, explicit and multi-sensory. (SPIRE reading, Wilson Reading, Sound Sensible, and Just Words)

Professional development in reading for teachers and administrators are aligned with the CCSS including: description of delivery, methodology, length, relationship to student achievement, evidence based and follow up to professional development.

Professional Development

The Instructional Coach will provide professional development in supplemental core reading programs in order to meet CCSS for all teachers.

LaCoaescha

Professional development for dual language teachers to support literacy

SRM will dedicate time for data analysis and review to inform planning to deliver targeted instruction and support to students as needed.

Grade Level Collaboration

Teachers will meet a minimum of 3 hours per month to analyze data, monitor student progress, and identify strategies to advance student’s levels of proficiency.

The classroom teacher delivers the specific curriculum in an explicit systematic manner adhering to the fidelity of the program.

Response to Reading Intervention

Teachers will use district and classroom assessments to progress monitor student achievement and determine next steps. Students who perform below benchmarks will receive reading interventions.

Classroom Observations

Administration will observe and monitor classroom teachers to ensure the CCSS (K-5) are being addressed through the use of Everyday Math and appropriate supplementary resource.

SRM will provide opportunities and academic supports to enable all students to succeed in rigorous courses designed for college and career readiness in grades 9-12.

Before and After School Programs

• Students will have opportunities to attend before and after school enrichment programs:
• EMSI, Elementary, Middle School Initiative; help with homework, improve reading and math skills
• YDI Program, Reading and math tutoring, homework support, build social skills through literacy games
• RGEC, Rio Grande Educational Collaborative, academic tutoring and instruction
• OHIYESA, academic and family involvement amongst our native population
• Parks and recreation, provides homework help to those who need before and after school care

Summer Enrichment Programs

A Summer Enrichment Academy and Spanish Institute will be held during the summer months to provide academic support for students.  Focus will be new students to SRM, pre K and those to students needing academic skills support.

Data Analysis

Teachers will meet for a minimum of 2 hours per trimester with leadership team to collect and analyze district and state assessments in order to make a plan to further the growth of all students.

SRM will provide multiple opportunities to involve parents in literacy.

Preschool to Kindergarten Transitions

Friday, April 19 a preschool Open House will be held.  SRM will contact preschools, neighborhood associations, APS Headstart, Evenstart, and Childfind programs to invite incoming Kindergarteners and their families to visit SRM to meet the teachers and see the campus.

Read-a Thon

Read-a-thon reading program used as an incentive for students, sponsored by parents.

Nightly Reading

Students are expected to read each night.  Parents support and monitor their students progress.

Daily Read Aloud

The school schedule provides 20 minutes of read aloud time each day. Parents attend to read to students.

Tumblebooks / online literacy programs

Parents may support students in the home with online resources available.

The Core math program will be fully implemented to correlate to the NM Common Core (K-5) and the math Standards (4-12).

Math Instruction

Each teacher will spend 60 minutes per day implementing Math CCSS using Everyday math and other supplemental materials.

Intervention Math Programs are intended for flexible use as part of differentiated instruction, or in more intensive intervention, to meet student learning needs in specific areas in alignment with the NM RTI framework.

Tier II Math Intervention

Each student who is performing at Beginning Steps as assessed by District Short Cycle Assessments and classroom assessments in grades K-5 will receive 30 minutes per day of research based intervention outside of the 60 minute Math block.

Strengthening

One Classroom Reduction Teacher (CRT) will be paid with Title l funding.  The CRT teacher has been added to grade 3 in order to reduce classroom student numbers and increase teacher ability to do greater small group interventions in math.

Special Education

Students who need additional math intervention per IEP will receive research based instruction that is systemic, sequential, explicit and multi-sensory by Special Education teachers. (Math U See and Voyages)

Professional development in math for teachers and administrators are aligned with the CCSS including: description of delivery, methodology, length, relationship to student achievement, evidence based and follow up to professional development.

Adaption of Core Curriculum to CCSS Alignment

On-going professional development to adapt and supplement the Core math program to meet the Common Core Standards for K-5

Professional Development

The Instructional Coach will provide professional development in supplemental core math programs in order to meet CCSS for all teachers.

SRM will dedicate time for data analysis and review to inform planning to deliver targeted instruction and support to students as needed.

Grade Level Collaboration

Teachers will meet a minimum of 3 hours per month to analyze data, monitor student progress, and identify strategies to advance student’s levels of proficiency.

The classroom teacher delivers the specific curriculum in an explicit systematic manner adhering to the fidelity of the program.

Response to Math Intervention

Teachers will use district and classroom assessments to progress monitor student achievement and determine next steps. Students who perform below benchmarks will receive math interventions.

Classroom Observations

Administration will observe and monitor classroom teachers to ensure the CCSS (K-5) are being addressed through the use of EveryDay Math and appropriate supplementary resource.

The school provides opportunities and academic supports to enable all students to succeed in rigorous courses designed for college and career readiness in grades 9-12 in math.

Before and After School Programs

• Students will have opportunities to attend before and after school programs to increase academic growth:
• EMSI, Elementary, Middle School Initiative; help with homework, improve ready and math skills
• YDI Program, Reading and math tutoring, homework support, build social skills through literacy games
• RGEC, Rio Grande Educational Collaborative, academic tutoring and instruction
• OHIYESA, academic and family involvement amongst our native population
• Parks and recreation, provides homework help to those who need before and after school care

Summer Enrichment Programs

A Summer Enrichment Academy and Spanish Institute will be held during the summer months to provide academic support for students.  Focus will be new students to SRM, pre K and those to students needing academic skills support.

A dialogue around how students are performing in math should guide action steps development in the webEPSS.

Data Analysis

Teachers will meet for a minimum of 2 hours per trimester with leadership team to collect and analyze district and state assessments in order to make a plan to further the growth of all students, determine next steps and inform instruction.

SRM will provide multiple opportunities to involve parents in math.  The math goal team will work with the school to plan school-wide opportunities for parents to receive information, training, and resources so parents can better support the learning of math in the home.

Preschool to Kindergarten Transition

Friday, April 19 a preschool Open House will be held.  SRM will contact preschools, neighborhood associations, APS Headstart, Evenstart, and Childfind programs to invite incoming Kindergarteners and their families to visit SRM to meet the teachers and see the campus.

Math Support for Parents

Curriculum nights will share school resources and strategies that parents can use to support their child. Everyday math online- provide url and log in/password information so that students can extend math learning at home.

Scootpad/ Kahn Academy / Math Online Games

Provide student access to math online games and programs to be used in the home.