Copyoflverecord2016 2017updateddecember2016

Record of Continuous Improvement
Including Summary of Schoolwide Plan

2016-17 School Year
Use of the Record of Continuous Improvement and Summary of Schoolwide Plan
Parts I and II of this document are required for all Title I Schoolwide Programs, Focus Schools, and Priority Schools. These parts are
recommended for all schools.
Part III (School Action Plan) is required for Focus and Priority Schools and recommended for all schools. The School Action Plan uses the
Active Implementation (AI) Frameworks to support sustainable change. Additional detail is located on the Active Implementation Hub
(http://implementation.fpg.unc.edu/).
Part IV (Schoolwide Program Summary) is a summary of the core elements of the Schoolwide Plan and is required for all schools operating
a Schoolwide Program.
Part V (Appendix) provides additional support for schools engaging in the continuous improvement process.
Table of Contents
Use the links below to navigate the sections in the document.
To return to the Table of Contents, use the keyboard shortcut Ctrl + Home.
Part I District and School Information
Part II Comprehensive Needs Assessment

1. Data Review
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2. Needs Assessment Summary

Part III School Action Plan
Use and Importance of Implementation Science
Action Plan Instructions
Reading Action Plan
Mathematics Action Plan
Graduation Action Plan (if required)
Other Action Plan (if needed)
Part IV Schoolwide Program Summary
Schoolwide Requirements, References, and Guidance
1. Current Comprehensive Plan
2. Budget
3. Annual Evaluation
Part V Appendix: Additional support for utilizing the Record of Continuous Improvement
Part I District and School Information

(Required for all schools completing the Record of Continuous Improvement)
DISTRICT INFORMATION
DISTRICT PHONE, FAX, EMAIL
District Name and Number: Robbinsdale Area Schools #281
Phone: (763) 504-8000
Superintendent (Director): Dr. Carlton Jenkins
Fax: (763) 504-8972
District Address: 4148 Winnetka Ave. N, New Hope, MN 55427
Email: carlton_jenkins@rdale.org
Title Coordinator : Carla Reeck
Phone: (763) 504-8149
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Coordinator Address: 4148 Winnetka Ave. N, New Hope, MN 55427
Email: carla_reeck@rdale.org
SCHOOL INFORMATION
SCHOOL PHONE, FAX, EMAIL
School Name, Number and Grade Span: Lakeview Elementary, #006,

K-5
Phone: (763) 504-4100
School Address: 4110 Lake Dr., Robbinsdale, MN 55422
Fax: (763) 504-4109
Principal: Bridget Hall
Email: bridget_hall@rdale.org
Determine Your Category
Schoolwide program
Priority
Focus
Continuous Improvement
No MMR designation
Celebration Eligible
Reward
(complete Parts I, II, III, and IV)

(complete Parts I, II, III, and IV)
(complete Parts I, II, and IV; Part III Recommended)
Targeted assistance program

Priority
Focus
Continuous Improvement
No MMR designation
Celebration Eligible
Reward
(complete Parts I, II, and III)

(complete Parts I, II, and III)
(complete Part I; Parts II and III Recommended)
Non-Title School
(Parts I, II, III, and IV Recommended)
Multiple Measurement Rating (MMR) and Focus Rating (FR) Trends

Use the Minnesota Report Card or Secure Reports to complete the following information.
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Year
Multiple Measurement Rating
Focus Rating
2012 - 2013
47.95%
56.77%
2013 - 2014
26.50%
27.55%
2014 - 2015
19.50%
20.46%
2015 - 2016
36.16
25.88
Demographic Information
Use the Minnesota Report Card or Secure Reports to complete the following information.
Student Group
Percent of Total Enrollment
American Indian/Alaskan Native
0.89%
Asian/Pacific Islander
7.54%
Hispanic
15.74%
Black, not of Hispanic Origin
38.36%
White, not of Hispanic Origin
37.47%
English Learner
13.08%
Special Education
11.53%
Free/Reduced Price Lunch
67.41%
Schoolwide Leadership Implementation Team

Implementation Team Members are selected for their capacity to be effective leaders and willingness and ability to be accountable for
implementation. Additional information on Leadership Implementation Teams can be found at Module 3 Implementation Teams on the AI Hub.
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Leadership Implementation Team membership that represents identified needs: Principal, classroom teacher(s), special education,
English language development, data coach, reading and math instructors/coaches, parents including parents of historically
underserved students, and others as determined by Comprehensive Needs Assessment.
Team Member Name
Role
Contact Information
Bridget Hall
Principal
763-504-4101
Jeff Goodwine
Assistant Principal
763-504-4102
Janet Rein
Grade Level Teacher
763-504-4124
Alaine Pappin
Grade Level Teacher
763-504-4125
Nancy Martin
Grade Level Teacher
763-504-4130
Ericka Berg
Grade Level Teacher
763-504-4131
Carolyn Carlson
Grade Level Teacher
763-504-4151
Corinne Jackson
Grade Level Teacher
763-504-4147
Teri Greenstein
Intervention Teacher
763-504-4158
Jennifer Hollander
EL Teacher
763-504-4157
Sarah Henning
Music Teacher
763-504-4149
Ann Bromenschenkel
Special Education
Teacher
763-504-4116
Molly James
IB Coordinator
763-504-4139
Sarah Rutledge
Instructional Coach
763-504-4120
Matt Smith
Engagement Lead
763-504-4138
Jodi Voelker
Parent
voelkerjodi@yahoo.com
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Part II Comprehensive Needs Assessment

(Required for all Schoolwide Programs, Focus Schools, and Priority Schools; Recommended for All Schools)
All Focus and Priority schools and any school operating a Schoolwide Program (SWP) must conduct a comprehensive needs assessment (CNA)
that is based at least in part on the academic achievement information of all students in the school.
1. DATA REVIEW
Data review should include data from multiple sources.

Information below represents possible data sources.
Add or delete rows as needed.
DATA
What data sources will the team review?

What activities will the team engage in to
explore possible instructional
strategies/practices?
Review Enrollment Data
REFLECTION
NEXT STEPS
What did you learn from the data you

reviewed?
When will we
study the data?
What will you do next to advance the data

review process?
African American 43.92%
October 2016
We will continue to watch the

demographics that are continuously
changing and the needs of our
demographics.
American Indian 0 .9%

Asian American 6.08%
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REVIEW DATE
Caucasian
35.59%
Hispanic
13.51%
SOC
64.41%
EL
14.86%
FRD
64.73%
SPED
11.49%
Enrollment
444
Review prior year SMART Goal
Lakeview did not reach the goal of

having 49.3% (41.2%) of all its
students reach proficiency in reading
and 52.6% (30.5%) proficiency in
math. Lakeview did not reach the
goal of having 40.6% (27.7%)
students of color reach proficiency in
reading or 41.3% (13.2%) in math.
May 2016
We will set new SMART goals for

2016-2017 school year based upon the
previous years MCA data in reading and
math. These SMART goals will help us
focus our instructional intentions to meet
the needs of students in reading and
math.
Review MCA/MTAS Proficiency and

Achievement Level Data at a School
Level
MCA Math trend data shows the

following in proficiency levels:
October 2016
Review MAP data as a leadership team

and then do data digs with grade level
teams to make instructional plans based
on the data.
2013: 39% , 2014: 36.9%

2015: 32.3%, 2016: 30.7%
Analyze MCA trend data to determine

specific areas of need in math and
reading.
Over the past 4 years m

ath
proficiency overall has decreased
8.3%
Professional Learning Community s will

use the data to make instructional plans
with the implementation of standards.
MCA Reading trend data shows the

following in proficiency levels:
2013: 35%, 2014: 33.9%
2015: 31.1%, 2016: 40.8%
There was a 9.7% gain in r eading
proficiency from 2015-2016.
Achievement Level Data by Student
Group
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Caucasian: M: 60.3% R: 63%
October 2016
Review MAP data as a leadership team

and then do data digs with grade level
teams to make instructional plans based
on the data.
There has been a 7.4% i ncrease in

math proficiency since 2013 and a
4.7% increase from 2015.
Analyze MCA trend data to determine

specific areas of need in math and
reading.
There has been a 17.4% increase in

reading proficiency since 2013 and
a 9.6% increase since 2015.
PLCs will use the data to make

instructional plans with the
implementation of standards.
Af. Am. M: 11.1% R: 23.6%

There has been a 11.1% d
ecrease
in Math proficiency since 2013 and a
0.5 decrease from 2015.
ecrease in
His. Am. M: 10.7% R: 18.5%
ecrease
in math proficiency since 2013 and a
0.8% decrease from 2015.
ecrease in
a 7% increase since 2015.
As. Am. M: 23.5% R: 58.8%
There has been a 38% d
ecrease in
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There has been a 12.6 % i ncrease

in reading proficiency since 2013 and
ELL: M: 5% R: 0%
ecrease in
8% decrease f rom 2015.
ecrease in
reading p
roficiency since
2013.Previous year (2015) was also
0%.
Sped.: M: 13.6% R: 13%
ecrease
in math proficiency since 2013 and a
ecrease
in reading proficiency since 2013
and a 12% d
ecrease since 2015.
FRL: M: 19.7% R: 27%
ecrease in
math proficiency since 2013 and
There has been a 0.8% i ncrease in
reading p
roficiency since 2013 and
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Achievement Level Data by Grade
Reading:
October 2016
2014
2015
2016
Gr 3
33.8%
31.0%
43.3%
Gr 4
27.4%
24.2%
32.8%
Gr 5
42.0%
37.0%
47.7%
Continue to Analyze MCA trend data to

determine specific areas of need in math
and reading.
PLCs will review data ongoing to look at
next steps for instructional plans with the
implementation of standards.
Math:
2014
2015
2016
Gr 3
40.0%
31.1%
34.4%
Gr 4
33.8%
31.8%
34.4%
Gr 5
36.7%
30.6%
25.8%
Continue to Review MAP data as a

leadership team and then do data digs
with grade level teams to make
instructional plans based on the data.
Review MCA/MTAS Growth Data
Not applicable- no data
October 2016
Not applicable at this current time
Review ACCESS for ELLs Growth and

Proficiency Data
35% (grades 1-5) of our students are

proficient in the composite;
October 2016
We will continue to monitor our EL

programming and needs of our students
as we look at speaking, listening, writing,
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10% (1 student) of our

kindergartners students are proficient
in the composite.
Review MAP data
Reading:
October 2016
2014
2015
F2016
Gr 3
31%
M
26%P
43%D
33%
M
28%P
39%D
38%
M
18%P
44%D
Gr 4
21%M
23%P
56%D
29%M
36%P
35%D
33%M
18%P
49%D
Gr 5
32%M
25%P
43%D
18%M
36%P
35%D
25%M
20%P
55%D
2014
2015
2016
Gr 3
37%M
26%P
36%D
37%M
44%P
20%D
41%M
29%P
30%D
Gr 4
29%M
27%P
44%D
45%M
27%P
29%D
44%M
18%P
37%D
Math:
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reading of each student to determine

growth and or decline.
We will continue to monitor the trend that

we are noting with students not meeting
and determine when and how concepts
and standards are being delivered with
teaching and learning. We will want to
begin to look at how this can be supported
with MTSS.
Gr 5
27%M
29%P
52%D
32%M
24%P
44%D
28%M
17%P
55%D
According to grades 3-5 Lakeview

MAP data, using the 2015 norms,
40% of our students made expected
growth in Reading and 35% made
expected growth in Math.
Review Survey Data
Black Students 31%;

Asian/American Indian/Hispanic
33%; White 45% Strongly Agree that
they belong.
October 2016
We want to continue to look for changes

in this data and why we see a decrease in
students feeling that they do not belong or
that their teachers like them.
October 2016
We will continue to study this data to

determine why we are seeing increase in
dangerous behaviors. We will want to
continue to look at data with our Black
students and White students.
Black Students 57%; Asian/American

Indian /Hispanic 55%; White 50%
strongly agree that my teacher cares
about me.
Review Behavior Data
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According to our behavior data,

comparing 2014-15 SY to 2015-16
SY, our ODRs decreased from
1,031 to 923. Our Fighting referrals
increased from 22 to 40. Our Minor
Defiance decreased from 96-33, our
Dangerous Behaviors increased from

390 to 397 and our
Suspensions/Dismissal increased
from 37-147.
We will celebrate our successes as we

see positive changes.
2. COMPREHENSIVE NEEDS ASSESSMENT SUMMARY

The Comprehensive Needs Assessment (CNA) results are used to determine the following:
Subjects and skills for which teaching and learning need to be improved.
Specific academic and other classroom needs of students and groups of students who are not yet achieving the state's academic standards.
Needs of the school relative to each of the components required in a Schoolwide Program.
After reviewing the data above, please list the teams identified successes, prioritized concerns, and hypothesized root causes for identified
concerns below:
Successes
After reviewing the data in step 1, what successes have been identified by the team?
Increase in overall reading proficiency on MCA ( 31.1%in 2015-41.5% in 2016 ). Increase can be attributed to
Data based decision making and targeted interventions in reading at Tiers 2 and 3
PLC Data Cycles focused on reading and ELA standards.
Daily 5 and CAF was implemented in every classroom with greater fidelity in the areas of read to self and conferring with
the beginning stage of implementation in year one.
Increase in 4th grade Math MCA scores ( ) Increase can be attributed to a station model with a focus on math concepts addressed in
MIF.
Graduation (if required):
Other (Climate and Behavior): There was a slight increase of Sense of Belonging for our American Indian, Asian and African
American students. Increase can be attributed to using NUA strategies that are more culturally responsive and community
building with Responsive Classroom Morning Meeting circles using the Greeting, Sharing, Activity and News/Announcements.
Prioritized Concerns:
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After reviewing the data in step 1, what concerns were noted?

Reading: There is a large discrepancy in the percentage of students of color performing at the proficient level as compared to the
percentage of white students performing at the proficient level according to MCA data.
Mathematics: According to MCA data, our overall math proficiency scores decreased from 32.3% to 30.5%; with particular
concern for our Black Students who overall scored 11% proficiency.
Other (Climate and Behavior): According to our Campus behavior data, there was an increase in suspensions and dismissals this
year from 37 to 147; noting that there were 18 students of color with the highest amount of referrals in general level 2 behaviors .
Hypothesized Root Causes:
A Root Cause is an early controllable factor in a chain of factors which impacts student learning. Use the action plan to implement a usable
intervention to address hypothesized root cause.
Reading: Discrepancy between our students of color and our white students with their proficiency in reading. Students not
engaged within large group mini lesson with core content . Differentiation of the core for students is not present in delivery of
the lesson. Teachers capacity of understanding how to teach and differentiate within the core by identifying what it looks like for
proficiency (above, at, and below) of the core grade level standards is emerging. There were limited professional learning
opportunities focused on differentiation (what it is, how, when, why) within core compared to intervention. Building Leadership
around implementation of grade level standards was not consistent; however there were varying levels of success.
Mathematics: There is a wide discrepancy between our Black students and white students with their proficiency in math.
Students are not understanding the grade level standards. Students are not strong with their basic foundations within math
concepts. Students need more opportunities to interact with differentiated strategies to support where they are with level of
understanding. Students are needing more opportunities to be engaged within the large group launch of the lessons. Teachers
are in varying phases of implementing culturally responsive teaching and learning to hook students who are already afraid of
math so they are then viewed disruptive and sent out or students walk out.
Other (Climate and Behavior): There is also a wide discrepancy between our students of color and white students with referrals,
removals and suspensions. Students are being referred/removed/dismissed from the classroom or school. Classroom
expectations and use of Take A Break Steps/ Buddy Room are not consistently implemented. Students do not understand most
classroom/school expectations therefore they do not feel welcomed. Students do not have strong relationships with their
teachers. Teachers are not implementing Morning Meeting circle consistently to build community along with understanding the
culturally responsiveness of their students.
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PART III School Action Plan
(Required for all Focus and Priority Schools; Recommended for all schools)
Use and Importance of Implementation Science

Icon Link
to AI Hub
Description
Drivers are the key components of capacity that enable the success of innovations in practice.
They are integrated and work as levers to compensate for weaker drivers.
There are 3 categories of Implementation Drivers:
Competency Drivers are mechanisms to develop, improve and sustain ones ability to
implement an intervention as intended in order to benefit students. These are Selection,
Training, Coaching, and Fidelity.
Organization Drivers are mechanisms to create and sustain hospitable organizational

and system environments for effective educational services. These are Systems
Intervention, Facilitative Administration, and Decision Support Data Systems.
Leadership Driver f ocuses attention on providing the right leadership strategies for
different types of leadership challenges. These leadership challenges often emerge as
part of the change management process needed to make decisions, provide guidance,
and support organization functioning. These strategies are Technical and Adaptive.
The work done through each Driver depends on the Stage of implementation.
Linked Teams review multiple sources of data (including student data) to select a usable
intervention during the exploration stage. Once the intervention is selected, teams develop
action steps determined by the Drivers and the Stage of implementation. Teams are linked to
share data, communication, support, and accountability.
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Stages are not linear and may overlap. Activities may be occurring or reoccurring in one stage
while activities in another stage begin. Start in Exploration.
Exploration: Leadership forms teams, identifies data sources, reviews all identified data,
engages staff, hypothesizes root cause for instructional improvement, and identifies a
usable intervention. This stage requires inquiry, research, learning, and patience, and the
team measures adult effort.
Installation: The team makes necessary changes to infrastructure and puts organization
supports into place including training procedures, coaching plans, reporting frameworks,
and outcome expectations. The team measures a
dult effort.
Initial Implementation: The team measures the fidelity of teachers using the practice,
adjusts drivers such as training and coaching, initiates improvement cycles, and
manages change. The team measures a
dult fidelity (doing what was intended).
Full Implementation: Over 50 percent of the teachers are implementing the usable
intervention with fidelity and the new practice becomes standard. Maintain success and
change policies to support work.
Improvement Cycles a
llow teams to track progress of strategic implementation using both
short-term and long-term Plan, Do, Study, Act (PDSA) cycles, which provide feedback to the
leadership implementation team, building administrators, and teachers.
Usable Interventions address the needs identified by the data review and will increase student
performance over time. A usable intervention is teachable, learnable, doable, and readily
assessed in the classroom. It could be an instructional strategy or practice and may be part of a
larger instructional framework.
The content on this page is based on the work of the National Implementation Research Network (NIRN).
2013-2015 Karen Blase and Dean Fixsen
Action Plan Instructions

ACTION PLAN (Reading, Mathematics, Graduation if required, or Other)
The Action Plan tool is intended for use by the Leadership Implementation Team to document ongoing work when implementing a usable
intervention. This tool is intended to be updated regularly as a part of Leadership Implementation Team meetings.
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Header Information:
In the School field, enter the School Name.
In the Plan Contact field, enter the contact person leading the action plan implementation.
In the Submission Date field, enter the most recent date the Record of Continuous Improvement was submitted to Title, uploaded to SERVS
Financial, or submitted for MDE review.
NOTE: Priority Schools, Focus Schools, and Continuous Improvement Schools working with the Regional Centers of Excellence submit their
Record of Continuous Improvement to MDE on September 1, December 1, March 1, and June 1 each year.
1. SMART Goal: Write the SMART Goal Statement.
NOTE: The All Student Goal reflects increases in student proficiency. The Student Group goals reflect the increased proficiencies, increased
achievement, and reduction of the achievement gap.
Example: All Student SMART Goals
The percentage of each student enrolled October 1 in grades e
nter grade levels at school name who are proficient on all
reading/mathematics state accountability tests (MCA-III, MTAS) will increase from c urrent percentage in current year to goal percentage
in next year.
Examples: Student Group SMART Goals
The percentage of specific student group enrolled October 1 in grades e
nter grade levels at school name who are proficient on all
reading/mathematics state accountability tests (MCA-III, MTAS) will increase from c urrent percentage in current year to goal percentage
in next year.
The average growth of specific student group enrolled October 1 in grades e
nter grade levels at school name will increase from current
growth average in current year to growth average goal in next year.
The achievement gap between specific student group and the respective non-student comparison group enrolled October 1 in grades
enter grade levels at school name will decrease from c urrent gap in current year to gap goal in next year.
2. Usable Intervention: Identify the usable intervention(s) selected for monitoring by the leadership implementation team. If usable interventions
are a part of a framework, identify the applicable framework. See Usable Interventions for more detail.
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3a. Usable Intervention Selected for Monitoring: Identify the intervention from Step 2 selected to monitor with the Action Plan (Step 4).
3b. Instructional Change Manager: I dentify the individual selected to oversee implementation of the usable intervention.
4. Action Plan:
Plan-Do-Study-Act Cycles: P
lan well, but get started with doing the intervention selected. Collect data on effort and fidelity and study it. Act
on lessons learned by celebrating successes and making decisions about improvements. Begin the cycle again. Plan the changes. Do
the changes. Study the progress. Act on new insights. Plan
Stage: This column heading is linked to a brief description of each stage of implementation. The stage determines the work done through
each implementation driver which leads to determining the appropriate expectation.
Action Steps: One action step entered per row. Use the implementation drivers to guide what will be done and record those actions.
Expectation: The stage and the appropriate implementation driver inform the expected result and the type of evidence to gather, the
process by which data is analyzed, and the guiding questions leadership implementation teams ask about data to inform next steps:
During Exploration and Installation stages the team measures a

dult effort.
During Initial Implementation the team adds measurements of adult fidelity.
Effort data can inform planning and development of Competency Drivers and monitor readiness to engage with enough
resources, supports and data systems.
Fidelity data can inform changes to the Competency Drivers and determine how to use the Organizational Drivers to remove
barriers and add resources.
During Full Implementation the team adds measurements of student outcomes.
Use fidelity data to make connections between adult efforts and student outcomes to sustain success.
Review Date: Enter the date when the leadership implementation team expects to review the status of the action step.
Evidence Summary to Inform Next Steps: State the outcome(s) of the review and the specific next step(s) to be entered on the next row
within the action plan for progress monitoring.
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Adding Rows to the Action Plan:

1. Outside of the table border, use the mouse on the right-hand side of the last row in the table.
2. Press Enter to create a new row within the action plan.
3. Repeat steps 1 and 2 to add multiple blank rows rather than one new row each time one is needed.
Note: If the last row was used before rows are added, use the template below to incorporate the drop-down options into the Stages column
and to incorporate the data entry prompts into the remaining columns.
4. Place the cursor into the right-hand column anywhere along the data entry prompt Enter summary and next steps here.
5. Press the left mouse button; keep the mouse button pressed, and drag to the left to highlight the entire row then let go of the mouse
button.
6. Hold down the Ctrl+C (Copy) keys then release the keys.
7. Place your cursor into the first column of the new row.
8. Press the left mouse button; keep the mouse button pressed, and drag the mouse to the bottom-right-hand cell of the new rows to
highlight all the cells in each new row then let go of the mouse button.
9. Hold down the Ctrl+V (Paste) keys to paste the template onto the new row(s).
The new row will look and function just like the following template row:
Select a Stage
2015102519
Enter action steps here
Enter expectation here
Enter date
Enter summary and next steps here
READING ACTION PLAN

SCHOOL: Lakeview Elementary
PLAN CONTACT: B
ridget Hall
SUBMISSION DATE: December 4, 2016
1. Reading SMART Goal: The percentage of all students enrolled October 1 in grades 3-5 at Lakeview Elementary School who are proficient on all
reading state accountability tests (MCA, MTAS) will increase from 41.2% in 2016 to 67.5% in 2017.
The percentage of students of color enrolled October 1 in grades 3-5 at Lakeview Elementary School who are proficient on all reading state
accountability tests (MCA, MTAS) will increase from 2
7.7% to 63.7%.
The percentage of Sped students enrolled October 1 in grades 3-5 at Lakeview Elementary School who are proficient on reading state
3%-64.3%.
The percentage of ELL students enrolled October 1 in grades 3-5 at Lakeview Elementary School who are proficient on reading state accountability
test (MCA, MTAS) will increase from 13.6%-57.1%.
2. Reading Usable Intervention(s):
Identify the usable interventions (strategies or practices) the team has selected for monitoring.
If applicable, identify the instructional framework that includes the usable intervention: Enter framework if applicable
List of usable interventions selected to address hypothesized root cause. Identify the intervention
for monitoring below.
Fully
Implemented
?
1.Using and Aligning Standards Based Instruction within the core
2. Implement formative assessment to inform differentiated needs within the class
3. Analyze the data and design instruction for differentiation of the standard
4. Implement small group or individualized instruction aligned to addressed standard.
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READING ACTION PLAN

3a. Usable Intervention Selected for Monitoring: Standards Based Instruction and Formative assessment with Core
3b. Instructional Change Manager: Instructional Leadership Team
4. Action Plan:
Use Plan-Do-Study-Act Cycles to implement and sustain the selected u

sable intervention.
STAGE
In what stage of
implementation is
the current
intervention and
how does it inform
actions?
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ACTION STEPS
EXPECTATION
How do the drivers inform what the

team will do?
What is the expected result of this

activity?
Identify action steps and persons

responsible for completing the
action step.
How will the team study adult effort and

fidelity of implementation?
REVIEW
DATE
What date will
the team study
the
expectation
results?
EVIDENCE SUMMARY TO
INFORM NEXT STEPS
Analyze results and record what was
learned.
Celebrate successes. Identify barriers.
Begin the cycle again with planning and
identified action steps.
Initial
Implementation
The PLCs are structured to

provide time for teachers to
plan and align standards.
The teachers will use the Daily
5/CAFE Practice Profile to help
them design standards based
mini lessons.
All teachers will begin to learn
how to plan and design
standards based lessons. All
teachers, PLC Leads and
Admin Team.
Teachers will see the standards as

their curriculum and design
instruction based on the standards-that creates consistency across the
grade level and district.
Teachers will use schoology as a
resource to support their work and
unit planning; and for collaboration
within their grade level around the
work; will be provided with feedback
for informal observations around LT
being posted and articulated.
Teachers meet weekly
Oct 2016
Dec 2016
March 2017
June 2017
The summative data from PLC will

indicate where their level of success
in implementation of the standards
based instruction.
Fidelity of implementation will be
addressed with in grade level PLCs
Students will demonstrate proficiency
with the standards through the
summative assessments and the
state test.
Provide opportunities for further

Professional Learning with this work
DEC 2016 Update:
Practice Profile is being shared with all
staff and reviewed due to inconsistency of
Daily 5 model implementation. 50% of the
classrooms are showing that the routines
and rituals are established through student
demonstration; conferring is the highest
component being modeled however the
DOK questions being asked are largely
level one. There is more learning around
aligning the mini lesson with the standard
and breaking down the learning target and
teachers fully understanding what they are
looking for from students to measure
meeting the LT for that lesson-- PLC work.
2015102522
Specific data from LW:
Learning Targets posted: 10/10

Learning Targets posted that are
aligned to the learning at that time:
5/10
Learning Targets communicated: 3/10
Learning Targets communicated and
referenced with purpose throughout
lesson: 1/10
Depth of Knowledge
Questions/Discussion
Level 1: 10/10 Level
2:4/10 Level 3: 0/10 Level 4: 0/10
(Note Level three/four are connected to
Common Core State Standards)
Teacher Student Lifting of the
Learning:
Teacher bearing the cognitive Load and
leading/directly/talk: 8/10
Teacher sharing the cognitive load with
students with teacher balance- some
student talk: 7/10
Student sharing the cognitive load with
teacher providing scaffolding of learning:
2/10
Students bearing the cognitive load with
teacher as a facilitator and students
directing/leading the learning: 0/10
Initial
Implementation
2015102523
The PLCs allow for the teachers

to reflect on how well students
are meeting proficiency with
the standards through formative
assessment. PLC will come
Teachers will be able to articulate

what the standard looks like by
breaking down into learning targets
with specific look fors to indicate
Oct 2016
Dec 2016
March 2017
Data meetings, PLC records, and lesson

planning will indicated their level success
in implementation of the standards based
teaching and learning; and tool with new
together to create pre and post

tests as well;
what it means to meet the learning

target.
PLC/Schoology will be tools that will
be used to reinforce and to assess
where teachers are with formative
assessments through data sharing
with where students are in meeting
at, above or below on the Learning
Target and connecting back to
standard.
June 2017
report card. This will be shared as

updates with our Leadership Team.
DECEMBER 2016 UPDATE:

Results to date from PLCs:
PLCs started a new Goal Setting at the
end of October. New goals and current
data updates:
5th: SMART goal-math (from 24-34%
proficient)-working on basic multiplication
facts since so many are not proficient with
facts. Using Origo, other strategies to
acquire.
4th grade: SMART goal-math (numbers in
operations)-used MIF as a
pre-assessment-many are not proficient at
this point. Going to meet to talk about how
to best utilize MTSS team and special ed to
assist with this
3rd: SMART goal improving 60% of 3rd
graders will show 1 years growth or grade
level proficiency based on Treasures
assessments.
2nd: SMART goal -fluency that supports
comprehension. 46% to 66% by end of May.
2 rooms still doing class-wide interventions
with PALS. We are all differentiating during
MTSS time in decoding, fluency,
comprehension. All classes are progress
monitoring this week to see where fluency
2015102524
scores are at. Jennifer H. helping with

working on vocabulary to support
comprehension. Discussion of how to best
use pre-post assessments. Best practice to
use the same one for pre and post, but give
another one that is slightly different so that
kids arent just memorizing the
test-application of same skills, but slightly
different assessment.
1st: SMART goal-to increase FAST
composite scores from 34%-54%. All
students are working with either letter
sounds/sight words. PALS will be used and
will work on skill of decoding.
K: SMART goal-letter sound fluency-0%
fluent to 50% -if in January many are close,
that goal will be adjusted. Onset
sounds/letter sounds has been the focus. In
Sept, 31% were proficient in onset sounds,
now in November, 54% are proficient.
MTSS will now take the 11 that are not
proficient in letter sounds, and the hope is
by January, they will all be proficient. PALS
will be starting for all K students.
3rd grade is collaborating with Arden and
Sarah H. on solar system unit- seeing great
success in this collaborative efforts bringing
in the specialists to help students deepen
their understanding of the concepts.
Music PLC: 5th grade is district wide
goal-improvisation is the target area
2015102525
Instructional coaches PLC-this is the first

year that Sarah and her colleagues have a
PLC. They worked on job description and
discussion of ways to help support teachers
in their daily work.
Bridget talked about the power of sharing
everyones PLC updates-so that all are
aware of what is happening in each grade
level.
Discussion of the importance of
remembering that math is so important to
focus on (even though our scores in literacy
improved last year).
Discussion of the success of calendar
math-4th grade is seeing good success in
math knowledge by using calendar math.
Although time consuming, results are
happening because of it. Several teachers
shared how they use it and agreed that this
activity is helping.
Continue to look at strategies that engage
more of our students... few of our students,
especially our African American students
are proficient.
Initial
Implementation
2015102526
Analyzing the data by looking at

pre and post tests; initial MAP
data to identify misconceptions
that students may experiencing
and to use that to inform
Teachers will meet weekly in PLC to

identify strategies that support
students with their learning and
access to the grade level standards;
benchmarks;
Oct 2016
Dec 2016
March 2017
Instructional Leadership Team will be

sharing highlights of the data dives
monthly and getting updates from ILT
members to share where they are
instruction and additional small

group support to ensure
students are having access to
differentiated learning.
June 2017
Data meetings happen once a month
and follow up will occur in PLC time
for vertical articulation with learning.
This will also support MTSS
groupings and next steps.
within the unit planners with

standards. Use of the teacher
observation tool will allow for
reflection and learning around where
a teacher may want to go deeper with
their own professional growth plan.

~MTSS is using the more specific
tools through the Ecology tool to
specifically look at time on task; etc.
Monthly Data meetings to identify
growth of students within their Tier
and using that data to support the
new learning in PLC and field tested
strategy.
We are doing a data pilot study
through WMEP over three year trends
and will have more information in
January. Will be updated for March.
Initial
Implementation
2015102527
Whole Group and Small group

standards based instruction
within student needs for
differentiation in core and
connections to MTSS.
Teachers will implement the Daily 5

structure as a framework to support
student learning; Teachers will post
learning targets for each small group
they meet with connecting to the
standards of core; applying CLRT
Oct 2016
Dec 2016
March 2017
June 2017

conducting Learning Walks to
identify where we are as a site with
the implementation and share the
successes and next steps for
growth.This provides a baseline of
our stages of implementation.
For classrooms with EL clusters

this data is looked and assists
with the coteaching model.
strategies. Teachers will post

learning targets for MTSS instruction
Work connects back to PLC..
ILT will create a Learning Walk
template with Look Fors for each
review.
PLC follow up and planning will

support this as well as lesson
planning documentation; classroom
individual observations for coaching
cycles. Use of the teacher
their own professional growth plan
Continue to see majority of instruction
based upon whole group instruction
with a common LT for all students;
students are all expected to have the
same demand; Teacher doing the
heavy lifting and balance of teacher
talk vs student talk remains too high
with at least 80% teacher talk in core
lesson.
*For additional action steps, refer to the template located in Part V Appendix
MATHEMATICS ACTION PLAN

SCHOOL: Lakeview Elementary
PLAN CONTACT: B
ridget Hall
SUBMISSION DATE: December 4,2016
1. Mathematics SMART Goal: The percentage of all students enrolled October 1 in grades 3-5 at Lakeview Elementary School who are proficient
on all mathematics state accountability tests (MCA, MTAS) will increase from 30.5% in 2016 to 7
2.9% in 2017.
2015102528
The percentage of students of color enrolled October 1 in grades 3-5 at Lakeview Elementary School who are proficient on all mathematics state
3.2% to 64.6%.
The percentage of Sped students enrolled October 1 in grades 3-5 at Lakeview Elementary School who are proficient on math state accountability
tests (MCA, MTAS) will increase from 13.6%-57.1%.
The percentage of ELL students enrolled October 1 in grades 3-5 at Lakeview Elementary School who are proficient on the math state
accountability test (MCA, MTAS) will increase from 5
% to 66%.
2. Mathematics Usable Intervention(s):

Fully
Implemented
?
1.Using and Aligning Standards Based Instruction within the Math In Focus Core
2. Implement formative assessment to inform differentiated needs within the class
3. Analyze the data and design instruction for differentiation of the standard with strategies aligned
with Math In Focus
4. Implement small group or individualized instruction aligned to addressed standards and Math
In Focus additional supports
2015102529
MATHEMATICS ACTION PLAN

3a. Usable Intervention Selected for Monitoring: Standards Based Instruction and Formative Assessment
3b. Instructional Change Manager: Instructional Leadership Team
4. Action Plan:

sable intervention.
STAGE
In what stage of
implementation is
the current
intervention and
how does it inform
actions?
2015102530
ACTION STEPS

team will do?
action step.
EXPECTATION
What is the expected result of this activity?

How will the team study adult effort and fidelity
of implementation?
REVIEW
DATE
What date will
the team study
the
expectation
results?
EVIDENCE SUMMARY TO
INFORM NEXT STEPS
learned.
Initial
Implementation
The PLCs are structured to

provide time for teachers to plan
and align standards.
All teachers will begin to learn how

to plan and design standards
based lessons. All teachers, PLC
Leads and Admin Team.
The MIF Practice Profile will help

staff to gain a better
understanding of the components
of MIF, as well as continued PLC
learning.
Teachers will see the standards as

their curriculum and design
instruction based on the standards-that creates consistency across the
grade level and district.
Teachers will use schoology as a
resource to support their work and
unit planning; and for collaboration
within their grade level around the
work and Math In Focus; will be
provided with feedback for informal
observations around LT being posted
and articulated.
Teachers meet weekly and attend
district PD with standards based
instruction.
The summative data from PLC will

indicate where their level of success
in implementation of the standards
based instruction.
Fidelity of implementation will be
addressed with in grade level PLCs
Students will demonstrate proficiency
with the standards through the
summative assessments and the
state test.
Students are able to articulate the
learning target.
Provide opportunities for further
Professional Learning with this work
70% of time students are able to
articulate the correct LT; students
are not demonstrating proficiency
around standards based upon unit
assessments but showing
progress; Recommended that
building wide we all implement
Calendar Math so that there is
consistency building wide with
practices- not all grades
implementing with fidelity.
2015102531
Some grades are implementing IXL

as additional support for
individualized math levels.
MTSS focus in some grade levels
is on Math as well as PLC.
Initial
Implementation
The PLCs allow for the

teachers to reflect on how well
students are meeting
proficiency with the standards
through formative assessment.
PLC will come together to
create pre and post tests as
well;
Teachers will be able to articulate

what the standard looks like by
breaking down into learning targets
with specific look fors to indicate
what it means to meet the learning
target.
PLC/Schoology will be tools that will
be used to reinforce and to assess
where teachers are with formative
assessments through data sharing
with where students are in meeting
at, above or below on the Learning
Target and connecting back to
standard.
Unit Math In Focus Benchmark
assessments will provide additional
data to inform instruction.
Oct 2016
Dec 2016
March 2017
June 2017
Data meetings, PLC records, and lesson

planning will indicated their level success
in implementation of the standards based
teaching and learning; and tool with new
report card. This will be shared as
updates with our Leadership
5th: SMART goal-math (from 24-34%
proficient)-working on basic multiplication
facts since so many are not proficient with
facts. Using Origo, other strategies to
acquire.
4th grade: SMART goal-math (numbers in
operations)-used MIF as a
pre-assessment-many are not proficient at
this point. Going to meet to talk about how
to best utilize MTSS team and special ed to
assist with this
MAP data and Practice OLPA/MCA

can give data to support where we
are on the standards continuum
Instructional coaches PLC-this is the first
year that Sarah and her colleagues have a
PLC. They worked on job description and
2015102532
discussion of ways to help support teachers

in their daily work.
Discussion of the importance of

remembering that math is so important to
focus on (even though our scores in literacy
improved last year).
Discussion of the success of calendar
math-4th grade is seeing good success in
math knowledge by using calendar math.
Although time consuming, results are
happening because of it. Several teachers
shared how they use it and agreed that this
activity is helping.
Only grade four and five are focusing on

Mathematics through classwide
interventions and MTSS. This is going to
be pushed to look at what the needs are of
each student.
Initial
Implementation
2015102533
Analyzing the data by looking at

pre and post tests; initial MAP
data to identify misconceptions
that students may experiencing
and to use that to inform
instruction and additional small
group support to ensure students
Teachers will meet weekly in PLC to

identify strategies that support
students with their learning and
access to the grade level standards;
benchmarks; MAP data and Practice
OLPA/MCA can give data to support
Oct 2016
Dec 2016
March 2017
June 2017

sharing highlights of the data dives
monthly and getting updates from ILT
members to share where they are
within the unit planners with
standards. Use of the teacher
are having access to differentiated

learning.
this data is looked and assists with
the coteaching model.
Initial
Implementation
Whole Group and Small group

standards based instruction within
student needs for differentiation in
core and connections to MTSS.
Teachers will be using Math Talks

as a resource to further support
student understanding of their
math that connects to formative
assessments through questioning.
where we are on the standards

continuum

Upcoming Learning Walk around the launch of
Math In Focus lessons; one concern is that
when teachers are out the reserves do not
have access to the smart board lessons
Data meetings happen once a month

and follow up will occur in PLC time
for vertical articulation with learning.
This will also support MTSS
groupings and next steps.
Teachers will implement the Launch,
Explore and Summarize structure as
a framework to support student
learning; Teachers will post learning
targets for large group, each small
group they meet with connecting to
the standards of core; Teachers will
post learning targets for MTSS
instruction
Work connects back to PLC..
ILT will create a Learning Walk
template with Look Fors for each
review.

this data is looked and assists with
the coteaching model.

Oct 2016
Dec 2016
March 2017
June 2017


cycles. Use of the teacher
Three out of five grades are starting to
implement Math Talks and in the beginning
2015102534
phases, finding that students are engaged

and talking and asking more clarifying
questions or adding comments. This will
be revisited more in January.
Still seeing a greater use of the whole
group doing the same throughout the math
time compared to smaller groups with
differentiation.
[CLIMATE/BEHAVIOR] ACTION PLAN

SCHOOL: Lakeview Elementary School
PLAN CONTACT: B
ridget Hall
SUBMISSION DATE: December 4,2016
1. School Climate/Behavior: SMART Goal: The number of suspensions of K-5 students enrolled October 1 at Lakeview will decrease from 3
2.5%
in 2016 to 20.5% in 2017.
The percentage of Special Education students enrolled October 1 in grades K-5 at Lakeview Elementary School will decrease from 4
8% to 36%.
2. School Climate/Behavior: Usable Intervention(s):
Fully
Implemented
?
Implementation with Fidelity of Responsive Classroom Morning Meeting for Building Community
Implementation with Fidelity of PBIS ROCK Matrix and Take A Break /Buddy Room Expectations
Implementation of Second Step to support Social Emotional Learning through Morning Meeting
Increasing Building strong individual relationships with each student in the classroom
2015102535
[CLIMATE/BEHAVIOR] ACTION PLAN

3a. Usable Intervention Selected for Monitoring: Building relationship/Positive climate with clear building wide expectations
3b. Instructional Change Manager: Instructional Leadership Team and PBIS Team
4. Action Plan:

sable intervention.
STAGE
In what stage of
implementation is
the current
intervention and
how does it inform
actions?
2015102536
ACTION STEPS
EXPECTATION

team will do?
What is the expected result of this

activity?

action step.

REVIEW
DATE
What date will
the team study
the
expectation
results?
EVIDENCE SUMMARY TO
INFORM NEXT STEPS
learned.
Initial
Implementation
Implementing Responsive
Classroom Morning Meeting
each day for the first 20-30
minutes. Each classroom
teacher will implement with the
four components of Greeting,
Sharing, Activity and
Announcements. Students will
learn the routines and rituals
around this.
The Instructional Leadership team

will create a Learning Walk on
Positive Community Building to
provide a baseline that gives us a
starting place with implementation of
the consistency of the Morning
Meeting and the steps.
PBIS and MTSS team will also be
collecting data to further support as
they look at student data and root
causes.
Student survey has indicated that not
all of our students feel that they
belong or that their teacher likes
them.
Oct 2016
Dec 2016
Mar 2016
June 2016


cycles around domain 2.. Use of the
teacher observation tool will allow for
Learning Walk demonstrated that 7 out of 10
classrooms are using RC components with
fidelity and having morning meeting each day
at the same time. Grade 4 meets after
specialists to have their MM; one section of
grade one meets twice a day; one grade 5
section does a greeting at beginning of day
and then completes all the other components
last 25 minutes of the day; Schedule is part
of the problem and this will be reviewed for
next year. Overall, all classrooms are
implementing a form of morning meeting- we
2015102537
will kick off in January another Learning Walk

around the key components.
Initial
Implementation
Re-establish our PBIS MATRIX

using the ROCK expectations
for all areas within the building,
outside and bus. Each
classroom teacher and all staff
will be teaching, modeling,
practicing with our students to
become successful with
expectations. Each teacher will
have students practice taking a
break steps, buddy room and
think about forms.
Teachers will learn how to
distinguish between the
engagement levels and when
you write a referral for a student
that has a level 2 or level 3.
The PBIS Team will complete the

needs assessment for PBIS tool of
which we are currently at 50%
implementation building wide; PBIS
team will do a restart with the whole
building and kick off starting after
MEA;
Engagement Data will be analyzed

for referrals and types of referrals,
dismissals, and suspensions. This
will allow for the team to look at
areas to tighten up with and increase
strategies including connecting to
MTSS for students that may need a
tier 2 and or tier 3.
Oct 2016
Dec 2016
Mar 2016
June 2016
Monitoring the referral and

suspension rate for specific behaviors
(extreme dangerous behaviors). This
data will allow for further identification
of domain 2 patterns of success and
strategies that could be shared.
Successes are celebrated by whole

school with monthly celebration
assemblies (winning house) based
upon the coins earned for meeting the
ROCK expectations and Blue Slips to
recognize for individual ROCK steps.
We have had three assemblies with each
house winning so far; we have had many
students being successful with blue slips
(every student has earned at least one blue
slip building wide);
Referrals are documented and PBIS team is
working on identifying students that would
work for CICO mentoring (see google doc);
We will have 24 students being supported with
a mentor.
We have met twice with teachers to look at
level one and level two behaviors and
protocol- unfortunately we are struggling with
2015102538
this in pocket areas; more pd to be had with

this;
We kicked off 21 Day Cool Tool with
reinforcing building wide Lunch/Dismissal;
Hallway, Bathroom Matrix for the ROCK;
Data continues to be collected on this.
Initial
Implementation
All staff will work on teaching

social emotional learning
strategies through the
implementation of teaching
Second Step one day a week
for a 20-40 minute lesson and
connecting that practice through
out the week; This further
develops the classroom
community and climate that
recognizes feeling, emotions;
for students who continue to
struggle SSW will come in to
teach whole class Zones of
Regulations.
Teachers will begin online training for

the Second Step curriculum and will
implement one lesson a week. This
will be monitored and how these are
connected to standards for social
emotional learning.
Oct 2016
Dec 2016
Mar 2016
June 2016
Engagement Team and PBIS team

will continue to monitor referrals and
connections with PBIS matrix.

Learning Walks will support
monitoring climate through Second
STEP lesson and design.
Survey for students feeling like

they belong and that their
teachers like them to increase
over time.
Initial
Implementation
2015102539
All staff will foster relationships

with all students through
validation and affirming,
building and bridging to help
The Instructional Leadership team

will create a Learning Walk on
Positive Community Building to
provide a baseline that gives us a
starting place with implementation of
Oct 2016
Dec 2016
Mar 2016

students feel a sense of

belonging .
Survey to increase student

perception of belonging and
students believing that their
teacher likes them.
Teachers will have professional
learning opportunities with
CLRT, students with trauma
and relational relationship
strategies.
the consistency of the Morning

Meeting and the steps.
PBIS and MTSS team will also be
collecting data to further support as
they look at student data and root
causes.
Student survey has indicated that not
all of our students feel that they
belong or that their teacher likes
them.

Successes are celebrated by whole

school with monthly celebration
assemblies (winning house) based
upon the coins earned for meeting the
ROCK expectations and Blue Slips to
recognize for individual ROCK steps.
DECEMBER 2016 Update:
21 Day Cool Tool ROCK Matrix will
be implemented- data collection will
be completed before break.
The PBIS Team will complete the

needs assessment for PBIS tool of
which we are currently at 50%
implementation building wide; PBIS
team will do a restart with the whole
building and kick off starting after
MEA;
Engagement Data will be analyzed

for referrals and types of referrals,
dismissals, and suspensions. This
will allow for the team to look at
areas to tighten up with and increase
strategies including connecting to
2015102540
June 2016
MTSS for students that may need a

tier 2 and or tier 3.
Wated in Part V Appendix
GRADUATION ACTION PLAN

SCHOOL: Enter school name here
PLAN CONTACT: E
nter plan contact here
SUBMISSION DATE: Enter date here
1. Graduation SMART Goal: Enter SMART Goal(s) here

2. Graduation Usable Intervention(s):
Fully
Implemented
?
1. Enter usable intervention here
2015102541
GRADUATION ACTION PLAN

3a. Usable Intervention Selected for Monitoring: Enter selected intervention here
3b. Instructional Change Manager: Enter change managers name here
4. Action Plan:

sable intervention.
STAGE
ACTION STEPS
EXPECTATION
REVIEW
DATE
What date will
the team study
the
expectation
results?
EVIDENCE SUMMARY TO
INFORM NEXT STEPS
In what stage of
implementation
is the current
intervention and
how does it
inform actions?

team will do?
Select a Stage
Enter date
Select a Stage
Enter date
Select a Stage
Enter date
2015102542

action step.


learned.
Select a Stage
Enter date
Select a Stage
Enter date
Select a Stage
Enter date
Select a Stage
Enter date
Select a Stage
Enter date
Part IV Summary of Schoolwide Program for School Year 2016-17

(Required for all Schoolwide Programs, including Schoolwide Focus Schools, Schoolwide Priority Schools)
Schoolwide Requirements, References, and Guidance
Title I Schoolwide Programs must follow the required core elements and components defined in section 1114(b) of the Elementary and
Secondary Education Act (ESEA), Code of Federal Regulations, title 34, part 200, sections 26 and 28 [34 CFR 200.26 and 200.28].
Each school operating a Schoolwide Program with Title I funds must complete Parts I and III of this document.
In Part III, the core elements are represented by numbered sections and the components are included as lettered subsections of each core
element.
The MDE ESEA Title I-A and Title II-A Compliance Guide and Monitoring Tool provides additional information about the requirements for a
Schoolwide Program and the documentation that the district and school must maintain to demonstrate compliance with the Federal
regulations.
The detailed Schoolwide program information maintained at the school or district must be in a format and language understandable to
parents and other stakeholders.
2015102543
1. Current Comprehensive Plan

The schoolwide plan addresses the required components listed below and is made available in a format and language understandable to
parents and other stakeholders.
1a. Schoolwide Reform Strategies
List one or more instructional and other building effort(s) being implemented to address the needs identified in the CNA in order to
improve teaching and learning for all students throughout the school, e.g., PLCs, differentiated instruction, PBIS. (Add as many rows as
needed.)
1)Standards Based Instruction and Lesson Planning Design (including co planning with EL Co-teacher)
2)PLCs with a learning of Differentiation Instruction with Core using Formative Assessment
3)PBIS Matrix to build school wide expectations and positive climate
NOTE: If the district supports multiple Schoolwide Programs, it may want to aggregate this school information for question 1.4.2 of the
SERVS Title I application.
1b. Timely and Effective Assistance
List two or more methods used to identify students who experience the most difficulty mastering academic standards and who need
timely additional assistance. (Add as many rows as needed.)
TSS- Student data is analyzed with the team and based upon the trends, there will be a Tier one (whole classwide intervention); that
is then taught whole class; reflected upon and then assessed to determine where the class is at with the classroom teacher and
MTSS team; as that continues, again trends are looked at determining what is identified for students to have tier one /tier two
instruction during the MTSS time; after three to four weeks, the data is then observed and next data trends. The groups are fluid
and the content and strategy may change based upon the formative assessment and benchmark data or engagement data. The
MTSS team sets up data meetings every 6 weeks to review and identify in all areas. For students who are not showing
improvement over time, this is where a teacher may think about referring a student to the Child Study team for possible further
consultation around recommendation or not for a special ed referral.
2015102544
2) Child Study Team is a team that meets with individual teachers and the teacher has also informed the parent, who have identified
students in the RED and concerns a worksheet is completed with the support of the team with some recommended review of
interventions; implementation occurs and if the interventions from worksheet 1 are documented as ineffective then the team
proceeds to completing Worksheet 2 (each process is six weeks in length). If the student continues to not show the needed gains,
an Assessment Planning Meeting will be scheduled with parent and the Child Study Team will meet to consider what
test/procedures are needed; then the SPED Team will complete the initial evaluation which will determine Sped Ed Eligibility
List one or more activities used to provide timely and effective assistance to students who experience the most difficulty mastering
academic standards, e.g., small group pull-out, small group push-in. (Add as many rows as needed.)
1)LLI -- Leveled Literacy Intervention (small group pull out)
2)Read Naturally (small group push in or pull out)
3)EL push in model with small group
4)SEL- Social Skill Interventions (small group pull out) with extension lessons from Second Step
5) Math using district recommended strategies for intervention push in
6) Press Classwide Interventions and Small Group Interventions
NOTE: Schools working with the Regional Centers of Excellence will explore the CNA process and results in detail in Part II of this form.
Schools not working with the Regional Centers of Excellence are encouraged to use Part II as a tool to help organize and implement
instructional strategies in the SWP.
1c. Instruction by Highly Qualified Teachers
All core* subject teachers and interventionists in a school operating a Schoolwide Program must meet the standards for being highly
qualified. If all core subject teachers are not highly qualified, a plan is needed to ensure the educator(s) will become highly qualified.
2015102545
All paraprofessionals or educational assistants working in a school implementing a Schoolwide Program must also be highly qualified. List one or
more activities being implemented to ensure all educators in the school meet highly qualified standards and to attract highly qualified teachers to
high-needs schools. Be sure to include the process for educators who are teaching with a special permission (e.g., limited license, waiver, variance)
to become highly qualified. (Add as many rows as needed.)
1)PBIS training of an overview of what it is, the matrix that the school will follow and the steps followed (embedding RC)
2)IB framework overview with support by our IB Coordinator to have an understanding of the lens of the school
3)ENVoY for our EA supports with Lunchroom and Recess for nonverbals and strategies on the routines
4)Social Emotional Learning having an understanding of SEL, learning strategies that all staff are implementing through Second
Step, Zones of Regulation, Students with Trauma and Relationship Buildingetc.
5) Overview of Daily 5 with the rotations during the literacy block
*Core academic subjects are defined as English, reading or language arts; mathematics; science; foreign languages; civics and
government; economics; arts; history; and geography.
1d. Professional Development
List one or more types of high-quality professional development activities provided for teachers, paraprofessionals, principals, and
others as appropriate that correspond to the current Schoolwide Program needs assessment and have these features:
Designed to improve academic achievement of individual students as well as the overall instruction program.
Aligned with state academic standards.
Designed to provide teachers with information that can be used to make decisions about the use of academic
assessments.
Examples: PLCs, reading instructional coach. (Add as many rows as needed).

2015102546
1)Standards Based Instruction and Alignment

2)Social Emotional Learning (Building community, Understanding students with trauma and relationships)
3)Development of Formative and Summative Assessments PLC
1e. Parental Involvement

List one or more types of parent involvement activities sponsored by the school that involve parents in the planning, review, and
subsequent implementation of the Schoolwide Program. Include strategies to improve parent involvement with student academic
achievement, e.g., Title I annual meeting, family nights. (Add as many rows as needed.)
1)Title One Family Night Meeting
2)Monthly Family Nights with an academic/SEL connection
3)Family Learning with our Equity Specialist
4)Conferences two times a year
5)PTO meets to align their work with the academic framework
1f. Preschool Transition

List one or more activities being implemented to assist the successful transition of preschool children and their families from an early
childhood program to kindergarten in the Schoolwide Program, e.g., kindergarten round-up, parent classes. (Add as many rows as
needed.)
1)Kindergarten Round Up
2015102547
2)Family Learning with our Equity Specialist and Family Advocate

3)Program opportunities with our District ECFE team
1g. Program Coordination
List one or more groups and subsequent activities that coordinate and integrate federal, state, and local resources, programs, and
services, e.g., what process is in place to expand a program based on an increased student population needing that service. (Add as
many rows as needed.)
1)MTSS
2)SPECIAL ED
3)EL
2015102548
2. Budget
List the costs, by object code, required to implement the reform effort(s) and other activities listed above. Identify what staff and
services are supported using Title I funds. (Add as many rows as needed.)
01 E 406 216 640 401 143
LICENSED
INSTRUCTIONAL
SUPPORT
PERSONNEL
$35,356.69
2)01 E 406 216 640 401 152////Licensed Instructional Support with Subs////$3,750.00 (subs)
3)01 E 406 216 640 401 162////Extended Time for Licensed Staff///$9,033.00
4)01 E 406 216 000 401 112///2- Licensed Teaching Positions////$129,961.26 (Interventionists)
5)01 E 406 216 000 401 161///Educational Non Licensed Positions///$25,620.59+ $1,281.03 (supporting small groups)
6)Course Code 638 Family Involvement//$3,456.91
7)01 E 406 216 640 401 303///Consulting/$3,500.00 (SEL -Climate support)

8) 01 E 406 216 640 401 367///Workshops-PD///$3,000
9)01 E 406 216 640 401 430///Instructional Supplies////$2,750.00
NOTE: If the district supports multiple Schoolwide Programs, it may want to aggregate this school information for question 1.4.3 of the
SERVS Title I application.
2015102549
3. Annual Evaluation
3a. Evaluation Date
List the date of the most recent evaluation of the Schoolwide Program.
1) December will be our first review of our SIP RECORD.
3b. 3b. Data Sources

List one or more data sources used to evaluate the implementation and effectiveness of the Schoolwide Program, e.g., test scores,
survey results. (Add as many rows as needed.)
1) Formative Assessments within Literacy and Math and Science
2) State Assessments
3) Survey Data and Results
4) Engagement Data (Behavior Referrals, Infractions, Suspensions)
3c. Results
List one or more results (e.g., student or staff successes, lessons learned) of the annual evaluation of the Schoolwide Program. (Add
as many rows as needed.)
1) Daily 5 Implementation is showing growth with our Literacy practices and moved scores up 10 % points
2) PBIS framework needs to be revamped and a new matrix created and increase teaching of the tool
3) IB framework is not fully being implemented in all areas and so there is an increase in ensuring our standards align with the
framework of IB attitudes and attributes with in the profiles.
3d. Changes to Schoolwide Program
List one or more changes planned for the Schoolwide Program based on the evaluation of the previous years Schoolwide Program.
(Add as many rows as needed.)
2015102550
1) Moving to a more comprehensive MTSS model that includes looking at Engagement/Climate data which will increase our PBIS
matrix and a common language building wide along with understanding the steps for level one, two and three behaviors; in addition
to having the PBIS team meet more consistently to discuss the data trends and monitoring the strategies and what may need to be
retaught.
2) Shifting to standards based teaching and learning to increase core that is differentiated for all students with access to the same
learning target
3)
Part V Appendix
Blank Action Plan:
[OTHER] ACTION PLAN

SCHOOL: Enter school name here
PLAN CONTACT: E
nter plan contact here
SUBMISSION DATE: Enter date here
1. [Other] SMART Goal: Enter SMART Goal(s) here

2. [Other] Usable Intervention(s):

2015102551
Fully
Implemented
?
[OTHER] ACTION PLAN

3a. Usable Intervention Selected for Monitoring: Enter selected intervention here
3b. Instructional Change Manager: Enter change managers name here
4. Action Plan:

sable intervention.
STAGE
In what stage of
implementation
2015102552
ACTION STEPS
EXPECTATION
REVIEW
DATE
What date will
the team study
EVIDENCE SUMMARY TO
INFORM NEXT STEPS
is the current
intervention and
how does it
inform actions?

team will do?


action step.
the
expectation
results?

learned.
Select a Stage
Enter date
Select a Stage
Enter date
Select a Stage
Enter date
Select a Stage
Enter date
Select a Stage
Enter date
Select a Stage
Enter date
Select a Stage
Enter date
Select a Stage
Enter date
2015102553

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Record of Continuous Improvement

Including Summary of Schoolwide Plan

Use of the Record of Continuous Improvement and Summary of Schoolwide Plan

Part I District and School Information

Part II Comprehensive Needs Assessment

2. Needs Assessment Summary

Part I District and School Information

DISTRICT PHONE, FAX, EMAIL

District Name and Number: Robbinsdale Area Schools #281

Phone: (763) 504-8000

Superintendent (Director): Dr. Carlton Jenkins

Fax: (763) 504-8972

District Address: 4148 Winnetka Ave. N, New Hope, MN 55427

Title Coordinator : Carla Reeck

Phone: (763) 504-8149

Coordinator Address: 4148 Winnetka Ave. N, New Hope, MN 55427

SCHOOL PHONE, FAX, EMAIL

School Name, Number and Grade Span: Lakeview Elementary, #006,

Phone: (763) 504-4100

School Address: 4110 Lake Dr., Robbinsdale, MN 55422

Fax: (763) 504-4109

Principal: Bridget Hall

Determine Your Category

(complete Parts I, II, III, and IV)

Targeted assistance program

(complete Parts I, II, and III)

(Parts I, II, III, and IV Recommended)

Multiple Measurement Rating (MMR) and Focus Rating (FR) Trends

Multiple Measurement Rating

Black, not of Hispanic Origin

White, not of Hispanic Origin

Free/Reduced Price Lunch

Schoolwide Leadership Implementation Team

Grade Level Teacher

Grade Level Teacher

Grade Level Teacher

Grade Level Teacher

Grade Level Teacher

Grade Level Teacher

Part II Comprehensive Needs Assessment

Data review should include data from multiple sources.

What data sources will the team review?

Review Enrollment Data

What did you learn from the data you

What will you do next to advance the data

African American 43.92%

We will continue to watch the

American Indian 0 .9%

Review prior year SMART Goal

Lakeview did not reach the goal of

We will set new SMART goals for

Review MCA/MTAS Proficiency and

MCA Math trend data shows the

Review MAP data as a leadership team

2013: 39% , 2014: 36.9%

Analyze MCA trend data to determine

Over the past 4 years m

Professional Learning Community s will

MCA Reading trend data shows the

Caucasian: M: 60.3% R: 63%

Review MAP data as a leadership team

There has been a 7.4% i ncrease in

Analyze MCA trend data to determine