.Conestoga Elementary PK-6
"We are Conestoga. We respect. We learn. We grow. We succeed."
Vanita Jarmon, PrincipalLeah Kastrup, Assistant Principal
School Day Begins at 8:35 Breakfast 8:50 Tardy Bell 4:05 Dismissal
Monday Nov. 22-Sunday Nov. 28, Thanksgiving Recess, no school. Monday Nov. 29, School Resumes. Friday Dec. 17, Second quarter ends. Monday Dec. 20 -Tuesday Jan. 4 Winter Recess. Wednesday Jan. 5, Third quarter begins. Monday Jan. 17, Martin Luther King Day No school for students. Monday Feb. 21, Presidents Day, No school for students. Wednesday, March 2, Parent teacher conferences, 5:00-8:00.Thursday March 3, Elementary Teacher planning day. Conferences, 1:00 8:00, No school for elementary studentsFriday March, 4, No school for students. Monday March 7, Fourth Quarter Begins. Monday March 14-18, Spring Recess. Friday April 15, Professional Development, No school for students. Friday May 27, Last day of school. Monday May 30, Memorial Day Tuesday May 31, Professional Development./Teacher Planning day. Wednesday, June 1, Professional Development/Teacher Planning Days. Wednesday, Next level. learning, June 8-30, and July 1, 6-22
ANNOUNCEMENTS:
Monday Nov. 22-Sunday Nov. 28
Thanksgiving Recess
Monday Nov. 29, School resumes.
Thank you to our community partners!
Weitz Investments - U.S. Bank - Kiwanis Club - Empowerment Network The Union for Contemporary Arts - UNO Economics Department Blue Cross Blue Shield of Nebraska -Federal Reserve Office, Omaha
Conestoga Magnet School Improvement Goals
District Intended Summative Outcome:
Increase the number of elementary students identified as “On-Track” and “College and Career Ready” on NSCAS Summative Assessments ELA will increase compared to the previous year. Spring 2019 rate 31.3%; Goal rate for Spring 2020 38.1%
School ELA Goals:
1. NSCAS Summative Goal
For NSCAS ELA summative assessments, we will increase the percent of students who are identified as “On-Track” or “College and Career Ready” by 6.9%. Spring 2019 rate31.3%; Goal rate for Spring 2020 38.1%
2. MAP Interim Assessment Goals
a. For Spring ELA MAP Growth Assessment, we will increase the percent of students identified as “At” or “Above” the grade level norm by 6.6%. Spring 2019 rate 34%; Goal rate for Spring 2020 40.6%
b. For Spring ELA MAP Growth Assessment, we will increase the percent of students identified as “Meeting” or “Exceeding” projected growth goals by 4.6%. Spring 2019 rate 53.9%; Goal rate for Spring 2020 58.5%
Strategy(ies) (add AQUESTT Tenets after each strategy):
All students will receive ELA instruction utilizing targeted high probability strategies specific to ELA:
All students will receive the guaranteed and viable ELA curriculum as written in the A+ OPS Curriculum Guides for ELA using a balanced literacy approach.
1. Post, unpack, and refence daily student-friendly reading goals in the 5 pillars (phonemic awareness, phonics, vocabulary, fluency, and comprehension) that contain the thinking levels and skills are expected to master during the lesson in every classroom.
2. Use the core resources (Journeys, Storytown, Collections, Being A Writer) to plan and deliver instruction based on state standards (College and Career Ready, Assessment)
3. Provide daily guided reading instruction using the Literacy Continuum (College and Career Ready, Assessment)
4. Provide students with daily literacy opportunities that build rigor during independent reading (College and Career Ready, Assessment)
5. Provide instructional support to students needing additional assistance with reading in order to meet the requirements of the Reading Improvement Act (College and Career Ready, Assessment)
Strategy No.
Success Criteria
Monitoring Progress
Timeline
Quarterly Results
1. Post, unpack, and reference daily student-friendly reading goals in the 5 pillars (phonemic awareness, phonics, vocabulary, fluency and comprehension) that contain the thinking levels and skills students are expected to master during the lesson in every classroom.
a. Clearly posted in the same place daily
b. Student friendly language (“I can & strong verbs”)
c. Referred to and talked about throughout the lesson
a. Reflective conversations during coaching visits discussing effectiveness of Instructional Best Practices b. Make sure all learning activities, assignments, and assessments are aligned with learning goals and standards
a. September
b. September and January
c. As determined by grade level pacing guides
d. Fall, Winter, and Spring MAP assessments
e. As determined by classroom teachers
Quarter 1:
a. 78%
b. 72%
Quarter 2:
a. 80%
b. 30%
Quarter 3:
a.
b.
Quarter 4:
c.
2.Use the core resources (Journeys, Storytown, Collections, Being A Writer) to plan and deliver instruction based on state standards
a. Lessons and plans align with A+ Curriculum Guides
b. Lessons and plans reflect high yield strategies
c. Common summative assessments administered according to A+ Curriculum Guide
d. MAP data shows growth in number of students meeting growth goals and scoring “at” or “above” the grade level norm
e. Common formative assessments are selected, administered, and collaboratively discussed
a. Alignment is observed 100% of the time
b. Evidence observed during 95% of coaching visits and lesson plan checks
c. 80% of students score basic, proficient or advanced
a. 72%
b. 44%
c. CA
a 80%
c. 90%
d. 45%
e. N/A
f. Yes
d.
e.
f.
3.Provide daily guided reading instruction using the Literacy Continuum
a. Lessons and plans include use of Continuum and all components of a guided reading lesson plan
b. Benchmark assessments administered according to Testing Calendar
c. Running records administered consistently
a. Evidence observed during 95% of coaching visits
b. 80% of students score Approaching, Meets or Exceeds expectations
c. 80% of running records show growth
a. November and March coaching visits
b. According to testing calendar
c. Discussed two times per quarter at grade level meetings
a. 44%
b. 62%
c. RR Baseline
a. 34%
b. 45%
4.Provide students with daily literacy opportunities that build rigor during independent reading
a. Student read self-selected text daily (minimum of 20 minutes in K-2, 30 minutes in 3-6)
b. Teachers provide rigorous, independent literacy opportunities daily
a. 100% of classrooms show evidence during Guided Reading
b. Evidence observed during 100% of coaching visits
a. Quarterly
b. Quarterly
a. 50%
b. 25%
a. 25%
b. 20%
5.Tier 2 - Provide instructional support to students needing additional assistance with reading in order to meet the requirements of the Reading Improvement Act
a. Phonics Mastery Guides taught daily beginning during quarter 1
b. Progress monitoring every 5 days
a. Coaching visits show evidence of fidelity 100% of the time
b. 100% of participating students show growth
a. October and November
b. Discussed at October – December grade level meetings
b. 75%
b. 65%
Monitor and Adjust –
Quarterly SIP Review meetings – OCTOBER 28, DECEMBER 16, MARCH 30, MAY 26
1. Review SIP goals, strategies and PD plan
2. Review progress monitoring measures and fidelity checks
3. Identify which progress monitoring measures were completed and achieved (provide evidence of success)
4. Identify which progress monitoring measures were not achieved (provide evidence of effort)
5. Review Title I expenditures to date and discuss alignment to SIP goals, strategies and PD Plan
6. Conduct building walk identifying evidence of growth from previous quarter
7. Discuss adjustments needed to the plan
After the SIP Review meeting -
1. Adjust SIP plan based after receiving input from staff
2. Upload adjusted plan to Instructional Leadership SharePoint
3. Send notes of SIP Review meeting to CIS leadership
Increase the number of elementary students identified as “On-Track” and “College and Career Ready” on NSCAS Summative Assessments Math will increase compared to the previous year. Spring 2019 rate 21.9%; Goal rate for Spring 2020 29.7%
School Math Goals:
3. NSCAS Summative Goal
For NSCAS Math summative assessments, we will increase the percent of students who are identified as “On-Track” or “College and Career Ready” by 7.8%. Spring 2019 rate 21.9%; Goal rate for Spring 2020 29.7%
4. MAP Interim Assessment Goals
c. For Spring Mathematics MAP Growth Assessment, we will increase the percent of students identified as “At” or “Above” the grade level norm by 7%. Spring 2019 rate 30.3%; Goal rate for Spring 2020 37.2%
d. For Spring Mathematics MAP Growth Assessment, we will increase the percent of students identified as “Meeting” or “Exceeding” projected growth goals by 4.5%. Spring 2019 rate 55.1%; Goal rate for Spring 2020 59.6%
Strategies (add AQUESTT Tenets after each strategy):
All students will receive mathematics instruction utilizing targeted high probability strategies specific to mathematics:
6. Align College and Career Nebraska math standards, OPS pacing guides, curriculum, lesson plans, formative assessments and professional learning so that every student has access to the Guaranteed and viable Curriculum and daily instruction is enhanced to support eh individual learning needs of each student (Educational Opportunities and Access, College and Career Ready)
7. Engage all students in high-quality tasks that promote reasoning and sense-making and support productive struggle (College, Career, and Civic Ready)
8. Provide opportunities for students to engage in discourse and make connections between mathematical ideas and representations (College, Career, and Civic Ready)
9. Utilize Common Assessments along with other data sources such as NSCAS, MAP, ongoing formative assessments, etc. as a part of the instructional process (Assessment)
10. Expect high quality math instruction in every classroom so that all students have sufficient opportunities to develop number sense (flexible thinking and reasoning, estimation, mental math, numerical equivalents, place value, sense of order and magnitude) that lead to success at the next level. (Educational Opportunities and Access)
1. Align College and Career Nebraska math standards, OPS pacing guides, curriculum, lesson plans, formative assessments and professional learning so that every student has access to the Guaranteed and viable Curriculum and daily instruction is enhanced to support eh individual learning needs of each student (Educational Opportunities and Access, College and Career Ready)
f. Plan purposeful math lessons aligned to the Nebraska math standards with an emphasis on Number sense and Problem solving that include the content and skills, task, questioning, and assessments
2. Engage all students in high-quality tasks that promote reasoning and sense-making and support productive struggle
g. Students engage in high-quality tasks
h. Teacher self-assessment
i. High-quality tasks in lesson plans
j. Inquiry Based problem solving
e. Student artifacts show evidence of high-quality tasks in at least 75-90% of lessons
f. Teacher self-assessments show implementation in at least 75-90% of lessons
g. 90% of lesson plans checked and observed show evidence of high-quality task implementation
g. September, October, February, and April coaching visits
h. October and February grade level meetings
i. October and February lesson plan checks and coaching visits
A 50%
c. 50%
d. 30%
g. 43%
h. 43%
i. 40%
g.
h.
i.
3. Provide opportunities for students to engage in discourse and make connections between mathematical ideas and representations
d. Students engage in discourse
e. Implementation of math discourse
f. Discourse opportunities evident in lesson plans
g. Teacher self-assessment
d. Student artifacts show evidence of discourse in at least 75% of lessons
e. 75% of lessons observed show evidence of mathematical discourse
f. Lesson plans show evidence of mathematical discourse in at least 75% of lessons
d. November and March coaching visits
e. September and March grade level or faculty meetings
f. September lesson plan checks
d. 50%
e. 50%
f. 30%
g. 50%
d. 57%
e. 57%
f. 40%
g. 40%
4. Utilize Common Assessments along with other data sources such as NSCAS, MAP, ongoing formative assessments, etc. as a part of the instructional process
c. Students progress toward standards on district common assessments
e. Grade level or faculty meetings to analyze student performance on common assessments and adjust instruction as needed
c. 80% of students score basic, proficient, or advanced
d. 5% increase in number meeting growth goals and grade level norms from each test administration
e. 50%, or more, of grade level meeting agendas reflect time for staff to analyze assessment data
c. As determined by A+ Curriculum Guides for each grade level
e. 1x per month or as determined by timing of assessments
c. 57%
d. MAP Baseline data
e. 40%
c. 49%
d. N/A
e. 25%
5. Expect high quality math instruction in every classroom so that all students have sufficient opportunities to develop number sense (flexible thinking and reasoning, estimation, mental math, numerical equivalents, place value, sense of order and magnitude) that lead to success at the next level.
a. Utilize the CPA (concrete using manipulatives to pictorial to abstract) method in every lesson, every day, making sure that manipulatives are available daily to help all students process and retain information including student toolkits.
b. Provide Daily Cumulative Review (previously taught skills, strategies, and concepts) that include number sense skills *flexible thinking and reasoning, estimation, mental math, numerical equivalents, place value, sense of order and magnitude) in every math lesson.
c. Ensure Early Childhood teachers intentionally set up learning centers in their classroom environment that embed math concepts and discourse into children’s play, and provide natural opportunities for practice daily.
a. Teaching studies
b. Coaching by leadership Team members weekly
8. Review SIP goals, strategies and PD plan
9. Review progress monitoring measures and fidelity checks
10. Identify which progress monitoring measures were completed and achieved (provide evidence of success)
11. Identify which progress monitoring measures were not achieved (provide evidence of effort)
12. Review Title I expenditures to date and discuss alignment to SIP goals, strategies and PD Plan
13. Conduct building walk identifying evidence of growth from previous quarter
14. Discuss adjustments needed to the plan
4. Adjust SIP plan based after receiving input from staff
5. Upload adjusted plan to Instructional Leadership SharePoint
6. Send notes of SIP Review meeting to CIS leadership
Increase the number of elementary students identified as “On-Track” and “College and Career Ready” on NSCAS Summative Assessments Science will increase compared to the previous year. Spring 2019 rate 56.3%; Goal rate for Spring 2020 62%
School Science Goals:
e. NSCAS Summative Goal
For NSCAS Science summative assessments, we will increase the percent of students who are identified as “On-Track” or “College and Career Ready” by 10%. Spring 2019 rate 56.3%; Goal rate for Spring 2020 62%
f. MAP Interim Assessment Goals
e. For Spring Science MAP Growth Assessment, we will increase the percent of students identified as “At” or “Above” the grade level norm by 6.6%. Spring 2019 rate 34.4%; Goal rate for Spring 2020 41%
f. For Spring Science MAP Growth Assessment, we will increase the percent of students identified as “Meeting” or “Exceeding” projected growth goals by 4.9%. Spring 2019 rate 51.3%; Goal rate for Spring 2020 56.2%
All teachers will utilize the A+ Curriculum Guide, Evidence Statements and the core resource, Elevate science, to plan and deliver instruction based on Nebraska’s College and Career Ready Standards for Science:
11. Provide opportunities for students to engage in the Science and Engineering Practices to demonstrate understanding of the Disciplinary Core Ideas and Crosscutting Concepts
12. Students will utilize interactive notebooks to demonstrate science learning
5. Provide opportunities for students to engage in the Science and Engineering Practices to demonstrate understanding of the Disciplinary Core Ideas and Crosscutting Concepts
k. Students engage in Science and Engineering Practices
l. Lesson plans reflect three-dimensional learning and Elevate science
m. Common summative assessments administered according to A+ Curriculum Guide
n. MAP data shows growth in number of students meeting growth goals and scoring “at” or “above” the grade level norm
o. Common formative assessments are selected, administered, and collaboratively discussed
h. Evidence observed during coaching visits 50% -90% of the time
i. Lesson plans show evidence 100% of the time
j. 80% of students score basic, proficient, or advanced
k. 5% increase in number meeting growth goals and grade level norms from each test administration
l. 80% of students score basic, proficient or advanced
j. September
k. September and January
l. As determined by grade level pacing guides
m. Fall, Winter, and Spring MAP assessments
n. As determined by classroom teachers each quarter
h. 20%
i. 20%
j. CA
k. Baseline data only
l. grade level meetings
j. 50%
k. 25%
l. 48%
m. N/A
n.
j.
k.
l.
m.
2. Students will utilize interactive notebooks to demonstrate science learning
h. Science notebooks demonstrate learning
i. Teacher self-assessment
h. Notebooks observed 50%-90% of the time during coaching visits
i. 80% of teachers report use of science notebooks during instruction
g. End of each quarter
h. End of each quarter
h. 0%
i. 0%
15. Review SIP goals, strategies and PD plan
16. Review progress monitoring measures and fidelity checks
17. Identify which progress monitoring measures were completed and achieved (provide evidence of success)
18. Identify which progress monitoring measures were not achieved (provide evidence of effort)
19. Review Title I expenditures to date and discuss alignment to SIP goals, strategies and PD Plan
20. Conduct building walk identifying evidence of growth from previous quarter
21. Discuss adjustments needed to the plan
7. Adjust SIP plan based after receiving input from staff
8. Upload adjusted plan to Instructional Leadership SharePoint
9. Send notes of SIP Review meeting to CIS leadership
-Increase the use of MTSS-B Essential Components and Effective Classroom Practices to increase learning time and improve classroom behavior. Resolutions for events entered in Infinite Campus will be reduced by 3% using the Behavior Dashboard. (District-wide, resolutions decreased by 3% during the 17-18 school year.)
School MTSS-B Goal:
Tier 1- Increase the use of Effective Classroom Practices and school wide use of specific positive feedback as measured on the Self-Assessment Survey (SAS) and Tiered Fidelity Inventory (TFI). Schools will show a minimum increase of 10% in each SAS system: Schoolwide, Non-Classroom and Classroom to reduce out of class resolutions.
Strategies:
· Maintain a Tier 1 team that will meet monthly to monitor the fidelity of Tier 1 practices.
· Use the MTSS-B Tier 1 Action Plan to guide and document Tier 1 implementation and fidelity.
· Attend Tier 1 Trainings.
· Identify a Building Coach for Tier 1 who will attend six meeting led by district coaches.
· Use schoolwide management strategies that meet the needs of all students with common language used consistently across all settings. This includes teaching specific expected behaviors and providing frequent positive reinforcement for expected behavior.
· Staff will consistently follow the school’s Behavior Flowchart to address behavior incidents.
Success Criteria:
· Staff will teach, model and practice behavior expectations using the lessons and language from the school’s behavior matrix and Practices and Procedures Lesson Plans
· Teachers will use a 4 to 1 positive to corrective ratio when providing feedback to students
· School-wide acknowledgement system used to reinforce student behavior. Class Dojo, Conestoga Cash, Conestoga Store, Quarterly Dojo celebrations
· Hold daily classroom meetings to create togetherness, connection, and unity
· Identify, differentiate between, and use Tier I, Tier II, and Tier III behavior supports for students as appropriate
· Use a tiered intervention approach through the SAT process
· Students will respond to classroom managed behavior strategies, reducing the amount of lost instructional time
Progress Monitoring:
The MTSS-B Tier 1 team will:
· Monitor the implementation of Tier 1 practices through annual administration of the Self-Assessment Survey (SAS) and the Tiered Fidelity Inventory (TFI)
· Use the Behavior Dashboard and other forms of data to determine trends in student behavior
· Utilize the SAT process
Monitor and Adjust:
The MTSS-B Tier 1 Team will:
· Review Big Five behavior data and create and monitor monthly Solution Plans to increase positive student behavior school wide.
· Make needed adjustments to lesson plans, acknowledgement system and other practices.
· Provide on-going professional development based on needs identified by the team
· Monitor and encourage the use of the incentive system
i. Review SIP goals, strategies and PD plan
ii. Review all progress monitoring measures and fidelity checks for the quarter
iii. Identify which progress monitoring measures were completed and achieved (provide evidence of success)
iv. Identify which progress monitoring measures were incomplete and/or not achieved (provide evidence of effort)
v. Review Title I expenditures to date and discuss alignment to SIP goals, strategies and PD Plan
vi. Conduct building walk identifying evidence of growth from previous quarter
vii. Discuss adjustments needed to the plan
i. Adjust SIP plan (including PD plan) based on progress monitoring measures, after communicating and receiving input from staff
ii. Upload adjusted plan to Instructional Leadership SharePoint
iii. Send notes of SIP Review meeting to CIS leadership
Budget/Resource Alignment –
· Quarterly ‘Dojo’ celebrations
· Conestoga store supplies
· Conestoga Cash
· Incentives for students and staff
Promoting and increasing daily student attendance, our district will increase the number of students in the NOT CHRONIC (green) domain by 2%.
2018-2019 Achievement: _____ Goal Achievement: _____
School Attendance Goal:
Our school will increase the number of students in the NOT CHRONIC (green) domain by 2%. These students will miss no more than 9 days of the entire academic year and meet the goal of STRIVE FOR 95.
2018-2019 Achievement: 45.8% Goal Achievement: 47.8%
- Our school will establish and maintain an Attendance Team to consist of the principal, assistant principal, school support liaison, counselor, social worker, attendance secretary and other staff appointed by the principal. (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains)
- The Attendance Team will meet weekly to review attendance dashboard data, identify students for intervention, review current active strategies and align additional needed supports. (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains)
- Our school will establish and maintain attendance incentive/recognition promoting increased attendance and district focus STRIVE For 95. (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains)
- Implement Success Mentoring Program (CSI Schools). (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains)
- In Class Today (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains)
6. Our school will establish and maintain an Attendance Team to consist of the principal, assistant principal, counselor, social worker, attendance secretary and other staff appointed by the principal. (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains)
p. Assistant Principal plan and facilitate weekly attendance meeting
q. Attendance Team members attend weekly Attendance Meetings and complete assigned tasks
r. Building Leaders attend SSL Facilitated Attendance Meetings
m. Upload Attendance Template/notes from Weekly Attendance Team Meetings to Instructional Leadership SharePoint.
n. Review Chronic Absenteeism by School Dashboard data showing a .25% increase per quarter
o. Building administrators review Attendance Dashboard data with Principal Supervisor
o. Weekly
p. Quarterly (Nov. 1, 2019, Jan 10, 2010, March 20, 2020, May 28, 2020)
q. Quarterly (Nov. 1, 2019, Jan 10, 2010, March 20, 2020, May 28, 2020)
g. Yes
h. 58%
i. Yes
o. Yes
p. 32&
q. Yes
o.
p.
q.
2. The Attendance Team will meet weekly to review attendance dashboard data, identify students for intervention, review current active strategies and align additional needed supports. (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains)
j. School Counselors make phone calls to parent/guardian of students who have reached 5 day milestone and document in Student Services contact log
k. SAMPLE: Attendance Team Members/Staff work with students and families to remove attendance barriers
j. Review Attendance Dashboard Data during weekly Attendance Team Meeting.
k. Review Attendance Dashboard data quarterly at team meetings-Quarter1,Q2, Q3, and Q4
l. Review attendance barriers identified by parent/guardians to school counselor and how to address these barriers.
i. Weekly
j. Quarterly (Nov. 1, 2019, Jan 10, 2010, March 20, 2020, May 28, 2020)
k. Weekly
j. 100%
k. Yes
l. Yes
g. Our school will establish and maintain attendance incentive/recognition promoting increased attendance and district focus STRIVE For 95. (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains)
f. Staff engage daily with students promoting and recognizing attendance
g. Teachers/Staff use methods to ensure all students feel welcome
h. Teachers provide positive feedback to support daily attendance and promote future attendance
i. Daily and Weekly Announcements provide attendance awareness and recognition
f. By the end of the first quarter, 80% of teachers will have a classroom incentive/recognition program and by the end of 3rd quarter 90% of teachers.
g. AP provide professional development quarterly at staff trainings
h. Review Attendance Dashboard Data during weekly Attendance Team Meeting
g. Nov, 1, 2019, March 20, 2020
h. Quarterly
h. Implement Success Mentoring Program (CSI Schools). (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains)
a. Staff engage daily with students promoting and recognizing attendance
b. Recognition of students’ attendance daily and achieving personal goal or Strive for 95 goal.
a. Using the Attendance Dashboard, select students to participate in Attendance Mentor Programs.
a. August 1 (Select students) and monitor bi-monthly.
f. Yes – 100%
i. In Class Today (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains)
a. Review Attendance Dashboard Data during weekly Attendance Team Meeting
Conduct Weekly Attendance Team Meetings and identify barriers to attendance
10. Conduct Weekly Attendance Team Meetings and identify students in each domain to support
11. Conduct Monthly SSL/Designee training to support district attendance focus
12. Monitor and process attendance milestones and County Attorney Referrals
13. Ensure fidelity of weekly attendance team meetings through uploading of Attendance Template to Instructional Leadership SharePoint
14. SSLs and Administrative staff provide updated attendance awareness and information based on attendance data at all School Staff Meetings and/or Team Meetings
15. Counselors Conduct yearly PLP meetings with students
16. Social Workers monitor and adjust available resources based on student attendance data
17. SSLs attend diversion meetings as requested by Juvenile Assessment Center
18. Conduct Collaborative Attendance Improvement Plan meetings with Attendance Team, student, parent/guardian
19. SAMPLE: Conduct quarterly meetings with Principal Supervisor to review building progress and put supports in place
Budget/Resource Alignment (Title I schools)–
· Incentives for students
· Success Mentors celebrations
· Weekly attendance prizes
District Intended Wellness Outcomes:
Increase the number of wellness strategies implemented district-wide by 2%.
School Wellness Goal:
Conestoga Elementary will provide support for students in making healthy lifestyle choices by implementing systems to aid in decreasing the average Body Mass Index score on annual screenings. During the 2019-2020 school year, there will be a 5% decrease in the number of at-risk students (BMI 85%-94%) as well as high risk students (BMI 95% or greater) from the 2018 – 2019 school year as evaluated by the annual Health Appraisal screenings performed by the school nurse.
Strategy (add AQUESTT Tenets/AdvancEd after each strategy):
§ Conestoga will create, communicate and implement activities focused on improving the overall Nutrition and Physical Fitness environment (Educational Opportunities and Access; Educator Effectiveness)
§ Grab and Go Breakfast
§ Healthy snacks for school celebrations
§ Monthly Wellness activities for staff
§ Lunch recess increased by 5 minutes for all students
§ Walking track available for students, staff and Community
§ School community participates in the National Walk at Lunch program in April
§ Behavior celebrations include a physical component in place of food items (dance, skating, bounce houses, etc)
§ BMI monitoring by the nurse – results sent home to parents/referral to a medical doctor if BMI is high
§ Vision care, glasses provided for students in need and hearing screenings
§ Dental screening, teledentistry, and Creighton Dental Services (sealants, fluoride and screenings) – referral to dentist if needed
§ Human growth and Development classes taught to students in grades 4 – 6 by the school nurse
Monitoring Progress: (Documentation should be kept in the Wellness Binder)
§ Agendas, sign in sheets, and meeting minutes from school wellness committee meetings
§ Wellness Activity Documentation (e.g., number of staff members who participated in a staff meeting in discussion of a wellness topic.)
· Ensure consistent implementation of success criteria
· Communicate wellness activities at grade level and staff meetings
19-20-Conestoga Schoolwide-Plan.docx
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