comprehensive progress report · 10/29/2019 · effective practice: domain 2.0- there is evidence...

Hunter Elementary

Comprehensive Progress Report10/29/2019

! = Past Due Objectives KEY = Key Indicator

Mission:Mission Statement - What is our purpose? Our mission is to provide an excellent, equitable education in a safe, supportive environment so all students will succeed and contribute to a diverse and changing society.

Vision:

Vision Statement - What does success look like?

We envision each and every student achieving academic and life success by personalizing the learning process.

Success looks like....

• Each and every student: Reach every student by working with each individual, one-by-one. • Academic Success: Improve achievement for all students, close the achievement gaps, and provide accelerated learning options. • Life Success: Prepare every student to contribute to society as a competent, confident, caring and curious citizen.• Personalizing Learning: Provide flexible and adaptive options, pacing, and creative support.

Goals:1. Student Success: Increase academic achievement and social emotional well-being for all students.2. Equity and Inclusion: Provide equitable opportunities and an inclusive environment where all students and staff are respected and feel welcome, safe and supported.3. Communication and Engagement: Ensure students, staff, families and the community are informed, connected and engaged with the District.4. Workforce and Organizational Excellence: Create an environment that supports the strengths and needs of staff so they can create a safe climate where students thrive.

Core Function: CurriculumEffective Practice: Domain 1.0- There is evidence that the curriculum is aligned, implemented, reviewed, and used in conjunction with the Alaska

Content Standards.KEY 1.01 School staff implements the district approved, research-based

curricula that are aligned with Alaska Content Standards.(323)(KEY,SWP)

Implementation Status Assigned To Target Date

Initial Assessment:10/26/2018 Hunter is part of the Fairbanks North Star Borough School District, which regularly reviews and implements the curricula in alignment with the Alaska Content Standards. Hunter utilizes the district adopted Harcourt Journeys ELA materials which were recently revised to align with the Alaska Content Standards. We are continuing to implement enVision, the main elementary math curriculum material, and support it with specific skill practice through the use of various supplemental materials, including Pinpoint Math, Number Worlds, and Red Bird.

Full Implementation 10/26/2018

1.05 School staff systematically use a review process to determine if the curricula address the learning needs of all students.(327)(SWP)


Initial Assessment: 10/23/18 Hunter is part of the Fairbanks North Star Borough School District, which regularly reviews the appropriateness of the curricula with respect to meeting the needs of all students. We utilize Harcourt Journeys ELA materials which were adopted to support the recently revised district curriculum. We are continuing to implement enVision, the main elementary math curriculum material, and support it with specific skill practice through the use of various supplemental materials, including Pinpoint Math, Number Worlds, and Red Bird. Smarty Ants, Read Live, Write from the Beginning, Thinking Maps, and Writing Process (along with language/grammar lessons in Journeys materials) have been approved through the district curriculum review and materials adoption process for writing instruction. Students are assessed with AIMSweb Plus and/or MAP three times a year, staff meets at a minimum monthly during PLC time to review student progress and determine curriculum adjustments and/or needs.


Core Function: AssessmentEffective Practice: Domain 2.0- There is evidence that assessment of student learning is frequent, systematic, and aligned with Alaska Content Standards.

KEY 2.03 School staff use universal screening assessments and routinely administer them multiple times a year in at least literacy and math.(331)(KEY)


Initial Assessment:10/25/18. Hunter screens all Kindergarten through 2nd grade students in AIMSweb Plus three times a year, and all 3rd through 6th grade students 3 times a year using MAP.


Core Function: InstructionEffective Practice: Domain 3.0- There is evidence that research based, effective, and varied instructional strategies are used in all classrooms to meet the

needs of each student.KEY 3.02 School staff implement a coherent, documented plan throughout the

school to ensure that all students receive core instruction and all low-performing students receive additional support to help them meet or exceed the state content standards.(335)(KEY,SWP)


Initial Assessment:10/2018 Hunter utilizes a Block Schedule to ensure CORE reading and math instruction time is uninterrupted and no pull-outs occur. AIMSweb Plus and MAP screening and progress monitoring data is utilized by all staff to determine low-performing students. Once low performing students are identified, classroom tutors are assigned by the instructional coach to provide either push-in or pull-out support to meet students needs.


KEY 3.03 School staff use research-based instructional practices, programs and materials.(337)(KEY,SWP)


Initial Assessment:10/23/2018 Hunter is part of the Fairbanks North Star Borough School District, which regularly reviews the appropriateness of the curricula with respect to meeting the needs of all students. We utilize Harcourt Journeys ELA materials which were adopted to support the recently revised district curriculum. Smarty Ants, Read Live, Write from the Beginning, Thinking Maps, and Writing Process (along with language/grammar lessons in Journeys materials) which are research based, and have been approved through the district curriculum review and materials adoption process for reading and writing instruction. We are continuing to implement enVision, the main research based elementary math curriculum material, and support it with specific skill practice through the use of various supplemental materials, including Pinpoint Math, Number Worlds, and Red Bird.


KEY 3.04 School staff consistently, and regularly measure the effectiveness of instruction using data from a variety of formative assessments.(340)(KEY)


Initial Assessment:5/24/19 Continued training for all staff in using formative assessment data to inform Personalized Learning objectives for each student.

3/26/18 Further training is needed to support staff in using formative assessment information to enhance student learning. If a building inservice day is not available in September, utilize 4 PLC meetings to bring in support to meet this goal.

10/16 + Most teachers use formative assessments to guide instruction. +Further training is needed to support staff in using formative assessments.

Limited Development 10/11/2016

Priority Score: 3 Opportunity Score: 2 Index Score: 6

How it will lookwhen fully met: 5/23/19. All staff will use formative assessments to guide instruction,

all staff implementing Personalized Learning in Core subject areas, MAP and AIMSweb Plus data is used to inform instruction.

10/16 + All staff will use formative assessment to guide instruction. + continue to work and train with Daily 5 + Use MAP data to guide instruction. +Provide formative assessment options for staff.

Don Kardash 05/15/2020

Actions 2 of 3 (67%)10/11/16 10/16

+ work with teachers in PLCs to provide formative assessment options.Complete 04/24/2017 Jane Bedford 05/19/2017

Notes: 5/17-Leadership team members provide mentoring support and Professional Development for new and current staff+ All staff uses formative assessment to guide instruction. + Daily 5 training is ongoing with plans for training new staff and supporting ongoing progress of current staff.+ Using MAP data to guide instruction.+Provide formative assessment options for staff.-All staff proficient in Danielson Domain 1f

3/26/18 3/26/18 Further training is needed to support staff in using formative assessment information to enhance student learning. If a building inservice day is not available in September, utilize 4 PLC meetings to bring in support to meet this goal.

Complete 05/10/2019 Don Kardash 05/10/2019

Notes: 4 times a year is dependent on when training can occur.5/24/19 5/24/19 Continued training for all staff in using formative assessment

data to inform Personalized Learning objectives for each student.Don Kardash 05/15/2020

Notes:

Implementation:Evidence

5/4/2017+ All staff is using formative assessment to guide instruction. + continue to work and train with Daily 5+ Use MAP data to guide instruction.+Provided formative assessment options for staff.

Experience

5/4/2017Staff spent numerous PLC meeting times and staff development time learning to utilize MAP testing and the resulting data. Common language usage around assessments has developed along with vertical alignment between grades.

Sustainability

5/4/2017Continuing the use of Daily 5 with support from the Instructional Coach and classroom tutors. Deepen and expedite the staff knowledge and use of MAP data.

Core Function: Supportive Learning EnvironmentEffective Practice: Domain 4.0- There is evidence that school culture and climate provide a safe, orderly environment conducive to learning.

4.01 School staff use effective classroom management strategies that maximize instructional time in all classrooms.(342)(SWP)


Initial Assessment:5/2019 Current Hunter Staff has been trained in CHAMPS. School wide routines are established for all common areas, including the use of common language utilized by all staff. Positive school wide incentives for good behavior are in place for all students who reach the behavioral goal each quarter. Two students from each class are invited to


celebrate weekly success at the "Super Bee" weekly lunch with the principal. School-wide quarterly awards assemblies recognize positive behavior, good attendance, and academic progress. *Students earn tangible rewards for meeting individual and/or group goals.

10/2018 * Hunter is a CHAMPS school. Similar routines, structures, and expectations for positive behavior by students are in place school wide. * Flexible seating options have been integrated into all classrooms to provide choices for students--they determine how they learn best and adapt their environment to support their learning style. *Goals for positive behavior and academic progress are rewarded with awards, honors, and tangible items. 2 students from each class are invited to celebrate weekly success at the "Super Bee" weekly lunch with the principal. School-wide quarterly awards assemblies recognize positive behavior, good attendance, and academic progress. *Students earn tangible rewards for meeting individual and/or group goals. Tangible rewards include enrichment and motivational items such as books, games, brain-smart activities and small toys. • District policies are in place to deal with specific behaviors • Student Rights, Responsibilities, Behavioral Consequences book is distributed to all students every year • Rules and procedures are posted in most classrooms and in bathrooms * Adults are present in halls and entry/exit areas at beginning and end of day * Supervision is active and ample during start and end of day times, as well as at recess • Effective classroom management strategies that maximize instructional time are observed in most classrooms the majority of the time. *Teachers clarify expectations, use principles of Safe and Civil Schools (CHAMPS and Foundations) to create a positive learning environment *Teacher incorporate Kagan cooperative learning strategies • Classroom management is addressed in teacher evaluations • Staff meetings, in-service days and other professional development provides continuous knowledge and skill building in PBIS • A data base is kept on all discipline and used to guide decision making to determine when students need tier-based social/emotional skill instruction • Student Support Meetings are scheduled weekly and used proactively to address behavioral concerns • Strategies based on Sprick's Interventions, such as increased ratio of positive interactions, goal setting conversations, positive reward structures, and providing academic support, are used to help correct misbehavior. *Functional Behavioral Assessments (FBAs) and Behavior Intervention Plans (BIP) are used when first level interventions are not effective • Targeted academic interventions are used to support low performing students

*8/14 This plan is continuing * We created an attendance and behavior school sleepover incentive as well as many incentives to help meet our attendance and behavior goals. We have a Principal's 100 Club where students are recognized by staff doing good - they receive prizes when a school wide goal is met.


How it will lookwhen fully met:

• Student engagement levels will increase in all classrooms • A decrease in student referrals will be noted in student discipline logs

Jane Bedford 05/15/2020

Actions 8 of 9 (89%)12/3/10 The Hunter certified staff will participate in a Love and Logic Workshop

during the August inservice. Other staff members will be invited to participate.

Complete 04/24/2012 Barbara Pile 08/31/2011

Notes: Barbara has been corresponding with Florie Wilcoxson from UAF about the Love and Logic Workshop. The workshop is scheduled for August 15, 2011 at Hering Auditorium. The workshop will run from 8:30-11:30 and continue in the afternoon from 1:00-3:00. Barbara spoke to the other Fairbanks principals at a February meeting in order to promote greater district participation. As a result, the following FNSBSD schools will be joining the Hunter staff in the workshop: Nordale, Two Rivers, NPE, Salcha, Arctic Light, Woodriver, U. Park, Weller, Barnette, Pearl Creek, Joy, Ticasuk Brown, Badger Road and Ladd. Other schools that were unsure but may be participating are Denali, Anderson and Crawford.

1/12/11 Evening parenting classes will be offered to Hunter families so students and their parents are aware of what appropriate behavior should look like.

Complete 04/24/2012 Beverly Owens 05/01/2012

Notes: We feel many of our young parents may not be aware of appropriate boundaries for children. The feeling is if we can better educate parents they will reinforce school expectations.

10/1/12 Implement strategies as recommended by Randy Sprick, including 15 second consequence, hand sweep signal, behavior record keeping, clarifying expectations for routines and procedures, and rewarding new, challenging, and complex positive behaviors.

Complete 05/10/2013 Fawn Jelinek 04/30/2013

Notes:

11/5/10 Within the next few years the district has plans to implement and offer professional development in the scientifically research-based Positive Behavior Support (PBS) Program modeled on and correlated with the RTI framework. As opportunities are presented, various members of the Hunter staff will attend PBS Workshops and become familiar with PBS procedures. Title I Funds will be allocated to support this endeavor.

Complete 05/10/2013 Jeffrey Mann 05/16/2014

Notes: • On May 20, 2011 Barbara Pile, Star Patterson, Russ Brovold, Steve Malcott and Carol Mickelsen attended an Introductory PBIS Workshop facilitated by Stone Soup of Anchorage.

• In the Initial Hunter Title I Budget for the 2011-2012 School Year a total of $9,000 has been earmarked for staff travel ($6,000) and support to attend professional development opportunities ($3,000) such as PBS (also known as PBIS)

* Continue professional development in staff meetings and workshops in PBIS

11/5/10 Common language for behavioral expectations will be developed for Hunter Elementary School.

Complete 09/10/2013 School Staff 10/17/2014

Notes: Progress being made---continue work, e.g. posting expectations in kid language in common areas. Continued 2014-2015 school year.

4/15/14 Behavior team meetings will occur at least 2x monthly to review behavior data, and create, monitor, and revise as needed intervention plans for tier 3 behavior kids. Tier 3 is defined as those students receiving the highest 5% of behavior reports.

Complete 04/27/2016 Robyn Ward 12/10/2014

Notes: 2016-17 This will continue this school year.3/29/15 Effectiveness of common language for behavior expectations used

school wide will periodically be evaluated.Complete 04/27/2016 Robyn Ward 05/20/2016

Notes: We discuss CHAMPS and staff meetings and PLCs for ongoing implementation.

10/26/18 PBIS/classroom management training will take place in the fall, with follow up in the Spring. Contracted with Alaska Sojourners, for PBIS/classroom (CHAMPS) management, one full day in-service in August for all staff, including on-going embedded staff development, 2x per month at PLC (one hour each), and 2x per month with behavior team (2 hours each).

Complete 05/15/2019 Jane Bedford 05/15/2019

Notes:

5/24/19 Behavior team meetings will occur weekly to review behavior data, and create, monitor, and revise as needed intervention plans for tier 3 behavior kids. Tier 3 is defined as those students receiving the highest 5% of behavior reports. 9 new staff members will be trained in CHAMPS prior to the start of the school year, coming in a day early for training.Zones of Regulation will be implemented this year beginning with a staff book study.


Notes:

Implementation: 04/27/2016Evidence

9/11/2013The school wide behavior data shows behavior infractions have decreased significantly. CHAMPS posters are displayed and used in the classrooms. Behavior reminders are visible throughout the school in common areas.

4/27/2016Parents and visitors notice a difference (respect) in the school. There are on-going behavior concerns in school, but the staff has tools to work with students and students have a format/information that address behaviors.

Experience

9/11/2013Exhausting and Exhilarating. We had a full year of staff development training in CHAMPS. Randy Sprick came to Hunter and provided a day long CHAMPS and Beyond training in May 2013. All Staff are incorporating CHAMPS in the classrooms. Foundations and Interventions practices from Safe and Civil Schools are used, including school wide guidelines for success and the implementation of a leadership team.

4/27/2016CHAMPS and safe and civil schools has changed the climate of the school.

Sustainability

9/11/2013Provide continual professional development in PBS materials from Safe and Civil Schools. Implement a plan to partner new teachers with established teachers to share and teach the behavior management practices here at Hunter.

4/27/2016Continue refreshing and revisiting with staff. Train new staff

4.02 School staff create and implement schoolwide operational procedures that minimize disruptions to instructional time.(343)(SWP)


Initial Assessment: 10/23/2018 • District policies are in place to deal with specific behaviors • Student Rights, Responsibilities, Behavioral Consequences book is distributed to all students every year • Rules and procedures are posted in most classrooms and in bathrooms * Adults are present in halls and entry/exit areas at beginning and end of day * Supervision is active and ample during start and end of day times, as well as at recess • Effective classroom management strategies that maximize instructional time are observed in most classrooms the majority of the time. *Teachers clarify expectations, use principles of Safe and Civil Schools (CHAMPS and Foundations) to create a positive learning environment *Teacher incorporate Kagan cooperative learning strategies • Classroom management is addressed in teacher evaluations • Staff meetings, in-service days and other professional development provides continuous knowledge and skill building in PBIS • A data base is kept on all discipline and used to guide decision making to determine when students need tier-based social/emotional skill instruction • Family Support Meetings are scheduled weekly and used proactively to address behavioral concerns • Strategies based on Sprick's Interventions, such as increased ratio of positive interactions, goal setting conversations, positive reward structures, and providing academic support, are used to help correct misbehavior. *Functional Behavioral Assessments (FBAs) and Behavior Intervention Plans (BIP) are used when first level interventions are not effective • Targeted academic interventions are used to support low performing students


How it will lookwhen fully met: All common areas of the school will have CHAMPS expectations

displayed

Student engagement levels will increase in all classrooms

AIMSweb Plus and MAP test scores will improve due to more time on task for students

Decreased number of Discipline referrals and student suspensions.

Objective Met04/05/19


Actions10/26/18 Implement school wide expectations in all common areas and post

expectations. Each classroom devise expectations for classroom routines and transition time. Provide PBIS/classroom management training will take place in the fall, with follow up in the Spring. Contracted with Alaska Sojourners, for PBIS/classroom (CHAMPS) management, one full day in-service in August for all staff, including on-going embedded staff development, 2x per month at PLC (one hour each), and 2x per month with behavior team (2 hours each).


Notes:

KEY 4.03 School staff communicate school-wide behavior expectations that are understood and achieved by students, and staff provide positive behavioral supports.(344)(KEY,SWP)


Initial Assessment:4/19 In depth training complete with current staff. New staff will need training in the fall of 2019 to continue school wide implementation.

10/18 Provided in depth training for all staff during first in-service day of the school year. Ongoing training provided throughout the 2018-2019 school year, 2 times a month at PLC. Training provided for Behavior Aides and counselor 2 times a month for 2 hours. School common areas have set expectations that are shared among staff. After School Program continues to implement CHAMPS model and set expectations that mirror school day expectations.

8/17 Provide refresher CHAMPS training to veteran staff and more in depth training for new staff. On-going training throughout the year for new staff. 8/16 - Started the year refresher training staff on CHAMPS with videos. First day of school did a skit, signs,and behavior aides and teachers shared expectations with staff. 4/27/16 - We will continue to train staff to work with students so that behavioral expectations are observable for the 2016-17 school year. 9/9/15 Continue with behavioral expectations school-wide. 9/14 Behavioral expectations are clearly communicated by all staff and understood by students. We have met our goal and will continue to use Safe and Civil Schools model with all new staff and students. We have an indicator score of 3. Currently, behavior standards for respect, kindness, safety, focused learning, and others are in place and communicated by staff. Each teacher and instructional support staff implements a positive behavior routine for all students. A school wide progressive behavior plan is in place to help students learn limits and be responsible for choosing appropriate school behavior. The system includes discipline report communications with parents, a computer based model for recording and tracking student behavior, and a behavior aide to provide supervision and guidance when students need to reflect on their behavior and write an individual goal for making a change. Have all students met standards? Not yet. But we're getting there based on reduced numbers of discipline reports and lost instruction time for behavioral reasons.



How it will lookwhen fully met: 2019 Students will know classroom and school wide behavior

expectations. Student behavior will improve as reported by teacher and staff observations, principal walk-through observations, and a reduction in the number of students receiving written referrals. Behavior data system will be used to make decisions about appropriate interventions to teach positive behavior.

2017- 2018 Students will know classroom and school wide behavior expectations. Student behavior will improve as reported by teacher and staff observations, principal walk-through observations, and a reduction in the number of students receiving written referrals. Behavior data system will be used to make decisions about appropriate interventions to teach positive behavior. Interventions include suggestions from Sprick, including gathering frequency/intensity data, increasing the ratio of positive interactions, having planned discussions and goal setting conversations with student, using balance of appropriate level consequences and low-cost rewards, and providing academic assistance when needed. Hunter utilizes more formal functional behavioral analyses and intervention plans to address needs that do not respond to tier 2 or tier 3 type interventions.



Actions10/1/12 Provide in-service training with Randy Sprick to cover PBIS,

CHAMPS.STOIC, and 16 great strategies to promote positive behavior.Complete 05/10/2013 Jeffrey Mann 10/30/2012

Notes:

4/24/12 Continue to develop and post school wide behavior expectations for classrooms and common areas (i.e. halls, lunch area, playground, bathrooms)

Complete 09/11/2013 Steve Malcott 12/18/2012

Notes: Continue working on this in fall 2012. Target date for expectations posted--9/25/12

10/1/12 Hire second behavior aide to provide more preventative behavioral support during classroom instruction and in other less-structured times of the day.


Notes:

10/1/12 Use beginning of the year assembly to share explicit behavioral expectations in common areas, including hallways, bathrooms, enter/exit times, and playground. Use morning announcements for principal to set school wide behavioral expectations. Encourage classroom systems to reward positive behavior. Acknowledge good behavior regularly in announcements, during daily encounters with students, and at quarterly assemblies.


Notes:

10/1/12 Hold weekly PLC meeting focusing on behavior, students of concern, and strategies to support positive behavior throughout the school. PLC members include counselor, both behavior aides, and principal.

Complete 05/10/2013 Steve Malcott 04/30/2013

Notes:

10/1/12 Create "student jobs" to provide meaningful opportunities for students to have mentor relationship with positive school role model. Examples of jobs might include: kindergarten assistant, commons table cleaner, flag attendant, end of day chaperone, library assistant, or playground duty.

Complete 05/13/2013 Angela Roberts 04/30/2013

Notes:

10/11/16 +Staff received training at the start of the year. +Train new staff in CHAMPS, +Key behavior staff will attend 'Tough Kids' training


Notes: 5/17 -Tasks listed have been completed.

3/26/18 3/26/18 Work to bring a trainer in from Safe and Civil Schools to lead all staff in CHAMPS training.


Notes: If unable to fund a trainer, build weekly training into current weekly PLC meetings.

5/4/17Train all staff in school wide use of CHAMPS


Notes: Staff will be trained using CHAMPS videos and walk through observations of current staff utilizing CHAMPS.

10/23/18 10/18 Provided in depth training for all staff during first in-service day of the school year. Ongoing training provided throughout the 2018-2019 school year, 2 times a month at PLC. Training provided for Behavior Aides and counselor 2 times a month for 2 hours. School common areas have set expectations that are shared among staff. After School Program continues to implement CHAMPS model and set expectations that mirror school day expectations.

Complete 05/15/2019 Don Kardash 05/15/2019

Notes:

5/24/19 2019_2020 Train all new staff in school wide behavioral expectations and CHAMPS. Bring all new staff in one day prior to staff contract start date to complete in depth CHAMPS training and introduction to Hunter.

Complete 08/30/2019 Behavior Task Force, Don Kardash

05/15/2020

Notes:

Implementation: 09/09/2015Evidence 9/9/15 Hunter continues with CHAMPS, morning messages, super bee

lunch, quarterly awards ... events continued and created from 2014.

9/10/14

Hunter implements Safe and Civil Schools and CHAMPS - before, during, and after school. Expectations are posted in common areas - gym, PE, halls, bathrooms,. .. We have morning messages, super bee lunch, attendance incentives, quarterly awards assemblies recognizing, attendance, citizenship, and academics.9/11/2013The number of misbehavior incidents has dropped significantly over the past two years. In 2012-13 the number of out of school suspensions dropped to less than 10 total days.

Experience

9/11/2013Relentless and consistent focus on this goal. Staff and Families notice the improved behavior and comment on it frequently.

Sustainability

9/11/2013We will continue to make it a priority and celebrate the successes and address the on-going challenges.

KEY 4.05 School staff provide extended learning opportunities, and students in need of additional support regularly participate.(346)(KEY,SWP)


Initial Assessment:10/2018 Hunter provides a full STEAM based After School Program through a 21st Century Grant. Students are invited to participate in the ASP based on the need for additional academic support first. Additionally, 4 part time classroom tutors are hired with Title I funds and are utilized in the school as push in, or pull out, support for students in need of academic support. When utilized in the push in manner, either the tutor or the classroom teacher provide extended learning opportunities while the other provides support to the rest of the class. Extended Learning opportunities are also offered by the ELP teacher who works at Hunter 1.5 days a week.


KEY 4.06 School and classroom environments reflect respect for all students and cultures, and they reflect an understanding of the cultural values of the students and community.(347)(KEY,SWP)


Initial Assessment:5/19 Current Journey's and Social studies curriculum support cultural diversity and all teachers utilize curriculum. ANE staff provides Culture Club once a week, open to all students. ELL tutor provides cultural support for students both in the classroom and through pull-out services. New JOM position provides services for students and parents at school, provided by FNA. Flexible seating options are available in all classrooms for student choice. Students choose their seating options based on their learning style and need.

10/18 Current Journey's and Social studies curriculum support cultural diversity and all teachers utilize curriculum. ANE staff provides Culture Club once a week, open to all students. Flexible seating options are available in all classrooms for student choice. Students choose their seating options based on their learning style and need.

10/16 + ANE provides cultural classes weekly + Principal reads information in the morning messages regarding cultures. + Teachers provide activities surrounding culture.



+Ensure all staff have the cultural standards +Work with ELL and ANE staff to provide additional support to staff and students +Work with New ELL tutor to develop school wide programs.

Nancy Teter 05/15/2020

Actions 2 of 3 (67%)10/11/16 Continue to work with ELL and ANE staff to create school wide plans. Complete 05/18/2018 Nancy Teter 05/11/2018

Notes: Possible Multi-cultural assembly, luncheon. Work with community and statewide groups to provide cultural opportunities.

3/26/18 Personalized Learning has provided an inroad for staff to meet students needs at their level and in the learning style that suits them best. With this, teachers will encourage cultural competence through use of diverse materials, topics, and projects. Staff will utilize ANE and ELL tutors' cultural expertise for support.

Complete 05/10/2019 Nancy Teter 05/10/2019

Notes: On-going5/24/19 ELL and ANE tutor provide cultural support for students both in the

classroom and through pull-out services. New JOM position provides services for students and parents at school, provided by FNA.

Nancy Teter 05/15/2020

Notes:

KEY 4.07 School staff communicate effectively with parents about learning expectations, student progress, and reinforcing learning at home; staff implement effective strategies to increase parent engagement.(348)(KEY)


Initial Assessment:10/2018. School staff communicate with parents using a variety of methods including; Bloomz, Class DoJo, Class Newsletters, and personal phone calls. Learning expectations and student progress are discussed at our annual Open House and during Parent/Teacher conferences. Hunter has worked diligently over the past 2 years to ensure all parents have signed up for, and can log into, their parent account in Power School by providing a table with computers, staff, and detailed directions at Parent/Teacher conferences. With this, parents can easily check student progress throughout the year. We have brought back our parent PTO in the last year, which has helped to engage more parents at Hunter.


KEY 4.08 School priorities, goals, plans, and events are collaboratively developed by school staff members, parents, students, and community members, and these plans are communicated to all stakeholders by school staff.(349)(KEY,SWP)


Initial Assessment:5/19 In addition to the outreach currently in place via newsletters, phone calls, and occasional home visits, school administration will make a concerted effort to inform parents about school priorities and to invite parental participation in dialogue and planning to meet student needs through the use of Blackboard Connect via text, email, and Robo calls.

9/17--On-going meetings with parents and staff to discuss/refresh goals and plans for the year. 9/20/16 - Met with staff and parent to discuss goals and set a plan for the year - Parent engagement and volunteers. Hunter does communicate with parents regularly through methods, such as, newsletters, PTA meetings, blackboard connect, Parent involvement nights, about school priorities and we do invite quite a bit of participation. Teachers host parent nights at the beginning of the year to review goals and expectations with parents. Teachers send routine weekly newsletters to inform parents of goals and invite participation in various ways, including as chaperones, classroom presenters, and assistants. The principal writes a monthly newsletter address about essential learnings and positive school behavior. Parents are invited to PTA gatherings at the school to discuss issues and concerns, including behavior and academics, as well as for a review and discussion of the year's AMP information and school report card. Hunter hosts a busy menu of more than monthly Parent/Family night activities, including Parent University nights with topics such as effective parenting, internet safety, and anti-bullying, Other parent involvement events include a harvest dinner of our school garden, seasonal craft night, math night, Parenting Partners, students-are-authors-and-artists day, and a community wide potluck celebrating our students and families of Ak. Native or Am. Indian heritage during the month of November. 8/2014 These are continuing with the plan that is in place while adding parenting surveys to encourage parents to be more involved.




In addition to the outreach currently in place via newsletters, phone calls, and occasional home visits, school administration will make a concerted effort to inform parents about school priorities and to invite parental participation in dialogue and planning to meet student needs. Hunter will solicit increased PTA information attendance by personal contact, use of automated phone and email system, and offering of incentives. Hunter will hold 2 PTA informational meetings annually, one in October and the second during the third quarter of the school year.


Actions 12 of 14 (86%)10/1/12 Host Open House in classrooms within opening 2 weeks of school to

inform parents about academic programming and expectations.Complete 09/21/2012 Jeffrey Mann 12/20/2012

Notes:

10/1/12 Continue to host variety of family nights and family school celebration activities, including: awards assemblies for academic and behavior success, academic performances (e.g. Author Teas, Geo bee, Spelling Bee, Speech contest, ) and art performances (Carnegie Concert, Band and Orchestra concerts, whole school art shows).

Complete 05/10/2013 Roseanne Sample 04/30/2013

Notes:

11/13/11 Advertise quarterly PTA meetings in advance 2 weeks in advance. Use newsletter, website, and blackboard connect to notify.

Complete 09/10/2014 Leigh Anne Rambus 05/16/2014

Notes: 9/10/14PTA meetings are advertised monthly on the website.

continue earlier advertising. Try personal invitations. goal increase by 2 each monthly meeting, up to 10 members in attendance.

January 2013 PTA meeting had 30 attendees--staff, parents, and students.

10/1/12 Offer continuing courses in "Parents as Partners." Continue to offer training to parents and staff to become facilitators of the Parents as Partners class.

Complete 05/10/2013 Stephanie Powers 04/22/2015

Notes:

9/9/15 2015-16 Offer a Parenting partner class. Parents signed up with interest during our Open House.


Notes: 10/16 Parenting Partners class was offered and attended by parents.10/7/14 Continue Parenting Partners workshops Complete 09/03/2015 Jane Bedford 05/20/2016

Notes: One Parenting partners workshop was provided for the 2014-15 school year with limited participation. We will reevaluate whether to offer one or two next year. Also look at methods for getting more parent involvement. Also will look at better methods to involve parents in school opportunities.

10/7/14 Create and distribute parent surveys to gather data on how to best engage our families in school collaboration. Use the information to further our school plan.


Notes: 10/16+A survey was distributed to parents and data was evaluated by the team.Information for the 2014-15 school year was gathered. Continue to work on including parents in the development.

5/4/17 Revitalize PTA and parent involvement. Complete 08/28/2018 Jane Bedford 05/11/2018Notes:

3/26/18 3/26/18 Increase PTO membership to support school goals and objectives.


Notes:

3/26/18 3/26/18 Collaborate with specialists to create school videos that communicate school priorities, goals, plans, and events. Videos to be shared on school website to communicate with all stakeholders.

Complete 05/10/2019 Billy Smith 05/10/2019

Notes:

10/23/18 Prior to the start of the school year, outreach to families via staff participation in a neighborhood visit, knocking on student doors, handing out back to school fliers, and engaging parents in school conversation. In addition to the outreach currently in place via newsletters, phone calls, and occasional home visits, school administration will make a concerted effort to inform parents about school priorities and to invite parental participation in dialogue and planning to meet student needs. Hunter will continue to build the membership in PTO. Hunter will hold 2 PTO informational meetings annually, one in October and the second during the third quarter of the school year.


Notes:

5/24/19 Prior to the start of the school year, outreach to families via staff participation in a neighborhood visit, knocking on student doors, handing out back to school fliers, and engaging parents in school conversation.


Notes:

10/21/19 Hunter will continue to build the membership in PTO. Hunter will hold 2 PTO informational meetings annually, one in October and the second during the third quarter of the school year.


Notes:

10/21/19 For the 2019-2020 year Hunter will reduce the number of evening events from 9 to 5, focusing on quality of information/activities to increase parent engagement and participation.


Notes:

Implementation:Evidence

9/10/2014*Monthly parent meetings were held and attended by parents and staff.*We have an increased number of parents on power school from our outreach.

Experience

9/10/2014PTA meetings are advertised monthly on the website. Notes are sent home with students.

Sustainability

9/10/2014Continue to contact parents and invite them to attend and participate in PTA meetings.

Core Function: Professional DevelopmentEffective Practice: Domain 5.0- There is evidence that professional development is based on data and reflects the needs of students, schools, and the

district.KEY 5.01 School staff use multiple sources of student assessment data as a

primary factor in determining professional development priorities.(350)(KEY,SWP)


Initial Assessment:10/23/2018 Through the data review process at the Spring Title I meeting, the building administrator, teachers, and parents review recent data from AIMSweb Plus, MAP, PEAKS, behavior logs, suspensions, and referrals to determine student and school needs. Through this process, school/students needs are prioritized and recommendations are made for Professional Development. Those recommendations are brought to the school staff for discussion/additions/deletions and the building leadership team then develops the Professional Development plan.


KEY 5.03 School staff embed professional development into daily routines and practices.(353)(KEY)


Initial Assessment:10/2019 Current implementation efforts include:

10/2018. Currently our staff is engaged in on-going professional development in utilizing PBIS (CHAMPS) in their classrooms and throughout the school. Daily routines and practices are being developed as staff works through the learning process. Our work on Positive Behavior Systems will be followed by professional development in Social Emotional Learning.


How it will lookwhen fully met: 10/2018. In full implementation, all students will understand the

CHAMPS acronym, and will be able to identify the exact expectations in their classroom for each activity. Likewise, teachers will model CHAMPS in their classrooms, and will have set up full expectations for all classroom activities, including transitions.


Actions 1 of 2 (50%)10/21/19 New staff to Hunter will be provided CHAMPS training prior to the start

of the school year. Complete 08/16/2019 Jane Bedford 08/16/2019

Notes:

10/21/19 TBD Jane Bedford 05/15/2020Notes:

Core Function: LeadershipEffective Practice: Domain 6.0- There is evidence that school administrative leaders focus on improving student achievement.

6.01 Instructional leader uses a team approach to facilitate the implementation of a continuous school improvement planning process that includes assessing, planning and monitoring.(357)


Initial Assessment:10/2019: Evidence of implementation an sustainable efforts:

10/2018. Principal leads STEPP Plan meetings with the Leadership team, Title I team, and Parents. Principal and the Personalized Learning team leads staff discussion and implementation of PL for continuous school improvement. Staff meeting agendas and Professional in-service agendas are developed and discussed with the Leadership Team for input prior to full staff meetings. Parents are invited to participate in school-wide planning at the Annual Title I meeting and throughout the year via conversations and monthly newsletters.

10/16 - Continue 2015-2016 Continue 2014-2015 • Principal facilitates Stepp Plan meetings with Title I/Leadership team. * Principal develops staff meeting agendas and professional in-service agendas to focus on key school goals of improving instruction/learning in language arts, math and behavior. • Parents are invited to participate in school-wide planning at Annual School Report Card Meeting and throughout year through conversations and in monthly newsletters • Principal directs PLC meetings to address data review and development of plans to address needs shown in data. • Teachers regularly study Alaska State Standards and study how to integrate these into current teaching.


6.02 Instructional leader(s) regularly assist teachers in understanding the data from various student assessments to improve instruction.(359)


Initial Assessment:10/2019: Evidence of implementation and sustainable efforts:

10/2018 MAP and AIMSweb Plus screening is completed three times per year, with Instructional Coach providing support for teachers and support staff administering the screenings. Instructional Coach reviews testing data with grade level staff at PLC's directly following screenings. PEAKS assessments scores are reviewed by staff regularly. Staff discuss student data and instruction monthly in PLC meetings. The Instructional Coach facilitates data meetings with grade levels and individual teachers to discuss which students should receive extra support, what the targeted instruction needs are, and what type of intervention best meets those needs.

10/16 - continue 2015-2016 Continue AMP and this year MAP test assessments will also be used. 2014-2015 • SBAs scores and AIMS/web assessments are reviewed by staff regularly • Monthly during PLCs staff discuss student data and instruction • Inservice opportunities are provided for teachers to learn how to administer and interpret assessments • Staff is encouraged to participate in webinars on formative and summative assessments • Parent Input Forms and Community Surveys are distributed and reviewed annually * Literacy Coach facilitates data meetings with grade levels and individual teachers to discuss which students should receive extra support, what the targeted instruction needs are, and what type of intervention best meets those needs 8/14 Meetings with teachers and RTI staff are added at lease 3 times per year.


6.05 Instructional leader(s) conduct formal and informal observations and provide timely feedback to staff members about their instructional practices.(363)


Initial Assessment:10/2019 Evidence of implementation and sustainable efforts include:

10/2018 Using the on-line Danielson evaluation tool for staff evaluation the Principal is able to provide multiple classrooms observations throughout the school year, with required follow up meetings with each staff member for feedback. Also, the Principal keeps a self created, informal observation spreadsheet up to date with times, dates, and notes on observations to ensure consistent time in each classroom throughout the year.

10/16 - Continue 2015-2016 continue - Using the Danielson evaluation tool this year with multiple observations and meetings with teachers. 2014-2015 *Principal conducts regular (weekly or more) walk-through observations for all instructional staff * Principal conducts formal observations with notes/feedback 1-2x per year for all teachers• SBAs scores and AIMS/web assessments are reviewed by staff regularly • Weekly PLCs are scheduled to discuss student data and instruction


6.06 Instructional leader(s) consistently build productive, respectful relationships with parents and community members regarding school programs and school improvement efforts.(364)



10/2018 School programs and improvement efforts are placed on the school website. Parent/student night activities are developed around areas of school improvement, and students must bring a parent with them to attend. School community partners are involved in school activities and students are currently reciprocating involvement by providing art work and reading time with elders in the community. Parents are invited to participate in the school improvement process and 2 parents are currently serving on the Title I team. Principal attends all PTO meetings to stay engaged and involved with parents and activities at school.

10/16 - Continue 2015-2016 Continue * Parents are invited to volunteer at school • Parent night activities • School report card published on Hunter's website • Parents are invited to participate in the school improvement process • Annual School Report Card Meeting • Parent member on Title 1 Team • Parents employed in tutoring and aide positions • Community members and organizations involved in school functions • Instructional leader encourages staff and students to participate in community activities *Oral feeback at parent meetings are positive and supportive


6.08 Instructional leader regularly analyzes assessment and other data, and uses the results in planning for the improved achievement of all students.(358)



10/2018-2019 Principal and Instructional Coach lead staff in PEAKS data review at the beginning of they year to identify school areas of strength and needs. Principal and Instructional Coach meet to review and discuss Behavioral, AIMSweb Plus and MAP data a minimum of three times a year and develop a plan for presenting data to staff. Plans for Personalized Learning and differentiation are based on a review of the above data. Progress monitoring is done for students showing academic need. Monthly PLC meetings are used by grade level teams to review and discuss student data and progress, learning goals are adjusted as students master subject matter.

10/16 - Continue 2015-2016 Continue 2014-2015 Principal, Literacy Coach and instructional staff review data multiple times per year. Aimsweb and SBA data is reviewed at the beginning of the year to identify student strength and needs. Plans for differentiated instruction are based on this data and classroom observations. Assessments are conducted in reading, math, and writing. Progress monitoring is conducted in reading with Aimsweb fluency measures as well as curriculum assessments in comprehension and vocabulary skills. Teachers and administrator review assessment results to monitor the progress of Tier 2 and 3 students and to determine any necessary intervention changes. Math assessments are used to identify student students in need of intervention support. Aimsweb and unit assessments are used to monitor the progress of students with essential math skills. 6-trait writing assessments are given 3x a year and are part of each student's writing portfolio. Writing samples are evaluated collectively by team members in PLCs.


Core Function: Title ProgramsEffective Practice: Domain 8.0

8.04 This school assists preschool children in the transition from early childhood programs, such as Head Start, Even Start or any other preschool program, to local elementary school programs.(2117)



2018-2019. Hunter is home to two district-wide Pre-school programs, one special needs program and one communication delayed program. We continue to house the Kindergarten Jump start program in June, including transition meetings for KJS students and and student ready to enter Kindergarten. Transition meetings include all stake-holders: parents, teachers, and any other needed agency representatives.

2017-2018 Hunter is home to a district-wide special needs pre-school program and this year has piloted a two day a week CDS pre-school program for students with speech/language delays. We also are one of the schools who house the Kindergarten Jump Start program in the summer. Transition meetings occur for students in the KJS program, and for any student ready to enter Kindergarten. Transition meeting participants include all stake-holders: parents, teachers, and other agency representatives as needed.

5/17 Continue 10/16 - continue 2015-2016 Continue 2014-2015 Hunter currently houses a district-wide special needs pre-school program. Transition plans and meetings are put in place for any student getting ready to enter Kindergarten. Transition meetings include parents, special education staff, reg.ed teachers, and other agency representatives as needed, such as Thrive Alaska. Our school works cooperatively with other preschool programs, such as Head start, to transition students into our program as needed.


8.05 Federal, State, and local service programs are integrated and coordinated.(2118)



2018-2019 Federal, state and local agencies are fully integrated at Hunter. Title one staff include an Instructional Coach and Instructional Support Tutors. Hunter works with agencies and provides supports for Migrant education students, Homeless students, students in OCS custody, English Language Learner students, Alaska Native Education students, the JOM program supported by FNA, students in need of free and reduced meals, and students with disabilities. We coordinate and provide an excellent After School Program, and work with the Big Brother/Big Sister program, Headstart, Thrive Alaska, and the ABEL program. We fortunate to house one of the district social service managers and have fully integrated the the service in our school. We are currently in process of partnering with the University of Alaska-Fairbanks to bring mentors into the building.

2017-2018 Federal, state and local agencies are fully integrated at Hunter. Title one staff include an Instructional Coach and Instructional Support Tutors. Hunter works with agencies and provides supports for Migrant education students, Homeless students, students in OCS custody, English Language Learner students, Alaska Native Education students, students in need of free and reduced meals, and students with disabilities. We coordinate and provide an excellent After School Program, and work with the Big Brother/Big Sister program, Headstart, Thrive Alaska, and the ABEL program. This year we fortunate to house one of the 5 district social service managers and have fully integrated the the service in our school.

10/16 - Continue 2015-2016 Continue 2014-2015 Hunter provides a broad array of integrated and coordinated services from federal, state, and local programs. These include services and supports for students with disabilities, free and reduced meal supports, Migrant education support, Homeless student support, English Language Learner support, Alaska Native Education support,JOM, RTI instructional support, Title I programming and staffing, Transportation, and After School Programming, Big Brother/Big Sister, Fairbanks Arts Association, and the Literacy Council. Hunter works closely with outside agencies to meet student needs. Some of these agencies include Headstart, Thrive Alaska, ABEL, Autism Outreach, and Office of Children Services.


8.06 All instructional paraprofessionals will meet minimum qualifications.(2119)



10/2018 All Para professionals working at Hunter are screened by the district Human Resources Department to ensure they meet the minimum qualifications. All either have 48 college credit hours or have passed the Para-Pro assessment.

9/17 Para professionals must have 48 hours of college credit or have passed the Para-Pro assessment. 10/16 - Continue 2015-2016 Yes, as affirmed by district Human Resources office.


8.07 The school will have strategies to attract and retain effective teachers.(2120)



2018-2019 Hunter's website is updated regularly with school happenings to attract excellent teachers. Hunter utilizes the District's Human Resources Office to post open positions and screen applicants for qualifications. Once screened, applicants are interviewed by a school team.

2017-2018 Hunter's website is updated regularly with school happenings to attract excellent teachers. Our recent K-8 video highlights community service activities and Personalized Learning. Hunter utilizes the District's Human Resources Office to post open positions and screen applicants for qualifications. Once screened, applicants are interviewed by a school team.

10/16 - Continue 2015-2016 Continue 2014-2015 Hunter recruits applicants through the district's human resources office which screens applicants, including that each meets qualifications for highly qualified definition.


Core Function: Title Programs

Effective Practice: Parent Involvement (Title I)8.10 The school's Parent Involvement Policy provides specific training

activities and decision-making opportunities for parents for the planning, implementation, and evaluation of the Parent Involvement Policy, compacts, and school plans.(2123)(FEP)



10/2018 Parents are invited through Blackboard connect messaging, email, school newsletter, and surveys to participate in school planning and decision making. Parent involvement policy is reviewed with parents yearly at Parent/Teacher conferences for agreement and input. PTO meetings and parent meetings are used to discuss and evaluate the Parent Involvement Policy, Title I plan, and our school plan. Parenting Partner workshops continue to be offered once a year.

2014 Hunter has just concluded an initial 8-week series of classes in the Parents as Partners program. Hopefully, parents who have attended this and a future winter session will also attend Hunter's PTA meetings and/or spring community meeting which will be forums for discussing and evaluating the Parent Involvement Policy and school plans. 8/2014 We are continuing our Parents as Partners program and are inviting parents to join PTA. Parents are encouraged through a blackboard connect system, email, newsletter, and surveys to participate in school planning.




Attendance at our annual school report card and spring community planning/evaluation meeting will include more parents than just the PTO executive board.



Actions11/16/11 1. Schedule community meeting at JP Jones Center in May after SBAs

are released to discuss school progress towards improved student achievement.

Complete 04/25/2012 Michelle Wilken 05/20/2012

Notes:

10/1/12 Offer second year of "Parents as Partner" classes. Continue to offer day care so parents with young children can still participate

Complete 05/17/2013 Stephanie Powers 04/30/2013

Notes: Staff completed the second semester set of Parents as Partners classes in April. This was the second year of these trainings for parents.

Implementation: 10/31/2018Evidence 9/11/2013

Parents registered for our Parent Partner classes for 4 semesters over 2 years. 24 people attended our 2012-13 annual information and planning meeting.

Experience 9/11/2013Attendance at our 2012-13 School Report Card and Planning meeting improved 3x from previous years.

Sustainability 9/11/2013We will need to continue to advertise and directly invite parents to attend these annual informational and planning events.

comprehensive progress report · 10/29/2019 · effective practice: domain 2.0- there is evidence...

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