Coffee With the Principal Café con el Director Mr. Ruiz

Continuous Improvement Plan 5 Primary Areas of Improvement 1. Strengthen Instruction for all students 2. Intervention Program for struggling students 3. Data-Driven Decision Making 4. Coordinated and comprehensive services 5. Plan development, implementation, and evaluation

Overall Goals Reading: WVES will increase the percentage of students passing the AIMS Reading assessment. 3rd Grade will increase by 5% from 75% to 80% 4th Grade will increase by 7% from 73% to 80% 5th Grade will increase by 6% from 76% to 82% Increase the number of “exceeding” students from 6.7% to 10% Decrease the number of “falls far below” students by 5% Math: WVES will increase the percentage of students passing the AIMS Math assessment. 3rd Grade will increase by 4% from 71% to 75% 4th Grade will increase by 10% from 60% to 70% 5th Grade will increase by 5% from 60% to 65% Increase the number of “exceeding” students from 18% to 23%

Overall Goals Writing: WVES will increase the percentage of students passing the AIMS Reading assessment. 5th Grade will increase by 10% from 46% to 56% Increase the number of “exceeding” students by10% Decrease the number of “falls far below” students by 5% ELD: WVES will increase the percentage of students passing the AZELLA assessment, by 10% from 34% to 44%. Special Education: WVES will increase the percentage of SPED students passing the AIMS Reading and Math assessment by 15% and decrease the number of “falls far below” students by 10%. Attendance: WVES will maintain the rate of student attendance at or above 95%.

Strengthen Instruction for All Students Professional Development for teachers Horizontal articulation School vision, mission statement School leadership team Peer Leaders for new teachers RTI Program (Intervention) Equitable distribution of teachers Classroom data collected and analyzed Teacher evaluation based on student achievement

Intervention Program for Struggling Students Assign a Reading Interventionist for struggling readers Set student criteria for participation Select staff to provide interventions Set criteria for exiting students from intervention Interventions integrated into classrooms Gifted program in place Data binders maintained Systematic assessment and data collection process “Child Study” process in place

Data-Driven Decision Making Quarterly District Testing Common Prep time for grade levels Common Team Meetings Common Formative Assessments Bi-weekly data dialogues with administration Vertical articulation Horizontal articulation Data Binders maintained

Coordinated and Comprehensive Services Title 1, Title 3 Programs Tutoring Program for 3rd – 5th Grade students 1st – 2nd grade ELD students Transition programs from Headstart/Preschool to Kindergarten Transition program for 5th to middle school Middle school orientation 5th grade class switching Parent and Family Engagement Home-School Communication - newsletter, agendas, Coffee with Principal Annual Title 1 meeting Curriculum Nights PTO Meetings, events American Dream Academy

Plan Development, Implementation, Evaluation District Assistance, Support Schoolwide Planning Committee – Site Leadership Team Monthly meetings Weekly Professional Development Meetings (Thursdays) – based on school data, district initiatives, school improvement initiatives Communication of C.I.P. – school website, monthly Coffee with the Principal, PTO meetings, newsletter Quarterly revisions for C.I.P.

Move On When Reading Did you know that Arizona Revised Statute (A.R.S.) 15-701 clearly defines the urgency and seriousness of ensuring all students are reading proficiently by the end of third grade? According to the law, current first grade students who fall far below on the 3rd grade state reading assessment (AIMS) in their third grade year are to be retained in third grade and provided intensive intervention both during the school day and in extended learning opportunities.

What Should Parents Do? Que Deben de Hacer Padres? Ask questions. Preguntar preguntas Know your child’s DIBELS score. Saber el nivel DIBELS de su hijo Talk to your child’s teacher. Hablar con el/la maestro(a) Reserve time and space for practice at home. Tener tiempo y espacio para practicar en casa READ! LEER!

DIBELS The DIBELS assessment assesses five areas Letter naming: Children are progress monitored on each area throughout the year. Benchmarked 3 times a year Letter naming: Recite the alphabet with one to one correspondence Flash Cards Phonemic Awareness: Can children identify the individual sounds in words? Important for writing and blending sounds when they begin reading Give the children individual sounds and ask them blend them into words.

Reminders December 17th – Winter Concert, 5:00P Cafeteria December 16th – 20th – Spirit Week Friday – Special Reading “Polar Express” December 23rd – January 3rd – Winter Break

Thank you for your presence! Gracias por su asistencia!