Continuous School Improvement Plan

Literacy walkthroughs continued through the 2bd quarter of the school year. Here are some data highlights:

91% of teachers observed effectively used the curriculum

83% of teachers observed created clear and concise expectations

86% of teachers observed used additional resources to support the curriculum

80% of teachers observed used immediate corrective and affirmative feedback

68% of teachers observed effectively used instructional time

65% of teachers observed varied practice opportunities

We have worked hard over the past 3 months ensuring that teachers are effectively using the approved curriculum and additional resources. We will continue to work on effectively using instructional time and varying practice opportunities for students. Teachers are continuously meeting with the EES Literacy Coach to receive feedback from walkthroughs.

The EES Literacy Committee has created a literacy resource hub for teachers to use plan for instruction. This is a continuing initiative of the Literacy Committee to create one space for all expectations and resources of the literacy block to be found.

During the 3rd quarter, we plan to focus on the components of the literacy block and continue to strengthen the core curriculum. During our recent professional development day in January, the EES Literacy Coach provided guidance on phonemic awareness and phonics instruction.

During the 3rd quarter, we focused on the components of the literacy block and continue to strengthen the core curriculum.  During our recent professional development day in January, the EES Literacy Coach provided guidance on phonemic awareness and phonics instruction. In PLC’s, teachers received professional learning on fluency and the EES Literacy Coach met weekly to plan with teams with the goal of improving alignment and strengthening the core literacy instruction. 

VALLS Mid Year Data indicated an increase of 

• 13% of students in the low and moderate risk in Kindergarten
• 4% of students in the low and moderate risk in 1st Grade
• 4% of students in the low and moderate risk in 2nd grade 

During the 4th quarter, we held professional learning on comprehension and putting all the literacy pieces together. The EES Literacy Coach met weekly to plan with teams with the goal of improving alignment and strengthening the core literacy instruction.   Literacy walk thurs were put on hold due to a shift in the walkthrough tool changing for next school year. 

VALLS End of Year Data indicted an increase from the fall of 2024 to the spring of 2025 of

11% of students in the low and moderate risk in Kindergarten
0% of students in the low and moderate risk in 2nd grade 

VALLS End of Year Data indicted an decrease from the fall of 2024 to the spring of 2025 of

4% of students in the low and moderate risk in 1st Grade

SOL overall pass rate fell below the goal of 90% in grades 3-5:

• Grade 3 reading - 46.67
• Grade 4 reading - 59.57
• Grade 5 reading - 67.62

Fall screeners have been administered, but not yet reviewed with all teachers. 

Each grade level has given at least one common grade level assessment in the last month. Several of the teams have collaborated around what remediation or extension might look like based on the results of the common grade level assessment. Additionally, some of the teams have created remediation groups based on the data from their common grade level assessment. More than half of the teams have started to reassess students who did not show  mastery on the common grade level assessment.

It has been observed during classroom observations by school administration that teacher are implementing the 2023 MAth Standards of Learning and using the scope and sequence provided by Math Forward. 

EES teachers have been attending PLCs focusing on the MTSS process and encouraging collaboration and data review as a grade level.

Each grade level has given at least one common grade level check after instruction. Half the teams have collaborated and planned remediation or extension activities based on the data. Half of the teams have created small groups based on the data from their common grade level check. More than half of the teams have started to reassess students who did not show mastery on the common grade level check.

EES teachers attended PD related to the 2023 Math SOL's and the Math Forward scope and sequence. It has been observed during classroom observations by school administration that teachers are implementing the 2023 Math Standards of Learning and using the scope and sequence provided by Math Forward.

Mid-year I-Ready data showed improvement in decreasing students that were 2 or more grade levels below (from 31% to 17%). Data also showed an increase in students that were on grade level (from 12% to 27%). All four domains tested showed growth for grade level proficiency and a decrease in students 2 or more grade levels below. We will continue to utilize math small group time to differentiate for student and increase student proficiency.

The committee reflected on what was accomplished this year and what else needs to be strengthened in order to have a MTSS process that is consistently implemented (teaching of Tier I content to all students,  immediate remediation/extension by the classroom teacher to students based on Tier I common assessments, and intervention provided based on foundational skills).

A meeting is scheduled for Evendale bus drivers on November 8 at 9:15 AM. At this meeting bus drivers will gain an understanding of the ROAR bus expectations for students and will also receive Panther Cash to distribute to students.

Teachers followed a rotation schedule to teach schoolwide PBIS expectations on August 15, 16, 19, and 20, 2024 for the cafeteria, bus hallways, restroom, classroom and playground.

Teachers are using the EES Behavior Response Flowchart evidenced by the number of think time sheets and office managed behavior referrals that are tracked by grade level and number of students. This data is tracked and shared with stakeholders at each monthly PBIS committee meeting. This data is also used to determine the need for further support for students through the tiered systems of support.

Through October 31, 2024, Evendale has had 23 bus referrals and for the same time period in 2023 Evendale had 18 (increase of 5 during the current school year).

Through October 31, 2024,  Evendale has had 24 office managed behavioral referrals and for the same time period in 2024, Evendale had 22 (decrease of 2 during the current school year).

A meeting was held with Evendale bus drivers on November 15 at 9:15 AM. Mrs. Gore, Mrs. Hammiel, and Mrs. Petsko discussed the ROAR bus expectations that have been presented to the students and distributed Panther Cash to the bus drivers. We took feedback from the drivers to make some adjustments to the afternoon dismissal to decrease the waiting time once students are loaded. Those adjustments were made and the flow seems to be better.

Teachers are revisiting the schoolwide PBIS expectations Jan. 11-15th, 2025 for the cafeteria, bus, hallways, restroom, classroom and playground.

Teachers continue to use the EES Behavior Response Flowchart evidenced by the number of think time sheets and office managed behavior referrals that are tracked by grade level and number of students. This data is tracked and shared with stakeholders at each monthly PBIS committee meeting. This data is also used to determine the need for further support for students through the tiered systems of support.

Through December 31, 2024, Evendale has had 28 bus referrals and for the same time period in 2023 Evendale had 34 referrals (decrease of 6 during the current school year).

Through December 31, 2024,  Evendale has had 27 office managed behavioral referrals and for the same time period in 2023 Evendale had 28 referrals (decrease of 1 during the current school year).

Following the meeting with Evendale bus drivers on November 15, most bus drivers continue to implement the use of Panther Cash. Petsko is informing teachers when a student receives a bus referral so that reteaching of expectations can occur. We continue to monitor the time it is taking to complete the bus dismissal process and have made a few adjustments to ensure the students are not sitting for extended periods of time before buses leave.   

Teachers revisited the schoolwide PBIS expectations Jan 11-15th, 2025 for the cafeteria, bus, hallways, restroom, classroom and playground.  

Teachers continue to use the EES Behavior Response Flowchart evidenced by the number of think time sheets and office managed behavior referrals that are tracked by grade level and number of students. This data is tracked and shared with stakeholders at each monthly PBIS committee meeting. This data is also used to determine the need for further support for students through the tiered systems of support.

Through March 27, 2025 Evendale has had 42 bus referrals and for the same time period in 2023 Evendale had 60 (decrease of 18 during the current school year).

Through March 27, 2025, Evendale has had 63 office managed behavioral referrals and for the same time period in 2023 Evendale had 83 (decrease of 20 during the current school year).

Following spring break, there was a schedule developed for a PBIS reset that took place the week we returned from break. Each classroom was assigned times to revisit the school wide expectations in each appropriate setting. 
Following our change in administration and to establish a more consistent response to behavior, it was clearly communicated that Ms. Culp and Mrs. Miller would be handling the discipline moving forward.

Teachers continued to consistently use the EES Behavior Response Flowchart evidenced by the number of think time sheets and office managed behavior referrals that are tracked by grade level and number of students.This data is also used to determine the need for further support for students through the tiered systems of support and the development of behavior intervention plans.

Through May 28, 2025 Evendale has had 54 bus referrals and for the same time period in 2023-24 Evendale had 69 (decrease of 15 during the current school year). The goal was 61 or less. We did achieve this part of the goal.

Through May 28, 2025, Evendale has had 110 office managed behavioral referrals and for the same time period in 2023-24 Evendale had 107 (increase of 3 during the current school year). The goal was 97 or less. We did not achieve this part of the goal.

A family survey was given to all families that attended Evendale's Meet the Teacher Event on August 13, 2024. Data showed that parents preferred a timeframe of 6:00 - 7:00 in the evening. It also showed that families like the events that Evendale holds, but wanted them to provide ideas parents and families could engage in at home to aid their children with learning.

The Evendale Reading Rope Carnival was advertised through all the outlets available to the school, including Seesaw, Rapid Communication System, Evendale Facebook page, Evendale Website, and paper flyers sent home.

Target goal for the Fall Event on October 24, 2024: 202 students and 607 families. At the event there were a total of 191 students and 573 family members. There was an increase of 7 students from last fall's event. The goal for students attending was missed by 11 students. The increase in family participation was up by 21 people and missing the goal by 34 family members. These were good increases.

The team is working towards a more inclusive and measurable way to engage families in Title I Family events and support student learning at home. The team discussed in the December meeting why we want an increase of our families attendance for our different Title I events. The team felt it is important to follow through with the families that attended to see if and how they engaged with their child/children at home using what was shared with them to show us if our goal is being met. The team had a conversation on how to measure the engagement that may or may not be happening at home. Strategies were discussed in the December meeting and to clarify and expand on them, here are some suggestions the team came up with:

Google Link for Event Material Usage:

• Provides an accessible option for families who cannot attend in person.

Transportation Support:

• Helps remove barriers for families who may not be able to attend due to transportation issues.

Survey After Events:

• Allows you to understand why some families couldn't attend, which can inform future events.

Family Engagement via Photos or Feedback:

• Encourages families to take ownership of their learning journey and provides visual proof of how they're using the materials.

Follow-Up on Family Engagement:

• Ensures families are supported in implementing what they learn at events and helps track progress.

The team feels that these strategies could create a favorable framework for supporting our families and tracking their involvement, ultimately leading to better outcomes for both students and their families.

There was also discussion on what the team would measure for the Staff Measure #1.

Staff Engagement with Family Events

• Goal: Ensure that each staff member participates in at least 3 of the 4 family engagement events throughout the year.
• Measurement: 
  • Sign-up Sheets: Staff attendance can be tracked via sign-up sheets at each event.
• Event Communication: Prior to each event, ensure that staff are reminded of the importance of attending and the goal to participate in a minimum of 3 events.
• Incentives/Encouragement: Consider providing positive reinforcement or recognition for staff who exceed the minimum requirement or show consistent engagement with families.

The team is aiming for a strong increase in engagement at the upcoming Title I event on February 12, 2025: " I Love Math Night". To meet the 10% increase target for February 12, 2025, we will be aiming for 103 students and 310 total participants, which includes both students and family members.

The Family Engagement team held its third event in February. Due to inclement weather, we utilized the snow date two weeks later. Our attendance goal was at least 103 students and 310 total attendees, including family members. We successfully exceeded this goal, with 125 students and a total of 375 attendees.

Winter Event (February 26, 2025):

• Target goal:
  • Students: 103
  • Families: 310
• Actual attendance:
  • Students: 125 (goal made by 22 students)
  • Families: 375 (goal made by 65 family members)

As part of the event follow-up, families were invited to take photos at home showing their child using the math activities and submit them to the school for display on Facebook and in the building. However, as of today, we have not received any photo submissions.

Additionally, a Google survey was sent to families a day or two after the event to gather feedback from those who attended, as well as reasons for not attending from those who didn’t. Unfortunately, only nine families completed the survey.
We have one remaining Title I event for the school year, scheduled for April. We will continue to invite and inform students and families about this Around the World event. Students will also be actively involved in preparing for the event.

This event will be held on a Friday evening, as families indicated in a survey at the beginning of the school year that this was their preferred day for events.
The day after the event, we will send home a paper copy of a survey to gather feedback from families. We are hopeful that this method will result in a higher response rate than the online survey.

Event Overview:
On a Friday evening in April, we hosted our final Title I Family event of the year, "Around the World." The event focused on exploring different continents and their respective countries. Social Studies and Writing Standards of Learning (SOLs) were incorporated to enhance the educational aspect of the evening. The event was well-attended, meeting and exceeding our target participation goals.

Attendance Summary:

• 5th Grade: 41 students (highest turnout)
• 2nd Grade: 21 students
• 1st Grade: 19 students
• All Other Grades: Fewer than 10 students each

The significant participation from 5th grade is attributed to their research projects on different countries, which were displayed during the event. This engagement strategy likely motivated students and families to attend.

Key Takeaways & Future Considerations:
The success of 5th grade’s turnout suggests that student investment in the event, through projects or interactive displays, can enhance participation. Moving forward, we plan to incorporate similar student-driven components in future events to boost engagement across all grade levels.

Spring Event (April 4, 2025) Attendance Results:

• Target Goal:
  • Students: 46
  • Families: 139
• Actual Attendance:
  • Students: 113 (Exceeded goal by 67 students)
  • Families: 339  (Exceeded goal by 200 family members)

The turnout for the Spring Event significantly surpassed expectations, reinforcing the effectiveness of interactive student involvement. For future events, we will continue exploring strategies that encourage student participation to further enhance family engagement.

May 2025: End of the school year reflection of Family Engagement Events.

The committee met to reflect on the various events held throughout the past school year and to assess whether our goals were met. During the discussion, members shared ideas and recommendations for the upcoming school year, including suggestions for the timing of events and strategies to encourage even greater family participation.