Kennedy Elementary 2906 North 30th Street Omaha, NE 68111-3101 Phone:(531) 299-1700 Fax: (531) 299-1719
Nurse Fax: (531)-299-1718
Tiger Pledge
Kennedy Elementary is located at 2906 North 30th Street. The current building was built in 1910 and is named for the first educator to establish a public school system in Omaha. Kennedy Elementary was completely renovated under the provision of an extensive bond issue approved by voters. Kennedy Elementary currently serves children in pre-kindergarten through the fifth grade. Kennedy is proud to have the services of instructional leaders in STEAM, Early Learning, SEL, and Literacy as well as classes for English as a Second Language, speech therapy, and special education. Kennedy Elementary also provides students with 1:1 devices to provide students a path to becoming a 21st Century innovator. Our focus is to attain our goals:
With our longer school day, we have an opportunity to work more collaboratively with all students across all curricular areas each day.
The Kennedy family is committed to teaching all students! We have two fundamental goals: 1) In ten years, Kennedy will perform amongst the top 15% of all public elementary schools in state of Nebraska, and 2)We will perform amongst the top 5% of all public elementary schools in the state of Nebraska serving similar demographics. This is an all hands on deck effort and together we believe our students will exceed our expectations.
Principal, Rios "Tony" Gunter
Kennedy is a proud to announce the construction of the Omaha Early Learning Center at Kennedy a Nebraska Early Childhood Collaborative.
For some background information about Purpose Built Communities and the Seventy Five North Revitalization project, click here.
Click Image for Kennedy/75 North Brochure
For local news articles about the project, click the following links:
Omaha Schools Foundation
World Herald: October 20, 2015
WOWT: October 9, 2015
World Herald: April 7, 2015
KVNO: January 25, 2012
World Herald: February 6, 2015
World Herald: October 24, 2014
WOWT: March 17, 2014
KETV: December 27, 2013
Kennedy 2019-20 School Improvement.pdf
OPS School Improvement Plan 2019-2020
Elementary School Name: Howard Kennedy Elementary Literacy Goal
Increase the number of students identified as “On-Track” and “College and Career Ready” on NSCAS ELA Summative Assessment Students will increase by 5% compared to the previous year. 2018-2019 Achievement: 28% Goal for 2019-2020: 33%
District Intended Summative Outcome:
School Literacy Goal:
NSCAS Reading summative assessments, we will increase the percent of students who are identified as “On-Track” and “College and Career Ready” by 10% Spring 2019 rate 28%; Goal rate for Spring 2020 38%
Students:
a. For Spring ELA MAP Growth Assessment, we will increase the percent of students identified as “At” or “Above” the grade level norm by 5 %. Spring 2019 rate 37.6%; Goal rate for Spring 2020 50%
b. For Spring ELA MAP Growth Assessment, 100% of ALL students will meet or exceed the projected growth goal from Fall to Spring. Spring 2019 rate 64%; Goal rate for Spring 2020 100%
Teachers:
By the end of the year, 100% of our teachers will implement all instructional contexts of readers (Interactive Read Aloud, Shared Reading, Reading Mini-Lessons, Guided Reading, Book Clubs, Independent Reading, Group Share) and writers workshop (Writing Mini-Lesson, Independent Writing, Conferring, Group Share) with 80% of all look-fors evident.
Students are provided authentic literacy learning opportunities that promote inquiry, strike curiosity, and require investigation, Students enjoy learning and use reflection as means to monitor their own progress. Because reflection is an important part of our learning process, students are in control of their own learning and a sense of ownership is evident.
Literacy Vision:
Strategy(ies) (add AQUESTT Tenets after each strategy):
Use the core resources -- Journeys, FPC, Being a Writer -- to plan and deliver instruction based on state standards (College and Career Ready, Assessment) through implementation of readers and writers workshop.
Provide students with authentic literacy opportunities on a daily basis that build rigor during students’ independent time (College and Career Ready, Assessment).
1/13/20
Provide students with tiered instruction daily (Educational Opportunities and Access.) Use readers and writers workshop as a means to support PBL
Strategy No.
Success Criteria
Monitoring Progress
Timeline
Quarterly Results
1. Implement the instructional contexts of reading (IRA, SR, RML, GR, IR, BC, and PWS) and writing workshop within Tier 1 to teach priority standards to all students through an inquiry-based approach
By the end of the year, 100% of our teachers will implement all instructional contexts of reading (Interactive Read Aloud, Shared Reading, Reading Mini-Lessons, Guided Reading, Book Clubs, Independent Reading, Group Share)
Teachers’ lesson plans will show evidence of ELA standards and differentiated literacy strategies to address student needs.
Teachers reflect on each instructional context within reading and writing workshop to respond to student needs
Students engage in authentic and rigorous independent reading and writing opportunities
Teacher goal setting and reflection derive from learning walks, look fors, and instructional context tracking form
Frequent coaching visits driven by professional learning calendar and/or teacher goal setting and need with feedback utilizing criteria from the Kennedy Literacy Look-For documents. (Learning Walks)
Ongoing professional learning opportunities identified on learning walks, proficiency descriptors, and look for documents
Quarterly lesson plan checks...evidence of preplanning and reflection
a. August – May
Quarter 1:
First 8 Weeks – 100%
SEL 72%
IRA – 92%
Guided Reading
Quarter 2: a. Guided Reading (12
teachers self-assessment
survey) Introduction – 100%
Clear purpose – 92% Listen students read – 83% Take anecdotal notes – 58% Clear teaching point – 83% TP on rdg behaviors – 75% Comp. Conversation – 100% Word Work – 58% Extend the lesson – 58%
Quarter 3:
RML
Independent Reading/Book
Clubs
Quarter 4:
Shared Reading
PWS
2. Collect data (MAP Growth, F&P
Benchmark, MAP Reading Fluency, SBA) to identify students in need of additional tiered support
By the end of the year, 43% of our students will have meet grade level RIT on MAP Growth in Spring.
Teachers will identify students for Tier 2 and 3 support
Teachers and literacy support staff will
communicate with parents and/or guardian the level of support and progress for each child receiving a tiered intervention.
a. Monthly data meetings will determine movement in an out of tiered interventions
a. 3 times a year
Fall
Winter
Spring
3. Use PLC process to monitor student progress and ensure all students are demonstrating high levels of growth on formative and summative assessments
By the end of the year, 100% of our students will have demonstrated growth on MAP Growth from Fall to Spring.
Teachers collect ongoing data for identified formative assessments
Teachers will be making observation and taking anecdotal notes during each instructional context of readers and writers and workshop
Monthly Foundational Skill checks on individual skills identified on MRF (K-2 Reading Assessment)
Monthly Standard-Based Assessments from Journeys 2017
Guided reading level data (from benchmarking and/or running records) monthly at PLC
Tier 2 Mastery Check Placement Assessment with Weekly Monitoring Checks
Student work shared and analyzed as a part of the PLC process
f.
a. Ongoing determined by student need
Each Quarter: a. Progress monitor PLC
process
3. Implement LLI, HD Word, Read Live, and district Mastery Checks as Tier 2 intervention for identified students
a. Teachers using reading records, mastery checks, and ORF progress monitoring to determine movement in and out of the tiered interventions
a. Reading records, mastery checks, and ORF progress will be reviewed monthly
a. Monthly b. As needed
Each Quarter:
Reading Records
Mastery Checks
ORF Checks
4. Implement RGR, Quick Reads, and other supplemental resources as needed to support needs of student in Tier 3
a. Literacy staff will use MAP Reading Fluency, RGR decoding surveys, and progress monitoring tools to identify and monitor progress of foundational skills for students in tier 3 intervention.
b.
a. Literacy staff and Dean of Literacy will meet monthly to review data and determine effectiveness of resources
Bi-weekly
As needed
Foundational Skills
Progress monitoring
ORF Progress monitoring
Decoding Survey
intervention (literacy center)
5. Meet monthly with literacy committee to support implementation of readers and writers workshop.
a. Literacy committee will collaborate to review the data to identify areas of strength and problems of practice to meet the needs of teachers identified from learning walks and each instructional context look for and tracking form to determine professional learning.
Look For Documents
SIP Tracking form
a. Monthly
First 8 Weeks
IRA
Quarter 2: b. Guided Reading Quarter 3: c. RML d. Independent Reading/Book
Clubs Quarter 4:
c. Shared Reading d. PWS
Monitor and Adjust –
Professional Learning Goal is monitored and adjusted after progress monitoring data (Kennedy Look For and SIP Tracking form) is reviewed monthly.
Communicate and discuss adjustments to instruction and progress toward professional learning goals at grade level and/or staff meetings.
Staff will be updated on progress towards the professional learning goal monthly during staff and/or grade level meetings.
Building Leadership Team meetings will focus on reviewing, monitoring, and adjusting the SIP plan.
Budget/Resource Alignment (Title I schools)–
What Title I expenditures will you make and how do they align to your SIP goals, strategies and PD plan?
Professional learning conferences – $15,000 Potential ELA or Integrated Curriculum resource for 4-5th grade - $50,000
Notes from SIP review: Add data to SIP Documents of strategies
Elementary School Name: Kennedy Mathematics Goal
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 19%; Goal rate for Spring 2020 29%
School Math Goals:
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 10%. Spring 2019 rate 19%; Goal rate for Spring 2020 29%
MAP Interim Assessment Goals
For Spring Mathematics MAP Growth Assessment, we will increase the percent of students identified as “At” or “Above” the grade level norm by 5%. Spring 2019 rate 42%; Goal rate for Spring 2020 52%
For Spring Mathematics MAP Growth Assessment, we will increase the percent of students identified as “Meeting” or “Exceeding” projected growth goals. Spring 2019 rate 61%; Goal rate for Spring 2020 100%
Vision: In the Omaha Public Schools, all teachers engage students with high quality math instruction. Students persevere and thrive in student centered classrooms where critical thinking and reasoning, collaboration, math discourse, conceptual understanding, procedural fluency, and authentic problem solving are expected. Students believe in themselves as mathematicians and will leave OPS as empowered, mathematically literate citizens.
Educators and administrators believe that all students can achieve at the highest levels of math and hold themselves accountable for the success of every student. Collaboration, data-driven decision making, effective professional development, and partnerships with family and community are the means to ensure all students are prepared to excel in college, career, and life.
All students will receive mathematics instruction utilizing targeted high probability strategies specific to mathematics:
Engage all students in high-quality tasks that promote reasoning and sense-making and support productive struggle (College, Career, and Civic Ready)
Provide opportunities for students to engage in discourse and make connections between mathematical ideas and representations (College, Career, and Civic Ready)
Utilize Common Assessments along with other data sources such as NSCAS, MAP, ongoing formative assessments, etc. as a part of the instructional process (Assessment)
1. Engage all students in high- quality tasks that promote reasoning and sense- making and support productive struggle
Students engage in high- quality tasks
Teacher self-assessment
High-quality tasks in lesson plans
Evidence of us of task analysis guide.
Student artifacts show evidence of high-quality tasks in at least 75-90% of lessons
Teacher self-assessments show implementation in at least 75-90% of lessons
90% of lesson plans checked and observed show evidence of high- quality task implementation
September, October, February, and April
coaching visits
October and February grade level meetings
October and February lesson plan checks and coaching visits
50% of classrooms
consistently have evidence
of high-quality tasks
16%
50%
Quarter 2:
58% of classrooms
66%
Quarter 3: a. b.
c. Quarter 4: a. b. c.
2. Provide opportunities for students to engage in discourse and make connections between mathematical ideas and representations
Students engage in discourse
Implementation of math discourse
Discourse opportunities evident in lesson plans
Evidence in lesson plans for habits of mind (correlate with Nebraska process standards)
Student artifacts show evidence of discourse in at least 75% of lessons
75% of lessons observed show evidence of
mathematical discourse
Lesson plans show
evidence of mathematical discourse in at least 75% of lessons
November and March coaching visits
September and March grade level or faculty meetings
September lesson plan checks
40% (50% in daily math
fluency)
40%
Discourse self-assessment will be done quarter 3
65% (75% in daily math
Discourse self-assessment will be done quarter 3.
Quarter 3: a. b. c.
d. Quarter 4: a. b. c. d.
3. Utilize Common Assessments along with other data sources such as NSCAS, MAP, ongoing formative assessments, etc.
Students progress toward standards on district
common assessments
MAP data shows growth in
number of students meeting growth goals and scoring
80% of students score basic, proficient, or
advanced
5% increase in number
meeting growth goals and grade level norms from each test administration
a. As determined by A+ Curriculum Guides for each grade level
Quarter 1: a. Yes b. c. 80% (PLCs and monthly
data meetings) Quarter 2:
a. Yes
as a part of the instructional process
“at” or “above” the grade
level norm c. Grade level or faculty
meetings to analyze student performance on common assessments and adjust instruction as needed
c. 50%, or more, of grade level meeting agendas reflect time for staff to analyze assessment data
Fall, Winter, and Spring MAP assessments
1x per month or as determined by timing of assessments
b. c. 80% (PLCs and monthly
data meetings) Quarter 3:
a. b. c. Quarter 4: a.
b. c.
4. Implementation of daily math fluency routines.
a. Daily implementation of daily math fluency lessons.
a. Classroom checks and coaching to monitor
implementation.
a. Bi-weekly coaching visits
Quarter 1: 50%
Quarter 2: 83%
Quarter 3: Quarter 4:
Quarterly SIP Review meetings –
Review SIP goals, strategies and PD plan
Review progress monitoring measures and fidelity checks
Identify which progress monitoring measures were completed and achieved
(provide evidence of success)
Identify which progress monitoring measures were not achieved (provide
evidence of effort)
Review Title I expenditures to date and discuss alignment to SIP goals,
strategies and PD Plan
Conduct building walk identifying evidence of growth from previous quarter
Discuss adjustments needed to the plan
After the SIP Review meeting -
Adjust SIP plan based after receiving input from staff
Upload adjusted plan to Instructional Leadership SharePoint
Send notes of SIP Review meeting to CIS leadership
ST Math $8,000 Daily Math Fluency for Lab & 3rd Kinder
Add secondary language and how we are achieving the metrics. Add how
Conceptual Understanding Procedural
Use of OGAP Framework Big wins: Tier 2 Goals: Discourse & Rigor
Elementary School Name: Howard Kennedy Elementary Science Goal
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 _45%_; Goal rate for Spring 2020 50%
For NSCAS Science summative assessments, we will increase the percent of students who are identified as “On-Track” or “College and
Career Ready” by 5%. Spring 2019 rate 45% Goal rate for Spring 2020 50%
For Spring Science MAP Growth Assessment, we will increase the percent of students identified as “At” or “Above” the grade level norm by 5 %. Spring 2019 rate 38%; Goal rate for Spring 2020 43%
For Spring Science MAP Growth Assessment, we will increase the percent of students identified as “Meeting” or “Exceeding” projected growth goals by 5 %. Spring 2019 rate 61%; Goal rate for Spring 2020 100%
School Science Goals:
At Kennedy students are provided authentic science learning opportunities that encourage inquiry and require investigation using the science and engineering practices to demonstrate understanding of the disciplinary core ideas and make connections of crosscutting concepts across disciplines.
Through Project Based Learning (PBL) we engage the whole child from birth to 5th grade in proven, innovative, educational experiences in order to create 21st century learners that are prepared for college, career, and life.
Science/ PBL Vision
Strategies:
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:
1. Provide opportunities for students to engage in the Science and Engineering Practices to demonstrate understanding of the Disciplinary Core Ideas and Crosscutting Concepts
o Educational Opportunities and Access – Girls in STEAM, o College and Career Ready o Assessment o Educator Effectiveness
2. Students will utilize interactive notebooks to demonstrate science learning o Educational Opportunities and Access - o College and Career Ready
3. Provide and facilitate project-based learning or inquiry instruction for all students o Positive Partnerships, Relationships & Student Success o Educational Opportunities and Access o College and Career Ready
o Assessment o Educator Effectiveness
Students engage in Science and Engineering Practices
Lesson plans reflect three- dimensional learning and Elevate science
Common summative assessments administered according to A+ Curriculum Guide
MAP data shows growth in number of students meeting growth goals and scoring “at” or “above” the grade level norm
Common formative assessments are selected, administered, and collaboratively discussed
Evidence observed during coaching visits 80% of the time
Lesson plans show evidence 100% of the time
80% of students score proficient, or advanced
5% increase in number meeting growth goals and grade level norms from each test administration
80% of students score proficient or advanced
September
September and January
As determined by grade level pacing guides
As determined by classroom teachers each quarter
Evidence was observed
80% of the time in 50% of
the classrooms
92% of lesson plans
showed evidence of science
PLC work
39% of 3rd-5th grade were proficient on Fall MAP assessment
c.
d.
e. PLC work Quarter 2: a. b.
100% of classrooms taught science standards identified by the A+ Curriculum Guide
PLC work 39% of 3rd-5th grade were proficient on Fall MAP assessment
e. Quarter 3: a. b. c. d. e. Quarter 4: a. b. c. d. e.
2. Students will utilize interactive notebooks to demonstrate science learning
Science notebooks demonstrate learning
Notebooks observed 50%- 90% of the time during coaching visits
80% of teachers report use of science notebooks during instruction
End of each quarter
Quarter 1: a. 50% of classrooms utilized
note booking b. 50% of classrooms utilized
note booking Quarter 2:
Learning Logs – PBL
Engineering Notebooks – Robotics & Girls in STEAM
*piloting
a. b. Quarter 3: a. b. Quarter 4: a. b.
3. Provide and facilitate project-based learning and/or inquiry-based instruction for all students
Project planner, lesson plans and calendar reflect the eight essential elements of a Gold Standard PBL
Students are engaged using 21st century learning skills
Each classroom offers one PBL opportunity per quarter
Tuning protocol, project planners, and lesson plans show evidence 100% of the time
100% of classrooms will complete a PBL each quarter
Protocols will happen before, during and end of each PBL
As determined by the PBL project calendar
30% of PBLs were taken
through tuning protocol.
Present in project planner
and observations of PBL
classrooms
60% of classrooms
completed a PBL
a. b. c. 100% of classrooms
completed a PBL Quarter 3:
a. b. c. Quarter 4:
a. b. c.
Quarterly SIP Review meetings – November 25th
54100 for supplies - $5,000 Professional Development - $10,000 53190 Contracted Services (Guest speakers for PBL events, STEAM Night) - $5,000 54630 Equipment - $5,000 56700 Conferences - $15,000
What Title I expenditures will you make and how do they align to your SIP goals,
strategies and PD plan?
PBL wins Science Summative Lesson Planning and lesson design Science Logs and how to keep track and focus on PBL Logs to support Keep notes in the quarterly results with little focus
Kennedy MTSS-B SIP 2019-2020
Elementary School Name: Kennedy MTSS-B
Promoting and increasing daily student achievement through fidelity of implementation of MTSS-B Tiers one and two to increase student’s instructional minutes.
2018-2019 Achievement: 204 ODR’s 2018-2019 Goal Achievement: 150 ODR’s 2019-2020
School MTSS-B Goal:
Our school will increase the number of instructional minutes for students by increasing the fidelity of implementation of Tiers one and two.
Student: Our school will decrease the number of students with two or more office referrals by 10% and out of school suspensions by 20%
2018-2019 Achievement: Students with 2 or more ODR’s =_40__ OSS=_____ Goal Achievement: _____
- Our school will establish and maintain a Tier 1 and Tier 2 Team to consist of the principal, dean, counselor, social worker, classroom teachers and other staff appointed by the principal. (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains)
- The Tier 1 Team will meet monthly to review behavior 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)
- The Tier 2 Team will meet two times a month to review behavior 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 a monthly and daily incentive/recognition promoting school expectations. (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains)
- Our school will establish and
maintain a Tier 1 and Tier 2 Team to
Dean of Culture plans and facilitates monthly Tier 1 meeting
Dean will plan and facilitate bi-weekly
meetings around tier 2
Upload Monthly Big Five data dives into MTSS-B sharepoint
Review current interventions and their effectiveness
Weekly
Quarterly (Nov. 1, 2019, Jan
10, 2010, March 20, 2020, May 28, 2020)
Quarter 1Classroom practices: 1 Class Expectations.82% 2 Classroom Procedures and Routines.60%
3 Encouraging Expected Behavior.50%
consist of the principal, dean, counselor, social worker, classroom teachers and other staff appointed by the principal. (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains)
c. Dean will plan and facilitate MTSS-B
meetings around
classroom practices
100 % Staff will utilize
big 8 strategies dailiy
All classroom,
specialist, SPED and lab teachers proficient according to Classroom Practices Walkthrough Tool
c. Building administrators review Behavior Dashboard data with Principal Supervisor
Tier 1 team will collect data weekly
Monthly use and coaching until proficient around Classroom Practices Walkthrough Tool
c. Quarterly (Nov. 1, 2019, Jan 10, 2010, March 20, 2020, May 28, 2020)
Evey 20 days
All teachers proficient by
October catch of 2 or more referrals.
4 Discouraging Unexpected.45% 5 Active Supervision. 80% 6 Opportunities to Respond.60% 7 Activity Sequencing. 65%
8 Task Difficulty. 65%
Quarter 2: 1 Class Expectations.100% 2 Classroom Procedures and Routines.85% 3 Encouraging Expected Behavior.60% 4 Discouraging Unexpected.74% 5 Active Supervision. 74% 6 Opportunities to Respond.92% 7 Activity Sequencing. 92% 8 Task Difficulty. 56%
Implement Student Recognition Program (CSI Schools). (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains)
a. Staff engage daily with Dojo points b. Recognition of students’ class weekly and quarterly.
a. Using the Behavior and Tier 2 intervention data to select students to participate in individualized point interventions.
a. Sept.6th (Select students) and monitor bi-monthly.
Quarter 1: 36,000 Quarter 2: 52,231 Quarter 3: Quarter 4:
Conduct monthly Tier 1 meetings
Conduct bi-weekly Tier 2 Team Meetings and identify students to support
Conduct Monthly SSL/Designee training to support district attendance focus
Monitor and process tiger ticket counts and goal achievement
What Title I and MTSS-B expenditures will you make and how do they align to your SIP goals, strategies and PD plan? 2,970 for kindness retreat
Add student goals and quantify goals. The number of students graduation from tiers
School Name: Kennedy Wellness
School Improvement Plan Growth Goals 2019-2020
District Intended Wellness Outcomes:
Increase the number of wellness strategies implemented district-wide by 2%.
School Wellness Goal Samples:
§ Provide opportunities for families to increase their awareness of healthy eating. § Increase access to physical activity by offering 15 minutes of activity in addition to scheduled PE time during the school day. § Provide students a safe route to and from school
Strategy(ies) (AQUESTT Tenets/AdvancEd after each strategy):
Nutrition Standards
§ Compliance with required Smart Snack guidelines (no food sold from midnight to 30 minutes after dismissal that does not meet the Smart Snack requirement, food label entry into www.healthiergeneration.org/calculator to determine Smart Snack compliance)
§ No food or beverages sold from midnight to 30 minutes after dismissal on a school day unless the food or beverage sold meets the requirement food label entry in www.healthiergeneration.org/calculator used to determine Smart Snack compliance
Nutrition Education:
§ Educate staff, students, and families about food labels (e.g., showing the amount of sugar in a cup of juice, displaying the calories and nutrition in soft drinks and energy drinks, etc.)
§ Provide reminders about the benefits of increasing water consumption
§ Offer fruit as an alternative to carbohydrate snacks as a treat or snack
§ Increase the focus on farm rather than factory prepared foods
§ Provide recommended list of healthy snack choices to students, staff, parents, and administrators
§ Explain the importance of menu planning and food prep in eating right and avoiding impulse eating
§ Discuss the use of a food diary to track the intake of all foods and their calorie and carb status
§ Discuss alternative food choices that will assist in enjoying celebrations without interfering with healthy eating
§ Invite a dietician from OPS or a grocery store to discuss healthier eating with students and/or staff members
§ Provide opportunities for families to increase their awareness of healthy eating by having a wellness table at Parent/Teacher Conferences.
Physical Activity:
§ Provide extra gym/recess time as a reward for good attendance
§ Offer recess before lunch
§ Establish walking groups for staff and/or students
§ PE Teacher provides instruction to school staff on games that include physical activity and can be used with students inside or outside in addition to
PE time
§ Allow students time for movement throughout the day (e.g., brain breaks)
1/13/2020
School Based Activities that Relate to Nutrition and Physical Activity (i.e., General Wellness):
§ Present general health and wellness information at regular staff meetings (e.g., stress management, benefits of walking, how to read a nutrition label, etc.)
§ Promote health and wellness messages in school communications (e.g., school newsletter, website, etc.) § Avoid scheduling clubs or activities during lunch so students and staff members can enjoy a relaxing lunch
Success Criteria:
§ Increase number of participants in the school’s identified wellness activity
§ Increase number of wellness activities offered to students and/or staff members during the school year
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.) Work will live well Omaha to identify safe pathways to school in our community
Monitor and Adjust:
Monthly check
Elementary School Name: Kennedy Attendance GOAL
Promoting and increasing daily student attendance, our district will increase the number of students in the NOT CHRONIC (green) domain by 2%.
2019-2020 Achievement: _____ Goal Achievement: _____
School Attendance Goal:
Our school will increase the number of students in the NOT CHRONIC (green) domain by 5%. 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: ___92%_ Goal Achievement: ___97%__
- 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)
- Partner with Success Mentors Program
1. 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:
SSLs plan and facilitate weekly
attendance meeting
Attendance Team
members attend weekly Attendance Meetings and complete assigned tasks
Upload Attendance Template/notes from Weekly Attendance Team Meetings to Instructional Leadership SharePoint.
Review Chronic Absenteeism by School Dashboard data showing a .25% increase per quarter
10, 2010, March 20, 2020,
May 28, 2020)
a.
Greater % of Non chronic students compare to 18-19 51.85% Not Chronic (+7)
b. c. d. e. Quarter 2:
20.88 At risk 18.8 moderate 8% severe
11/4/18
Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains)
c. Building Leaders attend SSL Facilitated Attendance Meetings
c. Building administrators review Attendance
Dashboard data with Principal Supervisor
Green - 56.14% Yellow 21.05%
Orange 17.54% Red 5.26% 12 kids
128 kids - 48 kids
40 kids
Jan 13, 2020
44% Not Chronic (+3) 25.44% at Risk
c. d. Quarter 3: a. b. c. Quarter 4: a. b. c.
21.20 moderate 8.8 severe
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)
School Counselors make phone calls to
parent/guardian of students who have reached 5 day milestone and document in Student Services contact log
SAMPLE: Attendance Team Members/Staff work with students and families to remove attendance barriers
Review Attendance Dashboard Data during weekly Attendance Team Meeting.
Review Attendance Dashboard data quarterly at team meetings- Quarter1,Q2, Q3, and Q4
Review attendance barriers identified by
parent/guardians to school counselor and how to address these barriers.
a. b.
Interventions in place
Decrease in chronic kids, but moderate is creeping up.
c. d. Quarter 2:
a. b. c. d. Quarter 3: a.
b. c. d. Quarter 4: a.
b. c. d.
3. 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)
Staff engage daily with students promoting and recognizing attendance
Teachers/Staff use methods to ensure all students feel welcome
Teachers provide positive feedback to support daily attendance and promote future attendance
Daily and Weekly Announcements provide attendance awareness and recognition
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.
SSLs provide professional development quarterly at staff trainings
Review Attendance Dashboard Data during weekly Attendance Team Meeting
Nov, 1, 2019, March 20, 2020
Quarterly
Monthly recognition program school wide.
At each monthly recognition classes have been recognized for the highest number of students on time at school. Highest percent was 98%
4. 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.
Quarter 1: a. Success mentors off to a
great start 5 mentors (6
students) Quarter 2:
Popping in attendance competition for K. This grade level indicated the most support.
a. Quarter 3: a. b. c. Quarter 4: a. b. c.
5. 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
On going : Parent meetings are being held to identify barriers to students arriving on time.
Conduct Weekly Attendance Team Meetings and identify barriers to attendance
Conduct Weekly Attendance Team Meetings and identify students in each domain to support
Monitor and process attendance milestones and County Attorney Referrals
Ensure fidelity of weekly attendance team meetings through uploading of
Attendance Template to Instructional Leadership SharePoint
SSLs and Administrative staff provide updated attendance awareness and information based on attendance data at all School Staff Meetings and/or Team Meetings
Counselors Conduct yearly PLP meetings with students
Social Workers monitor and adjust available resources based on student
attendance data
SSLs attend diversion meetings as requested by Juvenile Assessment Center
Conduct Collaborative Attendance Improvement Plan meetings with
Attendance Team, student, parent/guardian
SAMPLE: Conduct quarterly meetings with Principal Supervisor to review
building progress and put supports in place
Howard Kennedy Title I 2019.pdf
Link to OPS 1:1 Resources Video
Getting Started
Intro to the Ipad
Learning with Apple
Link to 1:1 Resource Video in Multiple Languages- Karen
T-Mobile Issues- Fill in this form
Make sure to read through the Kennedy Student Handbook and then sign the section in your students' information papers.
January Updates
ALL Student and family material pick-up- Monday, January 4
Early Childhood Special Education return to school- Monday, January 11
ALL Students meet online for Remote Learning- Tuesday, January 5 -18
Students return to school with Family 3/2 Model- Tuesday, January 19 Blue,
Wednesday, January 20 Yellow
Remember the school day begins at
8:00 AM
Click here for the latest Kennedy Elementary Bond Updates