Administrators: Rick Shadle, Nancy Sonnenburg
Certificated Staff: Jay Ketter, Carol Garwood, Jan Gaylord, Gayle
Alderton, Cheryl Hunt
Classified Staff: Sue Holm, JoAnne Elms
Parent Representatives: John Main, Amber Petersen, Laurie Suprock
Community Representative: Sue McGrue, Ken Blair
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Naches Trail Elementary is located east of Spanaway bordering the northeast
corner of the Bethel School District. The school, in its seventeenth year,
serves 768 students in grades kindergarten through six. The school population
is 77% Caucasian, 10% African American, 9% Asian, 2.5% Hispanic, and 1.5%
American Indian. 25.6% of our students qualify for free and reduced lunch.
Almost 9% of the students have an IEP and are served in modified self contained,
inclusion, and volunteer tutoring models. 4% of the student body have been
identified as highly capable, and they attend the Challenge Program (grades
3-6). Sixty five students in grades 2, 3 and 5 are served in the Learning
Assistance Program.
Naches Trail currently employs 41 certificated and 16.5 classified staff.
The school features two 3/4 multiage classrooms, cooperative learning, and
integrated curriculum. All students participate in music, physical education,
library, and computer skills classes.
Naches Trail students have developed a Code of Conduct for self-discipline
and respect for others. Approximately 40% of our students partcipate in
extra-curricular activities. There are an average of 90 volunteers (parents
and business people) tutoring our students in the classroom each year. The
staff is hardworking and willing to take risks. Our school prides itself
in basic education and finding ways to make all students succeed.
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1. Academic Enrichment : Naches Trail will enhance student
learning by providing and facilitating opportunities which enrich the curriculum
and learning environment within as well as outside the school day.
2. Technology : We will integrate technology resources
with the Naches Trail curriculum in such a way that technology supports
and enables learning within as well as outside the school day. We want to
see technology integrated so seamlessly with the curriculum that students
will use computers and other technology as comfortably and casually as pencils
and scissors.
3. Performance Assessment : We will keep the staff, parents
and students informed about current and ongoing state restructuring mandates,
expectations, and assessment timelines.
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Our goals are in direct support of the Bethel District goals which advocate:
1. Providing an instructional program which emphasizes basic communication
and computation skills and includes a special focus on critical and creative
thinking such that all students can perform to their potential and become
lifelong learners.
2. Providing a program of staff development available to all staff which
is designed to improve basic competencies, keep up with new technology,
and provide opportunities for personal and professional growth.
3. Preparing students to meet the challenges of an information society and
its rapidly changing technologies and to value learning as a lifelong process.
The state of Washington believes that we should provide all students with
the opportunity to develop knowledge and skills. We will honor each students
learning style and utilize it as the catalyst for delivering the core essential
learnings as defined in the state goals.
Our program will enhance student learning in the following goal areas:
1. Read with comprehension, write with skill, and communicate effectively
and responsibly in a variety
of ways and settings.
2. Think analytically, logically, creatively, and integrate experience and
knowledge to form reasoned judgements and solve problems.
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Naches Trail staff and site council recognize that community involvement
is important. We have begun to analyze our community profile and identify
key people in the community to involve in our strategic planning process.
We want to make our school community-friendly by sponsoring events that
bring people into the schools, such as open houses, musical programs, special
events, and recreation programs.
We want to further inform our community by getting information to those
day-cares that service our area. This would include, but not be limited
to, personal contact by the principal, school calendars, newsletters, school
report card, and invitations to special events such as awards assemblies,
open houses and performances.
We want our students to realize that once they leave school they will be
part of a larger community, and that the skills and competencies acquired
here will be utilized in that community.
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1. Students and teachers will improve their performance in the use of the
writing process and traits
as measured by district and building assessments.
Traits: ideas and content, organization, conventions
Mode: expository
Process
Writing across the curriculum
2. Staff will participate in training and practice in the area of performance
based math instruction and assessment along with the implementation and
use of the new math adoption materials.
3. Students and staff will learn and apply technology skills that support
and enable learning in and outside the school setting.
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Relationship to learner outcomes, core essential learnings, benchmarks,
and frameworks:
This will support student growth in the writing core essential learning,
and will:
Use and apply district adopted communication arts writing process and skills
rubric (K-6)
Supplement district writing assessment project for 3rd and 6th grades with
continued
assessment of K-6
Staff Development Activity or Application Data Collection on Staff Development
Activity or Application
Timeline
Teaching the traits and scoring using Naches Trail Adaptation of
the Juneau Rubric (K-2) and Six Trait Analytic Scoring Rubric (3-6)
Process
Trait focus: organization , ideas and content, and conventions
Mode: expository
After-school workshops: funded by SLIG
Data gathering:
Staff Attendance at training
Staff evaluation of training on LIDays
Staff monthly self-assessment
Questionnaire to monitor use of process
Student Activity or Application Data Collection on Student Activity or Application
Timeline
Each student in grades1-6 will have a writing portfolio.
The Evaluative Writing Portfolio will represent best work by trait- beginning
in third grade
1-3 will include the building assessment plus one student choice per year
4-6 Students will add two papers, based on the six traits, per year to their
portfolios
Each K-6 student will participate in two building-wide writing assessments.
Students will use the writing process as appropriate for grade level.
Data collection:
Rate scores, then chart and analyze them
First one in October. The second with the district writing assessment date
in May.
Survey students each trimester.
Resources/Support Needed:
Training by a Communication Arts Specialist for process, traits, and mode.
Community Resource Data Bank
Stack the Deck preview by teachers not using it.
Building Trainers, staff for building assessment process
Supplementary materials (on teaching writing) for staff
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Rrelationship to learner outcomes, core essential learnings, benchmarks,
and frameworks:
This supports student growth in mathematics core essential learnings
and frameworks, and will:
Implement district assessment project for appropriate grades
Use and apply district adopted mathematics problem solving rubrics
Staff Development Activity or Application Data Collection on Staff Development
Activity or Application
Timeline
Offer training in performance based mathematics and assessment.
Have teachers participate in district training opportunities.
Encourage use of monthly prompts by math pilot volunteers.
Train staff in use of manipulatives and alternative strategies: including
computers, calculators, etc., to enhance mathematics competency
Data collection:
attendance logs LIDay
after school
staff self-evaluation
survey, time logs for classes after school during the year
Student Activity or Application Data Collection on Student Activity or Application
Students practice of prompts and curriculum opportunities of performance
based math.
Student participation in district and state performance based math assessment;
rubrics used as scoring guides in Spring, 1997
Students will use manipulatives and computer technologies to complement
mathematics instruction.
Data gathering:
Observation
CTBS test scores
Analyze CTBS math scores for 94-96
Relationship to learner outcomes, core essential learnings, benchmarks,
and frameworks:
We at Naches Trail:
Recognize that many students have access to technology at home and want
build upon that base
Use and apply district technology Create and Communicate Information and/or
Knowledge Rubric
Integrate technology with the curriculum in order to complete writing process
tasks, complement
mathematics instruction, access and organize information, and showcase student
work
Staff Development Activity or Application Data Collection on Staff Development
Activity or Application
Timeline
Continue offering computer classes to all staff, based on survey
needs.
Technology Committee meets weekly to assess needs, discuss current technologies,
reccommend purchases
Involve staff in hardware and software selections.
Survey staff for needs
Technology committee make final decisions and order
Training in building network use; e-mail, shared files, library catalog,
attendance, etc.
Data gathering:
tech committee minutes ongoing
attendance sheets and staff survey
attendance logs LIDays, after school
Student Activity or Application Data Collection on Student Activity or Application
Students use technology in becoming better writers. Use word processing,
editing and spell check, etc.
We will get kids using Internet and world wide web to showcase reports,
research, and other content-based products.
Students will use the computer in the classroom.
Students will learn new programs to use on the computer.
Students will have regular access to library computers at lunch, other recesses.
Data will be collected by:
Student surveys
Counting the number of web pages produced.
Weekly/monthly tally of student classroom computer use
Data displayed monthly
We will:
analyze surveys and attendance logs from staff , parents and students
analyze writing scores from building and district assessments
analyze CTBS writing scores
We will:
analyze surveys from staff and students
analyze district performance math assessment scores
analyze CTBS math scores
We will analyze and report results of:
staff and student surveys
attendance logs for training sessions
guestbook entries at voting days, conference weeks
number of student-created world wide web pages