South Whidbey School District School Improvement Plan

Transcription

1 South Whidbey School District School Improvement Plan October 2015 Student Performance Data Interpreting and Applying Student Performance Data to school improvement efforts: Collaborative teams within the school functioning as PLCs focus their work on these four critical questions 1. What is it we expect our students to learn? (standards/expectations) 2. How will we know when they have learned it? (assessments) 3. How will we respond when some students do not learn? (interventions) 4. How will we respond when some students already know it? (enrichment) Reading SWSD/SWES 2020 Benchmark: 100% of students will leave third grade reading at or above grade level. Students not meeting annual performance expectations will receive remediation. Goal: EVERY student reading at or above grade level. STAR Reading Data Fall % of students are on watch (blue) and at or above grade level. (green)

2 Reading Goal: EVERY student reading at or above grade level. 77% are on watch (blue) or at/above grade level (green) 78% are on watch (blue) or at/above grade level (green)

3 Standards & Expectations: Goal: EVERY student reading at or above grade level. What is it we expect our students to learn in ELA? 1. We expect every child to be reading at or above grade level. 2. We expect students to be proficient readers that can fully comprehend what they read. 3. We will use ELA - Common Core State Standards to focus our instruction on our goals 4. We will continue to use Open Educational Resources to supplement our current reading strategies. 5. The K-5 Writing Matrix (K-3 is complete, 4-5 is in process) will be used to continue to align our writing strategies to ELA standards and expectations. We will now focus on cross grade level integration of K-3 DMA strategies other programs such as Café and the Daily Five. 6. Grade level teams will continue alignment of materials, teaching strategies, and classroom activities to the Common Core. How will we know when they have learned the standards or mastered the Assessment: 1. STAR Reading will be used to assess students academic improvement. 2. STAR Reports will continue to be used to guide instruction. Specifically the Instructional Reports for classrooms and individual students. 3. STAR Reading and STAR Early Literacy will be used for Benchmark Screening, Progress Monitoring, and Diagnostic Assessments. 4. PLCs will meet after each Benchmark Test (fall, winter, spring) and review data from all assessments to determine instructional goals for students. 5. We will continue to monitor student academic improvement through the use of formative and summative assessments such as SBAC, WaKids, Classroom Assessments, and Accelerated Reader.

4 Goal: EVERY student reading at or above grade level. What will we do when student have not mastered the standards or met the Interventions: 1. Staff will use their PLC time to address academic interventions, creating plans for individual students as well as plans for groups of students. 2. Interventions used in classrooms: a. IXL Independent practice allowing student to work ELA skills at their own pace. b. Small group instruction c. Differentiated instruction for individual students d. CIA and Café strategies e. Accelerated Reader for monitoring fluency, vocabulary development, and comprehension 3. Title and LAP Reading a. Push in and Pull Out model b. Small group stations and activities c. Progress monitoring every 6 weeks to determine students response to the instructional interventions d. Skills probe and WaKids assessments with kindergarten e. DIBELS to determine progress f. Read Naturally online reading fluency and comprehension practice What will we do when students have mastered the standards and met the Enrichment: 1. Staff will develop enrichment activities in their classrooms to engage students that have mastered the standards and met expectations. 2. Staff will work with parents to modify homework and enrich the experiences at home for students that have mastered standards. 3. HCL program includes Math Team, Lego Machines, and Destination Imagination. Giving students opportunities to work in teams to develop higher order thinking skills, STEM activities and to provide enrichment for students that have mastered classroom content. 4. Classroom Enrichment Activities that will continue a. IXL - Independent practice on ELA skills. Students work through the skills at their own pace b. Accelerated Reader c. CIA & Café individualizes the activities for each student d. Individualized plans for specific students e. Independent Research Projects f. STEM Activities and Maker Labs

5 Goal One: ELA Every student reading at or above grade level Objective: To increase the number of students in the green zone (at/above grade level) and decrease the number of students in the red (urgent) and yellow (intervention) zones. PROJECTS/ACTIVITIES TIMELINE PARTICIPANTS MEASURES & EVIDENCE OF IMPACT *Grade level teams will meet a minimum of once each week to collaborate and answer the big four questions. (listed above) Immediate K-5 grade level teams *Grade level meeting data will be shared with the entire staff This is part of our PLC culture Cross grade level teams (Multi-age classrooms will join gr. level teams) Sped staff will participate in all SIP activities Basic Ed, Sped and Title staff will align instructional materials and practices *Benchmark data and progress monitoring data will be reviewed after each assessment period to see if students are making progress *Staff will communicate with their PLC group when they need an intervention for a student Title / LAP Indirect Services using the RTI Model Every six weeks Title/LAP Student assessment data on the effectiveness of the instruction Number of students in Title / LAP receiving services decreases over the course of the year Develop staff understanding of additional STAR Reading Reports to guide instruction and design interventions. Implement in class interventions to improve reading Ongoing All Staff Use of STAR Reading Reports during PLC and Staff meetings Improvement of student reading scores Continue working with PreK partnerships in literacy, attending early learning coalition training and implementing new strategies into daily teaching Year Long K-3, Title and Sped staff Artifacts from training. Student performance on assessments, TPEP observations and PLC notes Continue PreK partnership with early learning providers, collaborating on strategies and materials as well as transition activities. Fall and Spring Kindergarten teachers Transition documents, class placement process, training documents

6 Student Performance Data Interpreting and Applying Student Performance Data to school improvement efforts: Collaborative teams within the school functioning as PLCs focus their work on these four critical questions 1. What is it we expect our students to learn? (standards/expectations) 2. How will we know when they have learned it? (assessments) 3. How will we respond when some students do not learn? (interventions) 4. How will we respond when some students already know it? (enrichment) Goal: EVERY student performing at or above grade level in math STAR Math Data Fall % are on watch (blue) or at/above grade level (green)

7 Goal: EVERY student performing at or above grade level in math STAR Math Data 73% are on watch (blue) or at/above grade level (green) Goal: EVERY student performing at or above grade level in math STAR Math Data 75% are on watch (blue) or at/above grade level (green)

8 Math Goal: EVERY student performing at or above grade level in math Standards & Expectations: What is it we expect our students to learn in Math? 1. We expect every child to be able to understand and perform mathematical operations at or above grade level. 2. We expect students to be proficient in the pre-requisite math skills needed when they transition from the elementary to the middle school. 3. We will use Math - Common Core State Standards as our instructional base 4. We will continue to use Open Educational Resources to supplement our current math materials and strategies. 5. We will continue to develop math curriculum guides and pacing calendars based on CCSS pacing guide. 6. Grade level teams will continue alignment of materials, teaching strategies, and classroom procedures to the Common Core. How will we know when they have learned the standards or mastered the Assessment: 1. STAR Math will be used to assess students academic improvement. 2. STAR Reports will continue to be used to guide instruction. Specifically the Instructional Reports for classrooms and individual students. 3. STAR Math will be used for Benchmark Screening, Progress Monitoring, and Diagnostic Assessments 4. PLCs will meet after each Benchmark Test (fall, winter, spring) and review data from all assessments to determine instructional goals for students 5. Additional assessments used: SBAC, WaKids, Classroom Based Assessments, IXL, That Quiz, Aims, and Math Whizz

9 Math What will we do when student have not mastered the standards or met the Interventions: 1. Staff will use their PLC time to address academic interventions, creating plans for individual students as well as plans for groups of students 2. Interventions used in classrooms: a. IXL Independent practice on Math skills. Students work through the skills at their own pace b. Xtra Math Independent math practice c. Small group instruction d. Differentiated instruction for specific students e. Leveled math games f. Study Ladder pilot year web based program designed to help students learn while having fun 3. Title and LAP Reading a. Investigate OSPI s menu of math models to be implemented in What will we do when students have mastered the standards and met the Enrichment: 1. Staff will develop enrichment activities in their classrooms to engage students that have mastered the standards and met expectations. 2. Staff will work with parents to modify homework and enrich the experiences at home for students that have mastered standards or are beyond the typical student in the classroom 3. HCL program will be modified to include Math Team, Lego Machines, and Destination Imagination. 4. Classroom Enrichment Activities (not all inclusive) a. IXL - Independent practice on Math skills. Students work through the skills at their own pace b. That Quiz (online math practice) c. Study Ladder pilot year web based program designed to help students learn while having fun d. Leveled math games e. Individualized plans for specific students f. STEM Activities and Maker Labs

10 Goal: EVERY student performing at or above grade level in math Objective: To improve instructional deliver of CCSS and improve student academic performance. PROJECTS/ACTIVITIES TIMELINES PARTICIPANTS MEASURES & EVIDENCE OF IMPACT *Grade level teams will meet a minimum of once each week to collaborate and answer the big four questions. Immediate K-5 grade level teams Cross grade level teams *Grade level meeting data will be shared with the entire staff PLCs will create Google Docs to track PLC work (Multi-age classrooms will join grade level teams) STAR Math data will be used during Early Release activities Sped staff will participate in all SIP activities Basic Ed, and SPED staff will align instructional materials and practices *Grade level and school level teams will review assessment data at benchmark dates Ongoing PLCs STAR Reading and Math reports, student achievement increases Training in RTI process Ongoing All staff Notes from PLC meetings Implementation and modification of Math CCSS pacing calendars and pacing guides All year K-5, sped staff Artifacts from training, PLC notes Review of OER to supplement current math materials, materials are discussed at ER activities and staff meetings Ongoing All staff BLT representative reports around implementation, and classroom observations Develop classroom interventions to assist students that are below standard Year Long All staff Student performance on assessments, intervention data from IXL, That Quiz, Math Whizz and other online resources

11 Student Performance Data Interpreting and Applying Student Performance Data to school improvement efforts: Professional Learning Communities PLCs will focus on the following questions: 1. What do we want students to learn? (standards/expectations) 2. How will we know when students have learned the standards? (assessment) 3. What will we do when they haven t learned? (intervention) 4. What will we do when they have learned it? (enrichment) Goal To increase students academic success by improving the culture and climate of the school. Increasing student engagement in academics and decreasing problem behavior. Problem Solving Data Comparison

12 Goal To increase students academic success by improving the culture and climate of the school. Increasing student engagement in academics and decreasing problem behavior. Standards/Expectations: What is it we expect our students to learn? 1. We expect students to be able to regulate their behavior in the classroom, in common areas, and on the playground. 2. We expect students to be able to contribute positively to their classroom and the school through supporting school expectations, getting involved in school activities and/or becoming school leaders 3. We expect students to be able to resolve their own issues positively and without adult intervention. 4. PBIS School Wide Expectations will be taught to all students and reinforced in all settings throughout the year Bubbles Big Five Common Area Expectations (hallways, bathrooms, lunchroom, buses, etc.) Positively stated classroom expectations Bullying Prevention 5. Leader In Me Seven Habits of Happy Kids program 6. Social Thinking: Whole Body Listening o Hearing with the ears, listening with the eyes, and listening with the mouth 7. Zones of Regulation teaching self regulation 8. We will increase staff participation in our social emotional programs and their use in classrooms How will we know when they have learned the standards or mastered the Assessment: 1. We expect to see a reduction in the number of Office Discipline Referrals 2. Periodic review of student discipline data using the SWIS app a. To identify problem areas b. To identify students that need intervention 3. Data from Behavior Plans will be tracked and monitored for effectiveness of interventions 4. Academic performance for students that have difficulty with behaviors 5. Child Study Team referrals for problem behaviors 6. The staff will monitor our Social Emotional programs and assist with implementation 7. Is there a decrease in problem behaviors for classrooms implementing the social emotional programs?

13 Goal To increase students academic success by improving the culture and climate of the school. Increasing student engagement in academics and decreasing problem behavior. What will we do when student have not mastered the standards or met the Intervention: 1. Positive Behavior Intervention and Support (PBIS) a. Tier 2 interventions (additional time and support) b. Behavior plans c. Check-In-Check Out 2. Staff will use their PLC time to address academic and behavioral interventions, creating plans for individual students as well as groups of students 3. Zones of Regulation - The Zones is a systematic, cognitive behavior approach used to teach self-regulation by categorizing all the different ways we feel and states of alertness we experience into four concrete zones. 4. Superflex: A Superhero Social Thinking Curriculum provides educators, parents and therapists fun and motivating ways to teach students how to build social thinking skills 5. PBISWorld.com web base resource for identifying and creating interventions for students with problem behavior 6. PBIS Bullying Curriculum 7. Leadership Roles 8. Restorative Justice (paying back your community) What will we do when students have mastered the standards and met the Enrichment: 1. Classroom and school privileges 2. Leader In Me leadership roles 3. Leadership Team Member (one from each classroom) 4. Mediator positions 5. Positive reinforcement using Whale Tales 6. Positive notes home 7. Positive phone calls and s to parents

14 Goal To increase students academic success by improving the culture and climate of the school. Increasing student engagement in academics and decreasing problem behavior. Objective: 3.1 To continue to implement PBIS, developing Tier 2 Interventions with check-incheck-out (CICO) services. PROJECTS/ACTIVITIES TIMELINES PARTICIPANTS MEASURES & EVIDENCE OF IMPACT *Child Study Team redesigning the process to include an action plan and assignments for follow up activities Immediate School psychologist, counselor, principal * CST notes, SWIS data on improved behaviors *Review of behavioral data monthly to determine school wide impact and determine interventions needed Monthy Student Support, principal, school counselor SWIS data will show an improvement in behaviors with less ODRs Training in RTI process and classroom interventions using the PBISWorld.org website Ongoing All staff Improved behavioral supports in the classroom measured by SWIS and amount of ODRs. CST notes showing less referrals for behaviors and / or fewer follow up meetings Reviewing academic issues and support for all behavioral referrals Ongoing K-5, sped staff, counselor, principal, school psych CST notes indicating academic issues and support for all behavioral referrals Implementation or continuation of Whole Body Listening, Zones of Regulation, Superflex Curriculum October/November Ongoing Primary (Whole Body), Zones and Superflex school counselor, CICO personnel CST notes, weekly behavior meetings Integration of PBIS and Leader In Me. Leader in Me is the why, PBIS is the what (for some areas) Year Long All staff Artifacts: Assembly agendas, Leadership notebook, school wide expections Improved participation in leadership roles, less ODRs, and improved participation in assemblies

15 Title I Reading LAP Reading & Behavior Support Our K-5 Title I Targeted Assistance program offers Tier II interventions to students who qualify for reading support. Students receive this instruction in the Title I program, in addition to their classroom reading instruction. In 2015 we added the LAP program to the elementary school for additional reading and behavior support. The Title/LAP program now services additional students with a focus on K-3 interventions and continuing support for grades 4 and 5. Push-In or Pull-Out: Push-In: This model is refered to as our Reading Blitz. Title/LAP staff meet with kindergarten and first grade teachers to identify student needs and provide support in the classroom. Instruction and groups are based on a right now model. What do the students need right now to be successful in the classroom. This is adjusted on a weekly basis to assist students with the most need. In addition to suporting the classroom program, this model cuts down on transitions and increases communication with the classroom teacher. Pull-Out: Second through fifth grade are part of the pull-out model. We have integrated the traditional pull out model with a classroom stations model to create a more rigourous model of instruction. The Title / LAP team has a number of different instructional strategies, materials, and stations for students to participate in. Groups are kept at a minimum, fives students are less, and rotate through literacy stations during the week. Benchmark Assessments (STAR and DIBELS) are given in the fall, winter and spring. These assessments, along with teacher observations are used to rank order students, and following federal guidelines, to determine which students need the most assistance. Progress Monitoring: The program operates using the Respones To Intervention (RTI) model. Students are given intensive instruction in reading skills and strategies for six-weeks. Students are then reassed to determine growth and to measure the effectiveness of the interventions. If students are not making growth, the interventions are either intensified, groups are reduced in numbers to give more one-on-one attention, and/or teaching strategies are adjusted or changed to meet the student s needs. Behavior: Research shows that academic issues and behavioral issues often go hand in hand. In an effort to assist students in both areas the LAP Team provides bahaviroal support in addtion to reading interventions. Students are assisted throughout the day with appropriate social behaviors to assist them with following school expectations. During specific times of the day students with behavioral needs are placed into zones on the playground or in the lunch room so they can be assisted with social skills and appropriate play activities to prevent problem behaviors. Students are taught skills to help regulate emotions and curb physical aggression by channeling their energy into positive activities.

16 NINE CHARACTERISTICS OF HIGH PERFORMING SCHOOLS The nine characteristics of high performing schools have been integrated into the school s PLC model. There is a short description of our current focuses for each characteristic. Previous years activities can be found in our SIP. 1. Clear and Shared Focus: The focus is on achieving a shared vision, and all understand their role in achieving the vision. The focus and vision are developed from common beliefs and values, creating a consistent direction for all involved. All staff members have been trained in the PLC model. We use the PLC model for grade level, cross grade level, and building teams. Early Release and Staff Meetings are being transformed into learning meetings with the majority of time spent on ensuring staff are all focused and moving in the same direction. 2. High Standards and Expectations for All Students: Teachers and staff believe that all students can learn and meet high standards. While recognizing that some students must overcome significant barriers, these obstacles are not seen as insurmountable. Students are offered an ambitious and rigorous course of study. Staff developed goal for 2015 is that every student will be at or above grade level in reading and math. Staff is continuing to implement CCSS, in class interventions, integrating subjects, and using data for decision making. 3. Effective School Leadership: Effective instructional and administrative leadership is required to implement change processes. Effective leaders are proactive and seek help that is needed. They also nurture an instructional program and school culture conducive to learning and professional growth. The elementary school is progressing along with our PLC structure. As the structure gets stronger and more consistent, teams are beginning to take charge of their own professional development and alignment needs while following the building vision. Our Building Leadership Team is effective and helps us move forward. 4. High Levels of Collaboration and Communication: There is strong teamwork among teachers across all grades and with other staff. Everybody is involved and connected to each other, including parents and members of the community, to identify problems and work on solutions. Our team structure is based on the Professional Learning Communities model. Teachers meet weekly in their grade levels and cross grade levels when needed. We work as a team to identify and solve issues. Support staff in special education and Title/LAP collaborate with classroom teachers and grade level PLCs to provide consistent and coordinated instruction. 5. Curriculum, Instruction and Assessment Aligned with Standards: The planned and actual curriculum are aligned with current state standards. Research based teaching strategies and materials are used. Staff understands the role of classroom and state assessments, what the assessments measure, and how student work is evaluated. Math pacing guides and calendars have been completed for 2015 and the work on aligning writing instruction has moved from K-3 into the 4 th and 5 th grade area. We anticipate completion of the writing alignment by the end of the school year. All staff are implementing CCSS in both ELA and Math. Work on aligning the NGSS to our science kits is continuing.

17 NINE CHARACTERISTICS OF HIGH PERFORMING SCHOOLS 6. Frequent Monitoring of Learning and Teaching: A steady cycle of assessments identifies students who need additional instruction. More support and instruction time is provided. Teaching is adjusted based on frequent monitoring of student progress and needs. Assessment results are used to focus and improve instructional programs. Benchmark assessments are used three times a year in reading and math. Progress monitoring is used for students that are below grade level to ensure that interventions are focused on student need. Title program assesses students every six weeks using the RTI model and adjusts the delivery of services and the instruction student s receive based on assessment results. PLCs review benchmark assessment data as an entire school or after benchmark periods in their PLC meetings. 7. Focused Professional Development A strong emphasis is placed on training staff in areas of most need. Feedback from learning and teaching focuses extensively on ongoing professional development. The support is also aligned with the school or district vision and objectives. We are continuing are development of PLC activities that focus on the four questions. Each staff meeting or early release activity is focused on a specific topic, giving teams time to collaborate on topics and plan for implementation. We continue to be focused on making students college and career ready. 8. Supportive Learning Environment: The school has a safe, civil, healthy and intellectually stimulating learning environment. Students feel respected and connected with the staff and are engaged in learning. Instruction is personalized and small learning environments increase student contact with teachers. The integration of PBIS and The Leader in Me into our entire Social Emotional Program continues to improve student behavior and satisfaction with being part of the school. In 2015 we have moved to the next level and are moving all interested 4 th and 5 th grade students into leadership roles. We are also using the leadership incentive to assist students that have behavioral / social emotional challenges. This increases their feeling belonging to the school community while at the same time reducing problem behavior. Bullying curriculum continues to be taught strategically during the times of the year when student behavioral challenges increase. 9. High Level of Family and Community Involvement: There is a sense that all have a responsibility to educate students, not just the teachers and staff in schools. Parents, businesses, social service agencies, and community colleges/universities all play a vital role in this effort. We continually strive to increase parent communication and partnerships with the school. Our parent advisory council (PAC) continues to expand each year. Parents are responding more frequently when there is an activity or we ask for suggestions. A few of the partnerships we have are with CADA (domestic violence prevention), IDIPIC (preventing drug and alcohol use by students), WICA (center for the arts), WCT (children s theater), our local PTA, and Good Cheer food bank. Our school farm has expanded from a small garden plot to a fullfledged farm that produces food for Good Cheer and sells it to our food service provider to be used in our cafeteria. Students are making healthier choices during lunch and love to make garden tacos our of lettuce leafs and vegetables they pull right from the garden.