GRANT WOOD ELEMENTARY 2014-15 School Improvement Plan Building Leadership Team Cindy Stock and Nicole Shaw, BLT Co-Chairs Lisa Johnson, Kindergarten Liz Altemeier, First Grade Megan Goldensoph, Third Grade Tricia Weber, Fourth Grade Jillian Schulte, Music Specialist Andrea Dorr, Counselor Nicole Shaw, Instructional Design Strategist Cindy Stock, Building Principal Professional Development Facilitator for School Improvement: Kathleen Ziegler kziegler@cr.k12.ia.us Date: 7/25/2014 1
Building Leadership Team Functions, Structures, & Processes Functions of the Building Leadership Team: Help principal set and communicate direction of the building. Take actions and build PD based upon data connected to need. Monitor SIP implementation. Ensure maximum learning. Take the lead on SINA and Title requirements. Support district building and goals. Serve as a conduit to the grade level teams. Help identify and monitor six week improvement cycles. Review and approve TQ and Enrichment applications. Serves as one voice supporting the work. Our BLT Structures & Processes: Leadership The building principal and instructional design strategist will share the BLT chair responsibilities of setting agendas, sending out meeting notices, facilitate meetings and coordinating professional development. Meeting Frequency/Times BLT meetings will be held bi-weekly from 7:55 8:40 a.m. Additional half day BLT meetings will be scheduled as needed for in-depth data analysis. Meeting dates and times will be posted on the building Outlook calendar. Meetings will be held in Room 107. Communication Public agendas will be emailed to all Grant Wood Staff two days in advance of each meeting. This will allow all staff to channel any questions or input that they have through their designated BLT representative. Minutes from each meeting will be sent to all staff. Note Taker: Liz Altemeier Time Keeper: Megan Goldensoph 2
Input All BLT members will serve as grade level/support staff representatives. BLT agendas and minutes will be emailed out to all Grant Wood Staff. BLT members will clarify topics discussed at meetings and will gather input to bring to BLT meetings. Lisa Johnson Preschool and Kindergarten Liz Altemeier First Grade and Second Grade Megan Goldensoph Third Grade and Title 1 Trisha Weber- Fourth Grade and Fifth Grade, PACT Jillian Schulte Specialist, FLES, Library Andrea Dorr cafeteria and custodial, AEA Nicole Shaw Special Education, AmeriCorps and Prep Paras Cindy Stock Office Staff Data Data will be brought by grade level representatives. Nicole will bring data for second and fifth grade. Decision-Making Protocol Consensus depends on participants having shared values and goals, and on having broad agreement on specific issues and overall direction. The BLT will make decisions based on consensus that implies everyone accepts and supports the decision, and understands the reasons for making it. All BLT representatives will demonstrate collective responsibility to support final decisions and action steps. 3
Telling Our Story with Data We have only one year of data for the District English Language Arts Performance Assessment. This assessment is aligned tightly with the expectations and rigor of the Iowa Core. This graph displays the growth that students in grades 1 5 made with the assessment over the course of the 2013-14 school year. A few points of celebration would be the tremendous growth for the 4th grade group and the overall moderately high achievement for grades 1, 3, 4, and 5. A point of concern would be the lack of growth with the 2nd grade group of students. Fountas and Pinnell Percent Proficient and Percent Making Expected Growth 100 90 80 70 60 50 40 30 20 10 0 95 95 87 87 89 88 82 79 81 74 76 75 75 72 68 65 67 61 54 47 42 0 0 Kindergarten 1st 2nd 3rd 4th 5th Percent of Students At Benchmark 2012-13 Percent of Students At Benchmark 2013-14 77 Percent of Students Making Expected Growth 2012-13 Percent of Students Making Expected Growth 2013-14 This graph displays two years of Fountas and Pinnell diagnostic reading assessment data. The yellow indicates the percent of students reading at grade level in the spring. The green indicates the percent of students making expected reading growth over the course of the school year. We do not have expected growth data for 4th and 5th grade for the 2012-13 school year. A few points of celebration would be the high achievement for kindergarten students over the past two years and the moderately high percent of 3rd grade students making expected growth over the course of both school years. A point of concern would be the low percentages of proficient readers for first and fifth grade students over the past two years. 4
Math Core Average Percent of Standards Mastered 80 70 74 75 74 72 60 50 55 49 51 40 37 34 37 30 20 10 0 1st 2nd 3rd 4th 5th 2012-2013 2013-2014 Iowa Core Math Standards: This graph displays data for the percent of students at 80 mastery with the grade level Core math standards in the spring as measured by the District Math Core test 3. A couple points of celebration would be the moderately high percent of first and second grade student at 80 mastery for the past two school years. Although grades 3rd 5th are not performing at the same high levels of proficiency all three grade levels did make improvements during the 2013-14 school year over the results of the 2012-13 school year. 5
Percent Proficient Math GW 2011-2012 2012-2013 2013-2014 Math prof total prof prof total prof prof total prof 3rd 41 56 73 41 52 79 37 47 79 4th 43 57 75 41 49 84 43 51 84 5th 45 59 76 38 56 68 41 55 75 Bldg 129 172 75 120 157 76 121 153 79 Percent Making Expected Growth Math GW 2011-2012 2012-2013 2013-2014 Math e.g. total e.g. e.g. total e.g. e.g. total e.g. 4th 32 57 56 32 49 65 31 51 61 5th 25 60 42 30 56 54 22 55 40 6
Bldg 57 117 49 62 105 59 53 106 50 Percent Proficient Reading GW 2011-2012 2012-2013 2013-2014 Reading prof total prof prof total prof prof total prof 3rd 41 56 73 34 52 65 37 47 79 4th 40 57 70 35 49 71 37 51 73 5th 43 60 72 38 56 68 41 55 75 Bldg 124 173 72 107 157 68 115 153 75 Percent Making Expected Growth Reading GW 2011-2012 2012-2013 2013-2014 Reading e.g. total e.g. e.g. total e.g. e.g. total e.g. 4th 20 57 35 31 49 63 37 51 73 5th 19 60 32 24 56 43 31 55 56 Bldg 39 117 33 55 105 52 68 106 64 Iowa Assessment Math proficiency: Overall building results indicate a 3 growth in percent proficient from 2012-13 to 2013-14. Although there has been a slight upward trend in the math proficiency data we have not seen any significant changes with student proficiency over the past three years. The percent of student making expected growth in the area of math made a significant dip this past year. Iowa Assessment Reading proficiency: Data from the past three years displays a nice amount of growth with overall proficiencies and students making expected growth in the area of reading. Building-wide data for grades 3-5 indicates an increase of 8 greater proficiency for reading and 12 increase with students making expected growth. 7
Percent of Average Daily Attendance 100 90 80 70 60 50 40 30 20 10 0 Average Daily Attendance 95.61 96.02 95.72 95 2010-2011 2011-2012 2012-2013 2013-2014 Average Daily Attendance: This graph displays the decline in average daily attendance over the past three years. CLASS MEETINGS / COMMUNITY CIRCLE 2013-14 Survey Question 9 0.0 Level I: Class meetings are held at the teacher s discretion. 50 Level III Daily Class Meetings/ Community Circle 50 Level 1 Meetings held at teacher's discretion Level II: Class meetings are conducted on a daily basis, with a purpose clearly stated each day. 0.0 Level III: Class meetings occur daily, as well as on asneeded basis to problem solve, to review curriculum, and to enhance a positive climate for all. Daily SEB Instruction: The above pie charts display the results for Question 9 of the Annually District SEB survey. 8
Making Our Vision and Commitments Visible District Vision & Mission: Excellence for All; To develop 21 st century learners and productive, responsible citizens. Our Vision for Student Learning at ELEMENTARY: When a GRANT WOOD ELEMENTARY student matriculates to the next learning task or grade level they demonstrate proficiency with grade level learning expectations and have tools and strategies for academic and social success because their health and wellbeing is valued and supported. We will know a GRANT WOOD ELEMENTARY student is ready for the next level when we (teachers, staff, parents, and community) see: Self-Efficacy/Resiliency: We will know a GRANT WOOD ELEMENTARY student is ready for the next level when we (teachers, staff, parents, and community) see them show self-awareness of their strengths and weaknesses and are motivated and resilient goal setters who are confident in their ability to achieve them. They ask for support when necessary and are assured they will receive it. Academics: We will know a GRANT WOOD ELEMENTARY student is ready for the next level when we (teachers, staff, parents, and community) see students actively engaged by building on their prior knowledge in order to accept the rigor of learning and demonstrating perseverance. Students can communicate their knowledge through different applications. Social/Emotional/Behavioral: We will know a GRANT WOOD ELEMENTARY student is ready for the next level when we (teachers, staff, parents, and community) see students embrace their role in our learning community and show empathy towards others. They self- regulate and take ownership of their behaviors and emotions. 21 st Century/Employability Skills: We will know a GRANT WOOD ELEMENTARY student is ready for the next level when we (teachers, staff, parents, and community) see innovative collaborators who value a never ending continuum of learning, understand and accept consequences, and are prepared for the challenges of the future. 9
In order for us to realize this vision for GRANT WOOD ELEMENTARY as a staff we must know, do and behave in very specific and purposeful ways. Our vision for the adults at GRANT WOOD ELEMENTARY looks like this: Each member of the GRANT WOOD ELEMENTARY staff is constantly learning and improving practice, so all students get the very best education possible. Each adult at GRANT WOOD ELEMENTARY: is a contributing member of our professional learning community and has a sense of urgency and ownership for the learning of all students. is deeply reflective and owns the work and results happening at Grant Wood Elementary. celebrates and promotes successes of Grant Wood staff and students. recognizes personal weaknesses and the weaknesses of students are opportunities for learning and growth. understands the importance of resiliency and self-efficacy in order to be successful and is skilled at developing this in our young people. looks for opportunities to provide student choice and use student passion and interests to facilitate rigorous learning. provides specific feedback about performance which includes strategies students will take to achieve personal goals.... but we aren t there yet. As we think about where we are and where we want to be in terms of our learning culture and adult behaviors to achieve that culture, our action next year related to building culture is: ------------------------------------------------------------------------------------------------------------------------------- ACTION: The learning culture at Grant Wood Elementary will be strengthened by setting and regularly reviewing procedures and by having high expectations for 100 of students to adhere to and be actively engaged in learning. Expected Adult Outcome(s): Staff will teach, model, and honor the PBIS building-wide expectations throughout the year. Staff will establish classroom expectations that aligned with the Big 3 Respect, Responsible, and Safe and will post and refer to these expectations consistently. Classroom teachers will teach all PARRT lessons, revisit building and classroom expectations, and all staff will hold students accountable to these expectations. Teachers will continue to use a variety of strategies (focus from last year) to ensure that 100 of students are engaged in learning throughout all instructional settings large group, small group, and independent work time. 10
All students and adults will be taught attentive learning posture - Sit Up, Sit Smart. All students and adults will learn and implement two common call and response used building-wide. Measures: Results from staff self-assessment data for 100 Student Culture Rubric will move toward the Proficient and Advanced levels. SEB/PARRT Survey Data greater than 80 of teachers will complete the annual spring SEB survey. Questions 4, 7, 9, 11 will all display stronger levels of implementation. SEB Walkthrough Data data from principal/counselor classroom walkthroughs will indicate 80 or greater participation in daily SEB time. Engagement strategies will be noted in lesson plans for weekly cycle visits. Academic assessment data for reading, writing, and math will increase. Expected Student Outcome(s) Click here to enter text. Students will learn, be able to articulate, and demonstrate the building wide and classroom procedures. Students will be able to apply their knowledge of the 12 PARRT lessons. All students will be engaged in learning. Measures: Office Referral Data Fewer students will be referred to the office over the course of the year from first trimester to third trimester. We will have fewer repeat offenders as the multi-tiered system of supports is put in place for students with behavior deficiencies/learning needs. The percent of students making expected growth with reading and math proficiencies will increase by 10 or greater. PARRT Spring Assessment Data Describe your plan of action to achieve this: The PBIS team will develop a calendar for daily SEB/PARRT/Community Circle instruction. All common area expectations will be taught to all students within the first week of school. During the first week of school all students and staff will learn the Sit Up, Sit Smart learning posture as well as the school-wide call and response methods. These procedures and methods will be used throughout the school year by all staff as part of our common language for creating a culture of high expectations. A 20 minute period at the end of each day will be designated for SEB instruction in all classrooms school-wide. The PBIS team will collect and analyze behavior referral data and will provide direction for strengthening implementation. Principal and counselor will conduct classroom walkthroughs during the daily SEB time. Findings from these walkthroughs will be used by the PBIS and BLT teams to set and refine implementation. Classroom teachers will purposefully select and implement strategies for high engagement. These strategies will be noted in the lesson plans that are documented for the weekly coach/principal/classroom teacher observations and planning sessions. 11
Building Assets We Will Utilize: The PBIS team will deliver professional development during pre-service and throughout the school year. Counselor and Principal will do SEB walkthroughs, PBIS team will met regularly to provide leadership for continued PBIS success Assistance Requested from District PD Office: Continued support for PBIS implementation. Guidance and professional development from Susan and Doreen, turnaround specialist. ------------------------------------------------------------------------------------------------------------------------------- Moving Forward Our Building Characteristic of Effective Instruction element this year is: Assessment for Learning At the end of the 2013-14 school year Grant Wood teachers participated in a full day School Improvement Planning meeting. A portion of this day was spent studying our current reality with implementation of the Characteristics of Effective Instruction. This included a self-assessment and completion of a building consensogram. Our analysis revealed Assessment for Learning as an area of focus for improvement. Teachers then studied the Assessment for Learning Innovation Configuration Map/Rubric and completed a self-assessment. The Building Leadership Team studied this self-assessment data and identified Attribute 2 (Student learning goals are clear, focused on the intended learning and communicated so all students understand the criteria for success) as our initial focus for improved instructional design and delivery. ------------------------------------------------------------------------------------------------------------------------------- FOCUS 1: Assessment for Learning Attribute 2 Expected Adult Outcome(s) & Measures: During the 2014-15 school year, teachers at Grant Wood will clearly communicate learning goals to students. They will provide students with examples of quality work and model self-assessment of work. Learning goals will be derived from the district priority SLE s and drive our collection for student data binders. Our professional development, aligned with this focus, will center on scaffolding instruction to identified goal, student goal setting and the management of varied student goals in the classroom. We will monitor our implementation by: Key Action Words: Communicate, provide, collect, align, identify, scaffolding, drive Teachers at Grant Wood will take a self-assessment to report their implementation of Attribute 2 in their classroom. This self-assessment will be taken three times a year with building-wide data reviewed by the BLT. Teachers at Grant Wood will post current priority standards in their classroom. The Grant Wood Principal and IDS will complete weekly classroom visits and coplanning sessions/collaborative discussions utilizing data regarding focus 1. 12
Expected Student Outcome(s) & Measures: During the 2014-15 school year, students at Grant Wood will understand the learning goals, know where they fall on the continuum and keep record of their progress toward the learning goal. We will monitor implementation by: Students at Grant Wood will be aware of identified grade level priority standards. Students at Grant Wood will be able to state their learning goals. Students at Grant Wood will be able to identify where they are on the learning continuum. Students at Grant Wood will track their progress on learning goals in their data binders. Describe your plan of action to achieve this: During the 2014-15 school year, we will provide opportunities for professional learning on goal setting, incorporating parents into student goals, scaffolding goals, data collection/organization, etc. During the 2014-15 school year, we will provide time for grade level team collaboration time to work on common rubrics, templates, quality work models, SMART goals, etc. During the 2014-15 school year, we will gather and reflect on survey data. We will use this data to work towards continuous growth in this area. The Grant Wood principal and IDS will complete weekly classroom visits and coplanning sessions/collaborative discussions with K-5 classroom teachers. Building Assets We Will Utilize: Principal, IDS, teacher leaders, BLT, sharing of teacher created resources, use of PLC time, classroom visits, and strategies demonstrated in short video clips shared with staff during PD. Assistance Requested from District PD Office: District assistance in professional development on scaffolding, goal setting and student-led conferences. ------------------------------------------------------------------------------------------------------------------------------- FOCUS 2: Choose an item. Expected Adult Outcome(s) & Measures: Click here to enter text. Expected Student Outcome(s) & Measures: Click here to enter text. Describe your plan of action to achieve this: Click here to enter text. Building Assets We Will Utilize: Click here to enter text. Assistance Requested from District PD Office: Click here to enter text. 13
Timeline The following calendar represents the district and building PD days. Use this calendar to create a timeline for the actions and work outlined in this SIP. B = building PD; D = district PD Date Elem Building Action and Notes 26-Aug first day Writing Prompt K-5 Score and Analyze Products, plan instruction 10-Sep B CEI: Assessment For Learning Goal Setting, data binders 12-Sep Assessment ELA Performance Assessment Due (1-5) 24-Sep D DISTRICT DEFINED: FAST Data Oct 3 Assessment FAST Due (K-5) 10-Oct Assessment District Core Math Due (K-5) 24-Oct CP/B 24-Sep Assessment Narrative Writing Due (1-5) 3-Dec B 17-Dec B 23-Dec B 5-Jan Assessment FAST Due (K-5) 7-Jan D DISTRICT DEFINED 19-Jan B ½ VAST Training 23-Jan Assessment District Core Math Due (1-5) 28-Jan CP/B 30-Jan Assessment District Core Math Due (K) 30-Jan Assessment ELA Performance Assessment Due (1-5) 4-Feb CP/B ES Conf Window Feb 18-Mar 5 13-Feb Assessment I-ELDA Due 16-Feb B Snow Make-Up 25-Feb CP/B 9-Mar Assessment Iowa Assessments March 9-20 (Taylor March 2-13) (2-5) 18-Mar B 3-Apr D DISTRICT DEFINED: Grade Level Teams 10-Apr Assessment Information/Opinion Writing Due (1-5) 30-Apr Assessment SRI due (5) 8- May B SIP Planning 15-May Assessment ELA Performance Assessment Due (1-5) 20-May B SIP Planning 29-May Assessment FAST Due (K-5) 29-May Assessment District Core Math Due (K-5) 14