GRANT ELEMENTARY SCHOOL 2014-15 School Improvement Plan Building Leadership Team Monica Frey, Principal; Katie Christiansen, Instructional Design Strategist, BLT Chair Cecilia Carey, 2nd grade teacher Jeannie Pfeiffer, 4th grade teacher Eve Ranard, 1st grade teacher Amy Renner, 4th grade teacher Lisa Stolba, Counselor Jennifer Wandler, 3rd grade teacher Monica Frey, Principal Katie Christiansen, Instructional Design Strategist Professional Development Facilitator for School Improvement: Kathleen Ziegler kziegler@cr.k12.ia.us Date: 6/4/2014 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 (describe how you select the chair and their duties) The co-chair role will be fulfilled by the Principal and Instructional Design Strategist. The decision about who would function in this role was reached by consensus of the BLT team in a May meeting. Duties of the co-chairs will included scheduling meetings, meeting invitations and developing/tweaking the agenda which will be sent via email to team members no later than Monday prior to the meeting. Meeting Frequency/Times (do you have a regularly established meeting time? If so, what day/time are they? Where are the meetings held?) The BLT will meet two times monthly, as the calendar allows: the first and third Wednesday of each month from 8:00am 8:50. Our first official meeting of the school year will be held on 9/03 in room 114. The team will meet for an extended period of time for two ½ half days, once in the first trimester and once in the second trimester. Additional dates and times will be added as needed. The BLT will be actively involved in the 6 week cycle through the work being done with the turnaround specialists and centered around current data. Communication (describe the communication responsibilities of the BLT and its members include the methods you use, frequency, etc.) BLT minutes will be recorded at each meeting and saved on the building L drive (under BLT 2014-15) to which every staff member will have access. The minutes will also be emailed to all certified staff. The Monday prior to the BLT meeting the agenda will be emailed (Katie and Monica) out to BLT members. Each BLT member has been assigned a team in which to communicate follow up items or for feedback. Additional team duties determined by the BLT 2
and will rotate each trimester: Secretary will be responsible for taking minutes during meeting, distributing meeting minutes to certified staff and saving on building L drive; Facilitator role is defined as the person that will review the norms, follow the agenda items and ensure that the team stays focused and moving through the agenda. The timekeeper will get the meeting started on time, watch the time to ensure we allow enough time at the end of the meeting to build the next agenda and alert the team when time is up. BLT members will be assigned as liaisons (MVP) to ensure proper communication of other grade levels not present. This information will be shared with grade levels so they are aware of who they can share information/data/ideas from. The MVP s will be Amy will share with 5th grade, Eve will share with Kindergarten, Jennifer will share with combo class, Jeannie will share with Title teachers. Input (describe how you methodically gather input how, what, when, who and why) Input will be generated from PLC meetings which will be done weekly, emails, PD evaluations and the use of voting buttons. We will schedule into our 6 week cycle time for communication between grade levels to ensure vertical articulation between grade level PLC s, support staff and special education. We will also plan to review feedback from Professional Development in a timely manner and use a plus/delta parking lot tool. We will also use the MVP s from our meeting as a structure for eliciting a voice from all staff at Grant. Data (describe how you methodically gather and use data how, what, when, who, and why) Data will be collected through the use of our 6 week rapid improvement cycles calendar. This will include data from district level assessments, building level assessments common formative assessments and office referral data. We will also look at data from student IRTI plans. Decision-Making Protocol (describe how the BLT makes decisions and holds itself accountable for enacting the decisions made) All decisions will be based on data and what is best for students. Quality tools will be used when appropriate and the team will defer to the majority when making decisions. The guiding principles of maintaining open and honest conversations and agreeing to disagree and moving on when a decision has been made will allow the team to not get stuck at an impasse. If consensus cannot be made, item will be table until further data is collected and resources are gathered. 3
Telling Our Story with Data Tell your story using data. Make pdf s of your graphs and paste them in the spaces provided below. Share the data used to make decisions and which you use to mark your progress. Data should include data related to things like: reading, math, SEB, D s/f s, attendance, hope & resiliency data, parent/student/staff surveys, self-assessments, etc. Remember: THE three rules of analyzing data: graph it, graph it, graph it. 2 points do not make a trend. The minimum requirements of the graphs included in this SIP are: all graphs are accurately titled the X and Y axes are clearly labeled all graphs start at zero all lines/bars are labeled all graphs must show longitudinal data unless you describe why you don t have trend data each graph contains a short descriptive, factual statement helping the reader clearly make sense of the graph. (e.g. 3 rd grade reading scores have grown by at least 3% each of the last 4 years. Or 87% of all Sample students made at least one year s growth in math in each of the last 3 years. ) Include your data and write you descriptive statements in the areas below. You do not need to use all of the boxes made available. Iowa Assessments READING - Percent Proficient 10 9 8 6 1 75% 71% 69% 69% 67% 6 61% 63% 66% 69% 61% 55% 3rd 4th 5th Bldg 2011-2012 2012-2013 2013-2014 4
Each grade in building met the district 3% growth goal using cohort data. By grade level, each grade level maintained or stayed the same: 3rd grade increased 1%, 4th grade maintained, 5th grade increased 8%. 10 Iowa Assessments READING - Percent of Students Making Expected Growth 8 6 53% 45% 69% 62% 66% 48% 43% 43% 2011-2012 2012-2013 2013-2014 4th 5th Bldg Cohort data: current 5th grade increased 9% from 4th to 5th grade. Grade level data: 4th grade increased 16%, 5th grade increased 18%, building increased 18% 10 9 8 6 1 Percent of Students Making Expected Growth End of Year - Fountas and Pinnell 19% 59% 52% 53% 45% 39% 38% 38% 42% 69% Increased 21% expected growth from previous year but did not make goal of. Cohort data: 1st grade increased 26%, 3rd grade increased 15%, 4th grade increased 31%, 5th grade increased 27%. 56% 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade BUILDING 2012-13 2013-14 5
Percent of Students Proficient End of Year - Fountas and Pinnell 10 9 8 6 1 63% kinder 63% 44% 43% 42% 37% 55% 33% 56% 52% 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade BUILDING 2012-13 2013-14 More students made expected growth than were proficient. 1st and 5th grade increased percent proficient from last year to current year. Fourth grade decreased from 5%. Iowa Assessments MATH - Percent Proficient 10 9 8 6 1 83% 79% 77% 73% 73% 75% 68% 67% 68% 71% 72% 67% 3rd 4th 5th Bldg 2011-2012 2012-2013 2013-2014 Cohort data: 4th to 5th grade up 1, 3rd to 5th grade up 5%, building data up 1%. Did not meet goal of 3% increase in number of students who are proficient. 6
CC.1 CC.2 CC.3 CC.4a CC.4b CC.4c CC.5 CC.6 CC.7 OA.1 OA.2 OA.3 OA.4 OA.5 NBT.1 MD.1 MD.2 MD.3 G.1 G.2 G.3 G.4 G.6 10 9 8 6 1 Iowa Assessments MATH - Percent of Students Making Expected Growth 49% 22% 24% 59% 55% 46% 47% Cohort data: current 5th graders made 37% increase. Building growth was a 6% increase. 37% 4th 5th Bldg 43% 2011-2012 2012-2013 2013-2014 10 9 8 6 1 Kindergarten - Math Core Assessment 10 99% 10 10 94% 94% 96% 94% 96% 96% 99% 97% 99% 97% 99% 10 96% 97% 92% 9 88% 89% 92% 93% 92% 93% 89% 9 9 88% 85% 85% 84% 86% 81% 8 81% 84% 76% 75% 77% 75% 75% 71% 53% 41% 2012-13 2013-14 Increased in 14 out of 24 areas. 7
10 9 8 6 1 First Grade - Iowa Math Core Assessment Critical Standards 95% 98% 89% 91% 92%91% 82% 97% 85% 78% 92% 98% 97% 92% 94%92% 84% 71% 74% 86% 74% 88% 72% 77% 8 65% 8 75% 77%78% 55% 64% 57% 49% 63% 46% 42% 56% 29% 2012-13 2013-14 Increased in 17 out of 20 areas. 10 9 8 6 1 55% 39% 91% 92% 64% 64% 65% 91% 76% 77% 2nd Grade Iowa Core Math Assessement Critical Areas 53% 45% 73% 65% 32% 36% 39% 9% 62% 67% 59% 95% 8 62% 62% 47% 35% 33% 27% 21% 18% 8 79% 45% 56% 17% 18% 21% 47% 2013 2014 Increased in 20 out of 21 areas. 8
10 9 8 6 1 83% 78% 67% 68% 66% 42% 57% 78% 3rd Grade - Iowa Core Math Assessment Critical Standards 6 59% 51% 51% 49% 44% 78% 69% 57% 75% 49% 46% 43% 46% 43% 44% 43% 37% 34% 36% 37% 32% 32% 31% 31% 24% 27% 27% 22% 88% 2012-13 2013-14 Increased in 11 out of 20 areas. 10 9 8 6 1 24% 64% 61% 54% 95% 88% 4th Grade - Iowa Core Math Assessment Critical Standards 51% 44% 36% 16% 59% 32% 83% 74% 65% 53% 29% 14% 72% 68% 44% 15% 7% 57% 56% 6 39% 42% 35% 19% 22% 9% 8% 51% 2012-13 2013-14 Increased in 7 out of 18 areas. 9
5.NBT.1 5.NBT.2A 5.NBT.2B 5.NBT.2C 5.NBT.3A 5.NBT.3B 5.NBT.4 5.NBT.5 5.NBT.6 5.NBT.7A 5.NBT.7B 5.NBT.7C 5.NF.1 5.NF.2 5.NF.3A 5.NF.3B 5.NF.4 5.NF.5 5.NF.6 5.NF.7A 5.NF.7B 5.NF.7C 5.MD.3 5.MD.4 5.MD.5A/B 5.MD.5C 10 9 8 6 1 5th Grade - Iowa Core Math Assessment Critical Standards 78% 79% 81% 66% 69% 67% 72% 75% 64% 66% 61% 56% 58% 54% 57%58% 55% 51% 51% 51% 47% 48% 42% 38% 35% 36% 36% 33% 36% 39% 33% 29% 25% 27% 27% 31% 15% 18% 21% 24% 11% 7% 13% 15% 5% 4% 2012-13 2013-14 Increased in 10 of the critical areas, 26 out of 26 areas. 10
Percent of students scoring a 3 or higher in the area of respect 100 80 60 63 73 74 97 80 93 70 97 84 79 63 73 74 89 40 20 0 Kdgn First Second Third Fourth Fifth Bldg Classroom Specials Goal was to have 9 of students receive a 3 in the area of respect by 3rd trimester. Only grades 1, 2, and 3 made this goal in specials only. 2013-2014 Problem Behaviors At Grant School 4% 1% 6%3% 37% 33% 16% Language Disrespect Disruption Phys Agg Theft Bullying Other Largest problem behavior is physical aggression followed by disrespect, these two areas make up of the problem behaviors. 11
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 Elementary student matriculates to the next learning task or grade level they are prepared academically and socially, they are confident and take ownership for their learning. We will know a Grant Elementary student is ready for the next level when we (teachers, staff, parents, and community) see: Self-Efficacy/Resiliency: students who understand goals and know how to reach them, believe they can reach their goals, show persistence in achieving goals, advocate for themselves by asking for clarification, monitor their own learning and celebrate success. Academics: students who understand academic expectations, current individual level of proficiency and steps to achieve goals, take risks and understand mistakes are part of the learning process, and take pride and prove quality of work over time. Social/Emotional/Behavioral: students who can identify, understand, and manage their emotions, independently describe and demonstrate what Doing Your PARRT means, following common area expectations, take ownership of their behaviors and accepting consequences appropriately, treat themselves, others, and property with respect, and engage in problem solving behaviors. 21 st Century/Employability Skills: students who can collaborate as a team, use grade level appropriate computer skills/technology, support and defend reasoning, establish long term goals and connect them to current learning, demonstrate intrinsic motivation to be life-long learners, demonstrate physical and mentally healthy behaviors, and show personal and civic responsibility. 12
In order for us to realize this vision for Grant Elementary as a staff we must know, do and behave in very specific and purposeful ways. Our vision for the adults at Grant Elementary looks like this: **For the section below, please refer to the 2014-15 SIP Guidebook Each member of the Grant Elementary staff has a positive attitude and a sense of belief that they have the ability to affect the lives of the students they work with. They have a sense of high expectations for all student and a belief that each student is an active member of the learning environment. Each adult at Grant ELEMENTARY: Will be an active member of our professional learning community Will have a sense of urgency and ownership for the learning of all students Will celebrate the successes of students and staff at Grant Elementary Will follow building expectations and procedures Will know and teach the whole student. Recognize each student s strengths and interests and use this to drive instruction Will Increase rigor to prepare students to use higher order thinking skills for the future education possible Will Be reflective in their teaching to improve upon their practice so that all children get the best... 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 school culture at Grant Elementary will be strengthened by implementing and regularly reviewing school procedures with high expectations for all students to follow and with active engagement in learning. Expected Adult Outcome(s) & Measures: Each teacher will have a designated time in their daily schedule for teaching Doing Our PARRT curriculum and teaching/reviewing PBIS procedures and classroom expectations. Each classroom will have a built-in time in their schedule for community circle; professional development will occur to give guidance and strategies for successful community circles in the classroom Walk-throughs and feedback sessions will occur with the first 6-week cycle to provide input and suggestions on learning targets and strategies to promote expected behavior. 13
Expected Student Outcome(s) & Measures: Office referrals for defiance and disrespect will decrease by 5% from the 13-14 school year to the 14-15 school year. Describe your plan of action to achieve this: Staff will define and implement major and minor behaviors and appropriate consequences PBIS teams will meet monthly to look at data and further adjust and monitor the building culture. ticket system to include different colored tickets for each grade level, celebrating successes as a school Dragon Wall of Flame celebration and classroom rewards Increased instruction and re-teaching of common area behavior expectations. Constant reflection around our Tier II and III systems of support through careful monitoring of data for groups and individual students. Celebrate growth with students and the idea that all students are going to college. Building Assets We Will Utilize: PBIS team will provide support with strategies to teachers to use in the classroom to promote expected classroom behavior with on-going PD. PBIS team, IDS and administrative team will support teacher through PD an engagement strategies. Observation for teachers that want to observe model classrooms within our building. Assistance Requested from District PD Office: Strategy support from district behavior strategist, GWAEA team 14
In All Systems Go Fullan (2010) argues that every part of the whole system contributes individually and in concert to forward movement and success and offers seven interrelated big ideas for whole system transformation: 1. All children can learn 2. Focus on a small number of key priorities 3. Resolute leadership/stay on message 4. Collective capacity 5. Strategies with precision 6. Intelligent accountability 7. All means all Teachers matter more to student achievement than any other aspect of schooling The 2014-15 SIP focuses on the areas and alignment of: PLC questions 2-3-4. What evidence do we have of the learning and what is our response? Quality of Instruction via the Characteristics of Effective Instruction Reducing the Achievement Gap Cause and effect data: Cause data: Information based on the actions of the adults in the system the inputs. Effect data: Student achievement from various measurements the results. IF Then Measurement of the action will include data points for adult action as well as student data. The Characteristics of Effective Instruction are a powerful vehicle for helping you realize your vision, and your current data and opportunities. *For the next segment, please complete the Individual Reflection on CEI in the SIP Guide PRIOR to completing this section. At Grant School our Characteristic of Effective Instruction element this year is: Assessment for Learning Describe how focusing and improving upon this characteristic is the best path right now for your faculty and students? (Consider the results of your Individual Reflection on CEI and Building Consensogram activity) Grant teachers recognize the most important aspect related to student growth and achievement is teacher instruction. Focusing instruction on specific, targeted skills and concepts, by using data to guide instruction (as opposed to using a curriculum to guide pacing 15 Moving Forward
or targets) will help meet individual and grade level student needs. Improving how teachers use formative assessments (and summative) to plan instructional modifications will impact core instruction as well as differentiated re-teaching. Our Building Consensogram also showed this was an area that most teachers ranked at Implenting and not yet Sustaining. What will successful implementation look like? Use descriptive statements to create a clear mental picture what are the adults in the building doing? How are they interacting with one another and the students? How will it get you closer to your vision? Teachers will have frequent opportunities to look at classroom and school-wide data and work closely with instructional strategist and each other to plan lessons based on student need, identified through their analysis. Conversations about Grant s data will be open, honest, and student centered. What is the focus and actions you are going to commit to this year to make this happen? FOCUS #1: Assessment for Learning Attribute #3 Instructional modifications for students are planned from carefully elicited evidence of student learning. Expected Adult Outcome(s) & Measures: During the 2014-15 school year, teachers at Grant school will analyze student work and data to create differentiated instruction to meet student needs in goal achievement. All adults at Grant school will work collaboratively to identify essential standards for fall, winter and spring terms in reading and math. Teachers will support students in understanding their learning targets and their progress toward meeting them Adults will work together to create and score common formative assessments. Analysis of Student work will be used by grade level teams. Conversation both in PLC meetings and within feedback conversations will occur around assessment data to answer the question, what does this data mean for our instruction. Instructional practices will be adjusted and altered as a result of the data that is analyzed. Teachers will gather other informal assessment (quick checks) data to determine if adjusted instruction is successful and that there is evidence of learning. Expected Student Outcome(s) & Measures: During the 2014-2015 school year, students at Grant School will increase the percentage of students making expected growth from % to % on the Iowa Assessments in Reading. During the 2014-2015 school year, students at Grant School will increase the percentage of students making expected growth from % to % on the Iowa Assessments in Math. During the 2014-2015 school year, Grant School will increase the percentage of Kindergarten through fifth grade students scoring proficient or advanced by 3% or 16
maximum of 10 proficient as measured in the critical areas on the end of the year District Common Core Math Assessment.???????? During the 2014-15 school year, Grant School will increase the percentage of students meeting or exceeding expected growth from % to % as measured by Fountas and Pinnell. Describe your plan of action to achieve this: Baseline data for self-assessment was scored a 2.5 or higher on the configuration map self-assessment form in June 2014. We will administer and analyze two more times during the school year (November and February) and modify and adjust our SIP actions and professional learning following analysis. A follow-up self-assessment will also be done in June 2015 to evaluate our school year SIP. Provide PD on developing six week planning cycles around priority standards with scaffolding. Look into a relevant book study on Assessment? PLC teams develop common formative assessments Common scoring of ELA and use results to guide instruction Teams develop random sampling to check progress while kids track progress towards goals. Building Assets We Will Utilize: Principal, Instructional design strategist, classroom teachers with expertise in assessment data collection and analysis Assistance Requested from District PD Office: PD on assessment and analyzing student work, PD on strong instructional and engagement practices (videos). 17
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 10-Sep B 12-Sep Assessment ELA Performance Assessment Due (1-5) 24-Sep D DISTRICT DEFINED Oct 3 Assessment FAST Due (K-5) 8-Oct B 10-Oct Assessment District Core Math Due (K-5) 22-Oct CP 24-Sep Assessment Narrative Writing Due (1-5) 5-Nov CP ES Conf Window Nov 10-21 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 10-Apr Assessment Information/Opinion Writing Due (1-5) 15-Apr B 29-Apr B 30-Apr Assessment SRI due (5) 6-May B 15-May Assessment ELA Performance Assessment Due (1-5) 20-May B 29-May Assessment FAST Due (K-5) 29-May Assessment District Core Math Due (K-5) 18
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