School
Improvement Plan 2017-2018
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School Improvement Goal #1: (What do your want to
change? What will result from this change? What will success look
like?) Our goal is to have 80% of our students achieve benchmark on the
end of year DIBELS reading assessment.
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Tasks / Activities
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Target Dates
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Support Needed/ Barriers you will likely face?
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(What specific tasks/activites will need to be done to
help reach your goal?)
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When will you start/stop and complete each action?
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What help will you need and from whom? What barriers will
you likely face?
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Implement and effectively use the new literacy materials
that are being provided by the district for whole group instruction.
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This will be a full-year process.
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The instructional coaches have been assigned to spend full
days in classrooms. They will observe the implementation of the new programs
and give feedback and coaching to teachers. They will also record how
much time is being spent on literacy activities and make sure that teachers
are following the district literacy model.
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We will continue to improve the effectiveness of our
reading intervention groups. We will do the following: 1-Make groups more
fluid so students are in the right group and constantly making progress.
2-Improve the instructional effectiveness of our aides through: training,
observation and feedback. 3-Provide PD for teachers. 4-Meet in PLCs regularly
and use data to make instructional decisions regarding the groups.
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This will be a full-year process.
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The literacy coach will facilitate each of these activities
with the direction of the principal. PD sessions will beheld at the beginning
of the year. Aides and teachers will be observed throughout the year and they
will receive coaching and guidance on use of data and group dynamics.
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Teachers will be given PD on a few different things:
success criteria, close reading, creating a schedule to effectively and
appropriately address each element of the district literacy model and also
GVC.
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This will be a full-year process.
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We will begin with a PD session in August. We will also do
observation throughout the year and give feedback and coaching. Both coaches
will participate in this. We will also have follow-up PD sessions with
teachers during faculty meetings.
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After the first DIBELS assessment is complete, we will
look at our results and the principal and coahc will meet with each team to
set a classroom reading goal. This goal will be set so that we can achieve
our school-wide goal.
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Review your progress with your evaluator once each
trimester.
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Trimester Updates: Progress toward Goal
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Date of review
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Comments
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Trimeter 1:
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Trimester 2:
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Trimester 3:
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Procedures for evaluating success in reaching this
goal: What summative evidence will be used to show this activity is making a
difference in student outcomes? DIBELS composite scores
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School Improvement Plan
2016-2017
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To improve math SAGE scores in grades 3-5 by 7 percentage points. Meaning, the number of students at each grade level who reach proficient will increase by 7%.
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Tasks / Activities
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Target Dates
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Support Needed/ Barriers you will likely face?
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(What specific tasks/activities will need to be done to help reach your goal?)
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When will you start/stop and complete each action?
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What help will you need and from whom? What barriers will you likely face?
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We will adjust the way the math coach works with the teachers. This has already been planned. The coach will be assigned three teachers at a time. He will go through a two week cycle with each teacher he is assigned to. This cycle will include a pre meeting where the 4 key questions are asked about the upcoming lesson. The coach will observe the lesson that has been discussed. The Swivl© camera will be used to record the full lesson. The coach will meet with the teacher to give feedback and the teacher will then watch the video of themselves teaching. This entire process will then be repeated with these same teachers. Once the cycle is complete, the coach will be assigned a new set of teachers to work with. This will begin at the start of the school year and continue all year long. I do not expect any barriers. This process was piloted at the end of the 2015-2016 school year with two teachers who gave us some helpful feedback that allowed us to make a few changes and streamline the way we were going to implement this process.
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Our newly created math maps will be used to guide instruction.
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Immediately and all year long
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None. They have already been written.
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Improved math tasking activities that take place more frequently.
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Immediately and all year long
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A few teachers have had a difficult them grasping how to do these effectively. They do accept coaching, however. So, it will just be a matter of providing help for help and finding the time to do it.
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The math coach and the principal have developed a new strategy involving the use of some yet to be hired math aides to provide math remediation for selected students. We will use data gathered from BELS assessments that the math coach is creating. The results will indicate student deficiencies in different concept areas. The aides will then target these areas one at a time in a small group setting. Scheduling has been done carefully so that students will not miss core instruction. All students will be involved in the rotation so that aides will take large extension groups and the classroom teachers will conduct the remediation.
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Review your progress with your evaluator once each trimester.
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Trimester Updates: Progress toward Goal
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Date of review
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Comments
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Trimester 1: Groups are being conducted effectively. Students have been properly identified using valid data. Students are receiving targeted instruction under the leadership of the math coach.
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November 23, 2016
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Trimester 2:
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Trimester 3:
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Procedures for evaluating success in reaching this goal: What summative evidence will be used to show this activity is making a difference in student outcomes? Regular administration of formative assessments and also the administration of the new BELS assessments being created by the math coach.
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DEVELOPMENT ACTION PLAN - GOAL 2
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School Improvement Goal #2: (What do you want to change? What will result from this change? What will success look like?)
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To increase language arts SAGE scores by 7%. Meaning that our percentage of students who achieve a proficient score will increase by 7%.
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Tasks / Activities
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Target Dates
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Support Needed/ Barriers you will likely face?
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(What specific tasks/activities will need to be done to help reach your goal?)
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When will you start/stop and complete each action?
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What help will you need and from whom? What barriers will you likely face?
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Small reading groups will continue as they have this year, but our goal is to have the reading groups be more fluid. This will be accomplished by having a more consistent testing system. So students will be tested formatively more frequently within the small groups. This will allow us to make more timely adjustments to instruction, pacing, movement of students between groups and choice of program, etc.
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Groups will begin September 8th.
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None
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Goal sheet/folder for each student. The folder will have a chart to track progress on the DIBELS accuracy present levels as well as their goal. The chart will also have the BEPS skills listed for that grade level.
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September 8, 2016
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We will extend the hours of a couple aides who currently work in the morning and they will do reading intervention with 4th and 5th grade students. This has been carefully scheduled so that it does not interfere with whole group instruction in the classroom.
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September 8, 2016
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Valuable Professional Development will be provided for all teachers on August 22-23. The PD on the 22nd will be provided by Jennifer Throndsen and Cydnee Carter. They will give us training on close reading and writing geared towards SAGE readiness. On the 23rd Lissa Jensen of BESD will provide PD for us on reading interventions and the RTI process.
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August 22-23, 2016
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Review your progress with your evaluator once each trimester.
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Trimester Updates: Progress toward Goal
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Date of review
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Comments
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Trimester 1: All students have a data folder. Teachers have been trained to place instructional emphasis on accuracy and not speed. Parent volunteers have been recruited and trained on how to progress monitor.
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November 23, 2016
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Trimester 2:
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Trimester 3:
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Procedures for evaluating success in reaching this goal: What summative evidence will be used to show this activity is making a difference in student outcomes?
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School Plan Approved
School Plan Approval Details
Submitted By Mark
Johnson
Submit Date 2016-03-30
Admin Reviewer Paula Plant
Admin Review Date 2016-05-17
District Reviewer Darin Nielsen
District Approval Date 2016-05-17
Board Approval Date 2016-05-11
Goal #1
Goal
Our goal is to improve reading
achievement at our school. Specifically, to have 80% of our students at
benchmark, or grade level, by the end of the school year.
Academic Areas
- Reading
Measurements
We will use the DIBELS score to
determine if students are at benchmark. DIBELS will be administered three times
during the school year. The first administration will be in September. The
second administration will be in January.
The third and final DIBELS assessment will be in May. The final assessment of the school year and
will be used to determine whether we reached our goal.
Action Plan Steps
Lake View will continue to implement
small group reading intervention for grades K-3. We have been conducting these
groups since February 21st of 2014 and we have seen very positive results. For
the 2016-2017 school year, we plan to implement these groups from the beginning
of the school year.
To follow is a summary of how these
reading groups will be formed and conducted:
1. Students will be grouped
according to skill need, not based on guided reading levels. Skill needs will
be based on a combination of DIBELS results and the results of the PAA and QPS
assessments.
2. Each student in grades 1-3 will
be placed in a group which will meet daily for 45 minutes.
3. All students will be involved in
a group during their grade level's assigned reading intervention time. There
will be no independent work center time.
4. Aides and teachers will work
together and all will lead a group of their own.
5. We will provide as many groups as
our budget will allow. We will make the
groups as small as possible and therefore, improve their effectiveness.
6. Progress will be monitored and
students will switch groups or progress within their group as is appropriate.
7. Assessments will be completed
regularly by the adult in charge of each group so that we can monitor student
progress. Each program we are using includes a built-in assessment.
8. All kindergarten students will
receive a 30 minute small group instruction time. 9. The instructional day for
all half-day kindergarten students will be extended by 30 minutes. This 30
minute time period is when the small group reading instruction will be provided
to kindergarten students.
10. The kindergarten groups will not
be considered intervention groups. Targeted instruction will be provided using
a direct instruction, phonics and phonemic awareness program. ALL kindergarten
students will be taken through this program. The completion of this program by
ALL kindergarten students will establish a solid foundation for them and will
hopefully prevent gaps in learning. Our goal is to move away from intervention
on a large scale.
Here is our time line for
implementation of the plan:
1. Kindergarten testing, Aug 31-Sept
3. The PAA test will be administered to
all incoming kindergarten students.
2. 1-3 testing, Sept 3-14 The QPS
will be administered to all 1-3 grade students.
3. Teachers, aides and the literacy
coach will work together to determine appropriate placement of students into
groups. (Ongoing)
3. Professional Development for
aides 3-Sep Training on intervention groups using BEPS and BEPAS data. Training on other programs as determined by
the literacy coach.
4. All K-3 reading groups should
begin on September 19th.
5. Grades 4-5 reading groups will
begin at about this same time. They will start once students have been assessed
using the BEPS.
Expenditures
Category
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Description
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Estimated Cost
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Total:
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$42,200
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Salaries and Employee
Benefits (100 and 200)
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We will pay the salaries of a portion of the aides necessary
to implement this plan. We will also use title I money to pay the salaries of
other aides who will also be involved in implementing this plan. Based on the
estimated Land Trust funding for 2015-2016, we will pay for 5 instructional
aides. 3 aides to work 163 days per year and 3.75 hours per day. Also, 2
aides to work 163 days per year and 2.5 hours per day. We will also pay for 2
aides to work 163 days per year for 2 hours per day.
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$42,200
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Summary of Estimated Expenditures
Category
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school)
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Total:
|
$42,200
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Salaries and Employee Benefits (100 and 200)
|
$42,200
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Funding Estimates
Estimates
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Totals
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Estimated Carry-over
from the 2015-2016 Progress Report
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$0
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Estimated Distribution
in 2016-2017
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$42,257
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Total ESTIMATED Available Funds for 2016-2017
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$42,257
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Summary of Estimated
Expenditures For 2016-2017
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$42,200
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This number may not be a negative number Total
ESTIMATED Carry Over to 2017-2018
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$57
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Increased Distribution
The 2016-2017 distribution in
this plan is an estimate. If the actual distribution is more than the estimate,
how will additional funds be spent to implement the goals described in the
plan?
If we have increased funds, we would
hire an additional aide or increase the hours of an aide or aides currently
employed in our reading programs. Whether to hire additional help or extend
time with an existing aide would be determined by the council at that time
according to the greatest needs of the school.
2015-2016 Lake View
Elementary School Improvement Plan
Each year, our
school creates a school improvement plan.
The plan is created by the leadership committee of the school. Input from the community (through the
community council) is accepted when crafting this plan.
School Improvement
Goal #1: Improve math SAGE scores by 10
percent at each grade level
Activities Professional
Development Timeline Resources Responsibilities Monitoring/Evaluation
(Effective Instruction) (teacher
Quality)
Teachers will be involved in the following: Each grade level
team will produce an authentic curriculum map based on the BELS. All teachers
will participate in depth of knowledge professional development with Annette
Brinkman. All teachers will conduct regular depth of knowledge/tasking type
lessons and activities. These activities will be planned into their math
curriculum maps. The 3-5 grade math aides will have a new schedule and they
will be used in a better manner.
How will staff acquire the necessary skills and attitudes to
implement the activity? To create the math curriculum maps, all teachers have
already attended professional development that was held in May of 2015. They
were all given a mapping template and received coaching on how to create an authentic
map. Additionally, all teachers will receive professional development on depth
of knowledge. This will be provided by Annette Brinkman on August 26th. There
will also be a follow-up session on September 28, 2015.
When will this strategy or action begin and end? It has
already begun. It will end during this school year as the teams continue to
work on their maps.
What are the existing and new resources that will be used to
accomplish the activity? The BELS will
be used. The math curriculum mapping guide will also be used. It was provided
to the teachers in May of 2015. The teachers will use these resources to create
their own curriculum maps.
Who is involved? Who
will provide the leadership? Who will do
the work? All teachers are involved.
Gloria Dabb (teacher) David Blake (math coach) and the principal will provide
leadership. They provided the professional development and also the mapping
document.
What evidence will be gathered to show this activity is
making a difference in student outcomes? The completed maps. We will also
observe teaching and provide feedback to teachers. Results on SMI assessments
will be studied and used by teachers to make adjustments in teaching. SAGE
formative assessments will be used to measure student progress at regular
intervals.
What instructional strategies will be implemented? Teachers
will implement math tasking. They will regularly involve their students in math
tasking activities that take them to a deeper depth of knowledge type of
learning. These taking activities will be planned and will be part of the new
curriculum maps we are creating.
What interventions will take place? All teachers will use
SAGE formative or other applicable formative assessments at regular intervals
(these assessments will be included and scheduled in advance in the new math
maps) to determine how much their students have learned on a particular
concept. They will conduct regular interventions as a grade level team and also
within their own classroom to address the needs of students who are not making
adequate progress or who have not mastered a concept as it is taught. Teachers
will also use formative assessments to assess learning. These will be very
short and will be conducted at least weekly.
Procedures for evaluating success in reaching this
goal:
What summative evidence will be used to show this activity
is making a difference in student outcomes? Scores on SAGE formative
assessments will be an excellent way of assessing this. We will also use math
SMI scores to determine student progress.
School Improvement
Goal #2: Improve SAGE ELA scores by 10%
Activities Professional Development Timeline Resources Responsibilities Monitoring/Evaluation
(Effective Instruction) (teacher
Quality)
What activities will teachers be engaged in? Teachers will all participate in close
reading professional development with Jennifer Throndsen from the USOE.
Teachers will also participate in depth of knowledge professional development
with Annette Brinkman. All teachers in grades k-2 will learn to use the SAXON
phonics program to improve instruction. Our school will also be implementing
new and improved reading groups that are based on the PAA and QPS data.
How will staff acquire the necessary skills and attitudes to
implement the activity? All teachers will receive PD from Jennifer Throndsen on
how to do close reading effectively. This will take place on three different
days depending on the grade level. Substitutes will be provided so teachers can
attend an all- day session. This will
occur on September 21-23, 2015. Teachers
will also be attending depth of knowledge training on August 26th with Annette
Brinkman. There will be a follow-up session on September 28, 2015.
When will this strategy or action begin and end? See dates
of professional development. Depth of knowledge will be addressed all year long
in faculty meeting and also in classroom observations.
What are the existing and new resources that will be used to
accomplish the activity? Depth of knowledge materials will be provided by
Annette Brinkman.
Who is involved? Who
will provide the leadership? Who will do
the work? The literacy coach and the principal. Team leaders will also provide
leadership.
What evidence will be gathered to show this activity is
making a difference in student outcomes? DIBELS scores and PAA and QPS scores
will show us how effective we are.
What instructional strategies will be implemented? All k-2
teachers will implement Saxon phonics. They will receive PD from the district
at the teachers’ academy in August of 2015. I have also arranged for a teacher
with a great deal of Saxon teaching experience to provide us with some
follow-up PD on October 7, 2015.
Teachers at all grade levels will implement close reading within their
classrooms. PD will be provided for this as well. We will be implementing new
reading groups that are based on PAA and QPS achievement data.
What interventions will take place? The small groups will be
our greatest intervention as they will teach students at their own skill level
according to the QPS and PAA assessment data.
Procedures for evaluating success in reaching this
goal: What summative evidence will be
used to show this activity is making a difference in student outcomes? Regular
assessment and tracking of progress on the QPS and PAA. We will also use DIBELS scores to monitor
progress.
School Land Trust Plan 2015-2016 Lake View EL
Goal #1
Goal
Our goal is to improve reading
achievement at our school. Specifically, to have 80% of our students at
benchmark, or grade level, by the end of the school year.
Academic Areas
- Reading
Measurements
We will use the DIBELS score to
determine if students are at benchmark. DIBELS will be administered three times
during the school year. Once on September 15 and 16, 2015. The second
administration will be January 19 and 20, 2015. The third and final DIBELS
assessment will be on May 9 and 10, 2016. The assessments on May 9 and 10 will
be the final assessment of the school year and will be used to determine
whether we reached our goal.
Action Plan Steps
Lake View will continue to implement
small group reading intervention for grades K-3. We have been conducting these
groups since February 21st of 2014 and so far we have seen very positive
results. For the 2015-2016 school year, we plan to implement these groups from
the beginning of the school year. These groups will be different from the
traditional guided reading groups which the district has been conducting for
several years. To follow is a summary of the groups: 1. Students will be
grouped according to skill need, not based on guided reading levels. Skill needs
will be based on a combination of DIBELS results and the results of the PAA and
QPS assessments. 2. Each student in grades 1-3 will be placed in a group which
will meet daily for 45 minutes. 3. All students will be involved in a group
during their grade level's assigned reading intervention time. There will be no
independent work center time. 4. Aides and teachers as a team will conduct the
groups. 5. We will provide as many groups as our budget will allow to make the
groups as small as possible and therefore, improve their effectiveness. 6.
Progress will be monitored and students will switch groups or progress within
their group as is appropriate. 7. Assessments will be completed regularly to
monitor this progress. 8. All kindergarten students will receive a 30 minute
small group instruction time. 9. The instructional day half-day kindergarten
students will be extended by 30 minutes. This 30 minute time period is when the
small group reading instruction will be provided to kindergarten students. 10.
The kindergarten groups will not be considered intervention groups. Targeted
instruction will be provided using a direct instruction, phonics and phonemic
awareness program. ALL kindergarten students will be taken through this
program. The completion of this program by ALL kindergarten students will
establish a solid foundation for them and will hopefully prevent gaps in
learning. Our goal is to move away from intervention on a large scale. Here is
our time line for implementation of the plan: 1. Kindergarten testing, Aug
31-Sept 3 The PAA test will be administered to all incoming kindergarteners 2.
1-3 testing, Sept 3-14 QPS administered to all 1-3 grade students 3.
Professional Development for aides 3-Sep Training on intervention groups using
QPS data 4. Professional Development for aides, 9-Sep Training on Reading
Mastery or other direct instruction program as selected and in harmony with
district literacy plan 5. DIBELS testing for all grades, September 15 and 16 6.
Form groups using PAA, QPS and DIBELS data, Sept 17-18 Literacy coach,
principal, teachers and aides will team to create these groups. Last minute PD
to be provided as necessary. 7. Groups begin 21-Sep
Expenditures
Category
|
Description
|
Cost
|
Salaries
and Employee Benefits (100 and 200)
|
We will pay the salaries of a portion of the
aides necessary to implement this plan. We will also use title I money to pay
the salaries of other aides who will also be involved in implementing this
plan. Based on the estimated Land Trust funding for 2015-2016, we will pay
for 5 instructional aides. 3 aides to work 163 days per year and 3.75 hours
per day. Also, 2 aides to work 163 days per year and 2.5 hours per day.
|
$33,500
|
Total:
|
$33,500
|
Summary of Estimated Expenditures
Category
|
Cost
|
Salaries
and Employee Benefits (100 and 200)
|
$33,500
|
Total:
|
$33,500
|
Funding Estimates
Estimates
|
Totals
|
Estimated
Carry-over from the 2014-2015 Progress Report
|
$66
|
Estimated
Distribution in 2015-2016
|
$35,746
|
Total ESTIMATED
Available Funds for 2015-2016
|
$35,812
|
Summary
of Estimated Expenditures For 2015-2016
|
$33,500
|
Total ESTIMATED Carry Over to 2016-2017:
|
$2,312
|
Increased Distribution
The 2015-2016 distribution in this
plan is an estimate. If the actual distribution is more than the estimate, how
will additional funds be spent to implement the goals described in the plan?
We will either hire an additional
aide or aides, or we will use the money to purchase additional instructional
materials in support of our reading plan.
Publicity
- Letters to policy makers and/or administrators of trust
lands and trust funds.
- School newsletter
- School website
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