School Improvement Plan




School Improvement Plan 2017-2018
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.
Tasks / Activities
Target Dates
Support Needed/ Barriers you will likely face?
(What specific tasks/activites will need to be done to help reach your goal?)
When will you start/stop and complete each action?
What help will you need and from whom? What barriers will you likely face?
Implement and effectively use the new literacy materials that are being provided by the district for whole group instruction.
This will be a full-year process.
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.
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.
This will be a full-year process.
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.
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. 
This will be a full-year process.
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. 
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. 
Review your progress with your evaluator once each trimester.
Trimester Updates: Progress toward Goal
Date of review
Comments
Trimeter 1:
Trimester 2:
Trimester 3:
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



School Improvement Plan
2016-2017
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%.
Tasks / Activities
Target Dates
Support Needed/ Barriers you will likely face?
(What specific tasks/activities will need to be done to help reach your goal?)
When will you start/stop and complete each action?
What help will you need and from whom? What barriers will you likely face?
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.
Our newly created math maps will be used to guide instruction.
Immediately and all   year long
None. They have already been written.
Improved math tasking activities that take place more frequently.
Immediately and all   year long
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.
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.
Review your progress with your evaluator once each trimester.
Trimester Updates: Progress toward Goal
Date of review
Comments
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.
November 23, 2016
Trimester 2:
Trimester 3:
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.



DEVELOPMENT ACTION PLAN - GOAL 2
School Improvement Goal #2: (What do you want to change? What will result from this change? What will success look like?)
To increase language arts SAGE scores by 7%. Meaning that our percentage of students who achieve a proficient score will increase by 7%.
Tasks / Activities
Target Dates
Support Needed/ Barriers you will likely face?
(What specific tasks/activities will need to be done to help reach your goal?)
When will you start/stop and complete each action?
What help will you need and from whom? What barriers will you likely face?
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.
Groups will begin September 8th.
None
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.
September 8, 2016
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.
September 8, 2016
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.
August 22-23, 2016
Review your progress with your evaluator once each trimester.
Trimester Updates: Progress toward Goal
Date of review
Comments
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.
November 23, 2016
Trimester 2:
Trimester 3:
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?
School Land Trust Plan 2016-2017 Lake View EL
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
Description
Estimated Cost
Total:
$42,200
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. We will also pay for 2 aides to work 163 days per year for 2 hours per day.
$42,200
 Summary of Estimated Expenditures

Category
school)
Total:
$42,200
Salaries and Employee Benefits (100 and 200)
$42,200


Funding Estimates

Estimates
Totals
Estimated Carry-over from the 2015-2016 Progress Report
$0
Estimated Distribution in 2016-2017
$42,257
Total ESTIMATED Available Funds for 2016-2017
$42,257
Summary of Estimated Expenditures For 2016-2017
$42,200
This number may not be a negative number     Total ESTIMATED Carry Over to 2017-2018
$57

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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