School Improvement Plan...

School Improvement Plan

Process EDEN PARK ELEMENTARY

2015 - 2016

http://www.cpsed.net/index.php

Eden Park School Improvement Planning Process – Pilot Year II 2015-2016

TABLE OF CONTENTS

Part 1: General Information …………………………………….…………………………………..…. p. 3

A. Overview B. Instructions C. Timeline and Key Dates

Part 2: School Improvement Plan Template ……………………………………………………… p. 4 Section 1: Cover Page Section 2: Vision, Mission, and Guiding Principles Section 3: Data Profile and Needs Analysis Section 4: School Priority Areas and SMART Goals Section 5: School Improvement Strategies and Implementation Timeline

Part 3: Requirement Checklists …..…………..……………………………………………………… p. tbd

A. Title I School-Wide Program Checklist


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PART 1: GENERAL INFORMATION

Overview All Cranston Public Schools are required to develop School Improvement Plans for the purpose of continuous school improvement. As this is an ongoing process, it is expected that school teams remain engaged in the cycle of inquiry focusing on school determined priorities by regularly monitoring the plan’s progress and communicating that progress with community stakeholders. While CPS requires schools to prepare school improvement plans every two years, federal regulation requires all Title I schools to submit school improvement plans every year. The district simplifies this process by asking all schools to prepare two-year plans instead of yearly plans, but all schools must revisit and modify the plan at the end of the first year and prior to the start of the second year. In other words, schools will be asked to revise their plans between years 1 and 2. The planning process is the first phase in a very important cycle of implementation effectiveness and performance monitoring. Cranston Public Schools has modified and streamlined the planning process to ensure that it is coherent, comprehensive, actionable, and results-oriented. The new school improvement plan (SIP) template is designed to provide a step-by-step, strategic approach to promote ongoing improvement district-wide. Through the planning process, school teams will:

1. Articulate the mission, vision and guiding principles of the school; 2. Analyze the data profile plus additional available and appropriate data and needs analysis; 3. Identify three to four SMART goals to address the prioritized areas of need; 4. List specific strategies and implementation milestones to achieve each goal.

Instructions Review and follow all directions carefully when completing the SIP template. School administrators should collaborate with their School Improvement Teams (SIT) to complete all sections of the SIP template and use the checklist located in the Appendix Section to review the completed plan.

Timeline and Key Dates

1. School teams begin SIP planning and complete each section outlined in this template

Early Spring - April

2. All school teams submit SIP to Superintendent and all Title I schools also submit to Literacy Director for review of plan

Wednesday, April 15, 2015

3. Feedback from District Administrators

May – June, 2015

4. All school teams submit final SIP Superintendent and all Title I schools also submit to Literacy Director

June 30, 2015


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PART 2: SCHOOL IMPROVEMENT PLAN TEMPLATE

Section 1: Cover Page Instructions: Please complete this cover page by entering the requested information below.

Name of School: Eden Park Elementary School

School Address: 180 Oakland Ave.

School Principal Name: Courtney Sevigny

Classification (check one):

ESEA Waiver Focus School ESEA Waiver Warning School X ESEA Typical School ESEA Commended School

SIT Member Names and Roles: i.e., grade 5 teacher, reading consultant, etc.

1. Courtney Sevigny, Principal 2. Diane Zapasnik, Kindergarten Teacher 3. Jane Thomas, First Grade Teacher 4. Donna Read, First Grade Teacher 5. Anne Stringfellow, Second Grade Teacher 6. Tiffany Hall, Second Grade Teacher 7. Lisa Salisbury, Third Grade Teacher 8. Lisa Skinner, Third Grade Teacher 9. Jennifer Vescera, Fourth Grade Teacher 10. Danielle Alger, Fourth Grade Teacher 11. Holly Scripsack, Fifth Grade Teacher 12. Karen Casperson, Fifth Grade Teacher 13. Jennifer Farias, Sixth Grade Teacher 14. Christina Bellisle, Sixth Grade Teacher 15. Nora Collins, School Psychologist 16. Stephen Faccenda, PE Teacher 17. Lorraine Faella, School Nurse Teacher 18. Kathleen O’Neil, Special Educator 19. Jaime Carello, Special Educator 20. Kerri LiBassi, Special Educator 21. Sherri Anderson, ELL Teacher 22. Kristin Palumbo, Title I Math 23. Christine Cannon, Title I Reading 24. Sue Deriso, Director of Literacy

Parent and Community Member Representatives:

1. Kate Brennick 2. Greg Brennick 3. Sandra White 4. Linda Harris 5. Donna King 6. Brenda Lavimodiere


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Superintendent Signature: Date:

Literacy Director Signature: Date:

School Principal Signature: Date:



Section 2: Vision, Mission, and Guiding Principles

Instructions: Using the space provided below, insert the school’s vision statement describing the school’s aspirations for the future. Insert the mission statement explaining the school’s driving purpose. Lastly, define the core values or guiding beliefs that are to be embodied by all staff, students, and members of the school community. Alternatively, after school wide consensus, adopt the district statements.

Vision Statement for Cranston Public Schools and

Our vision is to be a top-ranked learning community that graduates productive, caring citizens who are prepared to succeed in global society. RUBRIC REVISED

Mission Statement for Cranston Public Schools and

In partnership with families and community, Cranston Public Schools will empower all students to achieve academic and personal excellence, exhibit persistent effort and live as resourceful, inquiring and contributing global citizens. RUBRIC REVISED

The Guiding beliefs and commitments of Cranston Public Schools and

All student can learn

Public Education is central to our democracy

Engaging the student’s family and the community in the education process enhances learning and academic achievement

We are responsible for building and maintaining high performing organizations that ensure all students will successfully acquire the knowledge, skills and values necessary for success

Our principals and teachers make the critical difference in student achievement RUBRIC REVISED Commitments 1. Providing all students with the opportunity to perform to their fullest potential and eliminating the achievement gap 2. Giving all students access to a well-rounded, rigorous curriculum that is research-based and data driven 3. Preparing all students to be successful in institutions of higher learning or the workforce without a need for remediation 4. Encouraging and providing engagement opportunities for all students’ families 5. Embracing our community’s diversity and using it to enhance the educational environment 6. Partnering with community members to maximize student learning 7. Ensuring that an effective principal leads every school 8. Ensuring that an effective teacher instructs each class 9. Providing resources for relevant professional development 10. Providing safe and orderly learning and working environments 11. Operating effectively and efficiently with fiscal responsibility 12. Securing and allocating adequate and appropriate resources to meet the needs of all children



Section 3: Data Profile and Needs Assessment

3.1. SCHOOL DATA PROFILE

Instructions: Complete the school data profile below by providing enrollment and demographic data for the

current 2014-15 school year and inserting achievement and school climate data for the past several years.

Grades: K - 6 # of Administrators: 1

Student Enrollment: 362 # of Teachers:

# of Support Staff:

Student Demographic Breakdown (2014-15):

% Black: 4 % Native American: 1

% Hispanic: 22 % Special Education: 11

% White: 59 % Free/Reduced (F/R) Meals: 52

% Asian: 9 % Limited English Proficient (LEP): 3

% Multi-Racial: 6

NECAP Achievement (Teaching Year): 2010-2011 2011-2012 2012-2013 2013-2014

Math Overall % Proficient: 60.6 63.7 59.6 57

Math African American % Proficient: 62.5 63.6 23.1

Math Hispanic % Proficient: 63.7 62.3 56.9

Math Asian % Proficient: 71.4 53.8 50.0

Math Free/Reduced Proficient: 55.5 53.9 48.6

Math LEP % Proficient: 50.0 20.0 28.6

Math IEP % Proficient: 3.3 4.3 13.6

Reading Overall % Proficient: 78.6 76.5 77.4 77

Reading African American % Proficient: 81.3 72.7 61.5

Reading Hispanic % Proficient: 73.7 74.3 67.5

Reading Asian % Proficient: 75.0 69.2 63.6

Reading Free/Reduced Proficient: 70.0 72.2 73.9

Reading LEP % Proficient: 50.0 20.0 57.1

Reading IEP % Proficient: 10.0 13.0 4.5

Writing Overall % Proficient: 78.0 76.4 63.2 71

Science Overall % Proficient: 62% 53% 51% 59%

School Climate Data: 2010-2011 2011-2012 2012-2013 2013-2014

Teacher Absent Rate: 7.125 7.280 6.043 7.2

Student Attendance Rate: 96% 96% 95% 95.0

% of Students Chronically Absent: 8% 9% 11% 11.0

Graduation Rate: 72.6 78.4 78.5 82.3

Dropout Rate: 18.3 12.3 10.5 8.1



Testing Window Winter READING

Number and % of Students

School At/Above Benchmark

On Watch Intervention

Urgent Intervention

Grand Total

At/Above Benchmark


Urgent Intervention

Reading SGP

Eden Park 158 46 23 14 241 65.6% 19.1% 9.5% 5.8% 60.5%

District Total 4680 1179 867 624 7350 63.7% 16.0% 11.8% 8.5% 56.7%

Testing Window

Winter

MATH

Number and % of Students

School At/Above Benchmark


Urgent Intervention

Grand Total

At/Above Benchmark


Urgent Intervention

Math SGP

Eden Park 198 22 18 13 251 78.9% 8.8% 7.2% 5.2% 49.3%

District Total 5535 695 528 350 7108 77.9% 9.8% 7.4% 4.9% 52.7%



3.2. NEEDS ANALYSIS

Instructions: Prior to identifying goals and strategies, school teams must engage in a thorough needs assessment to evaluate the current state of the school. Utilizing the Cycle of Inquiry, school administrators and SITs should carefully analyze school qualitative and quantitative data to identify school strengths and areas for needed growth. Consider strengths and weaknesses in the following areas: academic achievement, teacher and leader effectiveness, curriculum and instruction, family and community engagement, use of time, use of data, culture and climate, and nonacademic supports. Summarize the school’s greatest strengths and growth areas and provide specific data points to support the analysis.

Summarize the school’s greatest strengths and provide specific data points to support your analysis.

Eden Park School is a thriving learning environment where students, staff and parents have pride in our community and successes. Highlighted below are our strengths by area: Academic Achievement:

NECAP reading scores have remained in the relatively level over the last three years. Over ¾ of our students are scoring at or above the benchmark. 2013-2014 NECAP Reading Scores 77% proficiency, a slight decrease from previous year. 2012-2013 NECAP Reading data reflects an increase in our overall reading proficiency from 76.5 % (2011-2012) to 77.4 (2012-2013).

2013-2014 NECAP Science data reflects an increase in our overall Science proficiency from 51 % (2012-

2013) to 59% (2013-2014).

2014-2015 Winter STAR Reading reflects a school wide SGP of 60.5%, the district goal is a student SGP

between 35-65%.

2014-2015 Winter STAR Math reflects a school wide SGP of 49.5%, the district goal is a student SGP

between 35-65%.

Title I After School Support Programs: 13 Academic clubs with 117 students regularly participating.

Sixth grade participation in Exchange City curriculum and field trip.

Culture and Climate:

Extensive afterschool enrichment club run by our Parents and Teachers as Partners (PTP) group.

Positive feedback provided through our Eden Park Satisfaction Survey sent through Survey Monkey.

PBIS School wide Program- Students are rewarded individually, and as a class. Weekly drawings allow

students to be rewarded regularly

Mileage club- students track their miles walked during recess.

Jump rope for Heart fundraiser

Cross grade level buddy programs

Team teaching in grades 4-6


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Annual Pennies for Patients Drive

Annual Field Day

Family and Community Engagement:

Feinstein Junior Scholar School- Students regularly collect food/money for local organizations. This

information is reported to our communities in a yearly newsletter.

Strong Student Council led by Staff volunteers.

Field trips/ Community guests to educate our students about community organizations and the

responsibilities of our citizens.

Family Academic Nights- Engage parents and students in academic themed activities and games.

Workshops with the Principal- Topics driven by parent survey responses.

Back to School Celebration

PTP sponsored events

Parent/ teacher conferences

Health/ wellness newsletter- Quarterly or as needed for health updates

Weekly Update email sent to families

Summarize the school’s areas of weakness in need of growth and provide specific data points to support your analysis.

The staff at Eden Park has identified three specific areas of need for our school. Each area has specific focus areas listed below.

Student Attendance

Decrease of tardy students

Percentage of students tardy 10 or more days by the end of the third quarter; K 2%, 1st 14%, 2nd 14%, 3RD 0%, 4TH 8%, 5TH 13%, 6TH 11%

Decrease of chronically absent students

Percentage of students absent 10 or mare days by the end of the third quarter; K 37%, 1st 28%, 2nd 35%, 3rd 13%, 4th 22%, 5th 23%, 6th 25%.

Attainment of SGP growth (35-65) in the area of math for all students.

2014-2015- At the Winter administration of STAR Math 78% of students met their SGP goal (35-

65).

2014-2015- At the Spring administration of STAR Math 63% of students met their SGP goal (35-

65).

NECAP Test results- (percentage of proficient students) 2010-2011/ 60.6, 2011-2012/ 63.7,


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2012-2013/ 59.6, 2013-2014/57

Writing- Extended response on NECAP/ PARCC data

Recent NECAP Writing scores Proficiency: 2010-2011 78.0%, 2011-2012 76.4%, 2012-2013 63.2%, 2013-2014 71%.

Increased practice with extended writing prompts.

Continued use of ACES in all academic areas

Increased use of writing in the content areas

Summarize how you will utilize your strengths to improve areas in need of growth.

As evidenced above, Eden Park has many strengths that have contributed to our continued success as a learning community. Summarized below is a brief describing how these strength’s will aid in our continued improvement.

Student Attendance

We will use our regular communications (Weekly Update, emails and letters) to notify parents of tardy/ absence updates and concerns.

Students will be rewarded quarterly for perfect attendance (with no more than two tardy arrivals) with a perfect attendance charm for their PBIS necklace.

Students will be recognized monthly for perfect attendance and/or improved attendance.

Students will be invited to lunch with the principal or teacher when they have improved and/or perfect attendance.

Parents will be notified in writing when students reach three tardy arrivals per quarter, in the hopes of improving arrival time for the rest of the quarter.

If a student reaches 5 tardy arrivals and/or 5 unexcused absences a meeting will be held between the student, parent and school to create a plan for improved attendance.

Students with high tardy/ absences will be paired with a staff member for regular check in to help build a stronger connection with school personnel.

Math

Continue our subscription with IXL , in order to provide support and enrichment for students.

Continue after school Title I support for targeted, on level, and advanced students as needed.

Increase Professional development in the area of differentiated math groups and/ or IXL usage.

Student recognition for improved STAR math scores.

Communication with families regarding our progress toward our SWP goals after each administration of the STAR math assessment (three times per year).

Writing

Provide Professional development for staff on the Painted Essay, with collaborative grading of writing pieces, classroom modeling and co teaching opportunities.

Increase student exposure to a variety of reading/ writing topics.

Provide multiple opportunities for students to write throughout the content areas.

School wide use of quarterly district writing prompts.

Data review of student success with quarterly writing rubrics.


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Section 4: School Priority Areas and SMART Goals

Instructions: Successful and sustainable school improvement requires a targeted and focused approach on the school’s most pressing needs and challenges. Please reflect upon school data and the needs analysis in Section 3 to identify a manageable set of priorities to guide the school’s improvement efforts over the next two years. Based on these identified priorities develop 3 or 4 SMART goals that are specific, measurable, attainable, results-oriented, and time-bound. SMART goals should align to and support the district’s vision, mission, and goals.

Step 1: Priority Areas

Priority Areas: Based upon the analysis conducted in Section 3.2, what 3 to 4 priorities emerge for the school? Cite the specific and relevant evidence from your analysis to support these priorities.

1) Attendance- Currently we have a chronic absenteeism rate of 11% for our students. In addition to the absenteeism, our rate of tardy students is extremely high. The SIT believes with increased communication to families, stronger connection with staff and increased recognition, we can improve our student attendance and tardy rates by at least 2%.

2) Math - 2014-2015- At the Winter administration of STAR Math 72% of students met their SGP goal (35-65). 2014-2015- At the Spring administration of STAR Math 63% of students met their SGP goal (35-65). Eden Park will improve our Math scores to ensure that 80% of students attain a SGP growth of 35-65 by the spring administration of STAR.

3) Writing- By the end of the year 2015-2016, we would like 75% of our students scoring a 3 or above on the district writing assessment.

Step 2: SMART Goals

Goal #1: Insert the first SMART goal and target below. District strategic alignment:

Eden Park will improve overall attendance and tardy rates by a minimum of 2%.

X Ensure success for all students X Build productive partnerships for

education Promote a positive culture Create a safe and healthy

learning environment for all Manage fiscal resources

efficiently and effectively

Title I Component: Component 1 and 6

How is this goal aligned to items checked? Make reference to DSP.

Regular and prompt attendance is the key to student success. By engaging families and staff in the process to improve student attendance we will create a stronger partnership that demonstrates the value of education. This directly correlates with goal one and two of the DSP. As well as goal 4.6, connecting students to school personnel beyond the classroom teacher.


Eden Park will improve our Math scores to ensure that 80% of students attain a SGP growth of 35-65 by the spring administration of STAR.

X Ensure success for all students Build productive partnerships for

education Promote a positive culture Create a safe and healthy

learning environment for all X Manage fiscal resources


Title I Component: Component 1, 2, and 9

How is this goal aligned to items checked? Make reference to DSP. Our school Data team will regularly analyze the STAR reports at the school, grade level, and classroom level to ensure student success across the school. This directly correlates to DSP goal 1.21.


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By the end of the year 2015-2016, Eden Park will achieve 75% of our students scoring a 3 or above on the district writing assessment.

X Ensure success for all students Build productive partnerships for

education X Promote a positive culture Create a safe and healthy

learning environment for all Manage fiscal resources


Title I Component:

How is this goal aligned to items checked? Make reference to DSP. Our school Data team will analyze the quarterly writing assignment rubrics. We will utilize our common planning and faculty meeting for professional development opportunities pertaining to writing and the CCSS. This goal directly correlates to DSP goals 1. 21 and 1.23



Section 5: School Improvement Strategies and Implementation Timeline Instructions: Identify a comprehensive and coherent set of strategies that are aligned with the school’s SMART goals identified in Section 4. Select strategies that are transformative, actionable, and student-centered. Complete the strategic planning process outlined below for each of the SMART goals. Provide a performance metric(s), tangible benchmarks that you expect to see happen as you are approaching your goals, to help measure progress and gauge whether or not the strategy is being implemented effectively and with fidelity. Identify when each strategy will occur by year and semester. If you need an additional goal table, copy & paste on below.

Goal 1 : (SMART Goal and target)

Eden Park will improve overall attendance and tardy rates by a minimum of 2%.

Action Plan (Strategies with the steps for

meeting goal targets)

2015 2016

2016 2017

Responsible Performance

Metric

Resources Process for

Reporting Progress

Fall Spring Fall Spring

REVISED – see

rubric

1. Identify students with 18 or more

absences and/or tardies during the

previous year.

X X Principal/

Data team

Aspen data

reports

Aspen data

reports

2. Send an informational letter regarding

the importance of regular attendance.

X X Principal Attendance

Counts

resources

Teaching

attendance

document

3. Monitor monthly student attendance X X X X Data Team

4. Assign students chronically absent or X X X X Principal Aspen Principal Aspen Principal Monthly family


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tardy students a morning robo call

reminding them to be at school on

time.

Attendance

reports

Attendance

reports

communication

5. Identify students with 5 or more

absences and/ or tardies by the end of

the 1st quarter. Meet with families to

sign attendance contract.

X X Data Team/

Principal/

classroom

teachers

Aspen Principal

Attendance

reports

6. Identify/ Discuss Attendance totals

during report card conferences.

X Classroom

Teachers/

Principal

Aspen

Attendance

Parent teacher

conferences

7. Pair students with building staff for

regular check in/ attendance rewards.

X X X X Staff

8. Send an updated attendance letter

home to families documenting our

school progress toward the goal.

X X Principal Monthly family

communication

7. Refer to truancy court any students

with 10% or more absences, despite

previous interventions.

X X X X Principal/

Truancy

officer


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Goal 2 : ( SMART Goal and target)

Eden Park will improve our Math scores to ensure that 80% of students attain a SGP growth of 35-65 by the spring administration of STAR.

Action Plan (Strategies and steps) 2015 2016

2016 2017


Metric


Reporting Progress


1. Benchmark STAR Math assessment X X Classroom

teacher/

specialists

STAR SGP35-65

PALS fall

benchmark

Data Team

meeting/ Faculty

Meeting

2. Implement “Wednesday Math

Workshop”- school wide math block to

work on problem solving.

X X X X Classroom

teacher/

specialists/

Principal

Math Exemplars

Problem solving

rubric

Math Exemplars

Problem solving

rubric

Data team/ Data

Team meeting/

Faculty Meeting

2. Identify On Watch students. Plan for

intervention to bridge gaps.

X X Math Coach/

classroom

teachers

STAR reports/

classroom test

data

Data Wall

3. Identify intervention/ urgent

intervention students. Plan for

intervention to improve student

achievement.

X X Math coach/

classroom

teachers

STAR reports/

classroom test

data

Data Wall

4. Identify advanced level students. Plan

for enrichment according to their targeted

goals on STAR using IXL.

X X X X Math Coach/

classroom

teachers

STAR reports/

classroom test

data

STAR reports/

classroom test

data/ IXL

Data Team

meeting/ Faculty

Meeting


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5. Provide Afterschool Title I support X X X X Staff

6. Data team to hold monthly meeting

with classroom teachers to assess/ alter

interventions.

X X X X Data Team/

Classroom

Teachers

Data Team

meeting/ Faculty

Meeting

7. Regroup students as needed to ensure

continual support.

X X X X Math Coach/

Classroom

teachers

Data Wall

8. Refer to RTI as needed. X X X X Classroom

teachers


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Goal 3 : ( SMART Goal)

By the end of the year, Eden Park will achieve 75% of our students scoring a 3 or above on the district writing assessment.

Action Plan (Strategies and steps) 2015 2016

2016 2017


Metric


Reporting Progress


1. Give district writing assessment in

all grades.

X X Classroom

teachers

District Writing

rubrics

District writing

curriculum

Quarterly update

2. Provide writing Professional

development for Staff- ongoing as

needed.

X X Principal Staff survey

3. Give 1st Quarter writing

assessment. Grade anonymously

across grade levels.

X X Classroom

teachers

4. Analyze writing data X X Data Team /

classroom

teachers

District Writing

rubrics

District writing

curriculum

Quarterly update

5. Give 2nd Quarter writing



X X Classroom

teachers

6. Analyze writing data Data Team /

classroom

teachers

District Writing

rubrics

District writing

curriculum

Quarterly update


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7. Provide Afterschool Title I support X X Staff

8. Provide writing Professional

development for Staff- ongoing as

needed.

X X Principal Staff survey

9. Give 3rd Quarter writing



X X Classroom

teachers

District Writing

rubrics

District writing

curriculum

Quarterly update


classroom

teachers

District Writing

rubrics

District writing

curriculum

11. Give 4th Quarter writing



X X Classroom

teachers

District Writing

rubrics

District writing

curriculum


classroom

teachers

District Writing

rubrics

District writing

curriculum

Quarterly update



PART 3: REQUIREMENT CHECKLISTS

Title I School-wide Program Checklist

Instructions: Complete the Title I School-wide Program checklist to ensure that the school’s SIP meets the

federal Title I requirements. A comprehensive school improvement plan must address all of the components

defined in the Elementary and Secondary Education Act (Section 1114(b) of Title I).

Component 1: School-wide reform strategies that provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement

Component 2: Use of effective methods and instructional strategies that are based on scientifically based research that strengthen the core academic program, increase the amount and quality of time (such as providing before and after school and summer programs and opportunities), and include strategies for meeting the educational needs of historically underserved populations.

Component 3: Instruction by highly qualified teachers

Component 4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals, and if appropriate, pupil service personnel, parents, and other staff to enable all children to meet the State’s academic achievement standards.

Component 5: Strategies to attract highly qualified teachers to high-need schools

Component 6: Strategies to increase parental involvement

Component 7: Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs

Component 8: Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on, and to improve, the achievement of individual students and the overall instructional program

Component 9: Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance to ensure student difficulties are identified on a timely basis

Component 10: Coordination and integration of Federal, State, and local services and programs


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School Improvement Planning Process RUBRIC Criteria Meets Evidence in plan include:

Section 1. Stakeholder representation on School Improvement Team

While the team need not be all present for face-to-face meetings, the submitted plan includes input and reflection/feedback. This means that stakeholder groups – students, teachers, families, community members – are actively solicited for their perspectives on what works well, needs improvement, and how improvement can happen. Additionally, stakeholder groups need to have the opportunity to respond to the draft of the plan. This may occur at a faculty meeting, student/family /community member focus group,

PTO meeting. REVISED

Stakeholder representation indicated on School Improvement Team Data in the form of qualitative/quantitative feedback from sectors are used in the plan’s development

REVISED

Section 2. School/District Mission, Vision and Guiding Principles and Commitments

The mission, vision and guiding principles were collaboratively developed and reflect the contributions and values of diverse stakeholders in the school community and are aligned to the District mission/vision and guiding principles and commitments Or The district vision/mission, guiding principles and commitments are adopted, and are clearly reflected in the school community. You are able to articulate how your action plan is aligned to the mission, vision and guiding

principles and commitments. REVISED

Statements and principles are clearly aligned to goals

Section 3. School strengths are identified based on data

These strengths emerged as a pattern identified from valid and multiple data sources. The strengths identified are important resources that are used in the plan to leverage further improvement. There is evidence of how the strength is to be used in the action plan.

REVISED

For example, based on a faculty survey, several teachers state they would like to work together to develop math intervention strategies. Therefore, if your goal has specific targets for improving math achievement, the plan might reflect using these teachers as a resource and

part of that strategy. REVISED

Section 3. School needs are identified based on data

As high-stakes decisions are being made, patterns of need were derived from multiple measures of student achievement, behavioral outcomes, data from teachers, parent and/or student surveys, or from other appropriate and valid source. The pattern that emerged and confirmed from the multiple data sources provides specific and sufficient direction for addressing the need in strategic and precise ways. The pattern elicits specific requirements of interventions.

REVISED The description in this section

indicates:

the multiple data sources

describes what the patterns are

later, in the goals and action plan, the patterns are repeated and addressed by describing the exact interventions that will be put into place to meet a stated target

Various and multiple data sources are cited in needs analysis - such as:

Student achievement data

Demographic

Student engagement data

Curriculum, instruction, program data

Quantitative data

Qualitative data o Survey data (parent, student, teacher)

Valid analysis processes are used:

Root cause analysis

Triangulated analysis Patterns are clearly identified in needs analysis


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Section 4. Each goal is aligned to the District Strategic Plan

The plan’s goals and measures clearly share common expectations as the district plan. While it is not necessary to align to every measure in the district plan, there is evidence of addressing the overarching district goals in the school’s plan.

Aligning instruction to CCSS

Implementing PBIS and/or RtI

Sustaining SDLT

Improving assessment system by developing and implementing common formative assessments

See 2014 – 2019 District Plan

Section 4. Each SMART goal is specific, measureable, attainable, reasonable and targeted

Each goal is concrete and achievable. Goals state a need and a target for improvement. The target is reasonable because there is evidence of validated and sufficient data used in the needs assessment and the intervention, as described in the action plan, reflects that research, enough time and resources are allotted. NEW

Longitudinal data is used

Target is a measure from an assessment and/or evaluation tool that is aligned to available formative and interim tools NEW

Section 5. The Action Plan demonstrates a process for addressing the goal and meeting the target

Strategies include steps that 1) support monitoring level of fidelity of implementation by stating what data will be collected and when during implementation; 2) support ongoing and incremental evaluation of the action using student achievement or other appropriate data. 3) apply strengths determined during needs assessment The plan is generally:

Focused on acceleration for all students

Demonstrates an accountability and support system that ensures all students personalized interventions and appropriate instructional time

Includes time for teachers to co-develop strategies for

o Addressing universal instructional needs

o supporting struggling and at-risk students

1. Implementation evidence (examples):

Level and quality of application of a curriculum,

meeting requirements of a schedule,

level of systematic and systemic usage 2. Monitoring of learning progress

intervention, support process, program, etc. are regularly tested for effectiveness and modifications to intervention, etc., are made when acceleration of progress is not sufficient

3. Application of strengths

There is clear evidence that plan includes the use of known assets

Section 5. The dates indicated are when the action is taking place

The dates support implementation, evaluation, communication and reporting of (intervention/ program/ support etc.) plan. The dates provide a timeline for monitoring and making ongoing decisions for tweaking and adjusting the plan.

Alignment of action steps to timeline is clear

Section 5. Responsible names the person/people who are the leads in this area. It may also name and indicate as support personnel others involved.

The responsible person is an individual(s) who has authority to lead the project and has the support to be successful. This person(s) will report out on the progress of the strategy and let the school improvement team and school leadership if more support is needed or if strategy needs to be modified. NEW

Peoples name or specific position title is provided NEW


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Section 5. Performance Metric Is the quantitative and/or qualitative data that will be monitored throughout implementation

Performance metrics measure an organization’s activities and performance. They should support the stakeholders’ understanding of the direction and progress toward meeting goals and targets. They are the multiple data points used.

REVISED

STAR data; surveys, walk-through data, etc.

REVISED

Section 5. Resources listed are all of those necessary for successfully completing the action step

Listed resources are required for the success of the plan.

Certain resources are research proven effective for particular application

Existing school and district resources are prioritized for use

The use of the resources must be accounted for in the school budget

Existing resources are being used in a more monitored and measured manner Common Planning Time meeting notes will report information specific to goal Research of effectiveness is cited

Section 5. The Process for Reporting Progress is a communications

plan. REVISED

The following questions are answered: 1. Who is responsible for communicating? 2. Who needs to know? 3. When do they need to know it? 4. How will they find out?

For example: 1. SIT - PBIS subcommittee 2. The faculty and students need to know

about the level of progress of student behavior (PBIS)

3. Quarterly 4. Data wall

PART 3 Schools receiving Title I entitlements have included all required elements as described on the last page of the SIP template.

See Title I guidelines


School Improvement Plan...

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Transcript of School Improvement Plan...