Snoqualmie Valley School District · • Summary of Opstad Elementary School’s Strengths ... Goal...
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Snoqualmie Valley School District School Improvement Plan 2012 - 2013 Edwin R. Opstad Elementary School 1345 Stilson Ave. SE North Bend, Washington Mission, Vision, Guiding Principles Expect the best - From our students - Of our staff - For our community It is the mission of Opstad Elementary School to enable students to become life-long learners. Our school motto summarizes what we are all about as a learning community; ‘Caring about learning, learning about caring’
Transcript of Snoqualmie Valley School District · • Summary of Opstad Elementary School’s Strengths ... Goal...
Snoqualmie Valley School District School Improvement Plan
2012 - 2013
Edwin R. Opstad Elementary School
1345 Stilson Ave. SE
North Bend, Washington
Mission, Vision, Guiding Principles
Expect the best - From our students - Of our staff - For our community
It is the mission of Opstad Elementary School to enable students to
become life-long learners. Our school motto summarizes what we
are all about as a learning community;
‘Caring about learning, learning about caring’
Opstad Elementary School Improvement Plan
Table of Contents
I. Introduction
• Guiding Principles of School Improvement Planning
II. Description of School Community and Team Members
• Overview of Edwin R. Opstad Elementary School
• Leadership/Planning Team Members
• Participating Stakeholders
• District Review Team Members
III. School Portfolio
• Creating the Portfolio: Demographics, Achievement Data, Perception Data, Contextual Data
• Description of Data Analysis
• Summary of Opstad Elementary School’s Strengths
• Opstad Elementary School’s Prioritized Areas of Opportunities
IV. Improvement Goals
Goal #1 Improve Student Achievement in Math
Goal #2 Improve Student Achievement in Reading
Goal #3 Improve Student Achievement in Science
Goal #4 Improve Student Achievement in Writing
Goal #5 Improve Perceptual Data of High Standards and Expectations for All Students
V. Action Plans
• Math, Reading, Science & Writing Grade Level Action Plans
V. Appendix
• School Improvement Budget Worksheet
• Student Achievement Data
• Perceptual Data
• Professional Learning Communities in Action
I. Guiding Principles of School Improvement Planning
Certain key principles have guided the process and the development of the improvement plan. � All members of a school staff, and representatives of as many other
stakeholders as possible, should participate in the planning process. � Participants should review a broad database that includes information
about student achievement, demography, learning environment, and perceptions about the school.
� School Improvement Planning is a journey of continuous improvement,
and the plan is a road map for an ongoing discourse on school improvement.
� The School Improvement document is only as good as the quality of
thought that goes into it and the time and commitment that is given by everyone who has a stake in the plan.
� Regardless of the quality of the plan, the real improvement must occur in
the classroom. Teachers must be willing to be reflective about their practice and tenacious in their attempts to fine-tune the art of teaching to meet the needs of every student.
II. Description of School Community
Overview of Opstad Elementary School Opstad Elementary School is one of five elementary schools in the Snoqualmie Valley School District. Our school is named after the founder of our school district, Edwin R. Opstad. Opstad Elementary School is located in the beautiful foothills of the Cascade Mountains. The school was built in 1988. A year later, another wing with nine additional classrooms was added; bringing us to a total of twenty-five classrooms. Our school features a beautiful library, computer lab, music lab, art room, gymnasium, multipurpose room, stage, and extra-large interior hallways that are used for supplemental projects and tutoring spaces. We have two modular buildings which house four rooms for some of our special programs, and extra project space. Our October 1, 2012 enrollment was 541 students; kindergarten through fifth grade. In the fall of 2012, we added a district preschool program that has 50 children enrolled. Special programs at our school include: Highly Capable program for fourth and fifth grade students, Reading Intervention Program for struggling students, and Special Education for student with disabilities. We offer a tuition based Full Day Kindergarten program option. Our school has a full time counselor, librarian, art instructor, music teacher and physical education teacher. Students have weekly instruction from our PE specialist, music specialist, art instructor, librarian, and in the computer lab. All classes rotate through these ‘special classes’ throughout the week. Our school also has a speech and language pathologist, occupational therapist, school psychologist and nurse. We continue to add new titles to our library collection. Opstad’s library has over 13,000 titles for students, staff and parent use. Over 600 book sets are available for teachers to check out to supplement our adopted reading series. Thanks to the support of our technology levy by our community, we have a computer lab with 31 computers. We have “mini-labs” in each of our hallways for student use. All of our computers are networked and connected to the Internet with an internet filtering system which prevents students from accessing inappropriate websites. We also have several grade level class sets of iPod touches, iPads, and netbooks for teachers to share. Each of our classrooms has an ACTIV Board and many have Apple TV to enhance the use of technology by all students. Opstad Elementary School’s PTA is a strong and highly effective organization that supports our school. Parents are involved in the major decisions that affect our school goals and activities, policies, and budgets. Volunteers provided over 11,000 hours of help to our school during the 2011-2012 school year. That is the equivalent of ten+ extra full time staff members. OES PTA organizes many volunteer services and the annual PTA Walk-a-thon fund raiser. PTA members serve on many school and district committees. PTA volunteers assist with the implementation and decisions on teacher grant allocations, special projects and activities. OES PTA provides additional support to our 5th grade Marine Biology Camp, our Art Enrichment program, Reading Intervention Program, Instructional Assistant Support, school musicals, PE equipment, teacher funds, classroom grants and projects, field trips, book resources for our classroom libraries, allocations to our school library, safety equipment and supplies, and student scholarships. Opstad PTA also coordinates before and after school tuition-based enrichment classes. Parents and community volunteers provide small group reading, writing, and math tutoring, assistance with materials preparation, field trip assistance, and aiding with classroom projects and activities. Parents and community members may contact the OES PTA at [email protected]
OES’s Learning Improvement Team (LIT) is our Representative Site Council made up of staff and parent representatives, and our principal. It is the charge of the LIT to collect and analyze student data, set vision, gather other pertinent survey data and information, develop ideas and improvement plans, gather consensus on ideas and plans, and ensure implementation of our School Improvement Plan--all to ensure continued improvement of student learning. OES’s LIT makes budget decisions about the school budget and categorical budgets so as to make the best use of our resources in order to help us to reach our goals. Our LIT forms ad-hoc committees as needed to study issues and make recommendations to the LIT for final consensus.
A. Leadership/Planning Team Members List the names of the leadership team members.
Amy Wright - Principal ____________________
Name & Title
Shelley Grostcost - Kindergarten Teacher ______________
Name & Title
Molly Haggarty – 2nd Grade Teacher ______________
Name & Title
Kelly Billington –4th
Grade Teacher ________________________________
Name & Title
Carrie Puntillo – Speech and Language Pathologist ____________________
Name & Title
Robin Coppo – Instructional Assistant ____________________
Name & Title
Leni Karr – Parent ____________________
Name & Title
Amy Moszeter – PTA President__________________________
Name & Title
Brenna Vukovich – Parent __________________________
Name & Title
Jen McDowell – Parent ______________
Name & Title
B. Participating Stakeholders I am aware and supportive of our Building’s School Improvement Plan
Steve Bates Bart Durbin
Tonya Coburn Tahvia Bridgman
Lisa Renahan Shawn Clearman
Tammy Williams Paul Sprouse
Nancy Pastrana Diana Gere
Susan Harbachuk Theresa Bothell
Sandi Bishop Lenora Hearing
Sharon Reorda Kerry Devore
Keith McHenry Barb DiTrani
Sharon Piper Jody Fridenstine
Marianne Bradburn Rhonda Treglown
Sharon Miller Melanie Coombes
Rhonda Mitchell Teri Crandall
Karen Eddy Pam Orr
Jennifer Engdahl Natasha Herbers
Erica Acton Ann Jenks
Marty Cloud Jen Irvine
Dave Brun Christian Marchione
Susan Baysinger Kathy Ryan
Marie Aydelotte Ron Alm
Carol Heitt Heath Lawson
Mark McConnell Melanie Miller
Amy Bonner
Nancy Huestis
Suzanne Spuhler
Diann Lund
Anne Pair
Cheryl Bachelder
Tina Longwell
C. District Review Team Members List the names and titles of the District Review Team Members Joel Aune – Superintendent of Schools Date Review: November, 2012 Name & Title
Don McConkey – Assistant Superintendent Date Review: November, 2012 Name & Title
Board of Directors Date Review: November, 2012
III. School Portfolio
Creating a School Portfolio and Conducting a Comprehensive
Assessment of Strengths and Areas of Concern
Opstad staff and Learning Improvement Team members meet monthly to review student
achievement data and perceptual data as it is collected. Strengths and opportunities for
improvement are identified annually in this School Improvement Plan. Collective review,
analysis, and prioritization of data generate discussions and reflection on our strengths and
prioritization of our areas of opportunities, which become the focus of our annual goals in this
School Improvement Plan. Our entire staff spent two days each fall conducting this complete
and comprehensive analysis. Opstad’s Learning Improvement Team reviews and gives further
input to this analysis as our annual School Improvement Goals. Then our entire staff, by grade
level teams, generates ideas for Action Plans under our Goals. These Grade Level Action
Plans become the drivers for the work that we conduct throughout the school year. The Action
Plans will be evaluated through the use of DIBEL, STAR and other formative data mid-year
and at the end of the school year. Reflection on these evaluations will lead to revisions of our
plans if needed, or celebrations of accomplishments and reprioritization of activities. This is
an on-going, dynamic process.
A. School Data Collection 1. Demographic Data
(Mobility rates, class size, parent involvement, ELL, ethnicity, special populations)
October 1, 2012 enrollment, K-5 = 544 students Gender: Male 53.5%, Female 46.5% Socio-Economic Status: Free or reduced-priced Meals 19.3% Class Size Average K 23 1 25 2 23 3 28 4 26 5 32 Parental Involvement Parent volunteered over 11,000 hours last school year Opstad PTA raised over $50,000 to support programs and students at OES Ethnicity American Indian/Alaskan Native 1.1% Asian 0.9% Pacific Islander 0.6% Asian/Pacific Islander 1.5% Black 0.2% Hispanic 5.7% White 87.3% Two or more races 4.2% Special Populations Special Education 9.4% Transitional Bilingual 2.0% Migrant 0% Section 504 1.5% Foster Care 0%
1. Student Achievement Data
2011-2012 MSP Results for Edwin R. Opstad Elementary School
Grade Level Reading Math Writing Science
3rd Grade 80.0% 74.7%
4th Grade 70.5% 73.7% 71.6%
5th Grade 64.1% 53.8%
73.5%
3. Perceptional Data (3 year comparison)
46%
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0% 20% 40% 60% 80% 100%
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tandard
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Eff
ectiv
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chool
Leaders
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Colla
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C
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Pare
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C
om
munity
Involv
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Comparison Perspective- Characteristics of High Performing Schools (Chart 1 of 2)
Almost Always True
Often True
Sometimes True
Seldom True
Almost Never True
Missing
55%
76%
90%
40%
70%
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40%
61%
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45%
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60%
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Support
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Environm
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Focused
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Develo
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and
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Cultura
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esponsiv
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Comparison Perspective- Characteristics of High Performing Schools (Chart 2 of 2)
Almost Always True
Often True
Sometimes True
Seldom True
Almost Never True
Missing
5. Summary of Opstad Elementary School’s Strengths and Opportunities
Leadership Team members and staff members analyzed data using a “focused conversations/data carousel” activity. Data displays were created for each data category. Stakeholders analyzed the data to discern Opstad Elementary School’s strengths and areas of opportunities.
2012 MSP Analysis
3rd
Grade Math 1. 74.7% of students meeting standard 2011-2012 2. Up from 68.1% in 2010-11 3. Fewer students at level 1. From 7% in 2010-2011 to 2% in 2011-2012 4. More level 4 students need to continue to provide extension for level 3 & 4 students 5. Improvement in performance of special needs students.
3rd
Grade Reading 1. 81.9% of students meeting standard 2. Relatively no change from 2010-11 scores 3. Need to focus intervention on students not meeting standard – 20% 4. Reduced number of level 1 students 5. Gender gap data unchanged for three years
4th
Grade Math 1. 74.7% of students meeting standard 2. Up from 68.1% from 2010-11 3. Three year upward trend in number of students meeting standard 4. Reduction of level 1 students from 25% in 2010-11 to 14% in 2011-12 5. No gender gap
4th
Grade Reading 1. 73.7% of students meeting standard 2. 73.9% in 2010-11. No change. 3. Greater number of level 3 students, from 20% to 25% 4. Boys outperforming girls, 78% to 60% 5. Three year downward trend
4th
Grade Writing 1. 71.6% of students meeting standard 2. Up from 64.4% in 2010-11 3. Inconsistent scores for past six year. Slight improvement, but with many variations 4. Significant gender gap. Girls outperforming boys by 20% 5. More students at level 4, yet percentage meeting standard is the same
5th
Grade Math 1. 53.8% of students meeting standard, below state average (63.8%) 2. More students at levels 1 & 2 3. Significant gender gap 4. Overall downward trend for past six years
5th
Grade Reading 1. 70.7% of students meeting standard, below state average (71.1%) 2. Increased number of students at level 3, from 22% to 27% 3. Overall downward trend for four school years 4. Awaiting item analysis for more concentrated analysis
5th
Grade Science 1. 73.5% of students meeting standard 2. All strand data above the state average 3. Increase in number of students at level 4 from 23% in 2010-11 to 37% in 2011-12 4. Significant increase for past three years 5. Application strand is the lowest
IV. Goal Areas
Goal #1 – Math
Area for
Improvement
• To improve students’ overall math skills
How will you
measure
improvement
towards these
goal(s)
• 3rd, 4th, and 5th Grade MSP, increase of 5-10%
• District adopted math curriculum common assessments
• STAR Math Screener and progress monitoring
Current Results
• On the 2012 MSP 74.7% of 3rd grade students met standard in math an increase of 5%
• On the 2012 MSP 73.7% of 4th grade students met standard in math an increase of nearly 20%
• On the 2012 MSP 53.8% of 5th grade students met standard in math an increase of 0.02%
Target
• Increase the percentage of 3rd, 4th and 5th grade students meeting standard (400) on the spring 2012 MSP by 5-10%
Completed Goal
Statement
• We will increase the percentage of 3rd, 4th and 5th grade students meeting standard (400) on the spring 2013 Mathematics MSP by 5%, continuing growth to a 10% overall increase on the spring 2014 MSP.
Goal #2 Reading
Area for
Improvement
• To improve students’ overall reading skills
How will you
measure
improvement
towards these
goal(s)
• 3rd, 4th, and 5th Grade MSP results
• DIBELS scores
• RAI scores
• DRA2 scores
• Formative and summative assessments
Current Results
• On the 2012 MSP 80% of 3rd grade students met standard in reading – down 1.9% from 2011
• On the 2012 MSP 73.9% of 4th grade students met standard in reading an increase of 3%
• On the 2012 MSP 64.1% of 5th grade students met standard in reading a decrease of 5%
Target
• Decrease the percentage of student not meeting standard on the 2013 MSP for 3rd, 4th, & 5th grade.
Completed Goal
Statement
• We will increase the percentage of 3rd, 4th and 5th grade students meeting standard (400) on the spring 2013 Reading MSP by 5%, continuing growth to a 10% overall increase on the spring 2014 MSP.
Goal #3 – Science
Area for
Improvement
• To improve students’ overall science skills
How will you
measure
improvement
towards these
goal(s)
• 5th Grade MSP Results
• District adopted assessments
• Classroom formative assessments
Current Results
• On the 2012 MSP 73.5% of students met standard in science an increase of 5%
Target
• Increase the percentage of 5th grade students meeting standard (400) on the spring 2013 MSP
Completed Goal
Statement
• We will increase the percentage of 5th grade students meeting standard (400) on the spring 2013Science MSP to 80%.
Goal #4 – Writing
Area for
Improvement
• To improve students’ overall writing skills
How will you
measure
improvement
towards these
goal(s)
• 4th Grade MSP Results
• District adopted assessments
• Classroom formative assessments
Current Results
• On the 2012 MSP 71.6% of students met standard in writing an increase of 7%
Target
• Increase the percentage of 4th grade students meeting standard (9) on the spring 2013 MSP
Completed Goal
Statement
• We will increase the percentage of 4th grade students meeting standard (9) on the spring 2013 Writing MSP by 5%.
Goal #5 – Perception
Area for
Improvement
• To improve teachers’ perception of high standards and expectations for all students.
How will you
measure
improvement
towards these
goal(s)
• Staff Survey on The Nine Characteristics of Highly Effective Schools
• Improvement of student learning indicators (MSP, STAR, DIBELS)
Current Results
• On the 2011 Staff Survey 70% of teachers reported that our school holds high standards and expectations for all students.
Target
• To increase staff perception in this area to 80%.
Completed Goal
Statement
• We will improve staff perception of high standards and expectations for all students. Based on the 2011 survey, 70% of teachers reported that we our school hold high standards and expectations for all students. The target goal for 2012-13 will be to increase the teacher perception to 80% who believe this.
Kindergarten
SIP Grade Level Activities
Beginning of the Year Report to LIT
2012-2013
Science Activities
Kindergarten
Current Level
Of Completion
0-5 Scale
0 = Not
Started
5 = Completed
Outcomes
Continue
Next
Year?
Yes/No
Comments
1. Science Companion
Program (District
approved program for
K)
The following are outcomes from the
district mandated science units in
Science Companion program:
*Develop skills in observing, sorting, and
identifying parts (of a whole) and
introduced to the scientific process.
*Earth material observations help
students become familiar with the
materials in the world around them in
terms of properties and to think about
how people use natural materials in
various ways.
*Humans have internal body parts that
perform different functions to meet
their needs.
*Observations about the properties of
materials and how numerous materials
can change from liquid to solid and back
again, begin to build an understanding
of matter and its transformation that
will be formalized as states of matter
during grades 2-3 band.
Writing Activities
Kindergarten
Current Level
Of Completion
0-5 Scale
0 = Not
Started
5 = Completed
Outcomes
Continue
Next
Year?
Yes/No
Comments
1. Writing
Students use developmental stages of
writing and write at their own level.
Students see themselves as writers.
Students focus on using pictures and words
to express ideas selected by student or a
teacher-given prompt.
Students will be introduced to the following
mechanics: an ending mark (period,
exclamation, and question mark), spaces,
capital I, and capital letter at beginning of a
sentence.
2. Writing intervention
Provide additional writing practice with a
specific focus in order to bring students to
next level/skill (DIFFERENTIATED
INSTRUCTION)
* Mini lessons based on student(s) “next
step” in small group and or individual.
Math Activities
Kindergarten
Current Level
Of Completion
0-5 Scale
0 = Not
Started
5 = Completed
Outcomes
Continue
Next
Year?
Yes/No
Comments
1. Envisions Math
Program
Kindergarten team will: learn what the
essential components are in order to make
program work in a shorter time frame;
use class spreadsheet for daily information
regarding skill (s) taught for the purpose of
readily identifying students not at mastery
of a skill (to create intervention group).
Support will be provided one-on-one or in
small group. (DIFFERENTIATED
INSTRUCTION)
*Kindergarten will be documenting what
lessons are done each day to assist in the
creation of trimester skills for: the K team;
families, and to assist in the creation of a
pacing calendar and report card.
2. Small groups
*We will use small groups/one-on-one to
provide students with more opportunity to
master skill(s) or go beyond.
(DIFFERENTIATED INSTRUCTION)
*Half Day K will use parent volunteers,
classroom aide, and Fridays to provide Tier 2
& Tier 3 students will additional support.
3. STARS Assessment
*To be completed in the last trimester
district wide.
Reading Activities
Kindergarten
Current Level
Of Completion
0-5 Scale
0 = Not
Started
5 = Completed
Outcomes
Continue
Next
Year?
Yes/No
Comments
1. Small Groups
*Students will receive skill specific
instruction based on their reading need (s)
(i.e. reading, letter identification, letter
sounds, sight words, and phonemic
awareness) *Supports differentiated
instruction and RTI
*Groups will be supported by teacher,
classroom aide, and or a parent volunteer.
2. DIBELS
*Use data to identify Tier 2 & Tier 3
students. Once identified, students are
placed in a small group based on area
needing support.
*Tier 3 students are ranked and the most at-
risk participate in the school’s reading
intervention group called Reading Club.
First Grade
SIP Grade Level Activities
Beginning of Year Report to LIT
2012-13
Science Activities
First Grade
Current Level
of Completion
0-5 Scale
0 = Not Started
5 = Completed
Outcomes
Continue
Next
Year?
Yes/No
Comments
1. We will infuse technology
into many of our science
lessons.
2. Introduce the scientific
process as grade level
appropriate and focus on
predicting, observing, and
recording learning targets.
3. We will focus on having
students explain the student
learning target at the end of
each science lesson.
4. We will bring in at least one
science extension activity to
enrich our
students’ understanding of
science concepts.
We will increase student engagement by
using grade level science flipcharts with built
in extension links.
Students will gain experience with using the
scientific process. They will engage in small
group and paired activities as they work
toward their learning target.
The students will understand the purpose of
that day’s lesson.
The students will gain more experience with
science concepts outside of the classroom
giving them an idea of how science works in
the “real world.”
Writing Activities
First Grade
Current Level
of Completion
0-5 Scale
0 = Not Started
5 = Completed
Outcomes
Continue
Next
Year?
Yes/No
Comments
1. Focus on implementing
Writer’s Workshop.
3. Develop correct line
orientation, spacing and
letter formation.
4. As a grade level, continue to
collaborate on common
writing assessments and
scoring procedures to
Students will become comfortable with the
writing process.
Students will be proficient in handwriting.
Our instruction will be more rigorous, and
students will be more aware of the learning
targets. When we are sharing examples of
student work, both teacher and student
identify future student
learning targets.
5. We will post the learning
targets that we identified in
our writing assessments
during our focus lessons.
feedback will have the purpose of focusing
on those identified learning targets.
Students will be able to understand the
purpose of the focus lesson and what it
would look like in their writing.
Math Activities
First Grade
Current Level
of Completion
0-5 Scale
0 = Not Started
5 = Completed
Outcomes
Continue
Next
Year?
Yes/No
Comments
1. We will utilize the enVisions
topic tests to determine
student progress with the
First Grade Common Core
Assessments.
2. We will utilize the STAR math
assessment to guide us in
identifying groups of
students that might be in
need of skill reinforcement
or enrichment activities.
3. We will provide daily math
review activities at the
beginning of each day to
target critical math strands
identified as areas of need
by the topic tests.
4. We will infuse the use of
technology both at school
and at home through the use
of the IXL web site to provide
extra practice in our topics of
study.
5. We will focus on having
students memorize addition
facts to 10. They will take a
weekly timed math test to
show their mastery
(beginning in November).
These assessment tools will help us to
identify students who have mastered those
standards and students in need of
intervention. This will help us to focus our
instruction.
This should help us to better meet the needs
of both our struggling and our high achieving
students.
Students’ rigor in math will improve.
Students’ rigor in math will improve.
Students will master addition facts to 10.
6. We will infuse the use of
math vocabulary into our
math flipcharts for each
lesson.
7. We will dedicate one day a
week to differentiated
centers and meeting with
intervention groups
identified by our
assessments.
Students will share common math language
throughout the grades.
Students’ rigor in math will improve.
Reading Activities
First Grade
Current Level
of Completion
0-5 Scale
0 = Not Started
5 = Completed
Outcomes
Continue
Next
Year?
Yes/No
Comments
1. Utilizing a manipulative-
based approach, focus on
phonemic awareness, sight
words, and decoding
strategies.
2. Utilize the Four Blocks
Balanced Literacy approach.
3. We will work together to be
more selective of stories
covered so that they can be
covered in more depth and
with more rigor.
4. Incorporate the DIBELS
assessments posted on the
district data base and other
common grade level
assessments to identify
students who are in need of
specific reading
interventions.
We will meet the needs of struggling
students as identified by the DIBELS
assessment posted on the district data base.
There will be consistent time for instruction
in guided reading, self-selected reading,
working with words and writer’s workshop.
Students’ special needs both high and low
will be met through SSR and Writer’s
Workshop. Additional SSR time and
formative assessments will occur with
student utilization of Raz-Kids at school and
at home.
Reading strategies will be covered in more
depth and with greater frequency.
Therefore, students will have greater
exposure to the strategies giving them a
better chance to internalize and apply the
learning targets.
Students who are in need of specific reading
interventions will receive extra instruction
from parent volunteers, instructional aide
pooled time, and materials from the Reading
A-Z web site. We will target decoding skills
identified as areas of need by the Beginning
of Year and Middle of Year DIBELS
assessments posted on the district data
base.
Second Grade
SIP Grade Level Activities
Beginning of the year Progress Report to LIT
2012-2013
Science Activities
Second Grade
Current Level
of Completion
0-5 Scale
0 = Not Started
5 = Completed
Anticipated Outcomes
Continue
Next
Year?
Yes/No
Comments
1. Review and clarify our
grade level science
standards to more closely
align with our instruction
Improved alignment with priority science
standards
2. Use Scientist of the Week
to increase exposure to
scientific process
All students have additional exposure to
scientific process and increased familiarity
with scientific vocabulary
3. Direct instruction of
scientific inquiry with
special attention to
observation and recording
and science vocabulary
Students have better understanding of the
scientific process to make factual
observations using consistent vocabulary
Writing Activities
Second Grade
Current Level
of Completion
0-5 Scale
0 = Not Started
5 = Completed
Anticipated Outcomes
Continue
Next
Year?
Yes/No
Comments
1. Incorporate results of
district writing prompts to
guide writing instruction
Clear understanding of skills needing
reinforcement and improvement
2. Use steps of the writing
process to focus on areas
of Content, Organization
and Voice
Students improve their ability to organize
and revise their writing
Math Activities
Second Grade
Current Level
of Completion
0-5 Scale
0 = Not Started
5 = Completed
Anticipated Outcomes
Continue
Next
Year?
Yes/No
Comments
1. Implement enVision Math
program
2. Adapting our problem
solving strategy to align
with grades 1-5
Transition to the common core standards
Consistent language, common practice
3. Implement multi-step
problem solving practice
activities
4. Use written and oral math
fact fluency for all
students
5. Use common core related
math vocabulary
6. Use STAR assessment and
enVision program
assessment data for
intervention
Better preparation for MSP
Automaticity with basic facts
Better preparation and consistency in
language for standardized testing
Differentiated instruction to support
students’ individual needs
Reading Activities
Second Grade
Current Level
of Completion
0-5 Scale
0 = Not Started
5 = Completed
Anticipated Outcomes
Continue
Next
Year?
Yes/No
Comments
1. Utilize grade level
common assessments to
identify students needing
differentiated instruction
2. Integrate reading/thinking
skills: predicting,
analyzing and interpreting
text, questioning, and
compare/contrast as
covered by MSP stem
questions
3. Incorporate Raz-Kids
4. Common 2nd
Grade
Interventions: Reading
Club, Reading Buddy,
Read Naturally, Giraffe
Book (DOLCH words)
Parent Volunteer support,
individual, small group
classroom instruction
Allows for differentiated instruction for all
students to improve reading accuracy and
fluency
Increase student comprehension
Provides practice for students at all levels
Students are able to meet grade level
expectations in reading
Third Grade
SIP Grade Level Activities
Beginning of Year Progress Report to LIT
2012-13
Science Activities
Third Grade
Current Level
of Completion
0-5 Scale
0=Not Started
5=Completed
Outcomes Continue
Next year?
Yes/No
Comments
1. Use common scientific
language across the grade
level.
Students’ acquisition of science terminology
promotes higher comprehension.
2. Focus on the investigative
process during science
lessons.
Students develop a deeper understanding of
the investigative process.
3. Integrate science content with
reading instruction using
National Geographic Explorer
and Seeds of Science Roots of
Reading books.
Students’ familiarity with the investigative
process will be maintained across
disciplines. Integrated content will develop
a better understanding of real life Science
application.
Writing Activities
Third Grade
Current Level
of Completion
0-5 Scale
0=Not Started
5=Completed
Outcomes Continue
next year?
Yes/No
Comments
1. Students will use rubrics to
evaluate their own writing
based on teacher set criteria
Students’ critical thinking about their own
writing promotes self-evaluation that will
lead to higher quality drafting, revision, and
publishing.
2. Continue to use Step-Up for
teaching paragraph
organization for expository
writing. Clarify with students
the expectations of the Step
up to writing process so they
can successfully write an
organized paragraph.
Students develop clearly organized and
cohesive paragraphs using a graphically
organized formula that demystifies the
process.
3. Administer two standard
writing assessments
throughout the year.
This curriculum framework provides the
scaffolding for standards based instruction
and student self-evaluation.
This promotes student awareness of
4. Communicate learning target
expectations at the beginning
of each lesson.
learning goals and expectations.
5. Weekly journal writing
This promotes self-motivated writing
fluency.
Math Activities
Third Grade
Current Level
of Completion
0-5 Scale
0=Not Started
5=Completed
Outcomes Continue
Next year?
Yes/No
Comments
1. Students keep track of math
vocabulary with examples in
their math journals.
2. Administer Star Math
Assessment and use data to
inform our teaching.
3. Understand the components
of the EnVision math program.
Effectively apply those
components in our
instruction.
4. Follow the EnVision pacing
guide.
5. Based on data from Star math,
EnVision math tests, and
classroom assessments we will
place students into groups for
specific intervention.
6. Use IXL.com as supplemental
curriculum to help meet the
needs of all students.
7. Use MSP released math
prompts to formatively assess
student performance
Increased understanding of math vocabulary
concepts and math related academic
language.
Identify areas of need in order to target
interventions for struggling students and
enrichment for others.
Students will be engaged, proficient, lifelong
learners.
Students will have covered all of the
concepts necessary to be prepared for the
MSP.
Students will have a more concrete
understanding of specific concepts.
Increased math fluency by individualizing
independent practice.
Increase familiarity with the types of
questions on the test and inform lesson
planning for developing specific skills.
.
Reading Activities
Third Grade
Current Level
of Completion
0-5 Scale
0=Not Started
5=Completed
Outcomes Continue
Next year?
Yes/No
Comments
1. Use common grade level
assessments in reading:
DIBELS, A-Z, DRA
Students are matched to their instructional
reading level providing a base from which to
set individualized reading goals per student.
2. Students read 15 minutes a
day.
This will increase reading fluency; reading at
an instructional level promotes
comprehension.
3. Teach students how to
analyze and interpret text in
all genres using a variety of
resources, strategies, and
stem questions.
4. Use MSP prompts to instruct
students to self-evaluate their
work, using MSP criteria
Increased strategy instruction will provide
students with multiple comprehension
strategies for meaning-building in reading
These prompts provide students with guided
and independent practice to support
communicating their knowledge within an
assessment forum such as the MSP
5. Use Raz-Kids to integrate
technology and reading as
well as promote independent
home practice.
This resource will provide leveled practice of
reading skills and offer an engaging medium,
accessible from any internet linked
computer with an easy way for parents to
check up on student progress.
Fourth Grade
SIP Grade Level Activities
Beg. of Year Report to LIT
2012-13
Science Activities
Fourth Grade
Outcomes
1. Reinforce state required science vocabulary into science
instruction
2. Provide direct instruction in scientific method and inquiry
3. Utilize Science Studies Weekly and/or other resources to
reinforce fourth grade science EALRs and supplement existing
kits
4. Provide opportunities for students to engage in individual self-
selected science projects.
5. Utilize the district Science website and kits to teach fourth
grade science standards
6. Develop and use student-friendly Learning Targets
Students will have a better grasp of vocabulary required
for MSP testing in 5th
grade.
Children develop deeper understanding of scientific
method and inquiry.
Further promotion of scientific method, inquiry, and
vocabulary is developed.
Students get individual hands-on experience in scientific
method while working on required, self-selected Science
Fair projects.
Student experience science through hands-on lessons in
kits.
By posting targets, students understand objects for each
lesson.
Writing Activities
Fourth Grade
Outcomes
1. Continue high expectations of students to use appropriate
writing, organization, and conventions across all curriculum
areas.
2. Use collaboratively developed district anchor papers (writing
samples) with rubrics to help students understand the state
standards.
3. Students write reports using non-fiction text as informational
Students realize good writing practices are a
necessary life skill.
Students are given appropriate models of scoring ranges
to help them compare their writing to scoring standards.
Students experience expository writing utilizing different
resources.
4. Incorporate the whole grade level writing prompt assessment
two times yearly.
5. Focus on writing conventions across the content areas.
6. Grade Level Team will develop Learning Targets.
sources.
Assists in informing our instruction to best meet the
needs of our students.
Student writing in conventions improves.
Will ensure instructional consistency across the grade
level.
Math
Outcomes
1. Use daily math calculation activities at the beginning of each
day.
2. Focused instruction and regular practice on math problem
solving using the RUPSL steps as presented in our enVision
math curriculum.
3. Analyze data as a team, giving the same problem solving
assessment or assignment.
4. Provide focused instruction and assessment in math
vocabulary.
5. Assist students in mastering math facts using volunteers, flash
cards, IXL, etc.
6. Post and discuss student-friendly Learning Targets.
7. Provide students and families with access to the enVision math
online program.
8. Implement regular use of the IXL program at school and home,
providing remediation and enrichment.
9. Using STAR math assessment data to differentiate instruction
to remediate and/or enrich
Students get consistent practice in concepts and
computation.
Students get individual, focused practice in
understanding and solving problems step-by-step.
This will serve to inform our instruction, and help us
strategize to ensure that we use best practices in
teaching concepts.
Students develop a deeper understanding with math
vocabulary.
Students will develop fact fluency.
Students understand the focus of the lesson.
Parents and students have unlimited access to curriculum
online at home.
Students utilize IXL to practice, enrich and/or remediate
classroom lessons.
Students’ growth can be monitored to help guide and
focus instruction.
Reading Activities
Fourth Grade
Outcomes
1. Frequently monitor student progress in reading skills using
assessment tools such as RAI, DIBELS, and classroom based
assessments.
2. Focus on reading strategies that build comprehension skills,
implementing use of the Comprehension Tool Kit and other
resources.
3. Focus on reading fluency using various strategies and
interventions.
4. Consistently provide daily self-selected reading time.
5. Develop and strengthen vocabulary using various sources such
as spelling/vocabulary units, etc.
6. Expose students to a wide variety of poetry and non-fiction
reading materials.
Teachers gain an understanding of the instructional
needs of students throughout the year.
Students will strengthen comprehension skills utilizing
different reading strategies.
Students’ oral reading fluency , and therefore
comprehension, should increase.
Students learn about choosing level-appropriate books,
while becoming independent readers.
Students develop and increase vocabulary, which will
increase reading and writing skills.
Students recognize the importance of various literary
genres.
Fifth Grade
SIP Grade Level Activities
Year-End Progress Report to LIT
2011-12
Science Activities
Fifth Grade
Current Level
of Completion
0-5 Scale
0 = Not Started
5 = Completed
Outcomes
Continue
Next
Year?
Yes/No
Comments
1. Increase emphasis on
science vocabulary
2. Complete high interest
investigations (separate
from kits) complete with
scientific method.
3. Offer students practice
writing conclusions based
on a completed
investigation.
4. Students will benefit from
teacher collaboration of
common language and
consistent practice.
4
3
3
4
Students will gain knowledge of
vocabulary and will be able to apply
those meanings in science.
Students were engaged and have further
practice with the scientific method.
Students became more competent in
writing conclusions.
Students understood learning targets and
teachers were teaching units at the same
time.
Writing Activities
Fifth Grade
Current Level
of Completion
0-5 Scale
0 = Not Started
5 = Completed
Outcomes
Continue
Next
Year?
Yes/No
Comments
1. Using Step Up to Writing as
a guide, write an organized 8
5
Students will improve paragraph
organization. Students developed their
sentence paragraph.
2. Incorporate the Six Traits
of Writing into our writing
instruction and evaluation.
3. Teach Conventions
(Daily Language Review).
4. Learning targets stated
and clearly communicated
to students at the
beginning of each lesson.
3
4
use of topic sentences, transitions, and
conclusions.
Students will be more able to pick a
focused topic, use organization, great
word choice, voice, sentence fluency and
conventions.
Students will improve basic conventions
in all writing across the curriculum.
Students will understand learning targets.
Math Activities
Fifth Grade
Current Level
of Completion
0-5 Scale
0 = Not Started
5 = Completed
Outcomes
Continue
Next
Year?
Yes/No
Comments
1. Provide bi-weekly math
calculation activities (Math
facts) at the beginning of
each day and at least a
minimum of twice a week
do a timed math fact test.
2. Provide purposeful
problem solving
instruction, focusing on
steps and strategies and
vocabulary.
3. Transition to common
core with Envision.
4. Provide differentiation for
3
3
3
5
Students will increase fluency of math
facts and built confidence. Students will
gain skills to calculate more complex
problems.
Students will gain skills to enable them to
solve problems in math.
Teachers will align Envision curriculum to
the common core.
Students will be able to practice content
students through
resources such as IXL and
Accelerated Math.
5. Learning targets stated and
clearly communicated to
students at the beginning
of each lesson.
5
at their level.
Students will understand learning targets.
Reading Activities
Fifth Grade
Current Level
of Completion
0-5 Scale
0 = Not Started
5 = Completed
Outcomes
Continue
Next
Year?
Yes/No
Comments
1 1. Use RAI results to plan
instruction. Focus on
comprehension strategies
2. Use trimester DIBELS
testing to identify
struggling readers.
3 Begin to incorporate
Comprehension strategies
Such as, sequence, cause
And effect, sequencing.
4. Learning targets stated and
clearly communicated to
the students at the
beginning of each lesson.
3
5
3
3
Students will increase their reading
comprehension: main idea, cause and
effect, inference, sequencing, and fact or
opinion.
Students will be assessed and receive
intervention if needed.
Students will improve their reading
strategies in the areas of cause and effect
sequencing, etc.
Students will understand learning targets.
