2016-17 school improvement plan board presentation · in-school suspension 3 0 1 0 29 out-of-school...

2016-17SCHOOL IMPROVEMENT PLAN BOARD PRESENTATION

WOODLAND ELEMENTARY SCHOOLNovember 14, 2017

Number of Home Languages Spoken 18

OCTOBER 1 ENROLLMENT

13-14 14-15 15-16 16-17 16-17%

Total Students 495 534 514 510 *

Asian/PacificIslander 26 29 24 28 5%

Black/ African American 6 20 19 20 4%

Hispanic/Latino 257 280 278 274 54%American Indian/Alaskan Native

7 7 6 4 1%

White 180 180 166 160 31%Multi-Racial/Multi-Ethnic 19 18 21 24 5%

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STUDENT ETHNICITY/RACE

Source: https://www.ode.state.or.us/data/reportcard/reports.aspx/Reynolds_SD_7Source: https://www.ode.state.or.us/sdfa/reports/r0067Select2.aspxStudent enrollment based on October 1st snapshot date

STAFF ETHNICITY/RACE 2016-17

Asian/Pacific Islander 0 0%

Black/ African American 0 0%

Hispanic/Latino 1 3%

American Indian/Alaskan Native 0 0%

White 32 97%

Multi-Racial 0 0%

Staff data for school administrators, teachers, library/media specialists, and guidance counselors.Source: https://district.ode.state.or.us/apps/AchvmntDataInsight/viewer.aspx?id=348

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2012-13 2013-14 2014-15 2015-16 2016-17

TOTAL STUDENT ENROLLMENT 467 495 534 514 510

ECONOMICALLY DISADVANTAGED 341 392 428 4191 3681

STUDENTS WITH DISABILITIES 49 69 73 87 90

EVER ENGLISH LEARNERS2 215 221 267 2872 2842

HOMELESS - - 61 32 401CEP school: Community Eligibility Provision school qualifies for option to offer free school meals to all children in those schools without

collecting applications.2Ever English Learners reflected for 2016-17 data. This group includes all students who have ever received English language

development services.

Sources: http://www.ode.state.or.us/sfda/reports/r0061Select2.asp,Students with Disabilities & English Learners source: https://district.ode.state.or.us/apps/AchvmntDataInsight/viewer.aspx?id=287Homeless source: https://district.ode.state.or.us/apps/usid/CllctnReports.aspx

2012-13 2013-14 2014-15 2015-16 2016-17

AVERAGE DAILY ATTENDANCE 94.6% 94.8% 93.9% 94.2% 93.9%

TOTAL ENROLLMENT 467 495 534 514 510

The attendance rate is the average percentage of enrolled students attending school each day. Attendance rate includes absences that are excused and unexcused.

2016-17 K 1st 2nd 3rd 4th 5th Total

REGULAR ATTENDERS 47 53 91 68 61 70 390

TOTAL STUDENTS 60 70 107 86 76 83 482PERCENTAGE 78.3% 75.7% 85.0% 79.1% 80.3% 84.3% 80.9%The number of students who were present for more than 90%of the days they were enrolled.

4Source: https://district.ode.state.or.us/apps/AchvmntDataInsight/viewer.aspx?id=333

2015-16 12.0% 2016-17(Student Count)

13.6%(74)

MOBILE STUDENTS

Percentage of students who attended an institution in a given year who enrolled late, left early, transferred schools, or had a significant gap in enrollment at any point during the school year.

2012-13 2013-14 2014-15 2015-16 2016-17

Expulsions 0 0 0 0 0In-School Suspension 3 0 1 0 29

Out-of-SchoolSuspension 12 0 8 2 5

Truancy 5 9 0 2 13STUDENT COUNT 467 495 534 514 510

Truancy is an event defined as 8 truancy days in one month. A truancy day may only be included in a single truancy event. A truancy day is an unexcused absence of one-half day or more. The definition of “an unexcused absence” is established at the district level.

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Source: https://district.ode.state.or.us/apps/info/SecureReport.aspx?small=Y&RptID=1432&CllctnID=1736&nopage=0.

The Referral Risk Ratio is the likelihood for each ethnic group to receive a referral. The report is calculated by dividing the risk index of the specific group with the risk index of a comparison group.

Teams analyzing this report look to answer the question: For a given group of students, how much more or less likely are they to receive a referral than students from another group? A risk ratio greater than 1.0 indicates higher risk. A risk ratio less than 1.0 indicates lower risk. A risk ratio equal to 1.0 indicates an equal risk.

Note: The comparison group 'All Other' includes all students minus students from the specific group identified.

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Retrieved on 10/17/2017 from https://app.swis.org/#reporter/reports%7B%22tab%22:1508285708794,%20%22school%22:%228CAFAFB8-4C0D-DF11-8DDA-0019B9C99BEB%22%7D

ENGLISH LANGUAGE ARTS7

ENGLISH LANGUAGE ARTS PERFORMANCEACHIEVEMENT OAKS SMARTER BALANCED BY GROUP PERCENTAGE

8Source: http://www.ode.state.or.us/search/page/?=294

ENGLISH LANGUAGE ARTS PERFORMANCEACHIEVEMENT OAKS SMARTER BALANCED BY GROUP STUDENT COUNTS


2015-16 COUNTS

2015-16% 2016-17COUNTS

2016-17%

ENGLISH LANGUAGEARTS* Level3/4 Tests Level3/4 Level3/4 Tests Level3/4

AllStudents 72 227 31.7% 56 214 26.2%EconomicallyDisadvantaged 47 164 28.7% 30 154 19.5%EnglishLearners 25 119 21.0% 18 109 16.5%Students withDisabilities * 22 <5.0% * 26 <5.0%Black/AfricanAmerican * 2 6 33.3%Hispanic/Latino 24 117 20.5% 23 118 19.5%Asian 6 10 60.0% 7 12 58.3%White 37 81 45.7% 20 60 33.3%Multi-racial 3 11 27.3% 4 14 28.6%

*Data for groups where fewer than 6 students are tested is suppressed.

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ENGLISH LANGUAGE ARTS GROWTHOAKS SMARTER BALANCED MEDIAN GROWTH PERCENTILESGRADES 4 & 5

Source: https://district.ode.state.or.us/apps/AchvmntDataInsight/viewer.aspx?id=294

Suppressed

IRLA DATA WALL BY GRADE

WOODLAND DATA WALL Intensive Strategic Benchmark

Grade Date Students Count Percentage Count Percentage Count Percentage

K26-Jun-17

60 10 16.7% 13 21.7% 37 61.7%2016 / 201710-Oct-16

58 56 98.2%2016 / 2017

1st26-Jun-17

72 13 18.1% 10 13.9% 48 66.7%2016 / 201710-Oct-16

68 27 40.3% 26 38.8% 13 19.4%2016 / 2017

2nd26-Jun-17

111 25 22.5% 15 13.5% 66 59.5%2016 / 201710-Oct-16

110 30 28.6% 28 26.7% 42 40.0%2016 / 2017

3rd26-Jun-17

89 17 19.1% 8 9.0% 59 66.3%2016 / 201710-Oct-16

96 17 19.5% 39 44.8% 22 25.3%2016 / 2017

4th26-Jun-17

80 10 12.5% 12 15.0% 56 70.0%2016 / 201710-Oct-16

78 10 13.2% 44 57.9% 20 26.3%2016 / 2017

5th26-Jun-17

82 9 11.0% 17 20.7% 51 62.2%2016 / 201710-Oct-16

84 9 11.4% 37 46.8% 28 35.4%2016 / 2017

Total26-Jun-17

494 84 17.0% 75 15.2% 317 64.2%2016 / 201710-Oct-16

494 149 31.6% 174 36.9% 125 26.5%2016 / 2017 11

FINDINGS: OBSERVATIONS ABOUT ENGLISH LANGUAGE ARTS DATA

§ Highlights include our Multi-racial and Hispanic students holding steady or improving in meeting or exceeding the standards.

§ Clear drop in other categories across the board. This is an action item for us, though it may be an anomaly.

§ IRLA data shows consistent growth school-wide despite low indicator scores on Smarter Balanced Assessments.

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WHAT WERE THE KEY ENGLISH LANGUAGE ARTS GOALS IN LAST YEAR’S SIP PLAN?

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§ Whole group instruction based on grade level CCSS. Then incorporating small group instruction each day based on homogenous IRLA groups.

§ In those homogenous groups, a focused effort to fine tune instruction based on specific gaps in student learning as determined by IRLA. Working with those students below benchmark in small groups or 1:1 on a daily basis.

§ For those intensive IRLA students, Title services will be utilized on a daily basis to fill gaps in their learning.

§ ELD will assess individual student needs and push-in to their class supporting Integrated Literacy Unit (ILU) instruction and will also pre-teach small groups as needed to help close the achievement gap.

2017-18 ENGLISH LANGUAGE ARTS: ACTION PLAN GOAL

§ New Benchmark Curriculum for grades K-2 will aid in developing foundational skills.

§ Continued work through push in and pull out models for reading and language assistance will keep us closing the achievement gap.

§ 3rd grade class is piloting a “flood” model to help increase targeted intervention.

ACHIEVEMENT

The percentage of students at each grade level who complete the school year at or above grade level will increase by 20% over the fall 2017 baseline STAR assessment.

GROWTH • Students in all grades who

begin the school year at the grade level or above will demonstrate at least one year’s growth as measured by the STAR reading assessment.

• Students in all grades who begin the school year at the below grade level will demonstrate at least one and a half-year’s (1.5) growth in reading as measured by the STAR reading assessment.

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MATHEMATICS15

MATH PERFORMANCEACHIEVEMENT OAKS SMARTER BALANCED BY GROUP PERCENTAGE


MATHEMATICS PERFORMANCEACHIEVEMENT OAKS SMARTER BALANCED BY GROUP STUDENT COUNTS

2015-16 COUNTS

2015-16 %

2016-17COUNTS

2016-17%

MATHEMATICS*Level

3/4 Tests Level 3/4Level

3/4 Tests Level 3/4

AllStudents 49 226 21.7% 49 212 23.1%EconomicallyDisadvantaged 26 164 15.9% 27 155 17.4%EnglishLearners 13 118 11.0% 17 109 15.6%StudentswithDisabilities * 22 <5.0% 2 25 8.0%Black/African American 1 6 16.7% 2 6 33.3%Hispanic/Latino 15 116 12.9% 20 118 16.9%Asian 7 10 70.0% 6 11 54.5%White 25 81 30.9% 18 59 30.5%Multi-racial 1 11 9.1% 3 14 21.4%

*Data for groups where fewer than 6 students are tested is suppressed.


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MATH GROWTH PERFORMANCEOAKS SMARTER BALANCED % MEDIAN GROWTH PERCENTILESGRADES 4 & 5

Source: https://district.ode.state.or.us/apps/AchvmntDataInsight/viewer.aspx?id=294

STAR MATH 2015-16 : 2016-2017 DATA

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FINDINGS: OBSERVATIONS ABOUT MATH DATA§ Scores in both meeting standards and growth are up across the

board.

§ Students in traditionally underserved groups are making gains greater than other groups!

§ STAR data indicates average growth of one year or more.

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WHAT WERE THE KEY MATH GOALS IN LAST YEAR’S SIP PLAN?

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§ Implementation of the new Bridges Learning Curriculum raises levels of thinking and expectations for students.

§ Targeted work by our grade level teams to help students make the most gains in the areas where they demonstrate the most need.

§ We will see continued growth based on our Median in the Smarter Balanced Assessments by June 2017

§ Economically Disadvantaged students will move to “Level 2” in Academic Achievement and Median Growth

§ English Learners and Underserved races will move to “Level 2” in Median Growth.

2017-18 MATH:ACTION PLAN GOAL§ 2nd year of Bridges math helps increase

overall conceptual understanding in math.

§ Math as a focus is making a difference compared to prior work.

ACHIEVEMENT• The percentage of students

in all grade levels who complete the school year at or above grade level will increase by 20% over the fall 2017 assessment.

GROWTH: • Students in all grades who

begin the school year at or above grade level will demonstrate at least one year’s level growth as measured by the STAR assessment.

• Students who begin the school year below grade level will demonstrate at least one and a half-year’s (1.5) growth as measured by the STAR math assessment.

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PROUD ACCOMPLISHMENTS

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2016-17 ACCOMPLISHMENTS§ Held Hispanic and Eastern

European family nights to open lines of communication.

§ Brought culturally relevant programming to Woodland for our Spanish speaking families.

§ Partnered with Latino Network for SUN programming that included providing families in need with food for weekends and with winter coats for their children.

§ Hosted Energy Efficiency and Weatherization workshop for families.

Increase parent communication and access to building activities and groups.

Improve cultural awareness and activities within classroom and school activities.

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SCHOOL WIDE INITIATIVES

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§ Our PBIS System continues to thrive-especially in “Green Zone” interventions-focusing this year on classroom community and on recess time.

§ Our most impacted students continue to be not just respected, but embraced, by the school. Special Olympics is a big deal at Woodland.

§ SUN programming continues to grow and become embedded in Woodland culture.

§ Implementing Professional Learning Community (PLC) groups among teachers to identify specific areas of significant need for individuals in reading and math and to put supports in place for those students.

§ Attendance initiative to try and increase our daily attendance to an average of 96%.

2016-17 school improvement plan board presentation · in-school suspension 3 0 1 0 29 out-of-school...

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