fhes 2013 sip revision
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FHES SIP
1
2013 – 2015
Friday Harbor Elementary School
School Improvement Plan
FHES SIP
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Requirements for School Improvement Plan
WAC 180-16-220
Each school in the district shall be approved annually by the school board of
directors under an approval process determined by the district board of directors.
“At a minimum the annual approval shall require each school to have a school
improvement plan that is data driven, promotes a positive impact on student
learning, and includes a continuous improvement process that shall mean the
ongoing process used by a school to monitor, adjust, and update its school
improvement plan”.
School:
Friday Harbor Elementary
Date of SIP Team School Improvement Goal Review: March 20, 2013
School Board Presentation
Step 1:
Superintendent
Richard Thompson Superintendent
Presented to the Superintendent on March 22, 2013
Step 2:
School Board
Brent Snow School Board Chair
Deborah Nolan School Board Vice Chair
Ralph Hahn School Board Member
Jenn Furber School Board Member
Jack McKenna School Board Member
Presented to the Board on March 27, 2013
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School Improvement Team Signatures 2012-2015
Date Submitted: March 28,
2013
Date of School Board
Approval:
Name Title/Position Signature
Connie Martin Principal
Deslie English 2nd/3rd Grade Teacher
Jo Sandwith 1st Grade Teacher
CJ Wavra 5th Grade Teacher
Kristy Raichlen 1st Grade Teacher
Sue Kareken
Special Education Teacher
Kelci Everett
Special Education Teacher
Niki Truesdale Para-Educator
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SJISD District Vision
To provide a world-class education through focus on superior instructional
performance, meaningful student engagement, and challenging academic content for
every student, every day.
District Goals
Ensure our learning enviroare college and career ready
Advocate for full public education funding to ensure we have the capacity to do the work of educating all students.
Ensure students who meet standards are appropriately challenged
Ensure students who do not meet standards are provided the support they need to be successful
Implement data driven strategies impacting the instructional core
Partner with parents, community members, and stakeholders for educational excellence
Attract, train and retain the highest quality staff members
FHES School Vision
Friday Harbor Elementary envisions a school of excellence that:
• Instills a love of learning in all students. • Nurtures creativity, imagination and personal responsibility in all children. • Encourages empathy and a collaborative spirit. • Provides each individual with skills and knowledge to succeed in school and
in life.
Background Information:
WAC 180-16-220 Requirements for School Improvement Plan:
Each school shall be approved annually by the school board of directors under an approval process determined by the district board of directors and “At a minimum the annual approval shall require each school to have a school improvement plan that is data driven, promotes a positive impact on student learning, and includes a continuous improvement process that shall mean the ongoing process used by a school to monitor, adjust, and update its school improvement plan.” School Improvement plans must include a brief summary of use of data to establish improvement; acknowledging the use of data which may include DIBELS, MAP,
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WLPTII, Credit Attainment, Enrollment in Honors/AP Courses, CEE Perceptual Data, SAT/ACT, Discipline, and MSP or HSPE. Beginning in October of 2011, the staff of Friday Harbor Elementary School began to re-evaluate their 2010-2011 School Improvement Plan (SIP). Early dismissal days and staff meetings have been dedicated to the following: Development of Norms, a Decision Making Process, the SIP process, formation of a Building Leadership Team, and development of a SIP Team. Additionally, staff participated in a data carousel to identify strengths and weakness based on past data. The elementary staff then elected 6 certified staff members and one para- professional to work with the principal on the development of a 3 year SIP. This team worked numerous hours on the SIP and reported developments to their grade level teammates. Teammates were given multiple opportunities to provide much needed feedback and adjustments were made. The principal shared SIP development progress with FHES parents at monthly principal coffee hours. Parents who attended provided feedback to the principal which was incorporated into the SIP.
A building survey is being developed by the school climate committee. This survey will be given to all students, staff and families. The purpose of this data is to provide our staff with more in depth information regarding whether the school has a safe, civil, healthy and intellectually stimulating learning environment. We want to know if students feel respected and connected to staff. We hope we will find that students feel their learning is engaging, that instruction is personalized, and small learning environments are conducive to their learning. Within our plan we determined that we would have subcommittees for each of our three goals areas of Reading, Math, and Supportive Learning Environment. The entire certificated staff would be allowed to choose one subcommittees with the expectation that every staff member would serve on one committee. Each committee will have a grade level representative and specialist representative. After the bulk of this work was completed, the SIP team met to finalize this document and create a PowerPoint presentation to be delivered to staff for final approval prior to the due date of the plan.
Demographic data Friday Harbor Elementary School is located on the beautiful island of San Juan in Washington State. It is the only elementary school in the San Juan Island School District. Friday Harbor Elementary was built in 1986 and serves students K-6. The student population includes children from all parts of the San Juan Island. Once students complete the 6th grade they move on to Friday Harbor Middle School for
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grades 7 and 8th and then go on to finish at Friday Harbor High School for grades 9 through 12. Friday Harbor Elementary has seen huge changes in their demographics over the last 4 years. The student enrollment has increased by 15%, the Hispanic population has increased by 80%, the Free and Reduced percentage has increased by 70%, and our Special Education population has seen a 60% increase. (See below for more specific demographic data information)
Summary Statement: The staff has been working hard to analyze assessment and performance data to build plans and make instructional decisions that will be targeted in our focus. Through our data carousel we discovered several focus areas. In Reading; we will concentrate on analysis skills and comprehension. In Math; we will focus on Number Sense, Problem Solving, and Measurement. Lastly, in Writing; we will spend our time on Content, Organization and Structure as well as Narrative Writing. In all three areas we will dedicate ourselves to the implementation of Intervention models such as Response to Intervention Model (see page 39) to meet the needs of our most at-risk students; we hope to start making unprecedented gains in all academic areas.
Demographics 2008-2009 2009-2010 2010-2011 2011-2012
Enrollment 364 429 425 436
Free and Reduced
32% 36% 43% 43%
Special Education
52 79 72 80
Hispanic Students
40 53 70 78
Unexcused Absence Rate
0.2% 0.3% 0.4% 0.2%
Impacts on Improvement The table above shows the demographic changes that are impacting improvement at Friday Harbor Elementary School. Additional changes such as class size, split classes, less resources, and fewer volunteers are also factors.
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Discipline and Attendance Analysis
The discipline at Friday Harbor Elementary School is not a major issue. The staff at Friday Harbor is dedicated to the whole child and goes the extra distance to “educate” students about their choices and plans for next time. We sent out surveys in the spring of 2012 and received outstandingly positive feedback from parents and students about the supportive learning environment at FHES. We have largely met the SMART goal of 70% of students. staff and parents feeling positive about the supportive environment at FHES. a. PARENTS: Out of roughly 140 parents that completed the survey, 96% agree with
the vision statement (89% agree, 7% somewhat agree) and 92% think the school is meeting the goals (45% agree, 47% somewhat), 99% feel their child is safe in the classroom (91% agree, 8% somewhat agree), 89% at recess and lunch (60% agree, 39% somewhat agree), 96% feel comfortable contacting staff (89%agree, 7% somewhat), 99% say their children have friends at school (82% agree, 17% somewhat).
b. STUDENTS: Out of 354 students completing the survey, 91% say yes or sometimes
they like being in school, 99% yes or s have friends at school, 83% say yes they feel safe in the classroom (97% yes or sometimes).
Office referrals have declined since the implementation of the PBIS behavior matrix, the Leader in Me program and Kelso’s Choices. We also continue to offer a variety of interventions for our most at-risk students. Comparing the number of referrals September to February of this year and last, office referrals have decreased by 47% over the past year.
Attendance The unexcused absences rate for the 2011-12 school-years was only 0.2%. This has decreased by .2% over the past year. This percentage remains low due to the system that the office professionals have. They meet monthly with the principal and review attendance issues and then develop strategies and tracking systems around students that fall within certain ranges.
Data Analysis- MAP
When working through our SIP process, we used our MAP data during an academic data carousel activity, but did not rely on it as our main source of information. Intermediate grades give students MAP tests to determine student’s instructional level and to measure academic growth from trimester to trimester in the areas of mathematics, reading, and language use.
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MAP assessments are a short test which allows us to receive detailed data, accurate information about our student’s yearly progress. We incorporated Primary MAP testing and use the dynamic reporting suite that simplifies data analysis and gives classroom teachers tools to apply test scores directly to instruction. In addition, our grade level teams, principal, and support staff will continue to set aside time to vertically collaborate and communicate instructional priorities for our students. MAP measures the growth of a student’s progress in a period of time. At FHES we assess all K-6 students in the fall, K-6 Tier 2 and 3 students in the winter and all K-6 students in the spring. These scores are shared with our parents at both Fall and Spring conferences.
Data Analysis -WLPTII (Washington Language Proficiency Test – II
This test measures Basic English language skills that children need in order to do well in school. Transitional – native like proficiency with social conversations Reads and writes complex sentences or paragraphs Advanced – uses descriptive sentences and initiates conversations Reads and writes descriptive sentences or paragraphs Intermediate – uses short sentences to inform or explain Reads and writes simple words or sentences Beginning/Advanced Beginning Uses simple words, gestures, and drawings Reads and writes basic sight words
Data Analysis- WLPTII Test Date March 2012 Results
WELPA Results from March 2012 (Washington English Language Proficiency Assessment)
Grade Beginning Intermediate Advanced Transitional (EXIT) Absent
K (9) 4 1 4
1 (11) 4 4 1 2
2 (10) 1 2 3 4
3 (2) 1 1
4 (3) 2 1
5 (3) 1 1 1
6 (2) 2
1 11 13 12 3
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Adequate Yearly Progress Due to the U.S. Department of Education’s recent approval of Washington State’s ESEA Flexibility Request, Adequate Yearly Progress (AYP) and AYP sanctions are no longer applicable. This decision gives Washington the opportunity to implement bold reforms around standards and accountability. It also allows state and local educators to decide how to best meet the individual needs of students they serve.
Data Analysis - MSP Our MSP results showed us that our students have challenges in the following areas: Reading – comprehension and analysis skills Math – Number Sense, Problem Solving and Measurement Writing – Content, Organization and Structure as well as Narrative Writing Our MSP Scores also identified our low – income and ELL students having the most difficulty. You will see in our plan that we focus on these areas as well as these populations to meet our goals using the RTI Model.
MSP School Wide Percentages 2011-12
Area 2008-2009 2009-2010 2010-2011 2011-2012 Changes
MSP Reading
83%
83.3%
77.7%
81.5% 3.8%
MSP Math
69.7%
65.5%
67.1%
74.9% 7.8%
MSP Writing
54.2%
88.9%
72.1%
79.0% 6.9%
MSP Science
73.0%
53.6%
56.9% 76.7% 19.8%
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MSP Grade Level percentages 2011-2012
Grade # of students
Reading
Math Writing Science
3 56 85.7% 80.4%
4 62 72.6% 80.6% 79%
5 60 85.0% 75.0% 76.7%
6 52 82.7% 63.5%
MSP Reading 2011-12
Grade Met Standard Did not meet
3rd Grade 48 8
4th Grade 45 17
5th Grade 51 9
6th Grade 43 9
MSP Math 2011-2012
Grade Met Standard Did not meet
3rd Grade 45 11
4th Grade 50 12
5th Grade 45 15
6th Grade 33 19
MSP Science 2011-2012
Grade Met Standard Did not meet
5th 46 14
MSP Writing 2011-2012
Grade Met Standard Did not meet
4th 49 13
.
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Needs Assessment Data Documents
Supporting documents used to write this summary of achievement.
o DIBELS
o MAP Data
o WLPTII results
o Discipline Referrals
o Attendance
o Surveys
o Demographic charts
o MSP Results and trend charts
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Improvement Goals
It is the goal for Friday Harbor staff members to help all students meet standard in the areas of reading, math and writing. Additionally, we are making a concerted effort to improve our survey scores related to a Supportive Learning Environment.
SMART Goal 1: Reading
The average percentage of students in grades 3 through 6 meeting standard on the state reading assessment will increase from 78% in 2010-2011 to 83% by 2015.
SMART Goal 2: Math
The average percentage of students in grades 3 through 6 meeting standard on the state math assessment will increase from 66% in 2010-2011 to 70% by 2015.
SMART Goal 3: Writing
The average percentage of students in the 4th grade students meeting standard on the state writing assessment will remain at the percentage of 75% or higher by 2015.
SMART Goal 4: Supportive Learning Environment
To maintain a supportive student learning environment for students, our
staff will increase school climate score to 80% satisfaction average by the
2015 school year as measured by the student, staff, and parent surveys.
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Content Area Research Materials
Reading Goal Group Research Materials:
9 Characteristics of Highly Effective Schools: OSPI
K-12 Reading Model: OSPI
National Reading Panel Report
Closing the Achievement Gap: McKindly
Research-Based Methods of Reading Instruction: Vaughn and Thompson
What Really Matters for Struggling Readers: Allington
International Reading Association
Educational Technology Standards: OSPI
The Art and Science of Teaching: Robert Marzano
What works in Schools: Robert Marzano Math Goal Group Research Materials:
9 Characteristics of Highly Effective Schools: OSPI
Closing the Achievement Gap: McKindly
The National Research Council’s Concept of “Mathematical Proficiency”
National Council of Teachers of Mathematics
Scholastic Research Foundation
Robert Marzano; Research in Education
Instructional Research Group
Center for Improvement of Students Learning
Education Digest
Educational Leadership
American Educational Research Association Writing and Oral Communication Goal Group Research Materials:
9 Characteristics of Highly Effective Schools: OSPI
Closing the Achievement Gap: McKindly
The Art and Science of Teaching: Robert Marzano
What works in Schools: Robert Marzano
List research materials investigated by study team group here. Supportive Learning Environment Research Materials:
9 Characteristics of Highly Effective Schools: OSPI
Measuring school-wide positive behavior support implementation
Examining the effects of school-wide positive behavioral interventions and supports on student outcomes
Validity of office discipline referral measures as indices of school-wide behavioral status and effects of school-wide interventions:
Using office discipline referrals data for decision-making about student behavior in elementary and middle schools
The effects of city-wide implementation of "SECOND STEP" on elementary school students' pro-social and aggressive behaviors
Acceptability and student outcomes of a violence prevention curriculum
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ACTION PLANS
Instructional Program Description
Highly Qualified Staff
100% of the Certified Staff at Friday Harbor are Highly Qualified.
Assessment Used
DIBELS
MAP Data
WLPTII
MSP
Assistance to Students Experiencing Difficulty
A Response to Intervention (RTI) Model (page 38) will be implemented in all areas to provide additional instructional time and support to targeted students. Opportunities for additional instruction within and before the school day will be included. Instructional support will be provided by classroom teachers and Curriculum Support Specialist dependent upon funding. Students will be identified based on assessment and teacher input. Students will receive individual and/or small group instruction during interventions to increase and accelerate academic achievement. Professional Development will increase teacher’s instructional strategies in order to meet Friday Harbor’s increasingly diverse population.
School Improvement Worksheet
The following school improvement worksheets show our schools goals, the actions that will occur, who will provide leadership, the specific steps that will take place by staff, resources that will be used, and the evidence that will show goal accomplishments. Each step should be considered ongoing unless it is following by a year. This is our second year of this three year SIP document. The information in RED below are actions steps that were accomplished in year one (2012-2013). The information in GREEN is revisions that were added at the beginning of year two.
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School Improvement Planning SMART Goal Worksheet
School Name: Friday Harbor Elementary SMART GOAL Subject
Area: Reading
Target Population: Students of Friday Harbor Elementary Grades K-6
Our Reality: An average of 82.8% of the students met standard on the state reading assessment in 2011-2012.
Our SMART Goal: The average percentage of students in grades 3 through 6 meeting standard on the state reading
assessment will increase from 78% 2011 to 83% by 2015.
Action Responsibility Steps Resources Evidence of SMART
Goal Attainment
What action will occur?
Who will provide leadership? Who will do the work?
What specific steps will take place?
What are the existing and new resources that will be used to accomplish this step?
What ongoing evidence will be gathered to show this step is making a difference in student outcomes?
Language Arts Committee will oversee implementation and communication of the reading portion of the School Improvement Plan
Language Arts
Committee
Principal
Coordinate collaboration and time to be used for implementation of action steps
Regular feedback provided to staff
Language Arts binder for agendas and minutes
Common Core Standards in reading
SIP
Harcourt Curriculum
Language Arts meeting agendas and minutes
Early Dismissal meetings agendas and minutes
Staff meetings agendas and minutes
Surveys
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Implementation of Common Core Standards in reading
Language Arts
Committee
Principal
Certified and
Classified Staff
Build awareness using state timeline guide (2013 - accomplished)
Build School Capacity and Classroom Transitions (ongoing)
Common Core Training from the ESD (2013)
Research existing documents which align common core and Harcourt curriculum
Continue to provide professional development opportunities and resources to support the implementation of new strategies.
Provide more technology time for research, note taking, paraphrasing, summarizing on the computer.
Reading Common Core Standards
CCS Implementation Guide
Harcourt Curriculum
Alignment Documents
Supplementary reading materials
Think Central
MSP Assessment
MAP Assessment
MAZE Assessment
Harcourt Assessments
DIBELS Assessments
DRA Assessments
Alignment Documents
Improve Comprehension Skills (main idea – summarizing – inferring/predicting – vocabulary) as it relates to common core standards
Language Arts Committee Principal Certified and Classified staff Title I Coordinator and Staff
Collaborate on and implement strategies to enhance current practices in comprehension
Collaborate on and implement professional development around comprehension
Collaborate on and implement professional development
Harcourt
Triumphs
Leveled Readers
Strategic
Interventions
Anthologies
MSP Assessment
MAP Assessment
MAZE Assessment
Harcourt Assessments
DIBELS Assessments
DRA Assessments
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ELL Specialist
around TPEP and UWCEL framework (2014-2015)
Implement strategies learned from professional development sessions
Dedicate early dismissal time to collaborate around comprehension skill
SRA Corrective Reading
Improve Analysis Skills (literary elements – text features – compare/contrast – cause/effect)
Language Arts Committee
Principal
Certified and Classified staff
Title I Coordinator and Staff
ELL Specialist
Collaborate on and implement strategies to enhance current practices in analysis skills
Collaborate on and implement professional development around analysis skills
Collaborate on and implement professional development around TPEP and UWCEL framework (2014-2015)
Implement strategies learned from professional development sessions
Dedicate early dismissal time to collaborate around analysis skills
Harcourt
Triumphs
Leveled Readers
Strategic Interventions Anthologies
SRA Corrective Reading
MSP Assessment
MAP Assessment
MAZE Assessment
Harcourt Assessments
DIBELS Assessments
DRA Assessments
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Primary teachers will collaborate on and develop a common formative assessment plan for reading comprehension, to monitor growth and guide instruction
Language Arts Committee
Principal
Primary Teachers
Determine frequency and prioritization of assessments for primary students (2014)
Collaborate to analyze results
Utilize data to guide instruction (ongoing)
Harcourt Assessments
Assessment Plan
Common Assessments
Assessment Data
Identify and implement reading strategies for Tier 2 and Tier 3 students using the Response to Intervention Model
Language Arts Committee
Principal
Certified and Classified Staff
Title I Coordinator and Staff
Ell Specialist
Care Team
Community Volunteers
Re-evaluate our Title I and ELL services model (2013 - accomplished)
Use assessment data and teacher input to identify Tier 2 and Tier 3 students (2013- accomplished and continuing)
Create and Incorporate a tracking system for Tier 2 and Tier 3 students (2014)
Research Interventions for Tier 2 and Tier 3 students (2014)
Care Team (ongoing)
After School Study Club (ongloing)
One on one Tutoring for At-Risk students (as funds allow)
Response to Intervention Model
Tracking System
Care Team
Intervention Manuals (Red Book)
Intervention Central website
MSP Assessment
MAP Assessment
MAZE Assessment
Harcourt Assessments
DIBELS Assessments
DRA Assessments
Care Team Minutes
Tracking System
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Identify and implement reading strategies for our ELL population using the Response to Intervention Model
Language Arts Committee
Principal
Certified and Classified Staff
Title I Specialist and Staff
Ell Specialist
Care Team
Re-evaluate our Title I and ELL services (2013 - accomplished)
SIOP Training for classroom (Three trained-2013)
Research Interventions for ELL Tier 2 and Tier 3 students
Response to Intervention Model
SIOP Strategies
Reading Mastery
ELL Supplemental Materials
Care Team
MSP Assessment
MAP Assessment
MAZE Assessment
Harcourt Assessments
DIBELS Assessments
DRA Assessments
WLPTII
Care Team Minutes
Continue to nurture the love of reading
Language Arts Committee I Love to Read Committee Principal Certified and Classified Staff Title I Coordinator and staff Ell Specialist Parents and Community
I Love to Read Month (ongoing) Dr. Seuss Day Reading Buddies (ongoing) Golden Eagle Feather program (ongoing) Guest Readers from our community
Newsletters Monthly Calendars Website School Bulletin Boards Local Resources (i.e...public library)
MAP Assessment
MSP Assessment
Maze Assessment
DRA Assessment
DIBELS Assessment
Formative Assessments
Surveys
Reading Logs
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PTA
Promote increased reading at home
Language Arts Committee I Love to Read Committee Principal Certified and Classified Staff Title I Coordinator and Staff Ell Specialist Parents PTA
I Love to Read Month (ongoing)
Golden Eagle Feather program (ongoing) ELL Nights (ongoing) Title I Open House (ongoing) Curriculum Nights (ongoing) Parent Outreach
Newsletters Monthly Calendars Website School Bulletin Boards Reading Logs Tumble Books Think Central
MAP Assessment
MSP Assessment
Maze Assessment
DRA Assessment
DIBELS Assessment
Formative Assessments
Surveys
Reading Logs
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School Improvement Planning SMART Goal Worksheet
School Name: Friday Harbor Elementary SMART GOAL Subject
Area: Math
Target Population: Students of Friday Harbor Elementary Grades K-6
Our Reality: An average 74.9% of our students met standard on the state math assessment in 2011-2012.
Our SMART Goal: The average percentage of students in grades 3 through 6 meeting standard on the state math assessment
will increase from 66% in 2011 to 70% by 2015.
Action Responsibility Steps Resources Evidence of SMART Goal
Attainment
What action will occur?
Who will provide leadership? Who will do the work?
What specific steps will take place?
What are the existing and new resources that will be used to accomplish this step?
What ongoing evidence will be gathered to show this step is making a difference in student outcomes?
Math Committee will oversee the implementation and communication of the math portion of the School Improvement Plan
Math Committee
Principal
Math Specialist
Coordinate collaboration and time to be used for implementation of action steps
Regular feedback provided to staff
Teach to the integrity of the EDM program
Math binder for agenda and minutes
Common Core Standards in Math
SIP
EDM Curriculum
Math meeting agendas and minutes
Early Dismissal meetings agendas and minutes
Staff meetings agendas and minutes
Surveys
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Develop one or more strategies to enhance current practices in the areas of comprehension and analysis skills
Search for professional development opportunities and resources to support the implementation of new strategies
Supplementary Math Resources
Implementation of Common Core Standards in Math
Math
Committee
Principal
Math Specialist
Certified and
Classified Staff
Build awareness using state timeline guide (2013)
Build School Capacity and Classroom Transitions (2013)
Tutorial videos of CCS 8 practices viewed by staff at staff meetings
Research existing documents which align common core Everyday Math Curriculum
Review EDM scope and sequence K-5 (2014)
CCS Math professional development in instructional shifts (2013)
Math Common Core Standards
CCS Implementation Guide
EDM Curriculum
Alignment Documents
Supplementary Math materials
MSP Assessment
MAP Assessment
EDM Assessments
First Steps Assessments
Alignment Documents
Re-evaluate and draft a Math Assessment Matrix
Math Committee
Principal
Review current assessment matrix used by math specialist (2013 - ongoing)
EDM Assessments
MAP Assessment
Assessment Matrix
Progress Monitoring Matrix
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Math Specialist
Certified and
Classified Staff
Review progress monitoring of math concepts (2014)
MSP Assessment
First Steps Assessments
Origo Assessments
Connecting Math Assessments
Improve Number Sense Skills (place value concepts, selecting appropriate computational methods, fractions)
Math Committee
Principal
Math Specialist
Certified and Classified Staff
Collaborate on and implement strategies to enhance current practices in Number Sense
Collaborate on and implement professional development around number sense
Implement professional development around TPEP and UWCEL framework (2014-2015)
Implement strategies learned from professional development sessions
Dedicate early dismissal time to collaborate around number sense
EDM
Connecting Math
Origo
Supplemental Math materials Xtra Math IXL Math Kahn Academy
MSP Assessment
MAP Assessment
EDM Assessments
First Steps Assessments
Xtra Math Certificates
Improve Problem Solving Skills (application of skills in word problems, using problem solving
Math Committee Principal Math Specialist
Collaborate on and implement strategies to enhance current practices in problem solving skills Collaborate on and implement
EDM
Connecting Math
Origo
Supplemental Math
MSP Assessment
MAP Assessment
EDM Assessments
First Steps Assessments
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strategies, drawing and supporting conclusions, communicating reasoning)
Certified and Classified Staff
professional development around problem solving skills Implement professional development around TPEP and UWCEL framework (2014-2015) Implement strategies learned from professional development sessions
Dedicate early dismissal time to collaborate around problem solving skills
materials OSPI 3-6 Released Items Problem Solvers 1-6
Origo Assessments
Problem Solvers Grades 1-6
Improve Measurement Skills (time, money and measurement focus)
Math Committee Principal Math Specialist Certified Staff Classified Staff
Collaborate on and implement strategies to enhance current practices in time and money
Collaborate on and implement professional development around time and money
Collaborate on and implement professional development around measurement (2013 – accomplished)
Implement professional development around TPEP and UWCEL framework (2014-2015)
Implement strategies learned from professional development sessions (ongoing)
EDM
Connecting Math
Origo
Supplemental Math materials First Steps Measurement Strategies
MSP Assessment
MAP Assessment
EDM Assessments
First Steps Assessments
Origo Assessments
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Dedicate early dismissal time to collaborate around time, money and measurement (2013)
Identify and implement math strategies for Tier 2 and Tier 3 students using the Response to Intervention Model
Math Committee Principal Math Specialist
Certified and Classified Staff
Care Team
Community Volunteers
Continue our math specialist services (ongoing)
Origo Training for Math Specialist as funds and opportunity allow (2014)
Research math Interventions for ELL Tier 2 and Tier 3 students
Development Tier 2 and Tier 3 interventions “Go To” Box for staff (2015)
Continue IXL and Xtra Math (ongoing)
Response to Intervention Model
Intervention “Go To” Box
Intervention Manuals
Intervention Central
Morning Math Club
Math Club
MAP Assessment
MSP Assessment
EDM Assessments
First Steps Assessments
Origo Assessments
Formative Assessments
Care Team Minutes
Identify and implement math strategies for our ELL population using the Response to Intervention Model
Math Committee
Principal
Math Specialist
Certified and
Classified Staff
Care Team
Community
Continue our math specialist services (ongoing) Origo Training for Math Specialist as opportunity allows (2014) Research math Interventions for ELL Tier 2 and Tier 3 students (2014) Development Tier 2 and Tier 3
Response to Intervention Model Intervention “Go To” Box Intervention Manuals Intervention Central IXL and Xtra Math Morning Math Club
MAP Assessment
MSP Assessment
EDM Assessments
First Steps Assessments
Origo Assessments
Formative Assessments
Care Team Minutes
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Volunteers interventions “Go To” Box for staff Continue IXL and Xtra Math (ongoing)
Math Club
Generate an enthusiasm for Math
Math Committee I Love Math Committee Principal Math Specialist Certified and Classified Staff Parents
PTA
Continue our Math Specialist (ongoing) Continue to Promote Math Nights for parents (ongoing) Implement “March into Math Month” Continue Math Olympiad (2014) Promote IXL and Xtra Math with families (ongoing)
EDM Games
IXL
Xtra Math
Kahn Academy
MAP Assessment
MSP Assessment
EDM Assessments
First Steps Assessments
Origo Assessments
Formative Assessment
Surveys
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School Improvement Planning SMART Goal Worksheet
School Name: Friday Harbor Elementary SMART GOAL Subject
Area: Writing
Target Population: Students of Friday Harbor Elementary Grades K-6
Our Reality: An average of 79% of the 4th grade students met standard on the state writing assessment in 2011-2012.
Our SMART Goal: The average percentage of students in the 4th grade students meeting standard on the state writing
assessment will remain at a percentage of 75% or higher by 2015.
Action Responsibility Steps Resources Evidence of SMART Goal
Attainment
What actions will occur?
Who will provide leadership? Who will do the work?
What steps will take place? What are the existing and new resources that will be used to accomplish this step?
What ongoing evidence will be gathered to show this step is making a difference in student outcomes?
Language Arts Committee will oversee implementation and communication of the writing portion of the School
Language Arts
Committee
Principal
Coordinate collaboration and time to be used for implementation of action steps (2014)
Regular feedback provided to staff
Language Arts binder for agendas and minutes
Common Core Standards
SIP
Language Arts meeting agendas and minutes
Early Dismissal meetings agendas and minutes
Staff meetings agendas and minutes
Surveys
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Improvement Plan
Search for one or more strategies to enhance current practices in the areas of content, organization and style(COS) (in progress – Valmark funds – Fall 2013 Six Traits Writing Training)
Search for one or more strategies to enhance current practices in the areas of narrative writing skills (using Valmark funds-Fall 2014 Six Trait Writing Training)
Search for professional development opportunities and resources to support the implementation of new strategies (using Valmark funds- Fall 2014- Six Trait Writing Training)
Supplementary writing Resources
Implementation of Common Core Standards in writing
Language Arts
Committee
Principal
Certified and Classified Staff
ELL Specialist
Build awareness using state timeline guide (CCS training -2013-ongoing)
Build School Capacity and Classroom Transitions (ongoing)
Provide more time for writing, editing, and revising, on the computer(2014)
Research existing documents
Writing Common Core Standards
CCS Implementation Guide
Harcourt Curriculum
Alignment Documents
Supplementary writing materials
MSP Assessment
MAP Assessment
Trimester Assessments
Alignment Documents
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which align common core with our current writing programs
Improve Content, Organization and Style Skills (staying on the topic, organizing ideas with a beginning, middle and end; and using sentences, words and phrases that fit the audience and purpose) as it relates to the CCS
Language Arts Committee
Principal
Certified and
Classified Staff
ELL Specialist
Collaborate on and implement strategies to enhance current practices in COS (ongoing)
Coordinate professional development and resources in the area of COS(CCS training -2013-ongoing)
Implement strategies learned from professional development sessions (2014)
Dedicate early dismissal time to collaborate around the improvement of COS (CCS training -2013-ongoing)
Research supportive resources for staff in the area of COS (using of Valmark funds- Fall 2014)
Harcourt Writing
Harcourt Writing Handbook
Step up to Writing
6 Plus Traits
Writers Express
FHES Writing Binder
Writer’s Workshop
MSP Assessment
MAP Assessment
Trimester Assessment
End of Unit Assessment
Theme Assessment
Improve narrative writing skills
Language Arts Committee Principal Certified and Classified Staff
Collaborate on and implement strategies to enhance current practices in narrative writing (ongoing)
Coordinate professional development and resources in
Harcourt Writing Harcourt Writing Handbook Step up to Writing
MSP Assessment
MAP Assessment
Trimester Assessment
End of Unit Assessment
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ELL Specialist
the area of narrative writing (CCS training -2013 -ongoing)
Implement professional development around TPEP and UWCEL framework (2014-2015)
Implement strategies learned from professional development sessions (in progress) Dedicate early dismissal time to collaborate around the improvement of narrative writing (CCS training - ongoing)
6 Plus Traits Writers Express FHES Writing Binder Writer’s Workshop
Theme Assessment
Ensure that semester writing samples are in the areas of COS and narrative to inform writing instruction
LA Committee Principal Certified and Classified Staff ELL Specialist
Grade levels will incorporate prompts connected to COS and Narrative Strands
Prompts will be delivered using consistent time frames of implementation
Grade level teams will analyze and score trimester samples with other classroom teachers using a consistent grade level rubric
Grade level teams will determine strengths and weaknesses from writing samples to identify Tier 2 and Tier 3 students
Harcourt Writing
Harcourt Writing
Handbook
Step up to Writing
6 Plus Traits
Writers Express
FHES Writing Binder
Writer’s Workshop
Grade level prompts Writing time frames Trimester Assessments
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Continue to nurture the love of writing
LA Committee
Principal
Certified and
Classified Staff
Parents
Community
Time to coordinate the following: Young Author’s month
Drop everything and write
Student Author’s Share during announcements Visiting community authors Writing Enrichment Classes
Skagit County Young Authors Conference
Harcourt Writing
Harcourt Writing Handbook
Step up to Writing
6 Traits Writing
Writers Express
FHES Writing Binder
Writer’s Workshop
MSP Assessment
MAP Assessment
Trimester Assessment
End of Unit Assessment
Theme Assessment
Surveys
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School Improvement Planning
SMART Goal Worksheet
School Name: Friday Harbor Elementary SMART GOAL Subject
Area: Supportive Learning Environment
Target Population: Students, Staff and Families of Friday Harbor Elementary
Our Reality: According to a parent survey done in 2011-2012 school year, 70% of the students and parents feel that Friday
Harbor Elementary has a supportive learning environment.
Our SMART Goal: To maintain a supportive student learning environment for students, our staff will increase the supportive school score to 80% satisfaction average by the 2015 school year as measured by the student, staff, and parent surveys.
Action Responsibility Steps Resources Evidence of SMART Goal
Attainment
What action will occur?
Who will provide leadership? Who will do the work?
What specific steps will take place?
What are the existing and new resources that will be used to accomplish this step?
What ongoing evidence will be gathered to show this step is making a difference in student outcomes?
Supportive Learning Environment (SLE) Committee will oversee the implementation and communication of
SLE Committee Principal Counselor PIP Coordinator
Coordinate collaboration and time to be used for implementation of action steps (ongoing) Regular feedback provided to staff (ongoing)
Climate binder for
agenda and minutes
SIP
PBIS Model
Climate meeting agenda and minutes Early Dismissal agenda and minutes Staff Meeting agenda and minutes
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the climate portion of the School Improvement Plan
Certified and Classified Staff
Search for professional development opportunities to support the implementation of PBIS, RTI and a School wide proactive behavior model
RTI Model
Proactive Behavior
Model
Surveys
Implement Positive Behavior Support Intervention System (PBIS)
SLE Committee Principal PBS Team Counselor PIP Coordinator Certified and Classified Staff
Organize a PBIS team (2013) (accomplished) Continue the use of Skyward to track office referrals (ongoing) Develop a behavioral matrix (2013) (accomplished) Clarify school wide expectations for learning environments and common vocabulary with staff, students and families (2013) (accomplished and ongoing) Teach and reinforce school wide expectations to all students beginning, middle and end of each school year (2013) (beginning - accomplished) Create visual displays in all learning environments (2013) (accomplished)
PBIS Framework Assessment/Survey Common Vocabulary List Behavioral Matrix Visual Displays Skyward
Baseline Assessment/Survey Behavioral Matrix Assessment/Survey School wide expectations Visual Displays Early Dismissal Day Agendas Staff Meeting Agendas PBS Meeting Agendas
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Revisit our proactive school wide behavior model
SLE Committee Principal Counselor PIP Coordinator Certified and Classified Staff
Customize one model using primarily PBIS and others decided on by staff) (2014) Implementation of Kelso’s Choices (2013-ongoing) Coordinate professional development and resources for the chosen model and Kelso’s Choices (2014) Dedicate early dismissal time to collaborate around these programs (2014) Continue to incorporate monthly character themes (accomplished and ongoing) Continue to promote positive student behavior themes (accomplished and ongoing)
Behavior Model Eagle Feathers Monthly Themes Common Vocabulary List Leader in Me Kelso’s Choices Choice Wheel
Behavior Model
Early Dismissal Day Agendas
Staff Meeting Agendas
PBIS Meeting Agendas
Review social skills /anti-bullying curricula currently in place -
SLE Committee Principal Readiness to Learn Coordinator PIP Coordinator
Develop a comprehensive scope and sequence to teach this curricula with fidelity (2014)
Second Step
Steps to Respect
Life Skills
Social Thinking
Why Try?
Scope and Sequence
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Certified and Classified Staff
Identify and implement behavioral strategies for Tier 2 and Tier 3 students using the Response to Intervention Model
SLE Committee Principal Readiness to Learn Coordinator PIP Coordinator PBS Team Certified and Classified Staff Care Team
Use assessment data and teacher input to identify Tier 2 and Tier 3 students (2013) (accomplished and ongoing) Incorporate a more frequent tracking system for Tier 2 and Tier 3 students (2014) Assessment of students at the beginning and end of the year for Tier 2 students K-6 to evaluate behavior concerns and progress using TCRS evaluation criteria (ongoing) Research Interventions for Tier 2 and Tier 3 students Development of Tier 2 and Tier 3 interventions “Go To” Box” Right Response Training for Special Education Staff (accomplished 2013)
Response to Intervention Model Behavioral Matrix Tracking System Intervention “Go To” Box Intervention Manuals Intervention Central Right Response protocols
Assessment Data Tracking Data Office Referrals PIP Referrals Counselor Referrals Care Team Minutes PBS Minutes
Organize and coordinate an Annual Student, Parent Survey
SLE Committee Principal
Next Survey to be done (Spring 2014) Link questions to information needed for SIP Data (2014)
Past Surveys SIP Staff Feedback
Perception Surveys- Students, Staff and Parents
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Continue to Nurture Love for our School
SLE Committee Principal Readiness to Learn Coordinator PIP Coordinator Student Council Certified and Classified Staff Families and Community
Student recognition (implemented 2013/re-evaluate 2014) Staff recognition (ongoing)
Volunteer recognition (ongoing) PTA recognition (2014)
Eagle Feathers(ongoing)
Spirit Days (ongoing)
Coordinate and teach a School Song School Spirit Wear (implemented 2012) Assemblies (ongoing)
Theme of Month (ongoing)
Staff Gatherings (ongoing)
End of the Year Celebrations (ongoing) (field day, school wide photo, field trips, school slide show, school recognition) (ongoing)
Perception Surveys- Students, Staff and Parents
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FHES SIP
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