fhes 2013 sip revision

FHES SIP

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2013 – 2015

Friday Harbor Elementary School

School Improvement Plan

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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


3rd Grade 45 11

4th Grade 50 12

5th Grade 45 15

6th Grade 33 19

MSP Science 2011-2012


5th 46 14

MSP Writing 2011-2012


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:



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:



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:


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


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)


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


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


Principal

Primary Teachers

Determine frequency and prioritization of assessments for primary students (2014)

Collaborate to analyze results

Utilize data to guide instruction (ongoing)


Assessment Plan

Common Assessments

Assessment Data

Identify and implement reading strategies for Tier 2 and Tier 3 students using the Response to Intervention Model


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


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


Principal


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


SIOP Strategies

Reading Mastery

ELL Supplemental Materials

Care Team

MSP Assessment

MAP Assessment

MAZE Assessment


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


Surveys

Reading Logs

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Area: Math


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






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


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



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


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


Origo Assessments

Connecting Math Assessments

Improve Number Sense Skills (place value concepts, selecting appropriate computational methods, fractions)

Math Committee

Principal

Math Specialist


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)


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


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


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strategies, drawing and supporting conclusions, communicating reasoning)


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 strategies learned from professional development sessions (ongoing)

EDM

Connecting Math

Origo

Supplemental Math materials First Steps Measurement Strategies

MSP Assessment

MAP Assessment

EDM 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


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)


Intervention “Go To” Box

Intervention Manuals

Intervention Central

Morning Math Club

Math Club

MAP Assessment

MSP Assessment

EDM Assessments


Origo 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


Origo 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


Origo Assessments

Formative Assessment

Surveys

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Area: Writing


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.


Attainment

What actions will occur?


What steps will take place? What are the existing and new resources that will be used to accomplish this step?


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)


Language Arts binder for agendas and minutes

Common Core Standards

SIP

Language Arts meeting 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


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


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


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



FHES SIP

30

ELL Specialist

the area of narrative writing (CCS training -2013 -ongoing)


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

FHES SIP

31

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



Theme Assessment

Surveys

FHES SIP

32

School Improvement Planning

SMART Goal Worksheet


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.


Attainment






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

FHES SIP

33

the climate portion of the School Improvement Plan


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

FHES SIP

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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

FHES SIP

35


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

FHES SIP

36

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

FHES SIP

37

FHES SIP

38

fhes 2013 sip revision

Documents

school of excellence

school board of directors

school improvement plans

date of school board

school improvement plan

school board presentation

district board of directors

continuous improvement