sip 2014-15 chms · 2019-05-30 · sip 2014-15 chms.docx – 11/20/14 – page 3 of 5 !! ! math...

SIP 2014-15 CHMS.docx – 11/20/14 – of 5

Community Consolidated School District 181 2014-15 School Improvement Plans (SIP)

School: Clarendon Hills Middle School Year: 2014-15 READING

Reading Goals 1. 75% of students will meet or exceed their expected RIT growth. 2. The percentage of students within the 4th quartile will be maintained or increased at the building level and each grade level.

Indicators and measures monitored at the school level: ISATs • Percentage of students exceeding, meeting, below, and in warning using the “D181 ISAT Cohort Analysis File”

2013-14 Data: 90% of students exceeding and meeting using the “D181 ISAT Cohort Analysis File”

MAP • Percentage of students meeting or above their expected RIT growth using the “D181 RIT Growth File” 2013-14 Data: (All grades) 84.9% above or within expected growth

• Percentage of students in the 4th quartile using the “D181 MAP Cohort Analysis File” 2013-14 Data: (All grades) 59% in 4th quartile in the fall; 55% in 4th quartile in the spring

Strategies/Action plans to support reading goals:

Strategy 1

Use DesCartes to target specific skills for students falling in differing RIT bands.

Timeline Targets Who is responsible? Evidence of Completion • Opening school improvement

institute • After each MAP window • All year

• Principal • Assistant Principal • Interventionist • Building Leadership Team

• Dedicate time to familiarizing all staff with DesCartes at the beginning of year staff meeting

• Discuss DesCartes at data meetings • All teachers will use DesCartes to plan for differentiation

Strategy 2

Utilize Webb’s Depth of Knowledge framework to increase level 3 and 4 activities in classrooms.

Timeline Targets Who is responsible? Evidence of Completion • All year • All teachers • Review depth of knowledge levels at September staff meeting

• Revisit topic at least two more times during the school year by having teachers self-assess the level of depth for a recent lesson and brainstorm a way to increase that activity by at least one level

SIP 2014-15 CHMS.docx – 11/20/14 – of 5

Strategy 3

Continue to focus on academic vocabulary.

Timeline Targets Who is responsible? Evidence of Completion • All year • All teachers • Academic vocabulary training for all staff with ROE consultants

• Revisit word lists brainstormed at Spring 2014 staff meeting • Refer to a common set of common academic vocabulary words for

which students are accountable • All teachers will use tier 2 “power words” in daily instruction and

assessment

SIP 2014-15 CHMS.docx – 11/20/14 – of 5

MATH

MATH Goals 1. 75% of students will meet or exceed their expected RIT growth. 2. The percentage of students within the 4th quartile will be maintained or increased at the building level and each grade level.

Indicators and measures to be monitored at the school level: ISATs • Percentage of students exceeding, meeting, below, and warning using the “D181 ISAT Cohort Analysis File”

2013-14 Data: 8th grade: 40% Exceeds; 46% Meets; 14% Below; 1% Warning 7th grade: 30% Exceeds; 61% Meets; 8% Below; 0% Warning 6th grade: 42% Exceeds; 52% Meets; 7% Below; 1% Warning All grades: 37% Exceeds; 52% Meets; 10% Below; 1% Warning

MAP • Percentage of students meeting or above their expected RIT growth using the “D181 RIT Growth File” 2013-14 Data: 6th grade: 13.1% above expected growth; 70.4% within expected growth; 83.5% above or within expected growth 7th grade: 16.3% above expected growth; 68.0% within expected growth; 84.3% above or within expected growth 8th grade: 13.3% above expected growth; 68.8% within expected growth; 82.1% above or within expected growth All grades: 14.2% above expected growth; 69.0% within expected growth; 83.2% above or within expected growth

• Percentage of students in the 4th quartile using the “D181 MAP Cohort Analysis File” Fall 2013 Data: 55% in fourth quartile; Spring 2014 Data: 51% in fourth quartile

Strategies/Action plans to support math goals:

Strategy 1

Use DesCartes to target specific skills for students falling in differing RIT bands.

Timeline Targets Who is responsible? Evidence of Completion • Opening school improvement

institute • After each MAP window • All year

• Principal • Assistant Principal • Interventionist • Building Leadership Team

• Dedicate time to familiarizing all staff with DesCartes at beginning of year staff meeting

• Discuss DesCartes at data meetings • All teachers will use DesCartes to plan for differentiation

Strategy 2

Utilize Webb’s Depth of Knowledge framework to increase level 2, 3 and 4 activities in classrooms.

Timeline Targets Who is responsible? Evidence of Completion • All year • All teachers • Review depth of knowledge levels at September staff meeting

• Revisit topic at least two more times during the school year by having teachers self-assess the level of depth for a recent lesson and

SIP 2014-15 CHMS.docx – 11/20/14 – of 5

brainstorm a way to increase that activity by at least one level.

Strategy 3

Pilot Big Ideas materials and provide feedback to the District.

Timeline Targets Who is responsible? Evidence of Completion • All year • Math teachers • Pilot materials

• Keep records about what is working well, and what additional materials are needed to meet Common Core Standards

• Continue to focus on the Eight Mathematical Practices and determine how conducive Big Ideas is in reinforcing these practices

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SELAS

SELAS Goal 1. Increase the number of students who feel that they have choice in class activities and rules. (56% of 6th graders and 27% of 8th graders answered “very

much true” or “pretty much true” on the 2014 Illinois Youth Survey) 2. Increase the number of students who feel they have made a contribution to society. (60% of 6th graders and 41% of 8th graders answered “very much

true” or “pretty much true” for the question “At school, I do things that make a difference” on the 2014 Illinois Youth Survey) 3. Decrease students who feel sad or hopeless. (23% of 8th graders indicated that they felt so sad or hopeless almost every day for two weeks or more in a

row that they stopped doing some usual activities on the 2014 Illinois Youth Survey)

Indicators and measures to be monitored at the school level: Data Sources • 2014 Spring Parent Survey

• 2014 Illinois Youth Survey • 2014 5Essentials Survey • SEL Reports Summary using the “D181 2014 SEL Reports” file

Strategies/Action plans to support SELAS goal(s):

Strategy 1

Increase student service to others.

Timeline Targets Who is responsible? Evidence of Completion • Spring 2015 • Social Workers, all advisory

teachers • Implement second annual school-wide day of service • “Pay it Forward” challenge in advisory • Big Ideas for the Greater Good • Investigate pairing with a sister school

Strategy 2

Reach out to students who aren’t feeling connected to other students or to adults.

Timeline Targets Who is responsible? Evidence of Completion • All Year • All teachers • Check-in at student days with social worker; point person to

connect with students who might not have someone • Have students share in advisory who they connected with • Say “hello” to students as they come in • Make an effort to talk with students during advisory activities • Advisory bonding activities • Ask students to identify classmates who might be disconnected • Discussion on depression in advisory

SIP 2014-15 Elm.docx – 11/20/14 – Page 1 of 6


School: Elm School Year: 2014-15 READING


Indicators and measures to be monitored at the school level: ISATs • 86% of students exceeding and meeting using the “D181 ISAT Cohort Analysis File”

MAP • 87.6% of students meeting or above their expected RIT growth using the “D181 RIT Growth File” • 47% of students in the 4th quartile using the “D181 MAP Cohort Analysis File”

ACCESS • 70% of students made the .5 growth in CPL required by state of Illinois.


Strategy 1

Increase student achievement by effectively implementing workshop model for reading and writing.

Timeline Targets Who is responsible? Evidence of Completion • Summer 2014 – Spring 2015 • Classroom teachers

• D181 Instructional Coaches • Principal • Reading specialists • ELL teachers • All staff

• Support professional learning community; focus on Lucy Calkins’ Workshop model

• Continue collaboration with related District staff who have been trained using Lucy Calkins’ strategies

• Provide time for teacher observations during workshop time • Participate in book study: Lucy Calkins: A Guide to the Writing

Workshop • Work with instructional coaches to model lessons • Students will write reading goals • Create visible anchor charts related to reading and writing units • Review the Foundational Skills and Vocabulary Learning Continuum • Use data to target instruction


Strategy 2

Increase student achievement with targeted vocabulary instruction

Timeline Targets Who is responsible? Evidence of Completion

• September 2014 - May 2015

• Principal • All staff • Reading Specialist • ELL Teachers • Differentiation Specialist • MRC Director

• Collaboration Day: Focus on Grade Level Defined Vocabulary Lists and Strategies (http://www.berkeleyschools.net/wp-content/uploads/2013/05/BUSD_Academic_Vocabulary.pdf)

• Develop and share tier two vocabulary lists • Professional development on integrating vocabulary instruction • Word work including a variety of resources • Word Walls reflect targeted Academic Vocabulary • Specials classes include tier three vocabulary in their instruction • Intentional teaching of tier two vocabulary • Idiom of the week project continued for year two • Utilize Words Their Way to enhance vocabulary instruction • Book Study: No More “Look Up the List” Vocabulary Instruction (Not

This but That), Bringing Words to Life, and Vocabulary Their Way • Investigate technology resources to use to support goal

Strategy 3

Increase student achievement by including writing in content areas

Timeline Targets Who is responsible? Evidence of Completion • September 2014 - May 2015

• Principal • All staff • Reading Specialist • ELL teachers • Differentiation Specialist • MRC Director • Art, Music and P.E. teachers

• Art, music and P.E. classes will increase content writing • Professional development on how to increase content writing • Work with instructional coaches to learn more strategies to infuse

best practice for working with ELL students • Teachers provide authentic opportunities for student writing • Review the ACCESS test to understand the expectations of this

assessment • Revise schedule of ELL teachers to support students with greatest

need • Investigate technology resources to use to support goal • Professional development in strategies for all teachers to use writing

in content areas


MATH





Strategy 1

Teachers will increase their knowledge and capacity in using the workshop model in math.

Timeline Targets Who is responsible? Evidence of Completion • Summer 2014

• September 2014 - May 2015

• Principal • Differentiation Specialist • D181 Instructional Coaches • All staff

• Staff watch video: Using Guided Math to Strengthen Students’ Math Learning (K-2) (3-6) Group Discussion

• Book Study: Math Exchanges for Grades (K-2) • Book Study: Children’s Mathematics (K-5)

• Teachers observe each other during math workshop • Grade level collaboration time to plan and develop lessons and

activities for “going deeper” • Integrate CGI Problems (Cognitive Guided Instruction) into math

lessons • Primary teachers will use flexible groups to target areas for

instruction • Primary teachers model math groups to be consistent with

procedures in intermediate groups • Investigate technology resources to use to support goal

Strategy 2

Increase student achievement by developing a deeper knowledge and understanding of the Common Core standards.

Timeline Targets Who is responsible? Evidence of Completion • Fall • Principal

• Differentiation Specialists • Classroom Teachers

• Infuse Eight Mathematical Practices into math lessons • Develop “going deeper” activities and lessons for Common Core

strands


• Resource Teachers • Review Common Core standards for grade level before and after current grade level

• Students are able to explain their mathematical thinking orally and in writing

• Collaboration time will be dedicated to increasing understanding of Common Core

• Staff meetings dedicated to professional development in the area of Common Core

• Investigate Khan Academy resource from NWEA • Share Common Core/Best Practice expectations with parents • Investigate technology resources to use to support goal • Build strategies for fact development

Strategy 3

Increase student achievement in the area of number sense

Timeline Targets Who is responsible? Evidence of Completion • September 2014 - May 2015

• Classroom teachers • Resource teachers • Differentiation Specialist • Principal • D181 Instructional Coaches

• Instructional coaches provide professional development with MAP Learning Continuum

• Students will set goals for math • Teachers will use Number Sense Learning Continuum to focus

learning groups • Research strategies to build background and understanding of

Number Sense • Investigate technology resources to use to support goal


SELAS

SELAS Goal 1. Maintain a climate of collaboration among teachers, staff, students and parents through improved communication and activities that promote teamwork,

positive self-esteem and a deepening awareness of empathy.




Strategy 1

Improve recess/lunchroom climate by building student capacity for problem solving and conflict resolution.


• September 2014 - May 2015 • Principal • SELAS Building Leadership

Team sub-committee • P.E. Teachers • PTO committees • Classroom teachers • Resource teachers • Social Worker

• Access current status of Best Practice strategies • Develop an action plan to include all groups in recess • Update and maintain Peaceful Playground binder • Teach Conflict Resolution lessons during SELAS time • 5th Grade Lunch Buddies will learn new games and teach to

students • Introduce new games and activities on a rotating basis for the

seasons • Monthly meetings with lunch supervisors to discuss recess

strategies • Scheduled student time during recess with related staff • Grade level buddies schedule yearlong activities • Use stop light cup strategy to monitor lunch behavior • P.E. teachers will reinforce good sportsmanship and fair play during

recess games • Develop a recess safety lesson for teachers to use • Recess Research Study: Recess Moves: A Toolkit for Quality Recess • Using I-messages by students to talk out problems • Using strategies to solve problems: Rock/Paper/Scissors, Walk

Away, and Talk it Out


Strategy 2

Continue to increase improved communication with all stakeholders.


• September 2014 - June 2015

• All staff • Principal • Resource Team • PTO SELAS Committee

• Teacher/Department websites are updated, current and relevant

• Weekly emails include updates on reading, math and SELAS • Staff website is updated and becomes a handy resource for

teachers • Share Common Core information with parents • Grade levels participate with PTO meetings • Specials: Art, Music, PE develop a communication plan • Fine Arts Department will send monthly newsletters • Grade Level Buddies meet regularly to build relationships

and support learning • SELAS updates are included in weekly grade level newsletters • Communication of monthly themes is also included in Bowser

Notes • PTO Kids Care Club service projects are grade level specific • Collaborate with PTO on All School Service activities: Rotary

Run, Feed My Starving Children, Autism Awareness Run • Work PTO representatives to build awareness of SELAS

monthly themes

•

SIP 2014-15 HMS.docx – 11/20/14 – Page 1 of 5


School: Hinsdale Middle School Year: 2014-15 READING


Indicators and measures to be monitored at the school level: ISATs • 89% of current 7th graders and 91% of current 8th graders exceeding and meeting using the “D181 ISAT Cohort Analysis File”

MAP • 84.4% of current 7th graders and 86.5% of current 8th graders meeting or above their expected RIT growth using the “D181 RIT Growth File” • 53% of students in the 4th quartile using the “D181 MAP Cohort Analysis File”


Strategy 1

Use the NWEA “Continuum of Learning” to help teachers target instruction for students

Timeline Targets Who is responsible? Evidence of Completion • September 2014: Initial

presentation on the “Learning Continuum” tool

• November 2014: Review of MAP goals


• October 2014: Familiarize all staff with student goals

• January 2015/April 2015: Review MAP goals

• District Instructional Coaches

• All staff

• Parents and students

• All staff

• Parents, students and staff

• Agenda from Department of Learning meeting (9/22/14)

• MAP goal sheet created

• Signed Goal Sheet

• Long advisory to facilitate discussion

• Email communication reminding parents of the process


• 2014-15 School Year: Use

benchmark and target review meetings at each grade level to evaluate student data

• Building administration, school Interventionist and staff

• Agendas from the meetings

Strategy 2

Develop an awareness of common “academic vocabulary” terms.

Timeline Targets Who is responsible? Evidence of Completion • 2014-15 School Year

• All staff

• Academic vocabulary training for all staff with the ROE consultants

• Develop a list of common academic vocabulary words with the ROE

consultants by grade level

• In partnership with the ROE, develop strategies to incorporate academic vocabulary into instruction

Strategy 3

Continue to develop and refine the co-teaching and a push-in model of instruction.

Timeline Targets Who is responsible? Evidence of Completion • 2014-15 School Year • Building administration, staff

and the Department of Learning

• All resource teachers attend training on various “co-teaching” models

• Educate general education teachers about the change in co-teaching practice

• Develop the system for effective “co-teaching” and “push-in” planning

• Utilize specialist to aide in the delivery of instruction in the classroom

• Utilize the specialist to aid in the development of lessons for differentiation to reach all learners


MATH



MAP • 68.4% of current 7th graders and 78.1% of current 8th graders meeting or above their expected RIT growth using the “D181 RIT Growth File” • 49% of students in the 4th quartile using the “D181 MAP Cohort Analysis File”


Strategy 1

Use the NWEA “Continuum of Learning” to help teachers target instruction for students


• September 2014: Initial presentation on the “Learning Continuum” tool



• October 2014: Familiarize all staff with student goals

• January 2015/April 2015: Review MAP goals

• 2014-15 School Year: Use “Benchmark and Target Review meetings at each grade level to evaluate the student data

• District Instructional Coaches

• All staff

• Parents and students

• All staff

• Parents, students and staff

• Building Administration, School Interventionist and staff

• Agenda from Department of Learning meeting (9/22/14)

• MAP goal sheet created

• Signed Goal Sheet

• Long advisory to facilitate discussion

• Email communication reminding parents of the process

• Agendas from the meetings


Strategy 2

Continue to develop and refine co-teaching and a push-in model of instruction.


• 2014-15 School Year • Building administration, staff and the Department of Learning

• All resource teachers attend training on various co-teaching models • Educate general education teachers about the change in co-

teaching practice • Develop the system for effective co-teaching and push-in planning • Utilize specialist to aide in the delivery of instruction in the

classroom • Utilize the specialist to aid in the development of lessons for

differentiation to reach all learners

Strategy 3

Pilot Agile Mind and provide feedback to the Department of Learning


• August 2014/November 2014 • Principal, Math Teacher, Resource Co-Teacher

• Deliver the curriculum as designed • Utilize the evaluation tool provided by the Department of Learning • Provide anecdotal information to the Department of Learning • Focus on the Eight Mathematical Practices • Assess if Agile Mind supports the District’s shared vision


SELAS

SELAS Goal • Improve the quality of peer-to-peer relationships among students.




Strategy 1

Identify gaps in standards within our current lessons across all grades.


• 2014-15 School Year • All staff • Curricular Map SEL Integration Document

Strategy 2

Utilize Peer Leadership club to educate students about appropriate interpersonal behavior.


• 2014-15 School Year • Principal and Peer Leadership Club

• Welcome video for new students • Mentoring new students • Video discussing bullying and positive peer relationships

SIP 2014-15 Madison.docx – 11/20/14 – Page 1 of 6


School: Madison Elementary School Year: 2014-15 READING


Indicators and measures to be monitored at the school level:

ISATs • 89% of students exceeding and meeting using the “D181 ISAT Cohort Analysis File”

MAP

• 85% of students meeting or above their expected RIT growth using the “D181 RIT Growth” • 32% of students in the 4th quartile using the “D181 MAP Cohort Analysis File”


Strategy 1

Increase student achievement through integrated grammar instruction. Timeline Targets Who is responsible? Evidence of Completion

December 2014

• All staff • ELL Specialist • Instructional Coaches

• At a faculty meeting teachers will be given the opportunity to review scope and sequence “D181 Scope for Conventions of Standard English” for grammar and identify which parts of speech they are responsible for teaching and when (faculty agenda notes)

• Teachers participate in taking PARCC

October 2014 – December 2015

• Differentiation Specialist • Reading Specialist • MRC Director

• Model a grammar anchor lesson in every 1st – 5th grade classroom with gradual release methodology (lesson plans and schedules)

January 2015 • Differentiation Specialist • Reading Specialist • MRC Director

• Model lessons in kindergarten classes to expose students to the language of grammar – nouns with gradual release methodology (lesson plans and schedules)


September 2014 - May 2015 • Students • During independent reading, students will add words that are consistent with grammar lessons taught using word maps, Kidspiration, T charts, etc. (observations, Reader’s Notebook, lesson plans)

• Students in 1st – 5th grade classrooms will identify parts of speech with their WTW sorting words and use them correctly in sentences, paragraphs or stories (observations, WTW data review and lesson plans)

Strategy 2

Increase integrated literacy instruction.


October 2014 - May 2015

• Students • Classroom teachers • Reading Specialist • Differentiation Specialists • MRC Director • Foreign Language Teacher • RtI Tutors

• Students will present video announcements on the “Affix of the Week” based on a word chosen that relates to words studied in small, differentiated groups and from a mentor text; they will talk about word features including meanings, usage, prefixes, suffixes or roots (schedules)

• DS, RS or MRC Director will add new affixes and sample words to a school bulletin board “Madison Affixes of the Week” (schedules)

• 3rd – 5th grade classroom teachers and students will add other words that use the Affix of the Week in a visual presentation (lesson plans, word walls, schedules)

• In the reading or writing notebook 3rd – 5th grade students will add words that are consistent with the grade level appropriate focus on affixes and/or Greek and Latin roots (lesson plans, bulletin boards, journals)

• Students will use WTW word sorts to identify prefixes, suffixes, and Greek/Latin roots and use them appropriately in sentences, paragraphs, or stories (observations, lesson plans)

Strategy 3

Students will participate in identifying a reading goal per trimester. Timeline Targets Who is responsible? Evidence of Completion

October 2014 - May 2015 • Teachers • Reading Specialist • RtI Tutors • Differentiation Specialists • Students • Interventionist • Parents

• Students will set a goal for improving a reading skill (goal forms) • Regular staff review of data and discussion with students

(Collaboration notes on Google drive, student checklists) • Communicate student’s goals and present strategies to reinforce at

home to increase achievement (newsletters, website, goal sheets, family letters)


MATH



MAP • 87% of students meeting or above their expected RIT growth using the “D181 RIT Growth File” • 41% of students in the 4th quartile using the “D181 MAP Cohort Analysis File”


Strategy 1

Implement the Eight Mathematical Practices so students become mathematicians with a conceptually stronger number sense.


September 2014 - May 2015 • Staff • Differentiation Specialist • Parents

• At faculty, grade and collaboration team meetings teachers will examine Eight Mathematical Practices (faculty agenda notes, team and collaboration notes) and have book talks about Putting the Practices into Action, Implementing the CCS for Mathematical Practice, K-8.

• Teachers conduct cross grade articulation discussions and look to increase vertical alignment for greater student proficiency (schedules)

• Teachers observe colleagues teaching mathematics while incorporating the Eight Mathematical Practices (schedules)

• Home school connections and parent education (events, math night, newsletter, PTO topic, websites)

• Engage students in communicating their mathematical reasoning (observation, lesson plans)

• Connect reading musical notes, patterns, and chronological order with mathematics (observation, lesson plans)

• Display Eight Mathematical Practices on anchor charts; 2nd – 5th grade students will participate in setting a goal for improving a math skill of greatest need (individual goal setting forms; kindergarten and 1st grade classroom goal setting, observation)

• Math vocabulary will be shown on math wall and heard in verbal explanations of students (observation, lesson plans)

• Students use math manipulatives correctly and strategically observation, lesson plans)


Strategy 2

Create flexible instructional groups based on student skill-set. Timeline Targets Who is responsible? Evidence of Completion

September 2014 - May 2015 • Teachers • Differentiation Specialists • Reading Specialist

• Review data to arrange flexible groups (assessment data) • Collaborative teaching (schedules, planning, DS, Resource, IA, RTI)

Strategy 3

Students in Grades 2-5 will participate in identifying a math goal per trimester. Timeline Targets Who is responsible? Evidence of Completion

October 2014 - May 2015 • Staff • Differentiation Specialists • Students • Interventionist • Parents

• 2nd – 5th grade students will participate in setting a goal for improving a math skill of greatest need (individual goal setting forms; kindergarten and 1st grade classroom goal setting)

• Students will be provided time to reflect on goals they establish (exit slip, lesson plan, observation)

• Regular staff review of data and discussion with students (schedules) • Increase parent knowledge of student’s goals and strategies to

reinforce from home greater achievement (teacher communication documents)


SELAS

SELAS Goal 1. Systematic Social Emotional Learning efforts will support Madison staff and students by improving capacity for demonstrating universal behavioral

expectations at increasing rates as evidenced by staff report of student SEL/behavioral performance. Indicators and measures to be monitored at the school level: Data Sources • 2014 Spring Parent Survey

• 2014 5Essentials Survey • Staff survey of student performance related to behavioral goals


Strategy 1

Develop task force to develop and execute systematic implementation of school wide positive behavior supports. Timeline Targets Who is responsible? Evidence of Completion

October 2014 • Social Worker • School Psychologist • Teachers • Specialists • Principal • Parents • Support Staff • Lunch Supervisors

• Take inventory of current practices in place related to SWPBS (SWPBS assessment)

• Provide professional development to committee and staff regarding the rationale behind SWPBS (presentation, agendas)

• Develop action plan for implementation of SWPBS, while seeking stakeholder feedback at each point (Google Form Data)

• Students will be informed of Universal Behavioral Expectations through staff review (lesson plans)

• Teachers create physical room arrangement to enhance responsible behaviors (observation)

• Physical education teachers will train students and lunch/recess supervisors about rules of games and equipment with periodic check-ins (lesson plans, observations)

• Physical education teachers will emphasize team-building skill development with instruction (lesson plans, observations)

• Teachers will have a consistent presence in the halls during times of transition (specials, before and after school) and duty assignments (observations)

• Develop a continuum of consequences (documents) • Create and conduct a process for data collection and reflection

(documents) • Learn and use Infinite Campus for behavior incidents (documents IF

District decides to do so) • Review/establish system of positive acknowledgment (documents)


Strategy 2

Implement SELAS monthly themes across each grade level and staff member. Timeline Targets Who is responsible? Evidence of Completion

September 2014 - May 2015 • Teachers • Specialists • Principal

• Increased staff/parent awareness of link between SEL and academic performance (PTO, Curriculum Night, articles, schedules)

• Monthly principal book discussions (schedule) • MRC broadcasts segments related to SEL/behavioral goals

(lessons, schedules) • Strategic and explicit instruction for the SEL standards by all staff

(schedules, survey) • Regularly held class meetings (schedule, notes) • Coping strategies will be explicitly taught to support students with

anxiety (lesson plans, observations) • Systemic instruction of time management for teaching students

work completion -test-taking strategies, homework completion), to maximize their success and minimize anxiety (lesson plans, schedules)

SIP 2014-15 Monroe.docx – 11/20/14 – Page 1 of 6


School: Monroe School Year: 2014-15 READING


Indicators and measures to be monitored at the school level: ISATs • 82% of students met or exceeded in Reading on the 2014 ISAT

MAP • 84% of students meeting or above their expected RIT growth using the “D181 RIT Growth File” • Percentage of students in the 4th quartile using the “D181 MAP Cohort Analysis File”


Strategy 1

Increase student achievement by implementing the workshop model in reading and writing.

Timeline Targets Who is responsible? Evidence of Completion • Winter benchmark • Literacy coaches, teachers,

specialists • Collaboration with grade level colleagues that have attended staff

development outside of the district • Displaying and actively referencing anchor charts • Front loading routines and procedures for students and building

stamina of the students • Word collection boxes to build vocabulary • Collaborating with Reading Specialist and utilizing comprehension

strategies that she has available • IGP goals related to managing classroom routines during reading

and writing workshop • Literacy coaches lead staff development

Strategy 2

Use the Continuum of Learning to target growth areas as well as create individual student goals

Timeline Targets Who is responsible? Evidence of Completion • Quarterly check-ins on progress • Literacy coaches, teachers,

specialists, administrators • Create student friendly goals for specific reading skills • Use the Continuum of Learning to target the skills students are

ready to learn next


• Communicate with parents about specific skills that can be targeted at home as well as school

Strategy 3

Use integrated delivery of service approach with flexible groups and center based instruction, or “All Hands on Deck” approach to instruction

Timeline Targets Who is responsible? Evidence of Completion • Winter benchmark • Literacy coaches, teachers,

specialists • All class schedules and specialist schedules shared online to help

better utilize personnel and services • Flexible grouping based on pretests and class performance • Push in support from staff (research support) • Use benchmark meetings and common plan time to examine data

and plan differentiated instruction • Consultation with specialists is promoted and facilitated through

common plan times and weekly meetings • Specialists provide staff development – Differentiation & Dessert • Teachers “hosting” staff meetings to showcase strategies that are

best supporting differentiation • Utilizing instruction coaches • Across District collaboration with other colleagues.


MATH



• 93% of students Met or Exceeded in Math on the 2014 ISAT

MAP • 83% of students meeting or above their expected RIT growth using the “D181 RIT Growth File” • Percentage of students in the 4th quartile using the “D181 MAP Cohort Analysis File”


Strategy 1

Increase student achievement by implementing the workshop model in math.

Timeline Targets Who is responsible? Evidence of Completion • Winter Benchmark • Classroom teachers, principal,

differentiated specialists, RtI tutors, instructional assistants, and resource teachers

• Teachers observe each other during math workshop • Primary teachers will use flexible groups to target areas for

instruction • Primary teachers model math groups to be consistent with

procedures in intermediate groups • Centers are differentiated based on data collected through MAP,

ISATs, pretests, post tests, classroom observations, and entrance or exit slips

• At a faculty meeting teachers will be given opportunity to examine the Eight Mathematical Practices and discuss how they can apply them using the workshop model

• Grades K-5 teachers will conduct cross grade articulation discussions and look to increase vertical alignment for greater student proficiency

Strategy 2

• Use integrated delivery of service approach with flexible groups and center based instruction, or “All Hands on Deck” approach to instruction

Timeline Targets Who is responsible? Evidence of Completion • Winter Benchmark • All staff • All class schedules and specialist schedules shared online to help

better utilize personnel and services • Flexible grouping based on pretests and class performance • Push-in support from staff (research support)


• Use benchmark meetings and common plan time to examine data and plan differentiated instruction

• Infuse the Eight Mathematical Practices into math lessons • Develop “going deeper” activities and lessons for Common Core

strands • Review Common Core of grade level before and after current grade • Level • Students are able to explain their mathematical thinking orally and in

writing • Collaboration time will be dedicated to increasing understanding of

Common Core • Staff meetings dedicated to professional development in the area of

Common Core

Strategy 3

• Utilize technology to differentiate at school and provide added practice at home.

Timeline Targets Who is responsible? Evidence of Completion • All year • Classroom teachers, help desk

technician, principal, differentiated specialists, RtI tutors, instructional assistants, and resource teachers

• Xtra Math accounts for students targeting fact fluency • IXL Math for targeted practice and formative data collection • Quiz hub for extra number sense practice • Perennial Math problem solving competition for enrichment and a

challenge at upper grades • Kahn Academy used to target student specific learning goals • Classroom centers will use technology appropriately to guide

learning and provide practice and additional challenges


SELAS

SELAS Goal • Maintain a climate of collaboration among teachers, staff, students and parents through improved activities that promote teamwork, positive self-esteem

and a deepening awareness of empathy.


• 2014 Illinois Youth Survey • 2014 5Essentials Survey • SEL Reports Summary as provided using the “D181 2014 SEL Reports” file • 2013-14 WOW Slip Totals • 2013-14 Office Referrals


Strategy 1

Implement SELAS themes that are tied to the Illinois Social Emotional Learning Standards and continuing of our positive behavior system.


• September 2014 – May 2015 • All staff • School-wide implementation of monthly SELAS themes using visuals connected to the monthly theme

• Increased staff/parent awareness of link between SEL and academic performance (PTO, Curriculum Night, articles, schedules)

• Publicizing and promoting family education series and doing book studies across the Monroe community

• Continue Monroe Manners program explicitly teaching and reinforcing positive behavior

• First day of school assembly reviewing behavioral expectations in each area of the building and modeling for students

• Cultural and international studies focused on celebrating differences around the world

• Social worker does push in lessons at all grade levels • Social worker leads staff development and models strategies for

the rest of the staff • Brain Organizational Boost (BOB) Club to help students develop

and use strategies • Green Club, Monroe Cares, and Student Council focus on “serving

our communities by being good citizens.” (IL SEL 3A)


• SELAS Book Room for teachers to access books and lessons

Strategy 2

Improve Recess/lunchroom climate by building student capacity for problem solving and conflict resolution.

Timeline Targets Who is responsible? Evidence of Completion • September 2014 - May 2015 • All staff • Trained Peer Mediators help resolve student conflict

• Access current status of Best Practice strategies • Implementing a buddy bench system to ensure that all students are

included at recess • Utilize lunch/recess manual and track student behavior via office

referrals • Teach Conflict Resolution Lessons during SELAS Time • Grade Lunch Buddies will learn new games and teach each other • Introduce new games and activities on a rotating basis for the

seasons • Monthly meetings with lunch supervisors to discuss recess

strategies • Principal and social worker regularly attend recess and lunch to

model appropriate behavior • Lunch groups with social worker, SLP, and/or the principal • Grade level buddies schedule yearlong activities • Use stop light cup strategy to monitor lunch behavior • P.E. teachers will reinforce good sportsmanship and fair play during

recess games • Recess Using I-messages by students to talk out problems • Using strategies to solve problems: Rock/Paper/Scissors, Walk

Away, and Talk it Out

SIP 2014-15 Oak.docx – 11/20/14 – Page 1 of 7


School: Oak School Year: 2014-15 READING

READING Goals 1. 75% of students will meet or exceed their expected RIT growth. 2. The percentage of students within the 4th quartile will be maintained or increased at the building level and each grade level.


MAP • 89.6% of students meeting or above their expected RIT growth using the “D181 RIT Growth File” • 66.1% of students in the 4th quartile using the “D181 MAP Cohort Analysis File”


Strategy 1

Increase staff awareness, understanding and initial application of Depth of Knowledge (DOK) levels in instruction.

Timeline Targets Who is responsible? Evidence of Completion • September 2014 – May 2015 • Individual Teachers/SLPs

• Grade Level Teams • Building Leadership Team • Interventionist • Reading Specialist • Differentiation Specialist • MRC Director • Principal

• Karin Hess DOK materials shared with Building Leadership Team (BLT)

• Development of DOK materials for monthly staff meetings • Provision for DOK learning opportunities during monthly staff

meetings • Requests for staff volunteers to share trial implementation of DOK in

classrooms; discuss implementation to build confidence and usage • Planning time during monthly Collaboration Day meetings devoted

to increasing confidence and skill in DOK implementation • Survey faculty members for evidence of increased understanding of

DOK throughout the year Evidence:

• Responses from Baseline DOK Survey of non-BLT staff members • Staff meeting agenda from October 2014 - May 2015 • Google Survey monthly response data • Chart Paper self-assessment data from October 2014 - May 2015

staff meetings


• Notes of volunteer sharing of DOK trials

Strategy 2

Use the NWEA Learning Continuum tool (LC) to target reading instruction for students.

Timeline Targets Who is responsible? Evidence of Completion • September 2014 – May 2015 • District Instructional Coaches

• Individual Teachers/SLPs • Grade Level Teams • Building Leadership Team • Interventionist • Reading Specialist • Differentiation Specialist • MRC Director • Principal

• Instructional Coach presentation of LC tool during District Collaboration Meeting

• Data Day MAP reviews with grade level teams and specialists • Individual student MAP goal-setting conferences • Collaboration Day co-planning with grade level teams and

specialists • Mid-year staff meeting review/practice with LC tool

Evidence: • Agenda from Department of Learning meeting (9/22/14) • Individual student MAP goal-setting documentation • Minutes from Data Day agenda • Minutes from Collaboration Day agenda • Lesson planning evidence • Agenda/Minutes from staff meeting


MATH


Indicators and measures to be monitored at the school level: ISATs • 93% of students exceeding, meeting, below, and warning using the “D181 ISAT Cohort Analysis File”

MAP • 90.8% of students meeting or above their expected RIT growth using the “D181 RIT Growth File” • 70.6% of students in the 4th quartile using the “D181 MAP Cohort Analysis File”


Strategy 1

Increase use of the Eight Mathematical Practices in math instruction (8MP).

Timeline Targets Who is responsible? Evidence of Completion • November 2014 – May 2015 • Individual Teachers/SLPs

• Grade Level Teams • BLT • Interventionist • Reading Specialist • Differentiation Specialist • MRC Director • Principal

• Staff meeting Presentation/Review of 8MP • Staff meeting Review of CCSS-Math instructional shifts and their

application • Review/check for understanding of District 181 math philosophy and

key definitions (rigor, coherence, fluency) • Data Day MAP reviews with grade level teams & specialists • Collaboration Day co-planning with grade level teams and

specialists • Requests for staff volunteers to share trial implementation of 8MP in

classrooms; discuss implementation to build confidence and usage Evidence:

• Google Survey of 8MP baseline understanding and CCSS-Math instructional shifts

• Ongoing monthly staff meeting surveys of staff understanding and implementation of 8MP and CCSS-Math instructional shifts

• Chart Paper self-assessment data from staff meetings • Agenda/Minutes of volunteer sharing of 8MP in classrooms

Strategy 2

Use the NWEA Continuum of Learning tool to target math instruction for students.

Timeline Targets Who is responsible? Evidence of Completion • September 2014 – May 2015 • Individual Teachers/SLPs

• Grade Level Teams • Instructional Coach presentation of LC tool during District

Collaboration Meeting


• Building Leadership Team • Interventionist • Reading Specialist • Differentiation Specialist • MRC Director • Principal

• Data Day MAP reviews with grade level teams and specialists • Individual student MAP goal-setting conferences • Collaboration Day co-planning with grade level teams and

specialists • Mid-year staff meeting review/practice with LC tool

Evidence: • Agenda from Department of Learning for meeting (9/22/14) • Individual student MAP goal-setting documentation • Minutes from Data Day agenda • Minutes from Collaboration Day agenda • Lesson planning evidence • Agenda/Minutes from Staff Meeting


SELAS

SELAS Goal • Staff perception of problematic student behavior in three targeted areas (hallway/lunchroom/playground) will decrease from the Spring 2014 baseline of

95% (strongly agree/agree) to 50% (strongly agree/agree) measured by the same survey questions in Spring 2015.


• 2014 Illinois Youth Survey • 2014 5Essentials Survey • SEL Reports Summary as provided using the “D181 2014 SEL Reports” file • 2014 Oak School Staff SELAS survey


Strategy 1

Increase Respectful Behavior #1 (Hallway).


• August 2014 – May 2015 • All staff: Instructional Assistants, Support Staff, Teachers/SLPs/Social Workers, Grade Level Teams, Building Leadership Team, Interventionist, Reading Specialist, Differentiation Specialist, MRC Director, Pupil Services Administrator, Principal, Building/Parent SELAS Committee

• Principal and staff agree on hallway expectations • Staff members develop teaching tool for all instructional staff

(Hootie Says graphic for hallway) • PS Administrator and Principal meet with instructional assistants to

explain and implement Hootie Says hallway expectations • All students learn and practice voice level expectations in all

settings at school, including Opening All School Assembly • All staff use verbal praise and “thumbs up” to reinforce correct

hallway voice levels • Principal and staff agree on deployment of “Wise Choices” cards

to recognize individual and group use of appropriate hallway voice level; classroom teachers reinforce “Wise Choices” using classroom systems

• Building SELAS Committee develops further reinforcement strategies throughout school year

Evidence: • Periodic administration of Oak survey on respectful behavior • Adults/students showing understanding of Silent Voice Level by

using finger symbol in Opening Day assembly and in hallways throughout 2014-15

• Random checks for understanding of voice levels with students


• Student/Teacher reinforcement of hallway voice levels through use of finger symbols in hallways

• Periodic Class Meetings to discuss and reinforce hallway expectations

Strategy 2

Increase Respectful Behavior #2 (Lunchroom/Recess).


• August 2014 – May 2015 • All staff: Instructional Assistants, Support Staff, Teachers/SLPs/Social Workers, Grade Level Teams, BLT, Interventionist, Reading Specialist, Differentiation Specialist, MRC Director, Pupil Services Administrator, Principal, Building/Parent SELAS Committee

• Principal develops teaching poster for lunchroom table areas (Hootie Says graphic with lunchroom procedures & expectations)

• PS Administrator and Principal meet with instructional assistants to explain and implement Hootie Says lunch/recess expectations

• All students learn and practice voice level expectations in all settings at school, including Opening All School Assembly

• All staff use verbal praise and “thumbs up” to reinforce correct hallway voice levels while going to/from lunch and recess

• Principal and staff agree on deployment of “Wise Choices” cards to recognize individual and group use of appropriate lunch/recess behavior; classroom teachers reinforce “Wise Choices” using classroom systems

• Building SELAS Committee develops further reinforcement strategies throughout school year

Evidence: • Periodic administration of Oak Survey on respectful behavior • Periodic administrator meetings and check-ins with lunch/recess

supervisors to evaluate/improve respectful behavior • Administrator/Social Worker comparison of lunchroom/recess

discipline situations from Spring 2014 to Spring 2015

Strategy 3

Increase Respectful Behavior #3 (Student-to-Instructional Assistant, and All Staff: One School inclusion and recognition)

Timeline Targets Who is responsible? Evidence of Completion • August 2014 – May 2015 • All staff: Instructional

Assistants, Support Staff, • Recognition of “Guest/Substitute Teachers” during Oak’s daily K-5

We’re Live! morning announcements


Teachers/SLPs/Social Workers, Grade Level Teams, Building Leadership Team, Interventionist, Reading Specialist, Differentiation Specialist, MRC Director, Pupil Services Administrator, Principal, Building/Parent SELAS Committee, Building Staff Meeting Development Committee

• Administrative presence in lunchroom and at recess • Initiation of All-School Assemblies to recognize and celebrate

respectful student and adult behavior • Collaborative planning of staff meetings to value contributions and

participation of all instructional staff (K-5, preschool, regular education, special education) Evidence:

• K-5 We’re Live! morning announcement information sheets • Staff meeting Agenda/Minutes • Building Staff Meeting Development Committee Agenda/Minutes • All-School Assembly calendar dates

SIP 2014-15 Prospect - edit.docx – 11/20/14 – Page 1 of 7


School: Prospect School Year: 2014-15 READING

Reading Goals: 1. 75% of students will meet or exceed their expected RIT growth. 2. The percentage of students within the 4th quartile will maintain or increase at the building level and each grade level.


MAP • 85.3% of students meeting or above their expected RIT growth using the “D181 RIT Growth File” • 59% of students in the fourth quartile using the “D181 MAP Cohort Analysis File”


Strategy 1

Increase the percentage of students meeting or exceeding expected growth by effectively implementing a Balanced Literacy Model.

Timeline Targets Who is responsible? Evidence of Completion • August 2014

• September 2014 – May 2015

• After each testing window

• Principal and Staff

• Differentiation Specialist • Reading Specialist • MRC Director • Principal • Grade Level Teams • Resource Teachers • PPS Administrator

• Dedicate time to analyze school data and identify SIP goals.

• Implement DesCartes skills in planning for differentiation with grade level teams.

• Grade level teachers will target skills in order to differentiate instruction by using instructional resources for their grade level.

• Teachers will analyze student reading and writing journals to look for trends.

• Implement individual goal setting conferences with students in grades 2-5 using data.

• Grade level teams will work with instructional coaches. • Implement Accelerated Reader data used in the 1:1 Initiative to

monitor comprehension. • Analyze all assessment data and target interventions for specific

students. • Analyze AIMSweb Data for K-1 students. • Integration of reading and writing workshop using curricular

resources (i.e. Reading and Writing Fundamentals, etc.)


• Teacher anecdotal records during guided reading groups.

Strategy 2

Decrease the percentage of students below expected growth target.

Timeline Targets Who is responsible? Evidence of Completion • September 2014 – May 2015 • Teachers

• Reading Specialist • Differentiation Specialists • Resource Teachers • ELL Teacher • MRC Director • Speech and Language

Pathologist • PPS Administrator • Principal

• Focus Collaboration Team Meetings with MRC/DS/Reading Specialist on differentiated instructional strategies.

• Focus grade level collaboration meetings to target instruction to meet the needs of individual students.

• Monitor Fountas and Pinnell Reading Levels/Lexile Levels for each student.

• Conduct individual student goal setting conferences (K-5). • Teachers flexibly group students for targeted skills instruction. • Plan and develop co-teaching lessons with Resource and ELL

teachers. • Use of curriculum resources and interactive resources to support

students. • Anchor charts identify essential components instructed through

Reading and Writing Fundamentals.

Strategy 3

Increase student achievement by specifically teaching academic vocabulary.

Timeline Targets Who is responsible? Evidence of Completion • August 2014

• September 2014 – May 2015

• Interventionist • Reading Specialist • Differentiation Specialists • Resource Teachers • ELL Teacher • Speech and Language

Pathologist • Barb Folan • PPS Administrator • Principal

• Train staff on the “Can Do Descriptors” for ELL students. • Analyze ACCESS Data to look for trends.

• Monitor student achievement during RTI Benchmarking Meetings. • Identify Common Core academic vocabulary and target lesson

instruction. • Intentional teaching of academic vocabulary. • Word Walls will reflect intentional academic vocabulary. • Grade level team meetings and notes identify key academic

vocabulary being specifically taught. • Teacher lesson plans identify key vocabulary. • Specialists/Technology Resources to support reinforcement of skills. • 1:1 iPad Initiative in 3rd Grade provides differentiation in product

and process. • Word resources with intentional academic vocabulary highlighted.


(i.e. Word Walls, Student reference materials – http://www.berkeleyschools/net/wp-content/uploads/2013/05/BUSD_Academic_Vocabulary.pdf)


MATH



MAP • 90.5% of students meeting or above their expected RIT growth using the “D181 RIT Growth File” • 71.1% of students in the fourth quartile using the “D181 MAP Cohort Analysis File”


Strategy 1

Teachers will increase their knowledge and understanding of using a workshop model in math.

Timeline Targets Who is responsible? Evidence of Completion • September 2014 – June 2015 • Teachers

• Reading Specialist • Differentiation Specialists • Resource Teachers • ELL Teacher • MRC Director • PPS Administrator • Art/Music/PE Teachers • Principal

• Dedicate staff meeting time to examine the Eight Mathematical Practices.

• Engage instructional coaches in modeling lessons. • Engage students in collaborative work to solve multi-step problems. • Teacher lesson plans reflect differentiation. • Conduct individual goal setting with students in grades 2-5. • Analysis of pre and post assessments in order to flexibly group

students for targeted instruction. • Students will use math manipulates to solve mathematical problems. • Monitoring of K-1 students on AIMSweb Math probes.

Strategy 2

NWEA DesCartes skills will be used to target specific skills instruction.

Timeline Targets Who is responsible? Evidence of Completion • August 2014 – January 2015 • Teachers

• Differentiation Specialists • Resource Teachers • ELL Teacher • PPS Administrator • Principal

• Pre and Post Assessments on Math in Focus Assessments in Grades 1 and 4.

• Plan Co-teaching lessons (schedules). • Dedicate staff meetings to develop a deeper understanding of the

Eight Mathematical Practices. • Teaching academic vocabulary specific to math by using Common

Core Resources. • Use flexible grouping to target specific skill instruction.


• Use interactive resources to reinforce target skills (i.e. IXL) • Students explicitly discuss mathematical strategies when solving

math problems.

Strategy 3

Teachers will differentiate their instruction using both curricular materials and supplemental materials.


• September 2014 – June 2015 • Teachers • Differentiation Specialists • Resource Teachers • ELL Teacher • PPS Administrator • Principal

• Analysis of MAP Descartes skills to highlight math vocabulary. • Grade level team notes will reflect differentiation strategies. • Teacher lesson plans will include lesson objectives. • Instructional coaches will model effective teaching strategies. • Students will use interactive websites to continue to reinforce target

skills. • Share student goal setting with parents during Parent/Teacher

Conferences.


SELAS

SELAS Goal • Maintain a safe learning environment that promotes teamwork and self-advocacy by promoting appropriate school-wide behaviors.


• 2014 Illinois Youth Survey • 2014 5Essentials Survey • SEL Reports Summary as provided using the “D181 2014 SEL Reports” file


Strategy 1

Improve school climate by teaching appropriate school-wide behaviors.

Timeline Targets Who is responsible? Evidence of Completion • August 2014 – June 2015 • School Social Worker

• Teachers • Principal • Lunchroom Supervisors • Support staff

• First day assembly to target expected behaviors within the school setting.

• Teachers will use the SELAS curriculum to enforce targeted skills. • Classroom expectations will be posted and reviewed regularly. • On-going communication with parents regarding SELAS themes

and lesson implementation. • Analysis of discipline data stored in Infinite Campus. • On-going monthly training with lunchroom supervisors focusing on

appropriate behavior in the lunchroom and at recess. • Bully lessons delivered by the school social worker and classroom

teachers. • Increase positive reinforcement given to students (i.e., positive

praise, classroom management systems, Prospect Prides). • Teach problem solving strategies (Rock/Paper/Scissors, Walk Away

or Talk it Out). • Implement a Peer Mediation Program taught by our school social

worker.


Strategy 2

Improve student safety as reported by students, parents, teachers and support staff.

Timeline Targets Who is responsible? Evidence of Completion • August 2014 – June 2015 • Social Worker

• Office Staff • Classroom Teachers • Specialists • Principal

• Implement Visitor Management System (Hall Pass). • Analyze behavior data through Infinite Campus every trimester. • Monitoring visitor feedback. • Regular newsletter articles from the specialists in the Prospectus. • Conduct parent survey and communication. • PTO presentation regarding building-wide expectations. • Planning meetings with staff and parents to review student safety. • Student Leadership Club and EcoPanthers Club develop school

service projects that will help the community.

SIP 2014-15 The Lane.docx – 11/20/14 – Page 1 of 7

Community Consolidated School District 181

2014-15 School Improvement Plans (SIP)

School: The Lane School Year: 2014-15 READING


Indicators and measures to be monitored at the school level: ISATs • 2014 ISAT Data:

• Overall Building: 90.1% Meeting and Exceeding Standards • 3rd Grade: 54.4% Exceeds Standards, 41.2% Meets Standards, 4.4% Below Standards, 0.0% Academic Warning • 4th Grade: 45.5% Exceeds Standards, 40.9% Meets Standards, 12.1% Below Standards, 1.5% Academic Warning • 5th Grade: 39.3% Exceeds Standards, 49.2% Meets Standards, 11.5% Below Standards, 0.0 % Academic Warning

MAP • Spring 2014 MAP Data: Using D181 RIT Growth File • Overall Building: 82.85% of students met or exceeded their expected RIT growth • 2nd Grade 75.5% of students met or exceeded expected RIT Growth, 24.5% below expected RIT growth • 3rd Grade 88% of students met or exceeded expected RIT Growth, 11.9% below expected RIT growth • 4th Grade 84.1% of students met or exceeded expected RIT Growth, 15.9% below expected RIT growth • 5th Grade 83.8% of students met or exceeded expected RIT Growth, 16.1% below expected RIT Growth

• Spring 2014 Overall Building: 57.3% of students in the 4th quartile using the “D181 MAP Cohort Analysis File.” • 2nd Grade: 47% of students in 4th quartile • 3rd Grade: 50% of students in 4th quartile • 4th Grade: 68.2% of students in 4th quartile • 5th Grade: 64% of students in 4th quartile



Strategy 1

Differentiate individual student goal setting.

Timeline Targets Who is responsible? Evidence of Completion • September 2014 - June 2015 • Assessment Benchmark Dates:

October, January, April • Weekly Collaboration Meetings • Monthly Collaboration

Meetings

• Classroom Teachers • Resource Teachers • Principal • Coaches • Reading Specialist • Differentiated Specialist • Students • MRC Director • Specialist Teachers • Interventionist

• Utilize NWEA Learning Continuum/Descartes to identify areas for student growth.

• Collaborate with staff/grade level team’s to create goal-setting norms.

• Students and teachers will conference to create individualized student goals using data from the NWEA Continuum of Learning and student goal setting sheets.

• Increased Student achievement, student awareness their goal • Individual ongoing conferencing with students in regard to progress

towards their goal. • Monitoring of student progress through benchmark meetings,

weekly and monthly collaboration meetings.

Strategy 2

Continue implementation of the reading and writing workshop model.

Timeline Targets Who is responsible? Evidence of Completion • Per Reading Fundamentals Unit • September 2014 - June 2015 • Assessment Benchmark Dates:


Meetings

• Classroom Teachers • Resource Teachers • Principal • Coaches • Reading Specialist • Differentiated Specialist • Students • MRC Director • Specialist Teachers • Interventionist

• Utilize the Reading Fundamentals End of Unit Matrix to guide individual and small group conference with students.

• Observation of Peers through Learning Walks and vertical collaboration.

• Lettuce and Literacy (staff collaboration lunches facilitated by the reading specialist.)

• Collaboration/ Co-Teaching with District Coaches • Student assessment data i.e. Fountas and Pinnel, formal/informal

observations, student conferencing, and measurement of student goals.

• Conferencing with students. • Increased writing in the special areas or Art, Music, PE.


Strategy 3

Increase implementation of Common Core instructional vocabulary.



Meetings

• Classroom Teachers • Resource Teachers • Principal • Coaches • Reading Specialist • Interventionist • Differentiated Specialist • Students • MRC Director • Specialist Teachers

• RTI Benchmarking Meetings • Identify Common Core academic vocabulary and target lesson

instruction. • Grade Level team meetings and notes identify key vocabulary terms. • Specialist/Technology Resources to support reinforcement of skills.. • Anchor charts identify essential components instructed through

Reading and Writing Fundamentals. • Vocabulary resources with intentional academic vocabulary

highlighted (i.e. Word Walls, Student reference materials) • Faculty meeting collaboration on vocabulary


MATH


Indicators and measures to be monitored at the school level: ISATs • 2014 ISAT Data:

• Overall Building: 92.7% meeting and exceeding standards • 3rd Grade: 57.4% exceeds, 36.8% meets, 4.4% below, 1.5% warning • 4th Grade: 37.9% exceeds, 56.1% meets, 4.5% below, 1.5% warning • 5th Grade: 37.1% exceeds, 53.2% meets, 9.7% below, 0.0 % warning

MAP • Spring 2014 MAP Data using D181 Growth File • Overall Building: 82.9% of students met or exceeded expected RIT growth • 2nd Grade: 84.9% met or exceeded expected RIT Growth, 15.1% below expected RIT Growth • 3rd Grade: 91.2% met or exceeded expected RIT Growth, 8.8% below expected RIT Growth • 4th Grade: 79.7% met or exceeded expected RIT Growth, 20.3% below expected RIT Growth • 5th Grade: 75.8% met or exceeded expected RIT Growth, 24.2% below expected RIT Growth

• Spring 2014 Overall Building: 70.5% of students in 4th quartile (D181 MAP Cohort Analysis File) • 2nd Grade: 69% of students in 4th quartile • 3rd Grade: 63% of students in 4th quartile • 4th Grade: 84% of students in 4th quartile • 5th Grade: 66% of students in 4th quartile


Strategy 1

Differentiate individual student goal setting.



Meetings

• Classroom Teachers • Resource Teachers • Principal • Coaches • Reading Specialist • Interventionist • Differentiated Specialist • Students

• Utilize NWEA Learning Continuum/Descartes to identify areas for student growth

• Collaborate with staff/grade level team’s to create goal-setting norms

• Students and teachers will conference to create individualized student goals using data from the NWEA Continuum of Learning and student goal setting forms

• Increased student achievement, student awareness their goal


• MRC Director • Specialist Teachers

• Individual ongoing conferencing with students in regard to progress towards their goal

• Monitoring of student progress through benchmark meetings, weekly and monthly collaboration meetings

Strategy 2

Continue learning and implementation of the math workshop model.

Timeline Targets Who is responsible? Evidence of Completion • September 2014-June 2015 • Assessment Benchmark Dates:


Meetings


• Utilize the Reading Fundamentals End of Unit Matrix to guide individual and small group conference with students.

• Observation of Peers through Learning Walks and vertical collaboration.

• Collaboration with Differentiated Specialists • Collaboration with District Coaches • Student assessment data i.e. MAP, Pre/Post tests /informal

observations, student conferencing, and measurement of student goals.

• Conferencing with students. • Pre-Post Test data to drive instruction

Strategy 3

Increase learning of student/staff awareness of the Eight Mathematical Practices / Common Core math standards.

Timeline Targets Who is responsible? Evidence of Completion • September 2014-June 2015 • Assessment Benchmark Dates:


Meetings


• 8 Mathematical Practices Review/Discussion during Faculty meetings • Implementation of the Eight Mathematical Practices into classroom

instruction • Develop “going deeper” activities and lessons for Common Core

Strands • Review Common Core of grade level expectations before and after

current grade level • Student ability to explain mathematical thinking orally and in writing • Collaboration time will be dedicated to increasing understanding of

Common Core • Staff meetings dedicated to professional development in the area of

Common Core • Student exposure to Common Core vocabulary


SELAS

SELAS Goal • Increase positive interactions during lunch/recess through the creation systematic procedures.


• 2014 Illinois Youth Survey • 2014 5Essentials Survey • SEL Reports Summary as provided using the “D181 2014 SEL Reports” file.


Strategy 1

Collect baseline data on student climate and lunch/recess.

Timeline Targets Who is responsible? Evidence of Completion • September 2014 - June 2015 • Monthly Lunch/Recess

Supervisor Meetings

• Classroom Teachers • Resource Teachers • Principal • Coaches • Reading Specialist • Interventionist • Differentiated Specialist • Students • MRC Director • Specialist Teachers • Lunch/Recess IAs

• Create/Conduct a student climate survey • Implementation of SELAS Resource Manual • Student presentation during assemblies • Create student reflection form for Recess/Lunch incidents • Classroom SELAS meetings

Strategy 2

Implement monthly collaboration meetings and ongoing communications with lunch/recess supervisors.

Timeline Targets Who is responsible? Evidence of Completion • Monthly Lunch/Recess IA

Meetings • Monthly DIGNITY Assemblies


• Implementation of Weekly SELAS Quote in class meetings/discussions

• Monthly SELAS theme embedded in classroom instruction, Recess/Lunch and DIGNIGTY Assemblies

• Student Council/Watch DAWG patrol • Monthly DIGNITY Assemblies with student involvement focused on

monthly theme • Classroom teachers covering lunch duty once per month • Monthly Lunch/Recess IA Collaboration with classroom/PE teacher


• Lunch/Recess IAs

SIP 2014-15 Walker revised 11-14.docx – 11/20/14 – Page 1 of 7


School: Walker Year: 2014-15 READING





Strategy 1

Using a Balanced Literacy model, teachers will implement reading and writing workshops throughout a daily 90-minute literacy block daily.


• Ongoing implementation, assessed during benchmark periods fall-winter-spring

• Ongoing focus on Informational Reading analysis and Close Reading strategies to improve comprehension, specifically.

• Ongoing increased application of Text Dependent Questions through collaboration and lesson planning

• Classroom teachers • Special education teachers • Reading Specialist • Differentiation Specialist • MRC Director • Interventionist • Principal

• Grades K-5 teachers will conduct the balanced literacy components of shared reading, guided reading, independent reading, word study, and writing

• Grades K-5 teachers will explicitly teach students how to engage in the Workshop model by implementing specific routines and expectations (within the first six weeks).

• Grades K-5 teachers will conduct student reading to self and partner reading exercises for students

• Grades K-5 teachers will utilize Read Works exercises to assess student comprehension and application of strategies throughout year

• Grades 3-5 teachers will utilize Story Works exercises to assess student comprehension and application of strategies throughout year

• Grades 3-5 teachers will utilize newsela.org exercises to assess student comprehension and application of strategies throughout year

• Grades K-2 teachers will utilize Tumble Books for reading practice


• Grades 2-5 teachers will use MAP assessments to monitor student growth throughout year

• Grades K-5 teachers will use the Reading Fundamental and Writing Fundamental common writing assessments to determine if strategies and skills have been met

• Grades K-5 teachers will use the Reading Fundamental and Writing Fundamental common reading assessments to determine if strategies and skills have been met

• Grades K-5 teachers will analyze RtI Data at benchmark meetings throughout year

• Grades K-5 teachers will lead students in formulation of goal-setting during the fall, winter, and spring trimesters

• Staff meeting agendas/minutes will reflect focus on instructional strategies aimed at balanced literacy implementation

• Using Close Reading strategies, grades K-5 teachers will prompt students to apply textual evidence in responses to literature across all curriculum in order to formulate high-level questions

Strategy 2

Teachers will identify instructional reading levels of students through informal and formal assessments. Staff will use appropriate materials to meet targeted reading goals of students (leveled classroom libraries, multiple types of literature, and curriculum resources).


• By October 8, 2014, teachers will be able to share student instructional reading levels at benchmark data meetings to inform instructional practices

• Ongoing monitoring of instructional reading levels and skill and guided reading group delivery

• Ongoing leveling of classroom libraries


• Reading Specialist will lead staff trainings in August and September on administering Fountas and Pinnell assessments and using assessments to effectively teach Guided Reading groups throughout school year

• Grade K teacher will administer Fountas and Pinnell assessments twice per year students and as needed to assess reading growth

• Grades 1-2 teachers will administer Fountas and Pinnell assessments twice per year students and as needed to assess reading growth

• Grades 3-5 teachers will administer Fountas and Pinnell assessments twice per year students and as needed to assess reading growth

• Teachers will form Guided Reading and Strategy Groups by October and monitor progress throughout year

• Grades K-5 teachers will lead students to set a progressive reading goal based on Fountas and Pinnell reading level and using MAP data level each trimester

• Grades K-5 teachers will form Guided Reading groups by October


and meet at least two days per week with each group, as evidenced by teacher lesson plans

• In grades K-2, teachers will form word sort groups by October and meet at least two days per week with each group, as evidenced by teacher lesson plans

• In grades 3-5, teachers will form word sort groups by October and meet at least two days per week with each group, as evidence by teacher lesson plans

• In grades 3-5, Student Reader Notebooks will reflect genre selections, written response to reading, and a variety of text exposure

Strategy 3

Increase the percentage of students Above Expected Growth in Reading.



• Ongoing conferences with students during literacy block


• Work with students to implement goal-setting in grades 2-5 (Grades K-1 will implement goals setting in 2015-16) with focus on Reading

• Grades 2-5 teachers will manage MAP testing sessions fall-winter-spring

• Grades 2-5 teachers will review student data fall-winter-spring, using the Learning Continuum to identify areas of student strengths and potential growth

• Grades K-5 teachers will use the Reading Fundamental and Writing Fundamental common writing assessments to determine if strategies and skills have been met

• Grades K-5 teachers will use the Reading Fundamental and Writing Fundamental common reading assessments to determine if strategies and skills have been met

• Grades K-5 teachers will analyze RtI data at benchmark meetings throughout year for the purpose of monitoring and accelerating student growth

• Grades K-5 teachers will administer Fountas and Pinnell assessments to all K-5 students twice per year to assess reading growth

• Staff meeting agendas/minutes will reflect focus on instructional strategies aimed at implementation of student goal-setting


MATH

MATH Goals 1. 75% of students will meet or exceed their expected RIT growth. 2. The percentage of students within the 4th quartile will be maintained or increase at the building level and each grade level.


MAP • 80.2% of students meeting or above their expected RIT growth using the “D181 RIT Growth File” • 54% of students in the fourth quartile using the “D181 MAP Cohort Analysis File”


Strategy 1

At least one day per week, teachers of grades kindergarten through fifth grade will instruct flexible and fluid instructional groups based on student skillset.

Timeline Targets Who is responsible? Evidence of Completion • Ongoing review of pre and

post assessments to target student progress throughout the year

• Teachers will review the elements of the math workshop model throughout year, attempting to incorporate best practices in their teaching repertoires

• Increase use of formative assessments at least once per unit



• Grades K-5 teachers will analyze RtI data at benchmark meetings throughout year

• Grades K-5 teachers will lead students in formulation of goal-setting during the fall, winter, and spring trimesters

• Staff meeting agendas/minutes will reflect focus on instructional strategies aimed at incorporating 8 Mathematical Practices and flexible grouping

• Grades K-5 teachers will use the common math assessments to determine if strategies and skills have been met

• Grades K-5 teachers will utilize student pre and post assessment data to inform instructional planning, including the formation of strategy groups

• Using Close Reading strategies, teachers will prompt students to apply textual evidence in responses to mathematical curriculum in order to formulate high-level questions

• Teachers will observe their colleagues for potential instructional strategies to incorporate in their own classrooms

Strategy 2 Implement the Eight Mathematical Practices in grades kindergarten through fifth.


Timeline Targets Who is responsible? Evidence of Completion • Dedicate staff meeting time to

explore the Eight Mathematical Practices

• Incorporate more problem solving opportunities at least once per unit


• Grades K-5 teachers will utilize Problem Solving/Open Response Rubric for students to demonstrate their use of different strategies and mathematical thinking

• At a faculty meeting teachers will be given opportunity to examine 8 mathematical standards (faculty agenda notes)

• Grades K-5 teachers will conduct cross grade articulation discussions and look to increase vertical alignment for greater student proficiency

• Teachers observe colleagues teaching mathematics while incorporating the 8 mathematical instructional practices (schedules)

• Grades K-5 teachers will engage students in speaking with complete sentences expressing their mathematical thinking

• Grades K-5 teachers will create 8 mathematical standards Anchor Charts with children and reference

• Math vocabulary will be demonstrated on classroom walls and heard in verbal explanations of students

• Grades k-5 students use math manipulatives correctly and strategically

Strategy 3

Increase the percentage of students Above Expected Growth in Math.




• Work with students to implement goal-setting in grades 2-5 (Grades K-1 will implement goals setting in 2015-16) with focus on Math


• Grades K-5 teachers will analyze RtI data at benchmark meetings throughout year for the purpose of monitoring and accelerating student growth

• Grades 2-5 teachers will review student data fall-winter-spring, using the Learning Continuum to identify areas of student strengths and potential growth

• Grades K-5 teachers will use the common math assessments to determine if strategies and skills have been met


SELAS

SELAS Goal • Walker School will practice common language and actions that emphasize the need for every individual to contribute to a SELAS rich environment.


• 2014 Illinois Youth Survey • 2014 5Essentials Survey • SEL Reports Summary as provided using the “D181 2014 SEL Reports” file


Strategy 1

Initiate a Student Leadership Team focused on service and positively influencing the Walker School community.

Timeline Targets Who is responsible? Evidence of Completion • September 18, 2014 kickoff

event • Monthly SLT meetings

• Classroom teachers • Reading Specialist • Differentiation Specialist • MRC Director • Interventionist • Social Worker • Principal • PTO • Walker SELAS Team • Walker support staff

• Orange Ruler whole school fundraiser focused on a common theme: “I Measure Up!”

• Students in grades 3 -5 will be invited to sign up for the new Student Leadership Team by September

• Recognizing students who exhibit leadership around Walker • Publicly display monthly SELAS themes throughout school to

promote common language • Student leaders will model and promote monthly themes in their

daily interactions • Guest speakers will attend monthly meeting(s) to present on

leadership in the community • Community service project

Strategy 2

Using District SELAS themes, Walker staff will display and promote “SELAS Word of the Month” throughout the school.

Timeline Targets Who is responsible? Evidence of Completion • Teachers will display and teach

“SELAS Word of the Month” in their classrooms

• Principal and Social Worker will conduct at least four supervisor meetings to review practices and perform systems improvements in the

• Principal • Lunch/Recess Supervisors • Social Worker • Walker SELAS Team • Classroom teachers • Reading Specialist • Differentiation Specialist • MRC Director

• Orange Ruler whole school fundraiser focused on a common theme: “I Measure Up!”

• Teachers will model and promote monthly themes in their daily interactions

• Publicly display monthly SELAS themes throughout school to promote common language

• Walker School will communicate monthly themes in newsletters and websites to engage families in common language and


lunchroom and recess environments

• Interventionist • PTO • Walker SELAS Team • Walker support staff

expectations • Study and implement best practices for maintaining a positive

school environment • Specifically, focus on proactive management of the lunchroom and

recess environments

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