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2010-2011 School Improvement Plan - Highland Elementary (PDF)

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<strong>Highland</strong> <strong>Elementary</strong> <strong>School</strong><strong>2010</strong>-<strong>2011</strong><strong>School</strong> <strong>Improvement</strong> <strong>Plan</strong>


<strong>Highland</strong> <strong>Elementary</strong> <strong>School</strong> <strong>Improvement</strong> <strong>Plan</strong> <strong>2010</strong>-<strong>2011</strong><strong>2010</strong> - <strong>2011</strong> <strong>School</strong> <strong>Improvement</strong> <strong>Plan</strong> SummaryFOCUS ON LEARNING: The staff at <strong>Highland</strong> are committed to creating a plan of action which will guide us in our work towardimproving our school performance in specific content areas. Although we have two main content focuses this school year, this doesnot mean we are any less intentional in our plans to improve in all areas. In this plan, we are specifically focusing on improving ourstudent achievement in areas of mathematics and writing. Within the area of writing, we have come up with an action plan thatfocuses on grade level and whole school collaboration around the modeling of the writing process, and being more intentional inutilizing our powerful teaching and learning strategies. We have adopted a school-wide pre-write to help our students better organizetheir thoughts and to use our instructional time K-5 more efficiently by not having to re-teach a different pre-write each school year.We are focusing on COS (content, organization, style) as our data shows we are scoring lower in this area by focusing on the SixTraits writing language. This will allow us to have a common writing language building-wide, which will allow adults and students tocommunicate about how we can improve student writing using concrete strategies and methods. Within the area of mathematics, weare working to utilize the PLC model (professional learning communities) to begin to examine formative and summative classroombaseddata (daily assignments, quizzes, end-of-unit assessments) as teams to better inform our instruction and plan/implement specific,timely interventions. We also plan to utilize the data collected from our district math assessments given three times during the schoolyear to give us a better understanding of what specific math GLE’s (grade-level expectations) students are mastering, and which theyneed additional time/instruction to master. Our work will be supported by our district math specialist, Mr. Eric Bates.DEVELOPING EXCELLENCE IN STAFF: The use of data to inform our instruction will be our goal for the <strong>2010</strong>-11 school yearin the area of developing excellence in our staff. Although we will work as team to inform our instruction in all content areas,mathematics will be a main vehicle in building capacity and skill within our staff to use data effectively. Using common, classroombasedassessments and district mathematics assessment data, grade level teams will become more proficient in their ability to adjusttheir instruction in a timely fashion using the results of data collected. In addition, they will also work together to create classroombasedinterventions to help those learners who need additional support/time. Our plan is to work to replicate some of these practicescreated from grade-level teams so that these strategies can be shared and implemented by fellow teams. We will work to recognizethese best practices during staff meetings and trainings in order to celebrate and share, as well as model.DEVELOPING PARTNERSHIPS WITH FAMILIES AND THE COMMUNITY: The staff at <strong>Highland</strong> greatly appreciate thesupport we receive from our families and the surrounding community. We will continue to work to cultivate this partnership bycreating opportunities and mechanisms with which to clearly communicate to these parties on a regular basis. We continue to offerevents such as Open House and Kindergarten Orientation before the onset of school, Curriculum Night, LAP Reading Night, andseveral PTA-sponsored evenings. Additionally, in partnership with our <strong>Highland</strong> PTA, we offer opportunities for parents to impactour learning community through participation with our Art Docent Program and annual art show. We have a new school-widebehavior/communication program that we are excited about, and expect that this will help us to communicate with families on aconsistent basis.2 2


<strong>Highland</strong> <strong>Elementary</strong> <strong>School</strong> <strong>Improvement</strong> <strong>Plan</strong> <strong>2010</strong>-<strong>2011</strong>MSP (WASL) DATAREADING SCIENCE<strong>School</strong> State <strong>School</strong> State <strong>School</strong> State <strong>School</strong> StateYear 3rd 3rd 4th 4th 5th 5th Year 5th 5th2009‐<strong>2010</strong> 84.6 72.1 68.9 67.2 76.9 69.6 2009‐<strong>2010</strong> 37.4 34.02008‐2009 82.0 71.4 84.5 73.6 90.0 74.0 2008‐2009 68.0 44.92007‐2008 89.8 70.7 73.9 72.6 87.8 75.6 2007‐2008 64.3 43.02006‐2007 79.0 70.9 87.0 76.6 80.6 71.9 2006‐2007 52.7 36.52005‐2006 83.2 68.3 88.3 81.2 85.9 76.3 2005‐2006 45.7 35.7MATH WRITING<strong>School</strong> State <strong>School</strong> State <strong>School</strong> State <strong>School</strong> StateYear 3rd 3rd 4th 4th 5th 5th Year 4th 4th2009‐<strong>2010</strong> 71.4 61.8 52.8 53.7 54.2 53.6 2009‐<strong>2010</strong> 66.7 61.12008‐2009 79.0 66.3 60.2 52.3 77.0 61.9 2008‐2009 53.9 60.42007‐2008 83.0 68.6 54.3 53.6 77.4 61.2 2007‐2008 59.8 62.32006‐2007 77.8 69.6 69.8 58.1 71.0 59.5 2006‐2007 73.0 60.22005‐2006 82.3 64.2 57.9 58.9 72.8 55.8 2005‐2006 62.8 60.4Below the state average3 3


<strong>Highland</strong> <strong>Elementary</strong> <strong>School</strong> <strong>Improvement</strong> <strong>Plan</strong> <strong>2010</strong>-<strong>2011</strong>ADDITIONAL DATAWriting COS/CON Data:COS data(Content, Organization, Style)CON data(Conventions)4 4


<strong>Highland</strong> <strong>Elementary</strong> <strong>School</strong> <strong>Improvement</strong> <strong>Plan</strong> <strong>2010</strong>-<strong>2011</strong>DATA ANALYSIS LEADING TO IDENTIFICATION OFACADEMIC IMPROVEMENT GOALS*Mathematics: During our analysis of data in the area of mathematics, we found that our students were performing below state levels in threedifferent math strands according to the MSP results in third, fourth, and fifth grades. As a result, we have identified mathematics as an area todevelop SIP goals. We will work to use our classroom-based formative/summative data to adjust our instructional goals for each student. Gradelevelteams will examine and share classroom data in order to identify the areas students require more support/time in. Our staff will work tocreate timely, focused interventions while utilizing powerful teaching strategies to guide us in the development of these interventions.*Writing: During our analysis of data in the area of writing, our MSP trend data showed that we scored below state levels overall in three of thepast five years accordingly. Additionally, by taking a more in-depth look at our <strong>2010</strong> MSP results in the area of writing, we discovered that only61% of our students met or exceeded proficiency in the area of COS (content, organization, style) while 81% of our students met or exceededstandard in the area of CON (conventions). *(Overall, 66.7% of our students met standard in writing). As such, it is clear that we need to be moredeliberate with our instructional focus, time, and support in the area of COS (and CON) in order to prepare our students at <strong>Highland</strong> to becomeeffective writers as measured on the <strong>2011</strong> MSP.Reading: Although we do not specifically address the area of reading in our SIP plan this year, we have specific strategies in place to address the needs ofour students. First, we will continue to monitor our DIBEL screening scores throughout the school year. We will use this as well as our formativeclassroom-based assessments to adjust our instruction using flexible reading groups. Additionally, third through fifth grade classrooms will utilize STEMquestions (from the state) in order to help students think and respond critically (and at higher levels) about what they are reading. They will also provideopportunities for students to answer questions in a variety of formats- multiple choice, short answer, etc. Our LAP reading support program will continue totarget K-2 students specifically to ensure we move students from intensive to strategic, and strategic to benchmark and beyond. We will also work to target3-5 grade students who are not yet at benchmark by looking into the possibility of utilizing an “Early Bird” reading program for reading intervention outsideof the school day (before school).Science: This is a district focus and we will be working with the District <strong>Elementary</strong> Science Team to better align our FOSS science kits with the statebenchmarks/standards. We have two reps from our building (one primary, one intermediate) on the team.5 5


<strong>Highland</strong> <strong>Elementary</strong> <strong>School</strong> <strong>Improvement</strong> <strong>Plan</strong> <strong>2010</strong>-<strong>2011</strong>FOCUS ON LEARNINGGOALS, ACTION STEPS, RATIONALE, ACCOUNTABILITY, RESULTSACADEMIC CONTENT GOAL: MATHEMATICSSTUDENT ACHIEVEMENT PROBLEM:Students at <strong>Highland</strong> <strong>Elementary</strong> have scored below the state average (fourth and fifth grades) in the following strandnumbersense and algebraic sense, and below the state average (third and fourth grades) in the following strands-“measurement, geometric sense, and statistics”. Additionally, students scored below the state average (fourth grade) in thefollowing strand- “procedures and concepts”.STUDENT ACHIEVEMENT GOAL:• 80% of our third grade students at <strong>Highland</strong> <strong>Elementary</strong> will meet or exceed standard in the area of mathematics asmeasured by the <strong>2011</strong> MSP.• 80% of our fourth grade students at <strong>Highland</strong> <strong>Elementary</strong> will meet or exceed standard in the area of mathematics asmeasured by the <strong>2011</strong> MSP. (71.4% on 2009 MSP)• 70% of our fifth grade students at <strong>Highland</strong> <strong>Elementary</strong> will meet or exceed standard in the area of mathematics asmeasured by the <strong>2011</strong> MSP. (52.8% on 2009 MSP)Action Specific Activities/Strategies to ReachStepAcademic Goal1 Grade level teams will utilize commonformative assessment data from quizzes,end of unit assessments, and the districtassessments given three times during theschool year to create grade-level plans fortimely intervention. (Resources- time,building funds, Eric Bates, district mathsupport specialist)Rationale Evidence of Effectiveness ResultsTeachers need to be able to inform theirinstruction in a timely fashion using data.Together as teams, interventions can becreated. Some students require additionaltime and interventions in order to masterthe various content strands (specific mathstandards/GLE’s). Additionally, somestudents need different types ofinstructional approaches.1. Classroom observations, gradelevel collaboration examining data,creating classroom-basedinterventions as a result of the data.2. Evidence/data- commonsformative assessments built into themath curriculum, district mathassessments given three times perschool year.Results:6 6


2 Work in how to collaborate within aprofessional learning community,specifically focusing on increasingmathematics achievement. (Resources,time, building funds, Eric Bates, districtmath support specialist)<strong>Highland</strong> <strong>Elementary</strong> <strong>School</strong> <strong>Improvement</strong> <strong>Plan</strong> <strong>2010</strong>-<strong>2011</strong>In order to effectively examine data, 1. Observation of teams workingstructures and protocols must betogether within an effective PLCintroduced and adopted by grade level environment,teams. The work of informing our interventions/approaches beinginstruction using data, creatingshared as a result of data examinedinterventions and utilizing a variety of and shared.powerful instructional approaches is much 2. Evidence/data- Increased successmore effective when we work as a team to of our students on formative anddo so.summative assessments (CBA’s anddistrict assessment), MSP data.Results:3 District pacing guides will be followed, andgrade level expectations (GLE’s) will bereviewed by teams to ensure that ourstudents are given an opportunity to masterthe designated grade level skills within ourdistrict math curriculum. (Resources: time,building budget, Eric Bates, districtmathematics support specialist).Students must be given an opportunity tomaster the designated mathematical skillsfor their respective grade levels. In orderto do so, we must ensure that the pacingguide created for our students is followed,and time is spent making sure GLE’s arecovered adequately within our districtmathematics curriculum.1. Classroom observations, lessonplan alignment/pacing guides, gradelevel collaboration.2. Evidence/data- - Increased successof our students on formative andsummative assessments (CBA’s anddistrict assessment), MSP data.Results:7 7


<strong>Highland</strong> <strong>Elementary</strong> <strong>School</strong> <strong>Improvement</strong> <strong>Plan</strong> <strong>2010</strong>-<strong>2011</strong>FOCUS ON LEARNINGGOALS, ACTION STEPS, RATIONALE, ACCOUNTABILITY, RESULTSACADEMIC CONTENT GOAL: WRITINGSTUDENT ACHIEVEMENT PROBLEM:According to our <strong>2010</strong> MSP scores, 66% of our students at <strong>Highland</strong> met proficiency in the area of writing. Breaking downthe data further, we found that 81% of our students were proficient in the area of CON (conventions) while only 61% of ourfourth graders met proficiency in the area of COS (content, organization, style).STUDENT ACHIEVEMENT GOAL:75% of our fourth grade students at <strong>Highland</strong> <strong>Elementary</strong> will meet or exceed standard in the area of writing as measured by the <strong>2011</strong> MSP. (66.7%in <strong>2010</strong> MSP)Action Specific Activities/Strategies to ReachStepAcademic Goal1 Staff examination of writing data to betterunderstand how are students are achievingin the area of writing. (Resources: time,building budget, OSPI data)Rationale Evidence of Effectiveness ResultsExaming data allows us to better informour instructional goals as a school, gradelevel, and classroom. We become moreintentional in our planning, instruction,and assessment practices as a result.1. Staff meetings, grade level datasessions, grade level and staffcollaboration.2. Common formativeassignments/assessments, summative4/5 assessments, MSPResults:2 Building-wide plan for monthly grade levelprompts (K-5) in the modes of personalnarrative, narrative, and expository as partof a balanced writing plan for each team.Additionally, writing assessments in grades4 & 5 (anchored by released state items) onthree occasions in addition to the MSP infourth grade). (Resources- time, buildingbudget)Students need an opportunity (K-5) to getpractice at writing to a prompt asmeasured on the fourth grade MSP stateassessment. The writing process must bemodeled and taught to students on aconsistent basis in order for students tobecome proficient writers as measured byour state assessment in the areas of COSand CON.1. Classroom observations, gradelevel collaboration, classroomexamples turned into buildingprincipal monthly.2. Grade level monthlyassignments/assessments, MSPresults.Results:8 8


3 Building-wide and grade level work onusing the Six Traits as the chosen languageto help students improve their writingwithin the writing process. Students andteachers will use this language tocommunicate how to better improve theirwriting skills and product on a daily basis.(Resources- time, building budget formaterials, posters)4 Building-wide practice at scoring studentpapers in the area of writing in order tocalibrate what teachers and students feelmeets standard. (Resources- time, buildingbudget, work with Beth Niemi, ESDliteracy consultant)<strong>Highland</strong> <strong>Elementary</strong> <strong>School</strong> <strong>Improvement</strong> <strong>Plan</strong> <strong>2010</strong>-<strong>2011</strong>In order for students to improve theirwriting, teachers and students must have asolid knowledge of the Six Traits andhow to use them to improve their writingskills. Mini-lessons and conferencingwith students using the Six Traitslanguage will allow clear communicationand a vehicle for students/teachers toassess and improve their writing in aconcrete fashion.We as an instructional staff must all havea common vision of what quality writinglooks like according to designatedcriteria. Our staff must spend timetogether (as a building, and as grade levelteams) scoring writing using commoncriteria in areas of COS/CON anddiscussing our rationale.1. Classroom observations, gradelevel collaboration, observations ofteacher/student conferencing.2. Grade level revising/editingchecklist, monthly data from gradelevelprompts turned in, writingassessments, MSP data1. Grade level and school-widecollaboration, staff meetings used toscore papers, grade levelrevising/editing checklists.2. Grade level revising/editingchecklist, monthly data from gradelevelprompts turned in, writingassessments, MSP dataResults:Results:5 Building-wide pre-write adopted in orderto provide students (K-5) a structure inwhich to organize their creative thinking.Staff will continually model this process asa writer, an d provide examples of qualitypre-writes, rough drafts, revision/editingprocess, and final copies for students to seethose quality outcomes/targets. (Resourcestime,building budget)6 We will focus on recognizing two students2X per month of the school year in eachclassroom who display excellence in thearea of writing. They will be awarded witha Pencils of Power certificate and a shortrecognition ceremony with the principal.To avoid having to start from scratch eachyear, students will see the same basic prewrite(developmentally appropriate) eachyear at <strong>Highland</strong>. Teachers will be ableto continue the work as they providestudents with an effective tool to organizetheir thoughts.We must recognize excellence in ourstudents consistently and often in order toencourage excellence, improvement, andperseverance in the area of writing.1. Classroom observations, gradelevel and school-wide collaboration,lesson plan alignment.2. Grade level monthlyassignments/assessments, MSPresults.1. Student work will be evidence ofthe effectiveness of this program, andthe number of different studentsrecognized throughout the year.2.Evidence/data- Correlationbetween MSP data and P.O.P. data.Results:Results:9 9


<strong>Highland</strong> <strong>Elementary</strong> <strong>School</strong> <strong>Improvement</strong> <strong>Plan</strong> <strong>2010</strong>-<strong>2011</strong>DEVELOPING EXCELLENCE IN STAFFGOALS, ACTION STEPS, RATIONALE, ACCOUNTABILITY, RESULTSStaff Professional Development Goal: Using Data to Improve InstructionFocus on Powerful Teaching and Learning strategies and staff collaborationGOAL:100% of our grade level teams will use both classroom-based formative/summative data and district assessment data to inform their instruction andcreate timely interventions as a result of this data as measured by the <strong>2011</strong> MSP (meeting our goals as a school).Action Specific Activities/Strategies to ReachStepTarget Goal1 Grade level teams will use their data oncommon formative assessments to adjusttheir instruction for students and createtimely interventions as teams andindividually as appropriate.Rationale Evidence of Effectiveness ResultsIn order for students to reach mastery ofspecific GLE’s, our instructionalapproaches must be informed by specificdata. Accordingly, teachers and gradelevel teams must change theirinstructional approach/strategyaccordingly , and create interventions thatwill support students in mastering thespecific skill/knowledge.1. Classroom observations,observing grade level data fromteams/individual teachers usingclassroom-basedformative/summative assessments,district assessments2. Classroom formative/summativebasedassessments, districtassessmentsResults:10 10


<strong>Highland</strong> <strong>Elementary</strong> <strong>School</strong> <strong>Improvement</strong> <strong>Plan</strong> <strong>2010</strong>-<strong>2011</strong>DEVELOPING PARENT AND COMMUNITY PARTNERSHIPSACTION STEPS, RATIONALE, ACCOUNTABILITY, RESULTSParent Partnership Goal(s): Increase parent involvement and support for student achievement and behaviorby utilizing communication tools and events which allow parents to be partners in their child’s educationallife at <strong>Highland</strong>.Action Specific Activities/Strategies to ReachStepTarget Goal1 New building-wide <strong>Highland</strong> Hornetcommunication program which includescomponents for staff to communicate withfamilies on a daily basis as needed. Theprogram’s goals are to recognize behaviorswhich increase or decrease success forstudents. (Resources- copying)Rationale Evidence of Effectiveness ResultsParents can not support us in our goal ofhelping student learn behaviors that willsupport both academic andsocial/emotional growth unless they areinformed of issues in a timely fashion.Staff will revisit the effectiveness ofthis new program as certain pointsthroughout the school year. A parentsurvey could be utilized to gatherparent feedback on the effectivenessof the program.Results:2 Daily/weekly use of:• Hornet Wednesday take-home folder• Student <strong>Plan</strong>ner (as appropriate forgrade level)• Classroom/school newsletters (at leastmonthly) and/or teacher web pages(Resources- time, money)3 <strong>School</strong> events: <strong>Highland</strong>’s Open HouseEvening and Kindergarten Orientationbefore school begins, Curriculum Night inSeptember, and LAP Reading Night inNovember to teach parents activities/gamesto support their child’s reading growth athome. (Resources- money, time)4 Art Docent Program supported by our<strong>Highland</strong> PTA, as well as the annual<strong>Highland</strong> Art Show supported by thisprogram which invites local artists todisplay their art for students, families, andthe surrounding community. (PTA funds)Parents must be aware of what isoccurring in their child’s classroom,school initiative/events, and organizations(PTA) if they are to provide support tothem.Each of these events provides time forstaff and families to interact with oneanother in order to educate parents onhow to better support their child’seducation.This program is supported by our PTAand trains parents in the area of arteducation. Parents become art teachersand collaboratively work with our<strong>Highland</strong> teachers to deliver artinstruction to our students.Staff will revisit the effectiveness ofthis new program as certain pointsthroughout the school year. A parentsurvey could be utilized to gatherparent feedback on the effectivenessof the program.Staff will revisit the effectiveness ofthis new program as certain pointsthroughout the school year. A parentsurvey could be utilized to gatherparent feedback on the effectivenessof the program.Principal and Art DocentCoordinators meet regularlythroughout the school year to assesshow the program is performing andwhether its goals are being met.Results:Results:Results:11 11

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