4.files.edl.io · Web view2019/03/12 · Based on our DIBELS data, K-2 Phonics and Word Development Instruction is an important area that needs improving at BHT. DIBELS skills are

Mount Airy City SchoolsSchool Improvement Plan

A continuous improvement strategic plan, that communicates the approachwe will use to ensure all our students are career and college ready.

School: Tharrington Primary School

Year: 2018-2019 Current Growth Status

Mission:B.H. Tharrington Primary School will provide a safe and nurturing environment that inspires students to be and do their best. Faculty and staff will facilitate practices that lead to independent thinking and the attainment of a comprehensive and challenging education. We will

operate as a community of learners and leaders who value integrity and recognize our responsibility to be productive members of society.

School Improvement Plan Summary

Our focus area is: Literacy

Overall goal To improve the reading proficiency of ALL students

Target goalB.H. Tharrington Primary School will improve reading achievement for all students during the 2018-2019 school year as measured by improvementin the overall reading composite score from 78% to 80% and improvement in T.R.C. from 65% proficient to 68%. We will increase the 3rd Grade BOGscores from 25% to 28% proficient.

TRC proficiency 2017-2018 (EOY) K- 73% 1st- 65% 2nd-58% Schoolwide- 64% 2018-2019 (MOY) K- 16% 1st- 60% 2nd- 65% Schoolwide- 49%

Dibels Composite Score 2017-2018 (EOY) K- 89% 1st- 76% 2nd-69% Schoolwide- 77% 2018-2019 (MOY)K- 79% 1st- 68% 2nd- 72% Schoolwide- 73%

3rd grade BOG 2017-18 = 25% BOG 2018-19=26.2%

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Approaches/StrategiesContinue use of Balanced Literacy approach including Scott Foresman Basal, progress monitoring with fidelity, use of Letterland for phonics instruction, collaboration with True School Fellowship, i-Ready (45 minutes per week, per student), continue working with rigor of questioning.

Measures:Dibels, TRC, Common Formative Assessments, i-Ready Growth and Proficiency, EVAAS Data

During the 90 day cycle time for cycle 1 and 2 we will revisit/monitor our plan every 4 weeks

PPLAN:

Data Analysis. Answer the following question using any data and/or information you have about performance in this area

1. In order to meet your Overall Goal, what is the most important area that needs improving and why?Based on our DIBELS data, K-2 Phonics and Word Development Instruction is an important area that needs improving at BHT. DIBELS skills are indicators of early literacy skills and build the foundation for later literacy success. In an effort to prepare our students for more complex literacy experiences in the future we must ensure

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that a strong foundation is provided at the K-2 level.

2. What approaches/strategies are contributing to your success in this area and what data suggests this?Guided Reading groups utilizing push-in model, Letterland Phonics instruction, teacher directed literacy instruction, mClass data (DIBELS, TRC), easyCBM fluency measures

3. What are opportunities for improvement, gaps or barriers are in this area?Opportunities for improvement: expand Letterland use to PK-2 for Phonics and Word Development Instruction

4. What seems to be the root cause of the problem and what data suggests this?A 3-year trend in Kindergarten DIBELS data shows a change in incoming kindergartners performingat 59% below grade level (2016-2017) to 70% below grade level (2018-2019). This is concerning and suggests a lack of backgroundknowledge and pre-school experiences for some K students, whichhas led to a lack of basic early literacy foundational skills in our student population. Also, Letterland is consistently used inKindergarten as a phonics cueing system, but has not been carried on through first and second grade. This lack of consistency inphonics instruction is another root cause.

Reflection:

5. What approaches/strategies could you deploy to address the root cause and support meeting your overall goal?Professional development in implementation of LetterlandBalanced literacy approach for literacy instruction (word development, teacher directed reading, guided reading using push-in model)

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6. What research did you review to support the use of these strategies/approaches?Florida Center for Reading Research, 2005-08. Prior to Letterland, 19% of students were identified as high risk, 39% as at risk, and 42% at orabove target performance. After Letterland, that changed to 3% at high risk, 12% at risk, and 85% at or above target performance.Wake County Public School System, NC, 2013-14. Results: A significantly higher percentage of Letterland kindergarten students were at or above benchmark mid-year on Phoneme Segmentation and Nonsense Word Fluency-Correct Letter Sound DIBELS assessment than the matchedstudents, and remained significantly higher on the end-of-year assessments.Davidson County School, NC, 2014-17. Results: In kindergarten, significant increase in percentage of students at or above proficiency measuredby DIBELS rose from 19% to 71%. In first grade, significant increase from 41% to 66%.Grayson County Schools, VA 2014-15. Results: School #1 increase from 20% to 42%. School #2 increase from 38% to 86%. School #3 increasefrom 52% to 61%. School #4 increase from 38% to 58%.Newton Conover City Schools, NC 2012-2015. Results: School #1 increased proficiency on DIBELS from 44% to 79% in after year one of usingLetterland, to 82% in year two, and to 91% in year three. School #2 increased proficiency from 46% to 68% after one year of using Letterlandand to 93% in year two. School #3 increased proficiency from 40% to 89% after year one of using Letterland.https://4eiav7adx2b1gsx1llq9qcln-wpengine.netdna-ssl.com/wp-content/uploads/2017/07/ResultsResearchAcademicTestimonials6.26.17.pdf

In 2013-14, Letterland had strong implementation, with moderate to high fidelity within approximately 90% of Wake County Public School System (WCPSS) K-1 classrooms. The impact of Letterland on students' reading achievement was neutral to positive. A significantly higher percentageof WCPSS kindergarten students were at or above benchmark mid-year on Phoneme Segmentation Fluency (PSF) and Nonsense WordFluency-Correct Letter Sounds (NWF-CLS) than matched students from a comparison school district. WCPSS students' scores remainedsignificantly higher on the end-of-year NWF-CLS. Participation in Letterland had a significant positive effect for limited English proficient (LEP),Asian, Black, and Hispanic /Latino kindergarten students varying by indicator and benchmark period.Paeplow, C., & Wake County Public School System, W. D. and A. D. (2015). Letterland Evaluation: 2013-14. Eye on Evaluation. D&A Report No. 14.18.Wake County Public School System. Retrieved from https://login.proxy006.nclive.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED565243&site=eds-live&scope=site

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7. What performance measures will you use to monitor impact of your approach/strategy?mClass progress monitoring and benchmark data, common formative assessments

8. What measure will you use to monitor fidelity of deployment of your strategy/approach?lesson plans, walkthrough data, teacher evaluations, PLC agendas, grade level planning notes

9. What professional development, if any, will be offered in cycle 1 to support the staff in implementing the approach?Educational consultant (Dr. Wayne Foster and Nancy Scoggins) will provide guided reading/intervention support,TrueSchool Fellowship, Letterland

10. If funding is required, what funding source will be used? Utilize partnership with TrueSchool if needed

Messaging:

11. How will you convey intent of this focus area of SIP to stakeholders?Access to School Improvement Plan on school website, Family Literacy Night, stakeholders have access to SIT meeting dates andare invited to attend, minutes from SIT meetings are posted on BHT website, parent representative on SIT. SIP updates will be given to staffand School Board regularly.

12. How will you communicate progress towards goals or course corrections to stakeholders?Access to School Improvement Plan on school website, Family Literacy Night, stakeholders have access to SIT meeting dates andare invited to attend, minutes from SIT meetings are posted on BHT website, parent representative on SIT. SIP updates will be given to staff andSchool Board regularly.

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D DO:

Include the results from Reflection and Messaging section into deployment plan. Approach/Strategies, Impact performance measure, Fidelity measure, Professional development and Messaging.

Step #

List the specific steps your team will complete during this cycle.

Person(s) responsible for completion of the step.

Measure/Indicator(Used to monitor performance, process or completion)

Start Date

End Date

1 Adhere to and implement with fidelity all MACS Instructional Expectations for Literacy.

Teachers, Administration

Lesson plans, PLC meeting agendas, observations, and walkthrough data

8/2018 6/2019

2 Incorporate the consistent use of Letterland for Phonics and Word Development Instruction


Lesson plans, student work samples, Walkthroughs, observations,

8/2018 6/2019

3 Adhere to state expectations for progress monitoring. Identify lowest foundational skill of need and provide differentiated, targeted, research based instruction and intervention.


mClass reports, PEP’s, Continual review of intervention data and SAT notes

9/2018 6/2019

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Phillip Brown, 11/02/18,

Whenever possible, use names here. This ensures a person who is ultimately responsible for report the progress to the SIT. I suggest the principal and grade level chairs or some model like this.



4 Continue i-Ready usage with fidelity to ensure that student gaps are addressed through individualized assignments


Lesson plans, i-Ready reports

9/2018 6/2019

5 21st Century afterschool program. Identify students in need of targeted literacy instruction in after school program

Teachers, 21st Century staff

program enrollment, monitor progress of those enrolled

9/2018 5/2019

6 Continue implementation of Literacy Assessment Team for mClass benchmark testing

Administration, Assessment team

Schedule of testing team assignments and dates

9/2018 6/2019

7 Seek Letterland Professional Development for all staff members

Administration scheduling and attendance of PD session

8/2018 8/2019

8 Participate in TrueSchool Fellowship TrueSchool Fellowship Team

attendance and evidence of participation in cohort

8/2018 6/2019

S Study –

Insert formative data here from performance and fidelity measures identified in the Reflection section; questions 7 & 8 for this cycle or provide link to appropriate data.

TRC proficiency 2017-2018 (EOY) K- 73% 1st- 65% 2nd-58% Schoolwide- 64% 2018-19 (BOY) K- 11% 1st- 58% 2nd- 60% Schoolwide- 45% MOY goal = 70% schoolwide; K- 23% 1st- 63% 2nd- 64% 2018-2019 (MOY) 49% schoolwide; K- 16% 1st- 60% 2nd- 65%

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EOY goal = 80%; K- 1st- 2nd-

Dibels Composite Score 2017-2018 (EOY) K- 89% 1st- 76% 2nd-69% Schoolwide- 77% 2018-19 (BOY) K- 30% 1st- 73% 2nd- 69% Schoolwide- 59% MOY goal = 70% schoolwide; K- 70% 1st- 76.5% 2nd- 74.5% 2018-2019 (MOY) 73% schoolwide; K- 79% 1st- 68% 2nd- 72% EOY goal = 80%; K- 1st- 2nd-

1. What worked and how do you know?

2. What didn’t work and how do you know?

3. Do you need any additional assistance as you look at your results and start planning for the next Cycle? If Yes in what areas or topics do you need coaching or P.D. in?

4. What improvements could be made to the following areas: approach/strategy/process/support/professional development/monitoring…?

Reflect on the answers in 1 - 4 above for the previous cycle and place an X in front of which option best describes what you will do in your plan for the next cycle.

Target goal has been met and is changed to a new target goal.☐ Target goal not met but current plan is effective so we will continue current plan and repeat it for the next cycle.☐ Target goal not met so we will continue current plan. We will make improvements to the plan based on what didn’t work as☐ identified in #2 and #4 above. Target goal not met and information indicates that we need to abandon the current plan and identify a new approach.☐

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A Act – Revise or continue with implementation plan based on data analysis.

1. For the next cycle are you continuing with the approach from previous cycle? If yes continue to deployment plan. If no, address questions #2-5.

2. What improvements could be made to the following areas: approach/strategy/process/support/professional development/monitoring…?)

3. What performance measures will you use to monitor impact of your approach/strategy?

4. What measure will you use to monitor fidelity of deployment of your strategy/approach?

5. What professional development, if any, will be offered in this cycle to support the staff in implementing the approach?

Include Approach/Strategies, Fidelity measure, Professional development and deployment plan.

Step #

List the specific steps your team will complete during this cycle.

Person(s) responsible for completion of the step.

Measure/Indicator(Used to monitor performance, process improvement or completion)

Start Date

End Date

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S Study – Analysis of data after implementing an approach

Insert formative/summative data from performance and fidelity measures identified in the Act section; questions 3 & 4 for this cycle or link to trend data.

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A Act – Continue with the Target Goal or revise the Target Goal for next year.

Reflect on the data analysis for the year so far and place an X in front of the option below that best describes your direction for the 2016-17 SIP.

Overall goal has been met and School Improvement Plan focus will change for next year.☐ Target goal has been met and is changed to a new target goal.☐ Target goal not met but current plan is effective so we will continue current plan and repeat it.☐ Target goal not met, so we will continue current plan for 2016-17. We will make improvements to the plan based on what didn’t☐ work through this year.

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Documents

4.files.edl.io · Web view2019/03/12 · Based on our DIBELS data, K-2 Phonics and Word Development Instruction is an important area that needs improving at BHT. DIBELS skills are