Continuous School Improvement Action Plan SY 2014-2015 · 2015. 4. 26. · DEPARTMENT OF DEFENSE DOMESTIC DEPENDENT ELEMENTARY AND SECONDARY SCHOOLS GEORGIA / ALABAMA DISTRICT . Richard

DEPARTMENT OF DEFENSE DOMESTIC DEPENDENT ELEMENTARY AND SECONDARY SCHOOLS

GEORGIA / ALABAMA DISTRICT

Richard G. Wilson Elementary School

J. Michelle Allen

Continuous School Improvement

Action Plan SY 2014-2015

GA/AL District CSI Action Plan 1 Version 1 – 8/18/2014

Summary of Goals and Interventions

# Goal Name Goal Details Goal Type Total Funding

1

Math: By June of 2015, all students will improve in proficiency in solving mathematical tasks and demonstrate their mathematical thinking and reasoning by using a four step problem solving method and problem-solving strategies as measured by local and standardized assessments.

Objectives: 7 Strategies: 3 Activities: 9

Academic achievement goal

All programs were purchased through

DoDEA HQ

2

Reading: By June of 2015, all students will improve in proficiency in reading comprehension by using graphic organizers, in conjunction with explicit comprehension instruction, as measured by local and standardized assessments.

Objectives: 8 Strategies: 4 Activities: 11

Academic achievement goal

All programs were purchased through

DoDEA HQ


Goal 1 – MATH

Goal 1 Objectives: DoDEA Community Strategic Plan Performance Measure: 75% of DoDEA students (overall and by ethnic, racial, and special services subgroups) will score in the top two quarters and no more than 5% in the bottom quarter on the TerraNova in Math by SY 2017-18. Richard G. Wilson School SMART Goal A (TN Math Subject Test - All 5th Grade Students): 5th grade students will increase their achievement on the TN Math Subject Test from 53% scoring in the Top Two Quarters in SY 13-14 to 58% scoring in the Top Two Quarters in SY 14-15.

Richard G. Wilson School SMART Goal B (TN Math Subject Test– All 4th Grade Students): Students in 4th grade will increase their achievement on the TN Math Subject Test from 54% scoring in the Top Two Quarters in SY 13-14 to 59% scoring in the Top Two Quarters SY 14-15.

Richard G. Wilson School SMART Goal C (TN Math Subject Test– All 3rd Grade Students): Students in 3rd grade will increase their achievement on the TN Math Subject Test from 63% scoring in the Top Two Quarters in SY 13-14 to 68% scoring in the Top Two Quarters in SY 14-15. Richard G. Wilson School SMART Goal D (Problem Solving rubric): Students in grade 2 will increase their achievement on the selections from EveryDay math problem solving assessments from 74% scoring in the Top Two Categories in SY 13-14 to 79% scoring in the Top Two Quarters in SY 14-15.


Richard G. Wilson School SMART Goal E (Problem Solving rubric): Students in grade 1 will increase their achievement on the selections from EveryDay math problem solving assessments from 61% scoring in the Top Two Categories in SY 13-14 to 66% scoring in the Top Two Quarters in SY 14-15. Richard G. Wilson School SMART Goal F (Problem Solving rubric): Students in Kindergarten will increase their achievement on the selections from EveryDay math problem solving assessments from 67% scoring in the Top Two Categories in SY 13-14 to 72% scoring in the Top Two Quarters in SY14-15. Richard G. Wilson School SMART Goal G (TN Math Subject Test– All 4th Grade Students): SES students in grades 3-5 will increase their achievement on the TN Math Subject Test from 43% scoring in the Top Two Quarters in SY 13-14 to 48% scoring in the Top Two Quarters SY 14-15. Data that supports the selection of SMART Goals

Assessment Name Domain or Sub-skill Measure Yearly scores TerraNova 3 Math – All Students Percentage in Top Two

Quarters SY 13-14 (All Students - %

scoring in Top Two Quarters):

3rd Grade – 63% 4th Grade – 54% 5th Grade – 53%

TerraNova 3 Math – SES Percentage in Top Two

Quarters SES (% scoring in Top Two

Quarters): Grades 3-5 – 43%

Local Math Assessment

K-2 Problem Solving Assessment Percentage at and above

standard SY 13-14 (All Students - %

scoring at or above standard)

2nd Grade – 74% 1st Grade – 61%

Kindergarten – 67%


Goal 1: Name of Strategies and Description of Activities that support SMART Goals

Strategy 1 Name/Brief Title

Research Cites Supporting Efficacy of Strategy

Problem Solving

Strategies

Research supporting this strategy/intervention: “Mathematical Communication in the Classroom”, Early Childhood Education Journal; June 2005. Summary: Students’ mathematical reasoning, thinking, and problem solving are improved by having a classroom rich in mathematical discourse. Teachers should foster math communication in their classrooms. Students, especially at the primary level, build more conceptual understanding through the use of discourse. Elementary and Middle School Mathematics Teaching Developmentally, by John A. Van De Walle. Summary: For mathematical instruction to be effective, teachers need to emphasize the importance of working on problems, not merely on getting the right answers (Burns). The Three-Part Problem Solving instructional model allows students to clarify, explore, and summarize mathematical concepts through peer interaction and discourse (Van de Walle, 2007). Principles and Standards for School Mathematics, NCTM; 2000. Summary: The NCTM standards emphasize the importance of teachers maintaining an environment in which all students develop mathematical thinking through monitoring, reflection, and adjustment. Communication and Reflection are the essential elements in the process of mathematical thinking. Teachers should build connections through challenging and engaging problem solving situations. Students should be guided and promoted to trust their abilities to make sense of mathematical concepts NCTM, (2003). “Mathematical Thinking and Problem Solving”, 1994. Summary: The focus is on teaching mathematical topics through problem-solving contexts and inquiry-oriented environments to help students construct a deep understanding of mathematical ideas and processes by engaging them in doing mathematics: creating, conjecturing, exploring, testing, and verifying. http://www.nctm.org/uploadedFiles/Research_News_and_Advocacy/Research/Clips_and_Briefs/Research_brief_02_-_Effective_Strategies.pdf Intervention instruction should be explicit and systematic, incorporating models of proficient problem solving, verbalization of thought processes, guided practice, corrective feedback, and frequent cumulative review. Instructional materials should include examples of easy and difficult problems. Students need guided practice with scaffolding,


http://www.nctm.org/uploadedFiles/Research_News_and_Advocacy/Research/Clips_and_Briefs/Research_brief_02_-_Effective_Strategies.pdf

http://www.nctm.org/uploadedFiles/Research_News_and_Advocacy/Research/Clips_and_Briefs/Research_brief_02_-_Effective_Strategies.pdf

Activity Name

Activity Description

Activity Type Begin Date

End Date

Resource Assigned

Staff Responsible

Problem Solving rubric (SAVE/PASS)

Teachers will model and provide practice using a four step problem-solving method.

Direct Instruction Sept 2014 May 2015

envision Math EveryDay Math SAVE/PASS rubric Problem Solving strategies Elmo/Projector SMARTBoard SMI Assessment data manipulatives

Core teachers, Math IS

Teachers will select and model mathematical strategies a minimum of once a week.

Strategies Make It Simpler Act Out or Use Objects Make a Picture or Diagram Use or Make a Table Make an Organized List Try, Check, Revise Use or Look for a Pattern Work Backwards Use Logical Reasoning Brainstorm Equation/ Number Model Graph

Teachers will use grade level collaboration

Collaboration


time to practice using the rubrics and problem solving guide at minimum once each quarter.

Teachers will

model and practice using the Math rubric to evaluate the mathematical task a minimum of twice a month.

Teachers will use the problem solving rubric to assess student work quarterly. Data will be collected quarterly.

Assessment Math Rubric Problem Solving Protocol

Teachers will model and practice using appropriate mathematical


language used in problem solving.

Teachers and students will use quarterly assessment data to select mini-goals (grades K-5) each quarter directly related to the grade level needs of students within their mathematical learning.

Students will practice alone or in pairs solving mathematical tasks using the strategies a minimum of once a week.

Students will model and demonstrate mathematical problem solving


strategies to peers and teachers.

Students will use the math rubric to analyze their own work and the work of their peers a minimum of once a month (grades K-5).

Students will select and apply appropriate problem solving strategies to solve a variety of related mathematical tasks in each grade level math series.

Students will practice the use of appropriate mathematical language used in problem

Math Word Wall


solving alone or in pairs.

Students will be assessed using the Scholastic Math Inventory assessment three times per year (B,M,E) to collect data to facilitate their mathematical readiness and close achievement gaps.

SMI

Strategy 2 Name/Brief Title

Research Cites Supporting Efficacy of Strategy

EveryDay Math –

Problem Solving

http://ies.ed.gov/ncee/wwc/pdf/intervention

Activity Name



End Date

Resource Assigned

Staff Responsible

EveryDay Math - (Grades K-2)

Teachers will use the adopted Math series for ongoing and differentiated teaching/practice and support

Small Group Aug 2014 May 2015

EveryDay Math Games

Core Teachers


http://ies.ed.gov/ncee/wwc/pdf/intervention

for students Strategy 3 Name/Brief

Title Research Cites Supporting Efficacy of Strategy

Math Instructional

Support AMP: Achieving

Math Proficiency

SMI Differentiated Instruction

Activity Name



End Date

Resource Assigned

Staff Responsible

Differentiated Instruction

Students who are identified as in need of math support as a result of data from SMI, Grade Level Standards, local problem solving assessments, and/or TerraNova results will be enrolled in math support and receive individualized interventions based on specific skill deficits.

Direct Instruction, Small Group Instruction,

Computer-based Instruction

Sept 2014 May 2015

Math curriculum materials, manipulatives Grade Level Standards SMI (Scholastic Math Inventory)

Math IS teacher


Math teachers will assess and progress monitor specific skills and continue to build acquisition of grade level standards.

Targeted skill development for individuals will be provided with a focus on achieving grade level math proficiency based on grade level standards and SMI identified gaps.

Students will be progress monitored and exited upon meeting exit criteria which may include grade level


proficiency and teacher input to include discussion and decisions to identify the best placement for the child.

Goal 1: Staff Development Plan to Support SMART Goals:

Activity Name Training/Staff Development Begin Date

End Date

Resources & Allocated Time

enVision Math - MDIS 1st training - October 2014 – How to use Math Diagnosis and Intervention System for Math IS and Core Teachers (Grades 3-5) 2nd training – November 2014 – Training on reviewing results of assessments and interventions

Oct 2014

Feb 2015

Early Release

EveryDay Math – Problem Solving

1st Training – August 2014 – How to use Games to improve problem solving Ongoing Collaboration – Aug 2014 - May 2015 - Review student progress with problem solving

Sept 2014

May 2015

Early Release Collaboration –

Tiered Instruction 1st Training – enVision Math – MDIS – Sept 2014 2nd Training – EveryDay Math Assessments and Tiered Instruction for Interventions – Sept 2014 Ongoing Collaboration – Aug 2014 – May 2015 – Identify struggling students who need math interventions

Sept 2014

May 2015

Math IS – All Day Training Math IS – Collaboration with Core Teachers

Co-teach/Inclusion 1st Training – Sept 4th – instructional models 2nd Training – Sept 17th – math manipulatives Collaboration – weekly collaborative planning

Sept 2014

May 2015

Subs – PD Weekly collaboration

SMI (Scholastic Math Training for staff Oct. May Math IS teacher



End Date


Inventory) 2014 2015 Data Team Experience Identify struggling students

Ongoing collaboration to identify struggling students for math intervention and those in need of extension

Aug. 2014

May 2015

Morning Collaboration Time Math IS, MS, ET, Gifted-Teacher

Goal 1: Evidence (How SMART goals will be measured) System-wide Assessment(s) Grade Levels Month(s) Administered Goal to achieve success

TN 3 – Math Grade 5 February 75% in Top Two Quarters TN 3– Math Grade 4 February 75% in Top Two Quarters TN 3 – Math Grade 3 February 75% in Top Two Quarters TN 3 – Math Grades 3-5 (SES) February 50% in Top Two Quarters School Selected Assessment(s) Grade Levels Month(s) Administered Goal to achieve success

EveryDay Math Local Problem Solving Assessment

Grade 2 Selected Units 75% or higher scoring at/above standard on the local problem solving for selected units


Grade 1 Selected Units 75% or higher scoring at/above standard categories on the local problem solving for selected units


Kindergarten Selected Units 75% or higher scoring in the at/above standard categories on the local problem solving for selected units


Goal 2 – (Reading) Goal 2: Objectives

DoDEA Community Strategic Plan Performance Measure: 75% of DoDEA students (all students and by ethnic, racial, and special services subgroups) will score in the top two quarters and no more than 5% in the bottom quarter on the TerraNova in reading by SY 2017-18. All 3rd grade students will meet or exceed the end-of-year grade-level independent reading proficiency benchmark by SY 2017-18. K-3 students not meeting grade-level independent reading proficiency benchmarks will be enrolled in a reading intervention program by SY 2016-17. Richard G. Wilson SMART Goal A (Benchmark Assessment System [BAS] At or Above Standard) Students in Kindergarten will increase reading proficiency from 74% scoring at or above standard in SY 13-14 to 79% in SY 14-15 as measured by the BAS. Richard G. Wilson School SMART Goal B (Benchmark Assessment System [BAS] At or Above Standard) Students in 1st grade will increase reading proficiency from 69% scoring at or above standard in SY 13-14 to 74% in SY 14 -15 as measured by the BAS. Richard G. Wilson School SMART Goal C (Benchmark Assessment System [BAS] At or Above Standard) Students in 2nd grade will increase reading proficiency from 87% scoring at or above standard in SY 13-14 to 92% in SY 14-15 as measured by the BAS. Richard G. Wilson School SMART Goal D (Benchmark Assessment System [BAS] At or Above Standard) Students in 3rd grade will increase reading proficiency from 79% scoring at or above standard in SY 13-14 to 84% in SY 14-15 as measured by the BAS.


Richard G. Wilson School SMART Goal E (TerraNova Reading Subject Test – Top Two Quarters) Students in 3rd grade will increase their achievement on the TN Reading Subject Test from 53% scoring in the Top Two Quarters in SY 13-14 to 58% scoring in the Top Two Quarters in SY 14-15. Richard G. Wilson School SMART Goal F (TerraNova Reading Subject Test – Top Two Quarters) Students in 4th grade will increase their achievement on the TN Reading Subject Test from 60% scoring in the Top Two Quarters in SY 13-14 to 65% scoring in the Top Two Quarters in SY 14-15. Richard G. Wilson School SMART Goal G (TerraNova Reading Subject Test – Top Two Quarters) Students in 5th grade will increase their achievement on the TN Reading Subject Test from 35% scoring in the Top Two Quarters in SY 13-14 to 50% scoring in the Top Two Quarters in SY 14-15. Richard G. Wilson School SMART Goal H (TN Math Subject Test– SES Students): SES students in grades 3-5 will increase their achievement on the TN Reading Subject Test from 50% scoring in the Top Two Quarters in SY 13-14 to 55% scoring in the Top Two Quarters SY 14-15.

Assessment Name Domain or Sub-skill Measure Yearly scores

BAS Reading Accuracy and Comprehension

Percentage At/Above Standard

SY 13-14 (% scoring at or above standard):

K - 74% 1st grade - 69% 2nd grade – 87% 3rd grade - 79%

SRI Reading Comprehension

Percentage in Proficient and Advanced Categories on

Lexile *SY14-15 New SRI proficiency

bands

*Data for SY14-15

Baseline


TerraNova 3 Reading Top Two Quarters

SY 13-14 (All Students - % scoring in Top Two

Quarters): 3rd grade –53% 4th grade –60% 5th grade –35%

TerraNova Reading - SES Top Two Quarters Students (SES) (% scoring in

Top Two Quarters): Grades 3-5: 50%

Goal 2: Name of Strategies and Description of Activities that support SMART Goals

Strategy 1 Name/Brief Title Research Cites Supporting Efficacy of Strategy Graphic Organizers http://www.reading-skills-pyramid.org/reading-comprehension.htm

http://www.readingrockets.org/teaching/reading101/comprehension Activity Name Activity Description Activity

Type Begin Date

End Date

Resource Assigned

Staff Responsible

Graphic Organizers with Explicit Comprehension Instruction

The teacher will explain to the students why the strategy or skill will help their comprehension and when to apply the strategy or skill.

Explicit Instruction

Sept 2014 May 2015

Reading Streets with grade level materials/supplemental materials

Core teacher

The teacher will model, or demonstrate, how to apply the strategy or skill in direct relation to the text the student(s) is/are reading.

The teacher will provide guided practice and assist students in their understanding and application of the skill or


http://www.reading-skills-pyramid.org/reading-comprehension.htm

http://www.readingrockets.org/teaching/reading101/comprehension

strategy. The teacher will facilitate as

the student(s) practice(s) the strategy or skill until they can apply it independently.

Strategy 2 Name/Brief Title Research Cites Supporting Efficacy of Strategy

Reading Streets/My Sidewalks

My Sidewalks Intensive Reading Intervention: http://assets.pearsonschool.com/asset_mgr/legacy/200915/MySidew

alks_Research_19981_1.pdf Activity Name Activity Description Activity

Type Begin Date

End Date

Resource Assigned

Staff Responsible

My Sidewalks Reading Intervention for grades K-2

Identify struggling readers from BAS and Kindergarten placement assessment in My Sidewalks

Explicit Instruction

Sept 2014 May 2015

Reading Streets – My Sidewalks

Classroom Teacher, Kindergarten Aides

Students who need reading interventions will have access to My Sidewalks Reading Intervention in addition to their core instruction

The emphasis will be on oral language, deep meaning of vocabulary, and concept development

Students will be progress monitored using the assessments to inform instruction and to determine when to exit the student


http://assets.pearsonschool.com/asset_mgr/legacy/200915/MySidewalks_Research_19981_1.pdf

http://assets.pearsonschool.com/asset_mgr/legacy/200915/MySidewalks_Research_19981_1.pdf

from the intervention.

Strategy 3 Name/Brief Title Research Cites Supporting Efficacy of Strategy Read 180 – Next

Generation Read 180 Research: http://research.scholastic.com/sites/default/files/publications/R180_Compendium_2014.pdf

Activity Name Activity Description Activity Type

Begin Date

End Date

Resource Assigned

Staff Responsible

Read 180 – Next Generation Reading Intervention for students in grades 4-5

Identify struggling readers from SRI and TerraNova results; (including students with disabilities: per best placement for the child) and ELL students who meet the 150 Lexile or higher criteria)

Whole Group Instruction,

Small Group Instruction,

and Independent

Learning

Sept 2014 May 2015

Read 180 – Next Generation

Read 180 Teacher

The Read 180 teacher will implement this program with fidelity.

Students will be progress monitored and exited upon meeting exit criteria

Strategy 4 Name/Brief Title Research Cites Supporting Efficacy of Strategy Fountas and Pinnell

Literacy LLI-Leveled Literacy Intervention

LLI Research http://www.heinemann.com/fountasandpinnell/pdfs/WhitePaperTextGrad.pdf

Activity Name Activity Description Activity Type

Begin Date

End Date

Resource Assigned

Staff Responsible

F&P LLI – Leveled Literacy Intervention for

Identify struggling readers from BAS; (including students with disabilities

Whole Group Instruction,

Small Group

Sept 2014 May 2015

LLI LLI Teacher, Read 180 Teacher


http://research.scholastic.com/sites/default/files/publications/R180_Compendium_2014.pdf

http://www.heinemann.com/fountasandpinnell/pdfs/WhitePaperTextGrad.pdf

students in grades K-3

(per best placement for the child) and ELL students who meet higher criteria)

Instruction, and

Independent Learning

The LLI teacher will implement this program with fidelity.

Students will be progress monitored for an 18 week period and exited upon meeting exit criteria

Goal 2: Staff Development Plan to Support SMART Goals


End Date


Reading Streets – Graphic Organizers

1st Training - Develop/Review Quarterly Curriculum Map (Reading Streets) (August 29, 2014) Early Release Tuesdays: 2nd Training – Instruction/Using Graphic Organizers

Sept 2014

Dec 2014

Professional Development and Early Release Days as needed

Guided Reading Early Release Tuesdays: 1st Training – Identify struggling readers 2nd Training – Instruction/Use of Reading Streets for explicit reading instruction

Sept 2014

Dec 2014

Early Release Days

Read 180 – Next Generation

1st Training – August 7-8, 2014 – new Read 180 Program – Next Generation Collaboration

Aug 2014

May 2015

Sub Days, Early Release for follow-up

F&P LLI Reading Intervention

1st Training – Sept 5-9th & 15-19– instructional models 2nd Training – Sept 17th Collaboration – weekly collaborative planning

Aug 2014

May 2015

Early Release Day

Co-teach/Inclusion 1st Training – Sept 4th – instructional models 2nd Training – Sept 17th – vocabulary instructional strategies

Aug 2014

May 2015

Subs – PD Weekly collaboration


Collaboration – weekly collaborative planning BAS Training

August – 1st BAS assessment – September – ODMS – April – 2nd BAS assessment and ODMS –

Aug 2014

April 2015

Collaboration and Early Release

SRI Training August – 1st SRI assessment – September – How to use results to inform instruction –

Aug 2014

April 2015

Collaboration and Early Release

Goal 2: Evidence (How SMART goals will be measured)

System-wide Assessment(s) Grade Levels Month(s) Administered Goal to achieve success SRI Grades 3-5 Quarterly

**New Proficiency Bands

*Data for SY14-15 Baseline

BAS Grades K-3 August and May K – 74% at or above standard 1st Grade – 70% at or above standard 2nd Grade – 88% at or above standard 3rd Grade – 79% at or above standard

TN 3– Reading Grades 3-5: All Students February 75% scoring in the top two Quarters

TN3– Reading Grades 3-5: Subgroup – SES students

February 55% scoring in the top two Quarters


Documents

Continuous School Improvement Action Plan SY 2014-2015 · 2015. 4. 26. · DEPARTMENT OF DEFENSE DOMESTIC DEPENDENT ELEMENTARY AND SECONDARY SCHOOLS GEORGIA / ALABAMA DISTRICT . Richard