School Improvement Planning · School Improvement Planning READING Data Date: 05/18/2016 ... Walkthrough Data Successes: There were increases in the level of student engagement during

10/25/2017 SPPS SCIP

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Benjamin E. Mays IB World School

School Continuous Improvement Plan2016-19

School Improvement Planning

READING

DataDate: 05/18/2016

Data Source: ACCESS for ELL

Successes: Our students are strong in the listening and reading strands.

Concerns: Although we are strong in the listening and reading strands, our reading scores are still low.

Date: 05/18/2016

Data Source: Other

MCA Embargoed

Successes: Our white students achieved at over 50%.

Concerns: This school year, our students went backwards in reading achievement. We have more students in the does not meet category.

Date: 05/18/2016

Data Source: Walkthrough Data

Successes: There were increases in the level of student engagement during reading interactive read alouds. When strategies were specific and visuals were used, the level of student engagement increased.

Concerns: We have teacher directed instruction rather than inquiry based learning. Reading workshop is not implemented with fidelity. There isn't evidence of the rigor of the standards.

Date: 05/18/2016

Data Source: Other

PLC Data

Successes: While analyzing running records, teachers report they are gaining valuable information about their students.

Concerns: Student work hasn't been used and discussed to adjust instruction regularly.

Date: 05/19/2017

Data Source: MCA-III Reading

Successes: We improved 2 percentage points in reading as a school. Although it was only 2 points, the growth data looked promising. We also had several students that did not pass the reading portion of the MCA the previous year, but did this year.

Concerns: Our 3rd grade scores were much lower than expected. We did not reach our overall school goal.

Date: 05/19/2017


Successes: Teachers appreciated feedback. The walkthrough data identified areas for growth and gave us important data for professional development. These were done with consistency throughout the year.

Concerns: It can be hard to find time to follow up with teachers and provide individual feedback on a weekly basis. There were also a few teachers that had a difficult time sticking with the curriculum provided.

Date: 05/19/2017

Data Source: Attendance Data

Successes: Teachers are now more aware of how attendance is impacting academics. We also have a large number of students with perfect attendance.

Concerns: Because we have a large transient population, it affects the progress made in the classrooms. We have some students that miss double-digit days of school. Also, our behavior tracking system has been inconsistent this year.

Root Cause Summary:2016-17 Students started the year consistently below grade level.

2016-17 We adopted a new reading curriculum that builds upon the previous year. Being the first year of implementation, the upper grades did not receive the instruction that was assumed from previous years.

2016-17 We had one classroom that did not have a classroom teacher for a significant amount of time.

2015-16 Two of our six teachers in grades 4 and 5 were not present for at least 3 months. One of our teachers in grade five is not a highly qualified teacher. This inconsistency affected the learning in those classrooms.

2015 -16 Access to culturally relevant reading resources were lacking in classroom. We need to set clear expectations for students during independent reading time. Students should be reading books at their reading level. We need to monitor the use of iPads

during reading.


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2015 - 16 Error analysis in running records/reading assessment was not consistently used to inform instruction.

Status: Active

Proficiency Goal

The percentage of all students scoringproficient or higher in Reading will increasefrom 23% to 35% by Spring 2018 asmeasured by the MCA III Assessmentadministered April 2018.

Evidence-Based Practice: Structure of Reading Workshop

Implementation Stage: Initial Implementation

Implementation Indicator: 100 % of classroom teachers will implement the structure of readingworkshop with fidelity. as measured by walkthrough data by 11/27/2017.

Action StepsDescription: All classroom teachers will benchmark their students and record their data into Data Zone.

Assigned To: Leadership Team

Expected Results: All students will be able to choose "just right" books for independent reading.

Review Date: 10/07/2016

Actual Result: This has been done as of 11/28/16. All teachers put their data into data zone for fall. 1/30/17 2nd set of benchmark data has been completed. Growth is being made by students based on the preliminary data.

Description: PD will be provided on the various components necessary for a successful independent reading time and building reading stamina.

Assigned To: Stacy Klage

Expected Results: Teachers will have clearly marked leveled classroom libraries. Systems will be in place for book shopping and kids will have the designated amount of "just right" books in the book baggies. Students will be reading independently for a minimum of 30 minutes.


Actual Result: 11/30 Building Reading Stamina PD was provided on October 5th.

Follow-up will be provided during walk throughs for the mini-lesson and independent reading time.. 2/2/17 and mid January completed a collaborative walkthrough with BEM and district staff many great things happening and have next steps in place for future PD.

2/2/17 Staff Leadership Team decided they would push students to the next 10 minute interval for building reading stamina. 30 minutes of reading (developing stamina goals) 5th grade is at 40 minutes 4th grade is at 30 minutes securely (teacher cutting off, need time to teach mini lesson, could read 45 minutes) 3rd grade is at 30 minutes 2nd grade is at 40 minutes 1st grade is at 15-20 minutes on a good day

Description: PD will be provided on the structure of the mini lesson with a focus on crystalizing the teaching point.


Expected Results: Teachers will follow the mini-lessons provided in the unit of study, with a clear connection, teaching point, active engagement and link.


Actual Result: We had teachers come in 2 days before the school year started.

Stacy, Hatti, Patti, and Georgia conducted the training.

11/28 We wanted teachers to be familiar with the mini lesson. The teacher point needs to stand out and be clear and concise. This is a part of our walkthrough form. We will see this on December 1. Staff had PD on October 12, Small groups.

January 27th staff had PD from Mary Green. Staff reported that the PD was worthwhile, they created lessons and gathered information that they were able to take back to their classrooms on Monday and use. The session was engaging.

Description: The first data cycle will focus on reading.


Expected Results: Teachers will examine their benchmark data and focus on strategies that can used within the structure of the reading workshop to move students' reading levels and increase reading comprehension.


Actual Result: 11/30 That is happening during staff meetings, Pre test data has been input, strategies have been addressed, teachers will assess the strategies the week of Dec. 5.

2/3/17 Data zone and get Fall Winter and Spring benchmark data. Data has been downloaded. initial looks at the data show that almost all students are increasing reading levels. More exact data to follow.

Description: PD will be provided on conferring with readers and small group instruction.


Expected Results: During independent reading time, teachers will be doing the following: research-decide-teach conferences, coaching conferences, guided reading groups or strategy groups.


Actual Result: 11/30 Staff had PD on October 12, Small groups and Conferring was trained on Oct. 5th.

100% of teachers had students reading with books at their level as of 11/20/16. 2/2/17 and mid January completed a collaborative walkthrough with BEM and district staff many great things happening and have next steps in place for future PD.

2/2/17 Staff Leadership Team decided they would push students to the next 10 minute interval for building reading stamina. 30 minutes of reading (developing stamina goals) 5th grade is at 40 minutes 4th grade is at 30 minutes securely (teacher cutting off, need time to teach mini lesson, could read 45 minutes) 3rd grade is at 30 minutes 2nd grade is at 40 minutes 1st grade is at 15-20 minutes on a good day

Description: All classroom teachers will benchmark their students and record their data.

Assigned To: Leadership Team

Expected Results: The benchmark data will be used to guide instruction (both whole group and small group) and group students.


Actual Result: Empty

Description: To improve quality reading instruction and for collaboration of teachers, we will be implementing learning labs.

Assigned To: Kirk Morris

Expected Results: According to the walkthrough form, the participating teachers will show growth in their teaching of the mini lesson. These same teachers will then have an opportunity to share their learning with their teammates and provide coaching as needed.




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Status: Active

Status: Active

Evidence-Based Practice: Small group instruction


Implementation Indicator: 100 % of teachers will use benchmark data to inform instructionalstrategies used to support students. as measured by Walkthroughs by 11/01/2016.

Action StepsDescription: All teachers will follow the assigned first unit of study focusing on the rituals and routines of becoming an independent reader and building stamina.


Expected Results: Kids reading in just right books, setting stamina goals, able to talk about what they are reading and increasing the time spent as a class independently reading.


Actual Result: 12/19 Teachers followed the first unit of study and a learning walk was completed by coach, IB Coordinator and admin.

Classes are starting stamina goals. Started with a few minutes and are building up.

We are still working on having students at the just right book level.

2/6/17 Staff Leadership Team decided they would push students to the next 10 minute interval for building reading stamina.

30 minutes of reading (developing stamina goals)

5th grade is at 40 minutes

4th grade is at 30 minutes securely (teacher cutting off, need time to teach mini lesson, could read 45 minutes)

3rd grade is at 30 minutes

2nd grade is at 40 minutes

1st grade is at 15-20 minutes on a good day

Description: Teachers will use benchmark information to support students in choosing just right books. They will confer with students and small groups to reinforce how to successfully read and understand books at their level.


Expected Results: Students will be engaged in reading and able to talk about their books. Small Group Instruction.

Kids are reading at Just Right books.

Increasing Stamina.

Student progress reflected in their logs.


Actual Result: 12/19 This happened using a document, if a student is reading at X level, the document will give them the strategies and skills needed to get to the next level. Teachers are using this document to plan their next Data Cycle.

2/6/17 Students will be engaged in reading and able to talk about their books. Small Group Instruction.

Kids are reading at Just Right books.

Increasing Stamina.

Student progress reflected in their logs. (teacher voice)

4th grade has tried the logs, but it has not been consistent.

3-5 grade logs were a distraction to the independent reading (reduces time for reading).

2nd grade do a response, or a response with their nightly book bags

1st grade do reading mats

K using reading mats that are the same in all four classrooms (directly from curriculum). While be consistent in expectations from K to 1st. Reading goals on the back of the reading mats. On the front the students organize their books for reading.

Description: PD will be provided for all staff on F and P text level complexity descriptors and the strategies provided by Teacher's College.


Expected Results: TeamTeachers will group students by text level and have a plan for instruction that meets the needs of their targeted group


Actual Result: Teachers are using their data cycle to make sure students are targeted based on the needs of the group.

2/6/17 teachers completed data cycles. Teachers reported that students are making growth. Mondo data shows every classroom made at least 1 letter growth increase on text levels.

Description: Teachers will complete their first data cycle with a focus on reading.


Expected Results: A data cycle will provide an-depth focus on the effectiveness of the reading workshop and the strategies provided by Teacher's College.


Actual Result: Teachers are currently in the process of completing the Data Zone data to complete their data cycle. New date late January.

2/8/17 All staff have placed scores into Data zone for round 2. Every classroom has made growth in reading text level as an average. Teachers will now complete a data cycle for Math.

Description: PD will be provided with the purpose of improving small group instruction.


Expected Results: Teachers will be consistently meeting with strategy groups, guided reading groups and conferring during independent reading time as measured by walkthroughs.



Evidence-Based Practice: Structure of Writing Workshop


Implementation Indicator: 100 % of classroom teachers will implement the structure of the writingworkshop with fidelity as measured by walkthrough data by 12/15/2017.

Action StepsDescription: Mary Green will provide PD for the launch of the Writing Workshop


Expected Results: Teachers will be familiarized with the basic structure of the writing workshop



Description: Stacy will plan PD on the structure of the mini lesson for reading & writing workshop with a focus on explicit teaching and student practice.


Expected Results: Teachers walk away with increased understanding of the structure of the mini lesson and the importance of explicit teaching and student practice.



Description: Stacy will provide PD on the guidelines for student independent work time during the Reading Workshop


Expected Results: Teachers will walk away with increased understanding of the expectations of student independent work time.




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MATH


Data Source: Other

MCA Embargoed

Successes: Empty

Concerns: We are relying heavily on the unit assessments to drive instruction, and these only cover the high priority benchmarks, not all benchmarks.

Teachers need to be familiar with the benchmarks and best practices for teaching those benchmarks.

Date: 05/18/2016

Data Source: Other

Math Progress Monitoring Spreadsheet

Successes: Teachers that use it are using it consistently.

Concerns: Not everyone is using the spreadsheet. Teachers have expressed concerns of entering the data twice (data team cycle and spreadsheet)

Date: 05/18/2016


Successes: 100% classrooms had task board posted and 96% of teachers were attempting to use task board during Part 2 of math workshop.

Concerns: Data shows that more of task board activities should be focused on current high-priority benchmarks. Data also shows that there needs to be an increased emphasis on differentiating task board activities to meet student needs.

Date: 05/19/2017

Data Source: MCA-III Math

Successes: We had several students that did not pass the math portion of the MCA in 3rd grade but did in 4th grade.

Concerns: We had many students that passed the math portion of the MCA in 4th grade that did not pass in 5th grade.

Date: 05/19/2017


Successes: Teachers were focused on the appropriate high-priority benchmarks for their current units.

Concerns: Teachers were not always using the best-practice methods provided for teaching those benchmarks.

Root Cause Summary:2016-17

We no longer had job-embedded PLC time for math this year. Because of this, teachers had to be more self-directed in planning out their math instruction.

The biggest focus of our PD this year was in regards to reading.

2015-16

Given that 20% of our students are proficient in math, and two of our six teachers in grades 4 and 5 were not present for at least 3 months, students' learning was impacted. Also, one of our teachers in grade 5 is not a highly qualified teacher. This inconsistency

affected the learning in those 3 classrooms.

There was a learning curve with the new math facts program.

We continue to have inconsistencies with implementing the task boards with fidelity.

We need to gain knowledge of best practices for the use of math manipulatives and strategies for teaching math concepts.

Status: Active

Proficiency Goal

The percentage of all students scoring

proficient or higher in Math will increase from

24% to 35% by Spring 2018 as measured by

the MCA III Math Assessment administered

April 2018.

Evidence-Based Practice: Research-based instructional strategies are used to incorporate manipulatives intothe teaching of grade level math benchmarks assigned to each unit.


Implementation Indicator: 100 % of classroom teachers will have examined math benchmarks forthe first 2 units on an in-depth basis as measured by walkthrough data by 11/01/2017.

Action StepsDescription: Packets will be provided for each math unit explaining the benchmark for the unit in detail. This will include specific examples of what students need to be able to do at a mastery level, and MCA test specifications (in grades 3-5.)


Expected Results: Part 1 of the math lesson, as well as the majority of the task board activities, will be focused on the current unit's benchmarks.


Actual Result: 11/30 BEM is looping this year. So the whole school is new to the benchmark for their grade level.

Teachers get the packets in their mail boxes. Stacy has had teachers come to her and say they are using the packets, they were useful. There is evidence in classrooms that the packets are being used.

2/13/17 Teachers continue to get and use packets so that everyone has the information that is needed to teach each math concept. Staff have been placing mostly new concepts on their task boards and may have 1 or 2 items for review. The staff will

continue with this until the end of the year.Majority of task board relates to the current unit benchmark (one or two MCA related on task board)

Flex group focused on the current unit benchmark

Description: Packets will be provided for each math unit explaining the benchmark for the unit in detail. This will include specific examples of what students need to be able to do at a mastery level.


Expected Results: Part 1 of the math lesson, as well as the majority of the task board activities, will be focused on the current unit's benchmarks.




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Description: Exposure to benchmarks will include all related grade level benchmarks - including low and medium priority. Discussion will include ways to tie these into the current unit.


Expected Results: Part One of the math lesson, as well as task board activities, will include a variety of the low and medium priority benchmarks.


Actual Result: District created benchmark priorities. The schools assess only the high priority benchmarks. We have created our own assessments for some medium and low priority benchmarks.

Teachers are using these assessments, teachers record the answers in the Math Electronic progress monitoring sheet.Exposure to benchmark prioritized

Reflected in the task board

2/13/17 Observation focus on unit benchmarks within Part One and the task board

Data collected to inform PD in math

Description: Admin/Site coach will check classrooms for focus on unit benchmarks within Part One and the task board.


Expected Results: Data will be collected and shared with administration. This will determine where further coaching efforts need to be focused.


Actual Result: 11/30 Teachers are using the high priority benchmarks and teaching them in class. We will review this by Dec. 15. 9/16 teachers have a visible task board and students were able to tell observer they were being used.

We will do a refresher on the expectations of the task boards.

2/13/17 During walkthroughs' the team is looking for connections from the task board to the instruction happening in the classroom. The walkthrough team talks about what would be good next steps for the math task boards.

Description: This process will need to be repeated for each unit.


Expected Results: Math instruction will focus on the grade level benchmarks for each unit.


Actual Result: 11/30 Math Coach has been able to meet with each grade level multiple times.

2/13/17 Task boards will continue to be visited. Benchmarks for each unit will be the main focus. The walkthrough and task board will be the evidence that the benchmarks are being used for each unit.


Implementation Indicator: 100 % of classroom teachers will use research-based strategies toincorporate manipulatives into their instruction of math benchmarks for the first 2 units asmeasured by walkthrough data by 10/31/2017.

Action StepsDescription: In team meetings and math PLCs, site coach will model research-based instructional strategies to be used for each unit.

These strategies will focus on the use of manipulatives to move students from the concrete, to the representational, to the abstract.


Expected Results: Teachers will begin with the use of manipulatives in the teaching of the benchmarks. They will then move to representational and finally to the abstract.


Actual Result: 11/30 PLC’s are currently working on Reading so Math coach is requesting time at team meetings. I am working on a schedule to get to teams more often.

A Math walkthrough is scheduled for Dec. 15. After completion of Math walkthrough Math Coach determined next steps for future Math PD.

2/24/17 I have met with teams individually . Each team is at a different spot in Math. Teams recently started a PLC with a Math focus. Teams used pre assessment data to determine the best next step for their classroom. We have created Math PD to connect

with teacher needs. (small group and whole staff)

Description: Math packets will be provided for each unit outlining what research-based instructional strategy should be used for the current unit's benchmark.


Expected Results: Teachers will utilize the assigned research-based instruction strategy for their current benchmark.


Actual Result: 11/30 This has been completed for each unit so far this year. 1st grade packets for units 1-3

2nd grade packets for units 1-4

3rd grade packets for units 1,2,4,5, 4th grade packets for units 1,2,3,4,

5th grade packets have been sent out for 1,2,4,5,

These are placed in mailboxes, emailed, and there is a google doc for teachers to access. BEM Math Resources.

2/13/17 Teachers continue to get and use packets so that everyone has the information that is needed to teach each math concept. Staff have been placing mostly new concepts on their task boards and may have 1 or 2 items for review. The staff will

continue with this until the end of the year.Majority of task board relates to the current unit benchmark (one or two MCA related on task board)

Flex group focused on the current unit benchmark

Description: Math packets will be provided for each unit outlining what research-based instructional strategy should be used for the current unit's benchmark.


Expected Results: Teachers will utilize the assigned research-based instruction strategy for their current benchmark as measured by walkthroughs.



Description: Site coach will provide feedback on the implementation of these strategies as needed.


Expected Results: Teachers will use feedback to alter their instructional practices.


Actual Result: 11/30 These are being reported at leadership. Will be more strategic in future agendas.

2/13/17 Coach provides feedback to staff after walkthroughs.

Description: This process will need to be repeated for each unit.


Expected Results: Teachers will consistently use manipulatives and the research-based instructional strategies provided in their teaching of every math benchmark.


Actual Result: 2/24/17 Every Unit, I will provide teachers the benchmarks, and best practice for each unit. This has been done for each unit at each grade level.

Description: The structure of the math task board will be streamlined to provide focus on the current unit's benchmark and math facts.


Expected Results: Teachers will have a more structured task board time that includes a flex group, an activity that reinforces the current unit's benchmark, and fact practice.



CULTURE AND CLIMATE / PBIS


Data Source: Behavior Data

Successes: We have a 46% decrease in total number of referrals. Our out of area referrals decreased significantly. We were able to keep our behavioral intervention room closed for the first six weeks of school.

Concerns: We still have a very high number of referrals for physical aggression. Defiance of authority and disruptive behavior are two areas that we need to continue to decrease.


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Root Cause Summary:There are misunderstandings about the office managed and classroom managed expectations which causes inconsistencies in the system and reasons for referrals.

Teaching students Take a Break needs to be consistent. Cannot be punitive, tone needs to be inviting. May need school wide re- teach.

We are noticing that teachers are starting to reach out for support and problem solving. How can we encourage all staff to feel comfortable asking for help when they are frustrated?

We need to address the subjectiveness of "defiance of authority and disruptive behavior" as these areas are still high for referrals.

Status: Active

Evidence-Based Practice: Classroom Procedures (TFI 1.8)

Implementation Indicator: Tier 1 Implementation will increase from 84 % to 100 % as measured bythe TFI by 10/27/2017.

Action StepsDescription: We will have school wide incentives/celebrations each month.

Assigned To: Ashley Sampson

Expected Results: We expect excellence! This will provide an incentive for students to stay motivated.



Description: Process for handling constant refusal in the classroom (Classroom vs. Den handled behaviors).


Expected Results: Classroom teachers will be clear about the process for handling all classroom behaviors, which includes constant refusal.



ALLOCATIONS

Budget Narrative Table

Item: 6175 (1FTE) Parent LiaisonEBP: Reading: Structure of Reading WorkshopBudget Narrative: Parent Liaison is involved in all the aspects of the SCIP. She bridges school with families and when there is a parent night, she is involved and connects parents with the SCIP.Amount: $ 61446

Item: 6175 (2FTE) Cultural Specialist - PBISEBP: Culture and Climate / PBIS: Consistent and Effective Take a Break/Buddy Room processBudget Narrative: Behavior support working with classroom teachers to ensures classroom systems are in place. They work with families to set up plans for the success of each student. They work with Admin to strengthen and adjust the system as needed.Amount: $ 122892

Item: 6360 Transportation - CabsEBP: Culture and Climate / PBIS: Consistent and Effective Take a Break/Buddy Room processBudget Narrative: Cabs are used to bring families in for academic meetings.Amount: $ 500

Item: 6143 (1FTE) Academic CoachEBP: Math: Research-based instructional strategies are used to incorporate manipulatives into the teaching of grade level math benchmarks assigned to each unit.Budget Narrative: The building coach supports Math and Reading strategies across the building.Amount: $ 49531

Item: 6490 Food for Parent InvolvementEBP: Math: Research-based instructional strategies are used to incorporate manipulatives into the teaching of grade level math benchmarks assigned to each unit.Budget Narrative: This food is used to support our Mays Academic nights. The food budget supports nights surrounding Math, Reading, and Climate/ Culture.Amount: $ 1191

Total Allocations

$235,560


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SIGNATURES

Kirk Morris Principal

05/30/2017

Jolene Mason Parent

05/30/2017


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Documents

School Improvement Planning · School Improvement Planning READING Data Date: 05/18/2016 ... Walkthrough Data Successes: There were increases in the level of student engagement during