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Spring Brook Elementary School Improvement Plan Report

November 2010

School Name: Spring Brook Elementary School

Address: 2700 Seiler Drive Naperville, IL 60565

Phone: 630-428-6600

Principal: David Worst

School Improvement Team: David Worst, Tammy Sommers, Linda McCoy, Kim Dolan, Mark Slick,

Jodi Wagner, Jessica Rosenberg, Melissa Lewis, Nicole Everix, Nancy Verdun

School Improvement Overview:

Spring Brook Elementary maintains a continuous improvement model utilizing both formative and

summative data to guide decision-making. 2010 ISAT results indicate that:

• 93.5% of students in grades 3-5 met or exceeded state standards in reading

• 97.6% of students in grades 3-5 met or exceeded state standards in mathematics

• 94.1% of students in grade 4 met or exceeded state standards in science

• 90.6% of students in grades 3 and 5 met or exceeded standards in writing

• 61.5% of students exceeded state standards in reading

• 61% of students exceeded state standards in math

• 25.6% of students exceed state standards in writing

The aforementioned data suggests a focus on high end differentiation that needs to be sustained

and instruction that will benefit all learners.

It is also worth noting that the following areas of needed focus exists:

• 90.6% of students in grades 3 and 5 met or exceeded standards in writing

• 44% of IEP students in grades 3-5 met or exceeded state standards in reading

• 76% of IEP students in grades 3-5 met or exceeded state standards in math

• 75% of IEP students in grades 3 and 5 met or exceeded standards in writing

Spring Brook’s School Improvement Plan will focus on the following questions:

1. How will we ensure that, over the next three years, 92% of all students meet or exceed

and 34% exceed state standards in Writing as measured by ISAT results?

2. How will we improve teaching and learning in a way that closes achievement gaps in

Reading and Math that exist with students with an IEP over the next three years?

3. How will we ensure that, over the next three years, _68_% of all students exceed state

standards in Math as measured by ISAT results?

Goal 1: By 2013, 95% of students will meet or exceed on the common writing assessment at

each grade level.

Goal 2: By 2013 we will improve teaching and learning in a way that closes the achievement gap

that exists between students with an IEP and general education students in reading and math by

15% as measured by ISAT.

Goal 3: By 2013 we will increase the percentage of students exceeding state standards in math

from 61% to 68% and reading from 61.5% to 68% as measured by ISAT.

A detailed action plan is outlined on later pages of this report.

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Enrollment and Demographic Data

2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10

Total enrollment 825 757 760 682 682 808 803

% White 86.3 85.1 82.2 82.1 78.9 66.7 67.1

% Black 1.8 1.8 1.4 1.8 1.8 2.1 2.7

% Hispanic 1.6 1.7 2.4 2.5 3.1 5 4.2

% Asian/Pacific Islander 10.2 9.2 11.2 11.0 13.8 22.3 21.9

% Native American 0.0 1.2 0.0 0.0 0.0 0.1 0.1

% Multi Racial 0.9 2.8 2.6 2.4 3.8 3.9

Low Income rate 0.9 0.0 1.1 0.4 1.0 1.6 2.1

Limited English Proficient Rate 1.5 1.3 1.3 2.8 2.7 2.9 3

Chronic Truancy Rate 0.0 0.0 0.0 0.0 0.0 0.0 0.0

Mobility Rate 4.0 4.0 3.1 3.7 6.1 4.1 10.8

Attendance Rate 96.9 96.3 96.5 96.5 96.3 96.1 96.4

% Parent Contact 100 100 100 100 100 100 100

Average class size grade K 18.6 22.3 22.0 21.8 21.2 26.8 23.4

Average class size grade 1 25.8 22.6 27.5 22.8 23.5 27.0 22.6

Average class size grade 3 24.4 22.6 26.2 23.8 26.5 27.0 27.2

Minutes per day teaching

reading

150 150 150 150 150 150 150

Minutes per day teaching math 60 60 60 60 60 60 60

Present Level of Performance – READING, WRITING and Math

A. ISAT/IAA Reading

Based on March 2008 assessment data, 94.5% of students met or exceeded Illinois standards

in the area of reading achievement across the third through fifth grades.

Based on March 2009 assessment data, 95.4% of students met or exceeded Illinois standards

in the area of reading achievement across the third through fifth grades. 56.6% of students

exceeded Illinois standards.

Based on March 2010 assessment data, 93.5% of students met or exceeded Illinois standards

in the area of reading achievement across the third through fifth grades. 61.5% of students

exceeded Illinois standards.

The following table summarizes reading achievement performance by subgroup:

07-08 08-09 09-10

Subgroup Reading Performance

% M/E Student Count % M/E

Student Count % M/E

Student Count

White 95.3

255

97.2

251

95.2

292

Black 75

<10

66.7

<10

87.5

<10

Hispanic 66.7

<10

100

11

79

19

Asian/Pac 94.5

55

86.7

45

90.9

77

Native Am NA

0

0

NA

100

<10

Multiracial 100

<10

100

14

92.3

13

LEP 57.1

<10

0

<10

33

<10

IEP 62.5

24

47.4

19

44

25

FRL 100

<10

66.7

<10

100

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B. ISAT Writing

3

Based on the March 2009 assessment data, 87.4% of 3rd and 5th grade students met or

exceeded Illinois standards in the area of writing achievement. 29.5% of students exceeded

Illinois standards.

Based on the March 2010 assessment data, 90.6% of 3rd and 5th grade students met or

exceeded Illinois standards in the area of writing achievement. 25.6% of students exceeded

Illinois standards.

06-07 08-09 09-10

(Baseline)

Subgroup Writing Performance

% M/E Student Count % M/E

Student Count % M/E

Student Count

White 49

98

85.9

198

89.7

185

Black 0

<10

75

<10

83.3

<10

Hispanic 100

<10

75

<10

88.9

<10

Asian/Pac 100

<10

86.2

65

93.4

45

Native Am NA

0

NA

0

100

<10

Multiracial 50

<10

100

12

100

<10

LEP 0

NA

NA

0

100

<10

IEP 20

15

26.7

15

75

16

FRL 0

<10

75

<10

70

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C. ISAT Math

Based on March 2008 assessment data, 97.9% of students met or exceeded Illinois standards

in the area of mathematics achievement across the third through fifth grades.

Based on March 2009 assessment data, 96% of students met or exceeded Illinois standards in

the area of mathematics achievement across the third through fifth grades. 63% of students

exceed Illinois standards.

Based on March 2010 assessment data, 97.6% of students met or exceeded Illinois standards

in the area of mathematics achievement across the third through fifth grades. 61% of students

exceed Illinois standards.

The following table summarizes math achievement performance by subgroup:

07-08 08-09 09-10

Subgroup Math Performance

% M/E Student Count % M/E

Student Count % M/E

Student Count

White 97.6

255

96.8

251

97.9

292

Black 75

<10

50

<10

87.5

<10

Hispanic 100 <10

100 11

94.7 19

Asian/Pac 100

55

95.6

45

98.7

77

Native Am NA

0

NA

0

100

<10

Multiracial 100

<10

100

14

92.3

13

LEP 85.7 <10

100 <10

83.3 <10

IEP 83.3

24

47.4

19

76

25

FRL 100

<10

33.3

<10

84.6

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Goal 1: By 2013, 95% of students will meet or exceed on the common

writing assessment at each grade level.

Strategies/Interventions

Timeline

Responsibility

Evidence

Source

95% of Kindergarten students will use written

language to respond to a prompt and meet or

exceed the expectations. Teachers and support

staff will implement writer’s workshop, use the

strategy of TTQA (Turn That Question Around),

writing centers, reading response, modeling and

graphic organizers.

2010-11

Benchmarks

given Fall,

Winter &

Spring

Kindergarten

Teachers and

Support Staff

Kindergarten

Writing Rubric

95% of first grade students will meet or exceed

on the first grade writing assessment. Teachers

and support staff will implement modeling, re-

teaching, journal writing, strategy mini-lessons,

sentence dictation and writing practice prompts.

2010-11

Benchmarks

given Fall,

Winter &

Spring

First Grade

Teachers and

Support Staff

First Grade

Writing Rubric

95% of second grade students will meet or

exceed on the second grade common writing

assessment. The teachers and support staff will

use formative assessments to guide instruction

and inter rater reliability to ensure consistent

scoring.

2010-11

Benchmarks

given Fall,

Winter &

Spring

Second Grade

Teachers and

Support Staff

Second Grade

Writing Rubric

85% of third grade students will meet or exceed

on the third grade writing assessment by

providing students with monthly practice

expository writing prompts. Third grade teachers

and support staff will analyze the data to guide

instruction.

2010-11

Benchmarks

given Fall,

Winter &

Spring

Third Grade

Teachers and

Support Staff

Third Grade

Writing Rubric

85% of fourth grade students will meet or exceed

on the fourth grade common writing assessment

by increasing the amount of time of writing

instruction and time for students to practice

format writing. Fourth grade teachers and

support staff will analyze the data to guide

instruction.

2010-11

Benchmarks

given Fall,

Winter &

Spring

Fourth Grade

Teachers and

Support Staff

Fourth Grade

Writing Rubric

90% of fifth grade students will meet or exceed

on the fifth grade common writing assessment.

Fifth grade teachers and support staff will analyze

data to guide instruction, incorporate mini-

lessons, and focus on essential elements that are

part of the common writing rubric.

2010-11

Benchmarks

given Fall,

Winter &

Spring

Fifth Grade

Teachers and

Support Staff

Fifth Grade

Writing Rubric

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Goal 2: By 2013 we will improve teaching and learning in a way that

closes the achievement gap that exists between students with an IEP and general education students in reading by 15% as measured by ISAT.

Strategies/Interventions Timeline Responsibility

(Collected by)

Evidence

Source

100% of Kindergarten students will be in Tier 1

for the May benchmark on AIMSweb Highly

Decodable Text. Kindergarten teachers will use

core curriculum, Jolly Phonics, guided reading,

Michael Heggerty Phonemic Awareness, K-PALS,

KIT and Starlit to ensure all students will meet

the Tier 1 benchmark.

2010-11

Benchmarks

given Fall,

Winter &

Spring

Kindergarten

Teachers and

Support Staff

AIMSweb

Highly

Decodable Text

First grade teachers and support staff will use

core curriculum, guided reading, sight words,

vocabulary development, fluency activities,

progress monitoring, Michael Heggerty, Early

Steps, and First Grade PALS to ensure 97% of

students will meet the Tier 1 benchmark.

2010-11

Benchmarks

given Fall,

Winter &

Spring

First Grade

Teachers and

Support Staff

Reading –

Curriculum

Based

Measures

100% of students will meet or exceed a Level M

on the Rigby Benchmark and 93% of students will

exceed a Level M on the Rigby Benchmark.

Second grade teachers and support staff will use

core curriculum and guided reading to promote

reading comprehension skills. Students who do

not meet the benchmarked levels will be progress

monitored on a monthly basis.

2010-11

Benchmarks

given Fall,

Winter &

Spring

Second Grade

Teachers and

Support Staff

Rigby

Benchmark

Third grade teachers will close the achievement

gap that exists between students with an IEP and

general education students in reading by 5% as

measured on ISAT. Teachers will provide weekly

targets to all support teachers, use common

language (vocabulary) amongst teacher, student

and support staff, and progress monitor students

with an IEP weekly.

2010-11

Weekly

progress

monitoring

of R-CBM

Third Grade

Teachers and

Support Staff

Reading –

Curriculum

Based

Measures, ISAT

Fourth grade teachers will close the achievement

gap that exists between students with an IEP and

general education students in reading by 5% as

measured on ISAT. Teachers will administer the

end of year Harcourt assessment 3 times per

year and weekly formative assessments, analyze

the data and provide focused re-teaching lessons

as needed.

2010-11

Fourth Grade

Teachers and

Support Staff

R-CBM,

Harcourt

Assessment,

formative

assessment,

ISAT

Fifth grade will close the achievement gap for

80% of our tier 2 students on the Maze CBM to

tier 1 by strengthening core instruction, providing

differentiation through guided reading and

targeted interventions.

2010-11

Fifth Grade

Teachers and

Support Staff

Reading-

Curriculum

Based Measure

Goal 3: By 2013 we will increase the percentage of students exceeding state standards in math from 61% to 68% as measured by ISAT.

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Strategies/Interventions Timeline Responsibility Evidence

Source

100% of Kindergarten students will score secure

on the math profile of progress in all areas by

strengthening core curriculum, implementing

math centers and using individual assessments to

guide instruction.

2010-2011 Kindergarten

Teachers

EDM Profile of

Progress

60% of first grade students will exceed as

measured by the M-COMP by determining

appropriate instructional strategies using the core

curriculum, otter creek, enrichment opportunities

and math games.

Fall, Winter

and Spring

Benchmarks

First grade

teachers,

support staff

M-COMP

100% of second grade students will meet or

exceed on the MCAP. 68% of students will exceed

on the MCAP. Second grade teachers will use

monthly MCAP practice probes to monitor

progress and make decisions to drive instruction

and develop intervention and enrichment groups.

2010-2011 Second

Grade

Teachers

M-CAP

In the fall of 2010, 30% of third graders exceeded

on the M-CAP assessment. In the spring of 2011,

35% of third graders will exceed on the M-CAP

assessment. Third grade teachers will provide

additional instruction to small groups of students

during intervention block to increase the number

of students that exceed.

2010-2011 Third Grade

Teachers

Math-M CAP

68% of fourth grade students will exceed state

standards in math as measured on ISAT. Fourth

grade teachers will increase practice opportunities

with extended and short response questions.

Students will also have more enrichment

opportunities and will learn test taking strategies.

2010-2011 Fourth Grade

Teachers,

Support Staff

ISAT

55% of fifth grade students will exceed state

standards in math as measured on ISAT. Fifth

grade teacher will use formative assessment to

drive instruction, corrective re-teaching and

guided math groups.

2010-2011 Fifth Grade

Teachers,

Support Staff

M-CAP, ISAT

At the end of the second, third and fourth quarters, the Spring Brook SIP

team will meet to evaluate evidence of the compliance, completion, and effectiveness of each action plan item. We will make decisions to

continue, modify or abandon each item.