SPRINGFIELD ELEMENTARY SCHOOL IMPROVEMENT PLAN · SCHOOL IMPROVEMENT PLAN ... implementation of effective instructional practices across all classroom Strategy: Commonality with …

SPRINGFIELD ELEMENTARY SCHOOL IMPROVEMENT PLAN

JANUARY 9, 2014

PA SCHOOL PERFORMANCE PROFILE

• The SPP is an online site which provides a school level academic score for public schools, charter and cyber schools, and full-time comprehensive career and technical centers

• Provides a building level academic score for educators as part of the Educator Effectiveness System as required by Act 82 of 2012

• Provides info. used in determining federal accountability status for Title I schools


• Informs the public of the academic performance measures of each school

• Resource to communicate and compare performance, analyze performance indicators as related to achievement, and encourage best practice; can be used as a tool to inform goal setting, planning, and allocating resources to improve student achievement

• The SPP comprises 15% of each teacher and principal’s evaluation (13-14 teachers, 14-15 principals)

• With the approval of PA’s flexibility waiver, adequate yearly progress (AYP) is no longer the federal accountability measure


• At the elementary level, all data comes from PSSA results from the Data Recognition Corporation (DRC); the current SPP is only based on 2013 data

• THE SPP will be released annually each fall • No educator specific data or individual performance data are

included in the SPP • The SPP provides a quantitative academic score based upon a 100-

point scale using the following source data: 1) Indicators of academic achievement (40%): percent proficient or advanced on PSSA in reading, writing, math, & science; grade 3 reading is a separate data element – research reveals that reading proficiently by the end of third grade can be a “make or break” benchmark in a child’s educational development

PA PERFORMANCE PROFILE

2) Indicators of closing the achievement gap (5%): all students and

underperforming students

3) Indicators of academic growth (40%): PVAAS growth index representing

the school’s impact on the academic progress of students from year-

to-year in each of the assessed content areas

4) Other academic indicators (10%): graduation rate, attendance rate,

promotion rate

5) Extra credit for advanced achievement (up to 7 points): percent advanced on PSSA

in tested content areas

• Teams of educators, statisticians, and psychometricians analyzed

research to identify factors that define high performing schools

• Parents can use this info. to examine the performance of their local

district/schools; they can also compare the performance of their

school to other school across the state

• There are many qualitative factors beyond the data presented in the SPP

SCHOOL VALUE ADDED

• Significant evidence that the school exceeded the standard for PA academic growth – dark blue

• Moderate evidence that the school exceeded the standard for PA academic growth – light blue

• Evidence that the school met the standard for PA academic growth – green

• Moderate evidence that the school did not meet the standard for PA academic growth – yellow

• Significant evidence that the school did not meet the standard for PA academic growth - red

2013 SCHOOL PERFORMANCE PROFILE ACROSS ELEMENTARY BUILDINGS

Springfield – 74.3% (Green) Durham-Nockamixon – 88.9% (Light Blue) Tinicum – 92.0% (Dark Blue) SCALE 90 – 100 (DB) 80 – 89.9 (LB) 70 – 79.9 (G) 60 – 69.9 (Y) Less than 60 (R)

SPRINGFIELD SCHOOL VALUE ADDED/SCHOOL PERFORMANCE DIAGNOSTIC 2013

Grade 4 Basic Proficient Advanced Math – Light Blue LB LB G Reading – Red G P P Science – Yellow G P Grade 5 Math – Light blue LB LB G Reading – Green G G G Writing – Red P P P= Pink (moderate evidence that the group did not meet the standard for PA academic growth

5 YEAR HISTORY OF PSSA MATH PERFORMANCE LEVELS ACROSS

ELEMENTARY BUILDINGS Grade 3

SF TN DN

2009 – 88 92 94

2010 – 88.4 96 100

2011 – 92 88 94

2012 – 76 81 88

2013 – 88 93 97



SF TN DN

2009 – 94 92 98

2010 – 95.3 100 94.9

2011 – 89 98 98

2012 – 90 100 100

2013 – 83 86 88



SF TN DN

2009 – 66 93 83

2010 – 91.8 88.5 86.1

2011 – 93 94 94

2012 – 82 95 93

2013 – 84 97 92

5 YEAR HISTORY OF PSSA READING PERFORMANCE LEVELS ACROSS


SF TN DN

2009 – 95 94 80

2010 – 88.4 98 85.7

2011 – 88 83 91

2012 – 82 75 90

2013 – 91 96 95



SF TN DN

2009 – 90 87 85

2010 – 88.4 93.7 84.6

2011 – 76 100 84

2012 – 78 84 94

2013 – 65 88 86



SF TN DN

2009 – 64 76 63

2010 – 81.7 65.7 74.4

2011 – 74 90 70

2012 – 75 90 88

2013 – 68 87 88

5 YEAR HISTORY OF PSSA WRITING PERFORMANCE LEVELS ACROSS


SF TN DN

2009 – 61 86 64

2010 – 66.7 80 83.7

2011 – 68 94 96

2012 – 58 86 88

2013 – 56 79 96

5 YEAR HISTORY OF PSSA SCIENCE PERFORMANCE LEVELS ACROSS


SF TN DN

2009 – 96 95 98

2010 – 88.3 100 100

2011 – 94 100 96

2012 – 90 100 100

2013 – 91 94 88

SPRINGFIELD ELEMENTARY SCHOOL ACCOMPLISHMENTS 2012 - 2013

The school profile was 74.3% (green)

Grade 4 (currently grade 5 students)

• Math - The school exceeded the standard for PA academic growth for students who scored at the basic and proficient levels; students who scored at the advanced level met the standard for PA academic growth

• Reading – Students who scored at the basic level met the standard for PA academic growth

SPRINGFIELD ELEMENTARY SCHOOL ACCOMPLISHMENTS 2012 - 2013

Grade 5 (currently grade 6 students)

Math - The school exceeded the standard for PA academic growth for students who scored at the basic and proficient levels; students who scored at the advanced level met the standard for PA academic growth

Reading – The school met the standard for PA academic growth for students who scored at the basic, proficient, and advanced levels

SPRINGFIELD ELEMENTARY SCHOOL CONCERNS 2012 - 2013

Grade 4 Reading (currently grade 5 students) The school did not meet the standard for PA academic growth for students who scored at the proficient and advanced levels

Grade 5 Writing (currently grade 6 students)

The school did not meet the standard for PA academic growth for students who scored at the basic and proficient levels; no students scored advanced

SCHOOL IMPROVEMENT PLAN

Goal 1: Establish a system within the school that fully ensures consistent implementation of standards aligned curricula across all classrooms for all students Strategy: English/Language Arts (ELA) Common Core Standards Action Steps: • Teachers will become familiar with grade level ELA common core

standards • Teachers will align Storytown lessons to the ELA common core standards • Teachers will work with grade level partner to familiarize themselves with

the ELA common core standards and where they connect to Storytown lessons (started on 11/5/13)


Goal 2: Establish a system within the school that fully ensures the consistent implementation of effective instructional practices across all classrooms Strategy: Daily 5 1) Read to Self 2) Read to Someone 3) Listening to Reading 4) Writing 5) Word Work

Action Steps: Teachers will read The Daily 5: Fostering Literacy Independence in the Elementary Grades by Gail Boushey & Joan Moser and implement it in classrooms grades 1 – 5; principal will assure implementation via classroom observations


Goal 2: Establish a system within the school that fully ensures the consistent implementation of effective instructional practices across all classrooms Strategy: Supplement Storytown Curriculum Action Steps: • Teachers will utilize the ST curriculum to teach spelling, vocabulary, grammar, and

focus skills • Teachers will locate appropriate grade level texts to supplement ST • The curriculum will be supplemented by using real literature/trade books for

additional practice with focus skills and provide students an opportunity for deeper reflection and thinking about their reading. This will include guided reading and literature circles.

• Students will respond in writing to their reading and will be assessed using the PA writing rubric domains


Goal 2: Establish a system within the school that fully ensures the consistent implementation of effective instructional practices across all classroom Strategy: Commonality with Rubrics and Scoring Writing Assessments Action Steps: • Teachers will provide more writing opportunities for students across all

grade levels and use the PA rubric which is broken down by domain – style, content, focus, organization, and conventions

• Teachers will familiarize students with the criteria to promote self-assessment and monitoring of their own progress

• Grade level teachers will score writing pieces together to ensure common scoring practices

• Principal will observe teachers to ensure implementation


Goal 2: Establish a system within the school that fully ensures the consistent implementation of effective instructional practices across all classroom Strategy: Lucy Calkins K – 5 Writing Program Action Steps: • Teachers across all grade levels will implement the Lucy Calkins

writing program to ensure a common approach to teaching writing • Teachers who are participating in a Lucy Calkins book group will

provide professional development on how to use the program at each level. Materials will be shared across the building


Goal 2:

Establish a system within the school that fully ensures the consistent implementation of effective instructional practices across all classroom

Strategy: Grade 5 Schedule Change

Action Steps:

• Teachers will specialize in content specific instruction; one teacher will teach LA; one teacher will teach math, social studies/science (started on 11/4/13)

• Grade 5 parents were informed via a letter on October 30, 2013

• Students will move with their homeroom to classes in heterogeneous groups

• Students with IEP’s in math/reading will be in co-taught classrooms; teacher training was provided on October 1, 2013.

• LA teachers will visit the other elementary buildings to observe grade 5 teachers and share best practices (occurred on 12/4/13)

• Teachers will differentiate instruction to meet the varied needs of students

• We will continue to look for professional development opportunities on ELA and the common core


Goal 3: Establish a system within the school that fully ensures professional development is focused, strategic, and implemented with fidelity Strategy: PD topics for 2013 – 2014 1) Familiarity with ELA Common Core and connection to Storytown 2) Daily 5 3) Supplementing ST with rich literature 4) Consistency with scoring writing pieces 5) Lucy Calkins Writing Program 6) Refresher on Differentiated Instruction Action Steps: The building professional development committee will prioritize the areas for PD and establish a plan for the 2013 – 2014 school year (completed on 11/20/13)

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SPRINGFIELD ELEMENTARY SCHOOL IMPROVEMENT PLAN · SCHOOL IMPROVEMENT PLAN ... implementation of effective instructional practices across all classroom Strategy: Commonality with …