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School Improvement Plan Young Woods Elementary School at B
Jae Clanton Complex | 2013-2015
School Improvement Plan 2 | Page
TABLE OF CONTENTS
Part 1: General Information …………………………………….…………………………………..…. p. 3
A. Overview B. Instructions C. Timeline and Key Dates
Part 2: School Improvement Plan Template ……………………………………………………… p. 4 Section 1: Cover Page Section 2: Vision, Mission, and Values Section 3: Data Profile and Needs Analysis Section 4: School Priority Areas and SMART Goals Section 5: School Improvement Strategies and Implementation Timeline
Part 3: Requirement Checklists …..…………..……………………………………………………… p. 13
A. Title I School-Wide Program Checklist B. SIG Model Elements Checklist (SIG Cohort 1 and 2 Schools Only)
School Improvement Plan 3 | Page
PART 1: GENERAL INFORMATION
Overview Providence Public Schools participate in the Title I Schoolwide Program, which give schools greater latitude in organizing their resources and operations to support school improvement and improved student outcomes. As such, all schools are required to prepare school improvement plans. While PPSD requires schools to prepare school improvement plans every two years, federal regulation requires schools to submit school improvement plans every year. The district simplifies this process by asking schools to prepare two-year plans instead of yearly plans, but schools must revisit and modify the plan at the end of the first year and prior to the start of the second year. In other words, schools will be asked to revise their plans between years 1 and 2. The planning process is the first phase in a very important cycle of implementation effectiveness and performance monitoring. Providence School Department has modified and streamlined the planning process to ensure that it is coherent, comprehensive, actionable, and results-oriented. The new school improvement plan (SIP) template is designed to provide a step-by-step, strategic approach to promote ongoing improvement district-wide. Through the planning process, school teams will:
1. Articulate the mission, vision and values of the school; 2. Provide a data profile and needs analysis; 3. Identify three to four SMART goals to address the prioritized areas of need; 4. List specific strategies and implementation milestones to achieve each goal.
Instructions Review and follow all directions carefully when completing the SIP template. School administrators should collaborate with their Instructional Leadership Teams (ILT) to complete all sections of the SIP template and use the checklist located in the Appendix Section to review the completed plan.
Timeline and Key Dates
1. School teams attend SIP planning sessions
2. DATs provide on-site technical assistance as needed Ongoing
3. School teams submit SIP sections 1-4 to Executive Directors for review May 28th
4. Executive Directors provide feedback on sections 1-4 June 3rd
5. School teams incorporate feedback and complete sections 5 June 3rd - June 14th
6. Schools submit a final draft SIP and Title 1 budget to Executive Directors and Tomas for approval
June 14th
School Improvement Plan 4 | Page
PART 2: SCHOOL IMPROVEMENT PLAN TEMPLATE
Section 1: Cover Page Instructions: Please complete this cover page by entering the requested information below.
Name of School: Young Woods Elementary School at BJ Clanton Complex
School Address: Prairie Avenue, Providence Rhode Island
School Principal Name: Christine Riley
Classification (check one):
SIG Cohort 1 School SIG Cohort 2 School ESEA Waiver Warning School ESEA Waiver Focus School ESEA Waiver Priority School None of the above
ILT/SIT Member Names:
1. Christine Riley, Principal 2. Krystal Interlini, 5th grade teacher, Co-Chair 3. Jeremy Sencer,5th grade teacher, Co-Chair 4. Jenn Scarduzio, 1st grade teacher, Note Taker, 5. Megan Darnowski, 2nd grade teacher, Note Taker 6. Lenny Ellis, 3rd grade teacher, Time Keeper 7. Winnie Van Horne-Prior,Reading Coach, Facilitator 8. Bridget Richardson, 4th grade teacher 9. Laura Leach, 4th grade teacher 10. Jen Jubinville, 3rd grade teacher 11. Claudine Mello, 2nd grade teacher 12. Melissa Yergey, 2nd grade teacher 13. Jamie Asadorian, Kindergarten grade teacher 14. Regina Richards, Kindergarten integrated ESL teacher 15. Rose Cacchiotti, special educator 16. Sharon Arena-Zanghi, Reading Specialist 17. Elizabeth Hogan, 3rd ESL 18. Cheryl McElroy- Math coach, facilitator
Parent and Community Member Representatives:
Executive Zone Director:
School Improvement Plan 5 | Page
Executive Zone Director Signature: Date:
School Principal Signature: Date:
2009-2010 2010-2011 2011-2012 2012-2013 2013-2014
NECAP results measuring 2008-2009
teaching year
NECAP results measuring
2009-2010 teaching year
NECAP results measuring 2010-
2011 teaching year
NECAP results measuring
2011-2012 teaching year
NECAP results
measuring 2012-2013
teaching year
Before transformation
began
Beginning of
transformation
Transformation in first
full year
Transformation in
second full year
Transformation
in third full
year
Previous administrator Transformation
administrator
Transformation
administrator
Transformation
administrator
Transformation
administrator
Previous faculty and staff Previous faculty
and staff
Transformation faculty
and staff
Transformation
faculty and staff
Transformation
faculty and
staff
Young
210
students
total 3-5
Woods
185
students
total 3-5
Young
150
students
total 3-5
Woods
193
students
total 3-5
Young Woods merged
185 students total 3-5*
*NECAP data documented below
represents only a portion of student
population and obtained scores from
both Young Elementary and Woods
Elementary. There were actually
297 students in 3rd-5th
Young Woods
merged
382 students total 3-5
Young Woods
merged
Math
AP/P 54 or
26%
48 or
26%
38 or
25%
48 or
25%
58 or 31% 96 or 25%
Math
PP/SBP PP: 59
or 28%
SBP: 99
or 47%
PP: 44 or
24%
SBP: 92
or 50%
PP: 50 or
32%
SBP: 66
or 43%
PP: 42 or
22%
SBP: 102
or 53%
PP: 45 or 24%
SBP: 83 or 45%
PP: 87 or 23%
SBP: 200 or 52%
ELA
AP/P 75 or
36%
62 or
34%
67 or
44%
70 or
37%
79 or 43% 140 or 37%
ELA
PP/SBP PP:80 or PP: 68 or PP: 46 or PP: 64 or PP: 54 or 29% PP: 115 or 30%
School Improvement Plan 6 | Page
38%
SBP: 55
or 26%
37%
SBP: 55
or 30%
31%
SBP: 37
or 25%
37%
SBP: 59 or
31%
SBP: 52 or 28% SBP: 127 or 33%
NECAP results
measuring 2008-
2009 teaching
year
NECAP results
measuring 2009-
2010 teaching year
NECAP results
measuring 2010-2011
teaching year
NECAP results
measuring 2011-
2012 teaching
year
NECAP results
measuring
2012-2013
teaching year
School Improvement Plan 7 | Page
Section 2: Vision, Mission, and Values Instructions: Using the space provided below, insert the school’s vision statement describing the school’s aspirations for the future. Insert the mission statement explaining the school’s driving purpose. Lastly, define the core values or guiding beliefs that are to be embodied by all staff, students, and members of the school community.
What is the school’s vision statement?
Young Woods Elementary School at B Jae Clanton Complex will be a national leader in educating urban youth.
What is the school’s mission statement?
Young Woods Elementary School at B Jae Clanton Complex will prepare all students to succeed in the nation’s colleges and universities and in their chosen professions.
What are the school’s core values?
W- well behaved
I-industrious S-safe E-empathetic WELL BEHAVED We will
take ownership of our behaviors
be respectful and trustworthy
use words and actions to honor others
stand up for what we believe INDUSTRIOUS We will
develop learning goals and achieve them
demonstrate problem solving and decision making skills SAFE We will
work together to prevent and protect each other from harm EMPATHETIC We will
Understand the viewpoints of others.
Find ways to contribute to the community
celebrate the growth and successes of others
School Improvement Plan 8 | Page
share time and talents with others
Support and encourage a peaceful and caring community.
Section 3: Data Profile and Needs Assessment
3.1. SCHOOL DATA PROFILE Instructions: Complete the school data profile below by providing enrollment and demographic data for the current 2012-13 school year and inserting achievement and school climate data for the past several years.
Grades: K, 1, 2, 3, 4,5
# of Administrators: 2
Student Enrollment: 681 # of Teachers: 28
5-yr Enrollment Trend: # of Support Staff: 13
Student Demographic Breakdown (2012-13):
% Black: 167 or 24.5%
% Limited English Proficient (LEP) 149 or 21.9%
% Hispanic: 414 or 60.8%
% Special Education: 65 or 9.54%
% White: 26 or 3.82% % Free/Reduced (F/R) Meals: 654 or 96.04%
% Other: 10.88%
NECAP Achievement (Teaching Year): 2009 2010 2011 2012
Young Wood Young Wood Young Woods ES Young Woods ES
Math Overall % Proficient: 26% 26% 25% 25% 31% 25%
Math % Below Proficient: (pp+sbp) 75% sbp=47%
74% sbp= 50%
75% sbp=43%
75% sbp=53%
69% sbp=45%
75% sbp 52%
Math African American % Proficient: 26.3% 21.7% 22.2% 20.4% 22.2% 21.3%
Math Hispanic % Proficient: 25% 26.4% 26.3% 27.3% 35.1% 25.3%
Math LEP % Proficient: 4.8% 0% 8.3% 0% 0% 11.0%
Math IEP % Proficient: 5.6% 7.7% 5.9% 8.5% 3.6% 10%
Reading Overall % Proficient: 36% 34% 44% 37% 43% 37%
Reading % Below Proficient: (pp+sbp) 64% sbp=26%
67% sbp=30%
56% sbp=25%
64% sbp=31%
57% sbp=28%
63% sbp=33%
Reading African American % Proficient: 35.1% 31.9% 57.6% 22.0% 35.6% 39.4%
Reading Hispanic % Proficient: 36.6% 36.1% 40.8% 41.8% 46.9% 34.5%
Reading LEP % Proficient: 10% 0.0% 13.6% 0.0% 60% 12.2%
School Improvement Plan 9 | Page
Reading IEP % Proficient: 16.7% 10.3% 8.8% 8.3% 10.7% 8.3%
Writing Overall % Proficient: No
scores No
scores 17.1% 34.8% 16.7% 29.5%
Science Overall % Proficient: 3.0% 5.0% 8.3% 2.1% 3.9% 1.0%
School Climate Data: 2009-2010 2010-2011 2011-2012 2012-2013
Young Wood
Student Attendance Rate: 27.8% 39.1% 38.2% 92.20% 92.65%
% of Students Chronically/Excessively Ab.: 20.0% 24.2% 24.5% 32.9% 51%
Graduation Rate (HS only):
Dropout Rate (HS only):
3.2. NEEDS ANALYSIS Instructions: Prior to identify goals and strategies, school teams must engage in a thorough needs assessment to evaluate the current state of the school. School administrators and ILTs should carefully analyze school qualitative and quantitative data to identify school strengths and areas for development. Consider strengths and weaknesses in the following areas: academic achievement, teacher and leader effectiveness, curriculum and instruction, family and community engagement, use of time, use of data, culture and climate, and nonacademic supports. Summarize the school’s greatest strengths and growth areas and provide specific data points to support the analysis.
Summarize the school’s greatest strengths.
Data Analysis
academic achievement, *60% of students scored proficient on DIBELS EOY 12% are nearly proficient *59% of students scored proficient on STAR math EOY, 31% nearly proficient
Young Woods is making growth according to formative diagnostic data
teacher and leader effectiveness, Over 80% of teachers received a rating of effective or higher
Young Woods teachers are vested professionals in all areas
curriculum and instruction, Charlotte Danielson’s High yield strategies implemented school-wide
Student engagement is high and teaching and learning is rigorous
family and community engagement,
use of time Increased school day by 60 minutes was added 2011-12 through 2012-13 to the
This enabled us to extend differentiated instructional time
School Improvement Plan 10 | Page
instructional day
use of data, Data is brought through the CARA cycle during common planning time and Instructional Leadership Team meetings
This enabled distributed leadership and teacher ownership of data and student growth
culture and climate 75% PPSD CCSurvey 86% -respected-PPSD CCSurvey 86%- adult to go to-PPSD CC Survey 68%-PPSP CCSurvey-peer respect 82%-PPSD CCSurvey-help others Yw 36% vs PPSD 45% PPSD CCSurvey and related safety data
Most students identify the YW as a good to excellent school Students at YW feel connected to the school-teachers respect them and that they have at least one teacher or adult at school that they can talk to if they have a problem Data contradictions due to “do not “statements. Students at YW report that students treat others with respect and that most students help each other. Students at YW feel safer and worry about crime less than other students in PPSD. Class environment, academic expectations/engagement
Nonacademic supports *We have partnerships with community partners such as Family Service and Inspiring Minds that have provided family social emotional support as well as 2 full time Americore teachers. *We have a community partnership with Family Service who have provided a wrap around service provider
*Americore teachers have aided in the RTI process in reading and math *The social emotional needs of our families are met in an effective and timely manner
In the 2013-14 school year, the CCSS for Mathematics will replace the RI Mathematics GLEs/GSEs in preparation for the change from NECAP (reading, writing, mathematics) to the new statewide assessment (PARCC) (ELA/literacy, mathematics) in 2014-15.
School Improvement Plan 11 | Page
Summarize the school’s most significant growth areas.
Data Analysis
academic achievement
READING: * DIBELS growth: in 2012-13 BOY: only 44% of students were green (proficient). By of that same year EOY 60% of students were green. 42% of students scored red (well below proficient) in BOY. By EOY the % of red students decreased to 28%. *Comparative Reading level DATA across the Transformation
process:
BOY 2011 -Tier 1 students
(On level and Advanced)
BOY 2013 -Tier 1 students
(On level and Advanced)
K 54 out of
118
46% K N/A until
Nov
TBA
1st 21 out of
106
20% 1st 61 out of
124
49%
2nd 39 out of
98
40% 2nd 68 out of
142
48%
3rd 33 out of
102
32% 3rd 47 out of
103
46%
4th 38 out of
101
38% 4th 42 out of
100
42%
5th 23 out of
94
24% 5th 40 out of
100
40%
BOY 2011 -Tier 2 students
(Strategic Intervention)
BOY 2013 -Tier 2 students
(Strategic Intervention)
K 51 out of
118
43% K N/A until
Nov
TBA
1st 69 out of
106
65% 1st 25 out of
124
20%
2nd 31 out of
98
32% 2nd 34 out of
142
14%
3rd 17 out of
102
17% 3rd 34 out of
103
33%
The numbers of students scoring proficient in both reading and math has increased. The numbers of students scoring in intensive intervention has decreased.
School Improvement Plan 12 | Page
4th 27 out of
101
27% 4th 37 out of
100
37%
5th 16 out of
94
17% 5th 21 out of
100
21%
BOY 2011 -Tier 3 students
(Students who are more
than 1 grade level behind
in reading)
BOY 2013 -Tier 3 students
(Students who are more than
1 grade level behind in
reading)
K 11 out of
118
9% K N/A until
Nov
TBA
1st 19 out of
106
18% 1st 38 out of
124
31%
2nd 28 out
of 98
29% 2nd 38 out of
142
27%
3rd 48 out
of 102
47% 3rd 25 out of
103
24%
4th 40 out
of 101
40% 4th 19 out of
100
19%
5th 61 out of
94
65% 5th 33 out of
100
33%
*Met SLO goals for school for 2011-12, 2012-13 in reading
MATH: *STAR MATH growth: MOY data: 53% of students scored proficient, 17% nearly proficient, 20% strategic intervention, 20% intensive intervention. EOY: 59% of students scored proficient on STAR math EOY, 31% nearly proficient, 20% strategic intervention, 9% intensive intervention *Met SLO goals for school for 2011-12, 2012-13 in math
teacher and leader effectiveness
Administrative PGG was to establish a highly functioning ILT. Goal was met in 2012-13.
curriculum and instruction
Instructional tools have continuously been added to target instruction in reading and math.
family and community
Increased school/community events and attendance at school/community events
School Improvement Plan 13 | Page
engagement
use of time An additional 60 minutes was added 2011-12 through 2012-13 to the instructional day
use of data ILT began conducting walkthroughs school wide in 2012-13 where there had been no teacher to teacher walks previously in place CARA cycle used during Collaborative Planning Time facilitated by both ILT members and instructional coaches
culture and climate 2010-11 attendance rate 38.2% up to 92.65% in 2012-13
nonacademic supports
Partnership with Family Services to improve social/emotional help of students and their families. Future partnerships with Capital Goodfund, YMCA, and Dorkus Place to begin in January 2014.
Section 4: School Priority Areas and SMART Goals
Instructions: Successful and sustainable school improvement requires a targeted and focused approach on the school’s most pressing needs and challenges. Please reflect upon school data and the needs analysis in Section 3 to identify a manageable set of priorities to guide the school’s improvement efforts over the next two years. Based on these identified priorities develop 3 or 4 SMART goals that are specific, measurable, attainable, results-oriented, and time-bound. SMART goals should align to and support the district’s vision, mission, and goals. Step 1: Priority Areas
Priority Areas: Based upon the analysis conducted, what 3 to 4 priorities emerge for the school? Cite relevant evidence from your analysis to support these priorities.
Improve school culture Improve ELA proficiency Improve math proficiency
Step 2: SMART Goals
Goal #1: Insert the first SMART goal below. District strategic alignment:
6% of Young Woods qualified as absent. 51% of that 6% is
considered chronically absent. By June 2014, Young Woods
will decrease their chronic absenteeism from 51% to 41%.
6% of Young Woods students are considered chronically tardy.
By June 2014, the percentage will drop to 1% (a 5% decrease).
Engaged students and families Highly-effective educators Student-centered instruction Systems that work Collaborative community
School Improvement Plan 14 | Page
Goal #2: Insert the second SMART goal below. (Optional) District strategic alignment:
Grades K-3 will increase 10% from BOY to EOY as measured by DIBELS composite scores. Grades 4 and 5 will increase 10% from BOY to EOY as measured by STAR reading scaled scores.
Engaged students and families Highly-effective educators Student-centered instruction Systems that work Collaborative community
Goal #3: Insert the third SMART goal below. (Optional) District strategic alignment:
Grades 1-5 will increase 10% from BOY to EOY as measured by star math.
Engaged students and families Highly-effective educators Student-centered instruction Systems that work Collaborative community
School Improvement Plan 15 | Page
Section 5: School Improvement Strategies and Implementation Timeline Instructions: Identify a comprehensive and coherent set of strategies that are aligned with the school’s SMART goals identified in Section 4. Select strategies that are transformative, actionable, and student-centered. Complete the strategic planning process outlined below for each of the SMART goals. Provide a performance metric to help measure progress and gauge whether or not the strategy is being implemented effectively and with fidelity. Identify when each strategy will occur by year and semester.
Goal #1: Insert your first SMART goal below.
6% of Young Woods qualified as absent. 51% of that 6% is considered chronically absent. By June 2014, Young Woods will decrease their
chronic absenteeism from 51% to 41%.
6% of Young Woods students are considered chronically tardy. By June 2014, the percentage will drop to 1% (a 5% decrease).
Summary: Briefly describe the school’s comprehensive approach to produce gains in this goal area.
The attendance rates of chronically absent students continue to be an on-going problem as exemplified by the data above. The school plans to continue the systems and procedures created by the School Level Attendance team.
Strategies: Identify a core set of strategies to achieve this goal.
Funding: If the strategy requires funding identify source: local or Title I
ESEA Waiver Intervention: (If applicable)
Performance Metric: Identify an indicator for each strategy.
2013-14 2014-15
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
1.1 Develop a chronically absent
attendance team that will meet
weekly.
Team minutes
X
1.2 The team will review current tardy and absence data. Team will identify students who are chronically tardy/absence (using Cara Cycle)
CARA Cycle template for review dictating action plan. Student attendance data
X X X X X X X X
1.3 Team will consistently monitor systems
and procedures accurate data
collection
Agenda and Minutes Surveys Weekly attendance reports
X X X X X X X X
School Improvement Plan 16 | Page
Roster of students identified as chronically absent
1.4 Team members will have
parent/contact and conferences with
parents/guardians of students
identified as chronically absent in order
to determine root cause and provide
supports necessary.
Meeting dates,
minutes, parent log,
action plan
developed for each
family, and schedule
post conference with
case manager
Student
attendance/tardy
data
X X X X X X X X
1.5 Create and implement a school wide
program for recognizing and
motivating students and families
monthly of identified (chronically
absent/tardy) students who
demonstrate improvement.
Title I
Student
attendance/tardy
data X X X X X X X X
1.6 Parent workshops each semester to engage parents and students around the importance of attendance.
Parent exit slips
Student
attendance/tardy
data
School Improvement Plan 17 | Page
Goal #2: Insert your first SMART goal below.
Grades K-3 will increase 10% from BOY to EOY as measured by DIBELS composite scores. Grades 4 and 5 will increase 10% from BOY to EOY as measured by STAR reading scaled scores.
Summary: Briefly describe the school’s comprehensive approach to produce gains in this goal area.
Young Woods began its transformation process with the majority of the students qualifying for academic reading Tier 3. For example, 65% of 5th
grade students qualified for academic Tier 3 in reading. In our third year of transformation we have lowered our numbers to 33%. Upon digging deeper into who is still in Tier 3, the majority of the students are ESL and IEP. Along with continuing to target all Tiers of students in reading, we will focus attention on instruction for ESL and IEP students. Data: BOY reading data for 2011 showed that 65% of 5th graders were in tier 3. 17% of those tier 3 students were ESL. That left 48%* of the 2011 tier 3 students who were either IEP or General Education. Compared with: BOY reading data for 2013 shows that we now have 33% of our 5th graders in tier 3. 18% of those tier 3 students are ESL. This only leaves 15% non-ESL current 5th graders who are in tier 3. 10% of those students have IEP's. This leaves only 5% of our 5th grade students who are General Education tier 3.
Strategies: Identify a core set of strategies to achieve this goal.
Funding: If the strategy requires funding identify source: local or Title I
ESEA Waiver Intervention: (If applicable)
Performance Metric: Identify an indicator for each strategy.
2013-14 2014-15
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
2.1. Teachers will implement Whole Brain Teaching and other research based high yield student engagement
Title I Adult observations Student outcomes
X X X X X X X X ILT will participate in walkthroughs using a calibrated classroom walkthrough tool
K-3 data as measured by DIBELS. 4-5 data as measured by STAR reading
School Improvement Plan 18 | Page
strategies in order to meet the needs of all learners in all subject areas
focused on student engagement
Progress monitoring
Every teacher will be visited at least 1x per month
Progress monitoring
Tiered according to district RTI guidelines
evidence Aggregated data compiled on a spreadsheet or survey
evidence Data graphs from DIBELS and STAR
2.2. ESL teachers will use technology and other supplemental resources to provide targeted English Language acquisition instruction for ELD 1 and ELD 2 (students who score 0-2.9 on ACCESS) in grades 2nd-5th grade. Students will use technology for centers/stations and progress monitoring (for goal setting) of English language acquisition.
Title I Local
Adult observations Student outcomes
X X X X X X X X
ILT will participate in
walkthroughs of ESL teachers
using a calibrated classroom
walkthrough tool focused on
SIOP
In program English acquisition
tests
ACCESS test
Progress monitoring
Every ESL teacher will be visited at least 1x per month
Progress monitoring
Tiered according
to program
guidelines for
testing
evidence Aggregated data compiled on a spreadsheet or survey
evidence ACCESS testing
scores
2.3. Teachers will use technology and other supplemental resources to provide targeted research based reading instruction to the ESL tier 3 students.
Title I Local
Adult observations Student outcomes
X X X X X X X X
ILT will participate in
walkthroughs of teachers using a
calibrated classroom
walkthrough tool focused on
SIOP
K-3 data as measured by
DIBELS. 4-5 data as measured
by STAR reading . Targeted
and specific gap analysis tests
(PSI, fluency in Corrective
Reading measure, DIBELS,
STAR etc.)
Progress monitoring
Every ESL teacher
will be visited at
least 1x per month
Progress monitoring
Tiered according
to program and
district guidelines
for testing
evidence Aggregated data
compiled on a
spreadsheet or
survey
evidence Data graphs from
DIBELS and STAR
School Improvement Plan 19 | Page
2.4. Teachers will use technology and other supplemental resources to provide targeted research based reading instruction to the academic tier 3 students.
Title I Local
Adult observations Student outcomes
X X X X X X X X
ILT will participate in
walkthroughs of teachers using a
calibrated classroom
walkthrough tool targeted
reading interventions for IEP
K-3 data as measured by
DIBELS. 4-5 data as measured
by STAR reading . Targeted
and specific gap analysis tests
(PSI, fluency measure, DIBELS,
STAR etc.)
Progress monitoring
Every resource
teacher will be
visited at least
1x per month
Progress monitoring
Tiered
according to
program and
district
guidelines for
testing
evidence Aggregated data
compiled on a
spreadsheet or
survey
evidence Data graphs
from DIBELS
and STAR
Goal #3: Insert your first SMART goal below.
Grades 1-5 will increase 10% from BOY to EOY as measured by star math.
Summary: Briefly describe the school’s comprehensive approach to produce gains in this goal area.
Young Woods began mathematics transformation with 75% of students performing below proficiency. We began our transformation with most students needing tier 3 interventions in mathematics. The percent of students needing tier 3 instruction has significantly reduced. The students the data indicates are in most need of intervention are English Language Learners and IEP. Data: The percent of students in 2012 who were proficient in mathematics is 25%. Of those students who are most in need of intervention are LEP (11% proficient) and IEP students (10% proficient).
Strategies: Identify a core set of strategies to achieve this goal.
Funding: If the strategy requires funding
ESEA Waiver Intervention: (If applicable)
Performance Metric: Identify an indicator for each strategy.
2013-14 2014-15
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
School Improvement Plan 20 | Page
identify source: local or Title I
3.1 Teachers will actively participate in (and apply) job embedded professional development in research based multi-media modules in order to build and extend knowledge of mathematics content (K-2 Whole Numbers) and (3-5 Fractions) and Mathematics Practice Standards.
Title I Local
Adult Observations Student Outcomes
X X X X X X X X
ILT will participate in walkthroughs of teachers using a calibrated classroom walkthrough tool focused on Mathematical Practices.
STAR math data. Targeted and specific gap analysis tests (PSI, fluency measure, DIBELS, STAR etc.
Progress Monitoring
Every teacher will be visited at least once a month.
Progress Monitoring
Tiered according to program and district guidelines for testing
Evidence Aggregated data in graph and chart form of walkthrough Practice Standards
Evidence STAR data on graphs and charts
3.2. Teachers will provide targeted research based interventions for students performing in the “intervention” category (tier 2) and “urgent intervention” category (tier 3).
Title I Local
Adult observations Student outcomes
X X X X X X X X
ILT will participate in
walkthroughs of teachers
using a calibrated
classroom walkthrough
tool focused on targeted
mathematics interventions.
STAR math data. Targeted
and specific gap analysis
tests (PSI, fluency
measure, DIBELS, STAR
etc.)
Progress
monitoring
Every
resource
teacher will be
visited at least
1x per month
Progress
monitoring
Tiered
according to
program
and district
guidelines
for testing
Evidence Aggregated
data compiled
on a
spreadsheet
Evidence STAR data
on graphs
and charts
School Improvement Plan 21 | Page
or survey
3.3. Teachers will explicitly teach the structure and strategies of word problems to tier 2 and tier 3 students.
Title I Local
Adult observations Student outcomes
X X X X X X X X
ILT will participate in
walkthroughs of resource
teachers using a calibrated
classroom walkthrough
tool focused on word
problem structure.
STAR math data. Targeted
and specific gap analysis
tests (PSI, fluency
measure, DIBELS, STAR
etc.)
Progress
Monitoring
Every
resource
teacher will
be visited at
least 1x per
month
Progress
Monitoring
Tiered
according to
program
and district
guidelines
for testing
Evidence Aggregated
data
compiled on
a
spreadsheet
or survey
Evidence STAR data
on graphs
and charts
3.4. Integrate technology to implement a greater variety of interventions and core lessons that meet the learning needs of students and deliver more effective instruction.
Title I Local
Adult observations Student outcomes
X X X X X X X X
ILT will participate in
walkthroughs using a
school specific tool focused
on student use of
technology.
STAR math data. Targeted
and specific gap analysis
tests (PSI, fluency
measure, DIBELS, STAR
etc.).
Progress
Monitoring
Every
teacher will
be visited at
least 1x per
month
Progress
Monitoring
Tiered
according to
program
and district
guidelines
for testing
School Improvement Plan 22 | Page
Evidence Aggregated
data
compiled on
a
spreadsheet
or survey
Evidence STAR data
on graphs
and charts
School Improvement Plan 23 | Page
PART 3: REQUIREMENT CHECKLISTS
Title I School-wide Program Checklist
Instructions: Complete the Title I School-wide Program checklist to ensure that the school’s SIP meets the
federal Title I requirements. A comprehensive school improvement plan must address all of the components
defined in the Elementary and Secondary Education Act (Section 1114(b) of Title I).
Component 1: School-wide reform strategies that provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement
Component 2: Use of effective methods and instructional strategies that are based on scientifically based research that strengthen the core academic program, increase the amount and quality of time (such as providing before and after school and summer programs and opportunities), and include strategies for meeting the educational needs of historically underserved populations.
Component 3: Instruction by highly qualified teachers
Component 4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals, and if appropriate, pupil service personnel, parents, and other staff to enable all children to meet the State’s academic achievement standards.
Component 5: Strategies to attract highly qualified teachers to high-need schools
Component 6: Strategies to increase parental involvement
Component 7: Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs
Component 8: Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on, and to improve, the achievement of individual students and the overall instructional program
Component 9: Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance to ensure student difficulties are identified on a timely basis
Component 10: Coordination and integration of Federal, State, and local services and programs
School Improvement Plan 24 | Page
SIG Transformation Element Requirement Checklist (SIG Cohorts 1 and 2 ONLY)
Instructions: Complete the SIG Transformation Element Requirement Checklist to ensure that the school’s SIP
meets federal School Improvement Grant (SIG) element requirements under the Transformation model.
Strategies for teacher and leader effectiveness
Strategies for comprehensive instructional reform
Strategies for increased learning time and community oriented schools
Strategies for operational flexibility and sustained support