Mathimages.pcmac.org/SiSFiles/Schools/AL/MobileCounty/Turner...Teacher created focused math instruction is included in the ACIP plan as an objective/activity for Talents Unlimited

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Please be reminded that all resources must be approved by C&I.

2016-17 School Action Plan

School: JE Turner Elementary Principal: Lynn Huey

Leadership or ACIP Team Members’ Names and Positions: Lynn Huey-Principal, April McNiel-Counselor, Dale Blackburn-Special Education LEA, Stephanie Estes-Intervention, Amy Lassiter-Title 1, Jennifer Linder and Kerry Singleton-Parents, Angie Abston- Teacher

Math 1. Review Aspire 2016 Math Baseline Data

a. Include grade level proficiency in the following categories: In Need of Support Close Ready Exceeding

Grade In Need of Support Close Ready Exceeding

3 11.5 36.5 41.7 10.4

4 9.6 42.2 42.2 6

5 9.2 32.9 53.9 3.9

b. Develop a plan to increase the achievement of the lowest performing 25% of students.

Include this as an objective in your ACIP

Our focus group will be our Close students. Our plan is to have 2 rounds of Extended Day (one fall

and one spring) as well as ASPIRE intervention pull outs with the intervention teacher twice weekly.

Teachers will be trained on 7 month planning to prioritize teaching of standards.

c. Include this information in the ACIP/Advanced Student Performance Diagnostic.

d. Use the data above to determine what Additional Academic Assistance will be offered to

students. (Ex. Extended Day, Saturday School, Twilight, Credit Recovery, etc.)

Extended Day and Pull out with Intervention teacher for targeted instruction based on benchmark and

formative assessment, Test Nav 8 Tutorial for ASPIRE, grades 3-5.

e. How will you know if the Additional Academic Assistance is working?

Identify the benchmarking/assessment/progress monitoring tools/measures

STAR Scores, Classroom ASPIRE practice tests, Interim ASPIRE test scores, Performance Coach

Assessments. STAR testing will takin place monthly for all students on PST for low achievement.

Establish expected outcomes (Ex. Baseline = 20% / Expected Outcome = 50%)

Baseline is STAR ACT ASPIRE Math screening report

STAR Baseline Data - Expected Outcome Semester Data

3rd 55% proficient 70% proficient

4th 37% Proficient 60% proficient


Benchmark SS changed.

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2. After utilizing district pacing guides/resources, which of the following optional instructional

resources are you currently using for Math? Please check all that apply and include the baseline

data/evidence for each. Check all that apply. *Indicates free resources

LearnZillion* Think Through Math Achieve the Core*

MDC (Mathematics Design Collaborative* Other (list in #3 below)

3. If you are using any other instructional resources, please list them below:

a. _____Performance Coach ACT /CCRS aligned activities and assessments

b. _Targeted teacher made intervention lessons

c. ________________________________________________________________

Baseline is STAR ACT ASPIRE Math screening report

STAR Baseline Data - Semester Expected Outcome

3rd 55% proficient 53% 70% proficient

4th 37% Proficient 38% 60% proficient

5th 33% Proficient 33% 60% proficient

4. Are the instructional resources listed above included in your ACIP as an objective/activity? If not,

please include.

Teacher created focused math instruction is included in the ACIP plan as an objective/activity for

Talents Unlimited and Project Based Instruction. Both Talents and the PB lessons engage

students in higher order thinking skills and multi-task problems. This has been identified through

ASPIRE scores to be an issue…solving and explaining questions with multiple steps and

questions.

a. How do you know if the objectives/activities are working? (benchmarking/assessment

tools or progress monitoring measures)

Identify the benchmarking/assessment/progress monitoring tools


Baseline is STAR ACT ASPIRE Math screening report See #3

STAR Baseline Data - Expected Outcome




b. Monitor this information monthly and include results in your quarterly ACIP progress

notes. Submit PDFs to your assistant superintendent quarterly.

STAR is 3 times a year. PST/Target students will be assessed monthly.

Faculty will discuss progress monitoring results during data/PST/faculty/grade

level/departmental/ACIP meetings.

Provide evidence/documentation to support implementation and progress

toward meeting objectives/activities on a monthly basis.

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5. Are you using any of the following intervention programs listed below: Please check all that

apply and include the baseline data/evidence for each. *Indicates free resources

Stride Academy* Achieve the Core* Think Through Math

Ready Common Core (iReady)

Sadlier (print and online)

Edgenuity *Teacher Created – Focused Math Instruction

*Triumph Learning Common Core Support Coach

Other (list in #6 below)

6. If you are using any other intervention resources, please list them below:

a. _______Learning .com

_________Test Nav 8 for

ASPIRE______________________________________________

b. ________________________________________________________________

7. Are the intervention resources listed above included in your ACIP as an objective/activity? If not,

please include. Yes. Noted previously.



STAR ACT Scores, Classroom ASPIRE practice tests, Interim ASPIRE test scores, teacher made

formative assessments such as Plicker, short response, performance Coach Assessments, DIBELS

progress monitoring


STAR ACT Scores, Classroom ASPIRE practice tests, Interim ASPIRE test scores, teacher made

formative assessments such as Plicker, short response, performance Coach Assessments, DIBELS

progress monitoring


Baseline is STAR ACT ASPIRE Math screening report See #3

STAR Baseline Data - Expected Outcome







level/departmental/ACIP meetings. STAR and Data warehouse Student failure

by subject and teacher are studied at all data and PST meetings. At his time all

students that are failing math and or reading are SPED or identified by PST to be

tested for SPED. Students identified were offered tutoring and small group

intervention.

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8. Identify the professional development that was provided for the tools identified above? (Time,

consultant, money, etc.)

Talents Unlimited- All teachers (except for teachers new to Turner this year) have been

Talents Unlimited trained. Job embedded Talents Unlimited Training was done on

11/7/15, 1/25/16, and 2/11/16. All new teachers will receive Talents Unlimited training

this year. We will add a Talents Refresher Course as part of our Fall 2017 PD. Ms. Huey

will conduct the training.

Project Based Instruction PD has been provided to faculty during faculty meetings.

2/22/16, 3/15/16

PD provided as collaboration on developing teacher made formative assessments to

determine the impact of small group intervention activities. Job Embedded, subs

provided, lead teacher, Reading coach.

Performance Coach Support overview done for afterschool tutors, 3/7/16

Ongoing training for Learning .com by Media Specialist/assists teachers in labs

9. What professional development is needed?

TU Initial training for new teachers to be provided in October by District trainer. Oct. 17

Ongoing job embedded training on creating CFA’s and EQTs that align with ASPIRE categories.

Subs provided, assist by ARI coach

All teachers will take part in 7 Month planning PD. Date TBD

All teachers will be shown detail of running Test Nav 8 for ASPIRE TBD

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Reading K-5/English 6-12

1. Review Aspire 2016 Reading K-5/English 6-12 Baseline Data



3 37. 1 27.8 21.6 13.4

4 33.7 34.9 22.9 8.4

5 35.8 32.9 21.1 9.2

b. Develop a plan to increase the achievement of the lowest performing 25% of students.

Include this as an objective in your ACIP

Our plan is to increase our Close students through ASPIRE intervention pull out twice weekly,

two rounds of Extended Day Tutoring (fall and spring), use of Sonday System Phonics, and

Triumph Learning Common Core Coach. Extended day students will be identifies through STAR

testing, gradebook and ASPIRE data of those in need of support, close and barely at ready.

c. Include this information in the ACIP/AdvancED Student Performance Diagnostic.

d. Use the data above to determine what Additional Academic Assistance will be offered to

students. (Ex. Extended Day, Saturday School, Twilight, Credit Recovery, etc.)

- Extended Day, ASPIRE intervention pull outs twice weekly.

e. How will you know if the Additional Academic Assistance is working?

Identify the benchmarking/assessment/progress monitoring tools/measures

STAR Scores, Classroom ASPIRE practice tests, Interim ASPIRE test scores

STAR Screening Report ACT Aspire Baseline (Fall)


Baseline Proficiency Semester Expected

outcome

3rd 24% 25% 50%

4th 32% 31% 60%

5th 29% 29% 50%


resources are you currently using for Reading K-5/English 6-12? Please check all that apply and

include the baseline data/evidence for each. *Indicates free resources

LearnZillion* Readworks.org* Achieve the Core*

CFAs (required)* Sonday System* Newsela*

Comprehension Toolkit Snap! Learning Portfolio ACT Mastery Prep

Benchmark leveled text – Be a Reading Star!

Triumph Learning Common Core Coach


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a. __ARI Coaching for 3rd grade Coach is working well with 3rd grade. Overall Reading

scores are rising as noted by growth chart in Renaissance.

b. ___Learning.com ( keyboarding, computer skills) Students are scheduled in lab for

keyboarding as well as ASPIRE interim tests.

c. _Test Nav 8 for ASPIRE grades 3-5

4. Are the instructional resources listed above included in your ACIP as an objective/activity? If not,

please include.

Included in the ACIP plan as an objective/activity for Talents Unlimited and Project Based

Instruction, funding for Performance Coach, extended day, funding for job embedded PD

including CFA analysis of skills missed.




1. STAR testing, CFAs, teacher made targeted assessments, EQTs, ASPIRE

benchmark assessments.



Baseline Proficiency Expected outcome

3rd 24% 50%

4th 32% 60%

5th 29% 50%

See notes on #1







Are you using any of the following intervention programs listed below: Please check all that apply and

include the baseline data/evidence for each. * Indicates free resources

Stride Academy* Sonday System*

Scholastic Short Reads

Snap! Structured Guided Reading (free for grades 6-8)

Benchmark ACT Now (close reading)

Be A Reading Star!

Sadlier (print and online)

Triumph Learning Common Core Support Coach



a. _______Scholastic 6 traits Writing

b. ______Extended day; targeted teacher made lessons

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c. __Reading intervention teacher meets with all PST students Weekly

d. ARI reading coach works with teachers and students in Close range from last year’s

ASPIRE and below grade level STAR benchmark. Daily. 3rd grade

6. Are the intervention resources listed above included in your ACIP as an objective/activity? If not,

please include.




DIBELS K-2, STAR, Performance Coach Support assessments, teacher made assessments


DIBELS not yet available. Semester note: Grades K-2 are using DIBEL, All PST

students are DIBEL monitored by Reading Intervention teacher

STAR

STAR Screening Report ACT Aspire Baseline (Fall) See #1


Baseline Proficiency Expected outcome

3rd 24% 50%

4th 32% 60%

5th 29% 50%









Sonday training K-5 provide by reading coach K-2, Sept. 2016, 3-5 – August 2016

SONDAY training took place. Teachers are using SONDAY, but by following the MCPSS Pacing

guides there is a direct conflict with the researched based sequence of SONDAY. We are seeing

much less growth, especially with 1st grade for whom it was most effective last year. By jumping

around lessons, instead of presenting sequentially as designed, the program has huge gaps in it.

I encourage my teachers to teach the SONDAY to fidelity as opposed to skipping around.

CFA training provided by administrator and district coaches, subs provided using local funds, job embedded. Teachers released for CFA planning and prep. CFA’s are being developed by all grade levels for Math and Reading

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ASPIRE data. Spring 2016…next data available summer of 2017.


3 37. 1 27.8 21.6 13.4

4 33.7 34.9 22.9 8.4

5 35.8 32.9 21.1 9.2

DATA meetings to discuss using STAR data and identifying strategies for struggling

students.

DIBELS training provided for team by reading coach and Title I facilitator. Done

6 Traits Writing training provided by counselor (previous Eng teacher at MGM), and

Reading coach September 2016, Ongoing modeling of lessons Still have not been

provided training for 6 traits. I sent 8 teachers to the training offered last month. It was

a total waste of time as the consultant were under the impression that this was follow

up training. With 1 day notice prior to Thanksgiving break, it was a lot of effort to find

subs and make arrangements. Our hope is that with the new Wonder series including a

writing component using 6 Traits my teachers will have the connections they need to

make the writing more meaningful and aligned.


o More training in identifying the strategies that align with ACT ASPIRE. October, 2016

o Also, need more training that enables teachers to locate reading passages that are at

the same text complexity of ASPIRE. Lack of these resources is a hindrance in creating

valid lessons and creating valid assessments. New reading series PD by district??TBD

o Teachers are not trained to identify the Lexile level and grade level equivalents in

reading materials. TBD ARI reading coach

o Performance Coach to assist with providing relevant teaching resources; Collaboration

on grade levels with reading coach - ongoing

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Science

1. Review Aspire 2016 Science Baseline Data



4 37.3 32.5 20.5 9.6

5 26.3 34.2 32.9 6.6

b. Include this information in the ACIP/AdvancED Student Performance Diagnostic.


resources are you currently using for Science? Please check all that apply and include the

baseline data/evidence for each. * Indicates free resources

Discovery Education

AMSTI Moodle Science Library

STEMscopes Picture Perfect Science

Mystery Science Close Reading Strategy

Moodle ACT/Aspire Science Other (list in #3 below)


a. ___Collaborative endeavor for 4th and 5th grade with 4H providing a full day of

instruction monthly. 4h comes in once a month and works for one hour with each of our

4th and 5th grade classrooms. This adds to the applied science being used in the

classroom each day.

b. ____ASPIRE Classroom and Interim Science assessment grade 4-5.

__________________________________________________________

c. _______________________________________________________________

4. Are the instructional resources listed above included in your ACIP as an objective/activity in

Math or Reading?

In ACIP under Talents Unlimited, Discovery Education, and Project Based Learning, funding for

job embedded collaboration and CFA development and review. (subs)

If not, please include.




Vocabulary/close read assessments and application to lab; teacher observation,

STAR

ASPIRE benchmark test, Baseline TBD once 1st test is available and given.

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2016 4th grade proficiency 30.15% 2017 Goal 45%

5th grade proficiency 39.5% 2017 Goal 45%







5. Are you using any of the following intervention programs listed below. Please check all that

apply and include the baseline data/evidence for each. * Indicates free resources

STEMscopes Mystery Science Discovery Education

Gizmos Other (list in #6 below)


a. ___small group reading intervention,

b. ___Learning.com ( to increase keyboarding skills)

c. _______________________________________________________________

7. Are the intervention resources listed above included in your ACIP as an objective/activity in

Math or Reading? If not, please include. Yes




Monthly gradebook audits, teacher made benchmark tests,

STAR reading test( as reading is the biggest problem with the science test)

Science Interim ASPIRE test, quarterly


2016 4th grade proficiency 30.15% 2017 Goal 45%

5th grade proficiency 39.5% 2017 Goal 45%







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Science PLT /lead Science teacher’s with AMSTI coaches, Quarterly

Collaboration with 4H, and the Alabama Cooperative Extension. Monthly

STEM Scope training by district, July 2016


More training in Stem Scopes. TBD

Teachers will take part in Webinars and online resources as they become available.

Become familiar with ASPRE Science interim tests when made available.

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Please include in your ACIP objectives/strategies/activities for each of the areas below:

Writing

Data Source: Sample writings from portfolio using required rubric(s) (mode-to-mode comparison or by grade level)

Status: Teachers are currently teaching 6 Traits of Writing

Strategies: Learning. Com, 6+1 Modeling Intervention: One on one writing conferences

Expected outcomes: Increase in score using 6 traits cross cut rubrics

Discipline

Data Source: INOW

2015-16 Office Referrals: 61 Suspensions:18

Strategies: Student centered learning environment

Intervention: PST/Behavior 360

Expected outcomes: Decrease in discipline infractions by 4%

Attendance

Data Source: INOW

2015-16 ADM: 94.71 As of Dec. 1, 96.4 ADM Absences per quarter: 802, 1083, 1349,1355

Strategies: Lunch with Principal/Super Heroes Intervention: Letters from Attendance officer, calls from principal and counselor, counselor classroom sessions focus on the importance of being in school, every day, all day. Also post in monthly parent bulletins and on school marquee.

Expected outcomes: Decrease in the number of absences, ADM of 95%

Culture/Climate

2015-16 Data Source: Surveys – AdvancED, Federal Parenting, Technology, and PRIDE. Surveys complete. Data shows a high approval rate from every sub group. Our lowest scores fall in the category of support from Central Office, mostly from teachers.

Areas of Focus: Families are not asked to come or don’t like to come to the school/ This has been corrected. Latest survey shows 8% of early childhood and 12% of elem. results think their family is not invited to schools. This translates to about 3 students.

Strategies: Incorporating Leader In Me LIM is being fully implemented with positive results.

Monitoring: Parent surveys/explain survey question to students before they take the survey

Expected outcomes/goal: Increase in parents attendance at school

Technology

Data Source: miDevice, Discovery Ed. Collaboration lab, Learning.com, Maker spaces

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Status: miDevice school –BYOD The biggest problem we have with our wireless devices is lack of consistent WI Fi service. I still have 2 portable, 3rd grade, that cannot get any internet service on the wireless devices after multiple service workorders.

Strategies: All students, teachers, and staff will have access to sources listed above

Intervention: Use and assist in suing technology and digital resources in all subject areas

Expected outcomes: Increase in attendance, decrease in discipline, increase in ASPIRE open response questions.

Special Education

Data Source: K-2 Special Education Teacher and 3-5 Special Education Teacher, % paraprofessionals

Inclusion Used: Yes No Resource Room Used: Yes No Number of AAA Students: 2015-2016 4 students

Strategies: Multiple strategies are used by our Special education teachers. We have a huge increase in students needing a one on one aide or a self-contained resource room, neither of which we have. Small group intervention, testing and counseling are provided for all SPED students.

Intervention: SPED teacher provide second delivery, pre teaching and intervention on top of the intervention provided by the classroom teacher. I am in dire need of my self-contained classroom back. I have severely SPED students and multiple violent children that cannot be in a regular classroom the majority of the day. They are housed in my resource room with one on one aides, but this is a very negative area for my LD students to get small group instruction and one on one assessment and instruction. The other students are very distracting.

Expected outcomes:

1. How and when was ASPIRE data shared with teachers? ASPIRE Data Meeting was held on Friday, September 2 and data was shared with teachers at that time. We also look at Power BI dashboard to pull students for specific intervention and grouping based on skills missed.

2. Describe implementation of School-Wide Reteach/Retest procedures: Reteach and retest procedures have been received from the district and have been thoroughly explained to teachers. This process is audited by frequent instructional audits looking for comments alluding to retesting. Mid quarter progress reports are copied for administrator. These are reviewed for grading outliers.

3. Describe implementation of School-Wide PST (Academic/Behavior) processes, who is involved.

Assistant Superintendents will review documentation.

PST process involves the administration, Special Education, the counselor, PST chair, Intervention teacher, and classroom teachers. Meetings are held twice quarterly. PST students receive intervention from the intervention teacher as well as the classroom teacher. Monthly STAR tests are given (or more frequently for some students) to assess progress of strategies.

4. Assistant Superintendent will review classroom walkthroughs (follow up):

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5. Assistant Superintendent will review Educate Alabama according to timeline (follow up):

6. Assistant Superintendent will review lesson plans and observe Physical Education Program (structured daily activities, indoor/outdoor policy, PE teachers engaged).

7. Do you have HR needs? Overcrowded in 2nd and 4th grades. Cannot afford to lose intervention

teacher

8. Do you have facility needs that have not been addressed?

9. Other information/plans you wish to share (optional): I understand that monitoring will be based on my selections and the information provided. I also understand that changes and additions to this plan will need to be evidence-based and discussed with my assigned assistant superintendent prior to the plan being altered. ______________________________________________________________________________ Principal’s Signature Date ______________________________________________________________________________ Assistant Superintendent’s Signature Date

Documents

Mathimages.pcmac.org/SiSFiles/Schools/AL/MobileCounty/Turner...Teacher created focused math instruction is included in the ACIP plan as an objective/activity for Talents Unlimited