2017-2018 Roosevelt School Improvement Plan Roosevelt ... · Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (NCEE #2008-4027)

2017-2018 Roosevelt School

Improvement Plan

Roosevelt Elementary School

Lakeshore School District (Berrien)

Mrs. Kristen S Pennington, Administrator

2000 EL DORADO DR STEVENSVILLE, MI 49127-8607

Document Generated On April 23, 2018

TABLE OF CONTENTS

Overview 1 Goals Summary 2

Goal 1: All students at Roosevelt will become proficient writers. 3

Goal 2: All students at Roosevelt will become proficient readers 4

Goal 3: All students will become proficient in Math 9

Goal 4: All students will be proficient in Science. 12

Goal 5: Staff will utilize data and technology to support instructional decision-making 14

Activity Summary by Funding Source 16

Overview

Plan Name

2017-2018 Roosevelt School Improvement Plan

Plan Description

2017-2018 Roosevelt School Improvement PlanRoosevelt Elementary School

Roosevelt Elementary School Page 1© 2018 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Goals Summary

The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.

# Goal Name Goal Details Goal Type Total Funding1 All students at Roosevelt will become proficient

writers.Objectives:1Strategies:1Activities:3

Academic $2000

2 All students at Roosevelt will become proficientreaders

Objectives:1Strategies:3Activities:9

Academic $114200

3 All students will become proficient in Math Objectives:1Strategies:2Activities:6

Academic $500

4 All students will be proficient in Science. Objectives:1Strategies:1Activities:3

Academic $4933

5 Staff will utilize data and technology to supportinstructional decision-making

Objectives:1Strategies:1Activities:1

Organizational $4500



Goal 1: All students at Roosevelt will become proficient writers.

Strategy 1: WRT 1.0 Focused Writing - Teachers will model effective writing strategies for narrative, informational, and opinion/argument writing. Category: English/Language Arts Research Cited: "The elements of writing workshop are all means of formative assessmentwhere we are supporting the developmental writer, not simply delivering

content. When we model writing, we are sharing our processes and showing that we value the writing we are asking our students to do. Before conducting mini-

lessons, we have already informally assessed and determined the need to review a particular feature or convention of writing. When we use mentor texts, we are

helping students to expand their repertoire of language structures. When we share and respind to writing-peer to peer in small writing groups, peer to peer in partner

response, ot teacher to student in individual writing conferences-we are assessing and immediately using that assessment to improve writing for a particular content,

purpose, and audience. As a result, we time-crunched teachers need not to take home stacks and stacks of papers to grade. Meanwhile students generate stacks and

stacks of writing that supports the development of content ideas and writing 'muscles'."

The Writing Workshop: A Valuable Tool for Differentiation and Formative Assessment. http:11www.edutopia.org/blog/writing-workshop-differentiated-instruction-

formative-assessment. Lucy Caulkins, Teachers College at Columbia University Tier: Tier 1

Measurable Objective 1:85% of Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, Asian, Bottom 30%, White, Economically Disadvantaged, Gifted andTalented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other PacificIslander students will demonstrate a proficiency in writing standards in English Language Arts by 06/10/2022 as measured by state and local assessments.

Activity - WRT 1.1 Writer's Workshop ActivityType

Tier Phase Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Teachers will model and practice exemplary writing practices ofall genres with students as part of direct teaching instructionand then provide quality writing feedback to students duringwriting conferences and other forums for feedback. A couple ofprofessional development opportunities will be provided toexpand understanding and competence in the workshop model.Writer's Workshop follows a predictable pattern: Mini-lesson(10-15 minutes), Independent Writing (20-35 minutes),Conferring (during independent writing time), Sharing (5-10minutes). The TOTAL time for Writing Workshop is 60 minutes.If necessary, it can be modified some days to be a minimum of30 minutes. This work will also involve using a consultant andother consultants to provide training and to model teachingwith our own students in a learning lab model. In the summer of2017 and in future summers, selected teachers will be trainedat the Teacher's College in New York.

SupplementalMaterials,CurriculumDevelopment, DirectInstruction,Technology,Professional Learning,AcademicSupportProgram,TeacherCollaboration

Tier 1 Implement 09/06/2016 08/30/2019 $2000 Title II PartA

ELAContentTeam,Teachers,Principals,CurriculumDirector

Activity - WRT 1.2 Monitoring ActivityType


Source OfFunding

StaffResponsible

Time will be allotted for teachers to analyze student writing dataduring weekly PLC times. Strategies and student achievementresults will be kept in the minutes and reported to the buildingprincipal.

BehavioralSupportProgram,DirectInstruction,Technology,Professional Learning,AcademicSupportProgram,TeacherCollaboration

Tier 1 Monitor 09/06/2016 06/07/2019 $0 No FundingRequired

Teachers ofWriting andbuildingPrincipal.

Activity - WRT 1.3 Informational and Persuasive Writing ActivityType


Source OfFunding

StaffResponsible

Elementary Writer's Workshop PLC Leaders will choose onepiece of informational writing and one piece of persuasivewriting and focus on teaching it to all staff during PLC times tohelp students understand how to make progress in their writing.

Professional Learning,TeacherCollaboration

Tier 1 Implement 09/06/2016 06/14/2019 $0 No FundingRequired

Teachers ofwriting,PLC teamleaders,andbuildingPrincipal.



Goal 2: All students at Roosevelt will become proficient readers

Strategy 1: RDG 2.0 Close and Critical Reading - Teachers will explore critical thinking strategies for close, critical reading. Research recommends:

1) Provide explicit vocabulary instruction.

2) Provide direct and explicit comprehension strategy instruction.

3) Provide opportunities for extended discussion of text meaning and interpretation.

4) Increase student motivation and engagement in literacy learning.

5) Make available intensive and individualized interventions for struggling readers provided by trained specialists. Category: English/Language Arts Research Cited: "To acquire the skills they need, students must work hard to refine and build upon their initial reading skills, and teachers in upper elementary grades

and in middle and high school classes should help students acquire more advanced skills once they understand the demands that content area tasks actually present,

especially to students who struggle with reading. However, many teachers report feeling unprepared to help thier students or do not think that teaching reading skills

in content-area classes is their responsibility." Kamil, M.L., Borman, G.D., Dole, J., Kral, C.C., Salinger, T., and Torgesen, J. (2008). Improving adolescent literacy:

Effective classroom and intervention practices: A Practice Guide (NCEE #2008-4027). Washington, D.C: national Center for Education Evaluation and Regional

assistance, Institute of Education Sciences, U.S. Department of Education. retrieved from http://ies.ed.gov/ncee/wwc Tier: Tier 1

Measurable Objective 1:85% of Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented,Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islanderstudents will demonstrate a proficiency reading standards in English Language Arts by 06/10/2022 as measured by state and local assessments.

Activity - RDG 2.1 Social Studies ActivityType


Source OfFunding

StaffResponsible

Social Studies teachers will participate in professional learningopportunities to learn about the new C3 national standards andthe MC3 curriculum. This will begin the process of learningabout the new standards as they relate and merge with thecommon core literacy standards. Where possible, newresources will be utilized within the curriculum.

SupplementalMaterials,CurriculumDevelopment, DirectInstruction,Technology,Professional Learning,TeacherCollaboration

Tier 1 GettingReady

09/06/2016 08/30/2018 $200 Title II PartA

All teachersof readingandbuildingprincipal



Strategy 2: RDG 1.0 Broaden Reading Opportunities - Teachers in all content areas will target increased emphasis on informational reading to support strategies that encompass

comprehension strategies that are taught explicitly to students.

Research Cited: Research supports reading comprehension with 5 major strategies:

1. Teach students how to use reading comprehension strategies.

2. Teach students to identify and use the text's organizational structure to comprehend, learn and remember content.

3. Guide students through focused, high-quality discussion on the meaning of text.

4. Select texts purposefully to support comprehension development.

5. Establish an engaging and motivating context in which to teach reading comprehension.

Research-

"Strong reading comprehension skills are central not only to academic and professional success, but also to a productive social and civic life. These skills build

capacity to learn independently, to absorb information on a variety of topics, to enjoy reading, and to experience literature more deeply. Despite the growing demand

for remarkably constant between 1992 and 2003. This guide, developed by a panel of experts, presents a set of evidence-based practices that teachers and other

educators can use to successfully teach reading comprehension to young readers. The panel believes that students who read with understanding at an early age gain

access to a broader range of texts, knowledge and educational opportunities, making early reading comprehension instruction particularly critical."

Category: English/Language Arts Research Cited: Shanahan, T., Calison, K., Carriere, C. Duke, N.K., Pearson, D. Schatschneider, C. & Torgesen, J. (2010). Improving reading comprehension in

Kindergarten through 3rd Grade, A practice guide (NCEE 2010-4038). Washington, DC. National Center for Education Evaluation and Regional Assistance, Institute of

Education Sciences, U.S. Department of Education, Retrieved from shatworks.ed.gov/publications/practiceguides Tier: Tier 1

Activity - RDG 2.2: ELL Strategies/Support ActivityType


Source OfFunding

StaffResponsible

Students will be identified by language screening tools andgiven ELA support i buildings during the school day by an ELLteacher and/or paraprofessional. This includes trainingprovided to the ELL teacher at Kent Network Meetings as wellas one annual conference (such as MABE).

DirectInstruction

Tier 2 Implement 09/06/2016 06/05/2018 $10000 GeneralFund

ELLTeacher,ClassroomTeachers,Paraprofessionals,Principal

Activity - 1.1 Reading Workshop and Engagement ActivityType


Source OfFunding

StaffResponsible



Teachers will deepen learning around the foundations ofreading workshop as our instructional model for Grades K-7.This work involves being trained int he workshop model inconjunction with Lucy Calkins reading units of study by adesignated consultant for the next 2-3 years. This will alsoinclude professional development that supports this initiativeincluding things like the Reading Now Network (RNN) trainings,close reading strategies, Literacy Coaches Network, furtherunderstanding around the Essential Literacy Practices asdefined in Michigan, Nell Duke early literacy practices, Fountasand Pinnell, Leveled Literacy Intervention, and the five maincomponents of reading - phonemic awareness, phonics,fluency, vocabulary/oral language, and comprehension.Selected teachers and administrators will also attend thesummer Reading Institute at the Teacher's College in NewYork.

SupplementalMaterials,DirectInstruction,Technology,Professional Learning,TeacherCollaboration


Teachers,Interventionists,Principals,CurriculumDirector

Activity - 1.2 Guided Reading and Reading App Library ActivityType


Source OfFunding

StaffResponsible

Teachers will continue to add and develop the guided readinglibrary that is available for our teachers. They will also continueto share reading apps and website for students to use asadditional supplemental supports for reading at individuallevels.

Technology, AcademicSupportProgram,TeacherCollaboration


TeachersandPrincipal

Activity - 1.3 Building Classroom Libraries ActivityType


Source OfFunding

StaffResponsible

We will be purchasing additional leveled books in neededgenres (especially non-fiction and ones that support LucyCalkins units of study) to support our reader's workshop modelof instruction.

Other,SupplementalMaterials,DirectInstruction,Professional Learning,AcademicSupportProgram,TeacherCollaboration

Tier 1 GettingReady

06/12/2017 08/30/2019 $20000 Other CurriculumDirector,Principals,Teachers

Activity - 1.4 Reading Eggs ActivityType


Source OfFunding

StaffResponsible



Strategy 3: RDG 3.0 MTSS Interventions - Teachers will use timely and appropriate interventions with students. Students will be identified as needing intervention through

screeners, diagnostics and/or teacher recommendations. A Literacy Interventionist will work with small groups of students to provide interventions specific to each

students' needs during time that do not take these students away from their core instruction time for reading in the regular classroom.

Research cited: "Provide intensive, systematic instruction on up to three foundational reading skills in small groups to students who score below the benchmark on

universal screening. Typically, these groups meet between three and five times a week for 20-40 minutes (Tier 2). Tier 2 instruction should take place in small

homogenous groups ranging from three to four students using curricula that address the major components of reading instruction (comprehension, fluency, phonemic

awareness, phonics and vocabulary.)" Category: English/Language Arts Research Cited: Research cited: Gensten, R. Compton, D., Connor, C.M. Dimino, J, Santoro, L. Linan-Thompson, S. and Tilly, W.D. (2008). Assisting students

struggling with reading: Response to intervention and nulti-tier intervention for reading in the primary grades. A practice guide (NCEE 2009-4045). Washinggon, D.C.

National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Departement of Education of Education. Retrieved from

http://ies.ed.gov/ncee/wwwc/publications/practiceguides/. Tier: Tier 2

All students K-3 will use Reading Eggs as an online, one-to-one learning component according to ability and growth.Students will be able to utilize this as part of core reading.Reading Eggs focuses on core literacy skills and is used duringthe week and also at home.

SupplementalMaterials,DirectInstruction,Technology, AcademicSupportProgram

Tier 1 Implement 09/05/2017 06/13/2018 $2100 Section 31a TeachersPrincipals

Activity - RDG 3.1 Interventionists ActivityType


Source OfFunding

StaffResponsible

Elementary Literacy Interventionists will work with classroomteachers to develop schedules that account for meeting severaltimes per week with students that support Tier 2 reading needsfor identified students using screeners, diagnostics, andteacher recommendations. They will also also coordinate thereading intervention block that each school will have in terms ofdata collection, helping lead PLC conversations around studentperformance and leveling, coordinating materials for theintervention block teachers, and coordinating the IRP processfor identified K-3 students performing below grade level.

*Note- Interventionists serve both reading and writing withinthis goal even though the intervention is only listed in full detailherein reading.

AcademicSupportProgram

Tier 2 Implement 09/06/2016 06/13/2018 $66000 Section 31a Interventionist,teachers ofReading,buildingPrincipal



Goal 3: All students will become proficient in Math

Strategy 1: MTH 1.0 Common Core - All teachers will implement the Common Core math standards using current resources and focusing on the 8 mathematical standards of

practice. Category: Research Cited: “Arguably the most basic issue a teacher can consider is what he or she will do to establish and communicate learning goals, track student progress,

and celebrate success. In effect, this design question includes three distinct but highly related elements: (1) setting and communicating learning goals, (2) tracking

student progress, and (3) celebrating success. These elements have a fairly straightforward relationship. Establishing and communicating learning goals are the

starting place. After all, for learning to be effective, clear targets in terms of information and skill must be established. But establishing and communicating learning

Activity - RDG 3.3 Homeless Student Academic Support ActivityType


Source OfFunding

StaffResponsible

Providing academic support to homeless students (this is ashared goal with Math).

AcademicSupportProgram,TeacherCollaboration

Tier 2 Implement 09/05/2017 06/13/2018 $500 Title I PartA

BuildingPrincipal,Director ofStudentServices

Activity - 3.2 Reading Intervention/ Extension Block ActivityType


Source OfFunding

StaffResponsible

This 30 minute period will be part of every K-3 program in ourelementary schools and will focus on the five main componentsof reading-phonemic awareness, phonics, fluency, vocabulary,and comprehension. Our primary instructional tool for belowlevel students will be Fountas and Pinnell's Leveled LiteracyIntervention (LLI) Program. Students will be grouped accordingto instructional level, monitored often, and groups will be re-formed based on need every quarter.

SupplementalMaterials,DirectInstruction,Technology,Professional Learning,AcademicSupportProgram,TeacherCollaboration


ELAteachers,Elementaryteachers,ReadingIntervention, Principals,CurriculumDirector

Measurable Objective 1:85% of Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented,Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islanderstudents will demonstrate a proficiency in math standards in Mathematics by 06/10/2022 as measured by performance on state and local assessments.



goals alone does not suffice to enhance student learning. Rather, once goals have been set it is natural and necessary to track progress. This assessment does not

occur at the end of a unit only but throughout the unit. Finally, given that each student has made progress in one or more learning goals, the teacher and students can

celebrate those successes.”Marzano, J. Robert. The Art and Science of Teaching, A Comprehensive Framework for Effective Instruction. (2007) ASCD, Alexandria, VA.

Tier: Tier 1

Activity - MTH 1.1 Higher Level Math Tasks ActivityType


Source OfFunding

StaffResponsible

Teachers will provide regular opportunities for students to solvehigher level, performance-based math tasks. This will includeproviding students with open-ended, high interest mathematicaltasks on a regular basis. Teachers will choose and developthese tasks by grade level during committee meetings and PLCtimes.

DirectInstruction,Technology,Professional Learning,TeacherCollaboration


Math SIteammembers,Teachers,Principals,CurriculumDirector

Activity - MTH 1.2 Math PLC Assessment Work ActivityType


Source OfFunding

StaffResponsible

Teachers will plan for (during PLC times and SI work) and askhigh-level questions designed to encourage math talk in everymath lesson using available resources.



MathTeachers,Principals,CurriculumDirector

Activity - MTH 1.3 Math Seeds ActivityType


Source OfFunding

StaffResponsible

Teachers will use a variety of web-based programs (such asMath Seeds) and other technology supports to provide studentswith multiple extended math practices.

CurriculumDevelopment, DirectInstruction,Technology, AcademicSupportProgram,TeacherCollaboration


Teachers ofMath,BuildingPrincipal



Strategy 2: Math 2.0 Timely Interventions - Teachers will provide timely interventions in math according to screeners, diagnostics, or teacher recommendations. Elementary

schools will provide intervention in small groups. Interventions will consist of at least 10 minutes per session on building fluent retrieval of basic facts and opportunities

for students to work with visual representations of mathematical ideas. Category: Research Cited: “Arguably the most basic issue a teacher can consider is what he or she will do to establish and communicate learning goals, track student progress,

and celebrate success. In effect, this design question includes three distinct but highly related elements: (1) setting and communicating learning goals, (2) tracking

student progress, and (3) celebrating success. These elements have a fairly straightforward relationship. Establishing and communicating learning goals are the

starting place. After all, for learning to be effective, clear targets in terms of information and skill must be established. But establishing and communicating learning

goals alone does not suffice to enhance student learning. Rather, once goals have been set it is natural and necessary to track progress. This assessment does not

occur at the end of a unit only but throughout the unit. Finally, given that each student has made progress in one or more learning goals, the teacher and students can

celebrate those successes.” Marzano, J. Robert. The Art and Science of Teaching, A Comprehensive Framework for Effective Instruction. (2007) ASCD, Alexandria,

VA.

Tier: Tier 2

Activity - MTH 2.1 Video Vaults ActivityType


Source OfFunding

StaffResponsible

Teachers will work together in teams and with technologydepartment to compile a collection of videos/videoclips andother online resources that students and parents can accessthat will include increased repetitions and effective strategies tosupport math concepts.

SupplementalMaterials,AcademicSupportProgram,TeacherCollaboration


Teachers ofMath,buildingPrincipal,andTechnologydepartmentpersonnel

Activity - MTH 2.2 Homeless Student Academic Support ActivityType


Source OfFunding

StaffResponsible

Providing academic support to homeless students attendingnon-Title 1 schools. (this is a shared goal with Reading).


Tier 2 Implement 09/06/2016 06/13/2018 $500 Title I PartA

BuildingPrincipal,Director ofStudentServices

Activity - MTH 2.3 MTSS Math Intervention ActivityType


Source OfFunding

StaffResponsible



Goal 4: All students will be proficient in Science.

Strategy 1: SCI 1.0 Tier 1 Core Science and Engineering Practices - All staff will implement the 3 core science and engineering practices with embedded science discourse in

science instruction. These include developing and using models, argumentation from evidence, and constructing explanations. These are the high leverage practices

essential to the shifts in the National Research Council's (NRC) Framework for Science Education and the Next Generations Science Standards (NGSS) Category: Science Research Cited: National Research Council (NRC). 2007. Taking science to school: Learning and teaching science in grades K-8. Washington, DC: National Acadmies

Press. National Research Council (NRC). 2012 A Framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National

Academies Press.

National Science Board (NSB). 2010. Science and engineering indicators 2010. Arlington, VA: National Science Foundation.

National Center for Education Statistics (NCES). 2010 Highlights for PISA 2009: Performance of U.S. 15-Year-Old Students in Reading, Mathematics, and Science

Literacy in an International Context. Washington, D.C. Found online at nces.ed.gove/pubsearch/pubsinfo.asp?pubid=2011004

Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Inquiry

also refers to the activities of students in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the

natural world. (National Science Education Standards, p. 23) Through examples and discussion,....students and teachers can use inquiry to learn how to do science,

learn about the nature of the science, and learn about science content."

Research cited: "Inquiry in Science and in Classrooms." Inquiry and the National Science Education Standards: A guide for Teaching and Learning." Washington, D.C.:

The National Academies Press, 2000. Tier: Tier 1

Classroom teachers and trained paraprofessionals willimplement targeted math interventions. Math students who areidentified by screeners and other data results will be the onesthat receive this additional math support.

Materials,DirectInstruction,Technology, AcademicSupportProgram,TeacherCollaboration


MathTeachers,MathParas,Principal,CurriculumDirector

Measurable Objective 1:85% of Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented,Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islanderstudents will demonstrate a proficiency in all standards in Science by 06/10/2022 as measured by performance on state and local assessments.



Activity - SCI 1.1 NGSX Training ActivityType


Source OfFunding

StaffResponsible

Teachers will participate in NGSX training addressing theNGSS, focusing on developing high quality instruction materials(5 Days at Kent ISD). This will also include facilitating teachingat the building level as well as developing an implementationplan for teaching the NGSS standards.

SupplementalMaterials,CurriculumDevelopment,Professional Learning,TeacherCollaboration


Teachers ofScience,ScienceContentArea Teamleaders,buildingPrincipal

Activity - SCI 1.2 Strengthening Vocabulary andComprehension

ActivityType


Source OfFunding

StaffResponsible

Elementary teachers will discuss during grade level meetingsand/or PLCs specific strategies for activating and connectingvocabulary to content. These strategies could include the useof technology supports such as Study Island, Education City,websites, or other resources. In addition, two teachers withinour district will pilot Cereal City science resource kits todetermine the extent to which these kits match needs forimproved science resources and learning for students.

SupplementalMaterials,Technology, AcademicSupportProgram,TeacherCollaboration

Tier 1 Implement 09/06/2017 06/12/2019 $333 Other Teachers ofScience,buildingPrincipal,CurriculumDirector

Activity - SCI 1.3 Project Lead the Way ActivityType


Source OfFunding

StaffResponsible

4th and/or 5th grade teachers will attend a PLTW training andsite visit to implement at least one unit within the next twoyears.

Materials,SupplementalMaterials,CurriculumDevelopment, DirectInstruction,Technology,Professional Learning,TeacherCollaboration

Tier 1 Implement 07/05/2017 08/30/2019 $4000 Other ScienceTeachers,Principals,CurriculumDirector



Goal 5: Staff will utilize data and technology to support instructional decision-making

Strategy 1: ORG 1.0 Using Student Data - Teachers will collect and analyze student achievement data from various sources which may include diagnostics, screeners, NWEA

results, pre-post tests, and common assessments to use to dialogue with PLC partners about how to adjust instruction based on these results. Category: Research Cited: According to the IES Practice Guide from the What Works Clearinghouse, "Although accountability trends explain why more data are available in

schools, the question of what to do with the data remains primarily unanswered. Data provide a way to assess what students are learning and the extent to which

students are making progress toward goals. However, making sense of data requires concepts, theories, and interpretive frames of reference. Knapp et al. (2006).

Using data systematically to ask questions and obtain insight about student progress is a logical way to monitor continuous improvement and tailor instruction to the

needs of each student. Armed with data and the means to harness the information data can provide, educators can make instructional changes aimed at improving

student achievement.."

Research supports data utilization with 5 major recommendations:

1.Make data a part of ongoing cycle of instructional improvement

2.Teach students to examine their own data and set learning goals

3. Establish a clear vision for school-wide data use

4. Provide supports that foster a data-driven culture within the school

5. Develop and maintain a district-wide data system

Research cited: Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using student achievement data to support instructional

decision-making (NCEE 2009-4067). Washington, D.C.: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S.

Department of Education, Retreived from http://ies.ed.gov/ncee/wwc/publications/practiceguides/. Tier: Tier 1

Measurable Objective 1:collaborate to strengthen our understanding and usage of formative data in Professional Learning Communities by 06/10/2016 as measured by student performancedata results.

Activity - ORG 1:1 Data Collection and Analysis ActivityType


Source OfFunding

StaffResponsible



Staff will assess all students in grades K-5 using NWEA MAPtesting and AIMS Web for identification of kindergartenstudents who need extra support. Assessments will be given inthe fall, winter and spring. Staff will also use Fountas andPinnell's benchmark assessment system for all K-5 students inthe fall, winter and spring to design our student interventions.Subs will be provided on day per K-5 teachers per year to allowteachers to conduct these assessments. teachers willcollaborate in grade level teams around the results. Teachersand principals will further their understanding about the reportsoffered that can assist both teachers and parents in providingprogress.

Other,Technology, TeacherCollaboration

Tier 1 Implement 09/06/2016 06/13/2018 $4500 GeneralFund

Teachers,Principal,CurriculumDirector,Tech Staff



Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

Title I Part A

Title II Part A

Activity Name Activity Description ActivityType


StaffResponsible

MTH 2.2 HomelessStudent AcademicSupport

Providing academic support to homeless studentsattending non-Title 1 schools. (this is a sharedgoal with Reading).


Tier 2 Implement 09/06/2016 06/13/2018 $500 BuildingPrincipal,Director ofStudentServices

RDG 3.3 HomelessStudent AcademicSupport

Providing academic support to homeless students(this is a shared goal with Math).

AcademicSupportProgram,TeacherCollaboration

Tier 2 Implement 09/05/2017 06/13/2018 $500 BuildingPrincipal,Director ofStudentServices



StaffResponsible

RDG 2.1 Social Studies Social Studies teachers will participate inprofessional learning opportunities to learn aboutthe new C3 national standards and the MC3curriculum. This will begin the process of learningabout the new standards as they relate and mergewith the common core literacy standards. Wherepossible, new resources will be utilized within thecurriculum.

SupplementalMaterials,CurriculumDevelopment, DirectInstruction,Technology,Professional Learning,TeacherCollaboration

Tier 1 GettingReady

09/06/2016 08/30/2018 $200 All teachersof readingandbuildingprincipal



1.1 Reading Workshopand Engagement

Teachers will deepen learning around thefoundations of reading workshop as ourinstructional model for Grades K-7. This workinvolves being trained int he workshop model inconjunction with Lucy Calkins reading units ofstudy by a designated consultant for the next 2-3years. This will also include professionaldevelopment that supports this initiative includingthings like the Reading Now Network (RNN)trainings, close reading strategies, LiteracyCoaches Network, further understanding aroundthe Essential Literacy Practices as defined inMichigan, Nell Duke early literacy practices,Fountas and Pinnell, Leveled LiteracyIntervention, and the five main components ofreading - phonemic awareness, phonics, fluency,vocabulary/oral language, and comprehension.Selected teachers and administrators will alsoattend the summer Reading Institute at theTeacher's College in New York.

SupplementalMaterials,DirectInstruction,Technology,Professional Learning,TeacherCollaboration

Tier 1 Implement 09/06/2016 08/28/2020 $15000 Teachers,Interventionists,Principals,CurriculumDirector

SCI 1.1 NGSX Training Teachers will participate in NGSX trainingaddressing the NGSS, focusing on developinghigh quality instruction materials (5 Days at KentISD). This will also include facilitating teaching atthe building level as well as developing animplementation plan for teaching the NGSSstandards.

SupplementalMaterials,CurriculumDevelopment,Professional Learning,TeacherCollaboration

Tier 1 Implement 09/05/2017 08/30/2019 $600 Teachers ofScience,ScienceContentArea Teamleaders,buildingPrincipal

3.2 ReadingIntervention/ ExtensionBlock

This 30 minute period will be part of every K-3program in our elementary schools and will focuson the five main components of reading-phonemicawareness, phonics, fluency, vocabulary, andcomprehension. Our primary instructional tool forbelow level students will be Fountas and Pinnell'sLeveled Literacy Intervention (LLI) Program.Students will be grouped according to instructionallevel, monitored often, and groups will be re-formed based on need every quarter.

SupplementalMaterials,DirectInstruction,Technology,Professional Learning,AcademicSupportProgram,TeacherCollaboration

Tier 1 Implement 06/12/2017 08/30/2019 $400 ELAteachers,Elementaryteachers,ReadingIntervention, Principals,CurriculumDirector



General Fund

WRT 1.1 Writer'sWorkshop

Teachers will model and practice exemplarywriting practices of all genres with students as partof direct teaching instruction and then providequality writing feedback to students during writingconferences and other forums for feedback. Acouple of professional development opportunitieswill be provided to expand understanding andcompetence in the workshop model. Writer'sWorkshop follows a predictable pattern: Mini-lesson (10-15 minutes), Independent Writing (20-35 minutes), Conferring (during independentwriting time), Sharing (5-10 minutes). The TOTALtime for Writing Workshop is 60 minutes. Ifnecessary, it can be modified some days to be aminimum of 30 minutes. This work will also involveusing a consultant and other consultants toprovide training and to model teaching with ourown students in a learning lab model. In thesummer of 2017 and in future summers, selectedteachers will be trained at the Teacher's College inNew York.

SupplementalMaterials,CurriculumDevelopment, DirectInstruction,Technology,Professional Learning,AcademicSupportProgram,TeacherCollaboration

Tier 1 Implement 09/06/2016 08/30/2019 $2000 ELAContentTeam,Teachers,Principals,CurriculumDirector



StaffResponsible

RDG 2.2: ELLStrategies/Support

Students will be identified by language screeningtools and given ELA support i buildings during theschool day by an ELL teacher and/orparaprofessional. This includes training providedto the ELL teacher at Kent Network Meetings aswell as one annual conference (such as MABE).

DirectInstruction

Tier 2 Implement 09/06/2016 06/05/2018 $10000 ELLTeacher,ClassroomTeachers,Paraprofessionals,Principal

ORG 1:1 Data Collectionand Analysis

Staff will assess all students in grades K-5 usingNWEA MAP testing and AIMS Web foridentification of kindergarten students who needextra support. Assessments will be given in thefall, winter and spring. Staff will also use Fountasand Pinnell's benchmark assessment system forall K-5 students in the fall, winter and spring todesign our student interventions. Subs will beprovided on day per K-5 teachers per year to allowteachers to conduct these assessments. teacherswill collaborate in grade level teams around theresults. Teachers and principals will further theirunderstanding about the reports offered that canassist both teachers and parents in providingprogress.

Other,Technology, TeacherCollaboration

Tier 1 Implement 09/06/2016 06/13/2018 $4500 Teachers,Principal,CurriculumDirector,Tech Staff



Section 31a

Other



StaffResponsible

RDG 3.1 Interventionists Elementary Literacy Interventionists will work withclassroom teachers to develop schedules thataccount for meeting several times per week withstudents that support Tier 2 reading needs foridentified students using screeners, diagnostics,and teacher recommendations. They will alsoalso coordinate the reading intervention block thateach school will have in terms of data collection,helping lead PLC conversations around studentperformance and leveling, coordinating materialsfor the intervention block teachers, andcoordinating the IRP process for identified K-3students performing below grade level.

*Note- Interventionists serve both reading andwriting within this goal even though theintervention is only listed in full detail hereinreading.


Tier 2 Implement 09/06/2016 06/13/2018 $66000 Interventionist,teachers ofReading,buildingPrincipal

1.4 Reading Eggs All students K-3 will use Reading Eggs as anonline, one-to-one learning component accordingto ability and growth. Students will be able toutilize this as part of core reading. Reading Eggsfocuses on core literacy skills and is used duringthe week and also at home.

SupplementalMaterials,DirectInstruction,Technology, AcademicSupportProgram

Tier 1 Implement 09/05/2017 06/13/2018 $2100 TeachersPrincipals



StaffResponsible

SCI 1.2 StrengtheningVocabulary andComprehension

Elementary teachers will discuss during gradelevel meetings and/or PLCs specific strategies foractivating and connecting vocabulary to content.These strategies could include the use oftechnology supports such as Study Island,Education City, websites, or other resources. Inaddition, two teachers within our district will pilotCereal City science resource kits to determine theextent to which these kits match needs forimproved science resources and learning forstudents.

SupplementalMaterials,Technology, AcademicSupportProgram,TeacherCollaboration

Tier 1 Implement 09/06/2017 06/12/2019 $333 Teachers ofScience,buildingPrincipal,CurriculumDirector



No Funding Required

SCI 1.3 Project Lead theWay

4th and/or 5th grade teachers will attend a PLTWtraining and site visit to implement at least one unitwithin the next two years.

Materials,SupplementalMaterials,CurriculumDevelopment, DirectInstruction,Technology,Professional Learning,TeacherCollaboration

Tier 1 Implement 07/05/2017 08/30/2019 $4000 ScienceTeachers,Principals,CurriculumDirector

1.3 Building ClassroomLibraries

We will be purchasing additional leveled books inneeded genres (especially non-fiction and onesthat support Lucy Calkins units of study) tosupport our reader's workshop model ofinstruction.

Other,SupplementalMaterials,DirectInstruction,Professional Learning,AcademicSupportProgram,TeacherCollaboration

Tier 1 GettingReady

06/12/2017 08/30/2019 $20000 CurriculumDirector,Principals,Teachers



StaffResponsible

WRT 1.3 Informationaland Persuasive Writing

Elementary Writer's Workshop PLC Leaders willchoose one piece of informational writing and onepiece of persuasive writing and focus on teachingit to all staff during PLC times to help studentsunderstand how to make progress in their writing.

Professional Learning,TeacherCollaboration

Tier 1 Implement 09/06/2016 06/14/2019 $0 Teachers ofwriting,PLC teamleaders,andbuildingPrincipal.



MTH 1.2 Math PLCAssessment Work

Teachers will plan for (during PLC times and SIwork) and ask high-level questions designed toencourage math talk in every math lesson usingavailable resources.


Tier 1 Implement 09/06/2017 06/13/2018 $0 MathTeachers,Principals,CurriculumDirector

MTH 1.1 Higher LevelMath Tasks

Teachers will provide regular opportunities forstudents to solve higher level, performance-basedmath tasks. This will include providing studentswith open-ended, high interest mathematical taskson a regular basis. Teachers will choose anddevelop these tasks by grade level duringcommittee meetings and PLC times.


Tier 1 Implement 09/06/2016 06/13/2018 $0 Math SIteammembers,Teachers,Principals,CurriculumDirector

MTH 1.3 Math Seeds Teachers will use a variety of web-basedprograms (such as Math Seeds) and othertechnology supports to provide students withmultiple extended math practices.

CurriculumDevelopment, DirectInstruction,Technology, AcademicSupportProgram,TeacherCollaboration

Tier 1 Implement 09/06/2016 06/13/2018 $0 Teachers ofMath,BuildingPrincipal

MTH 2.3 MTSS MathIntervention

Classroom teachers and trained paraprofessionalswill implement targeted math interventions. Mathstudents who are identified by screeners and otherdata results will be the ones that receive thisadditional math support.

Materials,DirectInstruction,Technology, AcademicSupportProgram,TeacherCollaboration

Tier 2 Implement 09/05/2017 06/13/2018 $0 MathTeachers,MathParas,Principal,CurriculumDirector

MTH 2.1 Video Vaults Teachers will work together in teams and withtechnology department to compile a collection ofvideos/videoclips and other online resources thatstudents and parents can access that will includeincreased repetitions and effective strategies tosupport math concepts.

SupplementalMaterials,AcademicSupportProgram,TeacherCollaboration

Tier 2 Implement 09/06/2016 06/13/2018 $0 Teachers ofMath,buildingPrincipal,andTechnologydepartmentpersonnel



WRT 1.2 Monitoring Time will be allotted for teachers to analyzestudent writing data during weekly PLC times.Strategies and student achievement results will bekept in the minutes and reported to the buildingprincipal.

BehavioralSupportProgram,DirectInstruction,Technology,Professional Learning,AcademicSupportProgram,TeacherCollaboration

Tier 1 Monitor 09/06/2016 06/07/2019 $0 Teachers ofWriting andbuildingPrincipal.

1.2 Guided Reading andReading App Library

Teachers will continue to add and develop theguided reading library that is available for ourteachers. They will also continue to share readingapps and website for students to use as additionalsupplemental supports for reading at individuallevels.

Technology, AcademicSupportProgram,TeacherCollaboration

Tier 1 Implement 09/06/2016 06/09/2017 $0 TeachersandPrincipal



Documents

2017-2018 Roosevelt School Improvement Plan Roosevelt ... · Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (NCEE #2008-4027)