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Implementation September 2016-June 2019

ARTHUR JACOBSEN ELEMENTARY (AJ)

School Improvement Plan

Elementary (LAP)

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September 2016-June 2019

Auburn School District Strategic Plan

Aspiration:

The Auburn School District aspires to be a world-class education system preparing all students to

be globally competitive for career, for college, and for life in the twenty-first century.

District Goal 1: Student Achievement

All staff in the Auburn School District provide support, leadership, and guidance to ensure each

student meets or exceeds state and district standards, graduates on time, and is prepared for

career and college.

District Goal 2: Community Engagements

All staff in the Auburn School District are accountable for engaging its diverse community as

partners to support and sustain a world-class education system.

District Goal 3: Policies and Resource Management

Auburn School District policies and resources are aligned to the strategic plan.

School:

ARTHUR JACOBSEN ELEMENTARY SCHOOL

Date of SIP Team District Goal Review:

SIP Team Members:

Emily Falk,

Kindergarten

Erica Covey, 1st

Grade, SIP Science

Sub-committee Chair

Kate Larson, 2nd

Grade

Jennifer Castro, 3rd

Grade

Stacy Swensrud, 3/4

Grade, SIP

Mathematics Sub-

committee Chair

Debbie Capponi-

Glidewell, 5th Grade

Naomi Elliott, ELL

teacher

Eric Daniel, Principal

Thelma Beck,

Reading Teacher, SIP

Co-Chair

Debbie McGaughey,

Instructional

Specialist (IS),

(BOTS) SIP Co-

Chair, SIP ELA Sub-

Committee Chair

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School Improvement Team Signatures 2015-2016

Date Submitted: Date of School Board

Approval:

Name Title/Position Signature

Eric S. Daniel Principal - All

Jennifer Harris Parent/Community Member - All

Kiyomi Harris, ASB President

Student - All

Thelma Beck Reading Teacher-Specialist - All SIP Co-Chair

Debbie McGaughey Instructional Specialist (IS), Building On-line Testing Specialist, (BOTS)- All SIP Co-Chair, ELA Sub-committee Chair

Naomi Elliott ELL Teacher-All

Emily Falk Kindergarten Goal 1 ELA

Erica Covey 1st grade Goal 3 Science Chair

Kate Larson 2nd Grade Goal 1 ELA

Jennifer Castro 3rd Grade Goal 2 Mathematics

Stacy Swensrud 3/4 Grade Goal 2 Mathematics Chair

Debbie Capponi-Glidewell 5th Grade, Building Professional Development, Goal 2 ELA

Each team must include staff, students, families, parents, and community members.

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Signatures for Approval

Department of Student Learning

Heidi Harris Assistant Superintendent

Student Learning

Julie DeBolt Executive Director High

School/Post-Secondary

Programs

Vicki Bates Assistant Superintendent

Technology

Department of School Programs

Ryan Foster Associate Superintendent

Principal Leadership and

School Programs

Rhonda Larson Assistant Superintendent

Family Engagement and

Student Services

Superintendent

Alan Spicciati

Superintendent

School Board

Anne Baunach School Board

Robyn

Mulenga

School Board

Laurie Bishop School Board

Ray Vefik School Board

Ryan Van Quill School Board

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Executive Summary

Comprehensive Needs Assessment LAP #1

Auburn School District Mission

In a safe environment, all students will achieve high standards of learning in order to become ethically responsible decision makers and lifelong learners.

Auburn School District Vision

The vision of Auburn School District is to develop in students the skills and attitudes that will maximize their potential for lifelong learning and ethically responsible decision making.

School Mission

The mission of A.J. is to provide a

welcoming, safe, learning community committed to

positive relationships and

academic excellence.

School Vision

A.J.’s Vision is to

collaboratively forge a powerful model of education by

utilizing innovative, engaging, and effective teaching to

guarantee student learning success.

Background Information

WAC 180-16-220 Requirements for School Improvement Plan

Each school shall be approved annually by the school board of directors under an approval process determined by the district board of directors and “At a minimum the annual approval shall require each school to have a school improvement plan that is data driven, promotes a positive impact on student learning, and includes a continuous improvement process that shall mean the ongoing process used by a school to monitor, adjust, and update its school improvement plan.” School Improvement plans must include a brief summary of use of data to establish improvement; acknowledging the use of data which may include DIBELS, MAP, WELPA, Credit Attainment, Enrollment in Honors/AP Courses, CEE Perceptual Data, SAT/ACT, Discipline, and MSP or HSPE.

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Stakeholder Input

A.J. entered the revision process for the 2016-2017 school year in the Spring of 2015

with the review of data and confirmation of the School Improvement Team members for

this revision cycle.

Spring-Summer 2015

AJ Professional Staff and the School Improvement Plan Committee committed to the Readiness

to Benefit and Revision Plan.

District Orientation with Principal for Fully Revised work to be completed for 2015-16

Fall 2015

Staff reviewed and analyzed School Data:

1) Demographics: District and School Data

2) Needs Assessment: Previous Year’s Student Performance Data (SBA, DIBELS,

MAPS) Staff analyzed Performance trends by school and grade level.

3) September 2015 Current Data analyzed.

Winter 2016

1) Needs Assessment/ CEE Survey Data

2) School Portfolio of identified challenges

3) Set and Prioritize Goals: Revised Plan Outlined

Spring 2016

1) Research and Select Effective Practices

2) Create Action Plan: Focus on each Goal Area Goal1 ELA, Goal 2 Mathematics, Goal

3 Science 2016-17 (note: Climate Family Involvement and Culture and Technology

will be incorporated into all goals)

Highly Qualified Staff Learning Assistance Program LAP #5 LAP Component #5-Provide Instruction by Highly Qualified Teachers and

Paraprofessionals Systems Connections:

AWSP Framework Criterion 6; Managing Resources

Highly Qualified Certificated staff funded by LAP (All)

Highly Qualified Classified staff funded by LAP (All)

Not Highly Qualified (0) <Indicate grade level and subject-N/A>

Needs Assessment LAP #1 Systems Connections:

RCW 28A.165.005

CEL5D Assessments for Student Learning; Assessments & Adjustments

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AWSP Framework Criterion 3; Planning with Data

a. Data was used when developing programs to assist underachieving students:

DIBELS

MAP Reading MAP Math

SBA Reading

SBA Math

Needs assessment was conducted on (date) August 15, 2016

Participants in our needs assessment included (per our building SIP process):

District Leadership Principal

Teachers

Para Professionals

Other School Staff Students

Parents

b. The LAP plan focuses first on addressing the needs of students in grades

kindergarten through 4 who are deficient in reading or reading readiness skills to improve reading literacy.

Grade

Level

Readiness (# of Students)

Reading (# of Students)

Math Extended Day

(# of Students)

K 25 0

1 24 24

2 25 17

3 17 20

4 15 19

Demographic

The greater Lea Hill area of the Auburn School District continues to grow especially at Arthur

Jacobsen Elementary. AJ’s enrollment has seen steady growth to it’s highest level in 2015-2016.

New student waivers have been closed by the school board to control the population of the

school. October 2015 enrollment was 652.

Year Enrollment (Oct. 1) Change

2007-2008 422 + 422

2008-2009 405 - 17

2009-2010 423 + 18

2010-2011 451 + 28

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2011-2012 450 -1

2012-2013 445 -5

2013-2014 522 +77

2014-2015 578 +56

2015-2016 652 +74

Discipline

School suspensions remain consistently below 10 students per year. School-wide discipline

program in place.

Attendance

Attendance averages continue to fall below 10% which would not be considered chronic.

DIBELS

Formally, three times each year the staff comes together to review the DIBELS benchmark assessment results. The results are shared with the entire instructional team and decisions are made to support the students that are not at benchmark. Results are shared in multiple formats; whole grade level, by class, by rank and by performance level. Staff work collectively to determine interventions. Walk to Read groups, small group instruction via special programs and tutoring is applied to support the reader.

MAP

Formally, three times each year the staff comes together to review the DIBELS benchmark assessment results. The results are shared with the entire instructional team and decisions are made to support the students that are not at benchmark. Results are shared in multiple formats; whole grade level, by class, by rank and by performance level. Staff work collectively to determine interventions. Walk to Read groups, small group instruction via special programs and tutoring is applied.

WELPA

Formally, each year the staff comes together to review the WELPA assessment results. The results are shared with the entire instructional team and decisions are made to support the students that are not at benchmark. Results are shared in multiple formats; whole grade level and by class. Staff work collectively to determine interventions. Walk to Read groups, small group instruction via special programs and tutoring is applied.

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CEE Perceptual Survey

Cross grade-level teams analyzed the CEE data and shared data and top priorities to the group to

formulate Action Steps.

SBA ELA

Cross grade-level teams analyzed the SBA ELA data and shared data and top priorities to the

group. SBA trend data scheduled for the fall of 2016.

SBA Math

Cross grade-level teams analyzed the SBA Math data and shared data and top priorities to the

group. SBA trend data scheduled for the fall of 2016.

MSP Science

2016-2018 focus area.

Credit Attainment, Honors/AP/Highly Capable

Students designated as Highly Capable are placed in general education courses at AJ in all grades in a PACE format. Students are provided opportunities to accelerate their learning via Walk to Read and Walk to Math programs within the school. Additionally, the individual classroom teacher provides support along with the school counselor meeting with the designated highly capable students on a regular basis. District Identified Highly Capable students in grades four and five have the opportunity to attend Terminal Park Elementary School.

Assessment Decisions – LAP#2 & #4

Yearly assessment calendar indicates State, District assessments and timelines to administer.

Student Selection- LAP Component #2-Plan Incorporated in SIP

LAP Component #4-Coordination and Support to General Program System Connections RCW 28A.165.015

CEL5D Assessments for Student Learning; Assessments & Adjustments

AWSP Framework Criterion 3; Planning with Data

a. Our building conducts a LAP program that addresses reading, writing, and/or

mathematics, as well as readiness skills associated with these content areas.

b. Students are identified for LAP as those students in kindergarten through

grade 4 who score below standard for his/her grade level using multiple measures of performance, including the statewide student assessments or

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other assessments and performance tools administered by the school or

district and who is identified by the district to receive LAP services.

Multiple Measures of Performance Include:

Dynamic Indicators of Basic Early Literacy (DIBELS) screener Grades K-4

Measurement of Academic Progress (MAP) Grades 3 & 4

Smarter Balanced Assessment Grades 3 & 4 Teacher Rating Scale Grades K-4

Students with greatest academic deficits in basic skills as identified by

statewide, school and/or district assessments or other performance measures

are served in LAP.

Prioritized Challenges

The challenges identified by the sub-committee groups helped identify goal

action plans below:

Reading Fluency (Goal 1 ELA) Subgoals to include: Technology and Climate:

Family Involvement, Culture.

Basic Fact Fluency (Goal 2 Mathematics) Subgoals to include: Technology and

Climate: Family Involvement, Culture .

Science Next Gen. Science Standards/Application (Goal 3 Science) Sub-goals to

include: Technology and Climate: Family Involvement, Culture .

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SMART Goal 1:

The percent of students at each grade level meeting standard will increase by at least 5% each

year from spring 2016 to spring 2019 as measured by the State assessment in ELA from Grades

3, 4, and 5.

SMART Goal 2:

The percent of students at each grade level meeting standard will increase by at least 5% each

year from spring 2016 to spring 2019 as measured by the State assessment in Math from Grades

3, 4, and 5.

SMART Goal 3:

Science TBD during the 2016-2017 school year.

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Needs Assessment Data Documents

LAP #1

o DIBELS Dashboard

o MAP Data Dashboard

o WELPA Results

o CEE Spider Chart

o Discipline Data

o Attendance Data

o Demographic Charts

o AYP Results

o SBA Results and trend charts

o Other data

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SMART Goal 1

Subject Area:

School Name: Arthur Jacobsen Elementary School (AJ)

Target Population- based on

demographic, discipline and attendance

data analysis:

Our Reality-based on assessment

data analysis:

Our SMART Goal-based on

target population and your reality:

Action Plan

Action Step

Evidence of Implementation LAP #4

Evidence of Impact

Timeline Resources Responsibility

What will teacher practice look like?

When will evidence of impact be

collected, scored, discussed and use din

planning instruction?

What kinds of

academic, attendance,

discipline or grade data

will be monitored

regularly?

PLC Time

Building 28

Extra Hours using Title I

funds

Professional Development

Materials

Other

Who will monitor

Who will measure

Who will facilate on-

going conversations

Action Step

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Evidence of Implementation Evidence of Impact Timeline Resources Responsibility

Alignment to District Improvement Plan Objectives:

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SMART Goal 2

Subject Area:

School Name: Arthur Jacobsen Elementary (AJ)

Target Population- based on

demographic, discipline and attendance

data analysis:

Our Reality-based on assessment

data analysis:

Our SMART Goal-based on

target population and your reality:

Action Plan

Action Step

Evidence of Implementation Evidence of Impact Timeline Resources Responsibility

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Action Step

Evidence of Implementation Evidence of Impact Timeline Resources Responsibility

Alignment to District Improvement Plan Objectives:

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SMART Goal 3

Subject Area:

School Name: Arthur Jacobsen Elementary School (AJ)

Target Population- based on

demographic, discipline and attendance

data analysis:

Our Reality-based on assessment

data analysis:

Our SMART Goal-based on

target population and your reality:

Action Plan

Action Step

Evidence of Implementation Evidence of Impact Timeline Resources Responsibility

Action Step

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Evidence of Implementation Evidence of Impact Timeline Resources Responsibility

Alignment to District Improvement Plan Objectives:

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Professional Development and Implementation Calendar

Professional Development LAP #6 LAP Component #6- Provide Opportunities for Professional Development System Connections

AWSP Framework Criterion # 5; Improving Instruction

# 6: Managing Resources

Targeted Professional Learning: Professional Development that is an on-going systematic process informed by evaluation of student, teacher and school needs embedded in School Improvement Plan (SIP). PDTIP Form (see attached) SIP- PD implementation calendar plan and calendar with specificity (see attached) Professional Learning Communities: Teachers meet on a regular, planned basis to analyze data and student work that will guide their instructional strategies and planning to support struggling learners in meeting K-4 ELA standards. Building Leadership meetings Monitoring Implementation and Impact Program Effectiveness System Connections RCW 28A.165.100 CEL5D Assessment for Student Learning; Assessment & Adjustments

AWSP Framework Criterion#8 Closing the Gap

LAP students’ entrance and exit performance data and LAP program will be evaluated . Dynamic Indicators of Basic Early Learning (DIBELS) K-4: pre/post Measure of Academic Progress (MAP Test) Grades 3-5 pre/post Smarter Balanced Assessment (SBA) Gr. 3-5 Other assessment :< Identify assessment used and grade level> End of the Year Summary Report Data Reviews – Whole Staff and BLT and PLCs Program Effectiveness- System Connections

RCW 28A.165.100

CEL5D Assessment for Student Learning; Assessment & Adjustments

AWSP Framework Criterion#8 Closing the Gap

LAP students’ entrance and exit performance data and LAP program will be evaluated . Dynamic Indicators of Basic Early Learning (DIBELS) K-4: pre/post Measure of Academic Progress (MAP Test) Grades 3-5 pre/post Smarter Balanced Assessment (SBA) Gr. 3-5 Other assessment: <Identify assessment used and grade level> End of the Year Summary Report

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Month Building 28+6 principal’s

hours Staff

Meetings BLT

Meetings District/Waiver

Days Title extra

hours June

August

September

October

November

December

January

February

March

April

May

June