Continuous School Improvement Plan Summary WINDOM …windom.mpls.k12.mn.us/uploads/sipsummary_2.pdf · Overview of School Improvement Plan (this includes a summary of the goals, strategies

A. General InformationDistrict Identification Information

District Name: Minneapolis Public Schools Phone: 612-668-0690District Number: Special District #1Superintendent: Bernadeia Johnson Email: [email protected]

District Contact: Nicole Norton Email: [email protected] Address: 1250 W. Broadway Ave

Minneapolis, MN 55411Fax: 612-668-0685

School Identification and Contact InformationSchool Name: WINDOM SPANISH DUAL IMMERSION Phone: 612-668-3370

School Number: 170

Principal: Lucilla Yira Email: [email protected]

School Address: 5821 Wentworth Avenue

School Contact: Debra Anderson

Title I Status: School wide Title I

School Designation and RatingsSchool Designation: Focus

Multiple Measure Rating: 52.22%

Focus Rating: 41.14%

School Demographics: School Year 2013Grade Configuration: K-5 Total Students: 425

Native American: 3 %

African American: 10 %

Asian: 1 %

Hispanic: 37 %

Caucasian: 49 %

Limited English Proficient: 39 %

Special Education: 8 %

Free/Reduced Lunch: 52 %

All Students: 100 %

HHM: 3 %

Executive SummaryDescription of School and Community:

Continuous School Improvement Plan

WINDOM SPANISH DUAL IMMERSIONSummary

School Year 2014-2015

Draft Printed On: 4/23/2014 WINDOM SPANISH DUAL IMMERSION - DRAFT Page 1 of 24

Windom Dual Immersion School Spanish/English is a small PK-5 school located in the quiet, leafy Windom Neighborhood and serves a diverse group of HI-5 through 5th grade students. According to the 2000 US Census of Population, the Windom community is 1% American Indian, 9% African American, 29% White, 1% Asian, and 61% Hispanic. The school community is drawn from a wider area and has a different demographic composition, the largest difference being the percent of Hispanic students(61%). This year, 60% of our students qualify for free or reduced lunch. Windom School is adjacent to Windom Park which features a Recreation Center that is housed in a wing of the school building, which allows for partnering between the Community Program and the school.

Our school's focus is on raising student achievement in both reading and math for all students within the Dual Immersion model for PK-5. 2013-14 will mark Windom Dual Immersion School's fourth year as a pre-K - 5 dual immersion school Spanish/English. Students experience an academically challenging learning environment which brings children from both English and Spanish language groups together to learn from each other. The goal of the Spanish Dual Immersion program is for both language groups to become bilingual and biliterate, to gain cross-cultural competency and to become prepared for a globally interdependent world.

Students receive core content (reading, math, science, social studies) from their classroom and ESL teachers with the assistance of bilingual AEs and essential content (fine arts, physical education, media) from specialists. Core content is delivered in both Spanish and English and the amount of English instruction increases incrementally each year. In High-5, Kindergarten and first grade, 90% of the day is in Spanish. In second grade, 80% is in Spanish; 70% in third grade, 60% in fourth and fifth grade. We offer extended day through the SES and ALC programs, which complement the daytime school program. We have also established the Windom Enrichment and Resource Center (WERC), which offers a wide array of academic, cultural and athletic opportunities for after-school participation. June of 2013, marks our second immersion trip to Puerto Rico, partnering with a school there. The trip is offered biennially to students of grades 4 and 5, to embrace a more global immersion experience, and provides a rich opportunity for students to use their Spanish in an authentic setting .

The school also implements Responsive Classroom to encourage a positive school climate. One hundred percent of the staff (classroom and specialist teachers and support staff) have received the training. There are many opportunities throughout the school year to develop connections with families and the community.

Organizations that partner with our school are Windom Community Council, AmeriCorps, Teach for America, Amity Aides, University of Minnesota, Hamline University, Bethel College and MN Valley National Wildlife Refuge. The local Caribou Coffee is a very involved community/business partner, as is Bethel Church. Windom is a member of MAIN (Minnesota Advocates for Immersion Network), and is represented both in the professional arm and the parent organization. We participate in the Southwest Patch (a neighborhood blog site), and are highlighted regularly on Univision.

Overview of School Improvement Plan (this includes a summary of the goals, strategies and professional development within the plan, as well as how the areas of AYP identification will be addressed):


Windom school has an ambitious agenda outlined in the school improvement plan. Due to our strategic planning and emphasis on data driven decision making and individualized instruction most students are experiencing improvements in mathematics. Although we have seen exceptional gains for many students at all grade levels and categories we continue to focus our efforts on differentiating instruction with an emphasis on early interventions, collaborating with support staff, being clear on the learning targets and communicating with students and families where students are and how to improve academic achievement. All teachers will focus on particular groups and or students who did not make Adequate Yearly Progress (AYP). Therefore, we have identified specific SMART goals on MCA performance.

As part of a district-wide strategic planning process Windom Spanish Immersion School will focus on five school improvement strategies for the next 3-5 years. Embedded in these strategies will be Action Steps that offer support and guidance toward attaining specific school goals. These strategies include the following:1- Professional Learning Communities (PLCs) that will meet for 90 minutes once a week throughout the school year. The PLCs will focus on examining student work, reviewing student assessment data, and ensuring that instruction is aligned to individual student need. PLCs will effectively measure the fidelity of classroom-level implementation of evidence-based instructional practices. The goal of this strategy is to provide ongoing job-embedded professional development and implement the continuous use of student data to inform instructional practice in the classroom. The focus for 2013-2014 will be on differentiation.2- Focused Instruction in the form of curriculum guides that are directly aligned to MN standards in Kindergarten,1st, 3rd and 4th grade classes. In addition, teachers will review state standards and write student-friendly learning targets aligned to MN standards in the other grade levels. The goal of this strategy is to effectively implement a comprehensive, research-based, vertically aligned instructional program for all students. Further, Focused Instruction will begin the process of creating and implementing a comprehensive system of formative and summative data collection to track student progress and results and to drive decision-making. 3- Family Engagement strategies that regularly engage the school community to inform them of progress toward the design and implementation of instruction and interventions to meet student need and to give them an opportunity to provide input. Family engagement strategies will also seek to provide ongoing mechanisms for family and community involvement in school activities, volunteer opportunities, and other forms of community support. Windom Spanish Immersion School will engage school staff and the surrounding community to share reform leadership in the planning phase as well as throughout implementation. The goal of this strategy is to provide appropriate social-emotional and community-oriented services and supports for students and families. In 2013-14, we will incorporate specific strategies for home support of academics.4- Student Engagement strategies that focus on student centered, constructivist approached to learning. The goal of this strategy is to establish schedules and strategies that provide increased learning time for all students. Windom will focus on continuing to build community across grade levels and within classrooms, recognize students for success both academically and socially and address social challenges such as bullying.5- Co-teaching, to preserve classroom consistency and minimize student pull out time, teachers collaborate to fully implement quality programming and instruction for EL (Multilingual Framework) learners. Windom will focus on building a strong foundation of academic vocabulary in both Spanish and English this will happen throughout the day and will be supported through the collaborative teaching model. Science and social studies are taught in Spanish, so the co-teaching will take place during the literacy block.

For literacy, we will continue to institute the Readers and Writers Workshop model. This allows for continued differentiation in the delivery of reading and writing instruction. This alone will not meet the needs of all learners, and therefore we have also explored providing more intensive support for our struggling readers by providing more time on specific reading skill development. Using various interventions and programs, students are given targeted assistance to address reading deficiencies. This is in addition to their participation in the core literacy program.

2011-2013 Windom staff created integrated units for both social studies and science. We will continue this work this year. Both research and our own data indicate that when we focusing


School Leadership TeamDescribe how stakeholders, including staff, parents and community members participate in the process of developing, implementing and evaluating the School Improvement Plan.

Development:

The SIP is developed with the input of the leadership teams and staff committees. The first leadership team is the Site Council which includes members from the community, parents and staff. The Site Council reviews the SIP regularly to provide input and feedback. An ongoing agenda item at the Site Council meetings is a report on the state of the school, using the SIP as a tool to gauge the state of the school.

The second leadership team is the ILT or Instructional Leadership Team, which includes coaches, teachers and the principal. Five of the members have student groups for instruction as part of their days. The ILT is responsible for writing the SIP and monitoring progress throughout the year.

Implementation:

The ILT (Instructional Leadership Team) is comprised of the Principal, Assistant Principal, math leads, lower and upper grade teachers, and the ELL lead teacher. This team is responsible for monitoring data, adjusting professional development to ensure that teachers are using the most effective instructional strategies and materials, and making sure that the SIP is being implemented. School wide data determines the focus of staff development. The entire staff's activities are aligned to the SIP through PLCs and other staff development at the site via strategies acquired through professional development.

Evaluation of strategies:

Analyzing test results,formative assessment data, curriculum based measures, teacher observation and student input provided information to our staff and led to the goals that were developed by the staff and then presented to the Site Council for revision. As a staff there are weekly meetings that permit continuous monitoring of the challenges that we face. The SIP will then be continuously reviewed by the staff and at the Site Council meetings. All constituents will have input into the process. Windom staff members will analyze and write strategies together for the areas in which they can demonstrate impact. Windom staff will review their SIP strategies throughout the school year to focus and drive instruction and then make any necessary changes. The Site Council will review all constituents input and progress.

Describe the Leadership Team’s plan for communicating the goals, strategies and professional development within the School Improvement Plan to staff and community.

Communication is a huge part of our understanding and implementation of the SIP. Members of our Site Council represent their constituents. These leaders bring information, concerns or issues to the team for their constituents. They report back to their constituents all information from the Site Council meetings. They meet with their constituents through cross-grade Level meetings and collaborative team. During these meetings student work and data are examined for instructional improvement. This also was the vehicle for all staff input into the School Improvement Plan. The representatives were given the information at the Site Council meetings and then shared and facilitated the meetings to put together our School Improvement Plan. Cross grade -level team meetings as well as collaborative team meetings are scheduled routinely throughout the school year and will continue so that the lines of communication are kept open. All staff will discuss the SIP progress at their committee meetings and in their PLCs, and record pertinent information on the Action Minutes documentation template. Meeting minutes are emailed to all staff following the meetings.

The SIP is the topic of one of our quarterly Breakfasts with the Principal, a forum open to all Windom parents. Goals are further clarified at the Curriculum Days (one around literacy and another around math). Regularly updated information is available to the community through the Windom monthly newsletter, on the website, on the Windom Facebook page, and at PTO meetings.


School Leadership Team, cont.This School Improvement Plan has been developed with the involvement of the community to be served and individuals who will carry out the plan. The planning process is used to align all major programs at your site to improve teaching and learning. The planning team assumes responsibility for planning and implementing the School Improvement plan. It should represent the diversity of the school population and include all stakeholder groups (principals, teachers, other staff, students, family and community).

Category Name Signature

Teacher Name and Grade/Subject David Woodland, SSW

Teacher Name and Grade/Subject Deb Anderson, 2nd grade/Dual Immersion

Teacher Name and Grade/Subject Louise Aamodt, ELL

Teacher Name and Grade/Subject Sandra Suarez, Kindergarten

Teacher Name and Grade/Subject Eudoro Olivares, K-2 Math Specialist

Parent Name

Community Member

Student Name

Other Staff Name James Clark- Assistant Principal

Other Staff Name Tim Leach-Union Steward

Other Staff Name Gloria Bustamante-Family Liaison

Other Staff Name Mariana Soldini, Math Specialist

Technical Assistance Provider Ellen Shulman-Academic Reform Specialist

Principal Name Lucilla Yira, Principal

Date SIP is approved and signed by Team: ___________________


School Improvement GoalsBased on the priority needs for our school, the goals are:Reading Smart Goal(s):1. The percent of All Students in all grades tested who earn achievement levels of Meets the Standards or Exceeds the Standards on the Reading MCA-II at WINDOM SPANISH DUAL IMMERSION School will increase from 45 % in 2013 to 49.5 % in 2014 and to 54 % in 2015

Professional Development Strategies to Support Reading Goal(s)

Success Criteria to Evaluate Effectiveness of Professional Development Strategies

During the 2013-2014 school year, the staff will participate in weekly Professional Learning Communities. PLCs will focus on developing staff proficiency at differentiation and instruction appropriate to the developmental level of the students. Professional development will support this focus, and increase knowledge and awareness of how we learn and how we acquire language. Teachers will fully implement Focused Instruction in reading to improve core teaching and provide standards based learning to all students. Teachers in grades 1 and 4 will participate in Focused Instruction PD over the summer. A portion of PLC time will be dedicated to collecting and analyzing student data, developing learning targets for standards-based lessons, selecting effective instructional strategies and providing appropriate differentiation to accelerate the learning of students who have not yet met or have exceeded the standards and to further support the continued learning of those who have.

In PLCs, teams will identify learning targets at the beginning of the year. Formative assessments will monitor student progress. Assessment data will be used to identify student needs. . All teachers will implement differentiation strategies and activities. By May, all classroom teachers and specialists will have completed a data cycle in reading/math.

Family Involvement Strategies to Support Reading Goal(s) Success Criteria to Evaluate Effectiveness of Family Involvement Strategies

In addition to the broad range of events, activities and other opportunities Windom provides for family involvement, parents will be apprised in writing of their children’s reading level three times a year, and provided with specific activities to support growth at home. School-wide and community-wide activities to support reading that are already in place will continue.

Daily reading at home is an expectation school-wide. Minutes will be recorded and submitted with homework. Level-appropriate books are sent home through use of the 100 Book Challenge; use will be tracked by classroom teachers.

Extended Learning Opportunities that Support Reading Goal(s) Success Criteria to Evaluate Effectiveness of Extended Learning Opportunities

Extended learning opportunities are provided through ALC, SES and WERC (Windom Enrichment Resource Center). There is significant overlap in staff with Windom staff, assuring that most of the teachers and leaders are receiving the same professional development. Student data is shared among staff of ALC and SES. Imagine Learning, a reading program in Spanish and English, identifies children’s deficiencies in reading for targeted support. Students meeting or exceeding expectations are invited to participate in the STEM program. WERC (the Windom Enrichment Resource Center) offers additional academic support by providing University of Minnesota volunteer tutors. During school hours, reading support is provided by Reading Corps volunteers, in both Spanish and English. Progress is monitored closely, and volunteers collaborate with classroom teachers.

Growth of students will be measured by interim and summative test data. We will track levels of participation at each grade level, as well as the correlation between participation and academic growth. Imagine Learning provides weekly data. SES provides us monthly data. ALC teachers confer regularly with classroom teachers. Formative and summative data are collected. The attendance rate is tracked and monitored carefully.

Math SMART Goal(s):


1. The percent of All Students in all grades tested who earn achievement levels of Meets the Standards or Exceeds the Standards on the Math MCA-II at WINDOM SPANISH DUAL IMMERSION School will increase from 56 % in 2013 to 60.5 % in 2014 and to 65 % in 2015

Professional Development Strategies to Support Math Goal(s) Success Criteria to Evaluate Effectiveness of Professional Development Strategies

During the 2013-2014 school year, the staff will participate in weekly Professional Learning Communities. PLCs will focus on developing staff proficiency at differentiation and instruction appropriate to the developmental level of the students. Professional development will support this focus, and increase knowledge and awareness of how we learn and how we acquire language. Teachers will fully implement Focused Instruction in mathematics to improve core teaching and provide standards based learning to all students. Teachers in grades 1 and 4 will participate in Focused Instruction PD over the summer. A portion of PLC time will be dedicated to collecting and analyzing student data, developing learning targets for standards-based lessons, selecting effective instructional strategies and providing appropriate differentiation to accelerate the learning of students who have not yet met or have exceeded the standards and to further support the continued learning of those who have.

In PLCs, teams will identify learning targets at the beginning of the year. Formative assessments will monitor student progress. Assessment data will be used to identify student needs. . All teachers will implement differentiation strategies and activities. By May, all classroom teachers and specialists will have completed several data cycles in reading/math.

Family Involvement Strategies to Support Math Goal(s) Success Criteria to Evaluate Effectiveness of Family Involvement Strategies

In addition to the broad range of events, activities and other opportunities Windom provides for family involvement, parents will be invited to participate in the Early Numeracy Project. Training sessions will be offered for parents and volunteers. Materials will be available for use by volunteers in school, or for check-out by parents to use at home. School-wide and community-wide activities to support reading that are already in place will continue.

Attendance at training sessions will indicate levels of participation. Each module includes a record sheet for monitoring of student progress. We will examine correlations between the number of activities completed and classroom performance to determine impact on student achievement.

Extended Learning Opportunities that Support Math Goal(s) Success Criteria to Evaluate Effectiveness of Extended Learning Opportunities

Extended learning opportunities are provided through ALC, SES and WERC (Windom Enrichment Resource Center). There is significant overlap in staff with Windom staff, assuring that most of the teachers and leaders are receiving the same professional development. Student data is shared among staff of ALC and SES. Students meeting or exceeding expectations are invited to participate in the STEM program. In addition, the teachers of grades 3, 4 and 5 have received 5 days of STEM training, and offer the EIE curriculum during regular instructional hours throughout the school year. Early Numeracy Acquisition Project activities will are available on-line and in hard form through classroom teachers, and materials are available for check-out. Volunteers and parents will be trained as needed to support learning beyond the school day. WERC (the Windom Enrichment Resource Center) offers additional academic support by providing University of Minnesota volunteer tutors.

Growth of students will be measured by interim and summative test data. We will track levels of participation at each grade level, as well as the correlation between participation and academic growth. ALC teachers confer regularly with classroom teachers. Formative and summative data are collected. The attendance rate is tracked and monitored carefully. ENP participation and achievement data will be monitored and evaluated.

Climate SMART Goal(s):


1. The number of All Students who are suspended at WINDOM SPANISH DUAL IMMERSION School will decrease from 13 in 2013 by 8 % in 2014 and 8 % in 2015

Additional Climate Goal(s):Dual Immersion Goal: Students will show growth in both Spanish and English.Professional Development Strategies to Support Climate Goal(s) Success Criteria to Evaluate Effectiveness of Professional

Development StrategiesProfessional development will support a focus on differentiation and developmental levels of students, and increase knowledge and awareness of how we learn and how we acquire language. Develop learning targets that include language as well as content.

Learning targets will include language acquisition goals. Language learning will be a component of all units. Growth in Spanish will be monitored through fluency and comprehension of reading. Growth in English will be monitored through WIDA.

Family Involvement Strategies to Support Climate Goal(s) Success Criteria to Evaluate Effectiveness of Family Involvement Strategies

Students will participate in the 100 Book Challenge, which will provide books in Spanish for all children to use at home. Students will also have frequent opportunities to check out library materials. Families will be apprised of on-line resources in both Spanish and English.

Records are kept of number of books sent home and number returned. Survey families to determine needs, usefulness of resources, etc.

Extended Learning Opportunities That Support Language GoalALC, STEM, Imagine Learning and after school tutoring are all available in both Spanish and English.

Success criteria to Evaluate Effectiveness of Extended Learning OpportunitiesRecords of attendance and achievement and other data are maintained.


Schoolwide Reform Strategies:Action Plan

Schoolwide reform strategies are selected to strengthen the core academic program, increase the amount and quality of learning time, address the needs of historically underserved populations and provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement. The action plans describe in detail how the school plans to implement and monitor the effectiveness of the reform strategies.

Strategy

Schools will improve partnerships with parents, families and the community through the following actions: communicating student learning goals as well as academic successes and areas of growth; providing and communicating academic, behavioral, and social support options for parents; and providing opportunities for collaboration and feedback with parents and the community.

Research and Rationale

Research indicates that, through high school, family involvement contributes to positive results for students, including higher achievement, better attendance, more course credits earned, more responsible preparation for class, and other indicators of success in school (Catsambis, 2001; Simon, 2004). The studies of homework and targeted outcomes reinforce the importance of well-designed, subject-specific or goal-linked activities for family and community involvement for strongest impact on student achievement and success in school. The research identifies "essential elements" for effective programs and specific processes and paths that strengthen (1) leadership for partnerships, (2) program plans, (3) outreach to involve more families, (4) responses of families and community partners, and (5) impact on student achievement and other indicators of success in school.

This strategy supports:

Reading Goal(s): X Math Goal(s): X Climate Goal(s): XAction Plan

Start Date: Action Step

8/30/2013 PLAN: Leadership team creates a Family Engagement Plan that includes the following actions: communicating student learning goals as well as academic successes and areas of growth; providing and communicating academic, behavioral, and social support options for parents; and providing opportunities for collaboration and feedback with parents and the community.

Success Criteria

Interim 1 Checkpoint Interim 2 Checkpoint End Point Checkpoint

- Review previous Family Engagement Plans to assess effectiveness - Create or revise Family Engagement Plan that includes community input and is based upon Epstein framework - Create or revise student goal-setting form - Create or revise framework for providing and communicating academic, behavioral, and social support options for parents

8/30/2013 - Revise Family Engagement Plan after all stakeholder input is gathered and reflected in draft form

12/20/2013 Communicate Family Engagement Plan in multiple mediums - Clarify staff expectations for communicating student learning goals and academic progress with families

12/20/2013

Personnel Required Resources


Family Liaison Monitor: Principal, Instructional Leadership Team, Social Worker, School Improvement Specialist, Instructional Leader

Time: Meeting time for community and families to collaborate with schools, planning time for school leadership teams, organizational planning time to develop engagement activities. Financial: TBD Resources: Office of Family and Community Engagement

Implementation Notes


8/23/2013 DO: School implements the Family Engagement Plan that includes the following actions: communicating student learning goals as well as academic successes and areas of growth; providing and communicating academic, behavioral, and social support options for parents; and providing opportunities for collaboration and feedback with parents and the community.

Success Criteria


Implement Family Engagement Plan: - Communicate student learning goals as well as academic successes and areas of growth during conferences and as needed or requested by parents - Provide and communicate academic, behavioral, and social support options for parents (CPEO, community services, parenting classes, etc.) - Provide opportunities for collaboration and feedback with parents and the community (Site Council, PTO, principal and parent meetings, curriculum night, volunteering, etc.)

8/30/2013 Continue implementation of Family Engagement Plan - Cycle is ongoing

12/20/2013 - Implement district wide parent survey - Revise Family Engagement Plan and adjust strategies based upon data

12/20/2013


Lead: Family Liaison Monitor: Principal, Instructional Leadership Team, Social Worker, School Improvement Specialist, Instructional Leader

Time: Meeting time for community and families to collaborate with schools, planning time for school leadership teams, organizational planning time to develop engagement activities. Financial: TBD Resources: Office of Family and Community Engagement



5/30/2014 STUDY and ACT: Leadership team monitors and makes adjustments to a Family Engagement Plan that includes the following actions: communicating student learning goals as well as academic successes and areas of growth; providing and communicating academic, behavioral, and social support options for parents; and providing opportunities for collaboration and feedback with parents and the community.

Success Criteria



- Analyze data on the effectiveness of the Family Engagement Plan actions - Make necessary adjustments to the use of student goal-setting form and implementation - Assess academic, behavioral, and social support options for parents

8/30/2013 Make adjustments to the Family Engagement Plans actions

12/20/2013 Lead: Family Liaison Monitor: Principal, Instructional Leadership Team, Social Worker, School Improvement Specialist, Instructional Leader

12/20/2013




Strategy

To preserve classroom consistency and minimize student pull out time, teachers collaborate to fully implement quality programming and instruction for EL learners(Multilingual Framework) . Instructional model to include the following practices: co-planning to (1) develop learning and language targets that are standards based, (2) problem-solve around student needs, (3) plan activities that are differentiated, (4) utilize formative assessment process, (5) monitor student progress and adjust instruction as needed; co-teaching to (1) provide support to students, (2) optimally differentiate instruction in a classroom setting, (3) strengthen delivery of the core instruction.


Collaboration is intentional planning which values input, expertise, and skills to achieve a common goal. Effective teaching of language through academic content requires that "teachers across the grade levels and subject areas have to work collaboratively to shoulder the responsibility of equipping students with the lexical skills to successfully navigate today’s high-stakes, standards-based educational environment" (Feldman, K., & Kinsella, K., 2005, p. 10). PLCs or school environments where teachers learn and reflect together have shown increased student achievement. Abdallah, J. (2009, February). Empirical research: Benefits of co-teaching for ESL classrooms. Academic Leadership. Chapman, C. & Hyatt, C.H. (2011). Critical conversations in co-teaching: A problem-solving approach. Bloomington, IN: Solution Tree Press. Honigsfeld, Dove. (2010). Co-Teaching Strategies for English Learners. Corwin Rojas, V. P. (n.d.). Co-teaching Models. Resource materials provided to Multilingual Department, Minneapolis Public Schools. Villa, R.A., Thousand, J.S., & Nevin, A.I. (2008). A guide to co-teaching: Practical tips for facilitating student learning. Thousand Oaks, CA: Corwin Press.


Reading Goal(s): X Math Goal(s): X Climate Goal(s):

Action Plan


8/16/2013 PLAN: Develop and communicate a co-teaching model that includes: professional development around the co-teaching framework; time to plan; time in the schedule to co-teach; time to monitor student progress and make adjustments to instruction.

Success Criteria


-Conduct co-teaching needs assessment -Create a schedule in which teachers have time for co-teaching and co-planning. –Based on student data, determine which classroom/subject co-teaching would most benefit-Leadership teams research and discusses best practice regarding co-teaching –Create a list of approved interventions-Select and provides instructional resources for collaborative teachingCheckPointDate: 8/17/2012

8/30/2013 -Analyze needs assessment and determine school and teachers needs in regards to PD and resources

-Co-planning calendar is created

-Co-teaching schedule is created -Expectations for co-teaching is established based on best practice

-PD options identified

12/20/2013 -Co-planning schedule is communicated to staff

-Co-teaching expectations are communicated to staff both written and verbally -PD calendar is communicated to staff

-Resources to support implementation is distributed to staff

-Provide PD for teachers around co-teaching and co-planning

12/20/2013



Lead: ESL teachers

Monitor: Admin, Instructional Leadership Team, School Improvement Specialist, Instructional Leader, Instructional, Specialist, Liaison from Multilingual department



8/30/2013 Do: To preserve classroom consistency and minimize student pull out time, teachers fully implement the established co-teaching model. Instructional model to include the following practices: co-planning to (1) develop learning and language targets that are standards based, (2) problem-solve around student needs, (3) plan activities that are differentiated, (4) utilize formative assessment process, (5) monitor student progress and adjust instruction as needed; co-teaching to (1) provide support to students, (2) optimally differentiate instruction in a classroom setting, (3) strengthen delivery of the core instruction.

Success Criteria


-Collaborating teachers review student data

-Collaborating teachers co-plan lessons which include standards based learning targets, differentiated instructional strategies

-Collaborating teachers determine which co-teaching model to use

-Collaborating teachers select appropriate support strategies and materials to be utilized during co-taught lessons that permit meaningful access to grade-level content

-Collaborating teachers develop common formative assessments

8/30/2013 -Collaborating teachers implement selected co-teaching model

-Collaborating teachers provide appropriate strategies to meet the language, cognitive and social development needs of students

-Collaborating teachers implement lessons which include learning targets, and differentiated instructional strategies

-Collaborating teachers utilize support materials and strategies during co-taught lessons

-Collaborating teachers utilize common formative assessments

-Communicate recommendation for

12/20/2013 -Collaborating teachers collect and analyze student data regularly to determine effectiveness of strategy and adjust instruction accordingly. (Benchmark and quarterly assessments, student work, common formative and summative assessments, MAP, MCA, behavior data, SOEI feedback, etc.)

-Collaborating teachers meet weekly to discuss student progress and make necessary adjustments

- Communicate student progress to students and parents including areas of strength and areas identified for improveme

12/20/2013



Lead: ESL teachers

Monitor: Admin, Instructional Leadership Team, School Improvement Specialist, Instructional Leader, Instructional, Specialist, Liaison from Multilingual department

Time: Time for ILT to meet and discuss progress of co-teaching model and its impact on student achievement. Time for collaborating teams to meet.

Resources: Multilingual department, Co-teaching resource books

Budget: TBD by sites (may include $ for extended planning time and resources materials)



10/25/2013 STUDY and ACT: - Monitor and adjust co-teaching by: Reflecting on the process; Assessing successes and challenges; Plan for the following year.

Success Criteria


Observe and monitor implementation of Co-teaching :

- Review the data co-teaching teams and Data Teams collect

-Conduct classroom observations

- Conduct twice yearly Implementation Survey to collect baseline data and progress monitor Co-teaching

-Teachers make recommendations for any adjustments or PD needs

-Collaborating teachers collect and analyze student data regularly to determine effectiveness of strategy and adjust instruction accordingly.

8/30/2013 - Analyze and discuss effectiveness of Co-teaching

- Assess student outcomes aligned to Co-teaching

-Discuss impact of Co-teaching on instructional and results-based goals

- Based upon classroom visits, share observations with ILT, staff, and PLCs

- Collect and share results of Co-teaching Implementation Survey

12/20/2013 Adjust as needed:

- Refine Co-teaching as needed according to Implementation Survey

- Identify resources needed for refinement of Co-teaching

-Refine Co-teaching as needed according to Year-end Survey

- Identify resources needed for refinement of Co-teaching

-Celebrate successes

12/20/2013



Lead: ESL teachers Monitor: Admin, Instructional Leadership Team, School Improvement Specialist, Instructional Leader, Instructional, Specialist, Liaison from Multilingual department Required Resources: Time: Time for ILT to meet and discuss progress of co-teaching model and its impact on student achievement. Provide time for collaborative teams to meet. Resources: Multilingual department, Co-teaching resource booksBudget: TBD by sites (may include $ for extended planning time and resources

Time: Time for ILT to meet and discuss progress of co-teaching model and its impact on student achievement. Provide time for collaborative teams to meet.

Resources: Multilingual department, Co-teaching resource books

Budget: TBD by sites (may include $ for extended planning time and resources materials)



Strategy

All school staff will engage in designing, developing, implementing and maintaining a School-wide Positive Behavior Support plan to include the following criteria: Relationship building activities designed and implemented Behavioral expectations defined Behavioral expectations taught Developmentally appropriate recognition and interventions designed and implementedSocial skills development integrated into daily lesson plansSpectrum of consequences for problem behavior definedData for decision making continuously collection and usedBehavioral expectations and intervention structures are clearly defined and communicated to stakeholders Process for assessing effectiveness of plan clearly defined


School-wide Positive Behavior Support is a systems approach to establishing the social culture and behavioral supports needed for all children in a school to achieve both social and academic success.

Cohen, R., Kincaid, D., and Childs, K. (in press). Measuring school-wide positive behavior support implementation: Development and validation of the "Benchmarks of Quality." Journal of Positive Behavior Interventions

Irvin, L.K., Tobin, T., Sprague, J., Sugai, G. and Vincent, C. (2004).Validity of office discipline referral measures as indices of school-wide behavioral status and effects of school-wide behavioral interventions. Journal of Positive Behavioral Interventions 6, 131-147.


Reading Goal(s): Math Goal(s): Climate Goal(s): XAction Plan


8/20/2012 PLAN: School leadership, with input from staff, will design a School-wide Student Engagement Plan Support plan to include best practices.

Success Criteria



Create or refine School-wide Student Engagement Plan that includes: -Researched strategies and practices -Defined school-wide and classroom expectations, consequences and system of referral -Recognition system based on best practice –Data review cycle -Communication protocols between adults in the school and at home -Social emotional learning instruction (RC, Second Step, etc.)Establish expectations around using Classroom for Success behavior dataDesign or acquire needs assessment based upon P

8/30/2013 -Identify appropriate PD for staff (RC, PBIS, Second Step, etc.) -Identify and acquire resources needed for implementation - Refine reporting system -Build capacity and establish routines around using Classroom for Success behavior data

12/20/2013 -Communicate behavior plan to staff -Provide staff appropriate PD -Distribute necessary resources to staff- Provide PD and or communicate expectations for use of Classroom for Success behavior data –Communicate expectations to staff for establishing classroom/school-wide rituals, routines and rules

12/20/2013


Lead: Administration

Monitor: ILT, School Improvement Specialist, Instructional Leader

Time during back to school week to introduce plan and clarify expectations, time in ILT to begin to develop plan, time for behavior team to conduct the needs assessment Resources: RC Resource Library (First 6 Weeks of School, The Power of Our Words, The Morning Meeting Book), responsiveclassroom.org, originsonline.org, PBIS website, Second Step resources, Student Support Services, Ellen Shulman and Kandace Logan (SIS and IL--RC trainers)



8/27/2012 DO: Staff will implement School-wide Student Engagement Support plan to include best practices: -

Success Criteria



Staff implement School-wide Student Engagement Plan which includes: -PLCs collect and analyze 2011-12 suspension and referral data -Teachers implement strategies to build relationships with students and parents (Morning Meeting, Structured Recess, Communicating with Parents, Hopes and Dreams) -Teachers implement strategies to ensure students know defined expectations, rituals and routines (democratic rule making, model and practice, Y charts, -Teachers goal set with students (Hopes and Dreams)

8/30/2013 -Problem-Solving support is given when necessary -Student goals (Hopes and Dreams) and Rules are posted -Students follow the expectations and are redirected or provided opportunities to problem-solve when needed -Students in need of additional social/ emotional support are identified –teachers introduce and begin to implement spectrum of consequences based on student behavior and developmental needs –Problem-solving team meets to review student data and discuss student engagement concerns -Cycle

12/20/2013 -Social emotional support/interventions are provided to students in need of additional help by the teacher, student support staff consulted as necessary -Communicate student goals and classroom expectations to families -Begin to develop interventions for students who struggle with social expectations (Tier 2 strategies), communicate student behavior successes and areas of growth to staff members and parents –Problem-solving team continually meets -Cycle is ongoing

12/20/2013


Lead: AdministrationMonitor: ILT, School Improvement Specialist, Instructional Leader

Time during PLC to discuss student data and select appropriate strategies to address student needs, time in ILT to look at student data and continue to refine/develop plan, time for behavior team to meet and problem-solve strategies for especially challenging students Resources: RC Resource Library (First 6 Weeks of School, The Power of Our Words, The Morning Meeting Book), responsiveclassroom.org, originsonline.org, PBIS website, Second Step resources, Student Support Services, Ellen Shulman an



STUDY/ACT: School leadership will monitor and adjust School-wide Student Engagement Support plan to ensure best practices and student engagement improves

Success Criteria



Observe and monitor implementation of Student Engagement Plan: - Review the data Behavior support, PLCs and Data Teams collect -Review implementation data (SOEI, informal observations) -Conduct classroom and school-wide observations with an emphasis on Domain 2 - Review PLC logs - Conduct twice yearly Implementation Survey to collect baseline data and progress monitor Student Engagement Plan

8/30/2013 -Communicate student engagement successes and challenges to staff and parents -Continually collect and analyze student climate data -Make adjustments to engagement plan as needed -Identify areas of growth in engagement plan implementation -Select and provide PD for individual teachers or whole staff as needed

12/20/2013 -Review year- long data -Based on findings make recommendations for staff PD, summer school, 2013 student placements and adjustments to the Student Engagement Plan

12/20/2013


Monitor: ILT, School Improvement Specialist, Instructional Leader

Time: Time during ILT to review data and make necessary adjustments to plan, time for behavior team to review data, meet with teachers and attend necessary PD Resources: RC Resource Library (First 6 Weeks of School, The Power of Our Words, The Morning Meeting Book), responsiveclassroom.org, originsonline.org, PBIS website, Second Step resources, Student Support Services, Ellen Shulman and Kandace Logan (SIS and IL--RC trainers)



Strategy

Teachers will participate in professional learning communities that improve instructional practices through inquiry and action planning, collaboration, and professional development that is based on current educational research and student achievement data.


Research on schools that improve student achievement levels reveals that students learn more in schools where teachers are engaged in professional learning communities and work collaboratively to address student needs that have been identified through data analysis.Based on the National Staff Development Council, "The most powerful forms of staff development occur in ongoing teams that meet on a regular basis, preferably several times a week, for the purposes of learning, joint lesson planning, and problem solving." The NSDC standard states: Staff development that improves the learning of all students organizes adults into learning communities whose goals are aligned with those of the school and district. http://www.nsdc.org/standards/learningcommunities.cfm Phillips, J.(2003,Spring).Powerful learning: Creating learning communities in urban school reform. Journal of Curriculum and Supervision, 18(3), 240-258. Weiss, I. R. and Pasley J. D. (2006). Scaling up instructional improvement through teacher professional development: Insights from the local systemic change initiative. Philadelphia, PA: Consortium for Policy Research in Education (CPRE) Policy Briefs. Read at http://www.cpre.org/Publications/rb44.pdf


Reading Goal(s): X Math Goal(s): X Climate Goal(s): XAction Plan


8/19/2013 In order to be purposeful and intentional in instruction of language as well as content, PLCs will set language objectives to accompany learning targets,

Success Criteria


PLCs discuss language competencies and needs that accompany learning targets.

8/30/2013 Evaluate progress to determine next steps.

12/20/2013 Evaluate progress to determine goal and actions for next school year.

12/20/2013


ILT, PD Coordinator PD on language acquisition, strategies for second language learning, bridging techniques, and QTEL strategies. Virginia Rojas language functions info. Time for planning. Duplication of materials for PD.




Develop and communicate a clearly articulated PLC structure, based on staff feedback and evaluation, assessment of needs as determined by data, and prioritizing. Consider participation in district pilot of PLCs around learning targets.

Success Criteria


Develop PLC calendar. Set schedule for review of initial assessment data. Determine indicators for identification of students who are underprepared, adequately prepared, and highly prepared. Develop recording tools for PLCs.

8/30/2013 Review recording tools. Teams report to staff on progress of development of learning targets, strategies for differentiation, and formative assessments.

12/20/2013 Review PLC recording tools. Teams submit final assessment data. ILT reviews final data.

12/20/2013


ILT, PD Coordinator Planning time. Access to materials (webinars, etc.). Time allotted weekly for PD and PLCs. Time allotted bimonthly for ILT meetings.



8/23/2013 Integrate needs and contributions of specialists into PLC and PD structure.

Success Criteria


Determine PD/PLC calendar. Identify role of specialists in establishing and supporting learning targets.

8/30/2013 Review integration of specialists into PLC/PD process. Determine next steps.

12/20/2013 Assess value of PLC content for specialists; assess value of specialists to PLCs. Formulate plan for next year.

12/20/2013


ILT, Specialist team, PD Coordinator Time for specialists to meet with PD Coordinator.



Strategy

Teachers fully implement Focused Instruction across content areas to improve core teaching and provide standards based learning to all students.


Focused Instruction, which is sometimes called aligned or managed instruction, is simply an instructional process that reflects what we know to be good teaching and learning. It aligns what we teach with how we teach and what we assess in a continuous cycle. Features of Focused Instruction include the following: Planning lessons using high-quality curriculum derived directly from state standards Engaging students in rigorous learning using a variety of instructional strategies Adapting instruction to meet individual students’ needs at all levels Conducting frequent assessments to provide students with the opportunity to demonstrate their knowledge and skills Using data to identify students who would benefit from additional help or accelerated learning opportunities


Reading Goal(s): X Math Goal(s): X Climate Goal(s):

Action Plan


PLAN: Plan and communicate expectations for K, 3, classrooms' implementation of Focused Instruction and all other grade levels' development and implementation of instruction based upon the following criteria: - Planning lessons using high-quality curriculum derived directly from state standards - Engaging students in rigorous learning using a variety of instructional strategies - Adapting instruction to meet individual student need at all levels - Conducting frequent assessments to provide students with the opportunity to demonstrate their knowledge and skills - Using data to identify students who would benefit from additional targeted instructional opportunities during and after school - Utilize data to design appropriate instructional interventions according to student need

Success Criteria


- Clarify expectations for Focused Instruction implementation at all grade levels - Create Focused Instruction needs assessment based upon Focused Instruction criteria

8/30/2013 - Identify necessary resources, PD needs, expert input, and other resources necessary for implementation - Determine plan for administering support according to identified needs - Cycle is ongoing

12/20/2013 Communicate expectations and plan - Cycle is ongoing

12/20/2013


Lead: Instructional Specialist at K, 3, Instructional Leader at 1,2,4,5, Monitor: Instructional Specialist, Instructional Leader, School Improvement Specialist, Instructional Leadership Team

Time: Dedicated PLC time for grade level teacher collaboration to implement Focused Instruction, ILT time to determine and support teacher needs, time allocated for PD support, and both PLC/ILT time to review, monitor, and adjust Focus Instruction implementation based upon data, extended time.

Resources: Focused Instruction curriculum guides (K,3), curriculum support as needed in terms of PD and materials (K-5).




8/20/2012 DO: K, 3, 6, and 9 classrooms implement Focused Instruction. All other grade levels develop instruction based upon the following criteria: - Planning lessons using high-quality curriculum derived directly from state standards - Engaging students in rigorous learning using a variety of instructional strategies - Adapting instruction to meet individual student need at all levels - Conducting frequent assessments to provide students with the opportunity to demonstrate their knowledge and skills - Using data to identify students who would benefit from additional targeted instructional opportunities during and after school - Utilize data to design appropriate instructional interventions according to student need

Success Criteria


- All grade level teams will review student data

– Teachers study and plan for the implementation of Focused Instruction curriculum guides at K,3,(YAGs) For Grades 1,2,4,5: - Identify differentiated instructional strategies aligned with student need - Review state standards and align curriculum and instruction accordingly - Plan lessons that are standards-based and include Learning Targets - Design common formative assessments - Using most recent data to identify students who would need more

8/30/2013 - Implement Focused Instruction curriculum guides at K,3, (YAGs) -For Grades 1,2,4,5,: - Adapt instruction to meet individual student need at all levels

- Post and implement Learning Targets that are in student-friendly language

- Implement frequent common formative assessments to provide students with the opportunity to demonstrate their knowledge and skills

- Implement differentiated instructional strategies

12/20/2013 - Continuously collect and review student data to inform instruction (Benchmark and quarterly assessments, student work, common formative and summative assessments, MAP, MCA, behavior data, SOEI feedback, etc.)

- Communicate student progress with students and parents including areas of strength and areas identified for improvement

- Cycle is ongoing

12/20/2013


Lead: Instructional Specialist at K, 3, 6, 9, Instructional Leader at 1,2,4,5,7,8,10,11,12 Monitor: Instructional Specialist, Instructional Leader, School Improvement Specialist, Instructional Leadership Team

Required Resources: Time: Dedicated PLC time for grade level teacher collaboration to implement Focused Instruction, ILT time to determine and support teacher needs, time allocated for PD support, and both PLC/ILT time to review, monitor, and adjust Focus Instruction implementation based

Time: Dedicated PLC time for grade level teacher collaboration to implement Focused Instruction, ILT time to determine and support teacher needs, time allocated for PD support, and both PLC/ILT time to review, monitor, and adjust Focus Instruction implementation based upon data, extended time. Resources: Focused Instruction curriculum guides (K,3), curriculum support as needed in terms of PD and materials (K-5).




STUDY and ACT: Monitor, evaluate, and adjust K, 3, 6, and 9 classrooms' implementation of Focused Instruction and all other grade levels' development and implementation of instruction based upon the following criteria: - Planning lessons using high-quality curriculum derived directly from state standards - Engaging students in rigorous learning using a variety of instructional strategies - Adapting instruction to meet individual student need at all levels - Conducting frequent assessments to provide students with the opportunity to demonstrate their knowledge and skills - Using data to identify students who would benefit from additional targeted instructional opportunities during and after school

Success Criteria


Observe and monitor implementation of Focused Instruction Strategies: - Review the data PLCs and Data Teams collect -Classroom observations - Review PLC logs - Conduct twice yearly Implementation Survey to collect baseline data and progress monitor Focused Instruction

8/30/2013 - Analyze and discuss effectiveness of Focused Instruction: - Assess student outcomes aligned to Focused Instruction work - Discuss impact of Focused Instruction on instructional and results-based goals - Based upon classroom visits, share observations with ILT, staff, and PLCs - Collect and share results of Focused Instruction Implementation Survey

12/20/2013 Adjust as needed: - Refine Focused Instruction as needed according to Implementation Survey - Identify resources needed for refinement of Focused Instruction - Refine Focused Instruction as needed according to Year-end Survey - Identify resources needed for refinement of Focused Instruction

12/20/2013


Instructional Specialist at K, 3, Instructional Leader at 1,2,4,5,

Monitor: Instructional Specialist, Instructional Leader, School Improvement Specialist, Instructional Leadership Team

Time: Dedicated PLC time for grade level teacher collaboration to implement Focused Instruction,ILT time to determine and support teacher needs, time allocated for PD support, and both PLC/ILT time to review, monitor, and adjust Focus Instruction implementation based upon data, extended time. Resources: Focused Instruction curriculum guides (K,3), curriculum support as needed in terms of PD and materials (K-5).



Documents

Continuous School Improvement Plan Summary WINDOM …windom.mpls.k12.mn.us/uploads/sipsummary_2.pdf · Overview of School Improvement Plan (this includes a summary of the goals, strategies