Web viewAnswer the following question using any data and/or ... what is the most important area that needs ... done by IF, principal and county office personnel per

Montgomery County SchoolsSchool Improvement Plan

A continuous improvement strategic plan, that communicates the approachwe will use to ensure all our students are career and college ready.

School: TES Year: 2016-2017 Current NCLB Status Current ABC Status

Mission: Troy Elementary School will be an inviting school where high expectations, respect for one another, and life-long learning are valued and promoted.

School Improvement Plan Summary

Our focus area is: Math

Overall goal: (Two year projection): TES will increase composite math growth (i-Ready) from 102% to 140% by the completion of the 2017-2018 school year.

Target goal : Year 1 (2016-2017): TES will increase composite math growth (i-Ready) to 125%. Year 2 (2017-2018): TES will increase composite math growth (i-Ready) to 140%.

Approaches/Strategies:

Increase fidelity of math intervention plans. Specific attention to i-Ready reports regarding students’ strengths and weaknesses.

Measures:

1



i-Ready time on task reports i-Ready growth reports Student intervention screening reports in i-Ready Math tasks from NCDPI with spreadsheets with this formative assessment data (these tasks will serve as common assessments as well) Mid Year K-2 Assessments

During the 90 day cycle time for cycle 1 and 2 we will revisit/monitor our plan every 4 weeks (at our monthly SIT meeting).

P PLAN:

Data Analysis. Answer the following question using any data and/or information you have about performance in this area

1. In order to meet your Overall Goal, what is the most important area that needs improving and why?

Intervention plans will be put into place for math. Teachers will utilize results from common assessments and PDSA cycles to intervene with students who are struggling to grasp concepts. They will pull students into small groups/one-on-one as needed to fill in these gaps.

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2. What approaches/strategies are contributing to your success in this area and what data suggests this?

Implementation of formative math tasks consistently throughout the year and documented/reviewed during PLCs. This year (year 1 of cycle), curriculum maps will be updated and will be followed consistently.

PDSA Lesson Plan Template: All components of the PDSA process will be evident in every classroom for the 2016-2017 school year via common lesson plan template as well PDSA math boards in classrooms.

Instruction: Math instruction will be planned and aligned with formal and informal data.

Math PD for all staff and on-site refresher PD on 8 mathematical practices.

Fidelity of initiatives: Instructional expectations , Model of Instructional Excellence, i-Ready

Evidence-based math program: i-Ready, integration of Georgia Math Units (Georgia Units will be discussed and utilized during grade level planning/PLCs and incorporated into lessons weekly.

i-Ready progress monitoring for intervention, PLC, instructional rounds

Interventions: Math intervention and use of i-Ready during intervention lab time (small group instruction as needed).

Increased focus on academic vocabulary: Building background knowledge

Specific learning targets will be representative of student needs and evidenced by planning and data reviewduring PLCs.

3



Classrooms will demonstrate increased instructional findings from CWT.

Increased focus on technology integration with coaching and modeling sessions by the Digital Learning Coach.

YearGrowth

2014-2015 133% overall school for i-Ready2015-2016 102% overall school for i-Ready

4

K-2 MATH ASSESSMENT AND I-READY DOMAINS (PROFICIENCY)Grade K

Grade 1

Grade 2

0 20 40 60 80 100 120 140 160

2015-2016

78

104

135



5

K-2 MATH ASSESSMENT AND I-READY DOMAINS (PROFICIENCY)

Grade K

Grade 1

Grade 2

0 20 40 60 80 100 120 140 160

151

139

111

2014-2015

Grade K

Grade 1

Grade 2

0 20 40 60 80 100 120 140 160

2015-2016

78

104

135



3. What are opportunities for improvement, gap or barriers are in this area?

Intervention and remediation based on performance noted from formative math tasks.

Lack of vocabulary/background (students) Redefined instructional facilitators role and collaboration with Digital Learning Coach to integrate best practices and best practices in technology.

Utilizing i-Ready intervention screener to help target students for intervention

The strategies and practices being used are ineffective for approximately 30-40% of students.

Increased awareness on ensuring students enter the next grade with the math skills required for success.

Identify and utilize exemplar classrooms/teachers to build capacity among staff

Regular teacher sharing through PLCs and planning periods

4. What seems to be the root cause of the problem and what data suggests this?

Focusing on solid intervention plans and targeting student deficits consistently throughout the year. Scheduling of math before lunch is now in place.

6



Reflection: We will create a plan to address needs of students by utilizing MTSS and engaging students in differentiated instruction.

5. What approaches/strategies could you deploy to address the root cause and support meeting your overall goal?

Implementation of formative math tasks consistently throughout the year and documented/reviewed during PLCs. This year (year 1 of cycle), curriculum maps will be updated and will be followed consistently.

PDSA Lesson Plan Template: All components of the PDSA process will be evident in every classroom for the 2016-2017 school year via common lesson plan template as well PDSA math boards in classrooms.

Instruction: Math instruction will be planned and aligned with formal and informal data.

Math PD for all staff and on-site refresher PD on 8 mathematical practices.

Fidelity of initiatives: Instructional expectations , Model of Instructional Excellence, I-Ready

Evidence-based math program: i-Ready, integration of Georgia Math Units (Georgia Units will be discussed and utilized during grade level planning/PLCs and incorporated into lessons weekly.

i-Ready progress monitoring for intervention, PLC, instructional rounds

Interventions: Math intervention and use of i-Ready during intervention lab time (small group instruction as needed).

Increased focus on academic vocabulary: Building background knowledge

7



Specific learning targets will be representative of student needs and evidenced by planning and data reviewduring PLCs.

Classrooms will demonstrate increased instructional findings from CWT.

Increased focus on technology integration with coaching and modeling sessions by the Digital Learning Coach.

6. What research did you review to support the use of these strategies/approaches?

We reviewed i-Ready Data

We reviewed data from previous years and tracked data by cohort and by math domain Georgia Math Units NCDPI Math Tasks

8 Mathematical Practices

7. What performance measures will you use to monitor impact of your approach/strategy?

i-Ready time on task reports i-Ready growth reports Student intervention screening reports in i-Ready Math tasks from NCDPI with spreadsheets with this formative assessment data (these tasks will serve as

8



common assessments as well)

8. What measure will you use to monitor fidelity of deployment of your strategy/approach?

CWTs Lesson plans PLC agendas and meeting minutes Quarterly review (in SIT meetings and Goal Team meetings)

9. What professional development, if any, will be offered in cycle 1 to support the staff in implementing the approach?

PD on technology integration into math lessons (provided by district/Digital Learning Coach)

PD in PLCs on 8 mathematical practices

10. If funding is required, what funding source will be used? N/A

Messaging:

9



11. How will you convey intent of this focus area of SIP to stakeholders?

Review during faculty meetings

Weekly focus on newsletters relating to strategies.goals (i-Ready)

i-Ready reports to go home to parents.

12. How will you communicate progress towards goals or course corrections to stakeholders?

Monthly SIT notes posted on school webpage Review od SIP with faculty during faculty meetings

D DO:

Include the results from Reflection and Messaging section into deployment plan. Approach/Strategies, Impact performance measure, Fidelity measure, Professional development and Messaging.

Step #

List the specific steps your team will complete during this cycle.

Person(s) responsible for completion of the step.

Measure/Indicator(Used to monitor performance, process or completion)

Start Date

End Date

10



1 Fidelity to evidence-based math by utilizing the progress monitoring and data reports in I-Ready based upon the BOY, MOY and EOY assessments. We will also monitor fidelity via classroom walk-throughs (minimum of 20) done by IF, principal and county office personnel per week and reviewed during PLCs quarterly.

Principal/IF/All k-2 homeroom teachers

Progress monitoring, i-Ready, Classroom Walk-through Instrument (analysis of)

8/29/16 11/1/16

2 Increase fidelity of design and delivery of common core expectations. Teachers will use a PDSA model lesson plan and include specific items that encourage Common Core progress (Vocabulary in PLAN, research-based strategies in DO, and data analysis/interventions in STUDY and ACT). We will monitor strategies via grade-level meetings and CWT data. Georgia based units will be used by all K-2 classes. K-2 formative assessments on the DPI website will be used after the corresponding standard is taught, to access where students are and determine next steps. I-ready will also be used during intervention to assign additional work.

Principal/IF/Grade-level chairs (Ms. Little, Ms. Harris, Ms. Taylor) guide grade level planning. All K-2 homeroom teachers implement.

Completed Lesson Plans, CWT walk-through data, Grade-level planning documents

8/29/16 11/1/16

3 Observations/PDP written to address specific and identified gaps. IF and principal will help teachers develop PDP goals via coaching sessions and teachers will monitor progress via their smart goals that they create.

Principal/IF/All Teachers

Lesson Plans, observations, classroom artifact, coaching sessions.

8/29/16 11/1/16

4 Scheduled intervention time is utilized effectively by engaging students in activities that focus on strengths and weaknesses as evident from i-Ready data reports. Teachers will share data and determine next steps by grade level during PLCs and common grade level planning time. Teachers will collaboratively plan lessons and deploy

Principal/IF/All K-2 Teachers (PLC and grade-level planning sessions).

Progress monitoring, i-Ready data

8/29/16 11/1/16

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collecting the study data and sharing out next steps. Data will be analyzed at PLCs and next steps will be developed to provide target instruction.

5Classroom walk-through data utilized with fidelity by printing and analyzing reports from CWT and using the PDSA model for each grade during PLCs (PDSA models will focus on CWT data).

Principal/IF/PLCs

CWT data shows improvement in utilization of best practices – to be analyzed monthly in PLCs

8/29/16 11/1/16

6 Implement Instructional Rounds so that teachers can receive feedback on instruction. This will also allow for teachers to visit each other’s classrooms so that they can receive new ideas.

Principal/IF/Teachers/Central Office Staff

Completed feedback forms inform teacher practice

8/29/16 11/1/16

7 Formative Math Tasks will be done with fidelity. Teachers will complete a spreadsheet each quarter that will include tasks done by every teacher in the grade level (these will serve as common assessments for math). They will be shared via Office 365 OneDrive with principal and IF and data will be reviewed at least twice a quarter during PLCs.

Principal/IF/All K-2 homeroom teachers

Review of spreadsheets and student data by objective

8/29/16 11/1/16

8 Implement Multi-Tiered System of Support Principal/IF Grade level planning sessionsPDSA lesson plansPDSA boards

8/29/16 11/1/16

9 Monitoring of IEP goals for EC students. EC teachers will monitor performance on math taks and assessments.

EC Teachers, Classroom teachers

IEPs, Formative Math Task Spreadsheets

8/29/16 11/1/16

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10 SAT process in place to develop intervention plans for students with deficits in math.

EC Teachers, Guidance Counselor, SAT

SAT notes/Interventation documents

8/29/16 11/1/16

11 PD/technology coaching sessions lead by the Digital Learning Coach

Principal/DLC/IF/All Teachers

DLC notes, meeting notes/documentation

8/29/16 11/1/16

12 Virtual PLCs to collaborate with teachers from other schools within MCS

IF/Teachers PLC meeting notes and agendas

8/29/16 11/1/16

S Study –

Kindergarten data for 1st nine weeks (NCDPI Math Task results):

K.CC.1A – 64% (counting to 25, which includes counting by 10’s)K.CC.3A – 29% (dot cards – subitizing) K.OA.1A – 70% (addition)K.G.1A – 49% (shapes – tell shape, place shape – above, below, etc.)

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K.CC.1A K.CC.3A K.OA.1A K.G.1A0%

10%

20%

30%

40%

50%

60%

70%

80%

Kindergarten Math Task

Kindergarten Math Tasks



First Grade Data for 1st nine weeks (NCDPI Math Task results):

1.OA.3B – 61% (adding and subtracting within 20)1.NBT.2B – 72% (place value)1.MD.1A – 71% (measurements – lengths; short, shorter, longer, etc.)

14

1.OA.3B 1.NBT.2B 1.MD.1A54%

56%

58%

60%

62%

64%

66%

68%

70%

72%

74%

First Grade Math Tasks




Second Grade data for 1st nine weeks (NCDPI Math Task results):

2.OA.16A – 70% (addition and subtraction facts from 0-20)2.NBT.2B – 17% (skip counting by 5’s and 10’s and 10 more or 10 less)2.MD.1A – 76% (measurement tools; which tools to use and why?)2.MD.2A – 74% (using inches and centimeters)2.NBT.1A – 56% (place value; hundreds, tens, ones)

15

2.OA.16A 2.NBT.2B 2.MD.1A 2.MD.2A 2.NBT.1A0%

10%

20%

30%

40%

50%

60%

70%

80%

Second Grade Math Tasks


1.OA.3B 1.NBT.2B 1.MD.1A54%

56%

58%

60%

62%

64%

66%

68%

70%

72%

74%





Insert formative data here from performance and fidelity measures identified in the Reflection section; questions 7 & 8 for this cycle or provide link to appropriate data.

1. What worked and how do you know?

We have been doing well with reaching the 45 minute time in i-Ready and have been monitoring time on task weekly.

PDSA math is looking great and boards have been kept up-to-date

Teachers have been planning and utilizing NCDPI Math Tasks as formative assessments.

2. What didn’t work and how do you know?

16

2.OA.16A 2.NBT.2B 2.MD.1A 2.MD.2A 2.NBT.1A0%

10%

20%

30%

40%

50%

60%

70%

80%





We would like to monitor more closely progress monitoring results and individual i-Ready profiles to differentiate instruction more effectively in math.

Although we have done a great job planning math tasks as formative assessments for each grade level, we need to plan for re-teaching of the standards and alternative tasks to use for re-assessment.

3. Do you need any additional assistance as you look at your results and start planning for the next Cycle? If Yes in what areas or topics do you need coaching or P.D. in?

Teachers will work with Instructional Facilitator on differentiated instruction in math as well as planning formative math assessments (including re-teaching and re-assessment).

4. What improvements could be made to the following areas: approach/strategy/process/support/professional development/monitoring…?

Instructional Facilitator and Principal will support staff by providing feedback.

Instructional Facilitator will support staff my review best practices and strategies during PLCs.Digital Technology Specialist will provide support to increase intergration of technology as needed.

Reflect on the answers in 1 - 4 above for the previous cycle and place an X in front of which option best describes what you will do in your plan for the next cycle.

Target goal has been met and is changed to a new target goal. Target goal not met but current plan is effective so we will continue current plan and repeat it for the next cycle. Target goal not met so we will continue current plan. We will make improvements to the plan based on what didn’t work as identified in #2 and #4 above.

17



Target goal not met and information indicates that we need to abandon the current plan and identify a new approach.

A Act – Revise or continue with implementation plan based on data analysis.

1. For the next cycle are you continuing with the approach from previous cycle? If yes continue to deployment plan. If no, address questions #2-5.

Yes, however a couple strategies were added to include re-assessment of standards as well as monitoring i-Ready data more closely.

2. What improvements could be made to the following areas: approach/strategy/process/support/professional development/monitoring…?)



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3. What performance measures will you use to monitor impact of your approach/strategy?Progress monitoring for individual students in i-Ready, MOY benchmark results as well as formative math task results.


The indicators relating to the specidic steps listed below.

5. What professional development, if any, will be offered in this cycle to support the staff in implementing the approach?

Include Approach/Strategies, Fidelity measure, Professional development and deployment plan.

Discussions and data talks in PLCs as well as technology professional development (PD) from Digital Learning Coach (DLC).

Step #


Person(s) responsible for completion of the step.

Measure/Indicator(Used to monitor performance, process

Start Date

End Date

19



improvement or completion)

1 Fidelity to evidence-based math by utilizing the progress monitoring and data reports in I-Ready based upon the BOY, MOY and EOY assessments. We will also monitor fidelity via classroom walk-throughs (minimum of 10) done by IF and principal per week and reviewed during PLCs quarterly.



11/1/16 1/24/17

2 Increase fidelity of design and delivery of common core expectations. Teachers will use a PDSA model lesson plan and include specific items that encourage Common Core progress (Vocabulary in PLAN, research-based strategies in DO, and data analysis/interventions in STUDY and ACT). We will monitor strategies via grade-level meetings and CWT data. Georgia based units will be used by all K-2 classes. K-2 formative assessments on the DPI website will be used after the corresponding standard is taught, to access where students are and determine next steps. i-Ready will also be used during intervention to assign additional work.



11/1/16 1/24/17



Lesson Plans, observations, classroom artifact, coaching sessions.

11/1/16 1/24/17

4 Teacher will group students using the i-Ready grouping feature based on student profile for interventions.

Principal/IF/All K-2 Teachers

Progress monitoring, i-

11/1/16 1/24/17

20



Teachers will share data and determine next steps by grade level during PLCs and common grade level planning time. Teachers will collaboratively plan lessons and deploy collecting the study data and sharing out next steps. Data will be analyzed at PLCs and next steps will be developed to provide target instruction.

(PLC and grade-level planning sessions).

Ready data


Principal/IF/PLCs


11/1/16 1/24/17

6 Implement “Fish Bowl” rounds so that teachers can receive and reflect on ideas for instruction. This will also allow for teachers to visit each other’s classrooms.

Principal/IF/Teachers


11/1/16 1/24/17




11/1/16 1/24/17

8 Formative math tasks will be planned for re-assessment of standards not yet mastered. Data will be reviewed during the quarter.

11/1/16 1/24/17

21



9 Continue implementation of Multi-Tiered System of Support (MTSS).


Grade level planning sessionsPDSA lesson plansPDSA boards

11/1/16 1/24/17




11/1/16 1/24/17




11/1/16 1/24/17



11/1/16 1/24/17

S Study – Analysis of data after implementing an approach

Insert formative/summative data from performance and fidelity measures identified in the Act section; questions 3 & 4 for this cycle or link to trend data.

A Act – Continue with the Target Goal or revise the Target Goal for next year.

22



Reflect on the data analysis for the year so far and place an X in front of the option below that best describes your direction for the 2016-17 SIP.

Overall goal has been met and School Improvement Plan focus will change for next year. Target goal has been met and is changed to a new target goal. Target goal not met but current plan is effective so we will continue current plan and repeat it. Target goal not met, so we will continue current plan for 2016-17. We will make improvements to the plan based on what didn’t work through this year.

S Study –

School-Wide I-Ready Data

School-wide I-Ready data shows that percentage of red (Tier 3) went down from 11% to 5% from BOY to MOY in i-Ready.

Yellow (Tier 2) went from 72% to 48% at mid-year.

Green (Tier 1) went from 17% to 47% at mid-year.

We still have more than 50% of students below grade level according to i-Ready Intervention Screener.

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We went from 11% red to 5% red at MOYWe went from 72% yellow to 48% at MOYWe went from 17% green (proficient) to 47% proficient at MOY.

OFI:We still have 53% not proficient. We need to close the gaps!

Kindergarten:

K-2 Mid-Year Assessment

Task 3 and 5 (CC) had the highest proficiency level.Geometry task 10 (K.G.2 and K.G.4– Comparing shapes and their attributes)…hadn’t spent a lot of time on this…was low scoring. Continued focus For the K-2 Mid-Year Assessment, 2/3 of the tasks scored 66% or above.OA Common Math Assessment had about the same proficiency rating as the mid-year assessment. (Formative Math Tasks).

1st Grade Base Ten had the lowest percentage on mid-year assessment (64%) overall. 69% for shapes and attributes. 73% for algebraHighest percentage was 86%- OA - unknown addendsTo move further we need to find a way to review material and spiral.Percentages for second quarter look about the same compared to mid-year assessment.

2nd Grade:Strengths – NBT 1, 2 & 3 (Place value, expanded form, base 10) – 82%Second quarter formative math tasks are close to 80%, way up from first quarterWeaknesses: Word problems (struggling readers had trouble with math word problems) – between 35 to 65%.

24



Insert formative data here from performance and fidelity measures identified in the Reflection section; questions 7 & 8 for this cycle or provide link to appropriate data.

1. What worked and how do you know?

We have been doing well with reaching the 45 minute time in i-Ready and have been monitoring time on task weekly.

PDSA math is looking great and boards have been kept up-to-date

Teachers have been planning and utilizing NCDPI Math Tasks as formative assessments.

2. What didn’t work and how do you know?



3. Do you need any additional assistance as you look at your results and start planning for the next Cycle? If Yes in what areas or topics do you need coaching or P.D. in?

Teachers will work with Instructional Facilitator on differentiated instruction in math as well as planning formative math assessments (including re-teaching and re-assessment).

4. What improvements could be made to the following areas: approach/strategy/process/support/professional

25



development/monitoring…?

Intervention will include Georgia Unit Interventions (from Intervention Table) and NCDPI Lessons for Learning.

Re-teaching based on student performance on math tasks will be done with fidelity.

Reflect on the answers in 1 - 4 above for the previous cycle and place an X in front of which option best describes what you will do in your plan for the next cycle.

Target goal has been met and is changed to a new target goal. Target goal not met but current plan is effective so we will continue current plan and repeat it for the next cycle. Target goal not met so we will continue current plan. We will make improvements to the plan based on what didn’t work as identified in #2 and #4 above. Target goal not met and information indicates that we need to abandon the current plan and identify a new approach.

A Act – Revise or continue with implementation plan based on data analysis.

1. For the next cycle are you continuing with the approach from previous cycle? 26



If yes continue to deployment plan. If no, address questions #2-5.

2. What improvements could be made to the following areas: approach/strategy/process/support/professional development/monitoring…?)

3. What performance measures will you use to monitor impact of your approach/strategy?


5. What professional development, if any, will be offered in this cycle to support the staff in implementing the approach?

Include Approach/Strategies, Fidelity measure, Professional development and deployment plan.

Discussions and data talks in PLCs as well as technology professional development (PD) from Digital Learning Coach (DLC).

Step #


Person(s) responsible for

Measure/Indicator

Start Date

End Date

27



completion of the step.

(Used to monitor performance, process improvement or completion)

1 Fidelity to evidence-based math by utilizing the progress monitoring and data reports in I-Ready based upon the BOY, MOY and EOY assessments. We will also monitor fidelity via classroom walk-throughs (minimum of 10) done by IF and principal per week and reviewed during PLCs quarterly.



1/24/17 3/28/17

2 Increase fidelity of design and delivery of common core expectations. Teachers will use a PDSA model lesson plan and include specific items that encourage Common Core progress (Vocabulary in PLAN, research-based strategies in DO, and data analysis/interventions in STUDY and ACT). We will monitor strategies via grade-level meetings and CWT data. Georgia based units will be used by all K-2 classes. K-2 formative assessments on the DPI website will be used after the corresponding standard is taught, to access where students are and determine next steps. i-Ready will also be used during intervention to assign additional work.



1/24/17 3/28/17



Lesson Plans, observations, classroom artifact, coaching

1/24/17 3/28/17

28



sessions.

4 Teacher will group students using the i-Ready grouping feature based on student profile for interventions. Teachers will share data and determine next steps by grade level during PLCs and common grade level planning time. Teachers will collaboratively plan lessons and deploy collecting the study data and sharing out next steps. Data will be analyzed at PLCs and next steps will be developed to provide target instruction.

Principal/IF/All K-2 Teachers (PLC and grade-level planning sessions).

Progress monitoring, i-Ready data

1/24/17 3/28/17


Principal/IF/PLCs


1/24/17 3/28/17

6 Implement “Fish Bowl” rounds so that teachers can receive and reflect on ideas for instruction. This will also allow for teachers to visit each other’s classrooms.



1/24/17 3/28/17




1/24/17 3/28/17

29



8 Formative math tasks will be planned for re-assessment of standards not yet mastered. Data will be reviewed during the quarter. Research based interventions will be deployed for at risk students


Grade level planning sessionsLesson PlansPDSA boards

1/24/17 3/28/17

9 Continue implementation of Multi-Tiered System of Support (MTSS).


Grade level planning sessionsPDSA lesson plansPDSA boards

1/24/17 3/28/17




1/24/17 3/28/17




1/24/17 3/28/17



1/24/17 3/28/17

13 Teachers will utilize and plan for reteaching and small group instruction using the Georgia Units Intervention Tables as well as NCPI Lessons for Learning.


Lesson plans

Walk-through data

1/24/17 3/28/17

30



S Study – Analysis of data after implementing an approach

Insert formative/summative data from performance and fidelity measures identified in the Act section; questions 3 & 4 for this cycle or link to trend data.

A Act – Continue with the Target Goal or revise the Target Goal for next year.

Reflect on the data analysis for the year so far and place an X in front of the option below that best describes your direction for the 2016-17 SIP.

Overall goal has been met and School Improvement Plan focus will change for next year. Target goal has been met and is changed to a new target goal. Target goal not met but current plan is effective so we will continue current plan and repeat it. Target goal not met, so we will continue current plan for 2016-17. We will make improvements to the plan based on what didn’t work through this year.

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Documents

Web viewAnswer the following question using any data and/or ... what is the most important area that needs ... done by IF, principal and county office personnel per