Web viewSystematic coaching tool from Admin. observation notes to direct IF’s work ... RtI paperwork match struggling students, ... (whole group with math)

Iredell-Statesville SchoolsSchool Improvement Plan

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

AIG

School: NB MILLS Year: 2016-2017 Current Growth Status: Not Met Expected Growth

Mission: Our mission is to create a focus on nurturing students in Kindergarten through second grades in order to identify and motivate prospective AIG students and create a support system for AIG Cluster teachers. We will accomplish this by generating parent involvement, setting attainable goals, and scaffolding, while holding high expectations for all students.

School Improvement Plan Summary

Our focus area is: AIG

Overall goal (What we want to accomplish by the end of the second year.) We would like to see a larger population of AIG studentsat NB Mills.

Target goal (What we want to accomplish this year.) Begin developing a supportive community that includes parents, teachers,administration, and community members.

Approaches/Strategies (What we will do to realize our goal.) Train teachers through district wide PAC trainings, support staff by AIG goal team discussions, educating parents through regional parent meetings.

Measures we will use to monitor our progress toward reaching our goal: Performance/Impact: AIG Identification Criteria (COGAT, final scores, etc.) as specified by the local AIG plan to identify future students. focus on students that are close to being on the screening list K-5, and provide them with AIG differentiated instruction. Fidelity of implementation: Students scores on the screening list, discuss students that are assessed at GPS Meetings to providesupport.

During the 90 day cycle time for cycle 1 and 2 we will revisit/monitor our plan every 9 weeks as new data is acquired.

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P PLAN: Identify the gap and the approach

Performance Data; Formative and/or Summative that is aligned to goal. (Insert data or link to access data here.)Our plan is to see a higher number of identified students at least from 3 students to 4 students.

NB Mills’ Data History*not enough students for a sub-group

Grade Subject 2011 2012 2013 - CC

2014 2015 2016

AIG* 50% 83.3%5th Reading 54.1 46.5 22.5 34.62 28.9

AIMsWeb MOY 42 48 50 52Math 66.2 57.7 29.2 32.9 20

4th Reading 44.6 46.5 25.6 20 42.5AIMsWeb MOY 39 38 38.7 47.3

Math 56.8 75 21.8 29.4 31.33rd Reading 58.2 57.6 26.4 36.84 30.1

Math 78.5 78.8 28.3 44.7 18.12nd Reading TRC 54 57/91 41/57 56/57 56/61

Math 74.8 74.8 77.8 78.7 83.21st Reading TRC 89 66/70 57/40 68/59 61/63

Math 89.1 84.6 85.1 92.1 88.1K Reading TRC 89 86/75 91/68 86/61 93/66

Math 94.8 90.2 94 91.5 93.3

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All 3-5 Composite

52.4 53.9 24.5 34.2 96.7

Teachers Met

Growth

Reading 8 of 8 6 of 7 7 of 9 23/23

Math 7 of 8 1 of 7 6 of 7 5/6Science 1 of 4 3 of 4 1 of 3 2/2

K-5 ODR 477 299 582 905 1000CC: first year of Common Core testing

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? Providing differentiated instruction to identified and watch list students and tracking data via GPS team

2. What approaches/strategies are contributing to your success in this area and what data suggests this? Providing scaffolding in tiered lesson plans to meet watch list and identified students needs; by ability grouping, centers, stations, so that all students receive specific instruction.

3. What are opportunities for improvement, gap or barriers are in this area? Checklist, Ensure that teachers are knowledgeable of differentiation strategies.

4. What seems to be the root cause of the problem and what data suggests this? We have a majority of students whose critical thinking skills have not been challenged. Students need to think on their own, no Google! Lack of parent involvement.

Reflection:

5. What approaches/strategies could you deploy to address the root cause and support meeting your overall goal? Approach students with Multicultural Differentiated Lessons, activities, parent nights, research activities, and people who have overcome adversity. (e.g.

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Lebron James, Ben Carson etc.)

6. What research did you review to support the use of these strategies/approaches? Article: Using the Blooms--Banks Matrix to Develop Multicultural Differentiated Lessons for Gifted Students.

7. What performance measures will you use to monitor impact of your approach/strategy? CA’S, BA’S, Cogat, EOGS, Final grades

8. What measure will you use to monitor fidelity of deployment of your strategy/approach? PLC minutes after discussions on PLC minutes.

9. What professional development, if any, will be offered in cycle 1 to support the staff in implementing the approach? PAC4, PAC1, Managing aGifted Classroom, ADR Resource Library, Creating AIG Portfolios, and Enrichment as part of the MTSS/RtI Model

10. If funding is required, what funding source will be used? No funding required

Messaging:

11. How will you convey intent of this focus area of SIP to stakeholders? Grade level planning, PLC’s, GPS

12. How will you communicate progress towards goals or course corrections to stakeholders? SIT, Report cards, Progress Reports

D DO: Develop and Implement Deployment Plan

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

Strategies that we’ve put into place and how we do business at NB Mills:

● Letterland for Gr. K-2● School focus of writing instruction in all grades● Response to Instruction for academics and discipline● 3D Reading for K thru 3rd grades● Positive Parent Phone Calls● Cookies & Coffee with the Principal● Open House/Curriculum Night for parents● Connect-eds in English and Spanish● Lesson Plan Guidelines & expectations● Grade levels identified planning responsibilities – coaching

offered by Mrs Mitchell● Calendared due dates for identifying objectives & sharing plans● Intervention Block (3 Reading days, 2 Math days)● PLC Agenda Template● “Movers and Shakers” to advise principal on operational ideas &

decisions● TA Professional Development● Discipline & referral detailed plans● Utilizing PDSA to help with students with frequent discipline

issues● Recognize Great Instruction/Strategies by sending out pictures● Leaving feedback during CWTs

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● Digital calendar accessible to all staff to see upcoming info for school

● All leadership completes CWT with fidelity● Coffee & Cookies with the Principal/Lessons and Lunch (parent

involvement); Curriculum Night● Chris Cain training on our campus for teachers & TAs● Student Attendance & Discipline data reports● Create our “Intervention Resource Room”● Create a well-equipped “Book Room” (one for K-2, one for 3-5)● Create “Teaching Strategies’ Resource Room” with high-quality

resources for teachers to read, learn, and utilize● Student-maintained data folders for grades 1st thru 5th

● Four-day enhancement/PE rotations x 55 minutes plus● AIMsWeb for 4th-5th

● Moby Max for K-5● PLC Focuses: resources/tools that support HYIS, academic

games, academic vocabulary, guided reading, text-based questioning, using data, common core, RtA, and RtI

● Principal helping IF map PLCs and ERPD needs● Purchase & use Letterland sister-program “Words their Way”

word study program for 3rd-5th Grades● Summer Reading Camp – coordinated thru Monticello United

Methodist Church (ends 2015)● Trading Technology Teacher position for two TAs (#1 TA:

Computer Lab; #2 TA: 2nd Gr.)● RtI paperwork support in PLCs● Quarterly pep rally to recognize academic achievement and

students who never stop trying (GRIT)● Using discipline data reports

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● Weekly leadership meetings● Administrators split throughout building● Purchase & utilize “Singapore Math” and EngageNY for math

instruction● Train TAs on how to use Letterland● Create an RtI Data binder● Class/teacher data folders● RtI Screen 4th & 5th Grade students by mid-September● Teachers conferencing with students using data folders● If teacher has multiple discipline write-ups per week – coach

(check classroom discipline, observations, etc.)● Transportation Tickets – daily for students (teacher gives at the

end of each day so we know mode)● Analyze EC Resource data for growth – inclusive practice vs. pull

out● Vertical alignment within building● Data Days● Parent Feedback Notebook in main office● Issue Bin for staff● Intense observations and coaching of “hot spots” decided by

administration● Using 1st Grade TAs for 2nd - 3rd grade Remediation Block● Using Media Specialist and Resource for 4th-5th Grade

Remediation Block● Certified staff absences in email (due to the number of health

alerts we have on campus)● Classified staff have to print a Timekeeper “All” report for me to

monitor overtime● Leadership coaching/modeling of PDSAs for more authenticity

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● Reducing classroom interruptions by requiring parents to set up a pre-arranged appointment

● Singapore Math training for all staff● Mrs Mitchell in PLCs each week (as much as possible)● Systematic process for addressing amount of truancy and tardies● Daily connect-eds for chronic tardy students’ parents● Copying passages for parents to use at home to help students

prepare for EOGs● Purchase index cards for kids to make a set of flashcards for

home to practice math facts● Purchase math facts flashcards to use daily in classroom –

children graph progress● Copy passages of fluency reads for 1st-5th Grades to practice daily

in classroom – children graph progress● Differentiate level of PDSA depending on teacher’s level of

understanding (individual student, small groups, or whole class)● Reflect Camera for academic instruction and classroom

management● Continue systematic feedback from staff for identifying barriers

and what is working well – and then remove barriers so that they can focus on relationships and instruction

● Created new contracts (Immediate removal, student tracks, and rewarded for lessening # of removals) for frequent flyers of discipline who Level 1 PBiS School-wide Process (4-tallies, then a write up) and Level 2 Individual Contracts where they track and are rewarded after so many days of success.

● “Nurturing Program” with AIG Specialist to start working with 1st and 2nd graders who are high-flying.

● School-wide Book Drive to get books into homes over summer

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● Weekly connect-eds over summer to remind kids to read over summer break

● 2nd Grade focused Intervention Time on TRC Written Response – they required kids to read one book per day and then answer two questions with written responses for that book. They used a rubric. Students charted the number correct out of two per day. Teachers also used this time to do another guided reading time.

● Weekly PLC between RtI Chair and EC Chair.● Vertical alignment discussions two to three times per year.● Library Day – parents and students were invited to Iredell County

Library to have assistance signing up for library cards and familiarizing themselves with library (school worked with library to arrange)

● Student-led conferences in 2nd Grade (using their data notebooks)

● Leadership spread equally into goal teams (one per goal team). Coaching teacher-leader chairs how to lead goal teams.

● All teachers requiring homework four nights a week with focus being on drill/practice so children can complete independently. Holding students accountable for completing.

● Build a “Parent Resource Room” – teach parents how to help kids, create a tutor room with resources for them to come and use. Man with a teacher paid from parent involvement monies.

● Systematic coaching tool from Admin. observation notes to direct IF’s work (coaching in classroom)

● Principal on district teams: RtA Focus Group, AIG Advisory Team, and EC Focus Group

● Strong training on Guided Reading with constant follow-up in PLCs and coaching in classrooms/teachers

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● Data Notebooks (like the students’) for each teacher, IF, and each administrator

● Weekly discussions in PLCs to identify students moving in/out of school or change of teacher for mClass/AIMsWeb/EVASS updates.

● Develop time into PD schedule for a Guided Reading Support Group – one for K-2 and one form 3rd – 5th since their needs and issues are different. They will have time to identify their barriers and consult and brainstorm with teachers who are having success.

● All grades utilizing student-led conferences using their student data notebooks.

● Letterland instruction taken into 3rd Grade (maybe just first semester).

● Specific ownership of every initiative for leadership team instead of everyone doing some of everything

● Character Ed. instruction program for students● Book study for PLCs● Rebirth CCI for new teachers, non-compliant teachers, and those

that want to learn more. Put in staff handbook identifying who will attend and dates.

● Build a “Teacher Academy” – to address authentic use and understanding of district initiatives, learn best practices, and learn classroom management.

● School counselor goes into PLCs for discipline information & strategies

● Check classroom instruction against schedule and lesson plans● Create a folder for each teacher containing historical info: lesson

planning components, lesson plans and schedule being followed,

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RtI paperwork match struggling students, progress monitoring completed, guided reading components, CWTs, professional development attended, leadership opportunities, and observations.

● Division of labor and fidelity checks among leadership team.● Focus/ensure instructional spiraling of skills.● Systematic PDP goals among grade levels (individuals will roll out

in their grade levels) and then owned by leadership member.● Identify specific days (only) to schedule IEPs so that Mrs Mitchell

can attend PLCs and grade level planning.● Create a weekly “Next step” list for IF pertaining to coaching

needs of staff.● IF and principal involved in weekly lesson planning.● Ensure PLC PDSAs● Ensure data analysis● Training of chairs● Started a PLC for EC teachers (mainly K-2 Resource, 3-5 Resource,

and SED teachers)● Rewrote vision to address school having relationships and

engaging learning – school rewrote its mission statement based on that.

● Purposefully focusing on the components of lesson plans & instruction - quality and engaging activities; timeframes.

● Teachers reviewing assessments with students to analyze why they are missing questions.

● Utilize parrot reading – children mimic inflections, use punctuation, etc.

● Both teacher and TA do guided reading groups● Focus on reducing ODR #s.

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● Market Kindergarten.● Bring BA and CA data each time (class averages and student

scores) to identify math gaps and reading skills gaps (why are they not comprehending?? – inferring, using context clues, vocab., background knowledge, identifying main idea and topics, fluency, etc.). We’re figuring out why they can’t read in RtI (letter sounds, decoding skills, segmentation, fluency, etc.).

● Meet regularly with struggling teachers for coaching (weekly, every other week)

● Teachers were given classroom data folders (core instruction) so that they could organize students by gaps per data

● Teachers were given RtI data folders (for intervention grouping)● CWT coaching notebook – notes from walks to use for coaching,

informing leadership of needs● Ensure centers should only be used after students know skill

(independent practice)● Used model of: demonstrate skill/think aloud, model skill,

guided practice, and then independent practice● Emphasis on non-focused groups during guided reading time

where practice skills have to be accounted for (ie: independent reading needs some kind of accountability activity at end of period such as writing a summary, etc.). Suggested: 2 focused guided reading groups (teacher, TA each run a group at same time), writing/grammar focus independent practice, and independent/endurance reading with an accountability piece. Groups rotate three times (once with guided reading, once with writing, and once with independent reading)

● Emphasis on kids learning first from the expert (direct instruction) for: spelling, grammar, writing, vocabulary, reading

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strategies, word study, building background knowledge (those can start as whole group, then break into leveled groups – especially for spelling)

● Daily math facts practice; assessing and charting at least two times weekly

● Daily fluency reads; charting daily● Training of students and staff about what engagement looks like,

holding students accountable for engagement and behavior in monthly trainings

● Training on respectful, responsible, and kind for students and staff in monthly training

● Created school data spreadsheet● Systematically share BA, CA, and RtI Adequate Growth Chart data

with Resource teachers● Created the Student Services and Discipline Support Team w/ job

responsibilities● PD on authentic PDSA (utilizing the strategy and celebration

boards (whole group with math) – they continue what they’re doing with reading

● Physically moving 2nd closer to 3rd grade.● Creating a 4th-5th At-risk Reading Teacher.● Ensure lesson plans meet criteria; coach as needed.● Ensure instruction matches plans and schedule.● Identified “Academics PLC” which meets weekly to plan and use

data (CA, BAs) w/ IF.● Identified “Intervention PLC” which meets every other week to

plan lessons for targeted skill gaps w/ IF.● Teacher uniform classroom data analysis based on CAs and BAs –

gaps in core.

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● Less time on discipline. Counselor manages student interventions and behavior plans.

● Use Dean of Students as a Tier 2 intervention.● Use Dean of Students to lead student leadership opportunities.● Use AP to do discipline and coach on classroom management.● Principal leads coaching needs based on data collecting tools.● Revise leadership agenda to focus on coaching needs.● Principal does all summative evaluations.● Standard agenda for monthly staff PD to include: 1. Review of

school & grade level data & next SIP steps. This new data drives new PLC PDSA for each grade level/departments. 2. Current school focus: vocabulary lists & strategies (highlight) teachers using strategies. 3. Teach strategies for teaching test-taking skills. 4. Continue deepening understanding of continuous improvement connections (pieces).

● Intentional vocabulary instruction.● Intense focus on positive achievements – recognizing students

who are working hard, making good decisions, and achieving (grades, attendance/tardies, hard work, etc.).

● Checking and coaching quality lesson plans – lesson plan fidelity checks by principal

● Prescriptive coaching based on classroom visits and notes● PDP goal matrix with district initiatives, plus vocabulary● Focus on automaticity of reading fluency and math facts● Media Specialist’s instruction supports vocabulary identified by

teachers● Student leadership opportunities – they apply and interview for

“jobs” from a list based on their discipline● Post classroom schedules in hallways

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● Synchronize school schedule so each grade level is operating on same daily schedules

● Make notes on all classroom visits – to collect information for coaching & identify best practices

● Weekly connect-eds: thanking folks for choosing NB, keeping address/phone #s updated, notes for transportation changes, early pick up procedures, completing nightly homework, and other special events happening at school

● Sight-words, content-specific words, and math facts on hallway floors

● Class-schedule fidelity checks to see if classes match schedules● IF and At-risk Reading Teacher collaborate (focus on bubble kids

list, strategies)● Reading At-risk Teacher pushes into classes and pulls small

groups (her groups are in addition to guided reading groups – double dipping)

● Wish list: Reading Teacher for AIG/AIG watch list students● YMCA Summer Camp focus for July 1016 rising 5th graders:

science● 4th Grade team teaching (creating ELA/SS and Math/Science

experts)● Looping a teacher from 4th to 5th grade with her class.● Assign ECPK/PK IEPs to AP.● AP help coach classroom management (big focus – to reduce

ODRs)● Weekly Friday afternoon 20-minute celebrations in homerooms

for students who did not receive ODR that week.● EVAAS data notebook for leadership, in addition to mClass/BA,

and EOG data

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● Kindergarten greatly utilizes big-book read alouds to students.● Created & utilized (by administration) a pre- and post-

observation questionnaire to use with staff that focuses on instruction but also engagement level & relationships (very specific & direct questions).

● Reading specialist involved in grade level planning with grades she collaborates.

● Enhancement folks reinforce homeroom concepts and vocabulary.

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

Person(s) responsible for completion of the step.

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

Start Date End Date

1 Teachers share differentiated instruction during PLC’s and grade level planning

All classroom teachers

8/29/2016 EOY

2 Hand out differentiated instruction checklist to grade level chairs to share with grade level.

Paige Hudson Completed 9.13.2015 9.13.2015

3 Multicultural connections GPS 8/29/2016 EOY

4 Diversity Night: Plan on ERPD All classroom teachers

9.16.2015 9.16.2015

5 Host Diversity Night: Class or grade level All classroom teachers

10.1`5.2015

10.15.2015

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6 Monthly in-house professional development focusing on identified vocabulary, vocabulary instruction, highlighting vocabulary best practices, sharing vocabulary practices, and training on test taking strategies for students.

Mitchell Monthly meeting agendas

8/25/15 6/15/16

S Study – Analysis of data after implementing an approach

**As of 9/21/16, we have not received 2015-16 AIG data. Therefore, we are unable to complete our analysis at this time and subsequently can’t make a decision regarding revising our plan or keeping it the same.

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?

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?

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

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development/monitoring…?

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 ? 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…?)

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

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

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

Include Approach/Strategies, Impact performance measure, Fidelity measure, Professional development and Messaging. into deployment plan.

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 improvement or completion)

Start Date

End Date

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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 2014-15 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.

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Target goal not met but current plan is effective so we will continue current plan and repeat it for the 2013-14 SIP to take our work to sustaining. Target goal not met, so we will continue current plan for 2014-15. We will make improvements to the plan based on what didn’t work through this year.

Schedule your 2014-15 SIP Coaching Session.

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Documents

Web viewSystematic coaching tool from Admin. observation notes to direct IF’s work ... RtI paperwork match struggling students, ... (whole group with math)