Green Gables Elementary School Improvement Plan · DD K U7 Reading- Not Norman DD G1 U7 Compare...

Green Gables Elementary School Improvement Plan

Fall 2019

Kent

Principal Kent Cross (2nd Year)Assistant Principal Doreen Owens (1st Year)School Counselor Tyniqua Maggitt (2nd Year)Reading Interventionist Patty Navarre (6th Year)ELL Specialist Amy DeSimone (7th Year)Instructional Coach Courtney Rolewicz (2nd Year)

Kent

Data Review for: Green Gables Elementary

“Every Scholar; Every Moment”

Kent

School Snapshot DataNumber of Scholars: 377Number of Teachers: 36

Kent

White

Multiple

Hispanic

Black

Goal 4- Content Area Competency (IRLA)

IRLA on Target06/14/19

IRLA on time Conferring06/14/19

IRLA- June 2019 IRLA- September 2019IRLA on Target

09/30/19

% of Scholars Levelled09/30/19

Doreen

iReady- Fall of 2018

iReady Reading: 36%

iReady Math: 23%

iReady- Spring of 2019

iReady Reading: 60%

iReady Math: 57%

iReady- Fall of 2019

iReady Reading: 36%

iReady Math: 21%

Doreen

ELA SBA by Consistency & Cohort

59

Kent

ELA SBA - Three Year Trend

50

%

Kent5

0%

10

0%

15

%

14

%

Math SBA by Consistency & Cohort

55

Kent

SBA Three Year Trend—Math (Consistency/Equity Lens)

Court

13

%

22

%

12

%

7%???

flat

Green Gables Elementary *Final end of unit math and ELA assessments for all grade levels

4%

50%

36%

100% 100%

35%

50%58%

51%

6%

52%

100%

16%

24%

4%

4%

20%

46%

16%27%

10%

19%13%

18%

13%

79%

26%33%

55%

27% 22%36%

30%18%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

DD K U7Reading- Not

Norman

DD G1 U7CompareHawks &Vultures

DD G2 U6 ReadMercy Watson

Chap. 9

DD G3 M4 U3L8 End Water

PSA

DD G4M4U3L10 EndPresent PSA

DD G5 M4U3L9End Opin.

Speech Essay

DD SPRINGKinder MathAssess-KMA

DD.11 G1 U6GeometrySnapshot

Assess

DD G2 U7CustomaryMeasure

Assess

DD G3 U6 Time& Graphs

Assessment

DD G4 U6Geometry

Assessment

DD G5 U7Coordin. &Graphing

Assess

All

Some

None

Was Not Assessed

Courtney & Kent

Green Gables Elementary *Final end of unit math and ELA assessments for all grade levels

4%

50%

36%

100% 100%

35%

50%58%

51%

6%

52%

100%

16%

24%

4%

4%

20%

46%

16%27%

10%

19%13%

18%

13%

79%

26%33%

55%

27% 22%36%

30%18%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

DD K U7Reading- Not

Norman

DD G1 U7CompareHawks &Vultures

DD G2 U6 ReadMercy Watson

Chap. 9

DD G3 M4 U3L8 End Water

PSA

DD G4M4U3L10 EndPresent PSA

DD G5 M4U3L9End Opin.

Speech Essay

DD SPRINGKinder MathAssess-KMA

DD.11 G1 U6GeometrySnapshot

Assess

DD G2 U7CustomaryMeasure

Assess

DD G3 U6 Time& Graphs

Assessment

DD G4 U6Geometry

Assessment

DD G5 U7Coordin. &Graphing

Assess

All

Some

None

Was Not Assessed

Courtney & Kent

Challenge: • Started monitoring late• Inconsistent data input for end of units

Growth Steps: 1. Grading calibration in PLC time w/ data analysis &

instruction moves.2. Aligning PLC SMART Goals to end of unit assessments3. Admin monthly monitoring focus4. Weekly Bulletin progress/feedback.

Scholars Regularly Attending SchoolScholars with 90% or better (Regular) Attendance

Tyniqua

PBIS Tier 1 Implementation

• Increase 20% each TFI walk-through.

• 100% reduction in security calls• Taught & Known expectations

• Scholars are feeling safer

• The 2019-2020 Tier II implementation

Tyniqua &Doreen

PBIS Tier 1 Implementation

• Increase 20% each TFI walk-through.

• 100% reduction in security calls• Taught & Known expectations

• Scholars are feeling safer

• The 2019-2020 Tier II implementation

Year Two:

• Bi-weekly PBIS progress & data review meetings for Tier 3 scholars

• Families & Staff know discipline flowchart

• Alignment of acknowledgements & routines to the schoolwide expectations

• Acknowledge staff for their role and involvement in PBIS, Second Step, etc

• Share PBIS progress to families via newsletter, website, and evening events

• PBIS rodeo lesson plans and video refreshers

• Team trained in Team-Initiated Problem-Solving (TIPS) to improve use of discipline data for decision-making at monthly team meetings

• PBIS Student Store

Tyniqua &Doreen

Exclusionary Discipline Data

Tyniqua &Doreen

Goal 4 – Signature Strategies (4.3)

4.3 Build capacity of teachers, leaders, and school staff to utilize the PLC framework to determine what student-scholars need to know, how they will know student-scholars are learning it, how they will respond when student-scholars do not learn, and how they will respond if the student-scholar already knows it.

2018/2019:All teachers engaged in PLCs on a 6 day rotation. The main focus was implementing GVC by backwards planning. All PLCs worked on determine what student-scholars need to know and how they will know student-scholars are learning it.

Courtney & Kent


4.3 Build capacity of teachers, leaders, and school staff to utilize the PLC framework to determine what student-scholars need to know, how they will know student-scholars are learning it, how they will respond when student-scholars do not learn, and how they will respond if the student-scholar already knows it.

2018/2019:All teachers engaged in PLCs on a 6 day rotation. The main focus was implementing GVC by backwards planning. All PLCs worked on determine what student-scholars need to know and how they will know student-scholars are learning it.

Specific Actions –Specific Actions

Timeline Formative Assessment Professional Development

Success Criteria: Look Fors in Practice

Calibrate grading of scholar assessments

End of GVC

units

After mid-

unit tests

Bi-Weekly Check-insGrading mid-unit and end of unit assessments during PLCs using our calibration protocol

“Petit P.D.” on grading calibration and data analysis at Weekly PLCs

Teachers in each PLC will be calibrated on their scoring

Teachers score 3-4 on PLC self-assessment

Analyze unit tests data to inform small group instruction

Weekly PLCs

Ongoing in the

classroom

Using the above protocol to plan for small group instruction and individualized feedback (NOW WHAT DuFours3&4 Form)

“Petit P.D.” on data analysis protocol and designing instructional small groups at Weekly PLCs

Teachers will have completedInstructional Group Plans and be implementing them

Teachers score 3-4 on PLC self-assessmentCourtney & Kent


1.5 Establish co-teaching/inclusion models that provide full and meaningful access to high-quality core instruction within the general education classroom including student-scholars with special needs, student-scholars learning English, and advanced learners.

2018/2019:Most teachers engaged in a coteaching cycle last year on Core instruction. All teachers with 3 years or less teaching coteaching focused on GVC implementation. Teachers with more experience focused on differentiation instruction including ELL strategies. All teachers engaged in Learning Target Labs. All paras and some teachers engaged in IRLA Toolkit Labs.

Patty & Kent


1.5 Establish co-teaching/inclusion models that provide full and meaningful access to high-quality core instruction within the general education classroom including student-scholars with special needs, student-scholars learning English, and advanced learners.

2018/2019:Most teachers engaged in a coteaching cycle last year on Core instruction. All teachers with 3 years or less teaching coteaching focused on GVC implementation. Teachers with more experience focused on differentiation instruction including ELL strategies. All teachers engaged in Learning Target Labs. All paras and some teachers engaged in IRLA Toolkit Labs.




PLC alignment to launch Coteaching cycles focused on differentiating instruction and modeling feedback. Coteaching calendar based on data/needs

Ongoing at

weekly PLCs

Weekly check in at PLCs

Check in at Lead Team meeting on Mondays

PLCs Teachers will be improving instructional practices and there will be an increase iReady and IRLA scores.

Phonics, Ready Math, IRLA, ELA Labs and Petite PD :

Early Release days, Labs mapped out on Action Planning Calendar

Lab Exit Tickets Labs and Petite PD : Phonics, Ready Math, IRLA, ELA

Teachers will be implementing GVC with fidelity

Patty & Kent


2.3 Report to parents and families systematically the student’s mastery of specific standards-based learning objectives in order to partner with families toward meeting student learning needs.

2018/2019:Some teachers consistently entered gradebook data in a timely manner. Most teachers communicated with families , but there was not a systematic approach.

Amy & Kent


2.3 Report to parents and families systematically the student’s mastery of specific standards-based learning objectives in order to partner with families toward meeting student learning needs.

2018/2019:Some teachers consistently entered gradebook data in a timely manner. Most teachers communicated with families , but there was not a systematic approach.



Success Criteria: Look Forsin Practice

Parent Communication

1. IRLA Postcards

2. iReady Math and

Phonic Family letters

4. Translate app

1. ongoing

2. Beginning of units

3. Staff PD at Petite PD

and apps launched at

SLCs and used as

needed to

communicate in home

language

1. Power goals created

through formative

assessment and

communicated to parents

through postcard.

4. App supports

communication of data

gained through formative

assessment in the classroom

“Petit P.D.”

1. October Staff

Meeting

2. PLCs

3. Petite PD or staff

meeting

1-3 Parents have

understanding of what is

being taught and how to

support their scholar at

home.

4. Translate app will support

communication and

partnership with our

linguistically diverse scholar

population

Teachers enters grades in

a timely manner will

insure a systematic way to

communicate scholar

progress with parents

Weekly focus Calibration of grading at PLCs will help hold teachers accountable

Gradebook training by our Tech Integration Coach.

At least 1 grade inputted in gradebook biweekly

Amy & Kent

2018/2019:Most teachers dabbled in Second Step, though no teacher taught it with fidelity.Counselor met with students regarding social/emotion needs, but groups were not established.Restructured PBIS team.Check In Check Out was set up for all Tier 2 and 3 students, but we did not consistently meet with them.


• 2.7 - Increase every student-scholar’s social-emotional efficacy through teaching, modeling, and practicing social-emotional skills in support of a safe climate (e.g. effective listening, conflict resolution, problem solving, personal reflection, and responsibility, and decision making)

Tyniqua & Kent

2018/2019:Most teachers dabbled in Second Step, though no teacher taught it with fidelity.Counselor met with students regarding social/emotion needs, but groups were not established.Restructured PBIS team.Check In Check Out was set up for all Tier 2 and 3 students, but we did not consistently meet with them.


• 2.7 - Increase every student-scholar’s social-emotional efficacy through teaching, modeling, and practicing social-emotional skills in support of a safe climate (e.g. effective listening, conflict resolution, problem solving, personal reflection, and responsibility, and decision making)




Second Step fidelity Mondays at 3:10 Bi-Weekly Check-ins Early Release –“Petit P.D.” S.S. Training

Scholars will be able to name weekly focus

Tuesday & Thursday Social Emotional Group Time

Starting in Oct.; Twice a week support groups

Reduction of ODR’s for scholars in groups

Book Studies: EnVoy, Culturally Responsive Teaching,

Scholars will be increase Time in Class

Bi-Weekly Tier III Scholar Progress Monitoring Team

Starting in October meeting weekly at 8:30

Review weekly progress (ODR) and ensure supports are in place.

Lisa H. and Behavior Specialist for effective support system ideas.

List of Scholars will decline moving from “red” to “yellow” to “green” to off list.

Tyniqua & Kent

2018/2019:1 classroom teacher along with most of the leadership team engaged in the Culturally Responsive Teaching & The Brain Book study.IC, Counselor, admin, participated in Beyond Diversity Training.All teacher analyzed IRLA and iReady data with equity lensCreated instructional plans based on ELPA21 data.

Goal 2 - Signature Strategies (3.2)

• 3.2 - Provide staff with culturally competent professional development to ensure high expectations of all student-scholars’ intellectual capabilities and create a culture of inclusivity, equity, and accountability.

Tyniqua & Kent

2018/2019:1 classroom teacher along with most of the leadership team engaged in the Culturally Responsive Teaching & The Brain Book study.IC, Counselor, admin, participated in Beyond Diversity Training.All teacher analyzed IRLA and iReady data with equity lensCreated instructional plans based on ELPA21 data.


• 3.2 - Provide staff with culturally competent professional development to ensure high expectations of all student-scholars’ intellectual capabilities and create a culture of inclusivity, equity, and accountability.




Culturally Responsive Teaching & The Brain Book study & chapter 5, 6, 7 reflection

Quarterly Chapter Review with staff though Early Release and Bulletin highlights

Closing our equity data gap with IRLA and iReady –quarterly Review through RTI

“Petit P.D.” Chapter reflection and staff discussion.

All Scholars will find their classrooms to be safe, engaging and rigorous

Courageous Conversations about Race – Staff Discussion & Listening sessions

Quarterly Discussion within “petit pd”

Courageous Conversation around – Staying engaged, Speak Your Truth, Experience Discomfort, Expect/Accept non-closure

Using Glenn Singleton’s book, Courageous Conversations about Race

Green Gable Staff will engage in conversations about Race

Check In – Check Out for Scholars losing classroom time

Starting in October - Twice a Day check-ins

Goal 2 “Check In” team will monitor weekly on Student Intervention List.

Lisa H. will be providing training with CICO leads (Nov.), will be training teachers how to respond to form (ongoing)

List of Scholars will decline moving from “red” to “yellow” to “green” to off list.

Tyniqua & Kent

2018/2019:All teachers participated in LT/SC Labs which focused on unpacking the LT/SC.Some teachers facilitated students checking back with the SC. A few teachers used the SC to formatively assess student progress to drive instruction. Few teachers had scholars self assess their own learning. All teachers assigned Power Goals, but many students struggled to articulate their power goal and/or how to work on it.


• 4.3 - Implement structures, such as effective Success Criteria in every classroom, to support consistent use of data by our student-scholars to assess their own learning, determine learning goals, and monitor progress over time.

Doreen & Kent

2018/2019:All teachers participated in LT/SC Labs which focused on unpacking the LT/SC.Some teachers facilitated students checking back with the SC. A few teachers used the SC to formatively assess student progress to drive instruction. Few teachers had scholars self assess their own learning. All teachers assigned Power Goals, but many students struggled to articulate their power goal and/or how to work on it.


• 4.3 - Implement structures, such as effective Success Criteria in every classroom, to support consistent use of data by our student-scholars to assess their own learning, determine learning goals, and monitor progress over time.




School wide –Scholar connecting their task to Success Criteria

Daily for Core Instruction

Through CEL observations, Admin will check with Scholars on their understanding of “task” to “S.C.”

Coaches and Admin will discuss strategies and look-fors within PLC meetings

All Scholars will be able to align their “task” to Success Criteria and know what they need to do to be successful.

Use of rubrics and feedback with Mid-Unit GVC assessments

Every Mid-Unit Assessment

Grade-level calibration designing Rubrics or using rubrics within GVC’s.

Backwards Planningdays, PLC days, Early Release Days

All Scholars will be able to compare their Unit Assessment against a rubric and apply feedback towards End of Unit Assessment

IRLA Power Goals Weekly IRLA Organizer will have classroom Power Goals aligned to growth

IRLA Tool-kits training Labs

All scholars will be able to communicate their Power Goals

Doreen & Kent

Green Gables Elementary School Improvement Plan · DD K U7 Reading- Not Norman DD G1 U7 Compare...

Documents

Transcript of Green Gables Elementary School Improvement Plan · DD K U7 Reading- Not Norman DD G1 U7 Compare...