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Snoqualmie Valley School District School Improvement Planning Process 2013-14

School Improvement Plan 2013-14 Cascade View Elementary

School Name: Cascade View Elementary School

School Mission—Vision Statement:

“At Cascade View Elementary School, we challenge every student . . .to think, to learn, to care and to

succeed.”

Table of Contents The Improvement Process ................................................................................................................... 2

Review And Analysis Of Data .............................................................................................................. 4

Actions, Monitoring & Evaluation Plan: Writing Goal ....................................................................... 5

Section 1: Action Plan (Writing) .......................................................................................................... 5

Section 2 Monitoring (Writing) ............................................................................................................ 7

Section 3 – Evaluation (Writing) .......................................................................................................... 7

Actions, Monitoring & Evaluation Plan: Reading Goals .................................................................. 8

Section 1: Action Plan (Reading) ....................................................................................................... 8

Section 2: Monitoring (Reading) ....................................................................................................... 11

Section 3 – Evaluation (Writing) ........................................................................................................ 11

Actions, Monitoring & Evaluation Plan: Math Goals ...................................................................... 12

Section 1: Action Plan (Math) ........................................................................................................... 12

Section 2: Monitoring (Math) ............................................................................................................. 15

Section 3: Evaluation (Math) ............................................................................................................. 15



The Improvement Process The continual improvement of public schools is essential in providing increased student performance

and quality results. Innovative, exemplary, and research-based programs, coupled with staff

development, focused and aligned resources, and public participation in planning, are critical factors in

improving schools. Prudent decisions are based on systematic analysis of data.

The improvement process assesses the school's strengths and weaknesses, implements strategies and

activities to address the school's needs, and continually evaluates the school's progress toward

achieving its objectives and meeting its goals.

This tool is designed to be a living, breathing document that can be easily accessed, monitored and

adjusted and emphasizes continuous growth allowing educators an opportunity to address immediate

instructional and management issues by helping define and manage the variety of connections among

people, resources, information and data. This will also empower educators and stakeholders to

collaborate in order to help schools make data-driven, research-based decisions focused on improving

student learning.

A School's Learning Improvement Process Entails commitment by all involved: students, staff, parents, administrators, and community.

Is continual and recursive. Components of the process must be revisited time and time again, for

the school improvement process is a continuous cycle.

Reveals where a school is and where it must go. Knowing this information involves repeated

analyses and periodic checks, both of which call for time, patience, understanding, energy and

direction.

Is led by the principal and a building’s learning improvement team. However, all members of the

staff and community are involved in both the design and implementation, because they are

stakeholders in the improvement of student learning.

Requires collaboration with the district office.

Is based on data; and as the data change, the implementation of the plan should reflect that

change.

Involves change, which takes time and tends to be difficult.

Requires commitment to the vision of what the school can become.

Assumptions Several assumptions are being made before a learning improvement team can dive into the process. The

assumptions include:

The school has a defined mission statement and members of the learning community use it as

their driver for decisions.

The school has established a learning improvement team and the learning improvement team,

the principal, staff members and parents have a clear understanding of why a systemic learning

improvement process is necessary and what role they play in the process.



The learning improvement team has adequate knowledge (or the commitment to gain that

knowledge) in the school improvement process and research-based practices.

Guiding Principles of School Improvement Planning Certain key principles have guided the process and the development of the improvement plan.

All members of a school staff, and representatives of as many other stakeholders as possible,

should participate in the planning process.

Participants should review a broad database that includes information about student

achievement, demography, learning environment, and perceptions about the school.

School Improvement Planning is a journey of continuous improvement, and the plan is a road

map for an ongoing discourse on school improvement.

The School Improvement document is only as good as the quality of thought that goes into it

and the time and commitment that is given by everyone who has a stake in the plan.

The School Improvement Plan should address the following guiding questions:

o What do we want each student to learn?

o How will we know when each student has learned it?

o How will we respond when a student experiences difficulty in learning

o How will we respond when a student has already learned it?

Regardless of the quality of the plan, the real improvement must occur in the classroom.

Teachers must be reflective about their practice and tenacious in their attempt to fine tune the

art of teaching to meet the needs of every student.



Review And Analysis Of Data In addition to statewide assessments, check all district data reviewed and analyzed in preparation and

development of your school improvement plan.

☒ Statewide Assessments ☒ District-based

assessments:

☒ Formative

Assessments:

☐ Graduation Rates

☒ Summative Assessments ☐ Student Perceptual

Data

☒ Staff Perceptual

Data

☐ Attendance Data

☒ Classroom Based

Assessments

☒ Content area

assessments

☐ SAT/ACT

Assessments

☐ Health Youth

Survey

☐ Other: List

Summary of strengths or greatest progress based on the data

1. Science MSP Scores

2. Writing MSP Scores

3. Reading RTI through DIBELS data

4. Positive School Culture EES Survey Parent & Staff

Prioritized areas of opportunities or greatest challenge based on the data

1. Math support

2. Reading advancement and exiting from Intervention program

3. Writing Process including common language and consistent practice

4. Continue Work on sustaining a Positive School Culture through staff and parent surveys



Actions, Monitoring & Evaluation Plan: Writing Goal

By January 2014, 75% of 2nd

, 3rd

, 4th & 5

th grade students will score an average of 3 or 4 on the Smarter

Balanced Rubric as demonstrated on the mid-year district scored writing prompt.

Section 1: Action Plan (Writing)

Action Steps - What research-based strategies will be implemented to achieve this goal?

1. Integrate Technology in the writing process.

Keyboarding strategies

Student Blogs

IPAD writings

Google Docs

2. Develop High interest Activities that engage students.

Audience/Presentation

Parent Involvement

Publishing

Buddies

Sharing

STREAM(Science, Tech, Reading, Engineering, Art, Math)

3. Explicitly define and teach the “Writing Process.”

Examples provide students with extended opportunities for practicing the cycle of planning,

writing, revising, and producing a final copy

Provide quality models of writing

Provide ample class time for writing instruction and practice

Set specific writing goals with students

Instructional focus on male population to increase writing high interest engagement and ability

Lucy Caulkins writing curriculum

Learning Targets

Reflection Goals Setting

4. Instructional Strategy/Staff Development(PD)

Post daily content learning targets and reflection

Lucy Caulkins writing curriculum

GLAD Strategies and Interventions

Internal Collaboration of Best Practices “Bright Lights” in-building resources



Classroom Observation/Learning ”Walk-throughs”

5. Ongoing Collaboration for consistent practices in WRITING

Through the use of Rubrics, Scales & models

Time for K-5 vertical alignment of the writing rubrics, scales, revision process, and anchor papers

Align Vocabulary

Application of common Strategies


Grade Level Teams & Staff to analyze and monitor data

Professional Development – What Professional Learning activities will be needed to support

the successful implementation of this action step

Curriculum training in effective writing strategies, organization, and scoring

Common Core State Strategies focus on specific grade level genres

Collaboration through common scoring opportunities

Team time to analyze student growth in targeted areas

Review available curriculum and resources

Development of anchor/model papers

Grade Level Cohort Meetings

Vertical and Horizontal conversation around “BRIGHT LIGHTS”

Lucy Caulkins writing curriculum CCSS

Key Boarding Strategies

Google Docs Training for student writing

“I’m Done” Book Study

Apply Rubric/scales reflections

Time for K-5 vertical alignment of the writing rubrics, scales, revision process, and anchor papers

Student Blogs/online newsletters

6 Traits curriculum

Timeline – When will this strategy or action begin and end?

Fall 2013-Spring 2014



Resources Available - What existing and new resources will be used to accomplish the activity?

District writing prompt scores available to Data Dashboard, aligned with CCSS

Step-Up to Writing

6 +1 Traits Writing Model

Lucy Calkins Units of Study CCSS

The Writer’s Strategy Toolkit (www.ttms.org)

Writers Workshop

“I’m Done” Book Study

Daily 5

Writing Interventions

In-Building Practices “Bright Lights” Book “Learning Targets” Brookheart

On-line Marzano resources

Section 2 Monitoring (Writing)

Who is Responsible - Who will provide the leadership?

Grade level educators

District/School literacy teams

School administrators

Monitoring Effectiveness - What on-going artifacts or evidence will be gathered to show

this activity is making a difference in student learning?

District writing prompts

Grade level writing prompts and data collection

Curriculum integration and common assessments

Section 3 – Evaluation (Writing)

What specific indicators will be used to evaluate the success of this goal?

District writing prompts

Teacher Scoring and Collaboration

Student Writing Portfolios or collections to show growth over time

Student Goal Setting, Student reflection, Student assessment

How does your plan address the needs of both the struggling and high achieving student? Use of “Step-Up” curriculum to address the needs of struggling students.

6 Traits curriculum allows higher achieving students to assess and evaluate their peers writing,

allowing them to reflect on their own writing.

Strategy for instruction based on Student Learning Goals to differentiate goals and assignments

Peer Assessment & Self Reflection

http://www.ttms.org/



Actions, Monitoring & Evaluation Plan: Reading Goals

SG 8.1- grade level/team goal

(Primary) Between September and May, primary level (K-3) students will increase reading performance

levels by a minimum of 3 as measured by DIBELS, DRA2.

(Intermediate) Between September and May, intermediate level (3-5) will increase reading

comprehension scores a minimum of 3% measured by DIBELS & RAI.

SG 6.1- whole class

(Primary) Between September and May, students in my class will increase reading performance levels by

3 as measured by DIBELS, DRA2.

(Intermediate) Between September and May, students in my class will increase reading comprehension

scores by 3% measured by DIBELS & RAI.

SG 3.1- sub group goal

Between September and May, intensive students will increase reading performance levels by 3 as

measured by DIBELS & DRA2.

Between September and May, strategic students will increase reading comprehension scores by a

minimum of 3% as measured by DIBELS & RAI.

Between September and May, intensive students will increase reading comprehension scores by a

minimum of 3% as measured by DIBELS & RAI.

Section 1: Action Plan (Reading)


1. Integrate Technology in the READING process.

Readers Workshop presentation

RAZ-Kids

Accelerated Reader

Apps to record readings

Video Record Stories

2. Develop High interest Activities that engage students in READING.

Audience/Presentation/Performances



Parent Involvement (ARM’s)

Publishing and recorded readings

Reading Buddies

Book Share

STREAM (Science, Tech, Reading, Engineering, Art, Math) Cross-curricular Reading

Readers Theater

3. Explicitly teach the “READING Process.”

Daily 5

Road to Code

SIPPS for Interventions support

Vocabulary Alignment

Word walls

Provide quality models of quality reading

Readers Workshop

Provide ample class time for Reading instruction and practice

Set specific READING goals with students

Instructional focus on male population to increase READING engagement and ability

Learning Targets

Reflection Goals Setting

4. Instructional Strategy/Staff Development(PD)

Post daily content learning targets and reflection

ARM’s Support for additional 1 on 1 reading time



LAP small group support

Road to Code, SIPPS, classroom strategies

Walk to Read

Marzano Framework around Student Growth Goals

5. Ongoing Collaboration for consistent practices in READING


Align Vocabulary (including cross-curricular) to support grade level cohort reading practices

Application of Common Strategies

Classroom Observation/Walk-Throughs




the successful implementation of this action step?

Curriculum training in effective READING strategies

Common Core State Strategies (CCSS) focus on specific grade level genres


Review available curriculum and resources



Daily 5 trainings

“Reading” Book Study for Staff

Rubric/scales reflections Development

Develop Vocabulary Strategies and vertical alignment

LAP instructional assistant training in Road to Code, SIPPS and Classroom Management

Strategies

Timeline - When will this strategy or action begin and end?

Fall 2013 to Spring 2014

All year with scheduled district wide assessments and progress monitoring. Program results are

analyzed after midyear assessments are complete, in order to determine what changes need to

be made to provide more effective instruction for all students.

Refer to District Assessment Schedule


Houghton Mifflin curriculum

Harcourt Brace curriculum

Kendall Hunt Pegasus Series

Reading Buddies

Learning Assistance Program

SIPPS data

Read Naturally

DIBELS data

DRA2 data

Raz-Kids

Comprehension tool kits

Road to the Code

Pathway to “Common Core”

DIBELS Next/SIPPS training with Jan

Formisano

In-Building Practices “Bright Lights”

Book “Learning Targets” Brookheart


District Leadership (DDD’s)



Section 2: Monitoring (Reading)


Grade level staff

LAP/RTI Team

BLT (Building Leadership team)

District

School Administrator

Monitoring Effectiveness - What on-going artifacts or evidence will be gathered to show this

activity is making a difference in student learning?

DIBELS screener (3x year) and progress monitoring (every 3-4 weeks)

DRA2 (2x per year)

RAI (2-3 x per year)

SIPPS progress monitoring

Read Naturally goal charts

Raz-Kids reports

Class Running Records

Accelerated Reader reports

Building Leadership Team/Learning Improvement Team

Building & District Directed Day to reflect and analyze data

Section 3 – Evaluation (Writing)


Continued review of DIBELS, DRA2, RAI, SIPPS and Raz-Kids data.

Teacher Scoring and Collaboration

Student Goal Setting, Student reflection, Student assessment

Use of “Data Walls” with assessment spreadsheets

How does your plan address the needs of both the struggling and high achieving student?

Data will be assessed and used to develop appropriate lessons for all students. Teachers will use

data to effectively group students based on their needs.

Strategy for instruction based on Student Performance Goals to differentiate goals and

assignments

Peer and personal reflection

Choice Readings with reflective questions

Flexible Walk to READ Groupings



Actions, Monitoring & Evaluation Plan: Math Goals

SG 8.1- grade level/team goal

Between September and May, 1st-5th grade students will increase Math student growth percentile scores

by 35-65 points as measured by the STAR Math Screener and show an average of 3% increase between

the pre enVision topic tests and the post enVision topic test over the course of all units measured.

SG 6.1- whole class

Between September and May, students in my class will increase percentile scores by 35-65 points as

measured by the STAR Math Screener and show an average of 3% increase between the pre enVision

topic tests and the post enVision topic test over the course of all topics measured.

SG 3.1- sub group goal

Between September and May, intensive students will increase their Student Percentile scores by 4-6

points on a bi-monthly basis and show an average of 3% increase between the pre envision topic tests

and the post envision topic tests over the course of all topics measured.

Section 1: Action Plan (Math)


1. Integrate Technology in the MATH process.

IXL Practice and Data

STAR Math Practice and Data

Alternative methods of teaching math concepts . . .

(IXL, Dreambox, iPad applications, enVision interventions)

Staff data analysis following school wide screenings

Math Games and Apps

STREAM Activities (Science, Tech, Reading, Engineering, Art, Math) Cross-curricular Math

Use of on-line Marzano tools

2. Develop High Interest Activities that engage students in MATH.

Audience/Presentation/Performance

Parent Volunteer Involvement(AIM’s)

Math Buddies

Walk to Math

STREAM(Science, Tech, Reading, Engineering, Art, Math) Cross-curricular Math

Math Games



3. Explicitly teach the “MATH Process.”

Interventions support

Vocabulary Alignment

Student written Word Walls and glossary’s

Develop and provide quality models for consistent MATH practices

Provide ample class time for MATH instruction and practice

Set specific MATH goals with students

Staff data analysis following school wide screenings

4. Instructional Strategy/Staff Development(PD) in MATH

Development of (SMART) Math improvement goals

Development and implement math lesson rubrics and student measures of progress, towards

meeting daily lesson targets. (Envision Rubrics)

Posting of Learning Targets & Reflective Goals



LAP small group support with Data being assessed through the RTI and LAP Teams

Walk to MATH

Book Discussion “Learning Targets” Brookhart

5. Ongoing Collaboration for consistent practices in MATH


Align Vocabulary(including cross-curricular) to support grade level cohort MATH needs

Application of Common Strategies

Classroom Observation/Walk-Throughs

Grade Level Data Assessments

Learning target and rubric/scales training

Book discussion “Learning Targets” Brookhart

Marzano teaching framework training


the successful implementation of this action step?

PLC discussions regarding assessment results to determine MATH RTI (Intervention) plans for

assisting student growth.

Creation of formative or (native) assessments for the grade levels cohorts.

Research “Nimble with Number’s” training.

“Navigating the Mathematics Common Core State Standards” book study.



STAR math training to better use data.

SMART goal training during Staff Meetings and/or Building Directed Days

Application of Learning Targets and rubric/scales training

Support for small groups for teacher and IA’s

Additional Envisions training

Curriculum training in effective MATH strategies

Common Core State Strategies (CCSS) focus on specific grade level genres



Actively review available curriculum and resources


Develop Vocabulary Strategies and vertically alignment

Lap instructional assistant training in MATH and Classroom Management Strategies

Timeline - When will this strategy or action begin and end?

Fall 2013 to Spring 2014

All year with scheduled district wide assessments and progress monitoring. Program results are

analyzed after midyear assessments are complete, in order to determine what changes need to

be made to provide more effective instruction for all students. screening assessments at the

beginning of each trimester /at the end of each unit

Frequent progress monitoring (EOC – End of Chapter, along with District Assessment Calendar)

Pre-test/post-test given for each unit of study to monitor individual growth.

Book study throughout the school year.

Leveled group work throughout school year (groups adjusted based on formative and

summative assessments.

Targets and student growth measures will be written and implemented throughout the school

year by teachers.

District assessment calendar


In-Building Practices “Bright Lights”

STAR Math screening

enVision intervention kit/curriculum/

online resources

IXL Data

Dreambox

Nimble with Numbers (Primary)

Math Team

IPad apps



Instructional Aide support

AIMS math volunteer

RTI Committee

Stepping Stones (Common Core Math) for extensions

Book “Learning Targets” Brookheart


District leadership

“Stepping Stones” -Primary

Other Schools “Bright Lights”

Section 2: Monitoring (Math)


Grade Level Teams

LAP/RTI Team/Committee

BLT(Building Leadership team)

IA Staff (Monitoring)

District

School Administrator

Math Team

Monitoring Effectiveness - What on-going artifacts or evidence will be gathered to show this

activity is making a difference in student learning?

STAR Math screener/predictive data

Pre & Post-tests from topic assessments (enVision Curriculum).

Grade level formative assessments

IXL, RAZZ For Kids & Dreambox data

Building Leadership Team/Learning Improvement Team

Section 3: Evaluation (Math)


Individual student growth shown in the pre to post tests in each unit (Envisions)

Individual student growth collected from STAR Math screener.

IXL/Dreambox data (usage reports, progress)Teacher Scoring and Collaboration

Student Growth Goal Setting, Student Reflection, Student Daily Assessment(On the Spot)

How does your plan address the needs of both the struggling and high achieving student?

Data will be assessed and used to develop appropriate lessons for all students. Teachers will use

data to effectively group students based on their needs.(Pre/Post: STAR & IXL)

Strategy for instruction based on Student Goals to differentiate goals and assignments

Peer and personal reflection

Flexible Walk to MATH

Groupings Frequent formative data will be collected on all students. Leveled math groups will be

built to meet the needs of different groups based on collected data. Our adopted math tools will

be used and implemented based on the needs of the leveled groups.

Dreambox and IXL – Programs can be used at home and at school. Students can self-monitor

and work at an appropriate pace and skill level.

Develop “AIMS” parent volunteers

Envisions enrich opportunities

IXL online program at school and at home (Pre/Post)

Enrichment and supplemental games through envision enrichment

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