Lincoln Heights Elementary School Improvement Plan 20092010

1
Lincoln Heights Elementary School
Improvement Plan 2009-2010

• Board Presentation
• May 20, 2009
• 700 PM

2
Welcome

• Introduction
• Mary Goodwin-Corbin, Principal at Lincoln
  Heights
• District Mission Statement
• Princeton is a diverse community where we are
  all learners inspired to dream and challenged
  to achieve.

3
LHES Building Leadership Team

• Mary Goodwin-Corbin, Principal
• Cynthia Vaughn, Assistant Principal
• Amy Crouse, Director of Curriculum and
  Instruction
• Brenda Miller, Data Coach
• Jodi Stephens, Behavior Coach
• Debbie Adams, Title Teacher
• Brenda Daniels, Title Teacher
• Tonya Key, Parent
• Gail McLean, Psychologist
• Karen Stallworth, Paraprofessional

4
LHES Building Leadership Team

• Melinda Fluker, 1st Grade
• Rhonda Drapeau, 2nd Grade
• Kim McCullom, 3rd Grade
• Bonita Layson, 4th Grade
• Linda Pope, Intervention Specialist 5th Grade
• Craig West, Counselor
• Jaclyn Ard, Music Teacher

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Agenda

• Welcome - Mary Goodwin-Corbin
• Demographics- Melinda Fluker
• Data Analysis Brenda Miller
• Goals and Action Steps (new action steps are in
  red)
• Literacy Debbie Adams, Brenda Daniels, Gail
  McLean, Rhonda Drapeau
• Math Bonita Layson, Kim McCullom
• Conditions and Expectations
• Cynthia Vaughn, Jodi Stephens, Gail McLean,
  Jaclyn Ard
• Evaluation Mary Goodwin-Corbin
• Q A Session

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Our Demographics
7
The Community of Lincoln Heights

• Is a historically African-American community
  founded in 1946
• Is the first African-American self-governing
  community north of the Mason-Dixon Line
• Is a community that is only .7 square miles

8
Face of Lincoln Heights Elementary- Students
9
All Student Race/Ethnicity Percentages
10
6 Year TrendEconomically Disadvantaged
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Risk Factors at LHES
Across the state of OH, as risk factors increase,
student achievement generally decreases.
12
Student Mobility at LHES

• MOBILITY Students in a building less than a
  full academic year
• District Mobility Rate 15.7
• Mobility Elsewhere
• Wyoming 2.9 Sycamore 6.4 Fairfield
  10.1
• LHES has consistently had the highest or second
  highest rate of student mobility of all buildings
  in the district

ONLY 34 of our current FIFTH GRADE students were
with us in FIRST GRADE!
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Face of Lincoln Heights- Staff
14
All Staff Gender Percentage
15
All Staff Race/Ethnicity Percentage
16
Certificated Staff Education Level
17
Certificated StaffAverage Years of Experience
18
Percentage of Certified Staff That Are Highly
Qualified
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School Improvement Process Data Analysis

• Effective Whole School Improvement Requires
• TIME
• INVOLVEMENT OF ALL STAKE HOLDERS
• COMMITMENT
• CONSISTENT LEADERSHIP
• VISION A BELIEF THAT BETTER OUTCOMES FOR OUR
  STUDENTS AND OUR SCHOOL ARE POSSIBLE
• HARD WORK!

20
Lincoln Heights 2007-08
RESPONSE TO INTERVENTION (RtI) THE THREE TIERED
MODEL
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Collaborative Problem Solving Process
22
Measure Up - Summary
23
Lincoln Heights Report Card2007-08
State Target 75 Proficient
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Adequate Yearly Progress
25
Literacy at Lincoln Heights
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Data Analysis

• Literacy
• Ohio Achievement Test Data (Grades 3-5)
• Kindergarten Readiness Assessment-Literacy (K)
• Dynamic Indicators of Basic Early Literacy
  Skills/AIMSweb (K-5)
• Decoding Survey (Grades 1-5)
• Short Cycle Assessments
• State Diagnostic Assessments
• Reading Writing (K-3)

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Lincoln Heights Report Card2007-08
Target is 75

• We recognize that we have a long way to go to
  meet the state target.
• We have set attainable goals related to growth
  that will allow us to continue to meet Adequate
  Yearly Progress and move our students forward.

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MOBILITY MATTERS IN READING!
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AYP History

• Hypotheses
• Inconsistent use of district adopted reading
  program
• Limited accountability for delivery of
  instruction
• Implementation of new reading program
• Changing leadership/ changing initiatives and
  focus
• Inconsistent staffing and levels of experience
• Ineffective collaborative practices
• Inconsistent use of data to drive instruction

All Students - Reading
100
The targets for AYP continue to increase!
30
Value Added Data - Reading

• One Years Growth in Grade 4 for Reading (07-08)
• Overall, less than one years growth for the past
  two years
• We must strengthen our CORE instruction for ALL
  LHES students.

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Kindergarten Readiness Assessment-Literacy

• 2008-09
• KRA-L Results
• District Average 18
• Average score for students who were in our
  Preschool 17
• 47 of those students who attended our Preschool
  scored ABOVE the district average (8 of 17)!

24 students below district average (50)
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LHES DIBELS DataKindergarten First GradeFall
to Winter 2008-2009
80
Target
33
LHES DIBELS Data Second through Fifth GradeFall
to Winter 2008-2009
80
Target
34
Diagnostic Decoding Survey Gr.3
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Data Summary - Literacy

• To date, our CORE has not gotten the majority of
  our students to achieve at the high levels we
  know they are capable of achieving.
• Our focus MUST therefore remain on delivering
  high quality first instruction that is
  appropriately differentiated for all of our
  learners.

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Goal 1 Literacy

• By May 2010, student performance on AimsWeb in
  grades K-1 will increase 40 from fall benchmark
  grades 2-5 increase by 25.
• By May 2010, student performance on the OAT will
  increase by a minimum of 10 from Spring 2009
  scores.
• LHES will continue to meet AYP as a building.
• LHES students in grades 4 and 5 will show a
  minimum of one years growth using Value Added
  data.

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Tier 1 - Core Reading Curriculum

• PRIMARY GOAL FOR LHES
• 2009-10
• Strengthen CORE instruction for ALL!

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Teaching Reading Requires Expertise

• Quality is never an accident it is always the
  result of high intention, sincere effort,
  intelligent direction, and skillful execution it
  represents the wise choice of many alternatives.
• Willa A. Foster

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Action Steps for Reading

• Strengthen CORE instruction for ALL!
• Implement the district adopted reading program
• Supplement Phonics for all students in grades K-2
  with Fountas and Pinnell multi-sensory,
  explicit, gradual release
• Provide phonics instruction for students in
  grades 3-5 using Phonics Boost/Blitz as dictated
  by student data
• Protect a minimum of 90-120 minutes for literacy
• developed a building-wide master schedule

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Action Steps for Reading

• Define the instructional block for literacy- big
  ideas, time allotments, prioritizing, whole
  group/small group with plans for effective
  differentiation of first instruction
• Curriculum Mapping-knowing where we are going

Five Big Ideas
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120 Minutes of Instruction for PRIMARY
90 Minutes of Instruction for Intermediate
Small Group
Whole Group
Read Aloud
Comprehension Strategies
Phonics/ Spelling
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THE 5 MORES

• More explicit/direct instruction
• More modeling
• More practice with.
• More feedback
• More time

43
At Lincoln Heights we are BUILDING

• BUILDING Capacity
• BUILDING Communication
• BUILDING Commitment
• BUILDING Successful Readers!

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What should small group instruction look like in
our classrooms?

• Use data to group students for instruction
• Provide instruction that is targeted and explicit
• repeated guided practice of strategy/ skill with
  appropriately leveled materials
• guided reading, comprehension, vocabulary,
  phonics
• Monitor student progress continuously
• Regroup students based on student needs

45
Implementation and Improvement of our School Wide
Literacy Program

• Professional Development for all staff on a
  variety of topics and provide ongoing
  job-embedded PD through instructional coach
• Align instruction with grade-level content
  standards
• Align instruction across grade levels
• Take collective responsibility for all students
  at LHES
• Improve collaboration and teaming practices

46
WHY?

• Until you have data as a back-up, youre just
  another person with an opinion.
• Dr. Perry Gluckman

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Action Steps for Reading- Tiers 2 and 3

• Create sustainable systems for collection and use
  of our data
• (continue to build capacity for this work with
  all staff)
• Professional development for staff RtI, AIMSweb
• Use research-based programs selected based on
  student data
• Implement interventions with fidelity
• Track intervention effectiveness through monthly
  child study (administrator and psychologist will
  co-facilitate meetings)
• Monitor student progress frequently
• Adjust intervention when data indicates the need
  for a change at all grades
• Joint study of effective models (observe sister
  schools)

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Example of Data UseChild Study
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Intervention Programs

• Building-wide Intervention Block (30 minutes)
  (K-2 Reading 3-5 Math)
• Early Reading Intervention
• Triumphs
• Teacher Directed Paths for Achieving Literacy
  Success (PALS)
• Reading Mastery 1 2/
• Fast Cycle
• Phonics Boost
• Enrichment

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Intervention Programs

• Outside of the school day/year
• After School for K-5
• (K-2 Math 3-5 Reading)
• Camp Hope
• Summer Reading Program
• in our Library
• Summer Jump-Start for K-2

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Math at Lincoln Heights
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Data Analysis - Math

• OAT (Grades 3-5)
• AIMSWEB (K-5)
• Diagnostic Assessments
• (Grades 1 2)
• Focus Assessments
• (K-5)
• 3-5th grade Common Assessments

53
Lincoln Heights Report Card2007-08
Target was 75
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OAT Strand AnalysisMath 2007-08
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5th Grade District Unit Assessment Data
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Focus MathThird Grade Data
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Adequate Yearly Progress - Math

• Hypotheses
• Inconsistent instructional format/methods
• Inconsistent implementation of focus instruction
• Inconsistent math vocabulary K-5
• High staff turn over in grades 3-5

58
Value Added Data - Math

• More than one years
• growth in 2006-07
• Less than one years growth
• in 2007-08
• Decline in value added
• data for both grade 4 and 5
• OUR FOCUS 2009-10
• Strengthen first
• instruction for all students
• at LHES in math
• Provide FOCUS math for
• ALL students

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AIMSweb

• Growing the GREEN
• 30 Fall to 55 Winter
• Shrinking the RED
• 70 Fall to 48 Winter
• Currently, 55 of our students are above benchmark

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Fall 2008 State Diagnostic Math Grade 1
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Fall 2008 State DiagnosticMath Grade 2
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Goal 2 Math

• By May 2010, student performance on the OAT will
  increase by 10 over May 2009 data.
• LHES will continue to meet AYP as a building for
  all subgroups.
• Students in grades 4 and 5 will show a minimum of
  one years growth using value added data.

63
Tier 1 Math

• Grades K-2 Everyday Math
• Grades 3-5
• District Curriculum Maps
• Focus Math Mastery Learning
• Continue to utilize Smart Board Technology
• District instructional coaches will support
  teachers in grades 3-5

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Action Steps for Math

• Implement effective standards-based instruction
• Daily focus lesson in all grades as part of CORE
• Use research based practices
• Align curriculum vertically
• Identify common math vocabulary
• Implement AIMSweb and use data to guide
  instruction

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Action Steps for Math

• Provide high-quality professional development
• Math Solutions Marilyn Burns
• (11 of 18 classroom teachers will have
  participated in this PD by start of 2009-10
  school year)
• Instructional coach will support teachers in
  delivering differentiated standards based math
  lessons and implementing research based
  interventions
• Improve collaborative practices
• After-school program will focus on math all year
  for grades K-2 using Marilyn Burns Do the Math
• School Wide Intervention Block (30 minutes) will
  focus on math all year for grades 3-5

66
Tiers 2 3 Implement District Adopted Math
Intervention Program

• Marilyn Burns Do the Math Program implement and
  monitor effectiveness of program

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Conditions and Expectations at Lincoln Heights

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Data Analysis Conditions and Expectations

• School-Wide Information System
• Office Discipline Referral Data
• Effective Schools Survey

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School Wide Behavior Data RTI Cones
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Referral Data Across Time
Positive behavior supports recommends that
Elementary schools have .3 average referrals per
day per month. Lincoln Heights has 1.00 average
referrals per day per month this school year.
71
Referrals by Location

72
Aggressive Behavior and Disrespect 2008-2009
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Number of Office Referrals
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Behavior Data Summary

• Our current cone for behavior is appropriately
  distributed (80)
• We need to decrease our average referrals per day
  per month (
• The majority of our referrals are for aggression
  and disrespect (86)

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Goal 3 Conditions and Expectations

• By 2010, 95 of students in all subgroups will
  demonstrate positive behavior expectations as
  evidenced by SWIS.
• By 2010, we will reduce the percentage of
  referrals for aggression and disrespect by 25
  from spring 2009.
• Improve collaboration and teaming practices
  amongst staff as evidenced by May 2010 Effective
  Schools Survey.
• Increase parent engagement in social and academic
  activities.

76

• Creating the right conditions will raise the
  achievement of all students and close the
  achievement gaps.

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Big IdeasPositive Behavior Supports

• Clear Expectations
• Comprehensive Instruction in Expected Behaviors
• Consistent Encouragement of Expected Behaviors
  and Correction of Behavior Errors
• Community Connections

78

LINCOLN HEIGHTS ELEMENTARY SCHOOL-WIDE
EXPECTATIONS
79
Letter to Parents Related to School-Wide Behavior
Expectations

80
Behavior Incentive Cart

81
Photo of Little Vikes BuckFront and Back

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Behavior Interventions Tier 2 3

• Tier 2 Interventions
• Check-in/Check out
• Behavior Contracts
• Re-teaching school-wide expectations in small
  groups/targeted areas
• Social skills training
• Mentors

• Tier 3 Interventions
• Functional Behavioral Assessment
• Behavior Plan

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Goal By 2010, 95 of students in all subgroups
will demonstrate positive behavior expectations
as evidenced by SWIS

• Action Steps
• Continue to implement Positive Behavior Supports
  School-Wide
• teach expectations
• school-wide incentives
• staff development
• Update and implement behavior calendar to teach
  and re-teach School-Wide expectations
• Tier 2 and Tier 3 Child Study and Individual
  Student Planning
• Implement alternative discipline strategies to
  increase instruction and provide counseling
  supports

84
Goal By 2010, we will reduce the percentage of
referrals for aggression and disrespect by 25
from Spring 2009

• Action Steps
• Identify and implement culturally responsive
  strategies by
• Distinguishing between office-managed versus
  classroom-managed behavior
• Staff will be trained and will implement Olweus
  program
• Creative Response to Conflict
• Peer mediation program for students

85
Goal Improve collaboration and teaming
practices amongst staff as evidenced by May 2010
Effective Schools Survey

• Action Steps
• Summer data review and planning for BLT,
  including Effective Schools Survey Data
• Professional development for ALL staff, including
  paraprofessionals
• Monthly BLT meetings to review data and monitor
  progress on action steps
• Grade level, vertical team, and child study
  meetings

86
Goal Increase parent engagement in social
and academic activities

87
Goal Increase parent engagement in social and
academic activities

88
Family Involvement Leads To..
89

• Action Steps
• Monthly school newsletter for parents/families
• Summer work packets for all students
• Welcome letter
• School counseling staff with PTCO will host
  parent workshops based on areas of identified
  need and interest (needs assessment to go home
  5/09)
• Revise and provide resource list for parents

90
Action Steps

• Home-School-Community Committee, in collaboration
  with the PTCO will identify and plan activities
  that are culturally and socially appropriate, and
  educationally sound
• Meet the teacher/ice cream social (8/13/09)
• Grandparents day (9/18/09)
• Quaterly Parent breakfast (10/23/09)
• Family fitness night (1/21/10)
• Dr. Suess Right to Read Week (3/10)

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Community Support Partnerships

• Links
• GE
• Gorman Farms
• Lincoln Heights Missionary Baptist Church
• St. Simon Church
• Vineyard Community Church

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Whose Child Is This?
Author unknown
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Monitoring Student and Staff Progress
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Accountable Talk

• Test Talks with Students
• Focus on the goal
• Teach strategies for improvement
• Provide positive encouragement
• Celebrate success!

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Accountable Talk

• Learning Walks
• Administrators will conduct learning walks to
  observe standard-based teaching and learning
• Students will be interviewed and observations
  will be shared with teachers
• Building Leadership Team
• Will utilize the Collaborative Problem Solving
  Process to measure progress towards goals
• Will use data from the Effective School Survey to
  improve school environment and student learning

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• We can, whenever and wherever we choose
  successfully teach all children whose schooling
  is of interest to us. We already know more than
  we need to do that. Whether we do it or not must
  finally depend on how we feel about the fact that
  we havent so far.
• Written by Ron Edmonds

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Question Answer Session