Springdale Elementary School Improvement Plan 20092010

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Springdale Elementary School Improvement
Plan2009-2010

• Board Presentation
• April 29, 2009
• 700 p.m.

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Princeton Pride
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Welcome

• Introduction Kelly R. Wilham
• District Mission Statement
• Princeton is a diverse community where we are
  all learners inspired to dream and challenged
  to achieve.

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The School Improvement Team

• Kelly R. Wilham, Principal
• Dr. Mari Phillips, Associate Superintendent
• Sandy Schreiver, Parent
• BethCahill, Preschool Teacher
• Tanesha Brooks, Gr. 1 Teacher
• Liana Lee, Gr. 2 Teacher
• Mary Jo Melia, Gr. 3 Teacher
• Jocelyn Vanell, Gr. 3 Teacher
• Sue Martin, Gr. 4 Teacher
• Amy Sloan, Gr. 4 Teacher

• Rebecca Biddle, Gr. 5 Teacher
• Katie Huffman, Gr. 5 Teacher
• Steve Green, Gr. 5 Teacher
• Maggie Leutzinger, Enrichment Specialist
• Susie Witte, Psychologist
• Shawn Toadvine, Behavior Specialist
• Peggy Rolfes, Intervention Specialist
• Theresa Shepherd, P.E. Teacher
• Debbie Nadaud, Media Specialist

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Agenda

• Welcome Kelly R. Wilham
• Face of Springdale Elementary Katie Huffman
• Goals and Action Steps (new action steps in
  yellow)
• 1. Literacy Jocelyn Vanell Susie Witte
• 2. Math Steve Green Amy Sloan
• 3. Conditions and Expectations
• Rebecca Biddle Beth Cahill
• Evaluation Kelly R. Wilham
• Q A Session

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Face of Springdale-Students
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All Students Race/Ethnicity
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6 Year TrendEconomically Disadvantaged
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5 Year TrendCaucasian
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5 Year TrendAfrican American
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5 Year TrendMulti-Racial
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3 Year TrendBehavior

• Out of 44 ongoing IAT meetings,
• 13 of our students are at/near the
• Intensive level of need and are on
• behavior intervention plans.
• Functional Behavior Assessments
• have indicated needs for many of
• our students to seek negative
• attention from peers and to avoid
• tasks.
• Five students are diagnosed as ADHD.
• Three students are diagnosed with ODD.
• Five students are also affected by Sensory
  Integration Disorder.

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Face of Springdale -Staff
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All Staff Gender
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All Staff Race/Ethnicity
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Certified StaffEducation level
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Certified StaffAverage Years of Experience
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Highly Qualified Staff
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School Improvement Process Data Analysis
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Collaborative Problem Solving Process
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Measure Up-Summary
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Proficiency Results by Longevity
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Springdale Report Card 2007-08
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Performance Index
6.2 14.8 78.9
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Adequate Yearly Progress 2007-08
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Literacy at Springdale
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Data Analysis

• Academic Reading Data
• Ohio Achievement Test (Grades 3-5)
• Report Card, AYP, Value Added
• KRA-L
• DIBELS (K-5) AIMSweb
• State Diagnostic (Grades 1 2 Reading, Grades
  1-3 Writing)

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Report CardReading
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AYP READING Three Year Trend
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AYP TrendStudents with Disabilities
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Value Added Reading

• Hypotheses for 2007-08
• Gr. 4 did not meet value added BUT did meet the
  state indicator (Gr. 4).
• All teachers were new to the 4th grade level.
• Implementation dip of new curriculum-Treasures.
• Large class sizes.

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Kindergarten Readiness AssessmentLiteracy
(KRA-L)
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Kindergarten Readiness AssessmentLiteracy
(KRA-L)
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DIBELS DataWinter 2008-2009
80 Target
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DIBELS Summary of Effectiveness2008-09
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Data SummaryLiteracy

• Review of the Winter DIBELS scores indicated many
  areas of strength. We will continue to focus on
  instruction for the Tier 2 level.
• We will implement research-based programs for
  all grade levels including ReadWell,
• 6 Minute Solutions, and Sound Partners. We will
  continue bi-monthly progress monitoring.

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Data SummaryLiteracy

• Analysis of OAT scores has shown slight downward
  trend over the past two years. The students with
  disabilities subgroup had 33.3 proficient in the
  4th grade and 37.5 proficient in the 5th grade.
  However, the gains made over the last three years
  are climbing toward the trend line.
• Value-Added data for 4th grade reading indicated
  that students did not make a years growth from
  3rd to 4th grade.

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Goal 1- Literacy

• All students in grades K-5 will meet or exceed
  proficiency or grade-level benchmarks as measured
  by the OAT (Reading and Writing) and AIMSweb
• The value added report for reading will show that
  each student makes at least a full year of
  progress

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Action Steps for ReadingTier 1

• Provide professional development on district
  adopted reading program and additional materials
  for core instruction
• Implement district adopted reading program and
  standards-based curriculum maps and assessments
• Guided Reading Groups

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Action Steps for ReadingTier 1

• Develop a vertical team for reading
• Provide PD on research-based instructional
  practices for literacy
• Supplement core phonics instruction with Fountas
  and Pinnell Word Study (K-2)
• Develop building-wide data team

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Reading InterventionsTier 2

• Use SuccessMaker (K-2) and Study Island (Grades
  3-5) to track student progress
• Implement Test Talks with strategic students
• Re-evaluate and implement an after school
  intervention program

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Reading InterventionsTier 2

• Title I Program
• Conduct child study meetings for addressing the
  academic needs of groups of students -
  Interventions will be planned, implemented, and
  progress will be measured (AIMSweb)

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Reading InterventionsTier 3

• Conduct Intervention Assistance Team meetings for
  students with intensive academic needs
• Smaller group size
• Increased time
• More explicit instruction
• More frequent progress monitoring (AIMSweb)

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Math at Springdale
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Data Analysis

• Academic Math Data
• Ohio Achievement Test (Grades 3-5)
• AIMSweb K, 2 3 (K-5)
• State Diagnostic (Grades 1 2)

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Report CardMath
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Value Added Math

• Hypotheses for 2007-08
• Gr. 4 did not meet value added BUT did meet the
  state indicator.
• All teachers were new to the 4th grade level.
• Gr. 5 met value added BUT did not meet the state
  indicator.
• No set curriculum.
• Large class sizes.

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AYP MathThree Year Trend
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AYP Math Three Year Trend
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AYP MathThree Year Trend
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AYP MathThree Year Trend
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AYP MathThree Year Trend
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AIMSweb DataKindergarten Oral Counting
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AIMSweb DataKindergarten Missing Number
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AIMSweb DataGrades 2 3 Math Computation
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Data SummaryMath

• Currently the district does not have a universal
  data collection system for math.
• Better monitoring of student skill in math prior
  to the spring of third grade.
• OAT will allow us to be proactive in addressing
  the deficits.

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Goal 2 - Math

• All students in grades K-5 will, at a minimum,
  meet or exceed proficiency or grade-level
  benchmarks as measured by the OAT and AIMSweb
• The value-added report for math will show that
  each student will demonstrate at least a full
  year of progress

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Action Steps for MathTier 1

• Implement standards-based curriculum (Everyday
  Math K-2, District created curriculum maps and
  assessments Grades 3-5) District math coaches
  will model lessons and coach.
• Implement focused instruction for math (K-5)
• ( A tutorial and enrichment block building-wide)

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Action Steps for MathTier 1

• Develop building-wide data team
• Develop a vertical team for math
• Provide professional development in AIMSweb

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Math InterventionsTier 2

• Marilyn Burns Do the Math Programimplement and
  monitor effectiveness of program (Tiers 2 3)
• Implement Test Talks with strategic students
• Re-evaluate and implement an after school
  intervention program
• Students will participate in district-wide summer
  school

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Math InterventionsTier 2

• Increase progress monitoring for AIMSweb math
  fluency
• Conduct child study meetings for addressing the
  academic needs of groups of students -
  Interventions will be planned, implemented, and
  progress will be measured
• Use SuccessMaker (K-2) and Study Island (Grades
  3-5) to track student progress

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Math InterventionsTier 3

• Conduct IAT meetings for students with
• intensive academic needs
• Smaller group size
• Increased time
• More explicit instruction
• More frequent progress monitoring

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Conditions and Expectations at Springdale
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Data Analysis

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

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2008-09 SWIS Data

• 86 of ALL students had
• 1 or less office discipline referral

14 are Tier 2 3
86
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SWIS Data
155 referrals
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2008-09 Referrals By Student

• BEHAVIOR
• 155 Office Discipline Referrals for 2008-09
  School Year
• (as of 4/16/09)
• Of those referrals 14 students have 5 or more
  office discipline referrals this year. 13 out of
  those 14 students are in Tier 3 who recieve
  intensive behavioral supports.

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Referrals by Ethnicity

• Disproportionate percentage of referrals for our
  African American Students
• This disproportionality is addressed in our
  action plan.

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Data Summary Behavior

• Our behavior data at SP shows 4 things
• School-wide PBS is working for the majority of
  our students at this time (86)
• Decrease in referrals following implementation of
  new school-wide systems
• 14 of our students need more intensive supports
  related to behavior
• We are researching and developing alternative
  ways to meet the needs of our disproportionate
  subgroups

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Goal 3 Conditions and Expectations

• 95 or greater of students will have one or fewer
  office referrals and will follow school-wide
  behavior expectations as measured by the SWIS
  data system
• Springdale staff will engage in HQPD that
  supports collaborative problem solving,
  data-based decision making, culturally responsive
  practices, and a system of academic and
  behavioral supports for all students as evidenced
  by an 85 or higher rating on survey

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Action StepsConditions and Expectations

• Provide workshops for parents on how to support
  students in math and literacy
• Staff will participate in a retreat where PD on
  team building and communication will be the focus
• All staff will participate in cultural competence
  professional development
• Develop a monthly school-wide newsletter for
  families

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Action Steps for Conditions and Expectations

• Celebrate school success monthly at staff
  breakfast
• Conduct life skill groups and monthly classroom
  guidance lessons
• Provide an alternative to suspension with
  behavior modification lessons
• Research programs that will support students with
  mental health issues

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School Wide Discipline PlanTier 1

• Common Expectations
• I am Safe
• I am Respectful
• I am Responsible
• I am a Problem Solver
• Teach Behaviors
• Behavior maps
• Inside Springdale
• Morning Meetings

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Positive Behavior Incentives

• Monthly Spectacular Student Breakfast
• Viking Ticket Rewards
• Character Bracelets
• Doughnut Chats with the Principal
• Ice Cream Social
• Fun Friday
• Appearance on Inside Springdale

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Olweus Bullying Prevention PlanTier 1

• Adopted by Princeton as a district wide
  initiative
• Comprehensive program that has shown a 50
  reduction rate in bullying when implemented with
  fidelity
• Springdale will begin implementing the program in
  the Fall 2009

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Behavior InterventionsTier 2 3

• Child Study monthly team meeting to discuss
  groups of students receiving similar
  interventions
• Intervention Assistance Team team consisting of
  but not limited to, parent/guardian, teacher,
  administrator, other support staff, monitor and
  revise targeted interventions and perform
  Functional Behavior Assessment
• Sample intervention Check and Connect, Teacher
  Buddies, Incentive Charts, and counseling

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Monitoring Student and Staff Progress
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Accountable Talk

• Test Talks-
• Staff will work with students
• one on one to set academic
• goals
• Learning Walks-
• Administration will
• conducts learning walks
• to observe standard-based
• teaching and learning

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Accountable Talk

• Building Leadership Team will utilize the
  Collaborative Problem Solving Process to measure
  progress towards goals
• Building Leadership Team will use data from the
  Effective Schools Survey to improve school
  environment and student learning

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Question Answer Session