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School Improvement Plan

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Title: School Improvement Plan


1
Evendale Elementary School
  • School Improvement Plan

2
The Building Leadership Team
  • Robin A. Wiley, Principal
  • Beth OConnor, Psychologist
  • Debra Morris, Speech Pathologist.
  • Dana Smith, Intervention Specialist
  • Maria Schaefer, Intervention Specialist
  • Pam Hendel, First Grade Teacher
  • Melissa Brenner, First Grade Teacher
  • Bob Lux, Second Grade Teacher
  • Mandy Pence, Third Grade Teacher
  • Jeff Martin, Fourth Grade Teacher
  • Kelly Katzer, Fifth Grade Teacher
  • Robyn Russell, Parent
  • Bob Stark, CO Representative
  • Jemel Weathers, Assistant Principal
  • Lindsey Young, APT Math, Math Coach
  • Pam Fine, Counselor

3
Building Demographics
  • 243 Students
  • 67 White, non Hispanic
  • 25 Black
  • 5 Multi-Racial
  • 18 Students with Disabilities
  • 2 Asian
  • 1 Hispanic
  • 30.8 Economically Disadvantaged

4
Ethnicity
5
Economically Disadvantaged
6
Demographics Continued
  • Attendance Rate 97
  • Mobility Rate na
  • EV attendance area 152
  • Intra-District 81
  • Overflow-WO gr. 5 3
  • Public School Choice- WO 3
  • Superintendents Placement 3
  • IEP Placed in MD program 18 all PCSD elem.

7
Attendance Area
8
Students with Disabilities
9
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10
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12
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13
Value Added 2 year Trend
  • 2006-2007 Above 1 year expected growth
  • 2007-2008 Met 1 year expected growth
  • Excellent with Distinction required 2
    consecutive years Above.

14
3 Year Trend
  • 2005-2006 7/8 Indicators Effective
  • 2006-2007 10/10 Indicators Excellent
  • 2007-2008 10/10 Indicators Excellent

15
Performance Index 3 Year Trend
  • 2005-2006 98.4 AYP Met
  • 2006-2007 102.4 AYP Met
  • 2007-2009 102.1 AYP Met

16
Evendale Reading
17
Math
18
Writing
19
Science and Social Studies
20
Instructional Framework
  • How do we deliver quality instruction to all
    students?
  • How do we support students not achieving?

21
Kindergarten DIBELS Across 3 Years
Letter Naming Fluency
Phoneme Segmentation
Nonsense Word Fluency
Initial Sound Fluency
22
First Grade DIBELS Across 3 Years
Oral Reading Fluency
Phoneme Segmentation
Nonsense Word Fluency
At Risk Some Risk Low Risk
23
2nd Grade DIBELS
24
3rd Grade DIBELS
25
4th Grade DIBELS
26
5th Grade DIBELS
27
Goal 1
  • ALL students K-5 will meet or exceed proficiency
    or grade-level benchmarks as measured by the OAT
    and DIBELS/AIMSWEB. The Value-added report for
    reading will show that each student makes at
    least a full years worth of progress in reading.
    Each identified subgroup will achieve AYP in
    reading.

28
Five Big Ideas in Reading
29
Literacy Action Steps
  • 1.1.1) Continue to implement the district core
    reading program (Treasures) utilizing district
    unit assessments aligned to state standards.

30
Literacy
  • 1.1.2) Provide 90-120 minutes of core language
    arts instruction daily for all students by
  • Scheduling around specials, related services
    speech, OT, PT.
  • Interventions outside the core for Tier 1 and
    Tier 2

Read, Read, Read William Faulkner
31
Literacy Cont.
  • 1.1.3-1.1.4 Provide HPD in reading /writing
    instruction to staff and parents in the 5 big
    ideas of fluency, comprehension, vocabulary,
    phonics and phonemic awareness.
  • Differentiated Instruction
  • Progress monitoring/Fluency Practice
  • Writing Workshop
  • K-5 Vertical alignment in Writing Standards

32
Writing Workshop
33
Literacy Cont.
  • 1.1.5 Continue to provide students with
    accelerated learning opportunities in
    reading/writing through enrichment for students
    meeting/exceeding grade level benchmarks.
  • Coteaching between gifted intervention specialist
    and classroom teachers
  • Differentiated materials/literature

34
Literacy
  • 1.1.6 We will enhance learning through the
    integration of technology.
  • SmartBoards in 1 second grade and all 3-5
    classrooms, requests to provide them to all grade
    level teachers over next few years.
  • Utilize software, Turning Point, Study Island,
    Successmaker in grades K-5.

35
The more that you read, the more things you will
know. The more that you learn,
the places youll go. Dr.
Suess
36
Literacy Cont.
  • 1.2.1/1.2.2 - Continue to Implement 3 Tier of
    literacy support for all students with entire
    staff.
  • Universal Screening
  • Diagnostic Assessments
  • Child Study Meetings
  • Assignment of small groups/personnel to support
    tiers
  • Tier 2 Assessments
  • San Diego Quick Assessment
  • High Frequency Word Assessment
  • Tier 3 Assessments
  • DRA (Developmental Reading Assessment)
  • SRA Corrective Reading Placement Test

37
Child Study Data Collection
38
Tier 2 Reading Interventions
  • Six Minute Solution
  • Leveled Readers, Rewards 4th 5th
  • Saxon Phonics k-1
  • Small Group Instruction/Treasures Approaching
    Level work
  • Additional small group/after school program

39
Progress Monitoring For Strategic Student
40
Tier 3 Reading Interventions
  • Triumphs
  • SRA Early Reading Intervention
  • Saxon k-1
  • SRA Corrective Reading
  • Phonics Boost.

41
Progress Monitoring for Intensive Students
42
Action Steps
  • 1.2.2) Extend the learning opportunities for
    students not meeting OAT benchmarks before or
    after school.
  • Continue with the afterschool program.
  • Utilize Reading Benchmarks, Measuring Up, Study
    Island
  • Small student teacher ratio in program

43
Math
44
Goal 2 - Mathematics
  • All Students in grades K-5 will 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 years academic
    progress.

45
Goal 2 - Mathematics
  • .2.1.1 Identify Tier 1 Math core curriculum and
    begin universal screening for Math K-5.
  • Completed math analysis survey - fall 08
  • Training for teachers in Aimsweb
  • Aimsweb administered fall and winter
  • Progress Monitoring began after winter benchmark.

46
Mathematics
  • 2.1.2 Map out the standards and indicators by
    grade level.
  • Teachers journaling standards and indicators
    throughout 08/09
  • Identifying materials and assessments by grade
    level

47
Action Steps
  • 2.1.3) Students in grades K-2 will receive
    instruction in mathematics aligned to the state
    standards supported by Board adopted
    instructional materials that are researched based
    (Everyday Math).
  • Students in grades 3-5 will receive instruction
    in mathematics aligned to the state standards
    supported by a Board adopted instructional
    framework based on a collection of instructional
    lessons from resources supported by the National
    Mathematics Panel research.

48
K-2nd Grade Instructional Materials
49
3-5th Grade Instructional Materials
50
Math Professional Development
  • District Professional Development Committee
  • Building Professional Development Calendar
  • Grade Level Vertical Team Meetings

51
Technology in Mathematics
  • SmartBoard Technology
  • Turning Point
  • Study Island
  • World Math Day
  • Voyager

52
World Math Day Voyager (Vmath Live)
53
Mathematics Tier 23
  • 2.2.1 Collect Aimsweb data during the 3
    benchmark periods.
  • 2.2.2 Programs will be researched and
    implemented for tiered math support for students
    not meeting grade level benchmarks.
  • Progress Monitoring
  • Small group intervention
  • SRA Corrective Math, Maryilyn Burns Math
    Solutions, NCTM Math Navigations, Voyager Math.

54
Evendale AIMSweb Data 2008-2009
55
Below Average 5th Grade Student
56
Progress Monitor Chart for Below Average Student
57
Mathematics Extended Learning
  • 2.2.3 Extend the learning opportunities for
    students not meeting OAT benchmarks after school
  • Math Solutions
  • Small Group with classroom teachers/intervention
    specialists

58
                                                
                     
David's family has to decide what activity to do
on Saturday afternoon. What is the activity on
David's list that his sister, Dorothy, does not
want to do?
1. 
59
Mathematics Enhanced Learning
  • 2.2.4 Continue to provide enrichment in
    mathematics for students meeting or exceeding
    grade level benchmarks.
  • Gifted intervention specialist teaches upper
    level math classes in grades 3-5
  • Homogeneous math groups
  • Flexible groups in grade 5
  • Class size reduction for math 3-5

60
Behavior Data
61
Behavior Data
  • SWIS
  • 78 office referrals to date
  • 31 from bus
  • 10 students with more than 1 referral
  • OLWEUS
  • Higher of reported incidents than the National
    average according to OLWEUS results
  • 29 of students reported being bullied
  • Only 3 reported ever being the bully

62
Goal 3 Conditions and Expectations
  • Evendale will continue to be engaged in a well
    defined, communicated and deployed student
    focused framework that ensures that all staff
    engage in professional development and practices
    that support collaborative problem solving, data
    based decision making, scientifically based
    researched practices, culturally responsive
    practices and a system of academic and behavioral
    supports for all students as evidenced by an 85
    or higher rating on student, staff and parent
    satisfaction surveys, meeting the attendance
    indicator on the state report card and 85 of
    students meeting behavioral expectations.

63
Action Steps
  • 3.2.1) Provide training to staff on Bullying
    Prevention and Behavior Strategies.
  • Strategies will be used to support decreasing
    reported bullying by 10 as annually measured by
    SWIS and OLWEUS surveys.

64
Action Steps
  • 3.4.2) Put bully prevention strategies in place
    so that student reported bullying incidents
    decrease by 10 annually as measured by SWIS and
    OLWEUS surveys
  • OLWEUS weekly class meetings

65
Action Steps
  • 3.3.1) Provide for data collection, analysis and
    problem-solving for the purpose of improving
    student achievement and behaviors.
  • Walkthroughs will monitor academic and behavioral
    supports through observation of Standards Based
    Education, Response To Intervention, and
    Culturally Responsive Practices.
  • Present Professional Development for RTI across
    literacy, mathematics, and behavioral goals.
  • Assign students to classes utilizing data to
    ensure class balance in demographics and
    academics to best support students and learning
    opportunities.

66
Positive Behavior Supports
  • 3.4.1 Put Tier 1 Positive Behavior Supports in
    place so that 80-90 of the students reach key
    benchmark with only Tier 1 supports as measured
    by SWIS.
  • Behaviors Explicitly Taught
  • Teaching Stations First week of school
  • VideosBus, Cafeteria, Playground,
    Hallways/Walkways, Restroom
  • Vikes-R-US

67
PBS Video Cafeteria clip
68
Schoolwide Spreadsheet Vikes Bucks
69
Action Steps
  • 3.4.5) Utilize Tier II and Tier III behavior
    supports.
  • Provide Behavior Education Plans (BEP) for all
    students with excessive behavior incidents
    (according to SWIS) through the IAT process
  • Check-In/Check-Out System
  • Mentors
  • Group and Individual Counseling

70
Action Steps
  • 3.5.1) Preschool children will be screened for
    language and development according to State and
    District guidelines.
  • Preschool students
  • Will be screened for language and development
  • Will utilize the Ages and Stages Questionnaire
  • Will utilize Get It, Got It, Go

71
Celebrations
  • 3.8.1) Celebrate student and staff
    accomplishments annually.
  • Hold awards assembly annually for grades 3-5 to
    celebrate academic accomplishments.
  • Birthday Cards mailed to students
  • Refine building wide incentive plan
  • Celebrate as a staff with
  • Wednesday breakfasts
  • Quarterly Lunch Bunch
  • Holiday Party
  • Back to School Picnic
  • Volunteer Lunch
  • Staff Birthdays

72
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73
Washington D. C.
  • Tradition for graduating class trip 21 years
  • Tied to 5th Grade Social Studies, Research and
    Language Arts standards.

74
U. S. Government at the Capitol
75
Arlington Cemetery Evendale Hero
76
Tomb of The Unknown Soldier
77
Student Tour Guides at Presidential Homes
78
Iwo Jima, Vietnam Memorial War Memorials
79
D.C. Tour
80
Conditions and Expectations
  • 3.8.2) Conduct an Effective Schools Survey
  • Review survey results in May
  • Incorporate actions steps into SIP to address
    areas for improvement

Effective Schools Survey Results
May 2008 Evendale
81
The End
82
Summary
  • All of the data charts used can be seen by
    downloading the MeasureUp program here
    http//www.ohioschoolleaders.org/
  • Further information on the entire School
    Improvement Process can be obtained here
    http//www.princeton.k12.oh.us/pcsd/cia/si.html
  • Contact Information Robin A. Wiley, Principal,
    Evendale Elementary, 3940 Glendale-Milford Road,
    Cincinnati, Ohio 45241
  • rwiley_at_princeton.k12.oh.us
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