School Improvement Plan

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Evendale Elementary School

• School Improvement Plan

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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

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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

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Ethnicity
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Economically Disadvantaged
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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.

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Attendance Area
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Students with Disabilities
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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.

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3 Year Trend

• 2005-2006 7/8 Indicators Effective
• 2006-2007 10/10 Indicators Excellent
• 2007-2008 10/10 Indicators Excellent

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Performance Index 3 Year Trend

• 2005-2006 98.4 AYP Met
• 2006-2007 102.4 AYP Met
• 2007-2009 102.1 AYP Met

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Evendale Reading
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Math
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Writing
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Science and Social Studies
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Instructional Framework

• How do we deliver quality instruction to all
  students?
• How do we support students not achieving?

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Kindergarten DIBELS Across 3 Years
Letter Naming Fluency
Phoneme Segmentation
Nonsense Word Fluency
Initial Sound Fluency
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First Grade DIBELS Across 3 Years
Oral Reading Fluency
Phoneme Segmentation
Nonsense Word Fluency
At Risk Some Risk Low Risk
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2nd Grade DIBELS
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3rd Grade DIBELS
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4th Grade DIBELS
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5th Grade DIBELS
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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.

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Five Big Ideas in Reading
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Literacy Action Steps

• 1.1.1) Continue to implement the district core
  reading program (Treasures) utilizing district
  unit assessments aligned to state standards.

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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
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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

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Writing Workshop
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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

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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.

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The more that you read, the more things you will
know. The more that you learn,
the places youll go. Dr.
Suess
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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

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Child Study Data Collection
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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

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Progress Monitoring For Strategic Student
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Tier 3 Reading Interventions

• Triumphs
• SRA Early Reading Intervention
• Saxon k-1
• SRA Corrective Reading
• Phonics Boost.

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Progress Monitoring for Intensive Students
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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

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Math
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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.

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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.

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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

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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.

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K-2nd Grade Instructional Materials
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3-5th Grade Instructional Materials
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Math Professional Development

• District Professional Development Committee
• Building Professional Development Calendar
• Grade Level Vertical Team Meetings

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Technology in Mathematics

• SmartBoard Technology
• Turning Point
• Study Island
• World Math Day
• Voyager

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World Math Day Voyager (Vmath Live)
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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.

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Evendale AIMSweb Data 2008-2009
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Below Average 5th Grade Student
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Progress Monitor Chart for Below Average Student
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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

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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. 
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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

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Behavior Data
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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

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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.

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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.

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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

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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.

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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

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PBS Video Cafeteria clip
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Schoolwide Spreadsheet Vikes Bucks
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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

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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

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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

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Washington D. C.

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

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U. S. Government at the Capitol
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Arlington Cemetery Evendale Hero
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Tomb of The Unknown Soldier
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Student Tour Guides at Presidential Homes
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Iwo Jima, Vietnam Memorial War Memorials
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D.C. Tour
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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
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The End
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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