chinook elementary sip plan 2015-2018 · december 14th 2015 september 2013-june 2016 auburn school...

Chinook Elementary SIP Plan 2015-2018

Continuing to Create Success

Who we are as of 2014-15

Enrollment 408

Free and Reduced 71.3 %

Special Ed Population 24 %

English Language Learners 23.5 %

Reading Data2015-2016

Reading Data

45%

47%

45%

47%

59%

Over the course of three years, the following will occur:★ Kindergarten will increase the number of students meeting benchmark according to the NWF

DIBELs by 10%.★ First Grade will increase the number of students meeting benchmark according to the ORF DIBELs

by 21%.★ Second Grade will increase the number of students meeting benchmark according to the ORF

DIBELs by 21%★ Third-fifth Grade will increase the number of students meeting benchmark according to the SBA

by 30%.

Smart Goal 1: Reading

Implementing three tiers of instruction with research-based instructional practices that positively affect student learning in all intermediate grades.

● Lessons will be clear and focused on targets/standards with repetition and perky pacing● Phonics pieces will be created for all core reading texts and weekly passages● Core reading will have a balance of phonics, fluency, vocabulary, comprehension, and writing to

meet the needs of the students● We will use common gestures, language, and graphic organizers for all reading targets.● The number of minutes our students spend in reading instruction will increase to meet the

demands● Interventions will correlate with the skills students are completing in core.

Smart Goal 1: Reading Action Plan Step 1

Smart Goal 1: Reading Action Plan Step 2Implementing three tiers of instruction with research-based instructional practices that positively affect student learning in all primary classrooms.● Students will receive 45 minutes of reading at their instructional level and 45

minutes at grade level.● All students reading below grade level will receive 30 minutes of intensive

intervention with a grade level teacher.● All primary teachers will use templates to increase their engagement and pacing.● Second grade teachers will use the common gestures, language, and graphic

organizers as 3-5th grade.

Smart Goal 1: Reading Action Plan Step 3

★ During instruction, teachers will continually monitor and adjust their pacing in direct correlation to student output.

★ 80% of students will be engaged in learning during all instruction.★ Pacing will be lively and brisk in all reading groups.

Math Data

63%

39%

57%

Smart Goal 2: Math★ Third Grade will increase the number of students meeting benchmark according to

the SBA by 21%.

★ Fourth Grade will increase the number of students meeting benchmark according to the SBA by 21%.

★ Fifth Grade will increase the number of students meeting benchmark according to the SBA by 30%.

Smart Goal 2: Math Action Plan Step 1During instruction, teachers will continually monitor and adjust their pacing in direct correlation to student output.

*80% of students will be engaged in learning during all instruction.

*Pacing will be lively and brisk in all math groups.

Smart Goal 2: Math Action Plan Step 2Create and implement a K-2 building-wide math assessment.

*Chinook will pilot the EasyCBM

*K-2nd will have building-wide benchmark assessments.

*K-2nd will have a progress monitoring system for math.

*K-2nd will have a data sheet

Smart Goal 2: Math Action Plan Step 3

Refine and deliver a direct-instruction, balanced math program including: tight alignment to the standards, daily fact strategies and practice, consistent daily review and re-teaching, and differentiated instruction.

*All students will receive 60 minutes of core math. This group will be heterogenous.*Each student will have 45 minutes of problem solving that follows 2 weeks behind core instruction. This group is homogenous so the instruction will be tailored to the group’s needs.*Each classroom 3-5 will use the district morning math work as review.Common language, gestures, and teaching strategies will be used across grade levels.

Supportive Learning Environment Data

Smart Goal 3: Supportive Learning Environment

Over the course of the next three years, Chinook staff will increase their belief that school staff has effective

collaboration and communication from 69% to 85%.

Smart Goal 3: SLE Action Step 1

Chinook staff members will have the opportunity to watch model teaching. This model teaching will be running an average of once a week and will allow teachers to implement changes to their own teaching and increase our feeling and collaboration.


Chinook staff members will regularly review the SIP plan. Twice yearly, the staff will meet to review the SIP plan and our progress. (Generally, August and May except this year which will be November and May.)


Twice a year, Chinook staff will attend a staff meeting where they can share building-level concerns in a solution-focused manner. (Our first meeting will be scheduled for February.)

This is Our Motivation

Chinook School Improvement Plan

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Planning Year 2014-Present

Implementation September 2015-June 2018

Chinook Elementary

School Improvement Plan

School Improvement Plan Adopted by the Auburn School Board of Directors on

December 14th 2015

September 2013-June 2016

Auburn School District Strategic Plan

Aspiration:

The Auburn School District aspires to be a world-class education system preparing all students to

be globally competitive for career, for college, and for life in the twenty-first century.


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District Goal 1: Student Achievement

All staff in the Auburn School District provide support, leadership, and guidance to ensure each

student meets or exceeds state and district standards, graduates on time, and is prepared for

career and college.

District Goal 2: Community Engagements

All staff in the Auburn School District are accountable for engaging its diverse community as

partners to support and sustain a world-class education system.

District Goal 3: Policies and Resource Management

Auburn School District policies and resources are aligned to the strategic plan.

School:Chinook Elementary

Date of SIP Team District Goal Review: Nov 23, 2015

SIP Team Members:

Jennifer Davidson

Lindsey Johnson

Sarah Spring

Tina Purdie

Jesse Rodriguez

School Improvement Team Signatures 2015-2018

Date Submitted: 11-30-2015 Date of School Board Approval:

Name Title/Position Signature


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Executive Summary

Auburn School District Mission

In a safe environment, all students will achieve high standards of learning in order to become

ethically responsible decision makers and lifelong learners.

Auburn School District Vision

The vision of Auburn School District is to develop in students the skills and attitudes that will

maximize their potential for lifelong learning and ethically responsible decision making.

School Mission

Chinook students, families and staff ensure all students will learn and grow in a safe and positive

environment.

School Vision

Chinook Elementary School sets a national standard as a culturally pluralistic environment that

inspires high motivation and academic success. Community, staff and students and parents work

in partnership to achieve respect, kindness, creativity and hope.

Background Information

WAC 180-16-220

Requirements for School Improvement Plan

Each school shall be approved annually by the school board of directors under an approval process

determined by the district board of directors and “At a minimum the annual approval shall require

each school to have a school improvement plan that is data driven, promotes a positive impact on

student learning, and includes a continuous improvement process that shall mean the ongoing

process used by a school to monitor, adjust, and update its school improvement plan.” School

Improvement plans must include a brief summary of use of data to establish improvement;


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acknowledging the use of data which may include DIBELS, MAP, WELPA, Credit Attainment,

Enrollment in Honors/AP Courses, CEE Perceptual Data, SAT/ACT, Discipline, and MSP or

HSPE.

Highly Qualified Staff Chinook staff members are highly qualified and are continually learning and growing

professionally in order to serve the needs of our diverse student population.

Classroom Teachers 27

Average Years of Teacher Experience 9.3

Teachers with at least a Master's Degree 55.6%

Total number of teachers who teach core academic classes 24

% of teachers teaching with an emergency certificate 0.0%

% of teachers teaching with a conditional certificate 0.0%

Total number of core academic classes 24

ESEA Highly Qualified Teacher Information

% of classes taught by teachers meeting ESEA highly qualified (HQ) definition 100%

% of classes taught by teachers who do not meet ESEA HQ definition 0.0%

% of classes in high poverty schools taught by teachers who meet ESEA HQ definition N/A

Attendance/ Demographic Analysis

The following is a snapshot of our students. Highlights are areas of enrollment, absence rates, free

and reduced lunch, ethnicity, gender, and special education breakdown over the last three years.

Enrollment:

May 2015 Student Count 408

October 2014 Student Count 389


October 2013 Student Count 372


Unexcused Absent:

Unexcused Absence Rate (2014-15) 316 0.6%



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Free and Reduced:

Free or Reduced-Price Meals (May 2015) 291 71.3%



Ethnicity:

2012-2013 2013-2014 2014-2015

American Indian/Alaskan Native 16.6% 18.3% 15.7%

Asian 2.0% 2.2% 2.3%

Native Hawaiian /Pacific Islander 2.3% 2.2% 4.7%

Black 4.9% 5.4% 4.4%

Hispanic 37.2% 38.7% 42.2%

White 24.6% 22.8% 22.6%

Two or More Races 10.5% 10.3%

Gender:

2012-2013 2013-2014 2014-2015

Male 51.3% 53.2% 54.8%

Female 48.7% 46.8% 45.2%

Special Education:

Special Education (May 2015) 98 24.0%

Special Education (May 2014) 68 17%

Special Education (May 2013) 90 19.9%

Stakeholder Input The Chinook building leadership team met regularly during the development of our plan. We

began the process in November of 2014. Our team met 6 times from November 2014 until

present to review, build and adjust our plan. The team was created from leaders at Chinook. All

the included data has been presented and discussed by Chinook staff. The data sharing was a


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reflective practice around student scores in reading, math and the EES data from Chinook’s own

staff.

Discipline and Attendance Analysis

As one looks at the discipline data in the chart below, it is obvious that Chinook is on an

effective path. The introduction of Tier 1 school-wide PBIS in September of 2011 and later Tier

2 in September of 2012 has made a positive impact on the behavior of Chinook students. The

students are directly taught the school-wide expectations through Recess Rodeo and This Is How

We Do It as well as through classroom discussion. Direct teaching, paired with positive

reinforcement, really helps most of our students on the path to success. Those students who

continue to struggle are identified and given extra interventions through Tier 2 PBIS. At the

heart of the issue is the fact that students must feel safe in order to be ready to learn.

Assessment Decisions

Data drives Chinook’s academic decisions. Aided by the development and implementation of

standards based teaching and learning, teachers use data from common formative and summative

assessments to meet the needs of every learner. Instructional staff use normed and standardized


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data to determine the needs and placement of each student within the appropriate groups. The

data is examined at team meetings, including PLCs, to provide enrichment, intervention, and

growth opportunities for each student. Instructional decisions are based on data. Student

progress is recorded on a building data sheet maintained by the LAP/Title/ELL programs. The

data used for student placement and instructional decisions are:

● Kindergarten: DIBELS, Early Reading Intervention (ERI), Read Well 1

● First Grade: DIBELS, Read Well (1, Plus, and 2)

● Second Grade: DIBELS, Read Well (1, Plus, and 2)

● Third, Fourth Fifth: DIBELS, Read Well, SBA, MAPS, and Common Formative and

Summative Assessments such as the District Weekly Passages and Performance Tasks

When a student’s academic need changes, instructional staff use our Group Movement Protocol

to decide the best move for the student. This protocol includes having three data points from any

of the above data sources that show a need for instructional change. The data is presented to the

team and the team makes a collaborative decision about what changes should be put in place.

Data Analysis- DIBELS

DIBELS is a significant assessment tool utilized at Chinook Elementary. Our reflection is based

on the grade level data over the course of the year because this will help us make decisions about

instruction at each grade level. We also analyze cohorts to determine whether what we are doing

in each grade level is helping kids be successful in future grades. One critical piece of data is

whether the reading foundational skills taught in kindergarten and the beginning of first grade are

helping our kids become strong readers by the middle of first grade and continuing through

second grade. Another critical piece of data that we analyze is whether our 2nd graders are

confident readers before they move to the 3rd grade where the rigor increases. The analysis of

our DIBELS data proves our students are making statistically significant progress. This measure

will continue to be a significant assessment, especially in our primary grades.

Kindergarten Reading Dibels

2012-2013 PSF NWF

Benchmark 92% 91%

Strategic 6% 6%

Intensive 2% 3%


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2013-2014 PSF NWF

Benchmark 97% 94%

Strategic 0% 6%

Intensive 3% 0%


2014-2015 PSF NWF

Benchmark 90% 87%

Strategic 5% 8%

Intensive 5% 5%

1st Grade Reading Dibels

2012-2013 NWF ORF

Benchmark 92% 85%

Strategic 8% 8%

Intensive 0% 7%


2013-2014 NWF ORF

Benchmark 86% 61%

Strategic 8% 20%

Intensive 6% 19%


2014-2015 NWF ORF

Benchmark 77% 52%


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Strategic 5% 19%

Intensive 17% 29%

2nd Grade Reading Dibels

2012-2013 ORF

Benchmark 69%

Strategic 21%

Intensive 10%


2013-2014 ORF

Benchmark 61%

Strategic 22%

Intensive 17%


2014-2015 ORF

Benchmark 45%

Strategic 21%

Intensive 34%

Data Analysis- MSP/SBA


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Data Analysis- WELPA

Our number of ELL has greatly increased over the course of three years. With the increase in the

number of ELL students who are part of our building, we have maintained similar percentages in

each of the levels of proficiencies. In 2013-14, we had 10 ELL kids transition to a level 4. We

notice that this happens for kids who have high reading levels at their grade level and are on the

upper band of the assessment. The majority of our ELL students are at a level 3 proficiency. In

2013-14, 57% of our students were at a level 3. These level 3 students tend to be at grade level

in reading or just a little below. In 2013-14, Chinook had 27% of kids remain at, or transition to,

a level 2. These students are part of our ELL program and are also part of our Tier 3 in LAP and

Title reading. 4 students remained at a level 1.

Strength: 67% of students either transitioned to a level 4 or are at an advanced proficiency in

their English skills.

Challenge: Most of our students who start at level 3, remain at a level 3.

Challenge: The students’ proficiency level is connected highly to their oral reading scores.

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Data Analysis- CEE Perceptual Survey

When reviewing the CEE Perceptual data, it was clear that Chinook has many strengths. For

instance, 97% of staff believe that they welcome new ideas and change. Additionally, 100% of

staff said they would be willing to work at changing Chinook for the better. Knowing that

Chinook staff embraces change and improvement, it was not surprising that we were intrigued by

the areas that needed the most improvement. As a staff, we are always looking to improve and

refine our practices. When we examined the 9 Characteristics of High-Performing Schools, one

area that appeared to be ripe for improvement was Collaboration and Communication. With

69% of the staff believing Chinook often or almost always has effective communication and

collaboration, that leaves 31% believing that our communication and collaboration is sometimes,

seldom or almost never effective. This area was worth delving into more carefully. Examination

revealed that three subsets of the area would be worth focusing on: willingness to address

conflict, monitoring the implementation of our SIP and sharing new ideas and strategies with one

another. Seeing the opportunity for improvement, we have created one of our Action Plan goals

to be increasing the effectiveness of our Collaboration and Communication.

Strength: 100% of staff are willing to work at changing Chinook for the better.

Challenge: 69% of staff believe Chinook staff has effective communication and collaboration.

MSP/HSPE/SBA Reading


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The staff at Chinook is committed to high achievement in reading for all students. This has been

reflected the last three years in our DIBELS (K-2) and MSP (3-5) data. In the last three years,

grades 3-5 have continued to show improvement on the MSP assessment. Third grade increased

the number of kids meeting benchmark in reading from 61% to 80% in 2011-2014. This was a

19% gain. In 2014-2015, we began the SBA assessment and our third grade scores dropped to

45% meeting benchmark. Fourth grade maintained 85% at benchmark from 2011 to 2014. In

2014-2015, 47% met benchmark on the SBA. Fifth grade increased the number of kids meeting

benchmark from 71% in 2011 to 79% in 2014. In 2014-2015, 59% of students met benchmark

in reading on the SBA. As a school, we now are reflecting on what changes we need to make in

instruction while also maintaining the pieces that made our students successful in reading for the

past three years.

Strength: Up until 2014-2015 grades 3-5 made consistent gains in the number of kids meeting

benchmark.

Challenge: Grades 3-5 all dropped significantly when SBA testing began in 2014-15.

MSP/EOC/SBA Math

The staff at Chinook is committed to high achievement in math for all students. From the 2012 to

2014 school years, Chinook staff has designed and delivered a direct-instruction, balanced

program including: tight alignments to the standards, daily fact strategies and practice, 45

minutes focused on problem solving, consistent daily review, re-teaching, and differentiated

instruction. Due to the increased focus on review, problem solving, and focused alignment to

standards, each grade level 3-5 saw an increase in the number of kids meeting benchmark on the

math MSP. 3rd grade saw a dramatic increase from 58% meeting benchmark to 82% meeting

benchmark, which is a gain of 24% over the course of two years. In 2014-2015, we began giving

the SBA and only 63% of our kids met benchmark in math. Fourth grade increased the

percentage of kids meeting benchmark in math from 58% to 63% from 2012-2014. In 2014-15,

57% percent of the fourth graders met benchmark in math. This grade level had the smallest

decrease in kids meeting benchmark in math when we started giving the SBA assessment.

Between 2012 and 2014, 5th grade increased from 76% to 79%, which was a plateau in data for

5th grade level. However, the next year, 2014-15, 5th grade dropped dramatically to only 39%

meeting benchmark on the SBA in math.

Strength: Third grade made gains of 24% in the course of two years from 2012-2014.

Strength: Fourth grade dropped only 6% when the SBA was given in 2014-15.

Challenge: Grades 3-5 all decreased the percentage of students meeting benchmark from 2013-

14 to 2014-15 due to the change of the test.

Challenge: Only 39% of 5th graders in 2014-15 met standard on the math SBA.


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Science MSP/EOC Science

Chinook had significant gains in science from 2011 to 2012. This increase was linked to the

strength of reading of the students. In 2011, 42% of the 5th graders met benchmark on the

science MSP. In 2012, 61% of 5th graders met benchmark. That was an increase of 19% over

the course of a year. In 2014-15, only 27% of 5th graders met benchmark on the science MSP,

which also connects to the low percentages in reading that same year. When the strands were

scrutinized, the areas that showed the most need for improvement were inquiry and application.

Challenges:

Prioritized Challenges

Reading

At Chinook, our first priority is reading. We have a goal to have all of our kids reading at grade

level by the end of the year. For the past six years, we have seen significant gains in reading. In

2014-15, we gave our first SBA assessment. The number of kids that were able to meet

benchmark in reading dropped significantly in grades 3-5. We knew the rigor and depth of

knowledge would be difficult for our kids. We now have the challenge to keep the research-

based, explicit instruction that we know works in place while making instructional decisions that

will help our students be successful in this new level of learning.

Math

During the 2012-13 school year, Chinook staff designed and delivered a direct-instruction,

balanced program including: tight alignments to the standards, daily fact strategies and practice,

consistent daily review and re-teaching, as well as differentiated instruction. From 2012-2014,

the number of student meeting benchmark on MSP math increased. Third grade saw the greatest

increase from 58% meeting benchmark to 82%. Both 4th and 5th grades also had increases.

However, a new challenge came to Chinook in 2014-15 when the SBA assessment began. In all

grades, we had a decrease in the number of students meeting benchmark, with our biggest drop

in 5th grade going from 79% meeting benchmark in 2013-14 to only 39% meeting standard in

2014-15. Our new challenge that we face is to make a new instructional plan that contains all of

the above pieces we put in place in 2012, but provides more rigor to create deeper thinkers when

problem solving.

School Environment


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The Chinook staff participated in a CEE survey. From that survey, we have noticed that

communication and collaboration are one of our lowest areas. Currently, only 69% of staff

members believe we have effective collaboration and communication. Our challenge is create a

plan where all staff members in our building feel part of decision making, information is clear

for all, and all staff understand instructional systems in the building.

Timeline for Planning Process

School Leadership Team Meetings:

Current: Chinook’s Core Team meets weekly on Tuesdays.

District Meetings:

Chinook will send a representative to district meetings including, but not limited to: ATLA,

Grade Level PLCs, BOTS, Title 1/LAP, ELL, and Item Writing.

Staff Professional Development:

Current:

August 31st Chinook Retreat

September 2nd ELA training and ReadWell training

September 3rd Chinook Retreat continued

September 23rd MAP training

October 7th, PBIS

October 15th, Second Step

October 21st, Chromebooks

December 10th, SIP/ELA gestures

January 13th, Safety

February 10th, PBIS

March 16th, SBA

March 29th, SBA

April 27th, SIP review

May 26th, Data Look for 2016 reading groups


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Planning Implementation Calendar

SIP TIMELINE

2014-15

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chinook elementary sip plan 2015-2018 · december 14th 2015 september 2013-june 2016 auburn school...

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