hiawatha elementary 2014-15 school improvement plan · 5. strategies with precision 6. intelligent...
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Hiawatha Elementary
2014-15 School Improvement Plan
Building Leadership Team
Eric Christenson & Sharon Boring, BLT Co- Chairs
Pat Kadlec
Kimberly Miers
McKinzie Knapp
Julie Bradley
Tricia Schutterle
Carol Borschel and Brandon Kirchhoff
Eric Christenson, Principal
Sharon Boring, Instructional Design Coach
Alisha Erickson, Counselor
Professional Development Facilitator for School Improvement:
Kathleen Ziegler
Date: 6/18/2014
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Functions of the Building Leadership Team:
Help principal set and communicate direction of the building.
Take actions and build PD based upon data connected to need.
Monitor SIP implementation.
Ensure maximum learning.
Take the lead on SINA and Title requirements.
Support district building and goals.
Serve as a conduit to the grade level teams.
Help identify and monitor six week improvement cycles.
Review and approve TQ and Enrichment applications.
Serves as one voice supporting the work.
Our BLT Structures & Processes:
Leadership (describe how you select the chair and their duties)
Chair will be selected through nominations & a vote by the BLT. The Chair will work with the
principal & IDS to plan & set BLT agenda, facilitate the BLT meetings, and delegate roles and
responsibilities as needed.
Meeting Frequency/Times (do you have a regularly established meeting time? If so, what
day/time are they? Where are the meetings held?)
Meet 2x per month-every 2 weeks. 8:00 at designated classroom
Communication (describe the communication responsibilities of the BLT and its members –
include the methods you use, frequency, etc.)
Co-chairs for Hiawatha BLT will be Eric Christenson & Sharon Boring. BLT recorder until
December 2014 will be Alisha Erickson (new recorder will be drafted at that time). The
recorder will document the meeting, send an email to staff, and file the document on the L Dr.
for Hiawatha at the conclusion of each BLT meeting.
Input (describe how you methodically gather input – how, what, when, who and why)
BLT members act as grade level/support teacher representatives that share the information
from the minutes with their assigned grade level teams face to face or email .
Data (describe how you methodically gather and use data – how, what, when, who, and why)
Data for BLT discussion will be brought to the team via the grade level representative for each
team.
Building Leadership Team Functions, Structures, & Processes
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Decision-Making Protocol (describe how the BLT makes decisions and holds itself accountable
for enacting the decisions made)
The BLT will make decisions after consulting with their grade level teams. BLT members will
gather needed data/decisions from their teams and report team decisions within a week.
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Tell your story using data. Make pdf’s of your graphs and paste them in the spaces provided
below. Share the data used to make decisions and which you use to mark your progress. Data
should include data related to things like: reading, math, SEB, D’s/F’s, attendance, hope &
resiliency data, parent/student/staff surveys, self-assessments, etc.
Remember:
THE three rules of analyzing data: graph it, graph it, graph it.
2 points do not make a trend.
The minimum requirements of the graphs included in this SIP are:
all graphs are accurately titled
the X and Y axes are clearly labeled
all graphs start at zero
all lines/bars are labeled
all graphs must show longitudinal data unless you describe why you don’t have trend
data
each graph contains a short descriptive, factual statement helping the reader clearly
make sense of the graph. (e.g. “3rd grade reading scores have grown by at least 3% each
of the last 4 years.” Or “87% of all Sample students made at least one year’s growth in
math in each of the last 3 years.”)
Include your data and write you descriptive statements in the areas below. You do not need to
use all of the boxes made available.
Telling Our Story with Data
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This graph represents the percentage of students that made Expected Yearly Growth on the
end of year Fountas & Pinnell assessment over the last two years. The kindergarten percentage
is based on students at level C at the end of the year. All grade levels maintained or showed
improvement.
84 83
60
71 7169
8582
6871
73
87
0
10
20
30
40
50
60
70
80
90
100
K Gr 1 Gr 2 Gr 3 Gr 4 Gr 5
Percentage of Students Making Expected Growth
2012-13 2013-14
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This graph represents the percentage of Hiawatha students proficient at or above 70% on the
District math assessment. All but one grade level showed an increase from Spring 2013 to
Spring 2014.
81
21
42
34
18
83
51
59
26
43
0
10
20
30
40
50
60
70
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90
Gr 1 Gr 2 Gr 3 Gr 4 Gr 5
Percent of students at or above 70% Proficient District IA Core Math Assessment Spring 2014
2012-13 2013-14
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Over the past 3 years, Hiawatha, as a building, has maintained 70% or above proficiency in
reading on the Iowa Core Assessments.
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Hiawatha has shown consistent expected yearly growth over the past 3 years in reading on the
Iowa Core Assessment.
In Math, Hiawatha students have maintained a proficiency level above 80% as a building in the last 3
years.
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This graph represents expected growth in math over 3 years. Hiawatha students have shown
steady growth.
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This graph shows average daily attendance at Hiawatha since 2010-11. Hiawatha has been
above 94% for 4 consecutive years in the percent of average daily attendance.
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This graph represents the percent of office referrals for each grade level in the 2013-14 school
year. It should be noted that the high percentage in first grade was due mostly to one
particular student struggling with classroom behaviors.
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This graph represents the diversity in ethnicity of Hiawatha students. Hiawatha has a 31%
minority population. Our ELL population includes students from 11 different countries,
speaking 11 different languages. Our ELL population includes 88 students.
Enter the descriptive statement for the above graph here.
Enter the descriptive statement for the above graph here.
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Enter the descriptive statement for the above graph here.
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Enter the descriptive statement for the above graph here.
Enter the descriptive statement for the above graph here.
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District Vision & Mission:
Excellence for All;
To develop 21st century learners and productive, responsible citizens.
Our Vision for Student Learning at Hiawatha Elementary:
When a Hiawatha student matriculates to the next learning task or grade level they are
prepared to take on upcoming academic and social challenges. Students will self-reflect based
on academic/social expectations and feedback provided by the Hiawatha learning community
Students own their learning and behavior and believe in their ability to succeed.
We will know a Hiawatha student is ready for the next level when we (teachers, staff, parents,
and community) see:
Self-Efficacy/Resiliency: Students will believe in their ability to succeed through self-reflection,
goal setting, and adult feedback.
Academics: Each student progressing through the following steps: Knowledge of learning
target, determining success criteria, content area assessment data, and self-
assessment/reflection.
Social/Emotional/Behavioral: Students will make positive choices by utilizing self-reflection &
incorporating the Hiawatha PBIS school-wide expectations of being Ready, Kind, and
Responsible.
21st Century/Employability Skills: All students will communicate, collaborate, and utilize
technology in demonstrating their learning to connect to 21st Century and life skills.
Making Our Vision and Commitments Visible
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In order for us to realize this vision for Hiawatha Elementary as a staff we must know, do and
behave in very specific and purposeful ways. Our vision for the adults at Hiawatha looks like
this:
**For the section below, please refer to the 2014-15 SIP Guidebook
Each member of the Hiawatha staff will develop and maintain positive, collaborative
interactions with colleagues, students, parents, and community members.
Each adult at ELEMENTARY:
Will be kid-focused, collaborative, and accountable in their lesson planning and data
collection.
Will be punctual across all settings.
Is mindful & respectful in our interactions with students and adults each day.
Collaborates and shares ideas & strategies across grade levels.
Will adhere to implementing and sustaining PBIS expectations
Supports a positive school culture through school-wide communication &
accountability.
Respectfully holds each other accountable. (We will “Cassie” each other).
. . . but we aren’t there yet. As we think about where we are and where we want to be in
terms of our learning culture and adult behaviors to achieve that culture, our action next year
related to building culture is:
ACTION: Hiawatha staff will focus on Teaching for Learner Differences each day. We will
continue our observation/co-planning 6 week cycles to include focuses in the areas of targeted
instruction, student engagement, and student feedback.
Expected Adult Outcome(s) & Measures: --Consistently planning for instruction across all
curricular areas. – Professional Development (comprehension strategies, student feedback,
explicit instruction, engagement strategies). –Analysis of Student Work and PLC action
outcomes. –Implementation of engagement strategies
Expected Student Outcome(s) & Measures: --90-100% engagement in classroom activities. –
increased student achievement in all areas.
Measures: Formative Assessments, Observation/Co-planning data, PLC minutes
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In All Systems Go Fullan (2010) argues that every part of the whole system contributes
individually and in concert to forward movement and success and offers seven interrelated “big
ideas” for whole system transformation:
1. All children can learn
2. Focus on a small number of key priorities
3. Resolute leadership/stay on message
4. Collective capacity
5. Strategies with precision
6. Intelligent accountability
7. All means all
“Teachers matter more to student achievement than any other aspect of schooling”
The 2014-15 SIP focuses on the areas and alignment of:
PLC questions 2-3-4. What evidence do we have of the learning and what is our
response?
Quality of Instruction via the Characteristics of Effective Instruction
Reducing the Achievement Gap
Cause and effect data:
Cause data: Information based on the actions of the adults in the system – the inputs.
Effect data: Student achievement from various measurements – the results.
IF…… Then……
Measurement of the action will include data points for adult action as well as student data.
The Characteristics of Effective Instruction are a powerful vehicle for helping you realize your
vision, and your current data and opportunities.
*For the next segment, please complete the “Individual Reflection on CEI” in the SIP Guide
PRIOR to completing this section.
Our Building Characteristic of Effective Instruction element this year is:
Teaching for Learner Differences
Describe how focusing and improving upon this characteristic is the best path right now for
your faculty and students? (Consider the results of your “Individual Reflection on CEI and
Building Consensogram” activity)
The Hiawatha consensogram activity results indicated staff are functioning at the
implementation level in most areas of CEI. The BLT met to consider which attributes most
consistently followed our building-wide progression of how we measure student learning.
Moving Forward
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During the 13-14 school year, PLC teams designed formative assessments to measure student
learning for each of the 6 Macmillan Treasures reading units. Rubrics were constructed. As the
year progressed, teachers fine-tuned assessments to be more rigorous. A focus on ‘Teaching
for Learner Differences’ for 14-15 will take staff further on the continuum as we refine our
instruction to better differentiate student needs and also to provide practice and valuable
student feedback.
What will successful implementation look like? Use descriptive statements to create a clear
mental picture – what are the adults in the building doing? How are they interacting with one
another and the students? How will it get you closer to your vision?
Each grade level PLC team will record in their PLC meeting minutes their process & timeline for
delivery of student feedback following each Macmillan unit assessment and each Envisions
math topic assessment. Based on ASW, teachers will select specific feedback points and
identify standards requiring additional student practice. Principal & IDS will observe feedback
lessons & differentiated practice lessons where appropriate for each grade level.
What is the focus and actions you are going to commit to this year to make this happen?
FOCUS #1: Teaching for Learner Differences
Expected Adult Outcome(s) & Measures: Attribute #2: 1. Teachers at Hiawatha will take the
configuration map of Attribute 2 three times during the year: during pre-service, mid-year, and
end of year. The number of teachers scoring a Level 3 or higher will increase from Fall to
Spring. 2. Principal & IDS will conduct classroom observations & follow-up meetings during the
6 week cycle. 3. Staff will analyze data using ASW to evaluate and make plans to reteach for
both math and ELA.
Expected Student Outcome(s) & Measures: ELA: During the 2014-15 school year Hiawatha
students, grades 3-5, will increase their Iowa Core Reading Total by a percentage of 3% per
grade level. Math: During the 2014-15 school year, Hiawatha students will increase grade level
proficiency on the District IA Core Math Assessment by 3% at each grade level from Spring 2014
to Spring 2015. Describe your plan of action to achieve this: ELA & MATH: * FAST Assessment will be
administered to all Hiawatha students in September 2014. * Macmillan Treasures unit
assessments will be administered at 6 week intervals. * All staff participate in staff
development on modeling of comprehension strategies, implementing math practice
standards, and designing student practice for ELA & math standards. * PLC teams will
collaborate to offer differentiated small group instruction appropriate to student needs as
identified by ASW on formative assessments. * PLC teams will identify & target non-proficient
students and create targeted lessons based on student needs.
Building Assets We Will Utilize: Principal, Instructional Design Strategist, teacher leaders, BLT,
PLCs, Title I, Paraprofessionals, District Assessments, GWAEA staff and resources, technology,
volunteers, planning time.
Assistance Requested from District PD Office: Curriculum facilitators, assistance from Becky
Thorson developing building PD on Math Practice Standards.
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FOCUS #2: Teaching for Learner Differences
Expected Adult Outcome(s) & Measures: Attribute #5: 1. Teachers at Hiawatha will take the
configuration map of Attribute 5 three times during the year: during pre-service, mid-year, and
end of year. The number of teachers scoring a Level 3 or higher will increase from Fall to
Spring. 2. Principal & IDS will conduct classroom observations & follow-up meetings during the
6 week cycle. 3. Staff will analyze data using ASW to evaluate and make plans to provide
timely, explicit feedback on formative assessments for both math and ELA.
Expected Student Outcome(s) & Measures: ELA: During the 2014-15 school year Hiawatha
students, grades 3-5, will increase their Iowa Core Reading Total by a percentage of 3% per
grade level. Math: During the 2014-15 school year, Hiawatha students will increase grade level
proficiency on the District IA Core Math Assessment by 3% at each grade level from Spring 2014
to Spring 2015. Describe your plan of action to achieve this: ELA & MATH: * FAST Assessment will be
administered to all Hiawatha students in September 2014. * Macmillan Treasures unit
assessments will be administered at 6 week intervals. * All staff participate in staff
development on effective student feedback. * PLC teams will collaborate to identify and plan
feedback elements of formative assessments in both ELA and math.
Building Assets We Will Utilize: Principal, Instructional Design Strategist, teacher leaders, BLT,
PLCs, Title I, Paraprofessionals, District Assessments, GWAEA staff and resources, technology,
volunteers, planning time.
Assistance Requested from District PD Office: Resources for professional development on
student feedback.
FOCUS #3: SEB: 86% of the Hiawatha student population will have 6 or less days tardy
during the 2014-15 school year.
Expected Adult Outcome(s) & Measures: All classroom teachers will monitor student days
tardy and communicate with BLT when a student has accumulated more than 2 during a
trimester.
Expected Adult Outcome(s) & Measures: All classroom teachers will monitor student days
tardy and communicate with BLT when a student has accumulated more than 2 during a
trimester.
Expected Student Outcome(s) & Measures: Instructional time will increase by being on time
each day to school, as measured by Powerschool reports.
Describe your plan of action to achieve this: To reduce student tardy days: - A beginning of
year parent letter will be sent to all families outlining our tardy expectations. – Hiawatha Main
Office staff will run a daily attendance/tardy report for progress monitoring to occur. –
Hiawatha counselor, in collaboration with classroom teachers, will create a punch card system
to acknowledge being on time to school. –Hiawatha staff will communicate student tardy days
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to parents once “X” amount of tardy days have accumulated. (“X” contingent upon individual
student baseline information).
Building Assets We Will Utilize: PBIS/PLC addition, Counselor, BLT Facilitators
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The following calendar represents the district and building PD days. Use this calendar to create
a timeline for the actions and work outlined in this SIP.
“B” = building PD; “D” = district PD
Date Elem Building Action and Notes
26-Aug first day
10-Sep B
12-Sep Assessment ELA Performance Assessment Due (1-5)
24-Sep D DISTRICT DEFINED
Oct 3 Assessment FAST Due (K-5)
8-Oct B
10-Oct Assessment District Core Math Due (K-5)
22-Oct CP
24-Sep Assessment Narrative Writing Due (1-5)
5-Nov CP ES Conf Window Nov 10-21
3-Dec B
17-Dec B
23-Dec B
5-Jan Assessment FAST Due (K-5)
7-Jan D DISTRICT DEFINED
19-Jan B ½ VAST Training
23-Jan Assessment District Core Math Due (1-5)
28-Jan CP/B
30-Jan Assessment District Core Math Due (K)
30-Jan Assessment ELA Performance Assessment Due (1-5)
4-Feb CP/B ES Conf Window Feb 18-Mar 5
13-Feb Assessment I-ELDA Due
16-Feb B Snow Make-Up
25-Feb CP/B
9-Mar Assessment Iowa Assessments March 9-20 (Taylor March 2-13) (2-5)
18-Mar B
3-Apr D DISTRICT DEFINED
10-Apr Assessment Information/Opinion Writing Due (1-5)
15-Apr B
29-Apr B
30-Apr Assessment SRI due (5)
6-May B
15-May Assessment ELA Performance Assessment Due (1-5)
20-May B
29-May Assessment FAST Due (K-5)
29-May Assessment District Core Math Due (K-5)
Timeline
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