school improvement plan 2010

8/8/2019 School Improvement Plan 2010

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CDE Improvement Planning Template for Schools (Version 1.2 -- Last updated: August 4, 2010) 3

Section II: Improvement Plan Information

Directions: This section should be completed by the school or district.

Additional Information about the School

Improvement Plan InformationThe school is submitting this improvement plan to satisfy requirements for (check all that apply):

State Accountability Title IA Tiered Intervention Grant School Improvement Grant Other: ________________

Comprehensive Review and Selected Grant History

Related Grant AwardsDid the school receive a Tiered Intervention grant? Indicate the intervention approach.

Turnaround Restart Transformation Closure

Has the school received a School Improvement grant? When was the grant awarded? No

School Support Team orExpedited Review

Has (or will) the school participated in an SST review or Expedited Review? When? No

External EvaluatorHas the school partnered with an external evaluator to provide comprehensiveevaluation? Indicate the year and the name of the provider/tool used.

No

School Contact Information (Additional contacts may be added, if needed)

1 Name and Title Susan Goppert, Principal

Email [email protected]

Phone 970 613-6500

Mailing Address1500 N. Monroe Ave, Loveland Co 80538

2 Name and Title Chris Boyd

Email [email protected]

Phone 970 613-6500

Mailing Address 1500 N. Monroe Ave, Loveland Co 80538


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Section III: Narrative on Data Analysis and Root Cause Identification

This section corresponds with the evaluate portion of the continuous improvement cycle. Provide a narrative that examinesthe data for your school especially in any areas where the school was identified for accountability purposes. To help you

construct this narrative, this section has been broken down into three steps: (1) Gather and organize relevant data, (2)Analyze trends in the data and identify priority needs, (3) Determine the root causes of those identified needs, and (4) Createthe narrative.

Step One: Gather and Organize Relevant DataThe planning team must gather data from a variety of sources to inform the planning process. For this process, schools arerequired to pull specific reports and are highly encouraged to supplement their analysis with local data to help explain theperformance data. The team will need to include three years of data to conduct a trend analysis in the next step.

Required reports. At a minimum, the school is expected to reference the key data sources posted on SchoolView(www.schoolview.org/SchoolPerformance/ index.asp

), including: (1) School Performance Framework Report, (2) Growth Summary Report, (3) AYPSummaries (including detailed reports in reading and math for each subpopulation of students), and (4) Post Secondary Readiness data.

Suggested data sources. Furthermore, it is assumed that more detailed data is available at the school/district level to provide additional context anddeepen the analysis. Some recommended sources may include:

Student Learning Local Demographic Data School Processes Data Perception Data

Local outcome andinterim assessments

Student work samples Classroom

assessments (type andfrequency)

School locale and size of student population Student characteristics, including poverty,

language proficiency, IEP, migrant,race/ethnicity

Student mobility rates Staff characteristics (e.g., experience,

attendance, turnover)

List of schools and feeder patterns Student attendance Discipline referrals and suspension rates

Comprehensive evaluations of the school (e.g., SST) Curriculum and instructional materials Instruction (time and consistency among grade levels)Academic interventions available to students Schedules and class sizes Family/community involvement policies/practices Professional development structure Services and/or programs (Title I, special ed, ESL) Extended day or summer programs

Teaching and learningconditions surveys (e.g., TELLColorado)

Any perception survey data(e.g., parents, students,teachers, community, school

leaders) Self-assessment tools (district

and/or school level)
http://www.schoolview.org/SchoolPerformance/%20index.asphttp://www.schoolview.org/SchoolPerformance/%20index.asphttp://www.schoolview.org/SchoolPerformance/%20index.asphttp://www.schoolview.org/SchoolPerformance/%20index.asp


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Step Two: Analyze Trends in the Data and Identify Priority NeedsUsing at least three years of data, the team should begin by identifying positive and negative trends in each of the key performance indicators (i.e., academicachievement, academic growth, academic growth gaps, post secondary readiness). The summary provided in Part I of this template (pp. 1-2) will provide someclues on content areas, grade levels and disaggregated groups where the school needs to focus its attention. Local data (suggestions provided above) shouldalso be included especially in grade levels and subject areas not included in state testing. Next, the team should share observations of its strengths on which itcan build, and identify areas of need. Finally, those needs should be prioritized. These efforts should be documented in the Data Analysis Worksheet below.

Monroe at the 37th percentile. 3-year mediangrowth was at the 41st percentile.

Academic GrowthGaps

Writing = Monroes FRM subpopulation was 34%Proficient & Advanced (10% below generalpopulation %).

Our Student with Disabilities sub population was21% Proficient & Advanced (23% below generalpopulation %).

Improveachievement of FRMstudents

Improveachievement ofStudents withDisabilities

Minority

There has been a lack fidelity and focus on the use ofprompts, rubrics and school wide writing grade levelexpectations.

There has been no ongoing assessment oridentification of students writing skills needing additionalskill building.

Reading = Monroes FRM subpopulation was 38%

Proficient & Advanced (25% below generalpopulation %).

Student with Disabilities sub population was 27%Proficient & Advanced (36% below generalpopulation %).

Improve

achievement of FRMstudents

ImproveachievementStudents withDisabilities

Minority

There has been a lack of focused vocabulary resourcesand professional development to support consistent,systematic vocabulary instruction for students lackingvocabulary background.

There has been a lack of progress monitoring andappropriate Research Based Tier III Interventions andtraining.

Post Secondary

Readiness

N/A


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Step Three: Root Cause AnalysisThis step is focused on examining the underlying cause of the needs identified in step two. A cause is a root cause if: (1) the problem would not have occurredif the cause had not been present, (2) the problem will not reoccur if the cause is dissolved and (3) correction of the cause will not lead to the same or similarproblems. Finally, the school should have control over the proposed solution or the means to implement the solution. Remember to verify the root cause withmultiple data sources. These efforts should be documented in the Data Analysis Worksheet below.

Data Analysis WorksheetDirections: This chart will help you record and organize your observations about your school level data for the required data analysis narrative. You are encouraged to conduct amore comprehensive analysis by examining all of the performance indicators. However, it is not necessary to complete every cell in the chart just the areas that will behighlighted in the narrative. Keep in mind that you must address the performance indicators for the targets that were not met for accountability purposes. Ultimately, your analysiswill then guide the major improvement strategies you choose in section IV. You may add rows, as necessary.

Step 4: Create the Data NarrativeDirections: Blend the work that you have done in the previous three steps: (1) Gather and organize relevant data, (2) Analyze trends in the data and identify priority needs, and (3) Determine theroot causes of those identified needs. The narrative should not take more than five pages. Consider the questions below as you write your narrative.

Data Narrative for SchoolTrend Analysis and Priority Needs: On which performance indicators is my school trending positively? Onwhich performance indicators is my school trending negatively? Does this differ for any disaggregatedstudent groups, e.g., by grade level or gender?

Root Cause Analysis: Whydo you think this is?

Verification of Root Cause: Whatevidence do you have for yourconclusions?

Monroe Elementary

Achievements and CelebrationsMonroes staff and learning community accomplished many successes in 2009-2010. First, to celebrate, even though we did not make AYP we didachieve several target goals. In 2008-2009 Monroe had 26 targets and reached only 21. This year we had 28 targets and reached 27. The staff atMonroe celebrates the gain and success accomplished this year. We believe this was accomplished through our focused work around data,interventions, skills grouping and dedication to a master schedule supporting Literacy and Math Blocks. We also celebrate our successful gains forall students in Math. We attribute part of this success to our school-wide implementation of Investigations Math curriculum, and teacher participationin DMI training. Monroe is proud of our Problem Solving Team and their abilities to work with teachers, students and families to identify the needs ofstudents and brainstorm ways for all of them to support and meet students learning needs. The Family Night Team also established a newinteractive format for families. This format accomplished higher family attendance rate encouraging better relationships and communication amongstaff and families. As we reviewed our year-end data and CSAP scores we were able to celebrate growth in some of our identified students.


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Overview:When looking at the 3 year total for all performance indicators such as: Academic Achievement, Academic Growth and Academic Growth Gaps,Monroe scored 46.7 out of 100 resulting in being placed on a Priority Improvement Plan. When looking at the 1 year total for all performanceindicators, Monroe scored 50.5 out of 100 resulting in the need for an Improvement Plan.

Performance Indicator: Academic AchievementWhen analyzing our academic achievement performance indicator for the past three years, Monroe Elementary scored 50.0% points overall, whichdenotes that the school is approaching state and federal expectations. Within reading, the school achieved 63.0% proficient and advanced, which is9.0% below state and federal expectations. When looking at the data, the scores indicate that our Free and Reduced Lunch Eligible, MinorityStudents, Students with Disabilities, and Students needing to catch up sub-populations have the greatest need for intervention. When reviewing thedata from the past year, Monroe Elementary scored 50.0% points overall, which denotes that the school is approaching state and federalexpectations. In reading our Students with Disabilities and Students needing to catch up have the greatest need for intervention. The identified rootcause of these indicators is that there has been a lack of training and understanding of guiding reading causing inconsistency in implementation andinstruction. The evidence to support this root cause is that there has not been any professional development that provides our staff with a common

understanding or clear expectations of guiding reading within the past three years. Monroe feels that if our staff is provided with an understanding ofguiding reading and then teachers can successfully implement guiding reading creating consistency in our building and work in partnership topromote student achievement.

The math proficient and advanced percentage on the three-year plan is 59.5%, which is 11.1% below state and federal expectations. However, inlooking at our one-year math proficient and advanced score is 65.2%, which is a 5.4% shortfall in state and federal expectations. All subpopulationsmeet state and federal expectations. When looking at the data we have climbed 5.7%, which is due to a new addition to our curriculum. Studies haveshown that for successful implementation for change, three to five years is needed to see maximum results. We are in our second year of MathInvestigations curriculum implementation and DMI strategies. We also believe an increase in our students reading and writing will also positivelyimpact our math scores.

The three-year achievement score in writing was 44.0%, which is 10.8% below the state and federal expectation. In reviewing the one-year plan, ourscore was 46%, which is an 8.8% deficit, resulting in a rating of approaching state and federal expectations. When looking at the subpopulationsdata, the scores indicate that there is a high need for all students. The root cause of students not making sufficient academic growth is that there hasbeen a lack of fidelity and focus on the use of district prompts, rubrics, and school wide grade level expectations. If the staff at Monroe implementsestablished district prompts and rubrics, in addition to clearly defined writing expectations at each grade level, the collaborative assessment of writingby cross grade level teams will result in identifying targeted individual student needs leading focus instruction and growth for all students.


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Monroes achievement in science was 35.3%, which falls below the federal and state expectations. We believe focusing on reading and writing willhelp students access questions more readily and resulting in ability to answer with improved constructed responses thereby increasing student

success and achievement.

Performance Indicator: Academic GrowthBased on the three and one year data, the academic growth of Monroe is approaching state and federal expectations at 50.0%. The medianadequate state expectation from the one-year plan for student growth percentile in reading for Monroe is 32% and Monroe achieved the 43 rdpercentile. In looking at our one-year sub-population groups, Students with Disabilities and Students needing to catch up made minimal growth.Within mathematics, the one-year median adequate state expectation for Monroe student growth percentile is 55% and Monroe reached the 59thpercentile, meeting adequate growth expectations in all sub-population groups. Within writing, the median adequate state expectation for studentgrowth percentile is 50% and Monroe only reached the 37th percentile on the one-year plan, reflecting inadequate growth in this area. In looking atour sub-populations it shows that all students did not make sufficient academic growth. The root cause of students not making sufficient academicgrowth is that there has been a lack of fidelity and focus on the use of district prompts, rubrics, and school wide grade level expectations. If the staffat Monroe implements established district prompts and rubrics, in addition to clearly defined writing expectations at each grade level, thecollaborative assessment of writing by cross grade level teams will result in identifying targeted individual student needs leading to growth for allstudents.

Performance Indicator: Academic Growth GapsMonroe Elementary earned a total of 36.7% in overall academic growth gaps and this does not meet state and federal expectations based on thethree-year plan. While looking at the 1-year plan Monroe earned 52.1% in overall academic growth gaps and meaning we are approaching state andfederal expectations.

Reading: Monroes reading scores reflect a trend of approaching expectations with scores of 40.0% on the three year and 56.3% on the one year.Using the one-year data the sub-categories meet expectations in the Free and Reduced Lunch Student, and Minority Students groups. The sub-category approaching expectat ions are Students needing to catch up. However our Students with disabilities did not show adequate growth therebynot closing the achievement gap in reading, resulting in the rating of Does Not Meet. Our staff determined root cause is that there has been a lack ofprogress monitoring and appropriate Researched Based Tier III interventions and training. If the Resource Staff and teachers at Monroe implementregular progress monitoring to identify IEP students reading skills and growth, then can provide instructions using appropriate Tier III Interventions tosupport IEP students reading achievement. Further, continued progress monitoring of students receiving Tier III interventions will direct staff to makedata-based decisions around any additional Tier III curriculum acquisitions and training support that will be needed when students do not respond tothe Tier III interventions that are currently in place at Monroe.


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Mathematics: In math, the overall percentage of academic growth gap was approaching at 40.0% on the three year and 75.0% on the one year. Allsub-categories meet state and federal expectations for adequate growth to close the gap in math. We will continue to implement our curriculum withfidelity. Staff will also use regular assessments and monitoring of students needing additional interventions and implement intervention with district

supplied and supported interventions.

Writing: The overall percentage for our Academic Growth Gap for writing at Monroe is 30.0%, which does not meet state and federal expectationsbased on the three-year plan. The overall percentage of Academic Growth Gap for writing based on the one year is 25.0%. Our subpopulations alsodo not meet state and federal expectations. Based on the three-year data from English Language Learners subpopulation while approaching stateand federal expectations for median adequate growth scored of 42% and while expectations are 64%. The one-year score was 37% with anexpectation of 60%. Students on Free and Reduced Lunch scored a median growth percentile of 34 th in the three-year plan and 37th on the one-yearplan, with state expectation for adequate growth at 60%. Minority Students scored in the 35th percentile in the three year plan and 33rd in the oneyear plan, also not meeting the expected 65%. The most significant subpopulation gap is found in our Students with Disabilities having anexpectation of 83% and attaining median growth percentile of 21st in the three-year plan and 19th in the one-year plan. The state and federalexpectations for Students needing to catch up is 69% compared to the median growth percentile of 38 th in the three-year and the one-year.

The root cause of students not making sufficient academic growth includes the lack of fidelity and focus on the use of district prompts, rubrics, andschool wide grade level expectations. If the staff at Monroe implements established district prompts and rubrics, in addition to clearly defined writingexpectations at each grade level, the collaborative assessment of writing by cross grade level teams will result in identifying targeted individualstudent needs leading to growth for all students. Additionally we believe that there has been no ongoing assessment or identification of studentswriting skills needing additional skill building. The ESS staff, ELL teacher and classroom teachers will assess, and use this data to provide focusedinstruction for students needing additional writing skills and scaffolding, thus closing the achievement and growth gap.

Jensen (Teaching With Poverty in Mind) explains the importance of understanding the role of poverty in education and achievement. At Monroe we haveexperienced some of these challenges first hand. As a school with over 50% poverty we continue to educate ourselves in how to best provide and support

instruction, collaborating as a staff, working with other Tit le Schools and the District on ways to actively involve families in our learning community. Using availabledata and speculation we believe the majority of our GAP students are also part of the FRM group. The staff will continue to deepen our understanding and abilityto work with students and families of poverty. We plan on increasing family engagement, focused interventions, social and emotional support allowing students theability to achieve and close the GAP.

In Rateys book SPARK he explores comprehensively the connection between exercise and the brain. As Monroe looked at ways to improve the social andemotional lives of our students another area of concern appeared: Health and Wellness. Student attendance of those we believe are from poverty tends to belower than those who are not. Last year we applied for a Health and Wellness grant and received it. Our PE teacher, other staf f members and parents haveformed a committee to further promote health and wellness for students, families and staff . Last year we funded our PE teacher full time to provide organized andactive opportunities for all students during lunch recess. We want to continue this, and also identify students needing additional activities to provide them the ability


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P) All students will be testedusing the Investigationassessment at the end ofeach unit of study.

Data discussions will be partof the monitoring of students

during regularly scheduledplan time.

student learning andachievement meeting theirindividual needs.

W

Increase our % of P+A students to50% (moving 10% or 7 studentsfrom PP to P)

Increase an additional 10% of PPstudents to P+A

District Rubric, Cross Levelscoring

If the staff at Monroe re-implements previouslyestablished district rubricsand prompts, in addition toclearly defining writingexpectations at each gradelevel, the collaborativeassessment of writing bycross grade level teams willresult in identifying targeted

individual student needsthen staff will be able toprovide the instructionnecessary to provide allstudents growth

S

Increase our 32 % of P+A to the 50% 55% Classroom or Resourceassessment for each unit ofstudy

Increase Reading andWriting

AYP

(Overall andfor eachdisaggregatedgroups)

R

94.23% Elem: 94.23% PP and above (moving 2students from U)

Acuity, Dibels Benchmarks,conferencing, CSAP

If clearly definedexpectations and guidelinesare established forconsistency in

implementation then thestaff and the learningcommunity at Monroe canwork in partnership topromote student

achievement.

MElem: 94.54% PP and above Elem: 94.54% PP and above (moving 1

student from U)Acuity, Dibels, Investigation,CSAP

Students will be skillsgroup to provide mathinstruction which scaffolds


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student learning andachievement meeting theirindividual needs.

AcademicGrowth

MedianStudentGrowthPercentile

R

Currently at 43% and grow to 55%

(move 7 students to P & A)

Goal to start at 55% and grow to 60% Acuity, CSAP, Dibels If clearly defined

expectations and guidelinesare established forconsistency inimplementation then thestaff and the learningcommunity at Monroe canwork in partnership topromote student

achievement.

M

Currently at 59% and grow to 66%(moving 4 students to P & A)

Goal to start at 66% and grow to 73% Acuity, InvestigationAssessments, CSAP

Students will be skills groupto provide math instruction

which scaffolds studentlearning and achievementmeeting their individualneeds.

W

Currently at 37% and grow to 55%(moving 12 students to P & A)

Goal to start at 55% and grow to 60% District Rubrics, CSAP

Acuity ConstructedResponses

If the staff at Monroe re-implements previouslyestablished district rubricsand prompts, in addition toclearly defining writingexpectations at each gradelevel, the collaborativeassessment of writing bycross grade level teams will

result in identifying targetedindividual student needsthen staff will be able toprovide the instructionnecessary to provide allstudents growth

AcademicGrowth Gaps

MedianStudentGrowthPercentile

R

Students with disabilities currently at25% and grow to 55% (moving 6students to P & A)

Free and Reduced currently at 38% andgrow to 55% (moving 11 students to

Students with disabilities goal to start at55% and move to 60%

FRM students from 55% and move to

Acuity, CSAP, Dibels, If Resource teachers andstaff use on going progressmonitoring to identify IEPstudents reading skills andgrowth, then ResourceTeachers and staff can use


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P&A) 60% appropriate Tier IIIInterventions to support IEPstudents readingachievement

MN/A

W

Free and Reduced currently at 37% andgrow to 55% (moving 11 students toP&A)

Minority currently at 33% and grow to55% (moving 8 students to P&A)

Students with disability currently at 19%and grow to 55% (moving 7 students toP&A)

Students needing to catch up currentlyat 38% and move to 55% (moving 11students to P&A)

Free and Reduced from 55% and grow to60%

Minority from 55% and grow to 60%

Students from 55% and grow to 60%

Students from 55% and move to 60%

District Rubrics

Acuity constructedResponses

CSAP

If the ESS Staff, ELLTeacher, Interventionist andclassroom teacher work toassess and identifyindividual student needwriting skills, then focusedinterventions and instructioncan support student growthclosingthe achievementgap for subgroups.

PostSecondary &WorkforceReadiness

Graduation Rate N/A

Dropout Rate

Mean ACT


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Action Planning WorksheetDirections: Based on your data analysis in section III, prioritize the root causes that you will address through your action plans and then match it to a major improvement strategy(s). For each majorimprovement strategy (e.g., adjust reading approach) and the root cause(s) that the action will help to dissolve. Then indicate which accountability provision or grant opportunity it will address. In thechart, provide details on key action steps (e.g., re-evaluating supplemental reading materials, providing new professional development and coaching to school staff) necessary to implement the majorimprovement strategy. Details should include a description of the action steps, a general timeline, resources that will be used to implement the actions and implementation benchmarks.

Implementation benchmarks provide the school with checkpoints to ensure that activities are being implemented as expected. If the school is identified for improvement/corrective action under Title I,action steps should include family/community engagement strategies and professional development (including mentoring) as they are specifically required by ESEA. Add rows in the chart, asneeded. While space has been provided for three major improvement strategies, the school may add other major strategies, as needed.

Major Improvement Strategy #1:(Reading Growth All Students) If clearly defined expectations and guidelines are established for consistency in implementation then the staff and the learningcommunity at Monroe can work in partnership to promote student achievement.

Root Cause(s) Addressed by the Major Improvement Strategy: There is a lack of focused training, agreement and understanding of guiding reading causinginconsistency in implementation and instruction.

Accountability Provisions or Grant Opportunities Addressed by this Major Improvement Strategy (check all that apply): School Plan under State Accountability. Title IA School Improvement/Corrective Action Plan Application for a Tiered Intervention Grant.

Amendments to a Title I schoolwide or targeted assistance plan. School Improvement Grant.

Description of Action Steps to Implementthe Major Improvement Strategy

TimelineKey Personnel

(optional)

Resources(Amount and Source:

federal, state, and/or local)Implementation Benchmarks

Collaboration time to work as whole staff to clearlydefine Guided Reading and school wideexpectations.

Oct - Dec 2010 Instructional Coach ,

Literacy Liaison

Teachers

PD Wednesday

Staff Release Time

PD Schedule, Calendar Dates

Completed definition andexpectations established.

Staff Development and modeling of GuidedReading expectations and instructions.

Oct 2010

May 2011

District TOSA

Instructional Coach

PD Wednesday,

Team PLLs

Betsy Porter Scheduled for training

PLL records

Staff Development Agenda

Cross classroom and Grade level visits to allowcollaboration and reflection of Guided Readingimplementation school wide

Nov 2010-March 2011

Teachers,Instructional Coach

Release time

PLLs

PLL records

Calendar of Visits

Reflection Notes


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School wide consistency of guided readingimplementation and instruction in classrooms

Oct 2010

May 2011

Principal

Teachers

Instructional Coach

Classroom Walk Throughs

Plan Time

PLLs

Walk through feedback and data

Teacher plan book

PLL records

Parent and family communication, presentationsand participation in supporting and promotingstudent reading skills.

Oct 2010

May 2011

Family Liaison

Teachers

Family Night Team

Family Nights

Parent/Family Conferences

Ongoing Home SchoolCommunication

Adult Learning Center

Family Night Attendance

Family Liaison Records

Conference Attendance

Learning Center Attendance

Parent Engagement Calendar ofEvents and participation


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Major Improvement Strategy #2:(Reading Achievement and growth Gap)If teacher and staff at Monroe have access to research based vocabulary resources along with instructional strategies and routines then they would be able toprovide instructions to build and broaden student vocabulary allowing them to increase their reading ability.

Root Cause(s) Addressed by the Major Improvement Strategy:There has been a lack of focused vocabulary resources and professional development to support consistent, systematic vocabulary instruction for students lackingvocabulary background.

Accountability Provisions or Grant Opportunities Addressed by this Major Improvement Strategy (check all that apply):

School Plan under State Accountability. Title IA School Improvement/Corrective Action Plan Application for a Tiered Intervention Grant.


Description of Action Steps to Implement

the Major Improvement Strategy Timeline

Key Personnel

(optional)

Resources

(Amount and Source:federal, state, and/or local) Implementation Benchmarks

Research and provide resources for staff includinggrade level list, Bringing Words to Life, otherpossible resources

Oct 2010 Jan2011

Resource teachers

Title Co-Coordinator

Principal

Literacy Liaison

Acquire resources andmaterials

Time for Research

Resources with strategies and toolsfor instructing students

Vocabulary lists by grade

Data assessment for Acuity and CSAP aroundvocabulary strands to identify student needs

Nov 2010

Feb 2011

Teachers

Resource Teachers

Instructional Coach

Principal

Building Data Day

PLLs

Identified trends and skillsidentification by grade, individual andschool-wide needs.

Establish common school assessments formonitoring progress

February 2011 June 2011

Teachers Time for Collaborating Common Assessments

Book Study, Bringing Words To Life to buildunderstanding and ability to provide vocabularylessons for students.

Oct 2010

Mar 2011

Principal

District Title

Teachers

Scheduled meeting time Attendance sheets


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Aligning Words Their Way, standards and vocabinstruction and articulate through grade levels

Mar 2011

Dec 2012

Staff Time for Collaboration

Calendar including PD tosupport work

Scheduled time

Alignment Documents

School Home communication keeping familiesinformed to Literacy Expectations and how tosupport students

Sept 2010 May 20111

Family Liaison

Staff

Family Nights

Adult Learning Center

Website

Monroe Newsletter

Family Survey

Attendance Records


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Major Improvement Strategy #3:(Reading Gap) If Resource teachers and staff use on going progress monitoring to identify IEP students reading skills and growth, then Resource Teachers andstaff can use appropriate Tier III Interventions to support IEP students reading achievement

Root Cause(s) Addressed by the Major Improvement Strategy:There has been a lack of progress monitoring and appropriate Research Based Tier III Interventions and training.


School Plan under State Accountability. Title IA School Improvement/Corrective Action Plan Application for a Tiered Intervention Grant.




(optional)Resources

(federal, state, and/or local)Implementation Benchmarks

Tier III Interventions for use in instruction with

fidelity by ESS Staff

August 2011 Exceptional

Student Staff

Vendors

District

Title

Students receiving Read Well, Read

Naturally, SIPPS, LIPPS, and otherTier lll instruction

Title Tutoring

Progress Monitoring using interventionassessments, Dibels, Acuity every two to threeweeks to monitor required growth to goals.

Oct 2011

May 2012

ExceptionalStudent Staff

Data Coach

Teachers

District

School

Team Meeting Times

Assessment data

ESS Meeting Agendas

Collaboration and planning with classroomteacher, staff and parent

August 2010

May 2012

ExceptionalStudent Staff

Parents

Teachers

Family Liaison

Time

Master Schedule

Calendar

Parent Meetings

IEP meeting Records

Case Manager Records

Meeting Documents

Problem Solving Team Records


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Major Improvement Strategy #4:(Writing Growth) If the staff at Monroe re-implements previously established district rubrics and prompts, in addition to clearly defining writing expectations ateach grade level, the collaborative assessment of writing by cross grade level teams will result in identifying targeted individual student needs then staff will beable to provide the instruction necessary to provide all students growth.

Root Cause(s) Addressed by the Major Improvement Strategy: There has been a lack fidelity and focus on the use of prompts, rubrics and school wide writinggrade level expectations.


School Plan under State Accountability. Title IA School Improvement/Corrective Action Plan Application for a Tiered Intervention Grant. Amendments to a Title I schoolwide or targeted assistance plan. School Improvement Grant.



(optional)Resources

(federal, state, and/or local)Implementation Benchmarks

Collaboratively revise and re-establish grade level

writing expectations

Sept 2010

October 2010

Teachers Exemplars, and new core

standards

Wednesday PD

Instructional Coach

Clearly defined Writing Expectations

Deepen understanding and ability to assessstudent writing using district rubric

Sept 2010 May 2011

Teachers

Instructional Coach

Wednesday PD

PLLs

Collaborated Assessments

Ongoing Rubric Use for Monitoringstudent writing

Common Grade level exemplars Nov 2010 Teachers Garfield, Truscott andMonroe staffs District PD

Attendance and shared exemplarsto evaluate and assess studentswriting using rubrics

Being a Writer, Writing Standards, WritersWorkshop, Six Traits how they can supportteaching writing.

October 2010

May 2011

Literacy Liaison

Teachers

Instructional Coach

Staff Development Time

Collaboration Time

Six Trait Conference

Observed use in classroom

Staff Development Work

Conference Attendance

Modeling writing expectations through interactivewriting

Sept 2010 May 2012

Teachers

Betsy Porter

Instructional Coach

PD Wednesday

PLL Planning

Release time to visit

Staff Development Attendance

Teacher Plan Books

Classroom walk through data


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classes

Students know writing expectations, know whatthey need to do to meet expectations and activelyinteract with staff to assess their own work. Dailyroutines supporting writers workshop

Sept 2010 May 2012

Teachers

Students

Writers Workshop

Conferring

Daily Five

Student conferring data

Student Rubric

Observed school wide writing

routines

Major Improvement Strategy #5:(Writing Gaps Sub Groups) If the ESS Staff, ELL Teacher, Interventionist and classroom teacher work to assess and identify individual student need writingskills, then focused interventions and instruction can support student growth closing the achievement gap for subgroups.

Root Cause(s) Addressed by the Major Improvement Strategy: There has been no ongoing assessment or identification of students writing skills needingadditional skill building.


School Plan under State Accountability.

Title IA School Improvement/Corrective Action Plan

Application for a Tiered Intervention Grant.




(optional)

Resources(federal, state, and/or

local)Implementation Benchmarks

CSAP Data, Fall Writing Prompt, Acuity analysis. October 2010 ESS, ELL

Data Coach

Teachers

Plan Time

Collaboration Time

Skills identified for individualstudents

ESS, ELL and Teacher lesson plansto scaffold writing skills

Identify assessments to be used for progressmonitoring of all Unsat. And PP students

October-November 2010

ESS, ELL

Instructional Coach

Teachers

Rubrics, Prompts

Time to collaborate

Schedule of Timeline forAssessment

Identify assessment process to beused.

Develop lesson plans scaffolding writing skills November2010- May 2011

ESS Staff, ELLTeacher, Teachers

Common Plan Time

Collaboration Time

Lesson plans

Assessments showing studentgrowth


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Major Improvement Strategy #6:(FRM Students Achievement) If the Staff at Monroe continues to deepen their understanding of poverty, health and wellness and the role they play in studentsability to be ready and able to learn, then their instruction and planning will be more effective in improving student achievement,

Root Cause(s) Addressed by the Major Improvement Strategy: A lack of deep understanding in the importance of poverty and physical activities in students ability

to function and achieve.


School Plan under State Accountability. Title IA School Improvement/Corrective Action Plan Application for a Tiered Intervention Grant. Amendments to a Title I schoolwide or targeted assistance plan. School Improvement Grant.



(optional)

Resources(federal, state, and/or

local)Implementation Benchmarks

Ongoing Staff Development around Poverty October 2010 PrincipalDistrict

Plan TimeCollaboration Time

Teaching With Poverty inMind

Attendance at Staff DevelopmentCollaboration Conversations andPlanning

Increase family engagement and communication August 2010

May 2011

Principal

District

Family Liaison

Social Worker

Family Learning Center

Family nights

SAAC Meetings

PST Meetings

Attendance

Volunteer Records

SAAC attendance

PST Records

Increase student health and wellness August 2010-May 2011

PE Teacher

Health and WellnessCommittee

Social Worker

Committee

PST Meetings

Skills Groups

Bully Training

H and W Calendar and Activities

PE Teacher Schedule

Social Worker Schedule

Classroom Lessons

SWIS Data

Acuity Data

CSAP