school improvement plan 2017-2018 new sarpy elementary ...€¦ · • create a community of...

School Improvement Plan

2017-2018

New Sarpy Elementary School

School

Claire Brauninger Principal

9/26/2017 2

Part 1

Vision, Mission, and Values/Beliefs

9/26/2017 3

Part 1 – School Vision, Mission, and Values/Beliefs

Vision

At New Sarpy Elementary, faculty and staff model behaviors that influence students to respect and care for all members of the school community. Students are supported and challenged as they learn the social and academic skills necessary for a productive and meaningful life. Their development is further enhanced through the use of technology and instruction in the fine arts and physical education, resulting in students who are confident and secure.

Staff, students, and parents/guardians create a learning community in which members embrace opportunities that promote and encourage independent, life-long learners. In this nurturing, safe, and motivating environment, students are inspired to challenge themselves as a foundation to become college and career ready citizens in an evolving world. Revised 6/06/2017

Mission New Sarpy Elementary School provides developmentally appropriate and challenging instruction that supports the intellectual, physical, social, and emotional growth of each student. Reviewed 6/06/2017

Values/Beliefs

At New Sarpy Elementary we believe that:

• A partnership between parents/guardians, teachers, staff, and students is necessary for students to meet their maximum potential. • All children can successfully learn when appropriately challenged and engaged. • Effort and intellectual ability work together to affect learner outcomes. • Teachers must know their students and their individual learning styles. • Once modeled and taught, all children can incorporate caring behaviors into their lives. • Children strive to make appropriate choices in their daily lives. • Every child is valued and treated in a caring, dignified manner.

In light of these beliefs we will:

• Design engaging learning activities, use a variety of materials, and provide opportunities that encourage and motivate all students to put forth the effort needed to succeed.

• Provide opportunities for parents/guardians to be involved in the success of their children. • Communicate expectations necessary for success. • Create a community of learners acting and reacting within socially acceptable standards. • Influence students to develop appropriate behaviors and work habits while maintaining and building character, integrity, and self-esteem. • Nurture self-disciplined, independent citizens. • Create a caring environment that fosters a love of learning. • Model and instill the following habits of goodness:

C ooperation A ssertion R esponsibility E mpathy S elf-control

Reviewed 06/06/2017

9/26/2017 6

Part 2

School Governance Structure

and

Committee Assignments

9/26/2017 7

Part 2 - School Governance Structure and Committee Assignments

Administration Claire Brauninger April Mosley Calvin Ike

School Improvement Team Claire Brauninger April Mosley Calvin Ike

*Chelsea Cooper **Katie Foulon Amy Toussel Christine Adams Antoinette Nassar Nicole Royer Kayla Mire Ashlynn Dufour Simonne Graugnard Emily Jimison Shannon Saulsberry

School Improvement Sub-Committees

Student Achievement

Engaging Stakeholders Safe and Supportive Learning

School Climate

***Antoinette Nassar ****Christine Adams

Jessica Pintado

Chad Muller Brooke Clement

Rosalie Hauk Sarah Berry

Marian Clement Korie Carrigee

Michelle Simon Collette Srubar

Raven Biggs Paige Farley

Parent: Jane Chauvin

*** Simonne Graugnard **** Emily Jimison

Danielle Garnand

Theresial Chatman Hannah Myers

Suzanne Gauthier Lauren Gensch Kasey Lacrouts

Pat Bailey Chantel Williams

Lauren Mire Parents: Jenny Bouler

***Kayla Mire ****Ashlynn Dufour

Patrick McKinney

Stephanie Zimmerman Shannon Waltz Tiffany Demers

Shannon Saulsberry Stacy Weber

Stephanie Becnel Tiffany Necaise

Calvin Ike

***Amy Toussel ****Nicole Royer

Nyla Smith

Alison Costanzo Glynis Ragan

Kelly Allen Claire Falgout

Karah Bergeron Sandra Vinnett

Ayasha McKinney Wendy Sievers Lonna Bagwell April Mosley

* SIT chairperson **SIT co-chairperson ***SITCOM chairperson ****SITCOM co-chairperson

9/26/2017 8

Part 3

School Profile (Performance Data)

See Separate Document

9/26/2017 9

Part 4

Action Plans/Needs Assessments

9/26/2017 10

Student Achievement

Assessment Summary of Strengths and Challenge Areas and Supporting Evidence

Strengths Evidence

Grades 1 and 2 were able to accurately read a grade appropriate text. 90% of 1st grade and 96% of 2nd grade

First grade increased their reading level by seven levels. Second grade increased their reading level by four levels.

94% of 1st and 2nd grade students

Increased student achievement on Math End of Module District Assessments. 95% of our students scored an average of 7 or higher on Math End of Module District Assessments.

Increased student achievement on Social Studies District Assessments. 92% of Kindergarten students and 93% of 1st grade students achieved at or above standard on Social Studies District Assessments.

Successful Reading Recovery Program. 96% of students discontinued from the Reading Recovery Program.

High expectations for students in all classrooms. On the parent AdvancED survey, the average score increased from a 4.48 to a 4.53.

Meeting/ addressing individual learning needs of students. On the teacher AdvancED survey, the average score increased from a 3.71 to 4.04.

Challenges Evidence

Reading comprehension in all grade levels. 36% of Kindergarten students, 18% of 1st grade students, and 26% of 2nd grade students scored below standard for fourth quarter reading comprehension.

9/26/2017 11

Student Achievement

District Goal A: To prepare students for success in postsecondary education, careers, and life

School Priority: To prepare students for academic success

Desired Results:

State measurable objective(s) and identify data sources that will provide evidence of desired results.

1. 80% of kindergarten students will score a 7 or above on the fourth quarter reading comprehension district assessments.

2. 85% of first grade students will score a 7 or above on the fourth quarter reading comprehension district assessments.

3. 85% of second grade students will score a 7 or above on the fourth quarter reading comprehension district assessments.

Action Steps Timeline Estimated Resources

(Cost, time, etc.)

Persons Responsible

Method of Monitoring How will you know that the action steps are

being implemented/accomplished?

English Language Arts 1. Effective implementation of comprehension instruction through guided reading groups and/or whole group lessons based on student needs:

Prior to starting a new ELA unit, discuss possible challenges and strategies to improve reading comprehension

o Grade level teams will take the district assessment

o Reflect on challenges from previous year

o Brainstorm strategies and resources to implement into instruction to address challenges

Analyze student data and adjust

instruction and resources to re-teach

Ongoing (Aug.2017-May 2018)

Ongoing (Aug. 2017-May 2018)

Cost of student books Cost of student books

All classroom teachers All classroom teachers

Agenda and sign in sheets Data sheets Lesson plans Anecdotal notes Administrative observations

9/26/2017 12


(Cost, time, etc.)

Persons Responsible



and reassess after each comprehension district assessment

Collaborate with Reading

Recovery/Literacy teachers to plan an effective guided reading lesson focusing on comprehension.

Sept. 15 Feb. 23 April 27

All classroom teachers and Reading Recovery/Literacy teachers

Science 1.Effectively implement the new Science State Standards

Attend district professional development to become familiar with the standards and curriculum maps.

Allow opportunities for students to use technology resources to research information and create a project (i.e. using clipart, saving documents, and printing) to present to the class each semester for first and second grades and the second semester for kindergarten.

Present information learned in Science Study Group meetings to grade level.

• Deliver information after each study group meeting to their grade level team.

Nov. 10 Jan. 19 2nd and 4th quarters Oct. 3 Jan. 30 March 20

Materials Materials

All classroom teachers All classroom teachers Jessica Bychurch Science Study Group teachers

Sign in sheets Agendas Administrative Observations Student Products Lesson Plans Curriculum maps District Assessments INFORM data

9/26/2017 13

Staff Excellence


Strengths Evidence

Setting Instructional Outcomes Based on external assessment results and informal/formal school observations, there was a high percentage of teachers that exhibited a strength in Component 1c: 89% of teachers scored a 3 or 4 in Component 1c: Setting Instructional Outcomes during external observations. 95% of teachers scored a 3 or 4 in Component 1c: Setting Instructional Outcomes during informal/formal observations.

Managing Classroom Procedures Based on external assessment results and informal/formal school observations, there was a high percentage of teachers that exhibited a strength in Component 2c: 87% of teachers scored a 3 or 4 in Component 2c: Managing Classroom Procedures during external observations. 82% of teachers scored a 3 or 4 in Component 2c: Managing Classroom Procedures during informal/formal observations.

Challenges Evidence

Using Questioning and Discussion Techniques Based on external assessment results and informal/formal school observations, there was a high percentage of teachers that exhibited deficits in Component 3b: 55% of teachers scored a 1 or a 2 in Component 3b: Using Questioning and Discussion Techniques during external observations. 22% of teachers scored a 1 or a 2 in Component 3b: Using Questioning and Discussion Techniques during informal and formal observations.

Using Assessment in Instruction Based on external assessment results and informal/formal school observations, there was a high percentage of teachers that exhibited deficits in Component 3d: 34% of teachers scored a 1 or 2 in Component 3d: Using Assessment in Instruction during external observations. 23% of teachers scored a 1 or 2 in Component 3d: Using Assessment in Instruction during informal and formal observations.

9/26/2017 14

Staff Excellence

District Goal B: To employ and develop high quality staff and provide necessary resources to support employee success

School Priority: To develop high quality staff and provide necessary resources to support employee success

Desired Results:


1. 92% of teachers will score a 3 or 4 in the Component 3b: Using Questioning and Discussion Techniques during informal and formal observations.

2. 92% of teachers will score a 3 or 4 in the Component 3d: Using Assessment in Instruction during informal and formal observations.


(Cost, time, etc.)

Persons Responsible



Questioning 1. Refine practice of the Using Questioning and Discussion Component of the COMPASS rubric.

Participate in professional development focusing on higher order thinking questions

Participate in a guided observation of a peer teacher with an administrator to observe a lesson with the focus area of the questioning and discussion component of the COMPASS rubric.

Identify and utilize questions and discussion ideas for lessons.

Nov. 2 (Sept 2017-Dec 2017) Collaborative Planning Time (once a week)

Materials

Cost of guest teacher

April Mosley Karol Young Teachers Administration Classroom teachers Administrators

Sign in sheets Agendas Classroom observation data Lesson plans Administrative feedback Peer feedback

9/26/2017 15


(Cost, time, etc.)

Persons Responsible



Provide feedback based on the different components of the questioning and discussion component of the COMPASS rubric.

Ongoing (Aug 2017-May 2018)

Assessment 1. Refine practice of the Using Assessment in Instruction Component of the COMPASS rubric.

Participate in professional development focusing on the assessment component on the COMPASS rubric.

Participate in a guided observation of a peer teacher with an administrator to observe a lesson with the focus area of the assessment component of the COMPASS rubric.

Identify and implement ways to assess within lessons.

Provide feedback based on the different components of the assessment component of the COMPASS rubric.

Feb. 23 (Sept 2017-Dec 2017) Collaborative Planning Time (once a week) Ongoing (Aug 2017-May 2018)

Cost of guest teacher

April Mosley Karol Young Teachers Teachers Administration Classroom teachers Administrators

Sign in sheets Agendas Classroom observation data Lesson plans Administrative feedback Peer feedback

9/26/2017 16

Safe and Supportive Learning Environments


Strengths Evidence

Safe learning environment. Based on the data from the AdvancED survey, the average score was a 4.57.

The staff felt our school maintained facilities that contribute to a safe environment.

Based on the data from the AdvancED survey, the average score was a 4.08

Our school provides high quality student support services. Based on the data from the AdvancED survey, the average score increased from a 3.6 to a 3.88.

Challenges Evidence

The amount of students with referrals increased significantly from the previous year.

Based on student referral data, the amount of referrals increased from 36 referrals to 80 referrals.

The amount of students with three or more referrals was high. Based on student discipline data, 10 students were repeat offenders.

9/26/2017 17

Safe and Supportive Learning Environments

District Goal D: To build and maintain psychologically and physically safe, clean and supporting learning environments

School Priority: To build a school culture that is psychologically safe and supports student success

Desired Results:


1. The amount of student referrals will decrease from 80 referrals to 45 referrals.

2. The amount of students receiving three or more referrals will decrease from 10 students to 5 students.


(Cost, time, etc.)

Persons Responsible



Implement strategies to promote positive behavior

Develop a specific proactive process for teachers and administrators to utilize when addressing behavior.

Attend a professional development to present the proactive approach to student behavior.

Analyze discipline data bi-weekly to

monitor progress and brainstorm interventions.

Implement proactive restorative practice conferences and/or circles.

Lead a reactive restorative practice circle if a class-wide problem arises.

By August 2017 August 2017 Bi-weekly (Sept 2017-May 2018) Ongoing (Aug 2017-May 2018)

Stipend Stipend

School Improvement Team Discipline Committee Administrators Teachers School Improvement Team Discipline Committee Parents Teachers Administrators Teachers Administrators

Discipline Data Mentor documentation Sign in sheets Agendas Number of students in attendance per class Tracking sheet for Restorative Practices

9/26/2017 18


(Cost, time, etc.)

Persons Responsible



Reinforce positive behavior. Mudbug Mixer Super Mudbug Muddy on the Move

Provide support by mentoring students with behavior concerns. The Discipline Committee

will identify students with behavioral concerns.

Students will be paired with Enrichment Teachers.

Enrichment Teachers will mentor their assigned student.

Enrichment Teachers will meet with their students at least once a week for 15 minutes.

Ongoing (Aug 2017-May 2018) Quarterly (Sept 2017-May 2018) Ongoing (Aug 2017-May 2018)

Quarterly celebrations

School Climate Committee Enrichment teachers

9/26/2017 19

Engaging Stakeholders


Strengths Evidence

Involvement of school business partners. Our business partner attended school-wide events such as Mingle with the Mudbugs, Grandparent's Day, Community Readers, Muffins with Mom, and Donuts with Dad.

Our business partner provided financial support for school-wide events. Our business partner donated $12,000 to support various school-wide events throughout the year.

Challenges Evidence

Parents feel that communication regarding their child's academic progress was not frequently communicated.

Based on the parent comments on the AdvancED survey, 10 parents out of 34 parents (29%) that commented stated that communication of student progress was a concern.

9/26/2017 20

Engaging Stakeholders

District Goal E: To engage families, community members and business partners through two-way communication.

School Priority: To engage families, community members and business partners

Desired Results:


1. Based on the AdvancED survey, 95% of parents will report that they were regularly informed of their child's progress.


(Cost, time, etc.)

Persons Responsible



Inform parents of student progress in the following ways:

Send home progress folders bi-weekly with current student progress

Provide resources for parents to

help those students who may be lacking on specific skills.

Host informative workshops for

parents to learn more about academic and social readiness.

Make positive phone calls to parents of all students.

Ongoing (Aug 2017-May 2018) Ongoing (Aug 2017-May 2018) Quarterly (Sept 2017-May 2018) Ongoing (Aug 2017-May 2018)

Cost of copies Cost of materials

Classroom Teachers

Classroom Teachers Family Center Teacher Classroom Teachers

Progress Folder Signature Page Sign in sheets Agendas Communication Log

9/26/2017 21

St. Charles Parish Public Schools – Staff Development Plans for 2017 - 2018

All schools must develop plans for professional development on days other than August workshops (i.e., late take in, collaborative time). Plans should include main topics and participants.

Date Time Main Topic(s) Presenters Participants

September 15th 1:00-2:00 (lunch provided) 2:00-3:00 (schedule to come)

Collaborative Planning Protocol Plan Guided Reading lessons with RR/Literacy Teachers

April Mosley Karol Young RR/Literacy

All Classroom Teachers All Classroom Teachers

October 3rd During Planning Science Study Group members will share information from study group

Shannon W. Claire F. Danielle Claire B.

All Classroom Teachers

November 2nd 7:40-8:30 Questioning April Mosley Karol Young


January 30th During Planning Science Study Group members will share information from study group



February 23rd 1:00-1:30 (lunch provided) 1:30 - 1:45

Discipline (Debriefing of new protocol/process) Assessment

Discipline Committee April Mosley Karol Young

All Classroom Teachers All Classroom Teachers

9/26/2017 22

Date Time Main Topic(s) Presenters Participants

1:45-3:45 (schedule to come) Plan Guided Reading lessons with RR/Literacy Teachers

RR/Literacy

March 20th

During Planning

Science Study Group members will share information from study group



April 27th 1:00-2:00 (lunch provided) 2:00-3:00 (schedule to come)

TBA Plan Guided Reading lessons with RR/Literacy Teachers

TBA RR/Literacy

TBA All Classroom Teachers

school improvement plan 2017-2018 new sarpy elementary ...€¦ · • create a community of...

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