1. education
2. school

Cover Sheet for Colorado’s Unified Improvement Plan for Schools for 2010-11
Organization Code: 1520
District Name: Durango 9R
School Code: 8388 School Name: Sunnyside Elementary
Section I: Summary Information about the School
Directions: CDE has pre-populated the school’s 2009-10 data in blue text which was used to determine whether or not the school met the 2010-11 accountability expectations. The school’s report
(pp.1-2 of this template) is available through CEDAR. More detailed reports on the school’s results are available on SchoolView (www.schoolview.org). The tables below reference data from the School
Performance Framework and AYP. The state and federal expectations are provided as a reference and are the minimum requirements a school must meet for accountability purposes.
Student Performance Measures for State and ESEA Accountability
Performance
Indicators
Measures/ Metrics
CSAP, CSAPA, Lectura, Escritura
Academic
Achievement
(Status)
Description: % P+A in reading, writing, math and
science
Expectation: %P+A is above the 50th percentile
by using 1-year or 3-years of data
Adequate Yearly Progress (AYP)
Description: % PP+P+A on CSAP, CSAPA and
Lectura in Reading and Math for each group
Expectation: Targets set by state*
‘09-10 Federal and State Expectations
Academic
Growth
Expectation: If school met adequate growth,
then median SGP is at or above 45
If school did not meet adequate growth,
then median SGP is at or above 55
Meets
Expectations?
1-year
3-years
1-year
3-years
Reading
71.6%
72.%
92.5%
92.1%
Exceeds
Math
70.9 %
70.1%
94.0%
89.8%
Exceeds
Writing
53.5 %
54.8%
76.1%
79.2%
Exceeds
Science
47.5%
45.4%
88.9%
84.0%
Exceeds
Overall number of targets for School: 0
Available in final report in November
100% of targets met
by School: Available
in Nov**
Reading
Not ava
Math
Not ava
Median Adequate SGP
Median SGP
Reading
19
45/55
Median SGP: 48
Meets
Math
34
45/55
Median SGP: 36
Approaching
Writing
30
45/55
Median SGP: 53
Meets
Median Student Growth Percentile
Description: Growth in CSAP for reading, writing
and math
‘09-10 School
Results
* To see annual AYP targets, go to: www.cde.state.co.us/FedPrograms/AYP/prof.asp#table
** To see your school’s detailed AYP report (includes school results by content area, disaggregated group and school level), go to: www.schoolview.org/SchoolPerformance/index.asp
CDE Improvement Planning Template for Schools (Version 1.3 -- Last updated: September 16, 2010)
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Student Performance Measures for State and ESEA Accountability (cont.)
Performance
Indicators
’09-10 Federal and State
Expectations
Measures/ Metrics
Median Student Growth Percentile
Description: Growth for reading, writing and math
by disaggregated groups.
Expectation: If disaggregated groups met
adequate growth, median SGP is at or above 45.
If disaggregated groups did not meet adequate
growth, median SGP is at or above 55.
Academic
Growth Gaps
Graduation Rate
See your school’s performance frameworks
for listing of median adequate growth
expectations for your school’s disaggregated
groups, including free/reduced lunch eligible,
minority students, students with disabilities,
English Language Learners and students
below proficient.
’09-10 School Results
See your school’s performance
frameworks for listing of median
growth by each disaggregated
group.
80% or above
NA
Meets
Expectations?
Overall Rating for
Growth Gaps:
Meets in Reading &
Writing and
Approaching in
Math
NA
Expectation: 80% or above
Post
Secondary
Readiness
1-year
Dropout Rate
Expectation: At or below State average
5.09%
5.74%
1-year
Mean ACT Composite Score
Expectation: At or above State average
3-years
19
1-year
NA
3-years
20
NA
NA
1-year
NA
3-years
3-years
NA
NA
Accountability Status and Requirements for Improvement Plan
Program
Identification Process
Identification for School
Directions for completing improvement plan
State Accountability
Plan assigned based on school’s
overall school performance
framework score (achievement,
growth, growth gaps, postsecondary
and workforce readiness)
Performance
Once the plan type for the school has been finalized, this report will be re-populated in
November 2010. Specific directions will be included at that time. For required elements in
the improvement plans, go to: www.schoolview.org/UnifiedImprovementPlanning.asp
Title I school missed same AYP
target(s) for at least two consecutive
years**
NA
Once the improvement status for the school has been finalized, this report will be repopulated in November. Specific directions will be included then. For required elements in
the improvement plans, go to: www.schoolview.org/UnifiedImprovementPlanning.asp
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Recommended Plan Type
ESEA Accountability
School Improvement or
Corrective Action (Title I)
Section II: Improvement Plan Information
Directions: This section should be completed by the school or district.
Additional Information about the School
Comprehensive Review and Selected Grant History
Did the school receive a Tiered Intervention grant? Indicate the intervention approach.
No
Has the school received a School Improvement grant? When was the grant awarded?
NO
School Support Team or
Expedited Review
Has (or will) the school participated in an SST review or Expedited Review? When?
NO
External Evaluator
Has the school partnered with an external evaluator to provide comprehensive
evaluation? Indicate the year and the name of the provider/tool used.
Not
Related Grant Awards
Improvement Plan Information
The school is submitting this improvement plan to satisfy requirements for (check all that apply):
State Accountability
Title IA
Tiered Intervention Grant School Improvement Grant
Turnaround
Transformation
Restart
Closure
Other: ________________
School Contact Information (Additional contacts may be added, if needed)
1
2
Name and Title
Lauri Kloepfer
Email
[email protected]
Phone
970 259 5249
Mailing Address
Sunnyside Elementary
Name and Title
Kelsey Lancaster
Email
Phone
259-5249
Mailing Address
224 Countryman’s Way, Durango, CO
CDE Improvement Planning Template for Schools (Version 1.2 -- Last updated: September 16, 2010)
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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 examines
the 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 four 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) Create the
narrative.
Step One: Gather and Organize Relevant Data
The planning team must gather data from a variety of sources to inform the planning process. For this process, schools are
required to pull specific performance reports and are expected to supplement their analysis with local data to help explain the
performance data. The team will need to include three years of data to conduct a trend analysis in step two.
• 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) AYP
Summaries (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 and
deepen the analysis. Some recommended sources may include:
Student Learning
• Local outcome and
interim assessments
• Student work samples
• Classroom
assessments (type and
frequency)
Local Demographic Data
School Processes Data
• School locale and size of student population
• Comprehensive evaluations of the school (e.g., SST)
• Student characteristics, including poverty,
language proficiency, IEP, migrant,
race/ethnicity
• Curriculum and instructional materials
• Student mobility rates
• Staff characteristics (e.g., experience,
attendance, turnover)
• Instruction (time and consistency among grade levels)
• Academic interventions available to students
• Schedules and class sizes
• Family/community involvement policies/practices
• List of schools and feeder patterns
• Professional development structure
• Student attendance
• Services and/or programs (Title I, special ed, ESL)
• Discipline referrals and suspension rates
• Extended day or summer programs
Perception Data
• Teaching and learning
conditions surveys (e.g., TELL
Colorado)
• Any perception survey data
(e.g., parents, students,
teachers, community, school
leaders)
• Self-assessment tools (district
and/or school level)
Step Two: Analyze Trends in the Data and Identify Priority Needs
Using 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., academic
achievement, academic growth, academic growth gaps, post secondary readiness). The summary provided in Part I of this template (pp. 1-2) will provide some
clues on content areas, grade levels and disaggregated groups where the school needs to focus its attention. Local data (suggestions provided above) should
CDE Improvement Planning Template for Schools (Version 1.2 -- Last updated: September 16, 2010)
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also 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 it
can build, and identify areas of need. Finally, those needs should be prioritized. At least one priority need must be identified for every performance indicator for
which school performance did not at least meet state and/or federal expectations. These efforts should be documented in the Data Analysis Worksheet below.
Step Three: Root Cause Analysis
This step is focused on examining the underlying cause of the priority needs identified in step two. A cause is a “root cause” if: (1) the problem would not have
occurred if 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
similar problems (Preuss, 2003). Finally, the school should have control over the proposed solution – or the means to implement the solution. Remember to
verify the root cause with multiple data sources. These efforts should be documented in the Data Analysis Worksheet below.
Data Analysis Worksheet
Directions: 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 a
more comprehensive analysis by examining all of the performance indicators. – at a minimum, you must address the performance indicators for the targets that were not met for
accountability purposes. Ultimately, your analysis will guide the major improvement strategies you choose in section IV. You may add rows, as necessary.
Performance
Indicators
Academic
Achievement (Status)
Description of Significant Trends
(3 years of past data)
Priority Needs
Because of the size of our school data, CDE has
Writing
asked us to use the 3-year data to analyze trends.
Here is the three-year data. Reading scores remain
high and stable in all grades. Math scores remain
high in all grades with some fluctuation in 4th . 5th
grade writing has increased the past three years
with 3rd and 4th grades fluctuating. The percentage
of P & A in reading were 92.1, writing 79.2, math
89.8 and science 84. As a school compared to
other schools in the state, Sunnyside is in the 95th
percentile in Reading, 93rd percentile in Math, 93rd
in Writing and 97th percentile in science.
CDE Improvement Planning Template for Schools (Version 1.2 -- Last updated: September 16, 2010)
Root Causes
Our school and district practices were not aligned with
the state standards. State standards were not clearly
outlined with student expectations.
5
When looking at achievement data through Alpine
Achievement there is no gap between the school
and all disaggregated groups when looking at PP,
P & A. When looking solely at P & A there is a mild
gap for third and fourth grade writing for Title
One/FRL/IEP students; however the number of
students in this group is so small it may not be
statically significant.
Writing – Specifically
extended paragraph
writing.
Intervention practices for writing have not been as
developed as in reading and math. Formative
assessments to identify specific skills needed that are
aligned with state standards have been missing.
Progress monitoring in writing has been difficult and
inconsistent.
Here is the past three years of individual year data.
We did not use this data to make decisions
because of three year data was more statistically
significant.
Academic
Achievement (Status)
Reading – P & A2010 2009 2008
3
95
92
95 no unsatisfactory
4
89
80
89 no unsatisfactory
5
94
90
X no unsatisfactory
X indicates too small of a class to measure
Math – P & A
2010 2009 2008
3
95
92
94 no unsatisfactory
4
86
95
84 no unsatisfactory
5 100
80
X no unsatisfactory
Writing P & A
2010 2009 2008
3
77
83
79 no unsatisfactory
4
61
85
74 no unsatisfactory
5
94
90
X no unsatisfactory
Science
5th 88
85
X no unsatisfactory
CDE Improvement Planning Template for Schools (Version 1.2 -- Last updated: September 16, 2010)
Writing – Specifically
extended paragraph
writing.
Our school and district practices were not aligned with
the state standards. State standards were not clearly
outlined with student expectations.
6
Growth in Math
EDM has been implemented with fidelity in all grades
for the past two years. The way the curriculum spirals
this earlier implementation without fidelity caused the
gaps in some student’s knowledge base. An analysis
of EDM and CSAP show that graphs and charting areas
need to be supported more in EDM to meet our
standards.
Growth Math
EDM has been implemented with fidelity in all grades
for the past two years. The way the curriculum spirals
this earlier implementation without fidelity caused the
gaps in some student’s knowledge base. Graphs and
charting areas need to be supported more in EDM.
Math 36 percentile for the past three years.
Academic Growth
Academic Growth
Gaps
Post Secondary
Readiness
Our FRL population is approaching adequate
growth in mathematics. The growth score is 37th
percentile, which is one point larger than the total
school population’s score of 36.
Although in writing SS meets expectations with
FRL data at the 25th percentile. There is a gap
between our general growth score of 53rd
percentile.
There are fewer interventions and progress monitoring
tools in writing for the RTI process.
NA
---------------------------------------------Preuss, P. G. (2003). School Leader's Guide to Root Cause Analysis: Using Data to Dissolve Problems. Larchmont, NY: Eye on Education
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Step 4: Create the Data Narrative
Directions: 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 the
root 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 School
Trend Analysis and Priority Needs: On which performance indicators is our school trending positively? On
which performance indicators is our school trending negatively? Does this differ for any disaggregated student
groups, e.g., by grade level or gender? What performance challenges are the highest priorities for our school?
Root Cause Analysis: Why
do we think our school’s
performance is what it is?
Verification of Root Cause: What
evidence do you have for your
conclusions?
Narrative: Stakeholder involvement in plan development included parents and community members in our School Accountability Council, Parent Teacher Organization, staff
members in staff meetings, Professional Learning Communities and professional development days. Staff members include the Principal, Title One Teacher, Coach, all teachers,
and support staff. Principal meets with the Director of Federal Programs and assessments to discuss progress on our UIP and CDE’s requirements, changes and compliance.
The SAC committee as well as the above stakeholders reviewed the School Performance Frameworks and identified trends and specific needs for our UIP. Although indicators
showed only one priority need in math growth, stakeholders also added a need for an increase in writing performance.
Achievement:
Sunnyside has shown high achievement for many years. There is very little difference between the disaggregated groups and our regular population in achievement. There is a
higher growth rate for our lower performing students. This is due to our teamwork and problem solving strategies. We look at each individual student and design interventions
that will support and help that student achieve. There is no one thing that helps us do that. It is creative problem solving in a flexible system that allows us to put our resources
where they are needed. It is the willingness of all team members to do things outside their normal job descriptions. The disaggregated data shows this on our CSAP scores. The
ability to bridge the gap between our F/L, Title, ELL and IEP students has helped make Sunnyside very successful in achievement.
Writing is our lowest area in achievement and our highest area in growth. This shows that students are learning a great deal every year but not reaching the standards set by the
state. Our curriculum has been lacking in specificity and has not been aligned well with the state standards. Our new dashboard is very specific and will help guide our instruction
in writing. We have always had a very specific curriculum and knowledge of how to teach reading and writing. We have studied the research in reading and applied it to our
instruction. There are many strategies and interventions in reading and math during the RTI process, however we are lacking research- based interventions in writing. In math,
we looked for an exemplar school and went to visit Ouray Elementary. Ouray Elementary had dramatically increasing CSAP scores and also had very similar demographics. We
applied that knowledge to our existing program increasing our achievement scores. We are still working on growth in math.
Growth:
We have included growth goals in our SIP for the past two years. We met those goals in the areas of reading and writing with 48-percentile growth in reading and 53rd percentile
growth in writing. Although we have increased our Advanced scores in math and decreased our PPs and Us we are only at the 36 percentile in growth for math. This puts us in
the approaching category. It is interesting to look at the Median expected growth for us which was 34% and our actual growth was higher than the expected growth by 3 percentile
pts, however the state calculated that everyone below the 45th percentile would be approaching whether they met their targets or not. We started last year and will continue
teaching math for a 90 minute block with 30 minutes of that time for differentiation. We will flood resources into our classrooms at that time to support our disaggregated groups.
We will use Harvey Silver strategies while implementing the EDM curriculum with fidelity, along with some individually designed practice to increase our growth. We will visit an
exemplar school in math growth to see what strategies we can learn to increase our growth in the area of math. When we wanted to increase our overall math achievement we
went to Ouray Elementary and that strategy improved our achievement scores. We will visit Animas Valley Elementary, an exemplar school in math growth to see what strategies
they use to increase their growth and try to apply them to Sunnyside.
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Section IV: Action Plan(s)
This section focuses on the “plan” portion of the continuous improvement cycle. First you will identify your annual targets and the interim measures. This will be
documented in the School Goals Worksheet. Then you will move into the action plans, where you will use the action planning
worksheet.
School Goals Worksheet
Directions: Complete the worksheet for the priority needs identified in section III; although, all schools are encouraged to set targets for all performance
indicators. Annual targets for AYP have already been determined by the state and may be viewed on the CDE website at:
www.cde.state.co.us/FedPrograms/AYP/prof.asp#table. Safe Harbor and Matched Safe Harbor goals may be used instead of performance targets. For
state accountability, schools are expected to set their own annual targets for academic achievement, academic growth, academic growth gaps and post
secondary readiness. Once annual targets are established, then the school must identify interim measures that will be used to monitor progress toward the
annual targets at least twice during the school year. Make sure to include interim targets for disaggregated groups that were identified as needing
additional attention in section III (data analysis and root cause analysis). Finally, list the major strategies that will enable the school to meet those targets.
The major improvement strategies will be detailed in the action planning worksheet below.
Example of an Annual Target for a Title I Elementary School
Measures/ Metrics
AYP
R
2010-11 Target
88.46% of all students and of each disaggregated group will be PP and above
OR will show a 10% reduction in percent of students scoring non-proficient.
CDE Improvement Planning Template for Schools (Version 1.2 -- Last updated: September 16, 2010)
2011-12 Target
94.23% of all students and by each disaggregated group will be PP and above OR
will show a 10% reduction in percent of students scoring non-proficient.
9
School Goals Worksheet (cont.)
Annual Targets
Performance
Indicators
Measures/
Metrics
Academic
Achievement
(Status)
2010-11
R
CSAP,
CSAPA,
Lectura,
Escritura
AYP
(Overall and
for each
M
94% P & A with no unsatisfactory
scores
91% P & A with no unsatisfactory
scores
2011-12
95% P & A with no unsatisfactory
scores
95% P & A with no unsatisfactory
scores
Interim Measures for
2010-11
Major Improvement
Strategies
NWEA benchmark 3
times per year. DIBELs
Next assessments
administered 3 times
per year. Classroom
rubrics for
comprehension.
Continue interventions
and progress
monitoring. Continue
our core curriculum
using the district
dashboards.
NWEA benchmark 3
times per year.
Everyday Math End of
Units tests, midyear and
end of year
assessments.
Continue implementing
EDM with fidelity,
providing interventions
for students who need
them and using our
district dashboards.
W
82% P & A with no unsatisfactory
scores
85% P & A with no unsatisfactory
scores
Use the district
District Writing
dashboards to align
Benchmarks 3 times per curriculum with state
year.
standards. Identify
interventions in writing.
S
89% P & A with no unsatisfactory
scores
90% P & A with no unsatisfactory
scores
Rubrics and unit
assessments.
Continue implementing
state standards and
the district curriculum.
R
94.23
Same as above.
Same as above.
94.23
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for each
disaggregated
groups)
94.23
M 94.23
Same as above.
Same as above.
NWEA benchmark 3
times per year. DIBELs
Next assessments
administered 3 times
per year. Classroom
rubrics for
comprehension.
Continue interventions
and progress
monitoring. Continue
our core curriculum
using the district
dashboards.
NWEA benchmark 3
times per year.
Everyday Math End of
Units tests, midyear and
end of year
assessments.
Continue to implement
EDM with fidelity. Go
observe an exemplar
school in growth.
Check our formative
assessment of math
skills & interventions
against an exemplar
growth school.
54
Rubrics and unit
assessments.
Use the district
dashboards to align
curriculum with state
standards. Identify
interventions in writing.
52
54
Same as above
Same as above
M 49
52
Same as above
Same as above
W 52
54
Same as above
Same as above
Graduation Rate NA
NA
NA
NA
Dropout Rate
NA
NA
NA
NA
Mean ACT
NA
NA
NA
NA
R
Academic
Growth
Median
Student
Growth
Percentile
52
M 49
W 52
Academic
Growth Gaps
Post
Secondary &
Workforce
Readiness
Median
Student
Growth
Percentile
R
54
52
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Action Planning Worksheet
Directions: Based on your data analysis in section III, prioritize the root causes that you will address through your action plans and then identify a major improvement strategy(s). For each major
improvement strategy (e.g., differentiate reading instruction in grades 3-5) identify the root cause(s) that the action steps will help to dissolve. Then indicate which accountability provision or grant
opportunity it will address. In the chart, 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 major improvement 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/restructuring under Title I (see pre-populated report on p. 2), 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, as needed. While space has been provided for three major improvement strategies, the school may add other
major strategies, as needed.
Major Improvement Strategy #1: Writing
Root Cause(s) Addressed: Implementing a structured curriculum that aligns with state standards.
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
Title I school wide or targeted assistance plan requirements
School Improvement Grant
Description of Action Steps to Implement
the Major Improvement Strategy
Resources
Timeline
Key Personnel*
(Amount and Source: federal,
state, and/or local)
Implementation Benchmarks
Implement the new dashboards in writing
Year long with
monthly reviews
during Grade
Level PLCs.
All grade level
teachers,
Resource, Title,
Instructional
Coach, GT, ELL
and Media
Specialst.
DLI, Step Up to Writing, 6
Traits,
1. Spreadsheet documentation
for learning targets. (Year
long)
2. District rubrics &
assessments. (NWEA) (Fall,
Winter, Spring)
2/8/11 Teachers are working in PLC
groups monthly with peers on
documenting learning targets and
updating district rubrics.
Develop interventions strategies for writing
Bi - Weekly
Checks on
individual
students.
Intervention Team
& Classroom
Teachers,
Principal,
Instructional Coach
Step Up to Writing &
possible writing
differentiation tools
List of intervention tools for writing.
(Spring)
2/8/11- Sunnyside has used 4 PLCs
to discuss writing interventions and
plan progress monitoring tools for
interventions. We will be submitting a
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list to the district safety net team this
Friday, 2/11/11
Develop consistent progress monitoring
processes for writing.
By December
2010
PLC teams, Coach,
Principal,
Intervention Team
Time & formative
assessment tools.
Progress Monitoring for all
interventions. (Fall, Winter, Spring)
2/8/11 Benchmark Assessments are
in place and progress monitoring has
become on several students in
writing.
* Not required for state or federal requirements. Completion of the “Key Personnel” column is optional for schools.
Major Improvement Strategy #2: Math
Root Cause(s) Addressed: Our achievement in math has
increased. Our SIP goals for the past two years has addressed growth in math for advanced students. We increased our advanced math students on CSAP. We
started implementing EDM with fidelity in all grades two years ago. This is a spiral curriculum and we believe the effects of that implantation will be showing up on
CSAPs this year. Last year we started implanting a differentiation strategy for a half hour daily in math. This should result in higher growth for lower students and
higher growth for higher students.
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
Title I school wide or targeted assistance plan requirements
School Improvement Grant
Description of Action Steps to Implement
the Major Improvement Strategy
Key Personnel
Timeline
Resources
(Amount and Source: federal,
state, and/or local)
Implementation Benchmarks
Continue implementing EDM with fidelity
Yearlong
All teachers &
Principal,
Instructional Coach
EDM & time (90 minutes
per day)
Check EDM pacing on pacing
guides with district PLCs.
2/8/11 Ongoing with district PLCs.
Differentiate math for all students
Daily for 30
minutes
All Classroom
Teachers, ELL, GT,
Resource, Title,
Instructional Coach
Time during the day and
intervention team time.
EDM end of unit tests
Documentation of math facts
mastery
Documentation of red skills mastery
2/8/11 Learning Targets are being
documented by end of the unit tests
in Every Day Math.
Meet with Animas Valley Teachers to discuss
math growth.
By November
2010
Two teachers,
Coach & Principal,
Transportation & Time
Share out with teachers during PLC.
CDE Improvement Planning Template for Schools (Version 1.2 -- Last updated: September 16, 2010)
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math growth.
2010
Coach & Principal,
Instructional Coach
Align EDM or formative assessment with Red &
Green Skills
By April 2010
All teachers &
District PLCs,
Instructional
Coaches
2/8/11 - A team of teachers went
and observed at Animas Valley and
recommendations were made to the
staff in December 2010. SIPTA
supported those recommendations
with money for a tutoring program
and Math Olympiad which are both
being implemented.
Dashboards & EDM
Aligned work in PLCs.
2/8/11 This work is ongoing and
should be completed by the end of
the year.
Accountability Status and Requirements for Improvement Plan
Program
Identification Process
Identification for School
Directions for completing improvement plan
State Accountability
Title 1 Accountability Provision: Plan Components for a Title 1A Targeted Assistance Program
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
Title I school wide or targeted assistance plan requirements
School Improvement Grant
2/8/11 – All Title Action Steps are being implemented.
Description of Action Steps to Implement
the Major Improvement Strategy
Timeline
CDE Improvement Planning Template for Schools (Version 1.2 -- Last updated: September 16, 2010)
Key Personnel
Resources
(Amount and Source: federal,
state, and/or local)
Implementation Benchmarks
14
•
All students will be taught by highly qualified
teachers.
1. Instructional Strategies and Program
Coordination:
Description of instructional strategies and programs
that coordinate with and support the regular program.
•
Full staff PD and implementation of District
adopted grade level Language Arts curriculum
•
Harcourt for classroom instruction and Harcourt
intervention program used in Classroom
instruction
•
Coaching demonstration of literacy lessons,
lesson planning, and literacy materials for regular
instructional program
On going year
long
Title One Teacher,
Principal,
Classroom
Teachers,
Instructional
Coach, SPED
teacher, Child
Study Team, Grade
level PLC Teams,
BOCES
Consolidation Grant for Title
One funds
Fall, Winter, and Spring DIBELS
and NWEA, Child Study reports on
Alpine Achievement documentation
Pre-post tests for each intervention
area at beginning and end of
instructional strategy unit
Bi-monthly progress monitors
Title interventions research based and specific for
diagnosed areas of need (Read Well, Language!,
SRA Early Interventions In Reading, LindamoodBell Visualizing/Verbalizing, Sounds In Syllables,
Project Read Phonology, Seeing Stars
Subject areas to be served •
• Reading and Writing
Scheduling models to be used (before or after school;
extended day/year)
Scheduling is done during the school day
with pull out activities from the classroom and
support within the classroom- in addition to
regular reading instruction in the classroom
Supplemental instructional activities that are aligned
with the regular classroom practices
•
•
Selected intervention practice reading
materials sent home for family practice.
Reading instruction cues and writing
instruction cues aligned with classroom
teachers and through grade levels.
As our school goes to School Wide Title in 2011-2012
•
CDE Improvement Planning Template for Schools (Version 1.2 -- Last updated: September 16, 2010)
15
our SAC committee and staff will consider adding
scientifically researched based math intervention
strategies and programs.
2. Methods of Identifying Students
Description of the method by which children with the
greatest need are selected
• PK – 2 selection criteria Teacher referrals,
DIBELs test, NWEA (for 2nd grade), grade
level running records, Phonemic Awareness
Inventory, phonics tests, school grade level
site word inventories
• 3-5 selection criteria (multiple objective
criteria required) –CSAP reading/writing,
NWEA, DIBELS test, Classroom assessment
performance and observations, grade level
running records
3. Rank Order
Description of provisions made to serve all eligible
children in rank order of need, including economically
disadvantaged, disabled, migrant, LEP, and homeless
children, as well as those who have participated in
Head Start or Even Start or who received services from
an Neglected or Delinquent institute during the
previous two years. –
•
On going year
long
Title One teacher,
Principal,
Classroom
Teachers, Child
Study Team, Grade
Level PLC Teams,
BOCES
Consolidation Grant for Title
One funds
Pre-post tests for each intervention
area at beginning and end of
instructional strategy unit, Fall,
Winter, and Spring DIBELS and
NWEA, Principal observations data
collection, Child Study process and
referrals
On going year
long
Title One teacher,
Principal,
Classroom
Teachers,
Intervention Team
Consolidation Grant for
Title One funds
Fall, Winter, and Spring DIBELS
and NWEA, Principal observations
data collection, Intervention Team
process and referrals
On going year
long
Title One teacher,
Principal,
Classroom
Teachers,
Intervention Team,
Instructional
Assistants
Consolidation Grant for
Title One funds & Title
Two A
Title One Teachers log of meetings
and outcomes with classroom
teachers, notes from district PD
training, Principal observation of
instructional practices being taught
in classroom.
Intervention team monitors all data including
NWEA, Dibels Next, writing samples and reading
inventories. All students below grade level are
ranked according to need with the highest need
students receiving the most services.
4. Professional Development
Description of professional development opportunities
for Title I teachers and other individuals as appropriate.
PD must align with the needs of Title I students served.
•
All classroom teachers are given professional
development around linguistically correct sound
production.
•
All staff will participate in Professional
CDE Improvement Planning Template for Schools (Version 1.2 -- Last updated: September 16, 2010)
16
Development activities using assessment results
to improve instruction.
•
All classroom and intervention teachers studied
the Better Answers Book. Writing cues and
prompts were aligned. K-5.
•
“Thoughtful Education” strategies are continued
topics of PLCs with teachers implementing them
in their classrooms.
•
NISL Training
•
SIOP Training
•
PBS On line Classes
On going 18
months
Ongoing
Ongoing
Principals
Instructional
Coaches, ELL and
select staff from
each school
Self-selected staff
Title 11D Funds
5. Parental Involvement
Strategies planned to increase the level of parental
involvement, such as family literacy, and that aren’t
included in the School Parent Involvement Policy and
Compact.
•
On going year
long
Title One Teacher,
Principal,
Classroom
Teachers, Parents
Consolidation Grant for
Title One funds, School
newsletter budget
Notes from parent meetings and
conferences, copies of newsletters,
checked out reading materials.
Parent workshops 6 times per year, informational
newsletters sent home bi-monthly, parent
conferences and take home reading materials,
Parent compact meeting where parents select
what types of workshops they are interesting in
attending.
CDE Improvement Planning Template for Schools (Version 1.2 -- Last updated: September 16, 2010)
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6. Coordination of Resources
Procedures to be used for coordination of Title I
resource with other resources to enable children
served to meet the State content standards and State
student performance standards
•
School and district PLC meetings, bi-monthly
Intervention Team meetings, district instructional
materials, child talk at weekly PLCs, integration
with district curriculum dashboards, literacy
coaching
•
The school age Kinder team will meet with the
Preschool team and discuss the transition of all
preschool students at Sunnyside. BOCES staff
will be consulted and attend any meetings on
identified preschoolers coming from other
preschools.
7. Progress Monitoring
Process for reviewing the progress made by
participating children, on an ongoing basis, and the
process for revising the program as needed to provide
additional assistance to enable these children to meet
the State content standards and State student
performance standards
•
On going year
long
May, 2011
On going year
long
Title One Teacher,
Principal,
Classroom
Teachers, Literacy
Coach, Intervention
team
Kinder and
Preschool Teams
and Intervention
Team, BOCES
Team
Title One Teacher,
Principal,
Classroom
Teachers,
Intervention Team
Consolidation Grant for
Title One funds
Notes from teacher/literacy coach,
district, and PLC meetings,
Intervention Team notes, Alpine
Achievement reports,
School time & Boces
time
Consolidation Grant for
Title One funds
Fall, Winter, and Spring DIBELS
and NWEA, Principal observations
and data collection, Child Study and
PLC data reviews,
Dibels Next on a weekly to bi-weekly basis,
running records, classroom work samples and
writing samples with grade level rubrics.
2All
CDE Improvement Planning Template for Schools (Version 1.2 -- Last updated: September 16, 2010)
18