PERSHING COUNTY SCHOOL DISTRICT
LOVELOCK ELEMENTARY
1100 HARVARD WAY
LOVELOCK, NEVADA 89419
SAGE
SCHOOL IMPROVEMENT PLAN
TITLE I - NRS 385
For Implementation in
2007-2008
School Improvement Planning Team
Name of Member / PositionShea Murphy / Principal
Mary Ann Johnson / Chairman
Geraldine Atkinson / Math facilitator
Tammie Montes / Teacher
Nancy Meissner / Teacher
Loretta Safford / Teacher
Dana Montes / Teacher
Anne Mitchell / Reading coach
Dana Hodges / ESL teacher
Susan Cerini / Title 1 aide
Brooke Wagner* / Parent
Walter Brinkerhoff / School board
Submission Date: November 1, 2007Area Reviewer:
School: Lovelock Elementary / District: PershingPrincipal: Shea Murphy / School Year: 2007-2008
Address: 1100 Harvard Way, Lovelock, NV 89419 / Phone: 775-273-2176
Email:
Table of Contents / Page #
Part I: / Vision of Learning / 63
Part II: / Inquiry Process: Evidence of Development of the SIP (Comprehensive Needs Assessment) / 66
Part III: / SIP Goals & Measurable Objectives / 69
Part IV: / School Improvement Master Plan (Reform Strategies): / 70
Goal 1: Action Plan & Monitoring Plan / 70
Goal 2: Action Plan & Monitoring Plan / 73
Goal 3: Action Plan & Monitoring Plan / 75
Part V: / Budget for the overall cost of carrying out the plan / 78
Part VI: / Evaluation of the SIP / 79
Part VII: / Other Required Elements & Assurances of the SIP (All schools) / 81
Part VIII: / Required Elements & Assurances for Title I Schools / 83
Part IX: / Additional Required Elements & Assurances for Non-Title I Schools / 85
Appendix A: / School Profile (Accountability Report, Other Data) / 86
Attachments: / Professional Development Chart, Parent Involvement Chart / 90-93
Part I: VISION FOR LEARNING
District Vision or Mission Statement
The Board of Trustees believes each student should be accepted into the educational program as he/she is. That he/she should be provided with stimulating environments and opportunities that will effect continuing satisfactory adjustment to life…Opportunities to each student within the bounds of his/her capacity…can be provided by the financial limits…vocational education programs and services shall be “learning by doing”…
District Goal 1
The priority is to increase the achievement scores of all students on the mathematics exams administered in the district by using data analysis to identify at-risk students for tutoring programs, extended school year, and professional development specially related to math for teachers.
District Goal 2
The priority is to increase the achievement scores of LEP and IEP students on the mathematics exams administered in the district.
VISION FOR LEARNING (continued)
School Vision or Mission Statement
The mission of Lovelock Elementary School is to provide a safe and healthy environment where students receive instruction from a professional staff in a climate of excellence.
School Highlights
Lovelock Elementary School is implementing an acronym to represent L.E.S.: Learn, Empower, Succeed. We want to motivate our students to embrace learning and realize the educational opportunities offered at our school. Students will become empowered to take responsibility for their own learning and success.
Lovelock Elementary School has implemented an after school math tutorial led by the math facilitator. This is a strategy-based curriculum designed to help enrich math concepts. During the day, the math facilitator assists students with math mini lessons. In the math computer lab the facilitator provides enrichment for math using Harcourt Brace programs as well as other math programs. High school tutors are utilized in math remediation. Materials are available in the math resource center to be used by parents and staff.
We are very proud of our strong literacy program. We have two literacy coaches who oversee the Reading First Literacy Center, implement the research based core-reading program, direct a family literacy program, and coordinate interventions in grades K-3. Intervention programs include Reading Recovery for first grade students, a high school tutoring program which provides specific literacy intervention and enrichment for all students in grades 1-3, and a walk-to-read intervention program for all students in grades1-3. The literacy center contains materials for teachers, families, and high school tutors to help children improve their reading. Family literacy and/or math nights will be scheduled during the year.
Other implemented programs include eMINTS (an instructional model with a ratio of one computer for every two students) in classrooms in 4th and 5th grades, monthly incentives focusing on improvement and core curriculum achievement, Principal’s luncheonbased on academics and behavior, Lovelock Elementary Choir, Sign Language Club, Mileage Club, Conflict Managers, Safety Patrol, Student Council, and Missoula Children’s Theatre.
L.E.S. has encouraged parent involvement with activities such as Muffins with Mom, Donuts with Dad, Mileage Club parent walks, and the Fall Festival. We have improved communication with parents through open houses held at the beginning of the year, monthly newsletters, family literacy and/or math nights, a newly formed PTA and parent teacher conferences.
Part II: Inquiry Process
Comprehensive Needs Assessment
Based on a complete analysis of the data, list the key strength and priority concerns in student performance, instructional and remediation practices, and program implementation for ALL students in ALL grade levels.
Key Strengths
(to sustain in the school improvement plan)
Math and reading are key strengths for Lovelock Elementary School.
AYP profile shows math scores went up 13.76% from 05/06 to 06/07 in grades 3-5.
According to AYP profile the following subgroups all gained at least 10% or more in math for the 06/07 year: Hispanic, White/Caucasian and FRL.
According to AYP profile, English Language Arts (ELA) is above the benchmark requirement at 57.3%.
AYP profile shows the White/Caucasian subgroup gained 4.16% in English Language Arts for the 06/07 year.
Priority Concerns
ELA dropped 2.7% even though it was still above benchmark.
In ELA, the Hispanic/Latino subgroup dropped 5.7%. Our concern is the large number in the Hispanic/Latino subgroup that approaches standards and/or is emergent/developing, but does not achieve the meets standards in a particular grade level on any of the tests.
Free and Reduced subgroup decreased from 54.02% to 52.52% in ELA.
2006/2007 Writing Proficiency scores are under target at 48.8% and need to be raised to meet next year’s target of 51.7%.
Continue with math professional development, math strategies and interventions which are in place to maintain the increase in math scores.
Inquiry Process (continued)
Verification of Causes – Root Cause Analysis
For each concern, verify the root causes that impact or impede the priority concerns. Identify research-based solutions that address the priority concerns.
Priority Concerns / Root Causes / Solutions
1. ELA dropped 2.7% even though it was still above benchmark. / 1. Not using assessment data to develop reteaching needs for individual students. / 1. Utilize MAP results and formative assessments. Remediate skills not mastered to students in need.
2. (a) In ELA, the Hispanic/Latino subgroup dropped 5.7%.
2. (b) Our concern is the large number in the Hispanic/Latino subgroup which approaches standards and/or
is emergent/developing, but does not achieve the meets standards in a particular grade level on any of the tests. / 2. (a) Teachers do not have enough training in strategies that help the Hispanic/Latino subgroup access the regular curriculum.
2. (b) 3rd, 4th and 5th grade students who remain in LEP status are new non-speakers or IEP students. / Provide SIOP training for all staff members.
2. (b) The ESL teacher will assess returning students and may conference with the classroom teacher to develop modifications to aid students in approaching standards on CRT’s.
3. Writing proficiency scores need to be raised to meet the 07-08 target. / 3. We have prioritized math and reading in our school and haven’t adequately addressed the writing needs of our students. / 3. Grades 1-3 will spend a minimum of four hours a month on writing traits. Grades 4-5 will spend a minimum of eight hours a month on writing traits. Continued support will be provided for the staff.
4. Maintain momentum with growth in our math scores. / 4. Previous lack of continuity and consistency in the math curriculum / 4. Continue with math professional
development, math strategies and interventions that are in place to maintain an increase in math scores.
Part III: Improvement Goals and Measurable Objectives
Convert the top priority concerns into the goal(s) for improvement and incorporate the identified solutions into the action plan.
Goal 1: Increase all student achievement in reading with a focus on non-proficient students.
Measurable Objective 1: Current CRT data show that 56% of all students are proficient in reading. Therefore, LES will decrease the number of non-proficient by 10% to reach a target of 61%.
Goal 2: Increase all student achievement in writing with a focus on non-proficient students.
Measurable Objective 2: Current writing test data show that 48% of all fifth grade students are proficient in writing. Therefore, LES will decrease the number of non-proficient by 10% to reach a target of 53%.
Goal 3: Increase all student achievement in math with a focus on non-proficient students.
Measurable Objective 3: Current CRT data show that 59% of all students are proficient in math. Therefore, LES will decrease the number of non-proficient by 10% to reach a target of 63%.
Part IV: School Improvement Master Plan & REFORM STRATEGIES
Action Plan: List the action steps to implement the solutions for each goal, as well as the timeline, resources, and the person(s) responsible.
Monitoring Plan: Identify the data that will be collected to monitor the action steps, as well as the timeline and the person(s) responsible.
Goal 1: Increase all student achievement in reading with a focus on non-proficient students.
Measurable Objective 1: Current CRT data show that 56% of all students are proficient in reading. Therefore, LES will decrease the number of non-proficient by 10% to reach a target of 61%.
Action Plan / Monitoring plan
Action Steps
to implement the solutions/strategies / Timeline
for implementing action steps / Resources
e.g., money, people, facilities to be used for implementation / Person(s) Responsible
Who is the person or group who will ensure that each action step is implemented? / Monitoring Measures
Identify data sources & timeline for monitoring the progress of each action step. / Person(s) Responsible
Who is the person or group who will ensure that the progress is monitored?
1.1 Utilize MAP and formative assessments to track student growth and driveinstruction.
/ MAP testing at the beginning, middle and end of year.DIBELS testing twice a month, monthly, and/or at trimester according to student achievement / MAP assessment, DIBELS assessment,
District funding, Reading First funding, building budget / Classroom teachers and reading coaches / Assessment results, grade level meetings (GLM), identified students for intervention / Classroom teachers and reading coaches
1.2 Training for 4th and 5th grades in DIBELS
/ November 7, 2007 / RPDP funds and trainer / RPDP trainer and principal / Sign in sheet, assessment results / 4th and 5th grade classroom teachers, RPDP trainer, principal1.3 Continued support for 1st through 5th grades to efficiently use MAP results
/ August 2007 for training and TBA for support / District funds, MAP trainer, continued support / Principal / Sign in sheets from trainings and GLM’s, 1st-5th grade classroom teachers, assessment results, / 1st-5th grade classroom teachers, MAP trainer, principal1.4 Identify student needs according to assessment and remediate through small group instruction, tutoring or intervention blocks.
/ Daily in the classroom / MAP and DIBELS testing and/or theme skills tests / Classroom teachers, principal, reading coaches / GLM discussion, reading coaches and/or principal observation, assessment results, teacher observation / Classroom teachers, principal, reading coaches1.5 Returning ESL students will be tested by ESL teacher who will work with the classroom teachers, asneeded, to share strategiesfor student success.
/ Yearlong / Time for ESL teacher to test / ESL teacher, classroom teacher / Test results shared with classroom teachers / ESL teacher, classroom teacher1.6 Provide SIOP training
/ TBA / Budget / Principal / Sign in sheet, assessment results / PrincipalSchool Improvement Master Plan (Continued)
Goal 2: Increase all student achievement in writing with a focus on non-proficient students.
Measurable Objective 2: Current writing test data show that 48% of all fifth grade students are proficient in writing. Therefore, LES will decrease the number of non-proficient by 10% to reach a target of 53%.
Action Plan / Monitoring plan
Action Steps
to implement the solutions/strategies / Timeline
for implementing action steps / Resources
e.g., money, people, facilities to be used for implementation / Person(s) Responsible
Who is the person or group who will ensure that each action step is implemented? / Monitoring Measures
Identify data sources & timeline for monitoring the progress of each action step. / Person(s) Responsible
Who is the person or group who will ensure that the progress is monitored?
2.1 Each grade level will implement writing traits in their classrooms: an average of four hours a month for grades 1-3, eight hours a month for grades 4-5. / All year / Classroom teachers, rubrics, and writing traits materials / Classroom teachers / Twice monthly grade level discussions, principal walk-through / Classroom teachers, RPDP regional trainer, principal
2.2 Provide teacher support for use of writing traits and rubrics. / November - March / Trainer, Book Club / Trainer, reading coaches, and classroom teachers / Sign in sheets and assessments / Classroom teachers, principal
2.3 Every 9 weeks the school will focus on one or more of the following traits: conventions, ideas, organization and voice.
/ Every nine weeks / Trainer and writing rubrics / Classroom teachers / Hallway publishing on the focus trait and collaboration in GLM’s. / Classroom teachers, principalSchool Improvement Master Plan (Continued)
Goal 3: Increase all student achievement in math with a focus on non-proficient students.
Measurable Objective 3: Current CRT data show that 59% of all students are proficient in math. Therefore, LES will decrease the number of non-proficient by 10% to reach a target of 63%.
Action Plan / Monitoring plan
Action Steps
to implement the solutions/strategies / Timeline
for implementing action steps / Resources
e.g., money, people, facilities to be used for implementation / Person(s) Responsible
Who is the person or group who will ensure that each action step is implemented? / Monitoring Measures
Identify data sources & timeline for monitoring the progress of each action step. / Person(s) Responsible
Who is the person or group who will ensure that the progress is monitored?
3.1 Continue to have a math facilitator to provide oversight and leadership of the mathematics program
/ School years 2007-2009 / SB 185 and Title 1 monies / Math facilitator and principal / Schedule of math facilitator / Principal and math facilitator3.2 Grade levels will continue to provide mandatory math facts development with their students by using Rocket Math, Math Facts in a Flash, and/or Mad Minutes.
/ Daily / Rocket Math, Math Facts in a Flash, Mad Minutes / Classroom teachers / Record student progress and provide access of assessment results to principal upon request / Principal3.3 Continue the after school math tutorial program and the summer school program for target students in need and parent requests.
/ The program will operate from October 2007 to May 2008. Summer school June/July 2008. / Money from Title 1, SB 185 / Math facilitator, high school tutors / MAP testing and CRT’s / Math facilitator3.4 The school will continue to offer math enrichment through technology.
/ 2007-2009 school years (weekly) / Money from Title 1, SB 185 / Math facilitator / MAP testing and CRT’s / Principal and math facilitator3.5 The school will continueto utilize the math vocabulary aligned with the new math series and state standards.
/ Use vocabulary during the 2007-2008 school year. / No additional resources / Classroom teachers and math facilitator / MAP testing, CRT’s / Classroom teachers and math facilitator3.6 The school will implement family math and/or reading nights.
/ Various times through the 07-08 year / Reading First grant, budget / Math facilitator and reading coaches / Sign in sheets / Math facilitator, reading coaches, principal3.7 Continue math training with RPDP trainer.
/ Every six weeks / RPDP funds and site funds / RPDP regional trainer / Sign in sheets, evaluations / Math facilitator, RPDP regional trainerPart V: Budget forthe Overall Cost of Carrying out Plan
List the funds necessary to carry out the school improvement plan and accomplish the goals.
Goals / Total amount needed to
accomplish Goal.
(Amounts for each action step
should be listed under “Resources.”) / Funds available in current
school funding that have been specifically set aside for the implementation of the goal. / Funds still needed to
implement goal.
Goal 1 / Reading First grant funds / Reading First / None
Goal 2 / Not applicable / Not applicable / Not applicable
Goal 3
(if applicable) / SB 185 funds and Title 1 funds / SB 185 funds and Title 1 / None
Part VI: Evaluation of the SIP
For each measurable objective, identify the data that will be collected to monitor the action steps, as well as the timeline and the person(s) responsible.
Measurable Objectives / Evaluation Measures
(Monitoring Data & Outcome Indicators to evaluate progress in achieving the Measurable Objectives.) / Timeline
For collecting data / Person(s) Responsible,
Who is the person or group who will ensure that the evaluation is completed?
Goal 1
Measurable Objective 1: Current CRT data show that 56% of all students are proficient in reading. Therefore, LES will decrease the number of non-proficient by 10% to reach a target of 61%. / State CRT in reading / Spring 2008 / Principal
Goal 2
Measurable Objective 2: Current writing test data show that 48% of all fifth grade students are proficient in writing. Therefore, LES will decrease the number of non-proficient by 10% to reach a target of 53%. / State NAWE / Feb. 2008 / Principal
Goal 3
Measurable Objective 3: Current CRT data show that 59% of all students are proficient in math. Therefore, LES will decrease the number of non-proficient by 10% to reach a target of 63%. / State CRT’s in math / Spring 2008 / Principal