Scotts Elementary
School Improvement Plan - Math
August 1st, 2015 (For Cycle 1 of the 2015-16 School Year)
School:Scotts Elementary / Year:
2015-16
Updated 09-16-15 / Current NCLB Status;
Current NCLB Status
(for 2014-15 Year: Not Met – Achieved 14/19 or 73.7% of our AMO Targets) / Current ABC Status
Current ABC Status
(for 2014-15 Year: State & EVAAS Targets Met Expected Growth. School Performance Grade = C)
Mission: Success For Every Child, Every Day
Vision: To Become A School Of Distinction
School Improvement Plan Summary
Our focus area is: Math
Overall goal (What we want to accomplish by the end of the second year.)
By the end of the 2016-17 school year, we will sustain high yield Math Common Core Curriculum in all grade levels and show
a 70% or higher achievement level on the end of grade assessments (compared to 2014-15 assessments), and we will
show 20% growth based on EVAAS data in our Title I subgroups (compared to 2014-15 subgroup growth numbers).
Target goal (What we want to accomplish this year.)
By the end of the 2015-16 school year, we will sustain high yield Math Common Core Curriculum in all grade levels and
show a 65% or higher achievement level on the end of grade assessments (compared to 2014-15 assessments), and we will
show 10% growth in our Title I subgroups (compared to 2014-15 subgroup growth numbers and based on EVAAS growth
data).
Approaches/Strategies (What we will do to realize our goal.)
As an MTSS Phase II, our grade levels will strengthen core processes in math instruction and provide classroom remediation/intervention time for those students who score below the class goals in math. We will also continue with, refine, and improve our high yield/data proven behavior strategies at the core and Tier II levels.
Measures: (whatwe will use to monitor our progress toward reaching our goal):
Performance/Impact: Benchmark, CA, PDSA and EOG results
Fidelity of implementation: All test results will be turned in to or displayed for PLC’s; goal teams and school leadership to review
During the 90 day cycle time for Cycle 1, we will revisit/monitor our plan after every BA and during monthly PLC data discussions.
P / PLAN: Identify the gap and the approach
Performance Data; Formative and/or Summative data that is aligned to goal. (Insert data or link to access data here.)
school years.
D / DO: Develop and Implement Deployment Plan
Step # / Cycle 1 List the specific steps your team will complete during the first cycle. / Person(s) responsible for completion of the step. / Measure/Indicator
(How will you know if the step is completed correctly?) / Start Date / End Date
1 / 4th & 5th grade will departmentalize their instruction again next year / 4th grade teachers
5th grade teachers / PLC meeting agendas; Subject PDSA’s; Systematic data analysis & review / August 20th, 2015 / Dec. 1, 2015
2 / We will plan and facilitate school wide and adopted vertical alignment of the steps of common language of solving math problems during professional development in the fall of 2015. / Math Goal Team / Sign-in sheet / August
2015 / October 2015
3 / Classroom teachers will administer the baseline math test and/or AIMSweb math BOY assessment / Classroom teachers / School Net reports / August 2015 / Sept 5th,. 2015
4 / PLC’s will form focus groups based on the data and gaps from the baseline assessments and other pre-tests, including AIMSweb Math core assessments / PLC members; IF / PLC Chair submits focus group lists to school leadership & Math Goal Team / Sept. 1st, 2015 / Sept. 30th, 2015
5 / Grade level teachers will collaborate on specific strategies to facilitate to student groups during math instruction time. Teachers will share the tasks and responsibilities of preparing for math small groups. Grade level teachers will implement Arts Integration on a voluntary and action research basis / PLC Members; IF / Small group lists from each grade level; collaboratively developed Classroom PDSA’s that document the specific strategies posted and current in each classroom / Sept. 2015 / Dec. 1st, 2015
6 / Grade level teachers and the IF will formulate Math Intervention Groups along with a Math Intervention Schedule / PLC Members; IF / Intervention group list from each grade level; predetermined common math intervention strategies; Math Intervention Group schedule / Sept. 2015 / Dec. 1st, 2015
7 / Classroom Teachers will keep current and complete Math Classroom PDSA’s and data posted / All Classroom Teachers / Data gathered from CWT’s; coaching conversations held / August 2015 / Dec. 1st 2015
8 / Teachers analyze data from CA, Benchmark assessments, progress monitoring assessments and other applicable formative assessments to determine if progress is being made in gap areas/focus or intervention groups or arts integration. / All Classroom Teachers / PLC’s will report to SIT on the progress of their focus groups. PLC’s document data in PLC Agenda minutes / Sept 5th, 2015 / Dec. 1st, 2015
9 / Grade levels decide where 30 minute Math intervention block will fit in the schedule. Decisions will be made about who will teach the interventions and how they will be facilitated. / All Classroom Teachers / PLC’s review student data on Progress Monitoring and document next steps (PLC Agendas/Minutes) / Sept. 5th, 2015 / Dec. 1st, 2015
10 / Classroom Teachers will display daily lesson plans on their desks and write the Common Core learning objective of the day/time period on their whiteboards and in their lesson plan books daily. Teachers will check off posted learning (Common Core) essentials when they are mastered or completed. . / All Classroom Teachers / Data gathered from CWT’s; coaching conversations held / Sept. 5th, 2015 / Dec. 1st, 2015
11 / School Leadership will provide systematic and high yield training, coaching (Common Core Training) and support in ISS adopted models of math and math strategies; Instruction Guides, and Integrated Arts for all teachers during PLC’s; after school PD; and on Early Release Days / Hall & IF; Math
Foundations Trainers; Singapore Math trainers / Training agendas, minutes, and training rosters of all PD in math strategies / Sept. 5th, 2015 / Dec. 1st, 2015
12 / Goal Team will review Cycle 1 data and deployment steps, develop next steps for Cycle 2 / Hall; Mehall; SIT Goal Teams / Cycle 2 SIP completed and submitted as per district guidelines / Dec. 1st, 2015 / Dec. 20th, 2015
Data Analysis. Answer the following question using any data and/or information you have about performance in this area
1. In order to meet your Overall Goal, what is the most important area that needs improving and why?
- Fractions and word problems
- Vertical alignment between grades 3 & 4 and between grades 4 & 5,with a schoolwide common language of math strategies. Ex = key words; common geometry focus, Etc.
- A more effective means of intervention time that focuses on spiral review of prior and connected math targets
2. What approaches/strategies are contributing to your success in this area and what data suggests this?
- Singapore Math and Math Foundations strategies being implemented by teachers who have been trained. (3rd & 5th grade EOG scores)
- 4th grade continuation of high yield math instruction and small group math instruction and departmentalized instruction in 4th grade – negative growth has been decreased (scale score comparisons from 3rd to 4th grade) in 2014-15
- Departmentalization of core subjects (math; ELA; science) in 5th grade – higher 5th grade EOG scores in 2014-15
3. What are opportunities for improvement, gap or barriers are in this area?
- Vertical alignment throughout the grade levels of the specific steps to follow in solving math problems- common language of math strategies; need to implement A+ and Arts Integration with Math, Reading, Science & Art
- Lack of high yield Math intervention groups based on core assessments (ex. = AIMSweb math, etc.) and frequent/systematic data analysis and progress monitoring, and next steps
- Lack of a highly effective online math tutorial program (Moby Max has only been adequate….)
4. What seems to be the root cause of the problem and what data suggests this?
- All teachers are currently not aligned with their approach to teaching problem solving – need more common planning and common language
- Lack of high yield Math intervention groups based on core assessments (ex. = AIMSweb math, etc.) and frequent/systematic gap determination; data analysis; progress monitoring, and next steps
***based on success and impact data from Math gap diagnosis/interventions/progress monitoring
Reflection:
5. What approaches/strategies could you deploy to address the root cause and support meeting your overall goal?
- Singapore math training for all the staff
- Math Foundations for all staff
- Implement AIMSweb Math
- Implement Math Intervention Groups with fidelity checks
- Arts Integration of Curriculum
6. What research did you review to support the use of these strategies/approaches?
Singapore Math has been recommended by Common Core, Math Foundations, and ISS. Gap diagnosis and prescribed interventions has been
facilitated by RtI and I3 and ISS; Visit to J. N. Harris School in April, 2015
7. What performance measures will you use to monitor impact of your approach/strategy?
BA, CA, and EOG results
Progress monitoring results from small group math instruction time
Progress monitoring results from math intervention groups
8. What measure will you use to monitor fidelity of deployment of your strategy/approach?
Classroom walk-throughs, PDSA, PLC Collaboration as documented in minutes & agendas; IF support
9.What professional development, if any, will be offered in cycle 1 to support the staff in implementing the approach?
We will plan this development when we return in the fall.
We will train, coach and support a model of Math Intervention Groups
10. If funding is required, what funding source will be used? I3 funds for Singapore Math training (if available)
Messaging:
11. How will you convey intent of this focus area of SIP to stakeholders?
We will vote on our SIP goals/deployment steps and we will post our goals and impact data analysis on our school web page
12. How will you communicate progress towards goals or course corrections to stakeholders?
BA, CA, and EOG results
Staff will read, edit and vote on the plan
Plan will be posted on our School Web Page
Plan will be shared at TPA meetings in October and May
Plan will be shared with parents and community during our TPA or Family/Community Night in January or February 2016
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