Comprehensive School Improvement Plan
Comprehensive School Improvement Plan Date: 9/1/16 District Name: School Plan
Sikeston R-6 Schools
Building Name: 5th & 6th Grade Center
County/District Code: 100-063 Building Code:
305
Grades Served: 5th and 6th
School Improvement Team Name Rodney Pensel Sheila Branch Susan Long Russ Dial Julia Ruesler Heather Barnes Amanda Fladung Kelly Bright Tonya Sparlin Laura Couch Jessica Vandeven Bethany Day Rhonda Mitchell
Position Principal Assistant Principal Assistant Principal Physical Education 6th Grade 6th Grade 6th Grade Guidance Guidance Special Education 5th Grade 5th Grade Parent
Key issues identified from annual performance data and local assessments
Assessment scores are lower than the state average. Instruction needs to be differentiated in order to better meet the needs of the students. Positive Behavioral Support monitors student’s social and academic needs. There is continued need for parental and community support.
Key issues identified from internal and external factor
Horizontal Curriculum Alignment Student Achievement Student Discipline
Prioritized Needs for The Building.
1. 2. 3. 4.
Curriculum alignment Common formative assessments aligned to curriculum Continue Positive Behavioral Support Continue parental and community support
Building Comprehensive School Improvement Plan
Page 1
Goal 1 Sikeston 5th and 6th Grade Center will develop and enhance quality educational/instructional programs to improve performance and enable students to meet their personal, academic, and career goals.
Rationale (name the existing conditions/data points to support the selection of the objective/goal):
MAP Score 2015 District State ELA 266.4 353.1 Math 266.4 302.1 Science 294.4 354.4 *2016 Data is not yet available. While preliminary data demonstrates that there was improvement in the areas of science, mathematics and 5th grade English/Language Arts there is still need for improvement. Sikeston 5th and 6th Grade Center still needs to improve the achievement level of students.
Research Based Strategy(ies) for Implementation: Development of Common Formative assessments in the core subject areas. Learning by Doing, DuFour, DuFour, Eaker and Many, (2010) Solution Tree, Bloomington, IN. Learning in a PLC: Student by student, target by target: ( 2015) http://www.allthingsplc.info/blog/view/305 learning-in-a-plc-student-by-student-target-by-target. Classroom Assessment for Student Learning: Doing it Right - Using it Well. Stiggins, Arter, J. Chappius, S. Chappius (2006) Educational Testing Service. Portland, OR. This book serves as a guide to the development of quality assessments and formative assessment techniques. Teach Like a Champion 2.0: 62 Techniques that put students on the path to college. Lemov, D. (2015) Jossey-Bass Building Level Survey
Alignment to District CSIP Goal
Action Steps
Person Responsible
Resources
Target Date for Completion
Creation of common formative assessments
1
Collaborative Teams
Professional Learning Communities
5/20/17
Utilization of Student Self- Reported Grades
1
Math Collaborative Team
Collaborative Work Group
5/20/17
Measurable Assessment of Goal
Building Comprehensive School Improvement Plan
Page 2
By May 20, 2017 Sikeston 5th & 6th Grade Center will create common formative assessments in the four core subject areas. The data collected from the assessments will be directed through the data cycle and various instructional techniques will be analyzed. Data will be gathered in order to address concerns regarding the MAP assessment scores being lower than the state average.
Goal 2 Sikeston 5th & 6th Grade Center will continue to implement the Professional Learning Communities Process.
Rationale (name the existing conditions/data points to support the selection of the objective/goal): The building underwent a review in which a team from the Southeast Regional Professional Center (PLC) completed a Professional Learning Communities Implementation Rubric in April of 2016 regarding the progress of Sikeston 5th & 6th Grade Center. The review identified areas that needed further attention and improvement.
Research Based Strategy(ies) for Implementation: Sikeston 5th and 6th Grade Center is below the state average. Professional Learning Communities at Work, Plan Book © 2006 Solution Tree • www.solution-tree.com; Learning by Doing, DuFour, DuFour, Eaker and Many, (2010) Solution Tree, Bloomington, IN. This book serves as a handbook and training manual for the implementation of Professional Learning Communities. Building Level Survey
Alignment to District CSIP Goal
Action Steps
Person Responsible
Resources
Target Date for Completion
Teachers will continue to work in collaborative groups.
1
Rodney Pensel
Building Leadership Team
5/20/17
Creation of common formative assessments
1
Collaborative Team
Professional Learning Communities Collaborative Work Group
5/20/17
The leadership team will complete the Professional Learning Communities Implementation Rubric
1
Collaborative Team
Professional Learning Communities PLC Implementation Rubric
5/20/17
Measurable Assessment of Goal
Building Comprehensive School Improvement Plan
Page 3
By May 20, 2017 the building leadership team will have self- assessed its progress toward becoming a Professional Learning Community. Each area will be reviewed and priorities will be set for the following year. The building level survey completed in April of 2016 indicated that there was a need for systematic collaboration across the subject areas of the school. (See Question 27 of survey)
Goal 3 Sikeston 5th & 6th Grade Center will implement a Check In/Check Out Intervention to assist identified students. Responding to Problem Behavior in Schools, Crone, Hawken, Horner, (2010) The Guilford Press, NY, NY. This book guides the selection and suggested interventions that are implemented into a Check In/Check Out system of intervention.
Rationale (name the existing conditions/data points to support the selection of the objective/goal): The goal of the program is to respond to students who are acting out and to provide them with more frequent feedback on their behavior to prevent future problem behaviors and to enhance academic achievement and attendance. While this goal has been completed for two years, in order to keep the tier two interventions working all students are considered for the new school year in order for the process is modified to better the student intervention. Each year the process begins anew.
Research Based Strategy(ies) for Implementation: Positive Behavior Support (PBS) program which works along with the Collaborative Work and Professional Learning Communities Processes. Building Level Survey
Action Steps
Alignment to District CSIP Goal
Person Responsible
Resources
Target Date for Completion
Tier 1 PBS supports for students.
1,3
Susan Long
Big Five Reports (reports are needed to move to Tier 2)
5/20/17
Tier 2 PBS supports for students.
1,3
Susan Long
Check In/ Check Out Interventions
5/20/17
Building Comprehensive School Improvement Plan
Page 4
Measurable Assessment of Goal Students in need of Tier 2 Support will be identified utilizing a teacher nomination form. The form focuses on social and academic behaviors. Currently no students are assigned to the program. Nominations will be completed and student assignments made prior to the end of the first quarter of school. Student assignments are then made and progress is tracked daily and weekly. Student will graduate the program and data will be provided as verification. The building level survey completed in April of 2016 indicated that there was a need for effective supports to assist students who are in jeopardy of academic failure. (See Question 42 of Survey)
Goal 4 Sikeston 5th & 6th Grade Center will continue to increase parental and community support.
Rationale (name the existing conditions/data points to support the selection of the objective/goal): The building level survey completed in April of 2016 indicated that there was a need to continue to keep parents informed. (See Question 56 of Survey)
Research Based Strategy(ies) for Implementation: According to John Hatties in his book Visible Learning, (2009) parental involvement ranks 45 out of 138 meta- analyses of education research with an effect size .51 which indicates medium to high levels of significance on student achievement. Visible Learning, Hatties, John, (2009). Routledge, New York, NY. Building Level Survey
Alignment to District CSIP Goal
Action Steps Continuation of a Parent Advisory Group
2
Person Responsible Sheila Branch
Resources Parents and Patrons of the School and Community
Target Date for Completion 5/20/17
Measurable Assessment of Goal The Parental Advisory Group will meet once per semester to provide input on various aspects of the school community. Minutes of the two meetings will be provided.
Building Comprehensive School Improvement Plan
Page 5
Building Comprehensive School Improvement Plan
Page 6
Sikeston R-6 Schools
Building Name: 5th & 6th Grade Center
County/District Code: 100-063 Building Code:
305
Grades Served: 5th and 6th
School Improvement Team Name Rodney Pensel Sheila Branch Susan Long Russ Dial Julia Ruesler Heather Barnes Amanda Fladung Kelly Bright Tonya Sparlin Laura Couch Jessica Vandeven Bethany Day Rhonda Mitchell
Position Principal Assistant Principal Assistant Principal Physical Education 6th Grade 6th Grade 6th Grade Guidance Guidance Special Education 5th Grade 5th Grade Parent
Key issues identified from annual performance data and local assessments
Assessment scores are lower than the state average. Instruction needs to be differentiated in order to better meet the needs of the students. Positive Behavioral Support monitors student’s social and academic needs. There is continued need for parental and community support.
Key issues identified from internal and external factor
Horizontal Curriculum Alignment Student Achievement Student Discipline
Prioritized Needs for The Building.
1. 2. 3. 4.
Curriculum alignment Common formative assessments aligned to curriculum Continue Positive Behavioral Support Continue parental and community support
Building Comprehensive School Improvement Plan
Page 1
Goal 1 Sikeston 5th and 6th Grade Center will develop and enhance quality educational/instructional programs to improve performance and enable students to meet their personal, academic, and career goals.
Rationale (name the existing conditions/data points to support the selection of the objective/goal):
MAP Score 2015 District State ELA 266.4 353.1 Math 266.4 302.1 Science 294.4 354.4 *2016 Data is not yet available. While preliminary data demonstrates that there was improvement in the areas of science, mathematics and 5th grade English/Language Arts there is still need for improvement. Sikeston 5th and 6th Grade Center still needs to improve the achievement level of students.
Research Based Strategy(ies) for Implementation: Development of Common Formative assessments in the core subject areas. Learning by Doing, DuFour, DuFour, Eaker and Many, (2010) Solution Tree, Bloomington, IN. Learning in a PLC: Student by student, target by target: ( 2015) http://www.allthingsplc.info/blog/view/305 learning-in-a-plc-student-by-student-target-by-target. Classroom Assessment for Student Learning: Doing it Right - Using it Well. Stiggins, Arter, J. Chappius, S. Chappius (2006) Educational Testing Service. Portland, OR. This book serves as a guide to the development of quality assessments and formative assessment techniques. Teach Like a Champion 2.0: 62 Techniques that put students on the path to college. Lemov, D. (2015) Jossey-Bass Building Level Survey
Alignment to District CSIP Goal
Action Steps
Person Responsible
Resources
Target Date for Completion
Creation of common formative assessments
1
Collaborative Teams
Professional Learning Communities
5/20/17
Utilization of Student Self- Reported Grades
1
Math Collaborative Team
Collaborative Work Group
5/20/17
Measurable Assessment of Goal
Building Comprehensive School Improvement Plan
Page 2
By May 20, 2017 Sikeston 5th & 6th Grade Center will create common formative assessments in the four core subject areas. The data collected from the assessments will be directed through the data cycle and various instructional techniques will be analyzed. Data will be gathered in order to address concerns regarding the MAP assessment scores being lower than the state average.
Goal 2 Sikeston 5th & 6th Grade Center will continue to implement the Professional Learning Communities Process.
Rationale (name the existing conditions/data points to support the selection of the objective/goal): The building underwent a review in which a team from the Southeast Regional Professional Center (PLC) completed a Professional Learning Communities Implementation Rubric in April of 2016 regarding the progress of Sikeston 5th & 6th Grade Center. The review identified areas that needed further attention and improvement.
Research Based Strategy(ies) for Implementation: Sikeston 5th and 6th Grade Center is below the state average. Professional Learning Communities at Work, Plan Book © 2006 Solution Tree • www.solution-tree.com; Learning by Doing, DuFour, DuFour, Eaker and Many, (2010) Solution Tree, Bloomington, IN. This book serves as a handbook and training manual for the implementation of Professional Learning Communities. Building Level Survey
Alignment to District CSIP Goal
Action Steps
Person Responsible
Resources
Target Date for Completion
Teachers will continue to work in collaborative groups.
1
Rodney Pensel
Building Leadership Team
5/20/17
Creation of common formative assessments
1
Collaborative Team
Professional Learning Communities Collaborative Work Group
5/20/17
The leadership team will complete the Professional Learning Communities Implementation Rubric
1
Collaborative Team
Professional Learning Communities PLC Implementation Rubric
5/20/17
Measurable Assessment of Goal
Building Comprehensive School Improvement Plan
Page 3
By May 20, 2017 the building leadership team will have self- assessed its progress toward becoming a Professional Learning Community. Each area will be reviewed and priorities will be set for the following year. The building level survey completed in April of 2016 indicated that there was a need for systematic collaboration across the subject areas of the school. (See Question 27 of survey)
Goal 3 Sikeston 5th & 6th Grade Center will implement a Check In/Check Out Intervention to assist identified students. Responding to Problem Behavior in Schools, Crone, Hawken, Horner, (2010) The Guilford Press, NY, NY. This book guides the selection and suggested interventions that are implemented into a Check In/Check Out system of intervention.
Rationale (name the existing conditions/data points to support the selection of the objective/goal): The goal of the program is to respond to students who are acting out and to provide them with more frequent feedback on their behavior to prevent future problem behaviors and to enhance academic achievement and attendance. While this goal has been completed for two years, in order to keep the tier two interventions working all students are considered for the new school year in order for the process is modified to better the student intervention. Each year the process begins anew.
Research Based Strategy(ies) for Implementation: Positive Behavior Support (PBS) program which works along with the Collaborative Work and Professional Learning Communities Processes. Building Level Survey
Action Steps
Alignment to District CSIP Goal
Person Responsible
Resources
Target Date for Completion
Tier 1 PBS supports for students.
1,3
Susan Long
Big Five Reports (reports are needed to move to Tier 2)
5/20/17
Tier 2 PBS supports for students.
1,3
Susan Long
Check In/ Check Out Interventions
5/20/17
Building Comprehensive School Improvement Plan
Page 4
Measurable Assessment of Goal Students in need of Tier 2 Support will be identified utilizing a teacher nomination form. The form focuses on social and academic behaviors. Currently no students are assigned to the program. Nominations will be completed and student assignments made prior to the end of the first quarter of school. Student assignments are then made and progress is tracked daily and weekly. Student will graduate the program and data will be provided as verification. The building level survey completed in April of 2016 indicated that there was a need for effective supports to assist students who are in jeopardy of academic failure. (See Question 42 of Survey)
Goal 4 Sikeston 5th & 6th Grade Center will continue to increase parental and community support.
Rationale (name the existing conditions/data points to support the selection of the objective/goal): The building level survey completed in April of 2016 indicated that there was a need to continue to keep parents informed. (See Question 56 of Survey)
Research Based Strategy(ies) for Implementation: According to John Hatties in his book Visible Learning, (2009) parental involvement ranks 45 out of 138 meta- analyses of education research with an effect size .51 which indicates medium to high levels of significance on student achievement. Visible Learning, Hatties, John, (2009). Routledge, New York, NY. Building Level Survey
Alignment to District CSIP Goal
Action Steps Continuation of a Parent Advisory Group
2
Person Responsible Sheila Branch
Resources Parents and Patrons of the School and Community
Target Date for Completion 5/20/17
Measurable Assessment of Goal The Parental Advisory Group will meet once per semester to provide input on various aspects of the school community. Minutes of the two meetings will be provided.
Building Comprehensive School Improvement Plan
Page 5
Building Comprehensive School Improvement Plan
Page 6
