Chamberlain Elementary School Campus Improvement Plan Overview
Jane Perez, Principal Debra Murray, Assistant Principal December 16, 2013
Chamberlain Elementary School
•1
Goal 1 Chamberlain’s vision, mission, and goals establish high expectation for all students and staff and are shared, widely known, and implemented to improve student performance.
Strategy: The learning community will create a school wide positive learning climate in which all staff are responsible for focused contributions toward the district’s vision, mission and goals.
Action Steps:
Measurable Outcomes
Review and revise school’s vision and mission for PreK-5 school
Teacher Survey -10 Indicators Related to Goal 1: Results for Ratings of Strongly Agree and Agree:
Publish weekly news to communicate district/school initiatives aligned with school’s goals and progress towards goals
Baseline 11/13: 87.3% Target Results for 4/14: Increase to 95% or more
Conduct Morning Announcements that reinforce school’s vision, mission, goals and Chamberlain CARES expectations
Teacher Survey-All Indicators: 81% Target Results for 4/14: 90%
Review district’s Academic Updates to ensure compliance/shared understanding with initiatives, academic progress and social emotional progress
Student Survey-Results are not yet available
Meet with teacher teams on a scheduled rotation to ensure student progress towards goals Chamberlain Elementary School
•2
Goal 2 Chamberlain will create a collaborative professional culture that ensures the success and achievement of all students by monitoring and continuously improving teaching and learning.
Strategies: The learning community will: •Establish and grow a strong professional team to improve teaching and learning. •Articulate and implement a core instructional program with a challenging standards-based curriculum and high expectations for students. •Use assessment, data systems and accountability strategies to improve adult practice and student achievement.
Measurable Outcomes
Action Steps Data Teaming & Content Goal Setting Implement and Refine Development and Evaluation Systems for Teachers (IDRIVE) Professional Development for Teachers Response to Intervention Process Collaborative Curriculum Lesson Planning English Language Development Use of PowerTeacher/PowerSchool /NWEA Data for Progress Monitoring Link Student Performance Goals to Teacher Evaluation
39.5% of Chamberlain students scored in the “at or above average band” in Reading on NWEA assessment in September 2013. (baseline) 49.5% or more of Chamberlain school students will score in the “at or above average band” in Reading on the NWEA reading assessment in June 2014. (goal) 35% of Chamberlain students scored in the “low band” on NWEA September 2013 assessment, and require reading support. (baseline) The learning objective is to decrease the number of students needing support by 10% points to 25% on the NWEA June 2014 assessment. (goal) 49% of Chamberlain students demonstrate grade level Math Fluency in September 2013. (baseline) 80% or more of Chamberlain school students will demonstrate grade level Math Fluency by May 1, 2014. (goal)
Chamberlain Elementary School
•3
Goal 3 Education leaders ensure the success and achievement of all students by establishing and maintaining an organizational system and resources for a safe, high-performing learning environment.
Strategies: Establish, implement and monitor a school-wide positive behavior support system that includes effective Tier 1, Tier 2 and Tier 3 proactive behavior supports. Education leaders distribute responsibilities and supervise management of the building facilities and practices so that the environment is conducive to learning. Establish an infrastructure for finance and personnel that operates in support of teaching and learning.
Measurable Outcomes
Action Steps Establish Process for Monitoring Attendance Biweekly School Attendance Committee Meetings Safe School Climate/Positive Behavior System (PBIS) The Chamberlain Way-CARES Expectations Coordination of Organizational Management Access and Alignment of Resources Recruit, support and retain high quality educators to maximize student learning
Reduce the number of students with Chronic Absenteeism by 10%Baseline Year 2012/13: 24% Target for 2013/14: 14% Reduce the number of ISS/OSS incidences by 10%Baseline Year 2012/13: 17% Target for 2013/14: 7% Parent Survey -10 Indicators Related to Goal 3: Results for Ratings of Strongly Agree and Agree: Baseline 11/13: 95% Target Results for 4/14: Maintain at 95% or Increase Student Survey-Results are not yet available
Chamberlain Elementary School
•4
Goal 4 The learning community will engage families and other stakeholders to collaborate about school wide and specific student learning needs.
Strategies: Ensure the success of all students by collaborating with families and other stakeholders. Respond and contribute to community interests and needs to provide high quality education for students and their families. Access resources in conjunction with other organizations and agencies that provide critical resources for children and families.
Measurable Outcomes
Action Steps Communicate clear expectations to families about district and school expectations and goals Collaborate and engage families in the educational process to support student learning Develop Parent Teacher Organization/School Governance Council Partner with community agencies to provide resources to assist families and support student learning
Parent Survey - 5 Indicators Related to Goal 4: Results for Ratings of Strongly Agree and Agree: Baseline 11/13: 87% Target Results for 4/14: 95% Parent Survey-All Indicators: 92.3% Target Results-for 4/14: 95% Parent Conference Attendance: Baseline 11/13: 91% Target Results for 4/14: 95%
Chamberlain Elementary School
•5
CSDNB Campus Improvement Plan‐Chamberlain Elementary School SY: 2013‐2014 CSDNB Student Learning Priority 1: All Chamberlain students will demonstrate strong aspects of character and educational habits of mind as measured by stakeholder surveys, student attendance, and student discipline data CSDNB Student Learning Priority 2: All Chamberlain students will demonstrate at least one year’s growth in reading, language, and math as measured by NWEA assessment (k‐10.) The following goals, strategies and actions will provide the necessary supports for our students so that they can achieve their Academic and Social/Emotional goals preparing them for college and/or career.
GOAL 1
Chamberlain's mission and goals establish high expectations for all students and staff and are shared, widely known, and implemented to improve student performance.
Outcome Measure 1 – Year 1
Teacher/Student Survey Results‐ Strongly Agree and Agree: Baseline (11/13): Second Measure (4/14): Teacher Survey =87.3% (10 Indicators) Teacher Survey Target: 95% Student Survey= Student Survey Target: Create a school wide positive learning climate in which all staff are responsible for focused contributions toward the district’s vision, mission and goals
Step
Action
Outcome/Evidence
Responsibility
1
Review and revise school’s mission and vision for PreK ‐5 school Weekly News that communicates to all internal stakeholders district/school initiatives and timelines aligned with the school’s vision and mission, and progress toward school goals
Clearly articulated mission, vision that aligns with school expectations Effective communication resulting in better informed, higher functioning teachers and teams Evidence: Weekly News
Principal and Assistant Principal Principal and Assistant Principal
2
Page 1 – Campus Improvement Plan 2013
Implementation Plan & Timeline September‐October 2013 September 2013 ‐weekly
3
Morning Announcements that reinforce the school’s vision/mission, goals and Chamberlain CARES expectations.
4
Review district ‘s monthly Academic Updates to ensure compliance/shared understanding with district initiatives and academic progress and social emotional progress data reports
5
Meet with teacher teams on a scheduled rotation to ensure student progress toward goals
Page 2 – Campus Improvement Plan 2013
Administration will conduct daily announcements, setting tone for the day Evidence: Morning Announcements, Student Recognitions, Student of the Month Informed stakeholder groups allowing adjustments to be made toward goals in real time. Evidence – faculty meeting agendas, monthly academic and social emotional data reports (attendance and discipline) Review, monitor, and analyze school and district data on academic and social emotional progress Evidence: Data Walls, display of schoolwide and district progresss monitoring data, collaboration meeting notes
Principal and Assistant Principal
September 2013‐daily
Principal and Assistant Principal
September 2013‐monthly
Principal and Assistant Principal, Content and Cluster Teams
September 2013‐monthly
GOAL 2
To create a collaborative professional culture that ensures the success and achievement of all students in Math, Reading and Writing by monitoring and continuously improving teaching and learning
Outcome Measures: 1‐ Indicator of Academic Growth:
SLO #1: Increase achievement in Math‐ 28% of Chamberlain students scored in the “at or above average band” in Math on NWEA assessment in September 2013. (baseline) 38% or more of Chamberlain school students will score in the “at or above average band” in Math on the NWEA Math assessment in June 2014. (goal) 44.6% of Chamberlain students scored in the “low band” on NWEA September 2013 assessment, and require support in Math. (baseline) The learning objective is to decrease the number of students needing support by 10% points to 34.6% on the NWEA June 2014 assessment. (goal) 49% of Chamberlain students demonstrate grade level math fluency in September 2013. (baseline) 80% or more of Chamberlain school students will demonstrate grade level math fluency by May 1, 2014. (goal) SLO #2: Increase Achievement in Reading‐
Standard Assessment
2‐ Indicator of Academic Growth: Standard Assessment
1‐ Indicator of Academic Growth: Non‐standard Assessment
1‐ Indicator of Academic Growth: Standard Assessment
2‐ Indicator of Academic Growth: Standard Assessment
39.5% of Chamberlain students scored in the “at or above average band” in Reading on NWEA assessment in September 2013. (baseline) 49.5% or more of Chamberlain school students will score in the “at or above average band” in Reading on the NWEA reading assessment in June 2014. (goal) 35% of Chamberlain students scored in the “low band” on NWEA September 2013 assessment, and require reading support. (baseline) The learning objective is to decrease the number of students needing support by 10% points to 25% on the NWEA June 2014 assessment. (goal)
Page 3 – Campus Improvement Plan 2013
SLO #3: Increase achievement in Writing‐
1‐ Indicator of Academic Growth:
39% of Chamberlain students scored in the “at or above average band” on NWEA Language assessment in Sept 2013. (baseline) 49% or more of Chamberlain school students will score in the “at or above average band” on on the NWEA Language assessment in June 2014. (goal) 41% of Chamberlain students scored in the “low band” on NWEA Language September 2013 assessment, and require support in language/writing. (baseline) The learning objective is to decrease the number of students needing support by 10% points to 31% on the NWEA Language June 2014 assessment. (goal) 41% of Chamberlain students demonstrate grade level writing in Sept. 2013 based on district writing September assessment. (baseline) 80% or more of Chamberlain school students will demonstrate grade level writing by June 1, 2014. (goal)
Standard Assessment
2‐ Indicator of Academic Growth: Standard Assessment
1‐ Indicator of Academic Growth: Non‐standard Assessment
G2 Strategy 1
Establish and grow a strong professional team to improve teaching and learning
Step
Action
Outcome/Evidence
1
Establish, facilitate and monitor content data teams for each grade level
Build capacity of all teachers, ensure Principal and Assistant calibration of quality instructional Principal practices, analyze content area data (math, reading and writing) and adjust instruction/intervention to ensure goals are met Evidence; Administrator feedback, teacher evaluation, assessment data, SLOs
Page 4 – Campus Improvement Plan 2013
Responsibility
Implementation Plan &Timeline September 2013‐June 2014
2
3
4
5
Implement and refine the Educator Development and Evaluation System for teachers (IDRIVE)
Use Evaluation tool to provide targeted and individualized professional development for teachers
Establish, maintain and monitor effectiveness of a response to intervention process that provides targeted and tiered and/or specialized instruction for all students
Build capacity of intervention team to deliver continuum of services to all students not progressing with core level instruction
Page 5 – Campus Improvement Plan 2013
Increase teacher reflective practice and instructional effectiveness Evidence: Teacher observations, Bloomboard data and student achievement Improve teacher instructional practice Evidence: Bloomboard data, increased teacher effectiveness, student achievement School, grade level and content teaming practices including vertical alignment Evidence: Increased teacher effectiveness, increased student achievement in all tiers, assessment data, SLOs Professional collaboration/teaming; specific diagnostic identification to ensure targeted intervention Evidence: increased teacher capacity, Progress monitoring data, assessment data, documented student progress toward goals
Principal and Assistant Principal
September 2013‐June 2014
Principal and Assistant Principal, Teachers
September 2013‐June 2014
Principal and Assistant Principal, Intervention Team, Teachers, District Coordinators
September 2013‐June 2014
Principal and Assistant Principal, Intervention Team, District Coordinators
September 2013‐June 2014
G2 Strategy 2
Articulate and implement a core instructional program with a challenging standards‐based curriculum and high expectations for students
1
Teachers will plan and implement lessons from the articulated curriculum that aligns content with standards, instruction, assessment and learning (PreK‐5)
2
Content teams will meet twice per month to plan lessons collaboratively in math, reading and writing
3
Teachers will contribute to the curricular revision cycle by providing feedback related to curriculum, required assignments and assessments on Build Your Own Curriculum (BYOC)
4
Maintain and utilize district core resources for each subject/course
Implement and monitor quality English Language Development instruction for all English language development students
Page 6 – Campus Improvement Plan 2013
Web‐based curriculum (BYOC), Common Core Standards Evidence: Formal and informal Teacher observations, Lesson Plans, Assessment results, student work Web‐based curriculum, Common Core standards in Math, Reading and Writing Evidence: Formal and informal Teacher observations, Lesson Plans Inform curriculum writers of practitioner feedback Evidence: BYOC feedback Texts and related materials are inventoried and accessible for use Evidence: Inventories, book rooms, distribution procedures English Language Development professional development and coaching Evidence: ELD progress monitoring, LAS Links data, exit data
Teachers
September 2013‐June 2014
Content Teams
September 2013‐June 2014 Twice per month
Teachers, Curriculum Integration Teachers
September 2013‐June 2014
Principal and Assistant Principal, Teachers
September 2013‐June 2014
Principal and Assistant Principal, District Coordinator
September 2013‐June 2014
G2 Strategy 3 1
2
3
4
Use of assessments, data systems and accountability strategies to improve adult practice and student achievement
Utilize the reporting system in Power Teacher/Power School to monitor implementation of core curriculum Implement common benchmark assessments, progress monitoring assessments
Implement, facilitate and monitor school wide data teaming: teachers will analyze student work and assessment data, and develop strategies to ensure student success Implement Educator Development and Evaluation System for teachers that explicitly links students’ performance to teacher evaluation
Page 7 – Campus Improvement Plan 2013
Monitor fidelity of implementation of core curriculum Evidence: PowerTeacher/PowerSchool reports. PowerTeacher Gradebook Documented student achievement on required assignments and district assessments Evidence: NWEA reports, Assessment results, report cards Documented data teaming protocols, goals and strategies Evidence: Content data team reports for math, reading and writing at each grade level, documented strategies for differentiation Formal and informal observations, individualized professional development Evidence: Individual teacher SLOs, Documented student progress towards goals
Principal and Assistant Principal, Teachers
September 2013‐June 2014
Teachers
September 2013‐June 2014
Principal and Assistant Principal, Teachers
September 2013‐June 2014
Principal and Assistant Principal
September 2013‐June 2014
GOAL 3
Education leaders ensure the success and achievement of all students by establishing and maintaining an organizational system and resources for a safe, high‐performing learning environment
Outcome Measure 1 Outcome Measure 2 Outcome Measure 3
Chamberlain will reduce the number of students with chronic Absenteeism by 10% Baseline Year (2012/13): 121/499=24% Target:70/499=14% Chamberlain will reduce the number of ISS/OSS by 10% Baseline Year (2012/13): 84/499=17% Target: 35/499=7% Parent Survey Results: Strongly Agree and Agree (10 Indicators): Baseline (10/13) 95% End Year Target (5/14):95% + Student Survey Results= Student Survey Target (5/14): Establish, implement and monitor a school‐wide positive behavior support system that includes effective tier 1, tier 2 and tier 3 proactive behavior supports
G 3 Strategy 1 Step
Action
Outcome/Evidence
Responsibility
1
Establish and implement a process for monitoring and addressing student attendance concerns
Increased student attendance, decrease in chronic absenteeism Evidence: Attendance Matters Procedural Manual, School Attendance Committee (SAC) minutes, parent letters, PowerSchool reports, weekly recognition for best class attendance, monthly display of class attendance rates and perfect attendance class pictures/awards High standards for staff and students, clear expectations for safe school climate Evidence: Safe School Climate Plan, CARES Etiquette Expectations
Principal and Assistant Principal
2
Establish school wide Safe School Climate/PBIS aligned with school’s vision, mission and goals
Page 8 – Campus Improvement Plan 2013
Implementation Plan &Timeline September 2013‐ June 2014
Principal and Assistant Principal
September 2013‐ June 2014
3
Monitor implementation and effectiveness of Safe School Climate/PBIS plan and associated Tier 2 and Tier 3 intervention plans
Increased student engagement and student achievement Evidence: Documented T2 and T3 intervention plans, team meeting minutes, discipline (referral and suspension) data
Principal and Assistant Principal, Teachers, District Coordinator
September 2013‐ June 2014 Quarterly reviews
G3 Strategy 2 1
2
3
Education Leaders distribute responsibilities and supervise management of the building facilities and practices so that the environment is conducive to learning
Direct and coordinate custodial duties required to maintain a safe, clean school campus Oversee the acquisition, maintenance and security of equipment and technologies that support the teaching and learning environment Establish procedures for entrance and dismissal supervision, emergency response, bussing, recess, breakfast, lunch, staff duties, etc to ensure effective organizational management
Page 9 – Campus Improvement Plan 2013
Safe, clean and well maintained building site Evidence: Custodial checklists, evaluations, work order submissions and completion rate Ensure resources are available to enhance the learning environment Evidence: Process for receiving and maintaining equipment and technologies
Principal, Assistant Principal, Facilities Manager
August 2013‐August 2014
Principal, Assistant Principal, Facilities Manager, Secretary
August 2013‐August 2014
Organized, established routines that provide a structured environment that is conducive to learning Evidence: Documented protocols and procedures
Principal and Assistant Principal
September 2013‐June 2014
G3 Strategy 3 1
2
Establish an infrastructure for finance and personnel that operates in support of teaching and learning
Develop a budget request within fiscal and district guidelines that aligns resources of the school and district Seeks, secures and aligns resources to achieve the school’s vision, mission and goals to strengthen professional practice and improve student learning.
3
Recruit, support and retain highly qualified and diverse educators
4
Conducts staff evaluation processes to improve and support teaching and learning
Page 10 – Campus Improvement Plan 2013
Zero based budget request Evidence: Resources aligned to building needs based on student needs Collaboration with District Administrators to secure needed resources for the school Evidence: Budget requests and justifications Professionally developed, highly qualified educators, TEAM modules Evidence: Teacher Evaluations, Teacher Retention Rate Highly qualified, effective non‐certified staff Evidence: Staff Evaluations, Bloomboard
Principal and Assistant Principal
October 2013
Principal and Assistant Principal
September 2013‐August 2014
Principal and Assistant Principal, TEAM mentors, Teachers
August 2013‐August 2014
Principal and Assistant Principal, District Coordinators
September 2013‐June 2014
GOAL 4 Outcome Measure
G4 Strategy 1
1
Chamberlain engages families and other stakeholders to collaborate about school‐ wide and student specific learning needs. Stakeholder‐Parent Survey Results (5 Indicators) Baseline (11/13): 87% End‐Year (4/14): 95% Total Parent Survey Results (All Indicators) Baseline (11/13): 92.3% End‐Year (4/14): 95% Ensure the success of all students by collaborating with families and other stakeholders
Communicate expectations for high Informed families that know and achievement to parents through written and understand district and school verbal means expectations
Principal and Assistant Principal, District Family Education Services, Faculty
August 2013‐ongoing
Principal and Assistant Principal, Faculty
August 2013‐June 2014
Principal and Assistant Principal, Faculty, PTO, District Family Education Services
August 2013‐June 2014
Evidence: District Handbook, Newsletters, Conferences, Connect Ed Calls, Website, Surveys
2
3
Provide timely information and strategies to parents regarding student performance and progress
Informed families with ability to support continued student learning at home and in school
Evidence: Report Cards, Progress Reports, NWEA Reports, IEPs, Attendance Letters, PowerSchool Parent Portal
Engage families in educational process through targeted workshops, school events, relationship building and community supports
Informed, engaged families with ability to support continued student learning
Page 11 – Campus Improvement Plan 2013
Evidence: Flyers, invitations, photographs, meeting minutes, conference and event attendance
G4 Strategy 2
1
2
Respond and contribute to community interests and needs to provide high quality education for students and their families
Encourage community agencies’ participation in school wide events
Promote collaboration among community and school
Evidence: Social emotional well‐ being
Demonstrate/promote civic leadership through CARES events and student council activities to support community needs
Develop volunteerism, character, citizenship among students and families
Principal and Assistant Principal, Faculty, PTO
September 2013‐June 2013
Principal and Assistant Principal, Faculty, PTO, Student body
September 2013‐June 2013
Principal and Assistant Principal, Faculty, PTO, SGC
September 2013‐June 2013
Evidence: meaningful contributions to the community, charity donations, food pantry
3
Develop new PTO/SGC
Engaged families Evidence:PTO/SGC agendas and minutes
G 4 Strategy 3
1
Access resources in conjunction with other organizations and agencies that provide critical resources for children and families
Assist faculty and families in accessing community and school resources to support student’s educational needs
Supported faculty and families with the ability to access needed services Evidence: Increase in student achievement, parent survey data, intervention logs
Page 12 – Campus Improvement Plan 2013
Principal and Assistant Principal, Faculty, Community agencies and liaisons
August 2013‐June 2014
2
3
Shared programming in our school
Partner with community agencies and district to provide quality after school programs
Evidence: student achievement
Partner with YMCA to provide quality after school child care
After school care on site Evidence: student achievement
Page 13 – Campus Improvement Plan 2013
Principal and Assistant Principal, District Coordinators, YMCA, Parks & Recreation Department, Facilitator of Extended Day Programs
September 2013‐June 2014
Principal, Assistant Principal, YMCA
September 2013‐June 2014
