School Improvement Plan
Forest Elementary School Farmington Public School District
Mr. Steven Vercellino, Principal 34545 Old Timber Rd Farmington Hills, MI 48331-1444
Document Generated On October 8, 2015
TABLE OF CONTENTS
Introduction
1
Executive Summary Introduction
3
Description of the School
4
School's Purpose
5
Notable Achievements and Areas of Improvement
6
Additional Information
7
Improvement Plan Stakeholder Involvement Introduction Improvement Planning Process
9 10
School Data Analysis Introduction
12
Demographic Data
13
Process Data
16
Achievement/Outcome Data
18
Perception Data
25
Summary
28
School Additional Requirements Diagnostic Introduction
30
School Additional Requirements Diagnostic
31
2015-16 Forest School Improvement Plan Overview
34
Goals Summary
35
Goal 1: All students at Forest Elementary School will demonstrate improvement in reading.
36
Goal 2: All students will improve their proficiency in math.
37
Goal 3: All students will increase in writing across the curriculum
38
Activity Summary by Funding Source
41
School Improvement Plan Forest Elementary School
Introduction
The SIP is a planning tool designed to address student achievement and system needs identified through the school's comprehensive needs assessment (CNA). Additionally, the SIP provides a method for schools to address the school improvement planning requirements of Public Act 25 of the Revised School Code and the Elementary and Secondary Education Act (ESEA) as applicable.
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 1
School Improvement Plan Forest Elementary School
Executive Summary
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 2
School Improvement Plan Forest Elementary School
Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning.
The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis.
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 3
School Improvement Plan Forest Elementary School
Description of the School
Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves?
Redistricting in the 2010-2011 caused a population increase of close to 100 new students (311 to 402) The 2011-12 showed a decrease in total population to 376 students. The 2012-13 showed a decrease in total population to 354 students. The 2013-14 showed an increase in total population to 394 students The 2014-15 showed a decrease in total population to 391 students Our school ethnic diversity has changed over the past 4 years: African American students increaed from 16% to 17.23% to 16.5% to currently 15.6% Asian population decreasing from 13% to 9.6% to11.68 to currently 10.49% Hispanic population increased from 1% to 2.79% to 2.37 to currently 3.04% Caucasion population decreasied from 68% to 64.12%. to 68.78% to currently 65.73% Multi Racial population is 6.14% The 2013-14 gender percentage is 49% female and 51% male. This current year we have 52% female and 48% male.
We have 81 ELL students (21%) and 27 different languages spoken:Chaldean, Arabic, Japanese, Hindi
In 2012-13 ourstaff was made up of 12.5% male and 87.5% female. In 2013-14 there are 8% male (only one, the principal is full time) and 92% female. The staff ethnicity is 94% white and 6% African America (Only one teacher is full time). This current year 2014-15 the staff is made up of 85% female, and 15% male. 85% of our staff is white and 15 % African American..
As a staff, we need to continue to grow and learn about cultural competence to meet the diverse needs of all of our learners.
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 4
School Improvement Plan Forest Elementary School
School's Purpose
Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students.
Vision Statement
The vision of Forest Elementary School is high achievement for and by all students, where learning is our most important work.
Mission Statement
The Forest School community creates a safe, caring, and motivating learning environment that empowers students to grow into contributing leaders in a changing world.
How we embody our vision and mission: We work together bi-monthly as a PLC (Professional Learning Community) and bi monthly as a PLT (Professional Learning Team) to monitor all of our students learning. We collaborate as a school and team to develop interventions and strategies for those students that are not at grade level and for those that are above grade level. We work collaboratively with our parents and students to help meet not only the academic needs but the social and emotional needs as well.
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 5
School Improvement Plan Forest Elementary School
Notable Achievements and Areas of Improvement
Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years.
Our most notable achievement is that in all subject areas on the 2013-14 MEAP test our school out performed the state and the county. There is no state data available for the 2014-15 school year.
In the area of improvement, our school has been identified as a focus school, and we are striving to close the achievement gap.
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 6
School Improvement Plan Forest Elementary School
Additional Information
Provide any additional information you would like to share with the public and community that were not prompted in the previous sections.
Forest has 15 of our staff that is on our schools ICT team which includes our a special education teacher, speech teacher, SAPC, prinicipal, school psychologist and 10 general education teachers. Forest Elementary as been awarded honors as an Evergreen Green School and has been noted for its role in recycling, reducing, and reusing.
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 7
School Improvement Plan Forest Elementary School
Improvement Plan Stakeholder Involvement
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 8
School Improvement Plan Forest Elementary School
Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline and then transferred into the sections below.
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 9
School Improvement Plan Forest Elementary School
Improvement Planning Process Improvement Planning Process
Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate them.
We have a school improvement team with three chair persons and then we have representatives that chair each goal area. The school improvement team was chosen because they had an interest in leading our school improvement plan. The chairs were seleced based on their interrest in a goal and their strong background knowledge in the goal area. We had 4 release days to meet as a school improvement team. We had one release day to meet by individual goal teams and the information was shared at staff meeting and at grade level PLT's.to accommodate our staff.
Describe the representations from stakeholder groups that participated in the development of the improvement plan and their responsibilities in this process.
We have one team member that is a 4th grade teacher and past administrator, one first grade teacher and past Quality Instructional Coach and the third teacher is a kindergarten teacher. Leading the goal in reading is our first grade teacher, in math is a 4th grade teacher and in writing is our kindergarten teacher. Their responsibilities include learning how to analyze the data, work together as part of a school improvement leadership team and to be able to facilitate the learning and decision making process.
Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which stakeholders receive information on its progress.
We are a school improvement team that is still learning and information was communicated at staff meetings, PD days, at PLT's and PLC's. This upcoming year we will be able to better target specific PD's days to look at data and work on closing the achievement gap as these times are built into our district calendar.
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 10
School Improvement Plan Forest Elementary School
School Data Analysis
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 11
School Improvement Plan Forest Elementary School
Introduction The School Data Analysis (SDA) is a diagnostic tool intended to facilitate rich and deep collaborative discussions among staff members about school data. The SDA can serve as a guide to determine a school’s strengths and challenges as well as directions for improvement based on an analysis of data and responses to a series of data - related questions in content areas. This data collection and analysis process should include the identification of achievement gaps as well as reflections on possible causes for these gaps. This diagnostic represents the various types of data that should be continuously collected, reviewed, analyzed and evaluated. Completion of the SDA is one piece of a school’s comprehensive needs assessment process.
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 12
School Improvement Plan Forest Elementary School
Demographic Data Demographic data is data that provides descriptive information about the school community. Examples may include enrollment, attendance, grade levels, race/ethnicity, gender, students with disabilities, English learners, socio-economic status, graduation rate, suspensions/expulsions, etc.
Student Demographic Data 1. In looking at the three year trend in student enrollment data, what challenges have been identified?
In the past 3 years, FPS has decreased it's enrollment by over 1,000 students. At Forest we have increased by about 40 students. Our school of choice student count as increased over the past 4 years: 2012 -13: 9 students 2013- 14: 8 students 2014-15: 11 students 2015-16: 19 students
Student Demographic Data 2. In looking at the three year trend in student attendance data, what challenges have been identified?
Tardy and attendance letters are sent to families once they meet the minimum number of tardies or absences. Phone calls from teachers and/or principal are made to the offending families. The challenge with tardies are that they same students typically miss the same part of the day each time they are tardy. Some students miss large chunks of instruction due to scheduled family vacations.
2013-14 Tardy letters send home: 19 Absence letter sent home 10 2014-15 Tardy letters send home: 24 Absence letter sent home 8
Student Demographic Data 3. In looking at the three year trend in student behavior data (discipline referrals, suspensions and expulsions), what challenges have been identified?
Our student behavior data is consistent over the past three years, averaging about 75 office referrals per year. Our referrals are disproportionate between Caucasians and African Americans.
2012 -13 Incidents 59 Asian 11, African American 14, Cauacain 29 Hispanic 5 2013 -14 Incidents 89 Asian 7, African American 23, Cauacain 45 Hispanic 7 2014 -15 Incidnets 55 Asian 3, African American 11, Cauacain 37 Hispanic 4
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 13
School Improvement Plan Forest Elementary School
Student Demographic Data 4. What action(s) could be taken to address any identified challenges with student demographic data?
The actions that have been taken are to reflect on the data both academically and behaviorally and identify academically and behavior trends. The next step would be to put in an intervention and progress monitoring to measure if the intervention is working.
Teacher/School Leader(s) Demographic Data 5. As you review the number of years of teaching and administrative experience of the school leader(s) in your building, what impact might this have on student achievement?
The vast majority of teachers have been teaching for 10+ year. Many teachers have been around long enough to established good reputations and trust in the community. This leads to improved parent communication and involvement. Many teachers have had multiple children from the same family which creates consistency. On the flip side, veteran teachers are less likely to regularly make instructional changes and jump on the new "bank wagon." They are much more cautious to change. In the past 8 years, there have been 4 different administrator As a district, our free and reduced lunch count has increased. Also, student enrollment had decrease at a district level but our building enrollment has increased.
Teacher/School Leader(s) Demographic Data 6. As you review the number of years of teaching experience of teachers in your building, what impact might this have on student achievement?
The vast majority of teachers have been teaching for 10+ year. Many teachers have been around long enough to established good reputations and trust in the community. This leads to improved parent communication and involvement. Many teachers have had multiple children from the same family which creates consistency. On the flip side, veteran teachers are less likely to regularly make instructional changes and jump on the new "bank wagon." They are much more cautious to change.
Teacher/School Leader(s) Demographic Data 7. As you review the total number of days for school leader absences and note how many were due to professional learning and /or due to illness, what impact might this have on student achievement?
In 2014-2015, we had 72.6 days missed for personal leave, 67.5 days missed for family illness and 27.8 days missed for personal business, We have 55.1 days days missed for school business.
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 14
School Improvement Plan Forest Elementary School
In summary, 24% of our absence are due to school business and 76% of our school absences are due personal leave/business and family illness.
Teacher/School Leader(s) Demographic Data 8. As you review the total number of days for teacher absences due to professional learning and/or illness, what impact might this have on student achievement?
The strongest indicator for student success is the teacher and if they are not the ones teaching our students then student achievement may not increase to the expected level.
Teacher/School Leader(s) Demographic Data 9. What actions might be taken to address any identified challenges regarding teacher/school leader demographics?
The actions that can be taken is to share the teacher absenced and professional day absenses with the staff so they understand the greater impact school wide. We need to also review the learning of the impact on highly qualified teachers being the greatest impact on student learning and growth.
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 15
School Improvement Plan Forest Elementary School
Process Data Process data is information about the practices and procedures schools use to plan, deliver and monitor curriculum, instruction and assessment.
10. In reviewing the results of the School Systems Review or the Interim Self Assessment/Self Assessment, what strands/standards/indicators stand out as strengths?
On strand 1: Purpose and Directions we earned a 3 in each category On Strand 2: Governance and Leadership we earned a 3 in each category On Strand 3 Teaching and Assessing for Learning we averaged a 3 in all categories On Strand 4: Resources and Support Systems we earned a 3 in each category On Strand 5: Using Results for Continuous Improvement we averaged a 4 in all categories
The indicators that stand out as strengths is 5.5: Leadership monitors and communicates comprehensive information about student learning, conditions that support student learning and the achievement of school improvement goals to stakeholders. 3.8: The school engages families in meaningful ways in their children's education and keeps them informed of their children's learning progress.
11. In reviewing the results of the School Systems Review or the Interim Self Assessment/Self Assessment, what strands/standards/indicators stand out as challenges?
The indicators that stands out as challenges are 3.6, Teachers implement the schools instructional process in support of student learning and 5.3, Professional and support staff are trained in the evaluation, and use of data.
12. How might these challenges impact student achievement?
We need to improve in implementing the school's and district instructional process to assure all students are getting the same rigorous curriculum. Our school and district common assessments need to be aligned both vertically and horizontally to assure all students are making one years growth in one years time. We will continue to learn how to use data to inform our instruction and to close the achievement gap.
13. What actions could be taken and incorporated into the School Improvement Plan to address these challenges from the School Systems Review or the Interim Self Assessment/Self Assessment.
The actions that can be taken would be to assure all teachers are using the new Farmington Atlas Rubicon in 2005-16. PD and time will be given to teachers throughout the school year during PLC's and PLT's to map out the curriculum for the year. PD will also be provided during the year to review data to monitor or bottom 30% and adjust our instruction as needed.
14.How do you ensure that students with disabilities have access to the full array of intervention programs available i.e. Title I, Title III, Section 31a, IDEA, credit recovery, extended learning opportunities? SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 16
School Improvement Plan Forest Elementary School
Students with disabilities have access to all special educational services such as special education teachers, social work, speach, student assistance coordinator, general education curriculum and teacher, Student achievement is closely monitored by the special education teacher with annual reviews.
15. Describe the Extended Learning Opportunities that are available for students and in what grades they are available?
Extended learning opportunities include Math Pentathlon (k-4), Spanish Club (k-4), Word Masters in 3rd grade, Jr. Great Books American Girls Club (1-4) Lego League (K-2) Robotic Team (3-4), Wolves (3rd grade) Bear Scouts (2nd grade) Webelo (4th grade) Tiger Cubs (1st grade) Daisy (K-1st grade) Brownies (2-4th grade) Girls on the Run (3rd and 4th grade).
16. What is the process for identifying students for Extended Learning Opportunities and how are parents notified of these opportunities?
We inform parents through our PTA, weekly school and district listservs, and weekly classroom newletters.
17. What evidence do you have to indicate the extent to which the state content standards are being implemented with fidelity i.e. horizontal and vertical alignment, in all content courses and grade levels?
The evidences we have are teacher lesson plans, classroom observations, student data from NWEA, and district assessments.
18. How does your school use health survey/screener results (i.e. MIPHY) to improve student learning? Answer only if you completed a health survey/ screener.
N/A
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 17
School Improvement Plan Forest Elementary School
Achievement/Outcome Data Achievement/outcome data tell us what students have learned. These include classroom-level, benchmark, interim and formative assessment data as well as summative data such as standardized test scores from annual district and state assessments. If the school completed the Student Performance Diagnostic for the AdvancED External Review, please insert ‘See Student Performance Diagnostic’ in each text box.
19a. Reading- Strengths
Grade Fountis and Pinnell Fall to Winter K 1st
100% pro 95.8% pro
2nd
75.6% pro
3rd
84% pro
4th
92.5% pro
100% pro 93.7% pro 94.7% pro 97.4% pro
Fall Foundational skills to Foundational Skills Spring 2015 1st 73% avg & above100% avg & above 2nd 70% avg & above93.6% avg & above
Reading strengths -Improving in level of proficiency -Kindergarten strong focus on letter id & letter sounds -2nd - 4th students choosing specific genre to read for pleasure -Students sharing book reviews with peers -All students are book shopping from a leveled library within their own classroom -Students are making text-to-self connections -Made a scope & sequence and unpacked the standards k-4 for foundational skills in May 2015
19b. Reading- Challenges
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 18
School Improvement Plan Forest Elementary School
Reading challenges -Not every teacher is doing guided reading 4x per week -Classrooms are not consistent with taking guided reading books home -Lack of materials (non-fiction, volume, opinion)
19c. Reading- Trends
Reading trends -Foundational skills still seems to be a low scoring area -No foundational skills curriculum -No foundational skills scope and sequence -Low kids stay low -Limited support for struggling students
19d. Reading- Summary
Summarize how these challenges will be addressed in your School Improvement Plan. Indicate Not Applicable (NA) if there is no challenge or this challenge will not be addressed at this time in the School Improvement Plan. Indicate the relevance or impact on tiered instruction if appropriate.
The challenges will be address in our school improvement plan by using data from Fountas and Pinnel along with NWEA reading scores to guide instruction. We will put in lead measures with progress monitoring for those students below grade level or not showing adequate yearly progress.
20a. Writing- Strengths
Strengths in K-2 are that all three areas in writing showed the highest growth in spelling, leads, and elaboration.
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 19
School Improvement Plan Forest Elementary School
20b. Writing- Challenges
Weakness are spelling k-4 and k-2 all three text types are low in endings and transitions. A challenge is that we lack a true scope and sequence that is used across grade levels.
20c. Writing- Trends
Kindergarten: NarrativeLowest-Post Elaboration Highest-Post Spelling
OpinionLowest- Post Overall Highest- Post Spelling and Leads
InformationalLowest-Post Endings Highest-Post Spelling
1st Grade: Narrative - lowest pre-endings/transitions - highest post leads/organization
Opinion - lowest pre-endings/transitions - highest elaboration (most growth also) Informational- Only one class reported LowestHighest-
2nd Grade:
Opinion - Lowest-Post Transitions - Highest-Post Spelling
Narrative - Lowest-Post Craft SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 20
School Improvement Plan Forest Elementary School
- Highest-Post Elaboration
Informational - Lowest-Post Leads - Highest-Post Overall
3rd Grade:
High trends - post leads and post transitions
Low trends - post craft and post elaboration
4th Grade:
Narrative Lowest - Post Endings Highest - Post Craft Opinion Lowest - Post Spelling Highest - Post Elaboration
Informational Lowest - Post Spelling/Punctuation Highest - Post Elaboration
20d. Writing- Summary
Summarize how these challenges will be addressed in your School Improvement Plan. Indicate Not Applicable (NA) if there is no challenge or this challenge will not be addressed at this time in the School Improvement Plan. Indicate the relevance or impact on tiered instruction if appropriate.
The challenges will be address in our school improvement plan by using data from our on demand writing and quick writes along with NWEA reading foundational scores to guide instruction. We will put in lead measures with progress monitoring for those students below grade level or not showing adequate yearly progress.
21a. Math- Strengths
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 21
School Improvement Plan Forest Elementary School
Grade level Fall NWEA K
Spring NWEAFall WIG
Winter WIG
94%
1
73%
98%
69%
2
81%
96%
14%/33%/39%
56%/45%/49%
3
80%
100%
89%/56%/5%
87%/64%/67%
4
78%
93%
21%
95%
71%
Strengths on the NWEA were: 1st - 4th grade all averaged over 90% of the student were proficient. Our strongest category is Geometry with 97% proficient. In our goal area of Numbers and Operation 94.4% of the students were proficient.
21b. Math- Challenges
Our weakest area on the Math NWEA was Measurement and Data with 90.6% of the students were proficient. The other challenges we found were finding the right intervention for students that were not meeting their math WIG goal. We also found it challenging to find the right progress monitoring tool to keep track of the intervention along with student achievement. It was challenging to have the students continue to work on lagging skills yet move forward with the curriculum.
21c. Math- Trends
Our trends show that when we focused on Numbers and Operation that this may have had an impact on all other areas in the math curriculum. We chose Numbers and Operation because that is the foundation for all other math concepts. Our trends show that from fall to spring we had a positive growth of 19%.
21d. Math- Summary
Summarize how these challenges will be addressed in your School Improvement Plan. Indicate Not Applicable (NA) if there is no challenge or this challenge will not be addressed at this time in the School Improvement Plan. Indicate the relevance or impact on tiered instruction if appropriate.
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 22
School Improvement Plan Forest Elementary School
The challenges will be address in our school improvement plan by using data from our WIG along with NWEA math scores to guide instruction. We will put in lead measures with progress monitoring for those students below grade level or not showing adequate yearly progress.
More specifically we will progress minitor for next year Every student will have a data notebook and graph their personal scores Each grade level will utilize a google doc to document WIG progress Each grade level will have a thermometer bulletin board to showcase WIG growth
How Often? WIG tests will be given monthly with a passing score of 95% If a student has successfully passed the WIG three times in a row, you no longer need to progress monitor the student. Students below grade level or not showing growth will be progress monitored bi monthly
22a. Science- Strengths
The strength of our Science is the use of FOSS kits. Students have regular interaction with "hands-on" materials. It is also connected to ELA. Units are aligned and students work seamlessly in ELA and Science.
22b. Science- Challenges
The challenge of Science is the lack of alignment to Next Generation Science standards. Resources are being aligned for the 2015-16 school year.
22c. Science- Trends
The trends show the need for new curriculum alignment and common assessments for units is needed. There is varying attention given to Science instruction at the elementary level.
22d. Science- Summary
Summarize how these challenges will be addressed in your School Improvement Plan. Indicate Not Applicable (NA) if there is no challenge or this challenge will not be addressed at this time in the School Improvement Plan. Indicate the relevance or impact on tiered instruction if appropriate.
A district team of teachers has been meeting this year to make recommendations to align curriculum and assessments. Updates and SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 23
School Improvement Plan Forest Elementary School
information will be shared with staff in 2015-16.
23a. Social Studies- Strengths
The strength of our Social Studies is the connection to ELA. Units are aligned and students work seamlessly in ELA and Social Studies.
23b. Social Studies- Challenges
The challenge of Social Studies is the lack of common assessment and scope of curriculum. Resources are shared but not clearly articulated.
23c. Social Studies- Trends
The trends show the need for new curriculum alignment and common assessments for units is needed. There is varying attention given to Social Studies instruction at the elementary level.
23d. Social Studies- Summary
Summarize how these challenges will be addressed in your School Improvement Plan. Indicate Not Applicable (NA) if there is no challenge or this challenge will not be addressed at this time in the School Improvement Plan. Indicate the relevance or impact on tiered instruction if appropriate.
A district team of teachers has been meeting this year to make recommendations to align curriculum and assessments. Updates and information will be shared with staff in 2015-16.
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 24
School Improvement Plan Forest Elementary School
Perception Data Perception data is information collected that reflects the opinions and views of stakeholders. If the school completed the Stakeholder Feedback Diagnostic for the AdvancED External Review, please insert ‘See Stakeholder Feedback Diagnostic’ in each text box for survey feedback already collected from students, parents and staff.
24a. Student Perception Data
Which area(s) indicate the overall highest level of satisfaction among students?
The highest area of overall satisfaction were: My teachers and principal want every student to learn (98%), My teacher wants me to do my best (97), My school has books for me to read (97.79%), My school has computers to help me learn (99%)
24b. Student Perception Data
Which area(s) indicate the overall lowest level of satisfaction among students?
The areas of overall lowest satisfaction were: My principal and teachers ask me what I think about school (24% didn't agree),My family likes to come to school (13% responded no), I know what to do everyday in school (8% responded no) and My family knows how I do in school (9% responded no).
24c. Student Perception Data
What actions will be taken to improve student satisfaction in the lowest area(s)?
This data will be shared with staff and action steps will be taken. We will ask our students, through formal and informal surveys and in conversation what they think about school along with checking for understanding of learning. We will have to change from online reports card to paper copies for parents and learn as to why parents do not like to come school.
25a. Parent/Guardian Perception Data
What area(s) indicate the overall highest level of satisfaction among parents/guardians?
The highest level of satisfaction are: Our school's purpose statement is clearly focused on school success (90% agree to strongly agree), Our school communicates effectively about the school's goals and activities(91% agree to strongly agree) and Our school provides a safe learning environment (96% agree to strongly agree),
25b. Parent/Guardian Perception Data SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 25
School Improvement Plan Forest Elementary School
What area(s) indicate the overall lowest level of satisfaction among parents/guardians?
The lowest level of satisfaction are: All of my child's teachers meet his/her learning needs by individualizing instruction (8% strongly disagree),and Our school ensures the effective use of financial resources (4% agree strongly disagree)
25c.Parent/Guardian Perception Data
What actions will be taken to improve parent/guardian satisfaction in the lowest area(s)?
We will continue to use data to put in interventions and progress monitor students that are below grade or not showing adequate progress. This information will have to be communicated with parents so we can partner together in meeting all students needs.
26a.Teacher/Staff Perception Data
What area(s) indicate the overall highest level of satisfaction among teachers/staff?
The highest level of satisfaction are: Our school monitor data related to student achievement (100% agree to strongly agree), Our school provides qualified staff members to support student learning (100% agree to strongly agree), Our school's leaders hold themselves accountable for student learning (100% agree to strongly agree), Our schools leaders ensures all staff members use supervisory feedback to improve student learning (100% agree to strongly agree), Our school's purpose statement is cleary focused on student success (100% agree to strongly agree), Our school has a continous improvement process based on data, goals, actions and measures for growth (100% agree to strongly agree),
26b.Teacher/Staff Perception Data
What area(s) indicate the overall lowest level of satisfaction among teachers/staff?
The lowest level of satisfaction were: In our school, related learning supports services are provided for all students based on their needs (19% disagree), In our school, a professional learning program is designed to build capacity among all professional and support staff members (14% disagree) and Our school provides sufficient material resources to meet student needs (10% disagree)
26c.Teacher/Staff Perception Data
What actions will be taken to improve teacher/staff satisfaction in the lowest area(s)?
We will need to gather specific feedback from teachers as to what their needs are so we to better support them. In gather this feedback we will also seek to understand what additional materials are needed. Due to budget cuts adding support staff will not happen so we will need to continue to build tier 2 and tier 3 interventions with the staff that we have.
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 26
School Improvement Plan Forest Elementary School
27a.Stakeholder/Community Perception Data
What area(s) indicate the overall highest level of satisfaction among stakholders/community?
On the Cobalt Forest Community Survey results the areas of highest level of satisfaction are: Participation in conferences: 99 Volunteer time for school needs: 91 Keep children in next year: 89 Communication 86 Recent Contact 87 Principal 84 Speak favorably about schools: 84
27b.Stakeholder/Community Perception Data
What area(s) indicate the overall lowest level of satisfaction among stakeholders/community?
On the Cobalt Forest Community Survey results the areas of lowest level of satisfaction are: School system satisfaction: 66 Participation in school planning 67 Service: 68 Curriculum: 68 Participate in parent organizations 73 School system image: 75 Facilities: 75
27c.Stakeholder/Community Perception Data
What actions will be taken to improve the level of stakeholder/community satisfaction in the lowest area(s)?
We need to involve our community in the decision making process and we need to communicate with our community our successes and challenges.
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 27
School Improvement Plan Forest Elementary School
Summary
28a. Summary
Briefly summarize the strengths and challenges identified in the four kinds of data-demographic, process, achievement/outcomes and perception.
To summarize our strengths is is that we have have strong support and rigor for our students. We have leadership that provides feedback to staff to improve student learning and our leader holds himself accountable for student learning. We have a strong focus on student success along with providing a safe learning environment. The theme of challenges in our perception data is lack of communication to students and parents on student achievement. We communicate it through report cards and parent teacher conferences however we need to meet with students and parents on a personal level by partnering with them by sitting down with them one on one or on the phone. As for our teachers we need to listen and gather their input to better understand their needs to put in the right supports. Supports would be PD on how to utilize and create tier 2 and tier 3 level of support both academically, social and emotionally.
28b. Summary
How might the challenges identified in the demographic, process and perception data impact student achievement?
The challenges we face will impact student achievement if students, teachers, parents and administrations are not all working together with a clear purpose, student achievement.
28c. Summary
How will these challenges be addressed in the School Improvement Plan's Goals, Measurable Objectives, Strategies and Activities for the upcoming year? For Priority Schools, which of these high need areas will inform the Big Ideas and the Reform/Redesign Plan?
These challenges are addressed in our School Improvement Plan's Goals by focusing in on clear measurable goals with clear strategies and activities. With our bottom 30% we have to have clear interventions with clear goals along with progress monitoring data.
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 28
School Improvement Plan Forest Elementary School
School Additional Requirements Diagnostic
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 29
School Improvement Plan Forest Elementary School
Introduction This diagnostic contains certification requirements for Michigan schools. This diagnostic must be completed by all schools.
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 30
School Improvement Plan Forest Elementary School
School Additional Requirements Diagnostic
Label
Assurance Response Literacy and math are tested annually in grades Yes 1-5.
Comment Attachment In grades 3 and 4 we assess our students on the MEAP and in grades k-4 we assess all student using the NWEA (3x per year). We also use Fountas and Pinnell (2x per year) to assess all students k-4 in reading.
Label
Assurance Response Our school published a fully compliant annual Yes report. (The Annual Education Report (AER) satisfies this). If yes, please provide a link to the report in the box below.
Comment Attachment http://www.farmington.k12.mi.us/s chools/annualreports/index.php#f or
Label
Assurance Response Our school has the 8th grade parent approved No Educational Development Plans (EDPs) on file.
Comment Forest is K - 4 school
Label
Assurance Our school reviews and annually updates the EDPs to ensure academic course work alignment.
Comment Attachment The Forest community has a Unified Support Team and Instructional Consultation Team that meets on a regular basis to develop educational plans for students that may be below grade level or exceeding grade level standards.
Label
Assurance Response The institution complies with all federal laws Yes and regulations prohibiting discrimination and with all requirements and regulations of the U.S. Department of Education. It is the policy of this institution that no person on the basis of race, color, religion, national origin or ancestry, age, gender, height, weight, marital status or disability shall be subjected to discrimination in any program, service or activity for which the institution is responsible, or for which it receives financial assistance from the U.S. Department of Education. References: Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, The Age Discrimination Act of 1975, The Americans with Disabilities Act of 1990, ElliottLarsen prohibits discrimination against religion.
Response Yes
Comment
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Attachment
Attachment
Page 31
School Improvement Plan Forest Elementary School Label
Assurance The institution has designated an employee to coordinate efforts to comply with and carry out non-discrimination responsibilities. If yes, list the name, position, address and telephone number of the employee in the comment field.
Label
Response Yes
Comment DIRECTOR, INSTRUCTIONAL EQUITY TEN MILE ANNEX 32789 W. TEN MILE FARMINGTON, MICHIGAN 48336-2306 248-489-3595
Attachment
Assurance Response The institution has a School-Parent Involvement Yes Plan (that addresses Section 1118 activities) that is aligned to the District's Board Policy. If yes, please attach the School-Parent Involvement Plan below.
Comment see attachment
Attachment Parent School Compact Parent Involvement Plan Parent Involvement Policy and Procedures
Label
Assurance Response The institution has a School-Parent Compact. If Yes yes, please attach the School-Parent Compact below.
Comment
Attachment School-Parent Compact
Label
Assurance The School has additional information necessary to support your improvement plan (optional).
Comment Attachment We have data in Pearson Inform database to track and monitor student progress. We meet monthly in district SIP meetings in addition to our school meetings. The district provides training and professional development to support school plans. In addition, we have excel spreadsheets and data boards that are updated and monitored throughout the year by grade level PLT and school improvement team.
Response Yes
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 32
School Improvement Plan Forest Elementary School
2015-16 Forest School Improvement Plan
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 33
School Improvement Plan Forest Elementary School
Overview Plan Name 2015-16 Forest School Improvement Plan Plan Description Goals, Objectives, Strategies, Plans
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 34
School Improvement Plan Forest Elementary School
Goals Summary The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section. # 1
Goal Name All students at Forest Elementary School will demonstrate improvement in reading.
2
All students will improve their proficiency in math.
3
All students will increase in writing across the curriculum
Goal Details Objectives:1 Strategies:2 Activities:5 Objectives:1 Strategies:2 Activities:4 Objectives:1 Strategies:2 Activities:5
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Goal Type Academic
Total Funding $0
Academic
$0
Academic
$0
Page 35
School Improvement Plan Forest Elementary School
Goal 1: All students at Forest Elementary School will demonstrate improvement in reading. Measurable Objective 1: 100% of All Students will demonstrate a proficiency in the sub category of Foundational Skills on the NWEA by spring. Students who are not proficient will demonstrate growth in their RIT s in Reading by 06/17/2016 as measured by The NWEA. Strategy 1: PLT will work on best practices in instruction - Discussion of differentiation, common assessments that align with CCSS, create rubrics, analyze data, clear learning goals / objectives, and academic vocabulary. Specific PLT meeting times and documentation. Research Cited: Marzano, Art and Science of Teaching Tier: Tier 1 Activity - F &P grade level assessment wall
Activity Type
Tier
Phase
Begin Date End Date
Each grade level will update and analyze their reading level Implementa Tier 1 assessment wall according to grade level expectations (grades tion K-2: students should increase a level approx. every 8 weeks; grades 3-4: student levels should increase at least once each trimester). Each grade level will report out percent proficient and create lead measures for non proficient students (Bottom 30%).
Implement
09/08/2015 06/17/2016 $0
Activity - Instructional Planning
Activity Type
Phase
Begin Date End Date
Teachers will use leads that meet the needs of all students.
Implementa Tier 1 tion
Implement
09/08/2015 06/17/2016 $0
Other
Activity - Professional Development
Activity Type
Phase
Begin Date End Date
Source Of Funding
Teachers will participate in professional development opportunities such as: PLT, coaching, lab classrooms, book clubs, etc. to build capacity in data analysis and the implementation of reader's workshop.
Implementa Tier 1 tion
Implement
09/08/2015 06/17/2016 $0
Tier
Tier
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource Assigned
Resource Assigned
Resource Assigned
Source Of Funding
Staff Responsibl e No Funding All staff and Required administrati on.
Source Of Funding
Staff Responsibl e All staff and administrati on
Staff Responsibl e No Funding All staff, QI Required coach and administrat or
Page 36
School Improvement Plan Forest Elementary School
Strategy 2: Grade level PLT's will identify the bottom 30% of students based on RIT scores that are below the national norm for Foundational Skills on the NWEA - Grade level teams will collaborate during PLT's to create use and analyze common assesssment and develop a common language. Specific meeting times and documentation Research Cited: Marzano: The Art and Science of Teaching Tier: Tier 2 Activity - Additional Diagnostic Assessment
Activity Type
Tier
Phase
Begin Date End Date
Based on the foundational skills scope and sequence, grade Implementa Tier 2 level teams will develop additional diagnostic common tion assessments for targeted population. Analyze the data to create a plan for identified students who are not proficient on the NWEA Foundational Skills or that do not pass the screener.
Implement
09/08/2015 06/17/2016 $0
Other
Activity - Progress Monitor
Activity Type
Phase
Begin Date End Date
Source Of Funding
In the first trimester, teachers will become familiar with and begin using the foundational skills scope and sequence. In the second trimester, teachers will create foundational skills assessments and progress monitoring tools. By the third trimester, teachers will be progress monitoring their targeted population.
Implementa Tier 2 tion
Implement
09/08/2015 06/17/2016 $0
Tier
Resource Assigned
Resource Assigned
Source Of Funding
Staff Responsibl e All staff and administrati on
Staff Responsibl e No Funding All staff and Required administrati on
Goal 2: All students will improve their proficiency in math. Measurable Objective 1: 100% of Kindergarten, First, Second, Third and Fourth grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency in the sub category of Numbers and Operations on the NWEA test by spring in Mathematics by 06/17/2016 as measured by the NWEA.. Strategy 1: PLT work on best practice in instruction - Grade level PLTs will discuss clear learning goals, academic vocabulary and differentiation. Specific PLT meeting time and documentation. Research Cited: Marzano: The Art and Science of Teaching Tier: Tier 1 SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 37
School Improvement Plan Forest Elementary School
Activity - Differentiation
Activity Type
Tier
Phase
Begin Date End Date
Provide scaffolding and/or different/additional activities for Implementa Tier 1 targeted students (bottom 30%) in the area of their weaknesses tion and strengths in numbers and operations.
Implement
09/08/2015 06/17/2016 $0
Activity - Professional Development
Activity Type
Phase
Begin Date End Date
Each grade level will report out percent proficient and create lead measures for non proficient students.
Implementa Tier 1 tion
Implement
09/08/2015 06/17/2016 $0
Tier
Resource Assigned
Resource Assigned
Source Of Funding
Staff Responsibl e No Funding All staff and Required administrati on Source Of Funding
Staff Responsibl e No Funding All staff and Required administrati on
Strategy 2: Common assessments in Numbers and Operations - All students will take district common assessments and each grade level will have a WIG (Wildly Important goal) in the area of Numbers and Operations. Teachers will discuss the data and formulate targeted groups focused on the bottom 30%.. Research Cited: Marzano: The Art and Science of Teaching Tier: Tier 2 Activity - Implement Assessments
Activity Type
Analyze pre and post common assessments and progress monitor identified students via WIG minimally one time a month.
Tier
Phase
Begin Date End Date
Implementa Tier 2 tion
Implement
09/08/2015 06/17/2016 $0
Activity - Data Monitoring
Activity Type
Phase
Begin Date End Date
Pre and post test and WIG assessments will be recorded in data notebooks and google doc. Students in the bottom 30% will be progress monitored monthly.
Implementa Tier 2 tion
Implement
09/08/2015 06/17/2016 $0
Tier
Resource Assigned
Resource Assigned
Source Of Funding
Staff Responsibl e No Funding All staff and Required administrati on Source Of Funding Other
Staff Responsibl e All staff and administrati on
Goal 3: All students will increase in writing across the curriculum Measurable Objective 1: 100% of Kindergarten, First, Second, Third and Fourth grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency from the MAISA units in narrative, infromational, and opinion in English Language Arts by 06/17/2016 as measured by on demand writing assessments.
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 38
School Improvement Plan Forest Elementary School
Strategy 1: PLT work on best practice in instruction - Grade level PLTs will discuss, plan and prioritize clear learning goals/ objectives, differentiation, academic vocabulary, and lesson study. Specific meeting time and documentation Research Cited: Marzano: The Art and Science of Teaching Tier: Tier 1 Activity - Implemention of the MAISA writing units
Activity Type
Writer's Workshop implementation using MAISA units
Activity - Pre & Post On Demand Assessments
Phase
Begin Date End Date
Implementa Tier 1 tion
Implement
09/08/2015 06/17/2016 $0
Staff Responsibl e No Funding All teachers Required and adminstrati on
Activity Type
Phase
Begin Date End Date
Source Of Funding
Teachers will implement on demand pre and post assessments Implementa Tier 1 prior to the units and post on demand 2-3 weeks after the unit, tion in accordance with the MAISA unit calendar. Scores will be posted in google docs
Implement
09/08/2015 06/17/2016 $0
Activity - PD
Phase
Begin Date End Date
Implement
09/08/2015 06/17/2016 $0
Activity Type
Tier
Tier
Tier
Staff members will receive professional development in writing Professiona Tier 1 assessments and the use of writing rubrics. l Learning
Resource Assigned
Resource Assigned
Resource Assigned
Source Of Funding
Staff Responsibl e No Funding All staff and Required administrati on Source Of Funding
Staff Responsibl e Title I All staff and School administrati Improveme on nt (ISI)
Strategy 2: Writing Fluency - All students will take state, district and/or school common assessments. Teachers will use MAISA units in writing and Pathways rubrics. Research Cited: Marzano: The Art and Science of Teaching Tier: Tier 2 Activity - Quick Writes
Activity Type
Tier
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Phase
Begin Date End Date
Resource Assigned
Source Of Funding
Staff Responsibl e
Page 39
School Improvement Plan Forest Elementary School
All students will be given quick writes 3 times by Oct 16th. Implementa Tier 2 Students who are not at the national norm become our targeted tion population. The targeted populations is progressed monitored 1 time per month. All students will be given quick write an additional time each trimester as a screener. Lead measures will be created for identified students. Students will keep data notebooks to graph their progress. Teachers will administer monthly quick writes. Students will graph total words written and create a monthly goal.
Implement
09/08/2015 06/17/2016 $0
No Funding All staff and Required administrati on
Activity - Data Analysis
Activity Type
Phase
Begin Date End Date
Source Of Funding
Data analysis will be based on the on the quick write assessment. At our grade level and school PLT's we will focus on the interventions and monthly progress monitoring.
Implementa Tier 2 tion
Implement
09/08/2015 06/17/2016 $0
Tier
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource Assigned
Staff Responsibl e No Funding All staff and Required administrati on
Page 40
School Improvement Plan Forest Elementary School
Activity Summary by Funding Source Below is a breakdown of your activities by funding source Title I School Improvement (ISI) Activity Name
Activity Description
Activity Type
PD
Staff members will receive professional development in writing assessments and the use of writing rubrics.
Activity Description
Tier
Phase
Begin Date End Date
Resource Assigned
Staff Responsibl e All staff and administrati on
Professiona Tier 1 l Learning
Implement
09/08/2015 06/17/2016 $0
Activity Type
Phase
Begin Date End Date
Implementa Tier 1 tion
Implement
09/08/2015 06/17/2016 $0
Implementa Tier 2 tion
Implement
09/08/2015 06/17/2016 $0
All staff and administrati on
Implementa Tier 1 tion
Implement
09/08/2015 06/17/2016 $0
All staff and administrati on.
Implementa Tier 1 tion
Implement
09/08/2015 06/17/2016 $0
All staff and administrati on
Implementa Tier 1 tion
Implement
09/08/2015 06/17/2016 $0
All teachers and adminstrati on
No Funding Required Activity Name
Pre & Post On Demand Teachers will implement on demand pre and post Assessments assessments prior to the units and post on demand 2-3 weeks after the unit, in accordance with the MAISA unit calendar. Scores will be posted in google docs Data Analysis Data analysis will be based on the on the quick write assessment. At our grade level and school PLT's we will focus on the interventions and monthly progress monitoring. F &P grade level Each grade level will update and analyze their assessment wall reading level assessment wall according to grade level expectations (grades K-2: students should increase a level approx. every 8 weeks; grades 34: student levels should increase at least once each trimester). Each grade level will report out percent proficient and create lead measures for non proficient students (Bottom 30%). Differentiation Provide scaffolding and/or different/additional activities for targeted students (bottom 30%) in the area of their weaknesses and strengths in numbers and operations. Implemention of the Writer's Workshop implementation using MAISA MAISA writing units units
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Tier
Resource Assigned
Staff Responsibl e All staff and administrati on
Page 41
School Improvement Plan Forest Elementary School
Progress Monitor
In the first trimester, teachers will become familiar with and begin using the foundational skills scope and sequence. In the second trimester, teachers will create foundational skills assessments and progress monitoring tools. By the third trimester, teachers will be progress monitoring their targeted population. Implement Assessments Analyze pre and post common assessments and progress monitor identified students via WIG minimally one time a month. Professional Each grade level will report out percent proficient Development and create lead measures for non proficient students. Professional Teachers will participate in professional Development development opportunities such as: PLT, coaching, lab classrooms, book clubs, etc. to build capacity in data analysis and the implementation of reader's workshop. Quick Writes All students will be given quick writes 3 times by Oct 16th. Students who are not at the national norm become our targeted population. The targeted populations is progressed monitored 1 time per month. All students will be given quick write an additional time each trimester as a screener. Lead measures will be created for identified students. Students will keep data notebooks to graph their progress. Teachers will administer monthly quick writes. Students will graph total words written and create a monthly goal.
Implementa Tier 2 tion
Implement
09/08/2015 06/17/2016 $0
All staff and administrati on
Implementa Tier 2 tion
Implement
09/08/2015 06/17/2016 $0
Implementa Tier 1 tion
Implement
09/08/2015 06/17/2016 $0
Implementa Tier 1 tion
Implement
09/08/2015 06/17/2016 $0
All staff and administrati on All staff and administrati on All staff, QI coach and administrat or
Implementa Tier 2 tion
Implement
09/08/2015 06/17/2016 $0
All staff and administrati on
Phase
Begin Date End Date
Staff Responsibl e All staff and administrati on
Other Activity Name
Activity Description
Activity Type
Additional Diagnostic Assessment
Based on the foundational skills scope and sequence, grade level teams will develop additional diagnostic common assessments for targeted population. Analyze the data to create a plan for identified students who are not proficient on the NWEA Foundational Skills or that do not pass the screener. Teachers will use leads that meet the needs of all students.
Implementa Tier 2 tion
Implement
09/08/2015 06/17/2016 $0
Implementa Tier 1 tion
Implement
09/08/2015 06/17/2016 $0
Instructional Planning
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Tier
Resource Assigned
All staff and administrati on
Page 42
School Improvement Plan Forest Elementary School
Data Monitoring
Pre and post test and WIG assessments will be recorded in data notebooks and google doc. Students in the bottom 30% will be progress monitored monthly.
Implementa Tier 2 tion
SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Implement
09/08/2015 06/17/2016 $0
All staff and administrati on
Page 43
