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Lister Elementary School

Lister School Improvement Plan (SIP)

School Improvement Plan

Lister Elementary School

2016-2017

 

Narrative Overview

 

The original Lister school was built in 1943. It was rebuilt in 1950 to accommodate growth. The current building was completed in 1997. Lister is located in the heart of Salishan. The community of Salishan was started in 1942 to provide housing for many military members and ship builders. After World War II, Salishan became both Veteran and low income housing. The name Salishan means “people of many colors coming together” which describes the diverse culture of our school community. Lister’s population reflects the rich and diverse community with 22% Latino, 13% Asian, 25% African American, 23% White, 6% Pacific Islander and 10% identifying as two or more races.  27% of our student population are English Language Learners (ELL). Lister is identified as a Title I school based on free and reduced lunch percentages and has preschool through 5th grade. Lister currently has 490 students and is 91% free and reduced. Lister has two head start preschool programs, a self-contained special education class (K-5th) and a self-contained highly capable program (3rd-5th)

 

Lister receives Title I funding to support as well as support from the district from the following:

  • Technical assistance and NCLB support

  • Professional Development by our Teaching for Learning Department

  • Instructional support by research and evaluation

  • Expenditures supported by purchasing

  • Human Resources facilitates staffing and provides Highly Qualified information.  The Tacoma Public School District provides technical assistance for school improvement including- School, Family and Community Partnerships liaisons; Finance; Elementary Directors; Instructional Coaches.

While categorical and basic education funds are tracked separately in Tacoma, the programs work together to meet the needs of all students and support the school-wide program goals. This happens through the work of the Professional Learning Community, SCDM team, Title I, ELL, Special Education and the Homeless Liaison team in partner with basic education to improve achievement and coordinate services for identified students and families.

 

Mission

 

Mission: Preparing each Lister scholar to be college and career ready.

 

Vision: Using the Five Dimensions of Teaching and Learning we will collaborate to create an engaging, compassionate, rigorous environment that prepares each scholar to be college and career ready.

Common Agreements

Climate

  • Is positive and compassionate toward student, families and staff
  • Is consistently focused on what is best for the children we serve
  • Is family friendly
  • Is guided by clear school-wide and classroom expectations that are taught and reinforced by all adults

Instruction

  • Is data driven
  • Is focused on making every minute of instruction count
  • Is directly connected to the Five Dimensions of Teaching and Learning
  • Involves Collaboration with parents and the community to support student achievement

At Lister Elementary we treat students respectfully, responsibly and keep them safe both physically and emotionally. We are committed to the following:

 

Common Agreements

Evidence

Respectful

·         We value each student

·         We value each other

·         We listen to understand where students are coming from

·         Interactions are positive and build relationships

·         Staff greet students by name

 

Responsible

·         We reinforce common expectations and teach them to students

·         We use all of our time to impact student learning

 

·         All adults stop and address students who are not following expectations

·         Staff and students can articulate common expectations using common language

·         Every adult in the building is engaged in teaching students and their schedules reflect this expectation

Safe

·         We post consistent expectations throughout the building and classrooms and use common language

·         We connect consequences to the student behavior and our responses are clear enough for students so they can anticipate outcomes

·         We remain calm in all situations

·         Staff uses a professional tone of voice

·         Posters with expectations are visible throughout the building

·         Consequences are directly linked to the behavior

·         Staff uses de-escalation strategies ad will ask for help if they feel they are not able to remain calm

 

Initiatives

  • Use multiple data points to inform instruction which include common formative assessments, SBAs, Running Records, DRA2, iReady, WaKids and CBAs
  • Create common formative assessments for literacy and math (six in each area)
  • Develop year long units of study integrating ELA, math and content areas
  • Teach and implement The Whole Child Initiative (TWCI) school-wide and classroom systems (PBIS)
  • Work toward full implementation of ELA Framework
  • Review data from iReady and CFAs as teams within one week and establish appropriate intervention/acceleration plans for each student daily
  • Keep the conversation about college and career alive every day for students
  • Implement instructional strategies from the Five Dimensions of Teaching and Learning
  • Actively participate in Data Team meetings and complete benchmark expectations
  • Provide opportunities for timely and positive two-way communication with Lister families that focus on goals of instruction and student progress.

 

Leadership/Planning Team Members

 

Kristi Amrine, Principal

R

onel Balatbat, Assistant Principal

SCDM Team

 

 

The goals and strategies in this plan represent and are influenced by the ongoing work of our staff members within grade level teams and as a part of whole-staff work sessions.  The specifics of our Action Plan set forth our school-wide reform efforts and are a result of our staff’s review of student assessment data, the prioritization of staff and team goals, and the articulation of specific next steps in our work toward student achievement. The establishment of goals and focus areas for our school’s work is also established in partnership with our SCDM which includes parent representation.  Opportunities to work with our families through our Title One Parent Involvement, gives us the opportunity to both share and seek input from our stakeholders in the development of school areas of focus.  This ongoing process influences our work and the establishment of our goals.

 

At Lister, we work to create teacher leaders to learn and grow. Our teachers not only lead our committee work but are also encouraged to take a leadership role at staff meetings and building professional development.

 

During our December Conferences we will be sharing our School Compact with our parents and community. Our vision statement will be shared through:

  • School Newsletter
  • Family Nights
  • Lister Website

 

The following are avenues that provides staff opportunities to discuss student learning and instructional practices:

  • SCDM

  • Staff Meetings

  • Title I Family Nights

  • Data Teams (Professional Learning Communities)

  • Data Days

  • Team Planning

  • Progress Monitoring Meetings

  • Professional Development (district and building level)

  • Instructional Coaching

  • District and Building Committees

     

    Provisions for staff training in Tacoma include opportunities, incentives and compensation. The district provides a broad spectrum of classes on assessment, standards-based instruction and best practices in the content areas. Staff members receive extra pay to attend these classes and clock hours/university credits are frequently offered. The district also supports and encourages school-based training that support the school’s SIP goals with building-based optional day pay for certificated staff. In addition to classes, instructional facilitators at each Title I school provide ongoing, job embedded staff development.

    Selected Data

     

The School Climate Survey data indicates the following:

 

  • Staff at Lister values cultural diversity 

  • Students and Families know who to turn to for help

  • Staff at Lister is proud to be a Lister Lion

  • Families feel they are notified of school activities/events

     

    The School Climate Survey data indicates these areas for further focus:

     

  • We need to create an environment where staff, students and families feel safe.

  • We need to develop an open, two -way communication system with our families so they feel informed about their child’s education.

     

    At Lister our students are climbing to college. Our school motto is CLIMB.Page Content Why is Lister focused on building a college-going culture?  To apply for college, high school students are expected to take specific classes to meet college requirements.  We set the vision for college early so our students are taking the rigorous coursework they need to be college-bound. We want our students to have EVERY door open to them when they graduate so they can choose their career of choice.

     

Lister's Motto:

 

Lister Lions know how to CLIMB!

We Cooperate,

We Love to Learn,

We Inspire others

We Model good choices,

But most of all, we Believe in ourselves.

And we are proud to be Lister Lions!

 

We celebrate students who are showing our CLIMB characteristics with monthly recognition assemblies.

We recognize students for positive behavior using our Lion Spy Tickets and draw names on Friday for students who have been respectful, responsible and/or safe. At our monthly assemblies we also recognize classes with exemplary achievement in PE, Music, Library, Art and outstanding behavior in the lunchroom.

We also reward classes with the best attendance. Improving attendance statistics continues to be a high priority.  We celebrate classrooms for improved attendance.

 

2014-2015 Data

 

158 students (30%) had 10+ absences throughout the school year.  55 students (10%) had 20+ absences.  

 

2015-2016 Data

 

199 students (34%) of our students had 10-19 absences throughout the school year. 107 of our students (18%) had 20+ absences.

 

 

 

Lister is a part of Cohort 1 of The Whole Child Initiative which focuses on tiered positive behavioral systems that are building wide. Our counselor provides students with strategies for problem solving through classroom and small group lessons. We will implement progressive student disciple and track and record data to set goals, identify student needs and monitor growth.

Parent, Family and Community Involvement

 

  • The Title I Compact is distributed at partnership conferences.

  • The annual information meeting held to inform parents of specific Title I components will be held October 27th, 2016.

  • Parents are offered multiple opportunities to partner with the school in the school newsletter, at the Open Houses, at parent involvement nights and through our Friday Favors Parent Group.

  • Progress is reported to parents at conferences, through report cards, at informal meetings and through student planners/folders.

  • Lister is building capacity for parent involvement by strategically inviting all groups to participate in family/school activities, by providing translation services, and by making school and community resources available at the school.

  • Strategies for family support networking include family activity nights, student celebrations, learning liaisons, and one to one outreach with our new family liaison.

  • Lister partners with a variety of community agencies to provide services to our students and families including, Tacoma Housing Authority (Children’s Saving Account Program), Timberland Bank (Junior Achievement Lessons), Read2Me (Reading tutors for identified 1st-3rd grade students), Girls Scouts, YMCA (Before/after school care, Sisterhood, Brotherhood), Safe Streets, VFW (school supplies), Puget Sound ESD (Lion’s Club After School) and PLU football team(citizenship lessons).

 

Technology

Every classroom at Lister Elementary has internet access, SmartBoards and document cameras. Each classroom has 3 or more student desktops and there are five laptop carts in the building as well as a computer lab. This allows teachers and students to access a range of technology tools including programs, websites, collaborative work, etc. The technology is utilized to increase students’ 21st century skills and academic achievement.

Staff development in the area of instructional technology integration is led by technology/library services.

 

 

 

 

Testing Data/Statistics

 

ELA

 

ELA-Grade 3

 

 

ELA-Grade 4

 

ELA-Grade 5

Grade 3,4,5

School

*FRL

15

16

15-16 Change

15

16

15-16 Change

15

16

15-16 Change

Overall Change

Lister

91

26.1

28.1

2.0

23.5

31.0

7.5

43.1

40.4

-2.7

6.8

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Math

Math-Grade 3

Math-Grade 4

 

Math-Grade 5

 

Grade 3,4,5

School

*FRL

15

16

15-16 Change

15

16

15-16 Change

15

16

15-16 Change

Overall Change

Lister

91

30.9

26.9

-4.0

18.8

18.6

-0.2

40.9

33.3

-7.6

-11.8

 

Science

Science-Grade 5

School

*FRL

15

16

15-16 Change

Lister

91

38.6

50.5

11.9

 

 

Based on our SBA and other data, our area of focus will be strong core instruction for all students and strategic intervention provided at a designated intervention/enrichment time for both ELA and math. We will implement a block schedule that ensures all students receive core instruction in their general education classroom. We will also be providing a tiered system of intervention with ensure consistent intervention.

 

For the 16-17 school year we will continue to implement and refine our literacy model which includes a Tiered Intervention system with consistent data collection and analysis. We will intentionally support and provide professional development around our building literacy philosophy.  Research shows that a balanced literacy model is best practice. Lister will continue our work with Tacoma’s ELA Framework/Workshop Model.

 

Based on district initiatives and the implementation of a new district wide framework, our focus this year will be Literacy.  We will intentionally provide intervention for at risk students in a tiered Intervention model built into the master schedule.  Core instruction will be examined to ensure it is of high quality, CCSS aligned and rigorous. 

 

 

 

 

 

Teacher Information

 

HQ Para-educators meet a rigorous standard of quality and can demonstrate knowledge and ability in instructing reading, mathematics and writing. Tacoma actively recruits highly-qualified staff with our job fair, letters of intent, recommendations to hire and applicant searches. We seek to attract and keep highly-qualified staff at our school by providing opportunities for quality staff development and professional growth.

 

One of the most important decisions for our school is the hiring of highly qualified teachers. Our staff must have the skills, knowledge, and desire to work with our children. At Lister we incorporate the district hiring practices as our process for hiring qualified teachers as follows:

  • Certification, endorsement, background and reference checks

  • One or more successful interviews

  • Administrator, Human Resources, Board approval

  • All Staff are highly qualified

 

Para Educators are vetted through the district hiring process.  They must pass the Para assessment and/or have a two year degree.

 

Transition:

 

Lister offers pre-school and kindergarten Round-ups/ Open House in the late winter or early spring yearly.  We also offered our first Jump Start to our incoming Kindergarten students this August. We also have kindergarten Jump Start in August to support with transition to kindergarten.

 

5th grade transition: Lister’s counselor works with our feeder middle school, First Creek to plan for both counselors and administration to visit Lister and for Lister students to visit First Creek. A parent information night and student transition meeting is held every spring. 5th grade summer school is offered to incoming 6th graders and highly encouraged by staff and administrators.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Action Plan

 

District Improvement Plan Goal:  Academic Excellence

All students will perform at or above grade level and we will eliminate disparities among all groups.

 

Target Area:  MATHEMATICS

 

Smart Goal: By Spring 2017, Lister will increase the number of 4th-5th grade students who meet or exceed standard on the Math SBA by 10%.

 

Strategies:

  • Teachers create and use curriculum maps to focus and pace instruction and align instruction to CCSS

  • Grade level teams will create common formative assessments (CFA) in math to define math interventions

  • Implement 30 minute intervention/enrichment time for each grade level

 

 

IMPROVEMENT STRATEGY

 

IMPROVEMENT

ACTIVITY

 

TIMELINE

 

WHO IS

RESPONSIBLE

 

RESOURCES

NEEDED

 

PROFESSIONAL

DEVELOPMENT

 

MONITORING

PROGRESS

 

Create and use curriculum maps to focus and pace instruction and align instruction to CCSS 

Provide time for teams to curriculum map using resources and instructional best practices

Sept 2016– May 2017

 

Data Days

 

Building PD each trimester

Administration

Coach

All Teachers

Interventionists

Refined Curriculum Maps

 

District Pacing

Guides

 

Curriculum Maps

PD around math workshop model

 

PD around best practice in math instruction

 

 

CBAs, CFAs, Observation, SBA,

iReady, Report Cards

 

Review of student data at data teams and data days and Progress Monitoring Meetings

 

 

Grade level teams will create CFAs in math to define math intervention

 

Grade level teams will review unit assessments and iReady data to create C

FAs

Sept 2016 – May 2017

Administration

Coach

All Teachers

Interventionists

iReady  data

 

 

 

 

Weekly collaboration with colleagues at data teams to analyze student work and data with instructional coach and admin

 

iReady and CFA data and growth monitori

ng

Implement 30

min. intervention/

enrichment time

for each grade level

Create building

block schedule that allows for 30 min. intervention/

enrichment time for each grade level where core content stops

 

Use progress monitoring meetings every 6-8 weeks to define interventions using student data

Sept 2016– June 2017

 

Progress Monitoring

Sept, Dec, Feb, April

 

Block Schedule Sept.

 

Weekly Data teams

 

Data Days

Administration

Coach

All Teachers

Interventionists

iReady data

 

block schedule

 

intervention schedule

 

resources for intervention – math games, manipulatives, etc.

PD around best practice for intervention and math workshop model

 

 

iReady and CFA data and growth monitoring

 

Rationale: As teachers become more proficient in assessing mathematics, student achievement will rise. Insightful data analysis leads to focused instructional strategies, targeted intervention and increased student achievement.

 

 

 

 

 

 

 

 

 

Target Area:  ELA

 

Smart Goal: By Spring 2017, Lister will increase the number of 4th-5th grade students who meet or exceed standard on the ELA SBA by 10%.

 

STRATEGIES:

  • Implement comprehensive literacy workshop model as outlined by Tacoma’s Literacy Framework.

  • Implement Portland Writing Project.

  • Implement 30 minute intervention/enrichment time for each grade level

 

IMPROVEMENT STRATEGY

 

IMPROVEMENT

ACTIVITY

 

TIMELINE

 

WHO IS

RESPONSIBLE

 

RESOURCES

NEEDED

 

PROFESSIONAL

DEVELOPMENT

 

MONITORING

PROGRESS

 

Implement comprehensive literacy workshop model as outlined by Tacoma’s Literacy Framework.

 

 

Provide time for teams to curriculum map using resources and instructional best practices

 

Implement workshop model in classroom during ELA block

Sept 2016– June 2017

 

 

Administration

Coach

All Teachers

Interventionists

Refined Curriculum Maps

 

District Framework

 

Bookroom

Workshop Model and Tacoma Framework

 

DRA  and iReady

 

Learning Labs

CFA

s, CBAs, Observation, Projects

SBA, ELPA, DRA

iReady, Report Cards

 

Review of student data at data teams and data days.

 

 

Implement Portland Writing Project

Teach Portland Writing Project in the classroom during scheduled writing time

 

Sept 2016– June 2017

 

Administration

Coach

All Teachers

 

Portland Writing Project Binder

Portland Writing Project

 

Tacoma Literacy Framework

 

DRA and iReady

 

Learning Labs

CF

As, CBAs, Observation, Projects

SBA, ELPA, DRA

iReady, Report Cards

 

Review of student data at data teams and data days.

 

Implement 30

min. intervention/

enrichment time

for each grade level

Use student data to determine students who will receive tier 2 & 3 intervention through Progress Monitoring Meetings

 

Implement block schedule to allow for intervention block

Progress Monitoring

Sept, Dec, Feb, April

 

Block Schedule Sept.

 

Weekly Data teams

 

Data Days

Administration

Coach

All Teachers

Interventionists

iReady data

 

block schedule

 

intervention schedule

 

bookroom

 

 

Ongoing PD around Workshop Model and Tacoma Framework

 

DRA

 

iReady

 

Learning Labs based on team assessments of literacy continuum

CBAs, Response Journals, Observation, Projects

SBA, ELPA, DRA

iReady, Report Cards

 

Review of data on Progress Monitoring Days to determine new intervention, student growth and concerns

 

 

Rationale: 1. The Literacy Workshop model is a district supported initiative sustained by research as effective. Insightful data analysis will lead us to focused instructional strategies, targeted intervention and increased student MSP and SBA trend data has shown that increased levels of intervention are necessary to accelerate growth in reading. Students need to write every day for varied purposes and audiences to become fluent, competent writers. (Graves, 2004; Fletcher 1993; Murray1989). The Portland Writing Project is supported by research as effective. Student achievement in writing is greater when teaching approaches emphasize writing as a process rather than as a product (Graves1983; Hillocks 1984; Cotton 2002) Writers need demonstrations (teacher writing, shared writing, student writing, published authors) along with opportunities to talk about and try out various forms with sufficient time for practice, guidance, and feedback (Graves 1994; Atwell 1998; Calkins 1994; Holdaway 1979; Routman 1994, 2000a). 2. Insightful data analysis leads to focused instructional strategies, targeted instruction and increased student achievement.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Smart Goal: By Spring 2017, Lister will increase the student growth percentile score for our 5th grade African American students on the ELA SBA from a score of 23 (current growth percentile score of student group) to 44 (average growth percentile group of all students in grade level).

 

STRATEGIES:

  • Book Study

  • District Equity Committee

 

IMPROVEMENT STRATEGY

 

IMPROVEMENT

ACTIVITY

 

TIMELINE

 

WHO IS

RESPONSIBLE

 

RESOURCES

NEEDED

 

PROFESSIONAL

DEVELOPMENT

 

MONITORING

PROGRESS

 

Book Study

 

 

Book Study with Lister Staff using the book For White Folks Who Teach in the Hood

January -

 June 2017

 

 

Administration

Coach

 

All Lister Staff

 

Copies of Book – hard copy and audio

Book Study

Survey Data

 

 

District Equity Committee

Principal appoints two staff members to attend and participate in District Equity Committee

 

Sept 2016– June 2017

 

Administration

 

Committee Representatives

 

Meeting Schedule

Committee Representatives will work with principal to present information and PD at District Data Days and Staff PD

Attendance at Meetings

 

PD with Exit Slips

 

 

 

 

 

 

 

 

 

 

 

District Improvement Plan Goal 2:  Partnerships

We will fully engage our parents, community and staff in the education of our children.

 

Smart Goal: By June 2017 we will have had two formal opportunities to meet with parents regarding student achievement and three family nights to promote home academic and social/emotional involvement. In addition, Lister will have a resource fair to offer access to community agencies to our families. Lister parent participation goal is to have an average of 60% attendance at these events.

 

STRATEGIES:

  • Create new position and hire for Family Liaison

 

IMPROVEMENT STRATEGY

 

IMPROVEMENT

ACTIVITY

 

TIMELINE

 

WHO IS

RESPONSIBLE

 

RESOURCES

NEEDED

 

PROFESSIONAL

DEVELOPMENT

 

MONITORING

PROGRESS

 

Create new position and hire for Family Liaison

Hire a Lister Family Liaison to support families and family engagement

 

Holiday Help

 

Mckinney-Vento

 

Create Resource Table/rack

 

Create and lead Family Involvement Committee

Sept. 2016

 

 

 

Nov. 2016- Dec. 2016

 

Sept. 2016- June 2017

 

Fall 2016

 

Sept. 2016- June 2017

 

Admin

Family Liaison

Community Resources

 

Family Involvement Funds

 

 

Help a Student Fund

 

Mckinney-Vento process

Attendance at events

 

Number of families served for holiday help

 

Surveys

 

 

 

 

 

 

District Improvement Plan Goal 3: EARLY LEARNING 

We will focus on early assessment and intervention at the pre-K through third grade levels to ensure early academic success.

 

Target Area:  MATHEMATICS

 

Smart Goal: By Spring 2017, Lister will increase the number of 3rd grade students who meet or exceed standard on the Math SBA by 10%.

 

Strategies:

  • Teachers create and use curriculum maps to focus and pace instruction and align instruction to CCSS

  • Grade level teams will create common formative assessments (CFA) in math to define math interventions

  • Implement 30 minute intervention/enrichment time for each grade level

     

IMPROVEMENT STRATEGY

 

IMPROVEMENT

ACTIVITY

 

TIMELINE

 

WHO IS

RESPONSIBLE

 

RESOURCES

NEEDED

 

PROFESSIONAL

DEVELOPMENT

 

MONITORING

PROGRESS

 

Create and use curriculum maps to focus and pace instruction and align instruction to CCSS 

Provide time for teams to curriculum map using resources and instructional best practices

Sept 2016– May 2017

 

Data Days

 

Building PD each trimester

Administration

Coach

All Teachers

Interventionists

Refined Curriculum Maps

 

District Pacing

Guides

 

Curriculum Maps

PD around math workshop model

 

PD around best practice in math instruction

 

 

CBAs, CFAs, Observation, SBA,

iReady, Report Cards

 

Review of student data at data teams and data days and Progress Monitoring Meetings

Grade level teams will create CFAs in math to define math intervention

 

Grade level teams will review unit assessments and iReady data to create CFAs

Sept 2016 – May 2017

Administration

Coach

All Teachers

Interventionists

iReady  data

 

Unit tests data

 

 

 

Weekly collaboration with colleagues at data teams to analyze student work and data with coach and admin

 

iReady and CFA data and growth monitoring

Implement 30

min. intervention/

enrichment time

for each grade level

Create building

block schedule that allows for 30 min. intervention/

enrichment time for each grade level where core content stops

 

Use progress monitoring meetings every 6-8 weeks to define interventions using student data

Sept 2016– June 2017

 

Progress Monitoring

Sept, Dec, Feb, April

 

Block Schedule Sept.

 

Weekly Data teams

 

Data Days

Administration

Coach

All Teachers

Interventionists

iReady data

 

block schedule

 

in

tervention schedule

 

resources for intervention – math games, manipulatives, etc.

PD around best practice for intervention and math workshop model

 

 

iReady and CFA data and growth monitoring

 

Rationale: As teachers become more proficient in assessing mathematics, student achievement will rise. Insightful data analysis leads to focused instructional strategies, targeted intervention and increased student achievement.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Target Area:  ELA

 

Smart Goal: By Spring 2017, Lister will increase the number of 3rd grade students who meet or exceed standard on the ELA SBA by 10%.

 

STRATEGIES:

  • Teachers create and use curriculum maps to focus and pace instruction and align instruction to CCSS

  • Grade level teams will create common formative assessments (CFA) in math to define ELA interventions

  • Implement 30 minute intervention/enrichment time for each grade level

 

IMPROVEMENT STRATEGY

 

IMPROVEMENT

ACTIVITY

 

TIMELINE

 

WHO IS

RESPONSIBLE

 

RESOURCES

NEEDED

 

PROFESSIONAL

DEVELOPMENT

 

MONITORING

PROGRESS

 

Implement comprehensive literacy workshop model as outlined by Tacoma’s Literacy Framework.

 

 

Provide time for teams to curriculum map using resources and instructional best practices

 

Implement workshop model in classroom during ELA block

Sept 2016– June 2017

 

 

Administration

Coach

All Teachers

Interventionists

Refined Curriculum Maps

 

District Framework

 

Bookroom

Workshop Model and Tacoma Framework

 

DRA  and iReady

 

Learning Labs

CFAs

, CBAs, Observation, Projects

SBA, ELPA, DRA

iReady, Report Cards

 

Review of student data at data teams and data days.

 

 

Implement Portland Writing Project

Teach Portland Writing Project in the classroom during scheduled writing time

 

Sept 2016– June 2017

 

Administration

Coach

All Teachers

 

Portland Writing Project Binder

Portland Writing Project

 

Tacoma Literacy Framework

 

DRA and iReady

 

Learning Labs

CFA

s, CBAs, Observation, Projects

SBA, ELPA, DRA

iReady, Report Cards

 

Review of student data at data teams and data days.

 

Implement 30

min. intervention/

enrichment time

for each grade level

Use student data to determine students who will receive tier 2 & 3 intervention through Progress Monitoring Meetings

 

Implement block schedule to allow for intervention block

Progress Monitoring

Sept, Dec, Feb, April

 

Block Schedule Sept.

 

Weekly Data teams

 

Data Days

Administration

Coach

All Teachers

Interventionists

iReady data

 

block schedule

 

intervention schedule

 

bookroom

 

 

Ongoing PD around Workshop Model and Tacoma Framework

 

DRA

 

iReady

 

Learning Labs based on team assessments of literacy continuum

CBAs, Response Journals, Observation, Projects

SBA, ELPA, DRA

iReady, Report Cards

 

Review of data on Progress Monitoring Days to determine new intervention, student growth and concerns

 

Rationale: 1. The Literacy Workshop model is a district supported initiative sustained by research as effective. Insightful data analysis will lead us to focused instructional strategies, targeted intervention and increased student MSP and SBA trend data has shown that increased levels of intervention are necessary to accelerate growth in reading. Students need to write every day for varied purposes and audiences to become fluent, competent writers. (Graves, 2004; Fletcher 1993; Murray1989). The Portland Writing Project is supported by research as effective. Student achievement in writing is greater when teaching approaches emphasize writing as a process rather than as a product (Graves1983; Hillocks 1984; Cotton 2002) Writers need demonstrations (teacher writing, shared writing, student writing, published authors) along with opportunities to talk about and try out various forms with sufficient time for practice, guidance, and feedback (Graves 1994; Atwell 1998; Calkins 1994; Holdaway 1979; Routman 1994, 2000a). 2. Insightful data analysis leads to focused instructional strategies, targeted instruction and increased student achievement.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

District Improvement Plan Goal 4: Safety

All schools will create and maintain safe learning environments that promote excellent academic achievement

 

Smart Goal: By Spring 2017 80% of staff, students and parents will feel safe at Lister as measured by the school climate survey. 

 

STRATEGIES:

  • Work with Maintenance and Operations to identify project needs regarding safety and security

  • Review and update emergency plan and procedures

  • Use The Whole Child Initiative and Positive Behavior Supports to decrease expulsions, suspensions and office referrals.

 

IMPROVEMENT STRATEGY

 

IMPROVEMENT

ACTIVITY

 

TIMELINE

 

WHO IS

RESPONSIBLE

 

RESOURCES

NEEDED

 

PROFESSIONAL

DEVELOPMENT

 

MONITORING

PROGRESS

 

Work with Maintenance and Operations to identify project needs regarding safety and security

Communicate with Maintenance and Operations the need for:

-fenced playground

-visitor check in that directs visitors to office

-eliminate outside roof access

-fix leaking roof and eliminate mold

Aug. 2016 –

June 2017

Admin

Safety Committee

Funding for safety projects

NA

Regular updates regarding progress and plan

 

Surveys

Review and update emergency plan and procedures

create safety committee to:

 

-update procedures  -plan drills

- create classroom safety buckets

-inventory shed

 

Sept. 2017

 

 

Fall 2017

Admin

Safety Committee

Current safety procedures

 

District safety procedures

 

Emergency supplies

Training regarding emergency operations and positions

 

Drill practice

Surveys

Use The Whole Child Initiative and Positive Behavior Supports to decrease expulsions, suspensions and office referrals

Implement Tier 1, Tier 2 and Tier 3 supports for behavior including:

 

-school wide expectations

- reset process in classrooms

-check in/check out

- parent communication when students visit office

Sept. 2016-

June 2017

 

 

 

 

 

All School Staff

Led by Admin and TWCI Team

Expectation posters

 

Check in/ check out forms

 

A game/ reset tables in classrooms

 

Reset form

TWCI dress rehearsal

 

PD on data days around behavioral data and next steps for improvement

Snapshot data

 

Number of suspensions, expulsions and office referrals

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

This section is to be completed by ALL schools

 

SCHOOLWIDE PROGRAM COMPONENTS

                                                                                                                                               

Component #1: Comprehensive Needs Assessment

 

 

Where identified in SIP

Task Completed

Yes

Date

Introduction, Data section-Parent, student and staff surveys.

 

x

Spring 2017

Component #2: Schoolwide reform strategies

 

 

Where identified in SIP

Task Completed

Yes

Date

Implementation of LAP funding in Math and Reading- Goals for Math and Reading

 

x

Oct. and Dec. 2016

Component #3: instruction by highly qualified staff

 

 

Where identified in SIP

Task Completed

Yes

Date

Teacher Qualifications section

 

x

2016

Component #4: Professional development activities

 

 

Where identified in SIP

Task Completed

Yes

Date

Action plans for Reading, Writing and Math.

 

x

Spring 2017

Component #5: Attract highly quality highly qualified

 

 

Where identified in SIP

Task Completed

Yes

Date

Leadership/Planning Team section and Teacher Qualifications section.

 

x

2016

Component #6: Strategies to increase parent involvement

 

 

Where identified in SIP

Task Completed

Yes

Date

Strategies section- Parent Involvement Smart Goal

 

x

Spring 2017

Component #7: Transition

 

 

Where identified in SIP

Task Completed

Yes

Date

Transition section

 

x

Sept. – Aug. 2016/17

Component #8: Include teachers in assessment decisions

 

 

Where identified in SIP

Task Completed

Yes

Date

Action plans, CEL5D, and strategies- Smart Goals for Reading, Writing and Math.

 

x

Spring 2017

Component #9: Strategies for additional assistance to students experiencing difficulties

 

 

Where identified in SIP

Task Completed

Yes

Date

Identified Tier 2 and Tier 3 strategies in Action Plans for Reading, Writing and Math. Block intervention schedule with specific intervention times.

 

x

Spring 2017

Component #10: Coordinate and integrate Federal, State and local services

 

 

Where identified in SIP

Task Completed

Yes

Date

Identified Title School.  Additional funding with LAP.  Additional staffing with LAP and Title funding. - Action Plans/Activities: Smart Goals for Reading, Math and Parent Involvement.

 

x

Spring 2017