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School Improvement Plan

 

Roosevelt Student and School Success Plan – October 2016

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Student and School Success Principle Indicators

 

Key Indicators are shown in RED.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Student and School Success Principle 1: Strong leadership

Principal's role

 

 

 

 

 

 

Indicator

P1-IE06 - The principal keeps a focus on instructional improvement and student learning outcomes.(57)(Expected,TitleITA)

Status

   Tasks completed:  6 of 10 (60%)

Assess

Level of Development:

Initial: Limited Development 10/14/2013

 

Index:

9

(Priority Score x Opportunity Score)

 

Priority Score:

3

(3 - highest, 2 - medium, 1 - lowest)

 

Opportunity Score:

3

(3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)

 

Describe current level of development:

9/2013: The principal visits classrooms for a short time each day to check in with staff and students. She looks for learning targets and monitors student behavior. Roosevelt is implementing the new PBIS behavior referral system. The principal follows through with the information from referrals. The principal has bimonthly staff meetings to keep staff apprised of how the building is running ie. PBIS, assessments, etc. In previous years, progress monitoring from K-5 was submitted to the instructional coach to monitor student progress in reading. In previous years, the principal shared data quarterly with staff.

 

2016-17: Classroom walk-throughs have become a priority through the district. A system and walk-through tool are currently in use that make this easy to address within the building, and provide staff with individual feedback after each walk-through.

Plan

Assigned to:

Autumn Foster

 

How it will look when fully met:

The principal will assist in developing a positive academic atmosphere by being visible in classrooms on a daily basis and sharing behavioral and academic observations throughout the year. The principal and leadership team will provide academic and behavioral data to staff four times per year. This data will include information gathered from principal walk-throughs focused on increased use of learning targets, level of rigor and PBIS common language/strategies, plus classroom, district, and state assessments. (Baseline data will be collected in October/November/December and will be compared to data collected in January/February. January/February data will be compared to data collected in March/April.)

To create the comprehensive plan, staff assessed the 17 school expected indicators using a survey and definitions of principles from Wise Ways. This data was used to determine which indicators were a priority to address. In addition, school, state and district student assessment information guided staff decisions for student performance, professional development and evidence. Evidence of this process is in uploaded files. (This principle addresses the Title Components #1, #2, #4, #8.)

We were recently awarded the SIG grant. We are using these funds to enhance this portion of our plan (see tasks 6-9). Our goal for the 2014-2015 school year is that 100% of Roosevelt teachers will participate in peer walk-throughs a minimum of 8 times which focus on implementation of SIG initiatives including instructional/engagement strategies. These walk-throughs will be followed with coaching cycles which include data analysis and action plans. Revised Goal: Using the new classroom walk-through tool, teachers will participate in at least one peer observation cycle, which consists of pre-conference, observation and post-conference by June 12, 2015.

New goal for 2015-2016: By May 2016, 100% of Roosevelt teachers will participate in a minimum of three peer walk-through cycles, which focus on implementation of SIG initiatives, including instructional/engagement strategies. These walk-throughs will be followed with coaching cycles which include data analysis and action plans. In addition, building trend data will be gathered by Principal and Instructional Leadership Team to indicate progress in implementation of identified instructional strategies. Data will be shared a minimum of three times per year.

 

2016-17: By June 2017, 100% of Roosevelt teachers will participate in a minimum of three walk-through cycles, which focus on SIG initiatives, including instructional and GLAD strategies, and collection of data related to GLAD strategies. Building classroom walk-throughs will provide staff with feedback twice a month via email and an attachment documenting observations from their walk-through.

 

Target Date:

06/16/2017

 

Tasks:

 

 

1. The principal walks through each class at least once a week.

 

 

 

Assigned to:

Autumn Foster

 

 

 

Added date:

10/14/2013

 

 

 

Target Completion Date:

11/04/2013

 

 

 

Frequency:

weekly

 

 

 

Comments:

The Principal will look for instructional targets, use questioning to determine student understanding/use of instructional targets and will check for implementation of PBIS strategies. Learning targets will be collected and sorted by rigor. As learning targets increase in rigor, we will know that we are meeting our goal.

1/30/14

12 out of 15 responses indicate the principal is visiting each class weekly. Principal and instructional coach will continue to document classroom visits. At the request of staff feedback, specific to quality of learning targets, from the classroom visit tool will be shared staff. The focus remains on learning targets. 5/20/14 This task has been completed. The principal walked through each classroom once a week. Principal requested feedback on what teachers would like to see next year regarding walk-throughs and their focus.

 

 

 

Task Completed:

5/20/2014 12:00:00 AM

 

 

2. Staff will participate in school-wide professional development focused on Learning Targets including use of Common Core Standards and rigor of task. Staff will learn the importance of incorporating a learning target into their instruction and will be provided support on crafting learning targets appropriate in the content areas.

 

 

 

Assigned to:

Amanda Wilde

 

 

 

Added date:

10/16/2013

 

 

 

Target Completion Date:

02/17/2014

 

 

 

Frequency:

twice a year

 

 

 

Comments:

The first training will occur in November. The second training, which will include work on increasing rigor, will occur approximately in January.

1/30/14

The principal and coach have conducted two rounds of classroom walk-throughs focusing on learning targets to gather base line data. As a result they found a need to postpone further walk-throughs until PD could be scheduled. First training occurred on January 30th. This provided common language and expectations for learning targets. Staff development on learning targets will continue as part of instructional planning within grade level data meetings (focusing on quality of targets, as requested by staff). Next steps which align with 5 Dimensions of Teaching and Learning will be: 1) integrating language of learning target into the lesson 2) incorporating student voice in the understanding of learning targets.

5/20/14 Staff participated in one PD session on learning targets. Learning targets were a focus throughout other PD sessions. This task is completed as it was originally intended; however, Learning Targets will be a major focus in next years' work. They will be included in required lesson plan templates, as provided by the Instructional Leadership Team, and a focus of instructional walk-throughs.

 

 

 

Task Completed:

5/20/2014 12:00:00 AM

 

 

3. A communication tool, tied to the 5D+ teacher evaluation tool, will be provided which will allow the principal to give immediate feedback to individual teachers after each walk-through. The tool will share what was noticed/observed as well as questions to prepare for next steps.

 

 

 

Assigned to:

Autumn Foster

 

 

 

Added date:

10/14/2013

 

 

 

Target Completion Date:

11/05/2013

 

 

 

Frequency:

weekly

 

 

 

Comments:

2/12/14: A communication tool has been created. Although the task is completed, the tool is revised based on teacher input and professional development (evolves as teachers improve instruction). Principal and coach have presented the draft to school-centered decision making team. Input given is being incorporated into tool and will be presented to staff in February.

 

 

 

Task Completed:

10/9/2013 12:00:00 AM

 

 

4. The leadership team will create protocols, such as a tuning protocol, around examining data. These protocols will establish a focus for examining the data as well as outline action plans.

 

 

 

Assigned to:

Autumn Foster

 

 

 

Added date:

10/14/2013

 

 

 

Target Completion Date:

12/08/2014

 

 

 

Frequency:

four times a year

 

 

 

Comments:

2/12/14: After the training on 1/30, the data collected from walk-throughs (February and March) will be shared with staff by March.

5/20/14: The Instructional Leadership Team has developed a common philosophy regarding data collection. Next steps are to develop a tool. Next year's Instructional Leadership Team will consist of two content specialists, and Instructional Coach, a Data Specialist and a Title I teacher. They will facilitate the development of this tool and feedback system. This tool will be developed by October 30th. This system will be fully implemented in November by conference period.

10/9/14 Roosevelt has successfully hired a Data Specialist, a Reading Interventionist, and a Math Interventionist. This team has begun crafting common agreements with grade level staff. On 9/30 we held a PD session which identified 10 changes to instruction/student engagement practices. This will be the foundation for the initial tool. The tool will be modified as more SIG initiatives become common expectations.

2/10/15 We have created an observation tool (see Task 6). Our next step is to create a series of common agreements to focus peer walk-throughs on the changes to instruction we have agreed upon. These common agreements will become our tuning protocol and will maintain a safe and supportive climate for peer observations.

5/15/15 Two rounds of walk-throughs have been completed using the tuning protocol. The tuning protocol has been shared with staff, and will be used in the 2015-16 school year.

 

 

 

Task Completed:

5/15/2015 12:00:00 AM

 

 

5. Principal and Instructional Leadership Team will analyze the data gathered during walk-throughs and will present data to the whole staff.

 

 

 

Assigned to:

Carie Bourgaize

 

 

 

Added date:

10/14/2013

 

 

 

Target Completion Date:

06/10/2017

 

 

 

Frequency:

three times a year

 

 

 

Comments:

1/30/14: The data collected during February and March will be given to and analyzed by the school improvement team prior to sharing with all staff.

5/20/14: Next year data will be collected and shared during extended planning time. Walk through data will be shared monthly.

10/9/14 This is a developing process and will be enacted once the materials are available to begin walk-throughs. We have established weekly staff meetings to provide time for all staff to learn from walk-through data and to identify next steps.

2/10/15 The classroom observation tool has been created and will be implemented by the end of February. The Instructional Support Team will share out building trends including success and areas of focus at weekly staff meetings beginning in March. (Implementation of the walk-through tool was delayed due to technology delivery and software installation. We will now use paper/pencil to implement this practice until technology is available).

5/15/15 Two rounds of walk-throughs have been completed. We have found a need for the Instructional Leadership Team to analyze the data first. We did not have enough data to analyze building trends to be able to share with staff. Takeaways from this process have been the need for increased writing instruction and more targeted and equitable use of support staff. This will be a continued task for next year. 10/15/15 One round of peer walk-throughs have been scheduled for November 3rd and 4th. 2/1/16 Principal and Instructional Coach have conducted weekly walk-throughs focusing on learning targets connected to CCSS, student ability to verbalize understanding of the learning targets, and success criteria. Student accessibility to learning targets aligns with Roosevelt's Compact for Excellence. Data is shared monthly with staff via the RAM Review. Principal has started the process of providing individual feedback to staff via email. Next steps are to include two staff members in her walk-throughs for one hour per week. 5/9/16 To date, 175 walk-throughs have been completed, with two cycles that included staff members. This process will continue next year to include all staff. Principal walk-through tool will be redesigned to align with peer walk-through tool, to provide continuity and understanding building-wide. Data will continue to be shared in the weekly RAM Review. Although not all staff have received emails with individual feedback, this will be a focus area for next year's principal walk-throughs. With input from team, plan for presenting process and expectation will be shared with all staff in the Fall, which will include explanation of how many times staff members can expect to receive feedback.

 

10/4/16 Principal walk-through tool has been redesigned by principal cohort, and will include agreed upon GLAD strategies that have been approved by the Roosevelt SCDM team. Staff receive immediate feedback via email from each walk-through. This data will be shared monthly. To date, four walk-throughs have been conducted by the principal in each classroom.

 

 

6. The instructional team will create a classroom walk-through tool which will focus administrative and peer walk-throughs on the implementation of SIG initiatives (learning targets, engagement strategies, PBS techniques, culturally responsive practices, reading instruction, differentiated instruction).

 

 

 

Assigned to:

Amanda Wilde

 

 

 

Added date:

05/20/2014

 

 

 

Target Completion Date:

10/30/2014

 

 

 

Comments:

10/9/14 We have identified 10 instructional/engagement strategies based on Teach Like a Champion. We are currently working on the walk through tool while we await delivery of the hardware (IPads) and software (Go Observe).

2/10/15 The classroom observation tool has been created and will be implemented by the end of February. The Instructional Support Team will share out building trends including success and areas of focus at weekly staff meetings beginning in March. (Implementation of walk-through tool was delayed to technology delivery and software installation. We will now do paper/pencil to implement this practice until technology is available).

 

 

 

Task Completed:

2/10/2015 12:00:00 AM

 

 

7. Learning Target Application Staff will receive PD on crafting weekly lesson plans which will directly link to developing learning targets. The use of quality learning targets will be monitored during peer and administrative walk-throughs and will be the topic of team planning meetings.

 

 

 

Assigned to:

Amanda Wilde

 

 

 

Added date:

05/20/2014

 

 

 

Target Completion Date:

11/17/2014

 

 

 

Comments:

5/2014 This task has been assigned to Amanda Wilde. Once we have hired our new reading specialist, this task will be assigned to them.

10/9/14 We have hired a reading specialist and have established a common agreement that all teachers will turn in weekly lesson outlines. We have had 100% turn in for the first 3 weeks. The Instructional Leadership Team has been reviewing lesson plans for quality learning targets (clear, student friendly, aligned to standards and activities). We have also established 90 minutes of additional weekly, grade level extended planning. Our next steps are to 1) offer additional PD on learning targets 2) conduct walk-throughs to monitor implementation of quality targets and to adjust PD needs.

2/17/15. This task has been completed but implementation now becomes the expectation as it is part of TPEP/5D+. Building trends will be measured through classroom walk-through data.

 

 

 

Task Completed:

2/17/2015 12:00:00 AM

 

 

8. Principal and Instructional Leadership Team will conduct walk-throughs once a month with the intent of collecting data on the focus areas listed on the tool. This data will be shared monthly during extended team planning.

 

 

 

Assigned to:

Carie Bourgaize

 

 

 

Added date:

05/20/2014

 

 

 

Target Completion Date:

06/10/2017

 

 

 

Frequency:

monthly

 

 

 

Comments:

Instructional leadership team will include: Data Specialist, Reading Interventionist, Math Interventionist, Title I teacher, LAP Specialist, and Instructional Coach.

10/9/14 Roosevelt has successfully hired a Data Specialist, Reading Interventionist, and a Math Interventionist.

2/10/15 The Instructional Support Team will begin classroom walk-throughs by the end of February. Friday planning time will be used for half of these walk-throughs. Principal and Instructional Coach will continue to do regular walk-throughs.

5/15/15 Two rounds of walk-throughs have been completed. We have found a need for the Instructional Team to analyze the data first. We did not have enough data to analyze building trends to be able to share with staff. Takeaways from this process have been the need for increased writing instruction and more targeted and equitable use of support staff. This will be a continued task for next year. 10/15/15 Principal and Instructional Leadership Team walk-throughs will provide data to staff a minimum of once a month. 2/1/16 Principal and Instructional Coach have been conducting walk-throughs twice each week. The process of providing teachers with feedback once a week via individual emails has started. From November to February, 117 walk-throughs have been conducted. The focus of walk-throughs has been learning targets with success criteria, and student communication of the learning target. Building trends are shared with all staff via the RAM Review, the weekly staff bulletin. Next steps are to share specific examples of learning targets and student responses from classrooms with all staff. Success criteria will be added to the walk-through tool. 5/9/16 Next step is to redesign the Principal walk-through tool to align with the peer walk-through tool. This tool will also include the ability to process data directly from the tool. See Task 5 for further comments.

 

10/4/16 Principal walk-through tool has been redesigned by principal cohort, and will include agreed upon GLAD strategies that have been approved by the Roosevelt SCDM team. This data will be shared monthly.

 

 

9. Peer walk-throughs and coaching cycles will occur a minimum of three times a year.

 

 

 

Assigned to:

Carie Bourgaize

 

 

 

Added date:

05/20/2014

 

 

 

Target Completion Date:

06/10/2017

 

 

 

Frequency:

three times a year

 

 

 

Comments:

10/9/14 We are laying the foundations for successful peer walk-throughs. We are training teachers on tuning protocols, calibration procedures, expectations and timelines. First cycle will begin in November 2014.

2/17/15 We realized that monthly walk-throughs are unreasonable. However, we are excited to get this process off the ground and will commit to at least one cycle for this year to lay the groundwork for next year. Next year our goal is six cycles for each team. The purpose of these walk-throughs is to increase collaboration and peer coaching. We are not going to pursue individually directed walk-throughs at this time.

5/15/15 Two rounds of walk-throughs have been completed. We have found a need for the Instructional Team to analyze the data first. We did not have enough data to analyze building trends to be able to share with staff. Takeaways from this process have been the need for increased writing instruction and more targeted and equitable use of support staff. This will be a continued task for next year. As stated previously, these observations need to be scheduled at the beginning of the year to ensure implementation. 10/15/15 Our first round of peer walk-throughs are scheduled for November 3rd and 4th. 2/1/16 Two rounds of peer walk-throughs have been completed. Walk-throughs have become more specific and intentional. Feedback has centered around reflection on personal practices, focusing on implementation of learning targets with success criteria, and agreed upon instructional strategies (Teach Like a Champion, GLAD strategies, and TWCI). Roosevelt's Staff Compact for Excellence reflects and guides teacher professionalism in this process. The third round of walk-throughs is scheduled for March 22nd and 23rd. 5/9/16 Three rounds of peer walk-throughs have been completed. Walk-throughs started out being facilitated by the Instructional Coach, and have shifted to being facilitated by teachers. The impact on instructional practice has shifted toward teacher ownership and reflection to meet professional goals in the classroom. An example of this would be that teachers are requesting to see specific teaching strategies. Another benefit has been that walk-throughs have created more trust among staff. Next year, we will attempt to include a fourth peer walk-through cycle.

 

10/4/16 Walk-through cycles will be scheduled, with the first cycle occurring in late October.

 

 

10. Principal and Instructional Team walk-through data will be shared with all staff a minimum of three times per year.

 

 

 

Assigned to:

Carie Bourgaize

 

 

 

Added date:

10/15/2015

 

 

 

Target Completion Date:

06/10/2017

 

 

 

Frequency:

three times a year

 

 

 

Comments:

10/15/15 This data will be shared at extended planning sessions, staff meetings, and Waiver days. 2/1/16 The Instructional Team is working to develop a means through which this information will be shared with staff that also honors the privacy of teachers' individual practices. 5/9/16 Informal immediate feedback has been provided to staff. All staff that have participated in peer walk-throughs have provided feedback to teachers who have been observed. Steps for next year include developing a template for sharing data and feedback with staff.

 

10/4/16 Walk-through data will be shared first with grade level teams, then whole staff via weekly bulletin.

Implement

Percent Task Complete:

60%

 

Student and School Success Principle 2: Staff evaluation and professional development

Professional development

 

 

 

 

 

 

Indicator

P2-IF14 - The school sets goals for professional development and monitors the extent to which it has changed practice.(3378)(Expected,TitleISW,TitleITA)

Status

   Tasks completed:  3 of 5 (60%)

Assess

Level of Development:

Initial: No development or Implementation 10/14/2013

 

 

Will include in plan

 

Index:

4

(Priority Score x Opportunity Score)

 

Priority Score:

2

(3 - highest, 2 - medium, 1 - lowest)

 

Opportunity Score:

2

(3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)

 

Describe current level of development:

2013-2014: This year, the Tacoma School District has adopted 5D+ as the teacher evaluation system. A plethora of Professional Development options in all areas are being offered. Currently, teachers self-select some professional development, and some are selected by the school district. Roosevelt has begun implementation of the Daily5 and CAFE systems, as well as Inquiry by Design. The focus this year is implementing structures for teaching and differentiating instruction in Literacy within the classroom.

 

2016-17: The focus this year is on utilizing and maximizing GLAD strategies throughout the building. A focus is on RTI model for intervention, and district literacy framework and standards-based lesson planning, with the use of iReady universal screener.

Plan

Assigned to:

Lindsay Beerbower

 

How it will look when fully met:

This year 2/3 of Roosevelt staff is new. During hiring and recruitment, attending professional development and supporting building goals was addressed as an expectation. All new staff members were Highly Qualified in their area of instruction.

Using teacher questionnaires and formal observation data, staff will demonstrate four changes to literacy instructional practice which will include 1)Running Records, 2)Individual comprehension strategies (CAFE) 3)Work with real texts (IBD/Daily 5) 4)Flexible small group instruction (IBD/Daily 5), and will document the positive impact these changes had on classroom student achievement. Evidence of meeting this goal will include completed teacher questionnaires which demonstrate teacher focused goal setting and sharing of student evidence showing an increase in meeting standard.

School, state and district student assessment information guided staff decisions for student performance, professional development and evidence. Evidence of this process is in uploaded files. (This principle addresses the Title Components #1, #2, #3, #4, #5.)

5/28/14 We will use funds from our SIG Grant to create common assessments in reading. The lack of common assessments during the 2013-2014 school impacted our ability to demonstrate the impact of the PD plans. Three times a year, 100% of Roosevelt students will be assessed using a benchmark literacy assessment (DRA2)to track growth over time and 100% of our level 1 & 2 students (as identified by the benchmark assessment) will be progress monitored twice monthly using running records supported by Reading A-Z to maintain testing reliability and across grade level consistency.

10/9/14 At this time we have identified 122 level 1 students in reading (1-5). The Data Specialist, in conjunction with classroom teachers and the Instructional Support Team, are in the process of refining our data collection methods to determine an appropriate student growth goal for Roosevelt.

2/17/15 The goal has been updated to be measurable. Roosevelt has 122 Level 1 readers. We will move 25% of these students up one stage of reading development. The DRA2 will be used to measure growth. Using 3rd grade as a focus group with an emphasis on reading, 25% of all 3rd grade students will advance one stage of reading development. The DRA2 will be used to measure growth. 2015-16: Currently, Roosevelt has 102 Level 1 readers and 35 Level 2 readers; we will move 30% of these students up one performance level in reading, as measured by the DRA2, by May 2016.

 

2016-17: Currently, TPS has adopted iReady as a universal screening and progress monitoring tool for both reading and math. Additionally, Tacoma has launched a literacy framework and standards-based lesson design. Roosevelt's focus this year will be RTI and common formative assessments and rubrics, which will result in all students improving an average of 67 scale score points in reading as measured by iReady universal screener, or growing an average of 1.5 years on SBA Levels.

 

Target Date:

06/16/2017

 

Tasks:

 

 

1. Teachers will complete a needs assessment of literacy professional development that includes teacher evaluation data and student achievement data.

 

 

 

Assigned to:

Amanda Wilde

 

 

 

Added date:

10/14/2013

 

 

 

Target Completion Date:

11/06/2013

 

 

 

Comments:

1/30/14 Each classroom teacher K-5 completed a literacy needs assessment for professional development. Each teacher set a clearly defined goal highlighting one change to their instructional practice.

 

 

 

Task Completed:

1/27/2014 12:00:00 AM

 

 

2. Teachers will complete an individual literacy professional development plan, based on the needs assessment, which outlines four changes to current instructional practice

 

 

 

Assigned to:

Amanda Wilde

 

 

 

Added date:

10/14/2013

 

 

 

Target Completion Date:

11/20/2013

 

 

 

Comments:

1/30/14

The Tacoma School District has had ongoing changes in expectations of literacy instruction. Multiple opportunities are available for staff to focus on their own goals for changing instructional practice. Implementing four changes to instructional practice with fidelity has proven to be excessive. Each teacher will implement at least one change from this list: 1) Running Records 2)Individual comprehension strategies (CAFE) 3)Work with real texts (IBD/Daily 5) 4)Flexible small group instruction (IBD/Daily 5). Evidence of implementation of their change of practice is noted in their instructional planning to meet the student growth goals.

5/20/14: Principal and Instructional Coach provided feedback to staff regarding professional development plan.

 

 

 

Task Completed:

5/20/2014 12:00:00 AM

 

 

3. Teachers will collect evidence that shows the positive effect the professional development had on student achievement.

 

 

 

Assigned to:

Amanda Wilde

 

 

 

Added date:

10/14/2013

 

 

 

Target Completion Date:

05/13/2014

 

 

 

Comments:

Student achievement can be measured using teacher created assessments (formative & summative), curriculum based assessments, state and district assessments.

1/30/14

Within each teacher plan, the agreed upon student data/assessments will be collected as evidence (i.e. unit tests, DMA, running records, progress monitoring, etc.). Principal and Instructional Coach are reviewing plans and assisting teachers on an on-going basis to fulfill the plans.

5/20/14 Teachers selected three focus students. Teachers collected data on the impact changes to instructional practice had on these students. Next year teachers will continue to use three focus students, but they will design and implement common assessments to track progress in reading and math.

 

 

 

Task Completed:

5/20/2014 12:00:00 AM

 

 

4. Teams will create common assessments around an identified ELA standard during weekly extended planning.

 

 

 

Assigned to:

Carie Bourgaize

 

 

 

Added date:

05/20/2014

 

 

 

Target Completion Date:

06/10/2017

 

 

 

Comments:

5/2014 After the development and decision making for these assessments we will include frequency.

10/9/14 In lieu of following the model of the SmarterBalanced assessment, Roosevelt has chosen to focus on ELA CCSS 1 and 10 (fluency, phonemic awareness and comprehension) to determine student reading levels. To progress monitor our level 1 and 2 students teachers will use materials from Reading A to Z and have continued support in conducting running records. To measure growth we will use the DRA2 as our benchmark assessment.

2/10/15 In addition to the DRA2, we have data from Imagine Learning. Our next step is to incorporate all data sets to inform core instructional next steps & intervention support. Current data indicates we have decreased the number of students at levels 1 & 2 from 122 to 100, which indicates 16% growth!

5/15/15 This task will remain a focus area for the 2015-16 school year, as there is a need to create common assessments, which include a focus on the area of comprehension. Considerations for common assessments can include materials used for progress monitoring, such as passages from Reading A-Z and progress monitoring materials from DRA2. As a building, we will need to determine what materials will be used for progress monitoring and formative assessment in all core subjects. Current data indicates we have decreased the number of students performing at levels 1 & 2 from 122 (Fall) to 82 (Spring). 10/15/15 All grade levels are using the DRA2 for benchmark data in reading four times per year. All grade levels are also using Imagine Learning, which provides benchmark assessment three times per year. Grade level teams continue to develop common assessments via unit planning, including the use of success criteria and rubrics. 2/1/16 Our second round of DRA2 has been completed and we have received our second set of data from Imagine Learning. Next steps are to gain input and share ideas from teachers; Instructional Team will share materials available, processes for recording data, and identification to be progress monitored. Information will be gained during extended planning as part of data discussions. Agreements will be developed for consistent progress monitoring system. Once this is determined, professional development will be provided. Current DRA2 data shows reading progress from September to January: Students performing at Level 1 has decreased from 106 to 85, and students performing at Level 2 has decreased from 38 to 36. There are 17 students reading at Level 3. The number of students reading at Level 4 has increased from 44 to 55. This data indicates that students are moving up one performance level at mid-point. 5/9/16 During extended planning, grade level teams have crafted common agreements regarding progress monitoring and use of materials. Teachers are working at developing a system for collecting and recording progress monitoring data to demonstrate student growth and areas of need. March DRA2 data reflects that of the 102 Level 1 students, 27 students have improved by one or more performance level. This represents a 26% drop in Level 1 students. Of the 35 Level 2 students, 22 have improved by one or more performance level. This represents a 37% drop in Level 2 students. Final data points will be recorded in June. Next year, a common understanding of benchmarks to meet standards at identified points during the year will be established looking at both proficiency and student growth. (Clarification of proficiency at four benchmarks during the year, including end of the year.) Common agreements surrounding identification of students, frequency of assessment, materials for progress monitoring, and timeline for data discussions will be established for next year.

 

10/4/16 We are developing assessments that align with GLAD units and a common grade level ELA CCSS. GLAD strategies are used to support the ELA CCSS and support the building of rubrics to assess student mastery of those standards. Grade level teams will gather evidence of progress monitoring that will be determined at a later time. This data will help grade level teams determine next steps in instruction. (Common formative assessments will be used to coordinate classroom assessments with iReady.)

 

 

5. Through professional development opportunities during the 2016-2017 school year, grade level bands will develop rubrics using common elements to assess CCSS in ELA.

 

 

 

Assigned to:

Carie Bourgaize

 

 

 

Added date:

10/15/2015

 

 

 

Target Completion Date:

06/10/2017

 

 

 

Frequency:

three times a year

 

 

 

Comments:

10/15/15 Common elements will include, but not limited to, success criteria, CCSS, and progression of learning. The rubric would include the opportunity to exceed the standard, when possible. 2/1/16 Roosevelt is in the beginning stages of using rubrics to assess CCSS in ELA. There are individual teachers and grade levels that have begun developing and using rubrics. Professional development has included classroom teachers sharing their individual process in developing rubrics, sharing rubrics they have created. During professional development, we use rubrics to reflect on our own instructional practice in order to model the use of rubrics. Our next steps are to have intentional professional development on the crafting of effective rubrics to meet ELA CCSS. 5/9/16 Intentional professional development on crafting effective rubrics was not accomplished. We need to demystify the use of rubrics - where to find existing rubrics, which rubrics to use and when, and how to use these rubrics with consistency. Next steps would be to examine and practice using existing rubrics to support using rubrics to assess student learning and to plan next steps in instruction. (These steps are necessary before learning how to craft our own rubrics.) Professional Development opportunities will be offered through the school district and the Roosevelt Summer Institute to learn more about existing CCSS-based rubrics.

 

10/4/16 Rubric development supports common assessments of identified standards. Grade level teams have each chosen one ELA standard, a GLAD unit of study, and defined a performance expectation for that standard. Those expectations will be used to develop rubrics for the standard. (As per the update from 10/2015, Common elements will include, but not limited to, success criteria, CCSS, and progression of learning. The rubric would include the opportunity to exceed the standard, when possible.)

Implement

Percent Task Complete:

60%

 

Student and School Success Principle 3: Expanded time for student learning and teacher collaboration

Expanded time for student learning and teacher collaboration

 

 

 

 

 

 

Indicator

P3-IVD05 - The school monitors progress of the extended learning time programs and strategies being implemented, and uses data to inform modifications.(3058)(Expected,TitleISW,TitleITA)

Status

   Tasks completed:  8 of 12 (67%)

Assess

Level of Development:

Initial: No development or Implementation 10/14/2013

 

 

Will include in plan

 

Index:

3

(Priority Score x Opportunity Score)

 

Priority Score:

3

(3 - highest, 2 - medium, 1 - lowest)

 

Opportunity Score:

1

(3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)

 

Describe current level of development:

2013-14: Currently there are no extended learning opportunities available for students.

 

2016-17: This year, the Roosevelt Instructional Team has developed an intervention matrix that outlines an RTI model of push-in support for Tier II students, and pull-out support for Tier III student intervention needs, as identified by iReady universal screening tool data. Individual data meetings with staff occur monthly to review student progress.

Plan

Assigned to:

Diana Saville

 

How it will look when fully met:

An after school ELO will be offered which will provide students with focused instruction/practice in mathematics and literacy standards using student data via individualized computer programs and teacher directed small groups. This program will be monitored so that it increases student achievement in literacy and math both in class and on state/district testing. Classroom teachers and Title I teacher will use the pacing guide to communicate monthly focus standards to the ELO teachers along with individual student academic needs in relation to the Common Core State Standards. This information will identify if the instruction is pre-teaching or review.

School, state and district student assessment information guided staff decisions for student performance, professional development and evidence towards developing extended learning opportunities and academic interventions. Evidence of this process is in uploaded files. (This principle addresses Title Components #2, #8, #9).

5/28/14: We were recently awarded the SIG Grant. We will be using these funds to restructure how we currently provide ELO to provide more intervention time within the school day as well as after school. SMART goal to be added by October 30th submission date.

2/17/15 The RAM center is scheduled to open in March. The positive impact of our extended learning opportunities (RAM center, Imagine Learning, Interventionist schedule) will be determined by our success in meeting our student growth goals. Roosevelt student growth goals are: Roosevelt has 122 Level 1 readers. We will move 25% of these students up one stage of reading development. The DRA2 will be used to measure growth.

Using 3rd grade as a focus group with an emphasis on reading, 25% of all 3rd grade students will advance one stage of reading development. The DRA2 will be used to measure growth.

Currently 77% of Roosevelt students in grades 1-5 are meeting or exceeding district expectation, in math, on end-of-unit tests. By the end of the year 80% of our students will meet expectation on end of unit tests in grades 1-5. (We have a high and low outlier which skew the mean.) Current standings are as follows: 1st 100% 2nd 77% 3rd 75% 4th 76% 5th 56%

For the 2015-16 school year, a new goal will be set by September 30th, dependent upon resources for ELO programs within and outside of the school day, designed to meet the needs of students performing at Levels 1 and 2 in areas of reading and math. RAM Center will continue. A success has been that the RAM Center has served an average of 70 students daily from 3:30-5pm.

2015-2016: At this time, there is no Title I funding for a before or afterschool ELO program. Currently, Roosevelt has 102 Level 1 readers and 35 Level 2 readers; we will move 30% of these students up one performance level in reading, as measured by the DRA2, by May 2016. Level 1 and 2 students will receive additional extended learning opportunities beyond core instruction throughout the school day via ELL, LLI, and Title I small groups. All students will also have access to Imagine Learning and after-school RAM Center academic and enrichment programs, which include STEM, Coding, Writing@253, Homework Club, and Reading Club.

 

2016-17: This year, the Roosevelt Instructional Team has developed an intervention matrix that outlines an RTI model of push-in support for Tier II students, and pull-out support for Tier III student intervention needs, as identified by iReady universal screening tool data. Individual data meetings with staff occur monthly to review student progress. All students will improve an average of 67 scale score points in reading as measured by iReady universal screener, or growing an average of 1.5 years on SBA Levels.

 

Target Date:

06/16/2017

 

Tasks:

 

 

1. Identify high quality, state approved websites/programs which increase literacy and/or math skills.

 

 

 

Assigned to:

Yvonne Hughes

 

 

 

Added date:

10/14/2013

 

 

 

Target Completion Date:

11/05/2013

 

 

 

Comments:

1/30/14 After research with the Title I office, District ELL office and state, due to funding there are no identified websites/computer assisted programs available for Roosevelt. However, RAZkids is an approved computer assisted program which is being used to provide reading interventions during the regular school day. Imagine Learning was the preferred program. Next Steps for 2014-15: Tacoma School District has chosen Roosevelt as the next school for a site license for Imagine Learning.

 

 

 

Task Completed:

10/16/2013 12:00:00 AM

 

 

2. Set up regular after school sessions in the computer lab/classrooms with laptop carts

 

 

 

Assigned to:

Yvonne Hughes

 

 

 

Added date:

10/14/2013

 

 

 

Target Completion Date:

11/06/2013

 

 

 

Comments:

1/30/14: Regular ELO sessions for grades 2-4 have been established. These sessions meet on Tuesdays and Thursdays for a total of 15 sessions. District Title I requires that these sessions be focused on literacy. Teachers are using novel studies and other printed resources instead of website/computer programs. This program currently serves 34 students. More students had the opportunity to sign up. Roosevelt's Title I teacher continues to recruit more students for the after-school program, based on data.

 

 

 

Task Completed:

1/14/2014 12:00:00 AM

 

 

3. Classroom teachers and Title I teacher will use the pacing guide to communicate monthly focus standards to the ELO teachers along with individual student academic needs in relation to the Common Core State Standards. This information will identify if the instruction is pre-teaching or review.

 

 

 

Assigned to:

Yvonne Hughes

 

 

 

Added date:

10/16/2013

 

 

 

Target Completion Date:

12/10/2013

 

 

 

Frequency:

monthly

 

 

 

Comments:

Monthly focus standards will be determined during grade level meetings. See goal 4. 1/30/14

We are in the process of developing a two-way communication system between the ELO and classroom teachers. The staff survey reported inconsistent ways of communicating. 5/20/14 This year the structure that was put into place was followed but not as extensively as we will need for next year when restructuring our ELO assistance both in school and beyond the school day.

 

 

 

Task Completed:

5/20/2014 12:00:00 AM

 

 

4. Train the teachers who host the ELO in progress monitoring

 

 

 

Assigned to:

Yvonne Hughes

 

 

 

Added date:

10/14/2013

 

 

 

Target Completion Date:

11/19/2013

 

 

 

Comments:

1/30/14

The STAR test is being used as pre and post test. It will be administered again at the end of the ELO sessions in March. 5/20/14 This task has been completed. As our ELO program will be restructured for the 2014-2015 school year, new training and expectations will occur.

 

 

 

Task Completed:

5/20/2014 12:00:00 AM

 

 

5. Communicate student learning with classroom teachers.

 

 

 

Assigned to:

Yvonne Hughes

 

 

 

Added date:

10/14/2013

 

 

 

Target Completion Date:

12/17/2013

 

 

 

Frequency:

monthly

 

 

 

Comments:

1/30/14

We are in the process of developing a two-way communication system between the ELO and classroom teachers. The staff survey reported inconsistent ways of communicating. Results of testing will be shared with classroom teachers to show student growth. 5/20/14 This year the structure that was put into place was followed but not as extensively as we will need for next year when restructuring our ELO assistance both in school and beyond the school day.

 

 

 

Task Completed:

5/20/2014 12:00:00 AM

 

 

6. The instructional leadership team will develop, based on student data, the schedule and materials to be used for reading intervention.

 

 

 

Assigned to:

Yvonne Hughes

 

 

 

Added date:

05/20/2014

 

 

 

Target Completion Date:

09/30/2014

 

 

 

Frequency:

weekly

 

 

 

Comments:

5/14 The Reading Interventionist will be hired by July 30th.

10/9/14 We have hired two Reading Interventionists through LAP and SIG funds. In addition, we continue to have a Title I teacher. All have been trained in “Leveled Literacy Instruction” and have implemented small group instruction. After initiating the “Leveled Literacy Instruction” program we are reassessing our program needs. We have gained access to a web based program, “Imagine Learning”. This program is currently being provided to our ELL students. We are in the process of gaining access to this program for all of our Level 1 students. These reading interventions occur outside of core instruction but during the school day.

2/10/15 A building instructional/intervention schedule has been created based on student data. 83% of the staff is participating and using intervention materials within the classroom setting.

 

 

 

Task Completed:

2/17/2015 12:00:00 AM

 

 

7. RAM Center will be developed to provide academic interventions and enrichment beyond the school day.

 

 

 

Assigned to:

Autumn Foster

 

 

 

Added date:

05/20/2014

 

 

 

Target Completion Date:

10/30/2014

 

 

 

Comments:

5/2014 The RAM Center is designed to provide academic offerings in addition to enrichment, homework help and family support, including a parent academy.

10/9/14. The RAM Center is in development. The contract for the site coordinator is nearly finalized. The RAM Center will provide a broad range of programs which will include: social emotional support, increase PBS behavior, student enrichment, academic support and provide support/resources to families.

2/10/15 January 26th 2015, the RAM Center Coordinator was hired. Evening launch is scheduled for February 26th, 2015. RAM Center will open in March. RAM Center will be open Monday-Thursday from 3:30-5:00 to support academic and social needs through community partnerships. RAM Center is a community partner with the YMCA, Broadway Center for the Performing Arts, Play for Peace, and Green Thumbs. Current offerings include, non-competitive play and dance. In addition, certificated staff will provide academic support and our certificated ELL teacher will be offering classes to support parents (ie. Resumes, Basic English). We will also be launching a GED program through RAM Center. The number of participants will be tracked and used for future goal setting.

5/15/15 The RAM Center opened to students on Monday, March 16th, and serves students through Thursday, May 28th. RAM Center Program Offerings include: Homework Center, Open Gym, Boy Scouts, Writing@253, Running Club, Broadway Center (Dance), Game Club, Online Learning (Cool Math Games, Imagine Learning), Fitness, Green Thumbs Gardening, Play for Peace, and Visual Arts.

 

 

 

Task Completed:

5/15/2015 12:00:00 AM

 

 

8. Based on resources, an ELO program within the school day will be developed to serve students who qualify.

 

 

 

Assigned to:

Autumn Foster

 

 

 

Added date:

05/26/2015

 

 

 

Target Completion Date:

06/10/2017

 

 

 

Comments:

10/15/15 Leveled Literacy Intervention (LLI) is being used to provide reading intervention to approximately 30 students. 2/1/16 We have been without an LLI teacher since November 12, 2015, and no substitute teachers have been trained in LLI. We have been struggling to provide students with this essential instructional support, as substitute teachers have been provided intermittently. At this time we are working on plans to provide instruction to those identified LLI students, in addition to daily Imagine Learning time. (2/16/16: Currently, our Reading Interventionist has assumed responsibility for teaching LLI groups until a consistent teacher/substitute can be found.) 5/9/16 Our LLI teacher will be on leave for the rest of the school year. We are working with HR to determine staffing for that position for next year. LLI support has been for our most challenged learners. This has greatly impacted our intervention schedule. Additional ELO within the school day will be explored for the 2016-17 school year. We have determined that we will have funding for Imagine Learning for next school year, and that intervention will continue for all students. (Consistent opportunities in ELA or Math through the RAM Center may be considered for ELO outside the school day.)

 

10/4/16 We have been able to secure a new LLI teacher. We are excited to announce that we have secured a Title I teacher that comes to us with intervention experience. We have also been able to secure a half-time Title I para for additional support. Current intervention plans that are being developed include: extended planning for specialists to support SIG goals around literacy and push-in intervention for 60 minutes a day provided by specialists. A redesigned master schedule provides opportunities for common intervention support outside core instruction. Our current intervention model has been designed, but has not yet been fully implemented, and will be reevaluated as the year progresses.

 

 

9. RAM Center will develop a school-year schedule that serves students September through May, with a variety of offerings, both academic and enrichment.

 

 

 

Assigned to:

Byron Williams

 

 

 

Added date:

05/26/2015

 

 

 

Target Completion Date:

10/30/2015

 

 

 

Comments:

10/15/15 RAM Center is serving approximately 100 students during the 2015-16 school year with a variety of academic and enrichment opportunities.

 

 

 

Task Completed:

10/15/2015 12:00:00 AM

 

 

10. Intervention is provided to all students via Imagine Learning, which provides individualized, differentiated literacy instruction to students 30 minutes five days a week.

 

 

 

Assigned to:

Rebecca Barnett

 

 

 

Added date:

02/01/2016

 

 

 

Target Completion Date:

06/10/2017

 

 

 

Frequency:

daily

 

 

 

Comments:

2/1/16: We have been in the process of collecting and reviewing Imagine Learning data. Imagine Learning's data collection system has undergone changes as we have gone to the cloud-based version this school year. This adds a third data point in assessing progress of level one and two students. Professional development opportunities for Imagine Learning have been focused on data retrieval, analysis, and intervention lessons. Next steps are to use Imagine Learning data to provide small group/individual intervention instruction. A discussion of how this affects the instruction for intervention of level 1 and 2 students will continue within grade levels and Instructional Support Team meetings throughout the remainder of the year. 5/9/16 On April 1st, a new Lexile-based assessment was administered to all students grades 2-5, and we will use this data to compare student growth to final assessment data at the end of the year, from April to June. In addition, we have monitored student data on the number of minutes students are engaged in Imagine Learning. Our numbers have increased from this time last school year, especially in the intermediate grades (from an average of 10-11 minutes to an average of 20-27 minutes of active engagement). Imagine Learning engagement data may not be accurate due to a lack of microphones for use in student recordings. The lack of microphones for recording is an issue that will be resolved for next school year.

 

10/4/16 All students will continue to receive daily Imagine Learning time, which provides a maximum of 35 minutes of work time. (This time is provided outside of core instruction.) Options are being explored for those students who have exited Imagine Learning.

 

 

11. Standards based academic activities, which support classroom math and reading instruction, will be offered through RAM center.

 

 

 

Assigned to:

Byron Williams

 

 

 

Added date:

02/01/2016

 

 

 

Target Completion Date:

06/10/2017

 

 

 

Frequency:

weekly

 

 

 

Comments:

2/1/16 Instructional Math Interventionist has developed math activities aligned with Math CCSS to be implemented at the RAM Center. Approximately 15 identified students participate in a session one day per week at RAM Center. Other academic opportunities, such as targeted ELA instruction and SBA boot camp, are being developed. Opportunities will be implemented February through May. 5/9/16 All of the above activities and programs have been implemented. Feedback from one teacher indicates that there has been an increase in the number of students who attend RAM Center having completed homework each day. All RAM Center students participated in at least 30 minutes each day of academic work in the following programs: Debate Team, Coding, STEM/MESA, Financial Footing, SBA Bootcamp, and Reading Fun. We will look for additional academic supports for the 2016-17 school year. (i.e. UWT)

 

10/4/16 Two days each week, RAM Center students will receive 30 minutes of literacy instruction, using previously purchased literacy centers. Instruction is being given to volunteers on the use of these literacy centers. There are currently five academic programs being offered: Cool Math, Coding, KBTC STEM program, Reading Literacy, and Sound of Readers. We offer teachers the opportunity to participate in providing academic instruction through RAM Center.

 

 

12. Develop a progress monitoring system for the Instructional Support Team, including Specialists, to monitor growth of identified students receiving intervention support.

 

 

 

Assigned to:

Carie Bourgaize

 

 

 

Added date:

09/29/2016

 

 

 

Target Completion Date:

01/31/2017

 

 

 

Comments:

10/4/16 Tier I, II, and III intervention will be defined and a system for tracking progress of those intervention supports is in process.

Implement

Percent Task Complete:

67%

 

Student and School Success Principle 4: Rigorous, aligned instruction

Expecting and monitoring sound instruction in a variety of modes

 

 

 

 

 

 

Indicator

P4-IIIA07 - All teachers differentiate assignments (individualize instruction) in response to individual student performance on pre-tests and other methods of assessment.(116)(ELL,Expected,TitleISW,TitleITA)

Status

   Tasks completed:  7 of 9 (78%)

Assess

Level of Development:

Initial: Limited Development 10/14/2013

 

Index:

6

(Priority Score x Opportunity Score)

 

Priority Score:

3

(3 - highest, 2 - medium, 1 - lowest)

 

Opportunity Score:

2

(3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)

 

Describe current level of development:

2013-14: District curriculum maps designed to provide formative and summative assessments are available at grades K-5 in math. Information gathered from these documents assists in providing differentiation to the students. With 2/3 of the staff being new to Roosevelt, training in these resources is needed to ensure staff use and consistency of application.

 

2016-17: Currently, TPS has adopted iReady as a universal screening and progress monitoring tool for both reading and math. Additionally, Tacoma has launched standards-based lesson design. Roosevelt's focus this year will be RTI and common formative assessments and anchor rubrics, as provided by SBA.

Plan

Assigned to:

Lindsay Beerbower

 

How it will look when fully met:

Teachers will use curriculum maps to guide and pace their math core instruction. Using the results of the formative and summative math assessments, teachers will differentiate their instruction to meet the needs of individual students. Differentiation means providing multiple entry points so that all students can access the grade level standards. Grade level teams will meet 4-5 times per year to examine multiple pieces of the curriculum (ie formative assessment, summative assessment, Common Core/Washington standards, fidelity to the pacing guide). Progress will be measured by individual students’ scores on math pre and post tests, as well as progress on each math standard, as measured on their report card. Evidence of success will be the increase of the number of students preforming at Level 3 and 4, while decreasing the number of students scoring at Level 1 and 2.

School, state and district student assessment information guided staff decisions for student performance, professional development and evidence. Evidence of this process is in uploaded files. (This principle addresses Title Components #8, #9).

5/28/14: We have been meeting regularly to identify the standards. This work is not at the level we planned for. Our next steps are to increase pre and post testing key standards. Next, we need to further our work in differentiation. We were recently awarded the SIG grant and will use these funds to more fully implement our plan. As a result 80% of our students will demonstrate mastery of the identified standards as documented by "The Roosevelt Smarter Balanced Math Diagnostic Tool" (see uploaded example).

2/17/15 We are using "The Roosevelt Smarter Balanced Math Diagnostic Tool" to measure progress on Smarter Balanced assessment items; however the learning curve for both students and staff has been steep. We will continue this work and use this tool as a baseline data for the 2015-2016 school year. We would like to accurately reflect the progress we are making and to maintain continuity throughout the document so we are adding our math student growth goal: Currently 77% of Roosevelt students in grades 1-5 are meeting or exceeding district expectation, in math, on end of unit tests. By the end of the year 80% of our students will meet expectation on end of unit tests in grades 1-5. (We have a high and low outlier which skew the mean.) Current standings are as follows: 1st 100% 2nd 77% 3rd 75% 4th 76% 5th 56%

2015-2016: Math achievement for all students, grades K-5, will improve from 77% to 85% scoring proficient or advanced on each Math Expressions end-of-unit test, as measured by the Grade Level Math Rubrics, by May 2016.

 

2016-17: Currently, TPS has adopted iReady as a universal screening and progress monitoring tool for both reading and math. Additionally, Tacoma has launched standards-based lesson design. Roosevelt's focus this year will be RTI and common formative assessments and anchor rubrics, as provided by SBA, which will result in all students improving an average of 53 scale score points in math as measured by iReady universal screener, or growing an average of 1.5 years on SBA Levels.

 

Target Date:

06/16/2017

 

Tasks:

 

 

1. Supply all teachers with curriculum maps.

 

 

 

Assigned to:

Amanda Wilde

 

 

 

Added date:

10/14/2013

 

 

 

Target Completion Date:

10/21/2013

 

 

 

Comments:

1/30/14

All teachers have math curriculum maps and district defined rubrics for each report card standard for each grade level they teach. These maps are utilized at grade level team meetings, after school data meetings, and math PLCs to align instruction with district pacing guide and standards.

 

 

 

Task Completed:

11/6/2013 12:00:00 AM

 

 

2. Create a tracking tool to determine students' mastery of the math standards on the report card.

 

 

 

Assigned to:

Amanda Wilde

 

 

 

Added date:

10/14/2013

 

 

 

Target Completion Date:

11/01/2013

 

 

 

Comments:

1/30/14: Grade level teams created a tool/system for tracking students' mastery of the math standards on the report card. Every grade level is using their system to track student achievement for the next reporting period. Next Steps: Teachers will compare progress of students from Fall and Winter reporting periods to compare number of students performing at benchmark, strategic and intensive, looking for an increase in percentage of benchmark students.

 

 

 

Task Completed:

1/21/2014 12:00:00 AM

 

 

3. Schedule grade-level meetings.

 

 

 

Assigned to:

Autumn Foster

 

 

 

Added date:

10/14/2013

 

 

 

Target Completion Date:

10/24/2013

 

 

 

Frequency:

weekly

 

 

 

Comments:

1/30/14 We are currently meeting multiple times a month, during and after school for data team meetings, math studio, IBD, Waiver day etc. We are using this time to work in grade level teams. Next steps: Developing a Master Schedule that supports common planning during the school day. 5/20/14: All grade level teams have common planning. This task has been met.

 

 

 

Task Completed:

5/20/2014 12:00:00 AM

 

 

4. Create protocols for examining student assessments and recommendations for differentiation.

 

 

 

Assigned to:

Ronn  Johanson

 

 

 

Added date:

10/14/2013

 

 

 

Target Completion Date:

11/13/2014

 

 

 

Comments:

Protocols need to ensure that all staff are providing multiple entry points for students to access grade level standards. Remember to plan for students below, at, and above benchmark.

1/30/14: Staff K-5 have identified 3 focus students representing below/at/above grade level. We are in the process of increasing our strategies for differentiation. Teachers gr 3-5 are focusing on student structured math talk, use of mathematical representations, oral justification, and critique & debate. These are focused strategies from the Teacher's Development Group (TDG) math studio work. 5/20/14 Teachers have developed tools for tracking student data. Next year teachers need to participate in training for differentiated instruction. Differentiation will be a focus during after school meetings and extended team planning. This is outlined in the School Improvement Grant.

10/17/2014 Our Data Specialist and Math Interventionist have collaborated to create a school-wide tool to track student mastery of the CCSS Math Standards. They are in the process of developing a system for progress monitoring which uses many of the resources teachers are currently using such as the CCSS, SBRC, and math curriculum. School-wide use of pre/post assessments has begun with Unit 1 in math. Our next step is to use the data to differentiate instruction in math. We have currently established PD opportunities with a focus on differentiated instruction. In addition, extended planning will be utilized for the anchor of this work.

 

 

 

Task Completed:

2/17/2015 12:00:00 AM

 

 

5. Focus meetings to provide understanding and utilization of maps.

 

 

 

Assigned to:

Glory Wilde

 

 

 

Added date:

10/14/2013

 

 

 

Target Completion Date:

11/13/2013

 

 

 

Frequency:

four times a year

 

 

 

Comments:

Grade level teams will preview the pacing guide quarterly to make benchmarks and to plan assessments. 1/30/14

Curriculum maps are utilized at each math meeting (math PLC/Data training/Waiver Day). Staff engages in on-going discussions regarding pacing and student achievement. 5/20/14 Teachers follow district pacing guides. We will continue to work on developing assessments as listed in Principle 2. This task has been met as originally intended, but we will continue to work on utilizing the maps.

 

 

 

Task Completed:

5/20/2014 12:00:00 AM

 

 

6. Teachers will attend 4-6 sessions on differentiated instruction.

 

 

 

Assigned to:

Amanda Wilde

 

 

 

Added date:

05/20/2014

 

 

 

Target Completion Date:

10/30/2014

 

 

 

Frequency:

monthly

 

 

 

Comments:

2/17/15 There have been a plethora of PD sessions on strategies for differentiation (data nights, ELL strategies, Teach Like a Champion, using Imagine Learning, all day grade level planning, extended planning, implementing workshop models).

 

 

 

Task Completed:

2/17/2015 12:00:00 AM

 

 

7. Teachers will meet four times per year (October, January, March & May) to design assessments in response to student learning data, plan future lessons with differentiation components, monitor and update student growth goals.

 

 

 

Assigned to:

Autumn Foster

 

 

 

Added date:

05/20/2014

 

 

 

Target Completion Date:

05/20/2015

 

 

 

Frequency:

four times a year

 

 

 

Comments:

10/9/14 These dates have been set. We are laying the foundation of data collection/organization to facilitate teacher differentiation.

2/10/15. We have completed the sessions in October and January. We have scheduled the sessions for March and May. Please see uploaded agendas. Teachers are able to access and use student achievement data in math and reading. They are using this to plan for future lessons.

5/15/15 We have completed four data analysis/planning sessions this school year. Teachers are able to access their student assessment data on the G: drive of our computer network. This has increased and improved teacher efficacy of planning lessons based on student data. Teachers are regularly giving pre- and post-tests in math and are using this data to differentiate instruction.

 

 

 

Task Completed:

5/15/2015 12:00:00 AM

 

 

8. Math data will be analyzed on district Waiver/Data days and building Late Start days to identify instructional strategies.

 

 

 

Assigned to:

Carie Bourgaize

 

 

 

Added date:

05/26/2015

 

 

 

Target Completion Date:

06/10/2017

 

 

 

Frequency:

four times a year

 

 

 

Comments:

10/15/15 Staff will need to give end-of-unit tests for all units according to the Curriculum Map timelines. 2/1/16 Currently Roosevelt staff are on pace with the district curriculum map. Teachers are giving the end-of-unit Math Expressions tests for each unit. 96% of all teachers have current data entered in Performance Plus. During extended planning, teachers will analyze unit data to identify what percentage of their class is scoring proficient or advanced on each standard. 5/9/16 100% of staff have participated in analyzing math data at waiver days and extended planning. In discussions, the following areas were identified for consistency: timelines for identifying which standards are taught and retaught, how to identify students as meeting standards, and a common tool for disaggregating data. Next steps are to create a protocol to analyze data and use that data for intervention groups.

 

10/4/16 Currently, Tacoma Public Schools has launched a new assessment tool, iReady. Roosevelt has the opportunity to use both the benchmark and the progress monitoring tool for iReady. This tool will be used in addition to standards-based math assessments.

 

 

9. The Instructional Support Team will provide support to differentiate instruction to meet individualized student growth goals. (Access data, determine need, next steps for instruction.)

 

 

 

Assigned to:

Carie Bourgaize

 

 

 

Added date:

05/26/2015

 

 

 

Target Completion Date:

06/10/2017

 

 

 

Frequency:

monthly

 

 

 

Comments:

10/15/15 The Instructional Leadership Team is offering coaching cycles and lunchtime opportunities for teachers to address learning needs of individual students and small groups. A goal that we have started is for teachers to identify opportunities within units for differentiated instruction based on student need. 2/1/16 Math Instructional Interventionist has facilitated lunch time opportunities for math support, which six staff members have attended at least once. Two teachers have used classroom mentoring. In addition, Instructional Coach has facilitated two coaching cycles during math instruction. Data Specialist has offered 30 minute mentoring data sessions during lunch time, which five staff members have attended. 29 individual sessions were also offered. 13 staff members participated in data mentoring sessions that included: Performance Plus, Imagine Learning, Excel math unit tests, DRA2. Some staff participated in more than one session. 5/9/16 Next year we will continue to offer strategic support for classroom workshop time. A vote took place at SCDM to put aside planning time each week to be used for team planning time. Teachers will continue to advocate their professional needs/interests, which will be supported and addressed by the instructional team. During extended planning, teachers will identify resources and strategies for continued support from instructional team and peers (including plans for students not demonstrating progress toward meeting standard, and brainstorm strategies for outliers).

 

10/4/16 The foundation for individual student growth goal support is built into common grade level planning, Instructional Support Team planning, and Specialist team planning.

Implement

Percent Task Complete:

78%

 

Student and School Success Principle 5: Use of data for school improvement and instruction

Assessing student learning frequently with standards-based assessments

 

 

 

 

 

 

Indicator

P5-IID12 -  All teachers monitor and assess student mastery of standards-based objectives in order to make appropriate curriculum adjustments.(1715)(Expected,TitleITA)

Status

   Tasks completed:  5 of 9 (56%)

Assess

Level of Development:

Initial: Limited Development 10/14/2013

 

Index:

6

(Priority Score x Opportunity Score)

 

Priority Score:

3

(3 - highest, 2 - medium, 1 - lowest)

 

Opportunity Score:

2

(3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)

 

Describe current level of development:

2013-14: Tacoma School District is transitioning to the use of Common Core State Standards in English Language Arts and Mathematics. Roosevelt staff is in the process of learning and applying those standards. There is an updated report card reflecting Common Core State Standards.

 

2016-17: Extended planning has been established weekly for all grade levels. Each grade level has developed a focus goal around an essential standard for each trimester, and common assessments to measure student mastery.

Plan

Assigned to:

Lindsay Beerbower

 

How it will look when fully met:

Staff will collect data on a minimum of four focus standards in Literacy and Math per reporting period as recommended by the district curriculum map. Next, once a month, staff will collaborate to analyze this data to identify student growth. Data will be collected from teacher-created or curriculum-based formative and summative assessments, as well as state and district assessments. (Using the protocol established in goal 4).

School, state and district student assessment information guided staff decisions for student performance, professional development and evidence towards increasing individual student achievement and transitioning to the next level. Evidence of this process is in uploaded files. (This principle addresses Title Components #2, #7, #8).

5/28/14: We were recently awarded the SIG Grant. By June, 100% of teachers will develop, within grade level teams, a common method of collecting/organizing/analyzing agreed upon student data in order to set and evaluate student growth goals three times per year.

For the 2015-2016 school year, a new goal will be developed after a review of data to include STAR, DRA, CCSS Interim Math, and SBAC by September 30, 2015.

2015-2016: Staff will have the opportunity to analyze data at four Waiver Days, as well as during weekly extended planning. Results will identify students in need of further instruction. Reading: Currently, Roosevelt has 102 Level 1 readers and 35 Level 2 readers; we will move 30% of these students up one performance level in reading, as measured by the DRA2, by May 2016. Math achievement for all students, grades K-5, will improve from 77% to 85% scoring proficient or advanced on each Math Expressions end-of-unit test, as measured by the Grade Level Math Rubrics, by May 2016.

 

2016-17: Currently, TPS has adopted iReady as a universal screening and progress monitoring tool for both reading and math. Additionally, Tacoma has launched a literacy framework and standards-based lesson design. Roosevelt's focus this year will be RTI and common formative assessments and rubrics, including anchor rubrics provided by SBA, which will result in all students improving an average of 67 scale score points in reading as measured by iReady universal screener, or growing an average of 1.5 years on SBA Levels, and all students improving an average of 53 scale score points in math as measured by iReady universal screener, or growing an average of 1.5 years on SBA Levels.

 

Target Date:

06/16/2017

 

Tasks:

 

 

1. Common Core book will delivered to each teacher.

 

 

 

Assigned to:

Amanda Wilde

 

 

 

Added date:

10/14/2013

 

 

 

Target Completion Date:

10/23/2013

 

 

 

Comments:

1/30/14

Common Core books have been delivered, and 11 out of 12 teachers report they know where they are. These will be used to identify focus standards and to track student achievement. Common Core books will be used to create action plans to support students who are not achieving at grade level. This is an on-going process within grade level and data team meetings.

 

 

 

Task Completed:

10/2/2013 12:00:00 AM

 

 

2. The district pacing calendar will identify focus standards to be assessed by teachers using the curriculum based formative and summative assessments as well as teacher created materials.

 

 

 

Assigned to:

Diana Saville

 

 

 

Added date:

10/14/2013

 

 

 

Target Completion Date:

12/05/2013

 

 

 

Frequency:

twice monthly

 

 

 

Comments:

Classroom teachers will gather data on students' achievement of the four focus standards in math and literacy. It is recommended that teachers have two data points for each standard. It is possible that grade level teams will break the quarter up into months and will therefore be collecting data on one or two standards at a time.

1/30/14: We have developed tracking tools for math. Some teams have started to input assessment data into the tool. At both the Waiver day training and PRS day training tracking tools were created and presented across grade levels. These tracking tools are still being developed and refined. As we develop these tools considerations will be for: Smarter Balanced Assessment, full adoption of the Common Core State Standards, Standards-based teaching/learning, ease of use for informing instruction, ease of use for student goal setting/reflection. Data days support the use of "Performance Plus" which contains results of all District Assessments -- teachers have reports to disaggregate data, individualize instructional support and identify focus areas for classroom instruction/intervention. 5/20/14. Teachers are using the pacing calendar to plan formative and summative assessments. Next year, we will develop common assessments. This will carry our work forward.

 

 

 

Task Completed:

5/20/2014 12:00:00 AM

 

 

3. Grade level teams will collaborate monthly to synthesize data and create action plans.

 

 

 

Assigned to:

Diana Saville

 

 

 

Added date:

10/14/2013

 

 

 

Target Completion Date:

10/06/2014

 

 

 

Frequency:

monthly

 

 

 

Comments:

Copies of data points and action plans will be delivered to Diana Saville monthly.

1/30/14 This is still in the developmental stage. We are laying the groundwork for grade level teams by defining expectations and creating tools that will be used during the meetings. Currently data team meetings, the PRS day, PLCs, Math Studio, IBD trainings, and Waiver Days are providing opportunities for grade levels to collaborate. Currently data and action plans are reviewed by Principal and Instructional Coach within the data team meetings. 5/20/14 Teachers are collecting data. Next steps are analyzing data and creating action plans. Next year, teachers will have extended planning time, and will work with the data specialist.

10/9/14 Extended planning is fully implemented including common agreements regarding purpose, practice and expectations for teacher participation. Assessments and changes to instructional practice are the focal points for the agendas.

2/10/15 We recognized the need to have data that teachers could easily access and understand. We spent a majority of our time and resources from October to the present laying this foundation. We have publicly posted our math and reading data. Teachers are able to analyze the data for trends and identify next instructional steps (core and intervention). We meet during monthly data meetings, but teachers discuss their data on a more frequent basis, using extended planning time. Extended planning time is weekly for 75 minutes for each grade level, continuing through June.

5/15/15 This task has been successfully completed. Teachers continue to have extended planning time for 75 minutes per week where they collaboratively review data and lesson plan for core instruction and interventions. Teachers have become more comfortable in using data for planning instruction. Data has become more readily available as teachers can access this information on the G: drive of our computer network, allowing them to monitor and adjust instruction as necessary.

 

 

 

Task Completed:

5/15/2015 12:00:00 AM

 

 

4. Hire the Data Specialist.

 

 

 

Assigned to:

Autumn Foster

 

 

 

Added date:

05/20/2014

 

 

 

Target Completion Date:

07/30/2014

 

 

 

Comments:

5/14 After the position is filled, the Instructional Leadership Team will delineate the duties of the Data Specialist.

10/9/14 The Data Specialist has been hired. We are continually working to refine her roles and responsibilities to support student achievement.

 

 

 

Task Completed:

8/26/2014 12:00:00 AM

 

 

5. The Instructional Leadership Team, with feedback from teachers, will develop unit plan templates for Math and ELA.

 

 

 

Assigned to:

Amanda Wilde

 

 

 

Added date:

05/26/2015

 

 

 

Target Completion Date:

11/20/2015

 

 

 

Comments:

5/15/15 Components of the unit plans will include: standards, learning targets with success criteria, common formative assessments, vocabulary, essential questions, summative assessments, activities/tasks, a plan for differentiation, small group/whole group work. Units are to be designed collaboratively by grade level. 10/15/15 The Roosevelt Summer Institute provided professional development around unit planning. A GLAD framework for unit planning was introduced to all staff. Unit planning within grade level teams will take place during extended planning this school year.

 

 

 

Task Completed:

10/15/2015 12:00:00 AM

 

 

6. Within unit planning, teachers will provide multiple opportunities for students to demonstrate mastery of end-of-unit standards through the use of common formative assessments (exit tasks, performance tasks, quizzes, success criteria, student self-assessment of success criteria).

 

 

 

Assigned to:

Carie Bourgaize

 

 

 

Added date:

05/26/2015

 

 

 

Target Completion Date:

06/10/2017

 

 

 

Frequency:

four times a year

 

 

 

Comments:

5/15/15 Keeping in mind, interim tests (such as CCSS Interim Math Assessment) and standards to be covered. 10/15/15 The Instructional Leadership Team is offering coaching cycles and lunchtime opportunities for teachers to address learning needs of individual students and small groups. A goal that we have started is for teachers to identify opportunities within units for differentiated instruction based on student need. 2/1/16 During extended planning time, grade levels discuss student performance using data points from Math Expressions formative assessments, unit tests, quick quizzes, and fluency checks. Teachers also use DRA2, Imagine Learning, K-1 Reading Portfolios, WA Kids, and teacher-developed formative assessments for literacy. Current DRA2 data shows reading progress from September to January: Students performing at Level 1 has decreased from 106 to 85, and students performing at Level 2 has decreased from 38 to 36. There are 17 students reading at Level 3. The number of students reading at Level 4 has increased from 44 to 55. This data indicates that students are moving up one performance level at mid-point. Next steps are to develop a way for grade levels/teachers to monitor and share how students are given multiple opportunities to meet grade level standards. While this practice may be happening in a variety of ways within grade levels, building-wide the team is suggesting we build common understanding. Discussions will begin in May to begin implementation in the Fall. Current data for end-of-unit math tests for grades 1-5 indicates the percentage of students performing at or near the proficient level and above ranges from 18% to 97%. Next steps are for teachers to develop a plan for those students who do not meet end-of-unit standards that allows those students multiple opportunities to achieve standard, as indicated in Task #7. 5/9/16 Next steps are to develop a way for grade levels/teachers to monitor and share how students are given multiple opportunities to meet grade level standards. While this practice may be happening in a variety of ways within grade levels, building-wide the team is suggesting we build common understanding. Discussions will begin in May to begin implementation in the Fall. A focus will be for teachers to document evidence of opportunities that are being given for students to meet standard and student growth/proficiency. Unit plan template should include standards/objectives, documentation of formative and summative assessments, and opportunities for intervention/reteaching.

 

10/4/16 This work has become more intentional this year with the support of OSPI GLAD Instructional Coach, Tamar Krames. This year each teacher will have individual data meetings once a month where they will share specific interventions that have been used for struggling students, assessment of mastery, as well as updates in regards to their student growth goals.

 

 

7. Intervention opportunities will be provided by teachers, with the support of the iReady Progress Monitoring tool, for those students who do not meet end-of-unit standards that allows those students additional opportunities to achieve standard.