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School Improvement Plan


Roosevelt Student and School Success Plan – October 2017

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

! = Past Due Actions

 

KEY = Key Indicator

 

 

 

 

 

 

 

 

 

 

 

 

Core Function:

Student and School Success Principle 1: Strong leadership

Effective Practice:

Principal's role

 

KEY

P1-IE06

The principal keeps a focus on instructional improvement and student learning outcomes.(57)(Expected)

Implementation Status

Assigned To

Target Date

How it will look

when fully met:

2017-18: A walkthrough tool called Observe4Success is now being used by the Principal for bi-weekly walk-throughs and data collection. By June 2018, the principal will use Observe4Success consistently and will provide feedback to teachers bi-weekly. In addition, 100% of Roosevelt teachers will participate in a minimum of one peer walk-through cycle using the Observe4Success peer walk-through tool.



 

 

Steffanie Broyles

06/30/2018

Action(s)

Created Date

 

8 of 12 (67%)

 

 

5

10/14/13

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

Complete 09/29/2017

Carie Bourgaize

06/29/2018

Notes:

9/25/17 At this time, we are ready to close this task. This task will be covered in "Principal and ILT monthly walkthrough data shared monthly task."

 

 

 

8

5/20/14

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.

 

Steffanie Broyles

06/29/2018

Notes:

9/29/17 At this time we are reviewing the Observe 4 Success Peer Walkthrough tool, with the idea that the Instructional Leadership Team will pilot this tool and work on calibration. The protocol to share data monthly has been started, and has been shared during the month of September during a staff meeting. Data will continue to be shared monthly in staff meetings.

 

 

 

9

5/20/14

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

 

Rebecca Barnett

06/29/2018

Notes:

9/29/17 At this time, Roosevelt does not have an instructional coach and is relying on teacher leaders to provide coaching as needed. We will revisit this task in January.

 

 

 

11

5/5/17

Revise and develop peer walk-through protocols for observation and feedback.

 

Instructional Coach

01/31/2018

Notes:

9/29/17 At this time we are reviewing the Observe 4 Success Peer Walkthrough tool, with the idea that the Instructional Leadership Team will pilot this tool and work on calibration. The tool will eventually be used by all staff for peer observations.

 

 

 

12

5/5/17

Staff participation in peer walk-throughs (internal and in other schools) will occur a minimum of three times per year. Data gathered from walk-throughs will be used to plan PD for the 2017-18 school year.

 

Instructional Coach

06/29/2018

Notes:

9/29/17 At this time we are reviewing the Observe 4 Success Peer Walkthrough tool, with the idea that the Instructional Leadership Team will pilot this tool and work on calibration. The tool will eventually be used by all staff for peer observations. We are also reviewing a previous peer walkthrough tool used by staff for GLAD walkthroughs. We will develop a tool that provides staff with authentic feedback from individuals who walk through classrooms.

 

 

 

 

 

 

 

 

 

 

 

 

Core Function:

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

Effective Practice:

Professional development

 

KEY

P2-IF14

The school sets goals for professional development and monitors the extent to which it has changed practice.(3378)(Expected)

Implementation Status

Assigned To

Target Date

How it will look

when fully met:

2017-18: TPS continues to use the iReady Universal Screener for benchmark testing in Reading and Math, as well as the Literacy Framework with the addition of the Intervention Framework for literacy instruction. Roosevelt teachers are focusing on writing Common Formative Assessments (CFAs) for the TPS Priority Standards for ELA. During the 2017-18 school year, student proficiency in ELA in grades 1-5 will increase 15%, from 3% to 18%, as measured by the iReady Benchmark Reading assessment, given three times each school year. In addition, student proficiency in grades 3-5 will increase by 15% from: 23% (gr3), 20% (gr4), and 38% (gr5) to 38% (gr3), 35% (gr4), and 53% (gr5) as measured by the ELA SBA given in Spring 2018.

 

 

Steffanie Broyles

10/30/2017

Action(s)

Created Date

 

3 of 6 (50%)

 

 

4

5/20/14

Teams will create common assessments around an identified ELA standard during weekly extended planning (PLCs).

  

 

Rebecca Barnett

06/29/2018

Notes:

10/2/17 Teams are building weekly CFAs around Priority Standards in ELA. Pre and post assessment data is collected and reviewed at the weekly data team meetings, and more in depth at the Data Check-Ins every eight weeks. Teams have created CFAs up to this point. Teams are provided time to build CFAs two weeks in advance of the pre-assessment.

 

 

 

5

10/15/15

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

 

Diana Saville

06/29/2018

Notes:

10/2/17 Rubrics are being used by teachers during the pre and post assessment CFAs for ELA, in addition to checklists found in The Common Core Companion for grades K-2 and 3-5 (Owaki).

 

 

 

6

5/8/17

Request OSPI GLAD Coach for the 2017-18 school year to continue work on GLAD strategies/unit planning.

 

Diana Saville

12/15/2017

Notes:

10/2/17 An OSPI Instructional Coach has been provided for the 2017-18 school year. Although this coach does not have GLAD experience, she will be working with staff on Learning Targets and Success criteria in the area of ELA. Principal is working with administration to secure a GLAD coach to work with staff on unit planning twice this school year.

 

 

 

 

 

 

 

 

 

 

 

 

Core Function:

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

Effective Practice:

Expanded time for student learning and teacher collaboration

 

KEY

P3-IVD05

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

Implementation Status

Assigned To

Target Date

How it will look

when fully met:

2017-18: Roosevelt continues to use an RTI model for intervention support for Tier II and Tier III students. Growth is measured by iReady Benchmark testing in Reading, DRA2 Reading Assessment, and ELA Priority Standards weekly CFAs. Teachers participate in weekly data teams, and in Data Check-Ins every six to eight weeks, to monitor growth toward meeting standards. During the 2017-18 school year, student proficiency in ELA in grades 1-5 will increase 15%, from 3% to 18%, as measured by the iReady Benchmark Reading assessment, given three times each school year. In addition, student proficiency in grades 3-5 will increase by 15% from: 23% (gr3), 20% (gr4), and 38% (gr5) to 38% (gr3), 35% (gr4), and 53% (gr5) as measured by the ELA SBA given in Spring 2018.

 

 

Diana Saville

10/30/2017

Action(s)

Created Date

 

9 of 12 (75%)

 

 

10

2/1/16

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

 

Rebecca Barnett

06/29/2018

Notes:

10/2/17 Data from Imagine Learning will be examined this Fall to determine if IL is improving student achievement. Using iReady in place of Imagine Learning is an option. Conversation with staff will be had at our next Data Day on October 27th.

 

 

 

11

2/1/16

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

 

Byron Williams

06/29/2018

Notes:

10/2/17 Every Thursday, three GLAD trained teachers will provide GLAD instruction to grades 2-3 on various Science and Social Studies topics. In addition, Writing@253 is providing play-writing classes to students. Financial Footings is providing math classes under the umbrella of budgeting. KBTC STEM group continues to provide activities based on STEM.

 

 

 

12

9/29/16

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

 

Rebecca Barnett

06/29/2018

Notes:

10/2/17 For the 2017-18 school year, Data Teams will meet weekly to discuss CFA data (formerly extended planning). In addition, Data Check-Ins will occur five times per year, which are individual teacher meetings with the Instructional Leadership Team. This process will determine intervention services for students.

 

 

 

 

 

 

 

 

 

 

 

 

Core Function:

Student and School Success Principle 4: Rigorous, aligned instruction

Effective Practice:

Expecting and monitoring sound instruction in a variety of modes

 

KEY

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)

Implementation Status

Assigned To

Target Date

How it will look

when fully met:

2017-18: TPS continues to use the iReady Universal Screener for benchmark testing in Reading and Math. At this time, focus in the school district is on writing Common Formative Assessments (CFAs) for the TPS Priority Standards for ELA. Priority Standards and CFAs for Math will be the focus during the 2018-19 school year. Math growth and proficiency will continue to be addressed via iReady data at District Data Days. During the 2017-18 school year, student proficiency in Math in grades 1-5 will increase 15% from 2% to 17% as measured by the iReady Benchmark Math assessment, given three times each school year. In addition, student proficiency in grades 3-5 will increase by 15% from: 23% (gr3), 23% (gr4), and 26% (gr5) to 38% (gr3), 38% (gr4), and 41% (gr5) as measured by the Math SBA given in Spring 2018.

 

 

Steffanie Broyles

10/30/2017

Action(s)

Created Date

 

7 of 9 (78%)

 

 

8

5/26/15

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

 

Rebecca Barnett

06/29/2018

Notes:

10/9/17 SBA data was reviewed in August. iReady Benchmark testing was completed in September, and data will be reviewed at the October District Data Day.

 

 

 

9

5/26/15

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

 

Rebecca Barnett

06/29/2018

Notes:

10/9/17 Data Check-ins for individual teachers will be held every eight weeks. The first cycle was completed on October 3rd and 4th, and intervention groups were formed for ELA. In addition, specific students were targeted for possible SRT referral, TWCI social-emotional groups or check-ins, and November check-ins for additional support, and attendance reviewed. Attendance will be monitored regularly at these meetings. Our next Data Check-ins will be on November 28th and 29th. Math scores will be addressed at Late Start days and District Data Days, as this year's focus is to strengthen ELA core instruction.

 

 

 

 

 

 

 

 

 

 

 

 

Core Function:

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

Effective Practice:

Assessing student learning frequently with standards-based assessments

 

KEY

P5-IID12

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

Implementation Status

Assigned To

Target Date

How it will look

when fully met:

2017-18: TPS continues to use the iReady Universal Screener for benchmark testing in Reading and Math. At this time, focus in the school district is on writing Common Formative Assessments (CFAs) for the TPS Priority Standards for ELA. Priority Standards and CFAs for Math will be the focus during the 2018-19 school year. During the 2017-18 school year, student proficiency in ELA in grades 1-5 will increase 15%, from 3% to 18%, as measured by the iReady Benchmark Reading assessment, given three times each school year. In addition, student proficiency in grades 3-5 will increase by 15% from: 23% (gr3), 20% (gr4), and 38% (gr5) to 38% (gr3), 35% (gr4), and 53% (gr5) as measured by the ELA SBA given in Spring 2018.During the 2017-18 school year, student proficiency in Math in grades 1-5 will increase 15% from 2% to 17% as measured by the iReady Benchmark Math assessment, given three times each school year. In addition, student proficiency in grades 3-5 will increase by 15% from: 23% (gr3), 23% (gr4), and 26% (gr5) to 38% (gr3), 38% (gr4), and 41% (gr5) as measured by the Math SBA given in Spring 2018.

 

 

Steffanie Broyles

10/30/2017

Action(s)

Created Date

 

6 of 9 (67%)

 

 

6

5/26/15

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).

 

Diana Saville

06/29/2018

Notes:

10/9/17 Through the use of GLAD units, teachers are still providing multiple opportunities to students to meet end of unit standards. Additionally, weekly common formative assessments aligned to priority standards in ELA are being implemented and the data is being tracked. Data Check-Ins are occurring every six to eight weeks (5 times per year), to monitor and track the progress of each student towards proficiency. Data Teams meet weekly to review student progress toward mastery of priority standards in ELA.

 

 

 

8

5/26/15

Teachers will be given professional development and feedback around using success criteria with learning targets.

 

Steffanie Broyles

06/29/2018

Notes:

10/9/17 Principal walk-throughs will collect data on the implementation of learning targets and success criteria. Data will be shared monthly. Based on teacher feedback, professional development will be provided at a Late Start day.

 

 

 

9

9/29/16

Teachers will meet monthly with the Instructional Team to discuss individual classroom data and progress toward student growth goals.

 

Steffanie Broyles

06/29/2018

Notes:

10/9/17 Data teams are meeting weekly to develop CFAs in ELA and to review data for next instructional steps and for student growth and proficiency. In additional Data Check-ins occur every six to eight weeks to assess student progress toward mastery of standard.

 

 

 

 

 

 

 

 

 

 

 

 

Core Function:

Student and School Success Principle 6: Safety, discipline, and social, emotional, and physical health

Effective Practice:

School and classroom culture

 

 

P6-IIIC03

All teachers include social and emotional learning objectives in their instructional plans.(3054)

Implementation Status

Assigned To

Target Date

Initial Assessment:

10/16/17 During the 2016-17 school year, classroom teachers indicated that they wanted social-emotional time built into their daily schedule. This was taken into consideration during the building of the 2017-18 Master Schedule. Zones of Regulation and Morning Meeting are being used to address social emotional learning in classrooms.

Limited Development 10/16/2017

 

 

How it will look

when fully met:

2017-18: By January 2018, the TWCI team will have developed a Zones of Regulation data collection tool for classroom teachers to use during Morning Meeting. This data will be reviewed at Data Check-Ins every six to eight weeks to assess for Check In/Check Out needs.

 

 

Kaley Billick

06/30/2018

Action(s)

Created Date

 

0 of 1 (0%)

 

 

1

10/16/17

10/16/17 All classroom teachers will implement Morning Meeting routines with students using the Zones of Regulation as a social-emotional check in tool.

 

Kaley Billick

06/30/2018

Notes:

10/16/17 During the 2016-17 school year, teachers indicated that they wanted social-emotional time built into their daily schedule. Thirty minutes at the beginning of each school day is now reserved for social-emotional check-ins via Morning Meeting. All teachers have been given a Zones of Regulation book and are in the process of receiving professional development on Zones of Regulation and Morning Meeting. Teachers are now developing their own framework for social-emotional teaching. Further professional development will be provided as needed.

 

 

 

 

KEY

P6-IIIC13

All teachers reinforce classroom rules and procedures by positively teaching them.(165)(Expected)

Implementation Status

Assigned To

Target Date

How it will look

when fully met:

2017-18 This indicator is being closed. A new indicator will be chosen that reflects the current work of TWCI and Tier II work.

Objective Met

10/16/17

Kaylin Reinhart

10/30/2017

Action(s)

Created Date

 

 

 

 

11

10/15/15

Data will be collected around the implementation of classroom matrices. A data collection tool will be created by the PBS (TWCI) team. Classroom and school-wide data will be shared three times per year.

Complete 10/16/2017

Kaylin Reinhart and Kaley Billick

10/30/2017

Notes:

10/16/17 Task is complete.

 

 

 

Core Function:

Student and School Success Principle 7: Family and community engagement

Effective Practice:

Defining the purpose, policies, and practices of a school community

 

KEY

P7-IVA04

The school’s Compact includes responsibilities (expectations) that communicate what parents (families) can do to support their students’ learning at home (curriculum of the home, with learning opportunities for families to develop their curriculum of the home).(3071)(Expected)

Implementation Status

Assigned To

Target Date

How it will look

when fully met:

2017-18: By January 2018, Roosevelt will have signed compacts on file for 80% of all students' families.

 

 

Diana Saville

10/30/2017

Action(s)

Created Date

 

0 of 2 (0%)

 

 

1

2/17/15

Student, Parent, and Teacher Compact will be reviewed and revised by May 2015. The Title I teacher will review the compact for input and revision from staff and families.

 

Erin Gorospe

12/15/2017

Notes:

10/9/17 A meeting will be held for parents during March conferences to allow for review and revision of the Compact for the 2018-19 school year.

 

 

 

2

2/17/15

Compacts will be shared with families for explanations and signatures at Open House/Title I Open Annual meeting at Fall or Winter conferences yearly.

 

Erin Gorospe

12/15/2017

Notes:

10/9/17 Families had their first opportunity to review the Compact at Open House on September 20th. We were able to have 124 out of 247 (50%) compacts signed by parents. The next opportunity for families to review and sign the Compact will be at December conferences.

 

 

 

 

 

 

 

 

 

 

 

 

Core Function:

Student and School Success Principle 7: Family and community engagement

Effective Practice:

Educating parents to support their children's learning and teachers to work with parents

 

KEY

P7-IVA13

The LEA/School has engaged parents and community in the transformation process.(1649)(Expected)

Implementation Status

Assigned To

Target Date

How it will look

when fully met:

2017-18: By June 2018, we will offer five community and family events, in partnership with the Eastside Family Support Center. In addition, Roosevelt staff, students and families will go through the Participatory Budget process to obtain a grant from the Tacoma-Pierce County Health Department.

 

 

Diana Saville

06/29/2018

Action(s)

Created Date

 

3 of 6 (50%)

 

 

4

5/26/15

Report monthly student participation of involvement in RAM Center.  Student attendance forms will be used as documentation.

 

Byron Williams

06/29/2018

Notes:

10/9/17 RAM Center began this school on October 2nd. Current daily attendance is at 80+ students, and is tracked on attendance forms. Information about RAM Center is shared with families in the monthly parent newsletter, and updates are shared weekly with staff in the Staff Bulletin.

 

 

 

5

10/4/16

RAM Center will offer parenting and ELL classes in partnership with the Eastside Family Support Center.

 

Renee Carr

06/29/2018

Notes:

10/9/17 We are in the process of partnering with the EFSC to provide ELL classes to parents, sponsored by TCC. Dates have not yet been set.

 

 

 

6

10/4/16

RAM Center will continue to develop partnerships with community providers to support both academic and enrichment opportunities beyond the school day.

 

Byron Williams

06/29/2018

Notes:

9/29/17 New partners this school year are the Brotherhood and Sisterhood offered through the YMCA, Writing@253 offering drama and play-writing, Financial Footings, Visual Arts, and EnviroChallenger offered by the City of Tacoma

 

 

 

 

 

 

 

 

 

 

 

 

 

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