SHORELINE SCHOOL DISTRICT School Improvement Plan: LITERACY. School: Lake Forest Park Elementary Date: October 2015 Principal: Aimee Miner

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1 SHORELINE SCHOOL DISTRICT School: Lake Forest Park Elementary Date: October 2015 : Aimee Miner School Improvement Plan: LITERACY District Target for Smarter Balanced Assessment: Shoreline Public Schools will increase the percent of students meeting or exceeding state standards on the Smarter Balanced Assessment for English Language Arts by 5 percent over the 2015 results. For subgroups of students performing lower than the district average, Shoreline Public Schools will close the gap by at least 5 percent. LFP s literacy priority is to provide interventions for struggling readers with the help of instructors from Title 1/LAP, ELL, Special Education and the Librarian. Teachers will focus on teaching the Common Core State Standards from Super Kids in K, Wonders in 1 st -5 th grades, and Springboard in 6 th grade. Supplemental materials include: CORE, Reading Comprehension Toolkit, Text Talk, and Wired For Reading/Spelling. Struggling students will be frequently progress monitored. School Comprehensive Needs Assessment: Title I Schools 1) LFP demographics including race and income levels: Lake Forest Park SIP Literacy page 1

2 2) Achievement data broken down by race and income levels. LFP SBA Literacy Data: Lake Forest Park SIP Literacy page 2

3 Lake Forest Park SIP Literacy page 3

4 Lake Forest Park SIP Literacy page 4

5 Lake Forest Park SIP Literacy page 5

6 On DIBELS data, we have this many students below standard on Sept DIBELS: Kindergarten: 16 out of 92 (6 intensive and 10 strategic) First Grade: 13 out of 70 (7 intensive and 6 strategic) Second Grade: 20 out of 85 (11 intensive and 9 strategic) Third Grade: 32 out of 91 (10 intensive and 22 strategic) Fourth Grade: 30 out of 73 (13 intensive and 17 strategic) Fifth Grade: 22 out of 58 (11 intensive and 11strategic) Sixth Grade: 19 out of 79 (8 intensive and 11strategic) Lake Forest Park SIP Literacy page 6

7 On Scholastic Reading Inventory, we have this many 2 nd 6 th grade students below standard on Sept SRI: Second Grade: 59 out of 85 (42 intensive and 17 strategic) Third Grade: 30 out of 91 (12 intensive and 18 strategic) Fourth Grade: 16 out of 73 (8 intensive and 8 strategic) Fifth Grade: 13 out of 58 (5 intensive and 8 strategic) Sixth Grade: 24 out of 79 (9 intensive and 15 strategic) WAC Reading and mathematics, WAC Supplemental basic education program approval requirements (... shall require each school to have a school improvement plan that is data driven, promotes a positive impact on student learning, and includes a continuous process... ) RCW 28A Performance goals reporting requirements (... include the school level goals, student performance related to the goals, and a summary of school-level plans to achieve the goals...) School Target for Smarter Balanced Assessment: LFP 3 rd 6 th grade students will increase the percent of students meeting or exceeding state standards on the 2016 Smarter Balanced Assessment in ELA by 9 percent over the 2015 results. For subgroups of students performing lower than the LFP ALL group (i.e. Black and Hispanic), LFP will meet or exceed state standard by at least 12 percent. School Student Growth Goal for Common Core State Standards in Literacy: 100% of LFP s third through 6 th grade students will improve their Lexile Level by at least 100 points from Sept 2015 to June Common Core Literacy Standard: RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. This goal will be measured by SRI growth data taken in Sept., Nov, March, and June. Action Plan for All Students (including professional development,) Implement daily reading intervention blocks at each grade level and utilize reading intervention specialists at that time. Purpose: Struggling students will get more Common Core State Standards reading instruction each day in areas of need. Responsibility Timeline Evidence of Effectiveness/Student Growth Measures (assessment decisions) K-6 th teachers Title/LAP ELL Resource Room Progress monitoring using common assessments Benchmark testing Resources Required Reading intervention programs New ELA adoption Title 1/LAP students and 47 ELL students will be progress monitored and the data discussed as a team twice a month at PLCs to adjust instruction necessary to increase student growth on Common Core Literacy standards. Black and Hispanic students will do goal setting. Purpose: Use researched based reading interventions to provide interventions for the most struggling readers to reach grade level K-6 th teachers Title 1/LAP ELL ELL TOSA Reading TOSA PLC meetings twice a month Progress monitoring using common Reading assessments intervention programs Benchmark testing RtI Intervention Classroom based assessments funds Lake Forest Park SIP Literacy page 7

8 standard on common reading assessments. Classroom teachers and intervention specialists will use Super Kids, Wonders, and Spring Board, CORE, Text Talk, Comprehension Toolkit, Wired for Reading/Spelling, sentence frames, Digital Library for ELA, and GLAD strategies for tier one instruction on Common Core standards. Purpose: Focus on tier one instruction to help all readers be able to read fluently by the end of second grade. K-6 th teachers Reading TOSA ELL TOSA Librarian Ongoing PD on new reading adoption Assess students during district testing windows DIBELs, SRI (this will reflect our work using Comprehension Toolkit), and CORE Purpose: To have benchmark data to make instructional decisions Continue DIBELs progress monitoring, data sharing, and growth goal evaluation every month in PLC groups. Mid- check (Jan) to determine which students are still at risk (use SRI scores) to not meet standard on Smarter Balanced Assessment. Re-examine interventions being used and make a plan to get every student to grade level standard by the end of the. Frequent communication home with parents of at-risk students so they know how their child is making progress and how they can support at home. Purpose: Continually collect data and determine how to adjust instruction. Determine which interventions are needed and the effectiveness of those interventions on achievement. Super Kids Wonders Spring Board CORE Source Book 2 nd Edition Wired For Reading GLAD binder of strategies Comprehension Toolkit Text Talk Continue to learn the Common Core standards while implementing new reading adoption program. Purpose: If teachers provide quality instruction using Common Core, student achievement and success on state measurement of reading standards will improve. K-6 teachers ELL Title Resource Room Librarian Reading TOSA by TOSAS Smarter Balanced Literacy Assessment in 2016 Common Core State Standards Super Kids Wonders Spring Board Use of Danielson Framework in instruction and provide informal feedback to each other during LFP walk-throughs, specifically focusing on Criterion 6 (Assessment) Purpose: Use common language when describing excellent instruction. Provide feedback to one another to improve our practice and student achievement. All Teachers Intern Danielson Coach Observation of frequent assessment to guide instruction. Danielson Framework 282 Funds Lake Forest Park SIP Literacy page 8

9 Action Plan for Closing the Gap and helping identified Subgroups of students who are experiencing difficulty (including professional development, Title I, LAP and ELL) Responsibility Timeline Evidence of Effectiveness/Student Growth Measures (assessment decisions) Resources Required Provide extra support for struggling readers in Tier 2 and Tier 3: Title 1/LAP Imagine Learning software for most struggling ELL students After-school 1 st, 2 nd, 3 rd and 6 th grade Intervention Clubs 2x a week A to Z Raz Kids Headsprout Ballinger Homes Groundwork 3x a week Power of 1, Natural Leaders, and WatchDOG volunteers Carefully monitor Black and Hispanic students progress towards reading goals PBIS consistent school wide expectations for all students Parent engagement Reading TOSA ELL TOSA Title 1/LAP ELL Resource Room Librarian Paras Parents Volunteers Director of Equity and Family Engagement Counselor PBIS Team Progress monitoring monthly using common assessments Benchmark assessments Title 1 Parent Involvement funds Imagine Learning ELO funds A to Z Headsprout Purpose: Tier 2 and 3 students can make increased gains and reach reading benchmark if given extra reading instruction support and time Action Plan for Transition from Early Childhood to Kindergarten (Required of Title I Schools) Responsibility Timeline Evidence of Effectiveness Resources Required WaKIDS Literacy assessment data gathered in Sept/October 2015 and meeting with all parents in October. Lynn Gardiner Sept/Oct 2015 Teachers know their students better earlier in the. Training, pay, sub release Reading screening of all incoming Kindergarten students in April and invited all at-risk students to two-week Summer Jumpstart Program taught by certificated teacher. Kindergarten teachers and April Aug 2015 At risk students transitioned well to Kindergarten and are successful. YMCA grant Title 1 Funds Two summer play dates in August attended by principal and PTA PTA and principal Aug Students felt more socially confident at start of school. Networking for parents. Community building. PTA budget At least three tours and orientations for all incoming K students May Sept. May-Sept 2015 Students and parents had questions answered. Smoother transition to start of school. Communication with Headstart, ECE, and Shoreline Children s Center Teachers about LFP s incoming K students. June 2015 Proactive in meeting student needs and setting up the best program for each child. Data collection and sharing Lake Forest Park SIP Literacy page 9

10 Play and Learn once a week for all infants to five olds and their care givers for free at LFP taught by instructor. Play and Learn instructor Oct June 2016 Community building, parenting ideas, and school readiness strategies. Building Budget Kindergarten Technology Night Lynn Gardiner Nov Parents understand how to access online math resources for their children. Title 1 Parent engagement Action Plan to Increase Parent Involvement (Required of Title I Schools) Responsibility Timeline Evidence of Effectiveness Resources Required Parental engagement includes: Ballinger Homes parent meeting with principal and Ballinger Homes Family Advocate Monthly Coffees that all parents are invited to Natural Leaders meet every other week and are expanding the different families represented in Natural Leaders Monthly ELL parent meetings Meetings for Resource Room parents Expect 100% parent attendance at October and January conferences (Aimee, teachers, interpreters, ELL teacher, and Family Advocates) Free family events by PTA Ballinger Homes Family Advocate Natural Leaders ELL teacher Title 1 teacher Teachers PTA Parent participation in school events Title 1 funds for Natural Leaders, Interpreters, Childcare, and meals Title 1 Parent involvement funds for materials, interpreters, childcare and meals PTA to fund events so that they are free for families Five ELL parent meetings with sharing of reading strategies and resources Title 1 parent meeting School information translated in different languages for parents Use of interpreters and Language Line for conferences and meetings Sharing of available free online math resources for parents Purpose: Students and families at LFP feel valued and included in the educational process. Parents know how to support their children in math at LFP. Lake Forest Park SIP Literacy page 10

11 Parents have provided input into the SIP in the following ways: PTA provided volunteers to help us reach our goals and Natural Leaders helped us with communicating goals with all parents. Federal programs such as Title I and state programs such as TBIP and LAP provide supplemental support to eligible students in coordination with and in addition to local program funds. Instruction is provided by highly qualified teachers and para-educators, and parents at Title I schools are notified each of their right to know about the qualifications of the staff at their school. Shoreline ensures that all teachers meet highly qualified requirements as part of our posting and hiring process. Lake Forest Park SIP Literacy page 11

12 School: Lake Forest Park Elementary Date: October 2015 SHORELINE SCHOOL DISTRICT : Aimee Miner School Improvement Plan: MATH District Target for Smarter Balanced Assessment: Shoreline Public Schools will increase the percent of students meeting or exceeding state standards on the Smarter Balanced Assessment in Math by 5 percent over the 2015 results. For subgroups of students performing lower than the district average, Shoreline Public Schools will close the gap by at least 5 percent. LFP s math priority this is to use six hours of daily High Impact Para Educator time to pull small groups of K-6 th grade math students, identified on a regular basis, to pre-teach math vocabulary and re-teach content / skill knowledge of Math Common Core State Standards. Teachers will use envision pre and post topic tests, online quizzes, and Quick Checks to provide feedback on student growth. Progress monitoring will be done every four weeks using EasyCBM for students below standard in math. School Comprehensive Needs Assessment: Title I Schools 1) LFP demographics including race and income levels: Lake Forest Park SIP Math page 1

13 Achievement data broken down by race and income levels. LFP SBA Math Data: Lake Forest Park SIP Math page 2

14 By Grade and by Race: Based on our results, we need to focus on better supporting our Black and Hispanic students in Math at LFP. Lake Forest Park SIP Math page 3

15 Lake Forest Park SIP Math page 4

16 Lake Forest Park SIP Math page 5

17 On EasyCBM, we have this many students below standard on Sept EasyCBM: Kindergarten: 42 out of 92 (15 intensive and 27 strategic) First Grade: 35 out of 70 (9 intensive and 26 strategic) Second Grade: 37 out of 85 (8 intensive and 29 strategic) Third Grade: 28 out of 91 (3 intensive and 25 strategic) Fourth Grade: 22 out of 73 (5 intensive and 17 strategic) Fifth Grade: 7 out of 58 (2 intensive and 5 strategic) Sixth Grade: 20 out of 79 (3 intensive and 17 strategic) WAC Reading and mathematics, WAC Supplemental basic education program approval requirements (... shall require each school to have a school improvement plan that is data driven, promotes a positive impact on student learning, and includes a continuous process... ) RCW 28A Performance goals reporting requirements (... include the school level Lake Forest Park SIP Math page 6

18 School Target for Smarter Balanced Assessment: LFP 3 rd 6 th grade students will increase the percent of students meeting or exceeding state standards on the 2016 Smarter Balanced Assessment in Math by 5 percent over the 2015 results. For subgroups of students performing lower than the LFP ALL group (i.e. Black and Hispanic), LFP will meet or exceed state standard by at least 10 percent. School Student Growth Goal for Common Core State Standards in Math: 100% of LFP s Kindergarten through 6 th grade students will show 10% or higher growth as measured by the Common Core EasyCBM raw score from September 2015 to June Action Plan for All Students (including professional development) Responsibility Timeline Evidence of Effectiveness/Student Growth Measures (assessment decisions) Resources Required Teachers will use the Pearson SuccessNet online resources (K-6th grades), Smarter Balanced Digital Library (3 rd -6 th grades), IXL (2nd 6 th grades) and the interactive whiteboards (K-4 th ) for math instruction on Common Core State Standards. Purpose: Use technology as a tool to access math resources, save time in assessing students, and provide parents access at home to the daily math lessons and assessment results. K-6 teachers Resource Room High Impact math Math TOSA Tech TOSA Number of log-ins of IXL by students Student growth on Envision Quick checks, Topic Tests, and EasyCBM progress monitoring and benchmark assessments. Interactive whiteboards K-4 Pearson SuccessNet website Laptops/ Chrome Books SBA Digital Library Staff meeting time Continue to implement Danielson Framework in math instructional discussions and classroom math lesson walk-throughs. Purpose: Use common language when describing excellent instruction. Provide feedback to one another to improve our practice and student achievement. K-6 teachers Danielson Coach Feedback by peers and principal to colleagues using Danielson Student growth on Envision Quick Checks, Topic Tests, and EasyCBM assessments Danielson Framework Continue to focus on teaching the Common Core Mathematical Practices, Content, and Problem Solving K-6th teachers Math TOSA High Impact Math Resource Room Student growth on Envision Quick checks and Topic Tests Mathematical Practices Lake Forest Park SIP Math page 7

19 In High Impact math group four times a week, teach math vocabulary that is expected at every grade level for Common Core Standards/enVision Math curriculum. Pre-teach vocab to ELL and struggling math learners. Share math vocab with parents by sending home topic letters in every grade level. Purpose: Help all students, especially ELL students, to understand mathematical vocabulary in EnVision and Common Core State Standards K-6 th teachers Math TOSA High Impact Math Resource Room Parents ELL teacher ELL TOSA CSR for math Student growth on Envision Quick Checks, Envision Topic Tests, and EasyCBM assessment Vocab lists in pacing guides and in curriculum Topic letters to parents GLAD materials EnVision Focus Math Differentiate Common Core math instruction to meet the needs of all learners. Purpose: Struggling and advanced students get the reteaching or enrichment they need. K-6 th teachers Math TOSA High Impact Math Resource Room Student growth on Envision Quick Checks and Topic Tests School wide focus on fact fluency and teaching fact strategies / fact families at every grade level to align with Common Core. For example, multiplication facts to be mastered by end of 3 rd grade instead of 4 th grade and students need to know addition and subtraction facts well by the end of 2 nd grade. Purpose: If students are fluent with basic facts, they will be more effective in demonstrating higher-level math accurately and efficiently as imbedded in CCSS. Continue to invite all third through sixth grade students to participate in Math Olympiad without a fee. Purpose: Provide more students with math enrichment and prepare them to compete as a math-lete starting in 4 th grade. Encourage more Black and Hispanic students to join Math Olympiad K-6 th teachers Resource Room High Impact Math Math TOSA Power of 1 and WatchDOG Volunteers Four MO coaches 3 rd 6 th grade teachers November 2015 March 2016 Fact fluency assessments at each grading period Math Olympiad participation Math Olympiad competition results in March Fact Strategies Math Olympiad materials PTA grant of $1,300 to pay MO coach, materials, and entry fees ELO for three Math Olympiad coaches Lake Forest Park SIP Math page 8

20 Have Priscilla Lewis provide staff development on math content knowledge at four staff meetings this. Priscilla Lewis (published in NCTM Math Journal Fall 2015) Nov, Dec, Jan, and March staff meetings Increased teacher math content knowledge and confidence in teaching math concepts. Improved student achievement Professional Development funds Action Plan for Closing the Gap and helping identified Subgroups of students who are experiencing difficulty (including professional development, Title I, LAP and ELL) Responsibility Timeline Evidence of Effectiveness/Student Growth Measures (assessment decisions) Resources Required Staff to meet in PLC groups twice a month Purpose: Give staff time to reflect on progress being made towards student growth goals. Staff is providing an after school Intervention Club twice a week for 1st, 2nd, 3rd, and 6 th grade students struggling in math. Purpose: Help students develop study skills and receive extra help with math to build their confidence in math and close the achievement gap. Implement IXL as extra practice for students in school, at LFP Extended Care, Ballinger Homes Groundwork, and at home 2nd 6 th grades. Purpose: Mastery of content taught in EnVision and an opportunity to differentiate math. Identify the students in each race group who did not pass the SBA in 2015 and diagnose skills and concepts they are lacking and make a plan to address these skills and progress monitor. K-6 th grade teachers ELL teacher Resource Room Teacher High Impact Math Parents Students Math TOSA Director of Equity and Family Engagement Counselor PBIS Team October 26, 2015 staff inservice day Black and Hispanic students will improve their scores on the SBA in 2016 by 10%. Data Dashboard EasyCBM progress monitoring data SBA data Fact Fluency data EnVision assessments IXL math for 2 nd 6 th grades PBIS consistent school wide expectations for all students. High Impact support for math Action Plan for Transition from Early Childhood to Kindergarten (Required of Title I Schools) RtI funds for RtI meetings and intervention club bus Responsibility Timeline Evidence of Effectiveness Resources Required WaKIDS math assessment data gathered in Sept/October 2015 and meeting with all parents in October. Lynn Gardiner Sept/Oct 2015 Teachers know their students better earlier in the. Training, pay, sub release Math screening of all incoming Kindergarten students in April and invited all at-risk students to two-week Summer Jumpstart Program taught by certificated teacher. Kindergarten teachers and April Aug 2015 At risk students transitioned well to Kindergarten and are successful. YMCA grant Title 1 Funds Two summer play dates in August attended by principal and PTA PTA and principal Aug Students felt more socially confident at start of PTA budget Lake Forest Park SIP Math page 9

21 school. Networking for parents. Community building. At least three tours and orientations for all incoming K students May Sept. May-Sept 2015 Students and parents had questions answered. Smoother transition to start of school. Communication with Headstart, ECE, and Shoreline Children s Center Teachers about LFP s incoming K students. June 2015 Proactive in meeting student needs and setting up the best program for each child. Data collection and sharing Play and Learn once a week for all infants to five olds and their caregivers for free at LFP taught by instructor. Play and Learn instructor Oct June 2016 Community building, parenting ideas, and school readiness strategies. Building Budget Kindergarten Technology Night Lynn Gardiner Nov Parents understand how to access online math resources for their children. Title 1 Parent engagement Action Plan to Increase Parent Involvement (Required of Title I Schools) Responsibility Timeline Evidence of Effectiveness Resources Required Parental engagement includes: Ballinger Homes parent meeting with principal and Ballinger Homes Family Advocate Monthly Coffees that all parents are invited to Natural Leaders meet every other week and are expanding the different families represented in Natural Leaders Monthly ELL parent meetings Meetings for Resource Room parents Expect 100% parent attendance at October and January conferences (Aimee, teachers, interpreters, ELL teacher, and Family Advocates) Free family events by PTA Ballinger Homes Family Advocate Natural Leaders ELL teacher Title 1 teacher Teachers PTA Parent participation in school events Title 1 funds for Natural Leaders, Interpreters, Childcare, and meals Title 1 Parent involvement funds for materials, interpreters, childcare and meals PTA to fund events so that they are free for families Five ELL parent meetings Title 1 parent meeting School information translated in different languages for parents Use of interpreters and Language Line for conferences and meetings Lake Forest Park SIP Math page 10

22 Sharing of available free online math resources for parents Purpose: Students and families at LFP feel valued and included in the educational process. Parents know how to support their children in math at LFP. Parents have provided input into the SIP in the following ways: PTA provided volunteers to help us reach our goals and Natural Leaders helped us with communicating goals with all parents. Federal programs such as Title I and state programs such as TBIP and LAP provide supplemental support to eligible students in coordination with and in addition to local program funds. Instruction is provided by highly qualified teachers and para-educators, and parents at Title I schools are notified each of their right to know about the qualifications of the staff at their school. Shoreline ensures that all teachers meet highly qualified requirements as part of our posting and hiring process. Lake Forest Park SIP Math page 11