mt. pilchuck elementary school€¦ · mt. pilchuck school 20142015 school improvement plan viewing...

Mt. Pilchuck School 20142015 School Improvement Plan

Mt. Pilchuck Elementary School

School Improvement Plan

20142015

Inspiring Excellence

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20142015 School Improvement Plan Summary TEACHING AND LEARNING:

Continue our alignment of our instructional practices and curriculum with the Common Core State Standards Continue our alignment of our instructional strategies, decisions and practices with Danielson’s Instructional Framework and TPEP Staff study of specific chapters in How to Differentiate Instruction in Mixed Ability Classrooms by Carol Ann Tomlinson Pilot Teach, Reteach and Enrich Begin a staff focus on 7 Strategies of Assessment by Janus Chappuis Continue our work with district curriculum and initiatives”

Wonders Reading Curriculum Adoption (K2) Units of Study (35)/ Close Reading/CCSS “Lesson Study” and Planning P5 Writing Initiative Math CCSS and (Math Tasks)

TECHNOLOGY EMPOWERED: Mt. Pilchuck will pilot Chrome Boxes in our Lab Students and staff will continue to access technological software (IXL Math, RAZ Kids, Read Naturally, ebooks) to support learning. Both staff (technology mentors and Data Team) and students (“texperts”/”techsperts”) will take leadership roles to assist staff in the effective

use of technology, software, and websites. Staff development opportunities will be differentiated to the needs and confidence levels of staff. Staff will increase their use and understanding of Google Docs, Chromebooks, and Homeroom Premium as tools to assist them in making and

demonstrating informed instructional decisions. The staff development focus on all of these is the understanding, development and/or implementation of systems that are helpful and accessible to staff.

THOUGHTFUL TRANSITIONS: Expand our work with our military, ELL, TITLE 1, and Special Education families. Expand our partnership with preschool and NLMS (general ed), LSMS (Life Skills) and Transition Program (1821 Life Skills) to enhance

student and family transitions.

ENGAGED COMMUNITY: The Mt. Pilchuck community will continue to implement the Leader in Me program. We will continue our practice of partnering with the community to support Leader in Me, and invite community and guests leaders to share

their work and model leadership skills with, our students.

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ASSESSMENT DATA

Reading

Year 3rd School 3rd State 4th School 4th State 5th School 5th State

20132014 79.3 % 72.0 % 84.6 % 70.0 % 86.7 % 72.4 %

20122013 83.9 % 73.0% 86.0 % 72.4% 79.0 % 72.6%

20112012 77.6 % 68.8% 84.4 % 71.5% 77.1 % 71.1%

Science

Year 5th School 5th State

20132014 81.1 % 66.8%

20122013 71.4 % 66.5%

20112012 77.1 % 66.3%

Math

Year 3rd School 3rd State 4th School 4th State 5th School 5th State

20132014 67.9 % 63.0 % 75.5 % 60.8 % 74.2 % 63.5 %

20122013 80.6 % 65.2% 69.9 % 62.5% 76.2 % 62.6%

20112012 70.4 % 65.3% 67.7 % 59.4% 72.4 % 63.8%

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Writing

Year 4th School 4th State

20132014 76.6 % 62.1 %

20122013 75.3 % 62.1%

20112012 72.9 % 61.4%

MEASURES OF SUCCESS

Mt. PILCHUCK ELEMENTARY SCHOOL: MEASURES OF SUCCESS

20122013 20132014 20142015

Students Ready for Kindergarten Kindergarteners meeting benchmark on the fall DIBELS assessment 43% 53%

Second Graders at Grade Level Second Graders meeting benchmark on the spring DIBELS assessment 75% 86%

Second Graders meeting benchmark on the spring math assessment N/A 70%

Preparing Students for Middle School

Fourth grade students meeting or exceeding standard on state writing assessment 75% 76%

Fourth grade students meeting or exceeding standard on state reading assessment 86% 84%

Fourth grade students meeting or exceeding standard on state math assessment 69% 75%

Fourth grade students at or above 95% attendance 57%

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EXCELLENCE IN TEACHING AND LEARNING

All students and staff are engaged and accountable learners, meeting high expectations through demonstrated growth, in an educational structure that is differentiated, challenging and focused. We provide quality instruction and leadership through consistent, proactive support of our students

and staff.

District Strategies District Action Steps

Design and implement a comprehensive professional development plan to deliver embedded, ongoing, collaborative professional learning in the Danielson Framework, TPEP, Common Core State Standards (CCSS) and the use of data

Districtwide Elementary Professional Learning: K2 Wonders literacy program implementation P5 Literacy Alignment Project Writing Extend to Grades 4 & 5 CCSS grades 35 ELA Units of Study Instructional Coaches Individual, group, & schoolwide coaching CCSS Math Full Alignment and Implementation Embed Danielson’s Framework, differentiation of instruction, and

formative use of data in all professional learning opportunities

Increase student achievement through the alignment and the implementation of curriculum based on the Common Core State Standards

Elementary CCSS Full Implementation: ELA CCSS supported through Wonders (K2); Units of Study (35) Math CCSS Pacing Guides full alignment and implementation

Create and maintain a data dashboard system to compile and track student performance data

Data Dashboard: Support expanded use of Homeroom Premium data dashboard Support implementation of Smarter Balanced Assessment Tools:

Digital Resources and Interim Assessments, Support full implementation of Smarter Balanced Summative

Assessments

Building Plan Continue our alignment of our instructional practices and curriculum with the Common Core State Standards

Learning targets relate to the CCSS and teachers provide the students with a clear and understandable vision of the learning target Students give feedback to the teacher on their level of understanding of the learning target Staff will take SBAC practice assessments

Teams of teachers reflect and set goals on their understanding and effectiveness of CCSS, and then periodically (after further staff development opportunities) revisit and revise their reflections and goals

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Viewing of videos of teachers teaching strong CCSS lessons Teams of teachers reflect and set goals on their understanding and effectiveness of CCSS, and then periodically (after further

staff development opportunities) revisit and revise their reflections and goals Continue our alignment of our instructional strategies, decisions and practices with Danielson’s Instructional Framework and TPEP Staff study of specific themes in How to Differentiate Instruction in MixedAbility Classrooms: Carol Ann Tomlinson

What Differentiation is & isn’t & the rationale for differentiation What a Differentiated Classroom looks like Strategies to differentiate content, process & products

Pilot Teach, Reteach and Enrich at one grade level for math intervention/enrichment grade 2 or 4

Staff focus on 7 Strategies of Assessment: Jan Chappuis Strategy 1 Provide students with a clear and understandable vision of the learning target Strategy 2 Use examples and models of strong and weak work

Continue our work with district curriculum and initiatives” Wonders Reading Curriculum Adoption (K2) Units of Study (35)/ Close Reading/CCSS “Lesson Study” and Planning P5 Writing Initiative Math CCSS and Math Benchmarks (12) or Performance Tasks (35)

Results Using the F&P reading level baseline, we will move students that started the year below standard up more than 3 levels by the end of the

year. Teachers and the Data Team will track this progress through the use of Homeroom Premium to determine the efficacy of the

classroom, grade level & building interventions. Teachers will take at least two progress monitoring data points for students below standard

September/October (baseline) December/January April/May

MP Teachers will use their Math Benchmark or Performance Tasks’ results to determine next steps in math remediation and extension Teach, Reteach, Enrich pilot teachers will use unit Baseline, quizzes and End of Unit results to form remedial and extension groups, and to

track progress.

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We will create a resource of Differentiated Instructional Strategies teachers used and found particularly effective through an electronically shared folder :).

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EXCELLENCE IN TEACHING AND LEARNING HiCap

All students and staff are engaged and accountable learners, meeting high expectations through demonstrated growth, in an educational structure that is differentiated, challenging and focused. We provide quality instruction and leadership through consistent, proactive support of our students

and staff.


Develop a continuum of HiCap programs that support highly capable students academically, socially and emotionally from kindergarten through graduation

Implement revised HiCap program to support identified highly capable students K12

HiCap coordinator to support Hicap teachers, students, and families

Monitor and measure each highly capable student’s progress to ensure continued success and academic growth Develop professional learning HiCap) for staff

Monitor HiCap students’ progress districtwide Implement intervention strategies as appropriate Provide professional learning opportunities for teachers new to

HiCap

Building Plan Identify our Kindergarten Highly Capable Program: Due to the new required WAC’s, we will:

Implement the Kindergarten nomination process for identifying highly capable Kindergarten students. October: Communicate the process November: Follow through with parents of the testing window December: Provide an optimal testing environment for our nominated students January: Notify parents of results

Implement program for K2 Identified Highly Capable students. Support K2 Staff Development in Gifted Ed through attendance at the K2 Nature and Needs of the Highly Capable Student

course, which includes enhancing skills in Differentiated Instruction, offered by our HiCap Coordinator in January, 2015. Within our building study of How to Differentiate Instruction in Mixed Ability Classrooms, teachers will share Highly Capable

classroom implementation strategies In order to increase rigor, we will add newlyqualified 2nd grade students to our 3rd grade math enrichment program (we have two

second grade students that qualified in math) Resources for additional support:

Lego Education “We Do” Robotics Education program, which integrates Science, Technology, Engineering, Math and Literacy using Legos, for grades 1 and 2.

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This is a tool that enables students to learn, construct, and then bring their models to life. It also improves communication and team building.

Enhance our grades 35 Highly Capable program Support Enrichment Groups:

Math Enrichment Program Debbie Gendron Pullout Model

ELA Program through our Library Entrepreneur Program/Linda Mauer

Support Teacher Staff Development Within our building study of How to Differentiate Instruction in Mixed Ability Classrooms, teachers will share Highly

Capable classroom implementation strategies Linda Mauer is creating a Highly Capable Resource Library in our Library

Continue to support our 4th/5th Combination Class hicap model

Results Based on the baseline scores for Writing, our student growth goal for our 4th/5th grade highly capable classroom is to have every student (100% of

24 students, grades 4 and 5) meeting a rigorous standard in all three of the assessment areas: Writing Process, Surface Features, and Content. We will collect and maintain data in Homeroom Premium

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TECHNOLOGY EMPOWERED Our use of technology will be bold, intentional and accessible. Innovative approaches will be encouraged and embraced and our technology will be

intuitive, collaborative and an empowering to all for students, staff and parents. Technology will transform our data systems to be unified, accessible, timely, informative and adaptable, and capable of being tailored to each school, program, class, staff member and student.


Technology and Technology Use: Develop and provide the resources necessary to provide all students and staff with access (to information, tools, resources, collaborative opportunities) when and where they need them

Implement digital citizenship curriculum and technology skills as part of Common Core and Smarter Balance Assessment

Begin rollout of student devices

Data Systems: Develop information systems that help teachers to individualize instruction and school leaders to manage instructional goals

Continue training and increase intentional use of Homeroom Premium in instructional, placement and curricular decisions

Building Plan Mt. Pilchuck is piloting Chrome Boxes in our Lab. Chrome Boxes have replaced our computers, so students K5 will all have experience

in the Google Chrome format. Students in grades 35 will have access to inclass Chromebooks at least 50% of their school time.

During “Tech in Ten” and other staff meeting time, teachers will receive further staff development in using student Chromebooks as an effective instructional tool.

Students and staff will continue to access technological software (IXL Math, RAZ Kids, Read Naturally, ebooks) to support learning. Both staff (technology mentors and Data Team) and students (“texperts”/”techsperts”) will take leadership roles to assist staff in the

effective use of technology, software, and websites. Staff will increase their use and understanding of Google Docs, Chromebooks, and Homeroom Premium as tools to assist them in making

and demonstrating informed instructional decisions. The staff development focus on all of these is the understanding, development and/or implementation of systems that are helpful and accessible to staff.

Our Data Team, Instructional Coach, Tech Mentor, TITLE 1 Instructor and Pilchuck Intervention Team members will take a leadership role during collaboration meetings in helping our teachers and grade level teams consistently identify useful data within Homeroom Premium and use that data with confidence to make informed instructional decisions

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Staff development opportunities will be differentiated to the needs and confidence levels of staff. We will have at least one “Tech Fair” during a buildingdirected release with demonstrations and practice differentiated to

the varying needs of staff

Results We will survey staff on their confidence levels on use of HRP, Google Docs and Chromebooks

Baseline survey: December Midyear survey, to determine usefulness of training and further steps: March Endofyear survey, to determine further goals: June

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THOUGHTFUL TRANSITIONS Transitions in our district are planned, focused, collaborative and intentional. Whether transitioning from preschool to kindergarten, into the

next grade, building, curriculum or to postgraduation endeavors, we will actively facilitate a path to success for students and staff.


Create a consistent mode of communication to support transitions

Ensure consistent implementation of district procedures

Expand opportunities for intentional social connections for all students

Support activities and/or programs that facilitate social connections for transitioning and existing students

Expand opportunities for intentional academic connections for all students

Increase intentional use of Homeroom Premium to identify academic opportunities for students

Increase awareness and planning for postsecondary endeavors starting in elementary

Continue to implement activities that support students’ awareness of college and career possibilities

Building Plan

Leader in Me (see Thoughtful Transitions, below) We will analyze our October Transitions Survey to parents of students new to our school. We will divide this analysis between

kindergarten beginning of the year students and K5 students that move in midyear. From that data, we will: Identify ways to enhance what we are doing well Identify programs and/or community resources to help us to better serve our new students.

Expand our work with our military, ELL, TITLE 1 and Special Education families. We will invite our military families in to present to our students their jobs within the military, and how those skills transfer to

civilian job opportunities. At least one PTA meeting will take place at Constitution Park’s cabana. Our TITLE 1/ELL Parent Nights will take place on:

Nov. 2, 2014: Grades K2 Dec. 4, 2014: Grades 35

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Information and instructional demonstrations on our TITLE 1 program will be served up, along with dinner for the families. TITLE 1 teacher, paraeducators, students, and principal will present.

Supplemental Educational Services (SES) Expand our partnership with preschool and NLMS (general ed), LSMS (Life Skills) and Transition Program (1821 Life Skills) to enhance

student and family transitions. We will involve the Transition Program (1821 Life Skills, now housed at the old admin building on our campus) to be part of our

campus’ celebrations and programs. Team with the Transition Program for practice with Life Skills’ jobs around our school

Results We will use our October Transitions Survey as Baseline Data to measure the effectiveness of our programs of support for Transition

Students. We will measure and report on our TITLE and ELL students’ progress every three weeks through:

maintaining data in a visual line graph for each child’s reading progress, beginning with Baseline data and including endofyear targets

reporting this data to parents at least three times per year.

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ENGAGED COMMUNITY We consistently engage with our diverse communities of students, families, staff and the public. We create inclusive partnerships to share our

sense of purpose and district goals, invite continuous input and act on the feedback we receive.


Expand volunteer opportunities to include “nontraditional” groups such as retirees, working families, military personnel and nonEnglishspeaking individuals

Meet quarterly with volunteer coordinators to gauge needs and provide support

Refine materials based on program outcome and interest Continue to increase volunteer opportunities at each school and

increase number and type of volunteers at each school

Building Plan

The Mt. Pilchuck community will continue to implement the Leader in Me program Continue to mentor schools (we have been nominated as a Leader in Me Showcase School) Host The Leader in Me 2nd Edition Book Tour with author Dr. David K. Hatch Continue and Enhance our Student Leadership (Data, Goalsetting, Celebrations) Notebooks Continue our Sharpen the Paw program

We will continue our practice of partnering with the community to support Leader in Me, and invite community and guests leaders to share their work and model leadership skills with, our students

Invite our Navy personnel to speak to our students about their specific jobs and duties Continue to invite community leaders in, to teach Sharpen the Paw seminars

Engaged Staff During data meetings for reading, writing and math, staff will examine data inherent to our SIP goals using a “Here’s What, So

What, Now What” protocol. Staff development opportunities will be differentiated to the needs and confidence levels of staff.

We will have at least one “Tech Fair” during a buildingdirected release with demonstrations and practice differentiated to the varying needs of staff

Staff members will take part in “Synergy Teams”, working together on projects, programs and goals to enhance achievement, climate and culture at Mt. Pilchuck Elementary

Synergy Teams will meet at each staff meeting and building release for at minimum 10 minutes

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Results will be shared at staff meetings or via Google Docs Engaged Students

We will continue our Sharpen the Paw program, with five sessions this year All students will have the opportunity to be part of leadership and clubs at our school New students are paired with a student mentor

Results (To be reported Fall 2015) District Family Survey data collected in the Fall of 2014 as Baseline Data to measure the effectiveness of our goals, analyze feedback, and

make necessary changes for the current school year District Family Survey data collected in the spring of 2015 to measure the effectiveness of our goals, analyze feedback, and make necessary

changes for the following school year Studentled Family Survey data collected in the spring of 2015 to measure the effectiveness of our goals, analyze feedback, and make

necessary changes for the following school year

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