wilmette district 39 harper elementary school

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Wilmette District 39 Harper Elementary School

School Improvement Plan For Advancing Achievement

2009-2010

Photo by Linda MacLennan

School Improvement Committee

Karen Kearny – Kindergarten Teacher

Pam McCann – 1st Grade Teacher

Heather Peterson – 2nd Grade Teacher

Patty Ballard– 3rd Grade Teacher

Deb Beyers – 4th Grade Teacher

Donna Tripicchio – Physical Education

Judy Weidman – Learning Behavior Specialist

Susan Flachsbart – Differentiation Support Teacher

Chrissy Cornell – Parent

Taffy Blommer – Parent

Dr. Susan Kick – Principal

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Section 1: Overview

School Mission Statement Harper School is dedicated to creating a climate that meets the needs of all children and helps them to become successful and responsible lifelong learners.

We believe that children learn in various ways. We believe that children should be helped to view themselves and others as capable individuals who

are worthy of respect. We believe that children should be provided opportunities to become responsible and productive

members of society. We believe that children should be taught to use critical thinking skills in order for them to become

effective problem-solvers and decision-makers. We believe that optimal learning occurs when there are positive partnerships among children, staff,

family, and community. We believe that the school environment should foster positive interpersonal skills. We believe that children should learn to work both independently and cooperatively.

School Profile Description of the Surrounding Community

The village is a residential community with a population of about 27,600. Harper enjoys a high level of parental participation and involvement because parents make it a priority to be involved in their children’s education. Many adults are engaged in professional pursuits. The high academic level characterizing the community contributes to the respect citizens have for quality education. Many families settle here because of Wilmette District 39 Schools and New Trier Township High School. As a result, citizens devote substantial time and effort to ensure that excellence prevails.

Description of District 39 The District 39 elementary schools educate students in grades Early Childhood-4th, the middle school grades 5 and 6, and the junior high grades 7 and 8. Students in District 39 are primarily from Wilmette, but some also come from parts of Winnetka and Glenview. Community involvement is of paramount importance to District 39. Integral to the community is the Wilmette Educational Foundation, which provides financial assistance to support individual, school, and community endeavors. Teachers, administrators, the Board of Education, and community members value the Foundation as well. Community members are also involved in the Community Review Committee that helps study and prioritize goals for the school district. The district is committed to a variety of topics, including green initiatives and twenty-first century learning. Harper has embraced these initiatives and is fully invested in supporting them through research and best practice. Additionally, professional development provides support for other district and building initiatives. The District 39 curriculum in reading is supported by the Scholastic and Rigby programs, while the University of Chicago Everyday Mathematics, along with a supplemental computation component, supports math instruction. Furthermore, the spelling curriculum is enhanced by Zaner-Bloser materials. Other curricular areas are implemented through a variety of commercial and teacher-made materials. Instruction in the areas of Spanish, art, music, physical education, technology, and library media complement the academic offerings of District 39.

Description of the Harper Population Approximately 430 children from ages five through ten (kindergarten through fourth grade) attend Harper School. A major goal at Harper is to provide a nurturing, inclusive and welcoming environment. Harper children are motivated, capable learners. The majority of students have attended at least two years of preschool before beginning kindergarten. Additionally, Harper students have scored consistently well on national, state, and district assessments.

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Profile of the Student Population and Community Needs There are 17 classroom teachers and eleven support staff at Harper, as well as a team of teachers in related arts, student services, differentiation, and reading, all who are highly qualified professionals. The faculty is committed to developing each child on many levels: intellectual, physical, social, and emotional. The Intervention Team (I-Team) provides peer support for teachers to develop strategies to address individual student needs. Additionally, Harper staff in-service focuses on such areas as environmental, twenty-first century learning, gender learning differences, Response to Intervention, grading and reporting progress, twins, technology, assessments and measurements for growth, crisis training, intervention strategy training, and differentiating instruction. Harper School supports inclusive instruction. Sharing the instructional responsibility, the classroom teacher, related arts teachers, learning behavior specialists, and the differentiation support teacher provide students with differentiated instructional support and services as needed. Additionally, children in grades K-4 may receive specialized instruction for reading from the reading teachers and/or learning behavior specialists. Additionally, the Student Learning Center is an optional setting for children who require more specialized instruction or emotional/behavioral support. The PTO is an integral component of Harper School’s success. Through countless volunteer hours and annual fundraising in excess of $90,000, the PTO sponsors many programs and activities. Some of the programs are as follows: Environmental Awareness Enrichment Chorus After School Clubs Great Books Outdoor Education Book Fair School-Wide Volunteers Student Council Cafeteria Volunteers Yearbook Committee Landscaping Civics and Safety Harper Garden Room Parents Open Gym Family Support

Furthermore, the PTO funds and organizes the Student Enrichment Program, which supports the curriculum by giving students the opportunity for field trips, guest speakers, and fine arts performances. The PTO’s contributions have a significant impact on the educational experience of Harper students.

Harper School provides a full continuum of services to meet the needs of all children. In some cases, paraprofessionals serve children in the classrooms. In addition to differentiating instruction in the classroom by the teacher, other support programs and services are offered, including:

Before School Child Care Social Work Services Speech and Language Therapy Differentiation Support Occupational Therapy Student Assistance Team Reading Support Early Childhood Screening Physical Therapy English Language Learners (ELL) Psychological Services Adapted PE Health Services Intervention Team Student Learning Center Vision Therapy Assistive Technology Inclusion Support

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Section 2: School Highlights Curriculum and Instruction

- Provided multiple in-service for all staff on progress reporting - Provided in-services on RTI - Expanded reading strategies through a workshop on assessment and interventions - Continued process of curriculum mapping - Sponsored summer reading and math packets for Kindergarten through third grade - Continued Ultra Key practice at third grade as follow-up to keyboarding instruction - Provided science consultant to enhance and enrich implementation of science curriculum - Provided enrichment consultant for first grade study on habitats - Continued five half-day curriculum collaboration times with emphasis on units of study with the

infusion of technology, library resources, reading/vocabulary, music, and Spanish - Continued to reinforce Rough Spot social skills program including a teacher-training component for

new teachers - Enhanced knowledge of laptop usage among teachers - Provided training on document cameras, LCD projectors and Smart Boards - Increased technology implementation across classrooms

Building and Facilities - Created a new staff bathroom - Installed LCD projectors in first through fourth grade classrooms - Installed eight Smart Boards in third and fourth grade classrooms - Installed new scoreboard in gymnasium - Tiled one classroom - Reassigned classroom spaces to accommodate fifth section of third grade - Received SWANCC Grant for environmental awareness - Placed “no idling” signs in front of school - Painted murals in library - Replaced four trees on school grounds - Equipped kitchen with a new warming rack, milk cooler and juice refrigerator - Replaced multiple dry erase boards in classrooms - Replaced plexi glass windows in fourth grade and kindergarten classrooms - Installed three window air conditioning units

Staff Development - Participated in district-wide training for progress monitoring, RTI, Coping with Death and Grieving,

and Visual-Perceptual difficulties - Attended K-4 on-going Everyday Math training - Participated in workshops outside the district:

ISAT, PE, reading, literature, North Suburban Library Systems, Smart Boards, Dance Therapy, Assistive Technology, Teaching Models that Engage Gifted Learners, Differentiation Made Easy, mentoring, Chicago Architecture Foundation, IBIDA, Digital Storytelling: Not the Same Old Story, Calligraphy, International Dyslexia Association, Illinois Education and Technology Conference, Illinois Computing Educator’s Conference, Reading! Engage! Excite! Ignite!, American Group Psychotherapy Conference, Making Sense of Handwriting, and What’s New in Children’s Books

- Provided in-service presentation for staff on grading and reporting progress, portfolio assessment, Giant Map training, gender learning differences, Performance Series testing, vocabulary instruction, curriculum based math, interview training, student services and intervention, technology, differentiation, SAT, interventions strategies training, I-Team, copyright regulations, autism, first aid, physical restraint training

- Offered CEI courses in differentiation, Moodle, Web Design, progress reporting, Performance Series, technology and RTI, The Power of Play, Inclusion for PE, Saxon Math, Creating a Classroom of Readers-Patricia Cunningham

- Pursued National Board Certification by three teachers

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- Provided staff development opportunities for paraprofessionals - Continued grade level curriculum collaboration times by infusing the district curriculum with

differentiation, technology, library, Spanish, and reading/vocabulary instruction - Updated training for use of Epi-pen, allergy training and seizures - Trained all teachers in Rough Spot social skills program - Offered yoga instruction for teachers - Offered after school walking days for staff

Communication and Community Involvement - Began relationship (sister school) with Andrew Cooke School in Waukegan - Giving Village donation to GED Program in Chicago - Kindness Connection - Letters to veterans - Halloween candy collection - Book drive with the Rotary Club - Donation of school supplies for inner city schools - Earth Day collection - Adopt a Platoon - Donation of lost and found items to sister school - Spirit Days - Fun Fair fundraiser - Celebrated Read Across America Day - Created and distributed May Day greetings for Harper community residents - Continued recycling efforts - Utilized community resources (universities, New Trier High School, police and fire departments,

Wilmette Public Library, Wilmette Historical Society) - Provided classroom newsletters/communication to parents at least once a month - Provided “Meet and Greet” day for all families - Intake conferences - Piloted portfolio assessment - Piloted student-involved conferences - Created Valentine treat bags for Good News Community Kitchen-Chicago - Raised money for Heifer International - Placemats for soup kitchens in Glenview and Evanston - Created book marks for Wilmette Public Library - Created Black History Month posters - Provided teacher and administrator presentations on educational topics to the PTO - Celebrated Lincoln Bicentennial - Fourth grade read-a-thon to purchase a rain forest in Costa Rica - Held Presidential election - Provided an array of school-sponsored programs and PTO family programs:

• New Family Welcoming Night • Harper Hoedown

• Third Grade Family Night • PTO Harper Bazaar

• Chorus and class music programs • Open Gym

• Fall Curriculum Night • Fourth Grade Strategy Game

• Spring Open House Night

• Holiday Sing • PTO Family Party

• Kindergarten Native American Fest • Great Books

• First Grade Authors’ Party • Book Fair

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• Garden Club • After School Enrichment classes

• Fall Reading presentation for parents • Field Day

• Harper Benefit

• Parent participation in mystery readers, writer’s workshops, math centers, literacy centers,

art room, Library Media Center, guest/expert speakers, kindergarten Mother’s/Father’s

Day celebrations, holiday parties, lunch room volunteers, carpool volunteers

• Outdoor Education information meeting for fourth grade parents

• Fun Run after school for grades 1-4

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Section 3: Assessment Results During the 2008-2009 school year, state assessments were administered in reading and mathematics for grades three and four, writing for grade three and science for grade four. The Performance Series Test was administered in grades two (reading), and three and four (math and reading); the Cognitive Abilities Test is given at third grade. Additionally, local assessments in grades 1-4 were given in written expression. The faculty at Harper School has discussed the assessment results at school faculty/SIP meetings and has developed a process and a plan for school improvement. Here are some of the general conclusions the committee has reached (3rd/4th):

- In reading on the ISAT, 93%/95% of Harper students met or exceeded state goals. - In math on the ISAT, 98%/99% of Harper students met or exceeded state goals. - In science on the ISAT, 96% of Harper students met or exceeded state goals. - In writing on the ISAT, 82% of Harper students met or exceeded state goals. - On Performance Series, students scored above the national scaled score in reading

and math at all grade levels. - On the local writing assessment, Harper students continued to demonstrate strong

writing skills at all grade levels.

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LOCAL WRITING ASSESSMENT REPORT Expository Essay HARPER Grade 2 Description of Assessment Instruments and Procedures: Over a one-week period, the students will write an expository essay. The essay will be scored, tabulated, and recorded using a rubric developed by the District Writing Assessment Committee.

Evaluation of Student Performance and Conclusions Drawn from Results (include a goal/ instructional plan related to area(s) of weakness, if 10% or more did not meet the standard). In conclusion, we feel that our scores reflect the daily instruction and reinforcement of the writing curriculum in our classrooms. Continued modeling, implementing, and practicing of the writing process have produced successful writers. Incorporating the daily oral language into our wake up work activities has been beneficial to our students. We had 12% of students who did not meet expectations. More than half of the students receive reading support or have an IEP.

LEARNING OUTCOMES

As a result of their schooling, students will be able to

3&5 A. use effective language and style in writing for a variety of purposes using focus, support, elaboration, and integration 3&5 B. compose well organized and coherent writing for specific purposes and audiences 3&5 C. use correct grammar, spelling, punctuation, capitalization, and structure

EXPECTATION NUMBER OF STUDENTS TESTED SCORING STANDARD

Meets & Exceeds: 1.75 and above Does Not Meet: 1.5 and below

% did not meet % met /exceeded

75% of students will meet/exceed the

standard 92

12% 88%

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LOCAL WRITING ASSESSMENT REPORT Expository Essay HARPER Grade 3 Description of Assessment Instruments and Procedures: Over a one-week period, the students will write a expository essay. The essay will be scored, tabulated, and recorded using a rubric developed by the District Writing Assessment Committee.

Evaluation of Student Performance and Conclusions Drawn from Results (include a goal/ instructional plan related to area(s) of weakness, if 10% or more did not meet the standard). Most third graders at Harper show growth in the writing process throughout the school year. They write for a variety of purposes, and they can use grade level appropriate spelling, punctuation, and capitalization. Revising and organizing tend to be more difficult for third graders at Harper. Students who did not meet the writing standard tend to have IEPs or are being closely monitored.

LEARNING OUTCOMES As a result of their schooling, students will be able to






standard 100

6% 94%

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LOCAL WRITING ASSESSMENT REPORT Persuasive Essay HARPER Grade 4 Description of Assessment Instruments and Procedures: Over a one-week period, the students will write a persuasive essay. The essay will be scored, tabulated, and recorded using a rubric developed by the District Writing Assessment Committee.

Evaluation of Student Performance and Conclusions Drawn from Results (include a goal/ instructional plan related to area(s) of weakness, if 10% or more did not meet the standard). We feel the 4th grade students at Harper School are generally good writers. We find that some of the children are developmentally not ready to tackle a persuasive essay. That being said, a number of students that did not meet the standard receive supports in the areas of reading and writing. Next year, we’ll continue to work on persuasive essay execution.

LEARNING OUTCOMES As a result of their schooling, students will be able to






standard 77

18% 82%

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Section 4: Analysis of 2008-2009 Goals Goal 1: Expand vocabulary usage and recognition in daily oral and/or written communication (Related to Superintendent goal #1: Student achievement)

Deliverables - Shared common teaching vocabulary across curricular areas and grade levels - Developed and distributed a list of commonly used teaching vocabulary terms to aid

transitions from grade level to grade level - Developed a consistent plan for grades 2-4 to teach vocabulary - Informed parents about how vocabulary is taught - Introduced one new vocabulary word per day (grades 2-4) or per week (K-1) - 90% of classroom/related arts teachers attended collaboration/staff meeting and

shared “frequently used teaching vocabulary” - Classroom teachers taught their class at least 32 new vocabulary words - Classroom teachers communicated the daily/weekly vocabulary words to parents on

a weekly basis Measures

- During collaboration, all grade 2-4 teachers demonstrated to the building administrator how they were teaching vocabulary across curricular areas Goal Met

- Analyzed patterns of vocabulary at each grade level to assist with future vocabulary teaching Goal Met

- Utilized Reading Specialist to teach effective vocabulary instruction at the third grade level Goal Met, would like to provide at another grade level

Goal 2: Implement the new progress reporting and conferencing process (Related to Superintendent goal #2: Progress reporting and conferencing)

Deliverables - Discussed strengths and weaknesses of portfolio assessment at multiple building

staff meetings and grade level collaborations - Educated staff on the new report card at district and building level meetings - Discussed new report card with parent community at a PTO meeting - Provided educational readings to staff on progress reporting - Discussed conferencing techniques with teachers at building staff meetings and

grade level collaborations - Shared and discussed the outcomes of fourth grade student involved conferences at

a fourth grade collaboration and staff meeting - In-serviced staff (grades 2-4) on how to interpret Performance Series testing at a staff

meeting

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Measures

- Teachers used portfolio assessment to validate grades for students Goal Met - Teachers demonstrated knowledge of portfolio assessment by developing four or

more student self-evaluation forms of chosen work Goal Met - Prior to the first report card distribution, all teachers who gave grades demonstrated

to the building administrator their understanding of the new report card system Goal Met

- Survey feedback on the new report card will demonstrate that at least 50% of parents gave feedback to interpret Goal Met

- Observe 80% parent approval by parents that completed the written conference about their conference experience Goal Met, interested to see 09-10 results

Goal 3: Response to Intervention (Related to Superintendent goal #6: Response to Intervention)

Deliverables: - Gave I-Team presentation at a staff meeting explaining the problem solving process

and how I-Team can support teachers - Presented how and why we collect data to teachers by Psychologist - Attended Principal and DST seminar on how to “easily” interpret Performance Series

to teachers in grades 2-4 - Attended at least two in-services (building and district) in the area of RtI - Printed individual results of Performance Series in grades 2-4 - Gave all students in grades 1-4 reading CBMs three times a year - Collected math CBMs in 4th grade three times a year - Arranged meetings between classroom teachers and the reading teacher to discuss

the progress of students in the Reading Intervention Program - Discussed data collection and progress of students being monitored for academic

concerns among LBSs

Measures: - Performance Series was considered effective since 85% of all students in grades 2-4

demonstrate positive growth testing in reading and math (October to January or January to May) Goal Met

- Teachers in grades 2-4 successfully used Performance Series data and identified100% of the students in need of interventions to their building Principal Goal Met

- Staff discussed RTI at multiple building level meetings and were able to orally give multiple ways that they are using and collecting data with their team mates Goal Met

- The percentage of students requiring the Reading Intervention Program decreased at all grade levels Goal Met

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Section 5: 2009-2010 Goals, Deliverables and Measures Goal 1: Implement a building-wide research technique that is infused with technology (Related to Superintendent goal #1: Student achievement)

Deliverables - Educate staff with professional development on IIM - Develop common research vocabulary between grade levels - Create/modify existing research projects using the IIM method - Scaffold our building level research goals between grade levels - Inform parents about research projects and methods used to research - Inform students and staff about types of sources-paper/electronic - Pilot hour block of computer/library to further advance research skills - Dialogue during collaboration all K-4 teachers to determine how research

will enhance content area instruction - Students in grades two-four will develop at least one research-based product using

IIM - Students who created a IIM product will bring home or display one completed

research product to explain to parents Measures

- A classroom teacher survey will show that IIM methodology is used at least one time per month in all 1st-4th classrooms

Goal 2: Create a science Exploratorium designed to enhance science exploration and discovery, with added emphasis to become a “greener” school (Related to Superintendent goal #1: Student achievement)

Deliverables - Establish a Green Committee, consisting of teachers, secretary, parents and building

administrator - Meet as a Green Committee at least four times each school year - Submit a Gripp Grant for materials for the Exploratorium - 100% of the teachers will give a list of materials needed for the Exploratorium - Develop a sign up schedule for the Exploratorium - Use projects as authentic assessment with other students - Determine the layout of the lab - Display grade level projects for each grade level to view - Develop ecology project that will connect Earth Day events to learning in the

Exploratorium - Identify funds for a Smart Board - Consider and research worm composting

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- Cooperative learning opportunities will be created between grade levels - Train all students in lab safety - Invite parents to visit the new lab and projects at Open House - Create an on-going wish list for the Exploratorium - Utilize building based learning tools, such as science kits, rock collections, etc. - Find a college student or practicum student to help set up Exploratorium or make

items - Each classroom will have a “green” leader for each week to assist the class in

shutting off lights and making use of the paper in the recycle bin - A list of recyclables will be developed for the cafeteria recyclable bin - Explore a PTO fundraiser for reusable sandwich bags - Reduce paper “boats” used in the cafeteria - Provide in-service to teachers on paper saving methods (print back-to-back, etc.) - Add trees and foliage to Harper grounds

Measures

- The number of 4th grade students exceeding on ISAT Science will increase in 10-11 (currently 78% of students are exceeding)

- On the 2010 ISAT Science assessment, the discrepancy between 4th grade boys and girls in the exceeds category will be decreased to less than six percentage (boys are currently outperforming girls)

- Paper usage will be reduced by 20% in 10-11 - Electricity will be reduced by 10% in10-11 - Stamps will be reduced by 20% in 10-11 - Toner cartridges will be reduced by 20% in 10-11

Goal 3: Develop the characteristics of successful learners in order to increase the awareness of becoming responsible and caring members of the larger community

Deliverables: - Discuss “Habits of Mind” at staff meetings and collaborations - Give information on the “Habits of Mind” to parents and indicate how these are

incorporated into the classroom/school - Connect “Habits of Mind” to our “Characteristics of Successful Learners” section in

the report card - Communicate with the PTO Service Learning Committee in an effort to coordinate

projects - Complete Kindness Connection projects on Veteran’s Day to teach students one way

to be a caring member of the larger community - Share grade level service learning/community projects at a staff meeting - Provide May Day baskets to the Harper community, as an outreach - Hold Olympic assembly to build the awareness of Olympians “giving back” and being

responsible and caring members of the larger community

Measures: - Service learning projects will be increased by at least three projects building wide - Survey of students grades 2-4 will indicate 80% or more of students will verbally give

examples of being responsible and caring members of the larger community

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Goal 4: Gender achievement differences will be five or fewer percentage points between sexes on ISAT and Performance Series (Related to Superintendent goal #2: Progress monitoring and Conferencing, B) Deliverables:

- Collect data on the number of boys and girls who qualify for services from reading teachers and/or Learning Behavior Specialists as a multi-year study

- Collect and analyze data on the number of boys and girls who meet & exceed state standards on ISAT Reading and Math

- 100% of all teachers will share at least one way they differentiate instruction based on gender learning differences at a building staff meeting

- Address boy’s writing at a staff meeting using Fletcher’s book Boy Writers: Reclaiming their Voices

- Share information about gender learning differences in teacher newsletters - Share effective strategies for gender instruction and classroom management at a

staff meeting - Provide a discussion format at a staff meeting about best practice with regard to

research on gender learning differences Measures:

- On the 2010 ISAT Writing assessment, the percentage of 3rd graders in the exceeds category will increase by 10%

- On the 2010 ISAT Writing assessment, the discrepancy between 3rd grade boys and girls in the exceeds category will be decreased to less than six percentage points (girls are currently outperforming boys)

- On the 2010 ISAT Reading assessment, the percentage of 3rd grade boys and girls in the exceeds category will be decreased to less than six percentage points (girls are currently outperforming boys)

- On the 2010 Performance Series assessment, the discrepancy between boys and girls in grades two through four will be decreased to less than six percentage points (girls are currently outperforming boys)

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Section 6: State School Report Card

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wilmette district 39 harper elementary school

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