Individual technical assistance is available through your DTECPS instructional specialist. Title I School Improvement Plan Table of Contents Page School Improvement Overview Linkages Chart School Improvement Team Members SIP Meeting Dates 4 5 6 Comprehensive Needs Assessment Narrative and Data Five Data Sources 7 7 Schoolwide Reform Learning Progression Literacy/Math Action Customized Intervention Strategies 9 10 11 Title I, Part A Budgets and Staffing Allocation Grid 12
2 Mathematics Asian Afr Am Hispanic White SPED LEP Male Female % of students who meet 2 or more measures 2016 77% 52% 43% 100% 41% 30% 37% 51% 53% % of students who meet 2 or more measures 2017 100% 52% 59% 100% 53% 60% 53% 55% 62% Grade 3 Mathematics Afr Am Hispanic White FARMS SPED LEP Male Female % of students who meet 2 or more measures 2016 89% 28% 39% 100% 36% 8% 32% 47% 38% % of students who meet 2 or more measures 2017 73% 36% 27% 60% 29% 40% 24% 38% 33% 4 Mathematics Asian Afr Am Hispanic White FARMS SPED LEP Male Female % of students who meet 2 or more measures 2016 88% 30% 31% 0% 32% 0% 21% 30% 40% % of students who meet 2 or more measures 2017 66% 21% 30% NA 27% 9% 24% 40% 24% Grade 5 Mathematics Asian Afr Am Hispanic White FARMS SPED LEP Male Female % of students who meet 2 or more measures 2016 44% 21% 24% 50% 24% 0% 14% 34% 21% % of students who meet 2 or more measures 2017 100% 30% 26% 33% 24% 5% 13% 29% 32% Based on these results, our need for addressing the needs of our English Learners is reinforced. Special education remains a student group that require instructional emphasis and our special education team is included in all planning and programming for these students ensuring progress monitoring is consistent and these students are working toward making gains. We are also in the process of acclimating 2 new special education team members to our instructional approach which will continue to incorporate our Problems of Practice Data Protocol.
Action Plan: Learning Progression Instructional Focus: In order to increase student achievement in reading and mathematics, Arcola’s English Learners (ELs) need differentiated instructional experiences that ensure comprehensibility and measurable evidence of learning as a result of data-driven planning. Cultural Proficiency / Equity Integration: Arcola staff focus on the development of learning partnerships that increase student achievement by helping dependent learners move toward independence (Culturally Responsive Teaching and the Brain – Zaretta Hammond). Action Steps Outcome/Timeline* Person(s) Responsible Resources Needed Monitoring Tools /Data Points Monitoring Date Anticipated/Actual Results (Percentage or # of Participants) a All Instructional Team Leaders will be able to facilitate monthly data analysis protocols with their grade-level teams that clarify problems of practice and a commitment to the implementation of instructional actions that target EL’s achievement using the Performance Matters platform. SDT RS MCC Action Planning Protocol and Note-taking Template Performance Matters Platform Completed protocol template Nov, Jan, Feb, March All grade level teams and specialists will have monthly data documentation that is a result of implementation of the Arcola data analysis protocol and Performance Matter data to support discussion. Results will be maintained in classroom teachers’ data notebooks. b Teachers will be able to implement instructional strategies that engage ELs by increasing comprehensibility and student interaction, with an emphasis on academic discourse. SDT RS MCC ESOL Strategies Packet Talk Moves Resources Informal Classroom Observations Monthly Weekly collaborative planning templates will highlight the integration of EL strategies as part of reading and mathematics in the documented plans shared on Google Drive.
Reading and Math Instructional Walk-Throughs Completed collaborative planning templates c Teachers will be able to implement culturally responsive classroom norms that promote trusting, learning partnerships. (Culturally Responsive Teaching and the Brain – Zaretta Hammond) PTD Coach SDT Culturally Responsive Teaching and the Brain Hammond book resources Informal Classroom Observations Nov, Feb, Apr 100% of teachers will demonstrate culturally responsive classroom norms including mutual trust, high expectations, opportunities for intellectual challenge and emotionally intelligent feedback. The ratio of individual, positive interactions to negative interactions will be at minimum 2:1.
generate individual growth goals and collaboratively monitor growth toward these goals. Completed “Grade Level Student Effective Effort Folder Plan” Sheet & effective Effort Lessons All teachers of reading will be able to implement meaningful independent follow-up aligned to differentiated small group instruction. SDT RS MCC Sample practice resources by grade-level Informal Classroom Observations Reading Instructional Walk-Throughs Completed collaborative planning templates Oct, Jan, Mar 100% of teachers will develop appropriate independent follow-up work based on data and feedback from core team members occurring at a minimum of once/marking period.
MATH ACTION PLAN 2017-18 Action steps/objectives/ processes Timeline Person(s) Responsible Resources Needed Monitoring tools or data points (formative & summative) Monitoring: Date and by whom Results (include evaluation of processes for effectiveness and efficiency) All teachers of math will be able to analyze formative progress checks and EMAT to determine and implement aligned instructional practices aligned to student needs Admin Academic Focus MCC SDT Completed 2 common formatives for analysis and practice CCSS analysis tool Performance Matters Informal Observational Visits Math Instructional Walk-Throughs Completed collaborative planning templates Oct, Dec, Jan, Mar All grade level teams and specialists will have data documentation that is a result of implementation of data discussions during collaborative team planning. Results will be maintained in teachers’ data notebooks for math progress measurement All teachers of math will teach students how to collect their own performance data in personalized student effective effort folders, generate individual growth Admin SDT MCC Quarterly EMAT and Math Progress Checks Student Effective Effort Folders Nov/Dec, Feb/Mar All teachers will participate and document data and student academic growth. Students will record adequate growth goals and identify effective effort strategies to promote their growth.
goals and collaboratively monitor growth toward these goals. Team Leaders Completed “Grade Level Student Effective Effort Folder Plan” Sheet Effective Effort Lessons All teachers of mathematics will be able to implement meaningful independent follow-up aligned to differentiated small group instruction. Admin SDT Academic Focus MCC Sample practice resources by grade-level Informal Classroom Observations Reading and Math Instructional Walk-Throughs Completed collaborative planning templates Oct, Jan, Mar 100% of teachers will develop appropriate independent follow-up work based on data and feedback from core team members occurring at a minimum of once/marking period.
Schoolwide Reform: Customized Intervention Strategies Complete the following chart to describe effective use of staff and strategies that address the needs of students at risk of not meeting the challenging State academic standards (See p.21 of SIP Resource Guide). Customized Intervention Strategies Data sources from Assessment that supports the intervention strategy What does this intervention strategy address? Early Interventions in Reading (EIR) mClass, MIRL, EIR foundational skill assessments Students performing below reading benchmark by one year or more in grades 1-2. Kindergarten students are assessed using EIR and identified based on phonics analysis. Fast Track MAP-R, MIRL Students performing 1.5 years or more below reading benchmark in grades 3-5. 5 Fountas and Pinnell LLI mClass, MAP-R, MIRL Students performing below reading benchmark in grades 1, 2, 4 receive a supplementary small group guided reading using this intervention. Phonics for Reading intervention Curriculum 2.0 formative assessment tasks Students with decoding reading on their IEPs in grades 3-5 receive this intervention with special educators. Supplemental small group reading instruction mClass, MAP-R, MIRL Supplemental small group guided reading session provided by classroom teacher and/or focus teacher for selected student groups at the following grade levels – 2, 5 Read Naturally Live (RNL) MIRL, MAP-R Fluency intervention provided to students in grades 4-5 who are not meeting grade level reading proficiency targets as a result of insufficient fluency. Documentation of Intervention (DOI) mClass, MAP-R, MIRL, MAP-P/M, Curriculum 2.0 formative assessment tasks Documentation of all interventions targeting students of focus that are consistently implemented during school year. Supplemental small group math instruction MAP-P/M, Curriculum 2.0 formative assessment tasks Supplemental small group math session provided by classroom teacher and/or focus teacher for selected student groups at the following grade levels – 1-5