School Improvement Plan

School Improvement Plan 2018-2019

Elementary School Name: Lothrop Magnet Elementary                                              

District Intended Summative Outcome:

Increase the number of students demonstrating proficiency and growth on state ELA assessments

School ELA Goal: All students will receive the guaranteed and viable ELA curriculum as written in the A+ OPS Curriculum Guides for ELA using a balanced literacy approach.

Strategy(ies) (add AQUESTT Tenets after each strategy):

1.      Plan and deliver Tier 1 instruction based on state standards through use of core resources -Journeys, Storytown, Sitton, Collections, Being a Writer using the Gradual Release of Instruction Model of teaching (College and Career Ready, Assessment)

2.      Provide teacher training daily guided reading instruction with fidelity to Fountas & Pinnell’s responsive teaching philosophy and the Literacy Continuum to best meet individual student literacy needs (Educational Opportunities & Access; College, Career, and Civic Ready; Assessment; Educator Effectiveness)

3.      Provide students daily literacy opportunities that build rigor during independent reading (College, Career, and Civic Ready; Assessment; Educational Opportunities & Access)

4.      Provide teacher training and students the experience of a literacy-rich environment through use of effective procedures and routines when setting up small group instruction through Launching Literacy Lessons (College, Career, and Civic Ready; Educational Opportunities & Access; Educator Effectiveness)

5.      Provide teachers training and select students the opportunity for daily interventions using Fountas & Pinnell’s Leveled Literacy Intervention (LLI) systems with fidelity and transfer instructional practices from LLI to daily guided reading instruction (College, Career, and Civic Ready; Assessment; Educational Opportunities & Access, Educator Effectiveness)

6.      Provide teachers with training and students the opportunities to complete student goal-setting in Literacy after classroom and district level assessments are completed and within the reading and writing block student conferring opportunities (College, Career, and Civic Ready; Assessment; Educational Opportunities & Access, Educator Effectiveness; Positive Partnerships and Relationships)

Success Criteria:

o    Teachers’ lesson plans will convey daily ELA instruction based on the A+ OPS Curriculum Guides and State Standards and contain evidence of the gradual release of instruction and core resources in lesson plans and delivery. (Goal #1)

o    Students will be visibly engaged in learning at various stages of the Gradual Release of Instruction model and using core resources - Journeys/Harcourt, Being a Writer, Sitton Spelling (Goal #1)

o    Learning goals are aligned to standards/data, student-friendly, posted and referenced before, during and after the lesson. (Goal #1)

o    Teachers’ guided reading plans and observations will show evidence that use of literacy data and the Literacy Continuum was an integral part of their planning and preparation. (Goal #2)

o    Evidence of using Sections 4 (Literacy Strategies across Content Areas) & 11 (Balanced Literacy) of the Best Instructional Practices Handbook in everyday lessons and observations (Goal #3)

o    Students in grades K-2 will rotate through literacy stations while students in grades 3-4 will complete independent literacy opportunities during small group instruction time allotment that align with state standards, student data, and/or whole group instruction (Goal #4)

o    A small group of students will receive intensive LLI intervention with fidelity while other students participate in independent practice opportunities for 30 minutes daily. (Goal #5)

o    Instructional routines that are integral to the fidelity of LLI will be evidenced in daily guided reading instruction and independent literacy rotations (K-2) or opportunities (3-4) (Goal #5)

o    Students can articulate individual Reading and Writing goals. (Goal #6)

 

Progress Monitoring:

o    Monthly Lesson Plan Checks (1,2, 3, 4, 5)

o    A+ Curriculum Guide pacing/alignment checks at grade level meetings (monthly), staff meetings (monthly), and during coaching observations by leadership team (weekly) (1)

o    Teaching Studies (2,4, 5, 6)

o    Coaching using 3-Step Cycle(1-6)

o    Common formative/summative assessments (found in curriculum guides) data is analyzed to monitor student growth during corresponding PLC/GLM (1, 2, 3, 4)

o    Student Summary Forms will be completed quarterly (1-6)

o    Student-led conferences during Quarters 2 & 3 (6)

o    NWEA-MAP Assessment Growth – Q1, Q3, Q4 (1, 2, 3, 4, 6)

o    Daily Guided Reading Running Records and LLI Running Records (2, 3, 5)

o    Daily student conferring during Writer’s Workshop (1, 6)

Monitor and Adjust –

o   Goals are monitored and adjusted quarterly after progress monitoring data is reviewed (1st, 3rd, and 4th Quarter Data Digs, PLC monthly, and/or Quarterly GLM)

o   Communicate and discuss adjustments to instruction and progress toward goals at grade level meetings, PLCs, and staff meetings

o   Building Support Team (BST) meetings focus on reviewing, monitoring and adjusting SIP plan

o   Coaching notes left during reading and writing instruction will focus on:

o   learning goals

o   gradual release of instruction

o   use of the core resource and standards in our viable curriculum during all components of the ELA time allotments

o   components of guided reading framework during small group Reading

o   components of Writer’s Workshop framework in Writing

o   components of LLI framework during Intervention

o   Sections 4 and 11 in the Best Instructional Practices Handbook (in addition to other sections witnessed during coaching observations)

o   Professional Development supporting:

o   Use of core resources to effectively plan for and deliver lessons in Reading and Writing – Journeys, Storytown, Sitton, Being a Writer (Goal #1)

o   Responsive teaching during guided reading using the Literacy Continuum (Goal #2)

o   Independent Literacy Rotations (K-2) or Opportunities (3-4) (Goal #3)

o   Launching Literacy lessons in first month of school (Goal #4)

o   Implementation of LLI intervention with fidelity (Goal #5)

o   Student goal-setting for literacy (NWEA/MAP, running records in reading, student conferring in writing) (Goal #6)

 

Elementary School Name: Lothrop Magnet Elementary

District Intended Summative Outcomes:

Increase the number of students demonstrating proficiency and growth on state Math assessments

School MATH Goal: All students will receive mathematics instruction utilizing the district "Look-Fors" and multiple representations to provide different ways of examining mathematical problems while increasing number sense. 

Strategy(ies) (add AQUESTT Tenets after each strategy):

-        Provide daily cumulative review to foster mastery and retention of math content (Educational Opportunities and Access)

-        Provide opportunities for students to share their mathematical thinking and to connect their thinking to multiple representations (College, Career, and Civic Ready)

-        Provide opportunities for students to set academic goals to increase mathematical knowledge (Positive Partnerships, Relationships, and Success)

 

Success Criteria:

o   Teachers are providing a guaranteed and viable curriculum by using the Curriculum Guides to plan lessons using the core resource

o   Learning goals are aligned to standards/data and are student friendly and are posted and referenced to before, during and after the lesson

o   Teachers' lesson plans show evidence of daily cumulative review

o   Teachers' lesson plans show evidence of utilizing CPA (multiple representations)

o   Students area able to make connections between concrete, pictorial, and abstract representations

o   Teachers and students engage in Math Talks (discourse) and make connections among multiple methods (writing across the content areas) using math academic vocabulary

o   Evidence of gradual release of instruction in lesson plans and lesson delivery

o   Evidence of using Section 5 of the Best Instructional Practices Handbook in everyday lessons and observations

o   Students can articulate personal math goals

Progress Monitoring:

o   Common formative/summative assessments (found in curriculum guides) data is analyzed to monitor student growth during corresponding PLC

o   Student Summary Forms will be completed quarterly

o   Math lesson plan checks quarterly

o   NWEA-MAP Assessment Growth, 1st, 3rd, and 4th quarter Data Digs

o   Learning walks during whole group math time to look for daily cumulative review, multiple representations, and discourse

o   Teaching Studies participation weekly

o   Coaching feedback with check-in on pacing weekly

o   Student Led conferences during Quarters 2 and 3

Monitor and Adjust –

o   Goal is monitored and adjusted quarterly after progress monitoring data is reviewed (1st, 3rd, and 4th Quarter Data Digs, PLC monthly, and/or Quarterly GLM)

o   Communicate and discuss adjustments to instruction and progress toward goals at grade level meetings, PLCs, and staff meetings

o   Building Support Team (BST) meetings focus on reviewing, monitoring and adjusting SIP plan

o   Coaching notes left during math instruction will focus on learning goals, multiple representations, gradual release/reverse gradual release for math in certain lessons, math discourse, use of academic vocabulary, and use of the viable curriculum

o   Professional Development supporting Math look-fors, Math Talks, and curriculum guides

 

Elementary School Name: Lothrop Magnet Elementary

District Intended Summative Outcomes:

Increase the number of students demonstrating proficiency and growth on state Science assessments

School SCIENCE Goal: All students will receive the guaranteed and viable science curriculum as written in the A+OPS Curriculum Guides for Science.

Strategy(ies) (add AQUESTT Tenets after each strategy):

-        Utilize the A+OPS Science Curriculum Guide and core resource, Elevate Science, to plan and deliver instruction based on state standards (College, Career, and Civic Ready)

-        Provide opportunities for students to set Science academic goals (Positive Partnerships, Relationship, and Success)

Success Criteria:

o   Teachers' lesson plans will convey regular science instruction based on A+OPS Curriculum Guides and Elevate Science curriculum

o   Learning goals are aligned to standards/data and are student friendly and are posted and referenced to before, during and after the lesson

o   Teacher will utilize Elevate Science to incorporate 3-dimensional learning (Found on Pocket Guide:  Science and Engineering Practices, Disciplinary Core Ideas, Crosscutting Concepts) into their science instruction

o   Students will engage in hands on learning experiences that align with the Nebraska's College and Career Ready Standards for Science

o   Students will communicate their learning through science discourse and writing using academic vocabulary in claims, evidence, and justification

o   Teachers' lesson plans and daily lessons include the gradual release of instruction

o   Students can articulate personal science goals

Progress Monitoring:

o   Regular lesson plan checks for science quarterly

o   A+ Curriculum Guides pacing/alignment checks for science during coaching visits and or grade level meetings

o   Learning walks/Teaching Studies once per quarter to observe best practices, learning goals, and students engaging in hands on learning

o   Discuss and analyze Learning Walks data during GLM and at the closing of Teaching Studies

-      Students will perform at proficient or advanced levels on common summative/formative assessments found in Curriculum Guides

o   Discuss and analyze once a quarter at Data Digs and 2nd Quarter GLM

-      NWEA-MAP Science (grades 3&4) Fall and Winter

o   Review growth for each student at 1st and 3rd Quarter Data Digs

Monitor and Adjust –

-      Staff will be updated on progress toward the goal at one staff meeting per quarter

o   Staff will engage in a conversation regarding any adjustments that might need to be made

-      Coaching notes left during science instruction will focus on learning goals, hands on learning, use of viable curriculum, gradual realease of instruction, and student discourse

-      Professional Development suporting the guaranteed and viable curriculum (Elevate Science core curriculum, Realize online resources, 3-dimensional learning)

 

Elementary School Name: Lothrop Magnet Elementary

District Intended Behavior Outcomes:

Engage in ongoing data-based decision-making and solution planning to decrease exclusionary discipline practices and time out of classroom.

School MTSS-B Goal: Implement MTSS-B Tier 1 practices and systems with fidelity based on Tiered Fidelity Inventory (TFI) and Self-Assessment Survey (SAS) data

 

Strategy(ies) (add AQUESTT Tenets after each strategy):

-        Create a schoolwide behavior expectations matrix, lessons, visuals, and staff/student procedures to implement MTSS-B (Positive Partnerships, Relationships, and Success)

-        Develop and use the MTSS-B Action Plan to guide and document implementation (Positive Partnerships, Relationships, and Success)

-        Lessons, visuals, and expectations are implemented within the classroom (Positive Partnerships, Relationships, and Success)

-        Use of SAS to drive practices within the building and continue to gain SAS data (Positive Partnerships, Relationships, and Success)

-        Build social skills for students within the classroom (Positive Partnerships, Relationships, and Success)

 

Success Criteria:

o   Staff will teach, model and practice behavior expectations using language from the school’s Behavior Expectation Matrix using the A+ OPS Lesson Plan format

o   PAC being used for appropriate behavior referrals

o   Lessons being taught weekly within the classroom

o   Staff will use schoolwide acknowledgement system to reinforce student behavior with specific positive feedback

o   Students will response to classroom managed behavior strategies, reducing the amount of lost instruction time.

o   Use of calming and sensory strategies within the classroom

o   SAS data showing growth from 2017-18 year

Progress Monitoring:

o   Collect data from staff on lesson plans.

o   Review behavior referrals and trends from behavior dashboard

o   Collect data on the use of the acknowledgement system

o   Reviewing SAS data

 

 

Monitor and Adjust –

·       Review behavior lesson data and make adjustments

·       Develop a professional development schedule to address areas of concern

·       Monitor and encourage the use of the acknowledgement system

·       Review monthly trends in student behavior and create solution plans

 

Elementary School Name: Lothrop Magnet Elementary

District Intended Wellness Outcomes:

Increase the number of wellness strategies implemented district-wide

 

School WELLNESS Goal: Lothrop Magnet School will implement a number of influential strategies to increase knowledge in Nutrition, Physical Activity, and School-based Activities.

 

Strategy(ies) (add AQUESTT Tenets after each strategy):

-        Nutrition:

·       Family Wellness Night

·       Encourage participation in EHA District Wellness Program

·       Create a nutrition unit for PE class that includes a food pyramid relay race

·       School Lunch Menu distribution

·       Creighton Dental Students

·       School Backpack Food program

·       Grab and Go breakfast

·       Nutrition Connection Newsletter

·       Nutrition/Exercise Enrichment Camp

·       Participation in Fruit and Vegetable program

-        Physical Activity:

·       Daily Recess

·       Attendance in PE class

·       Participation in Field Day

·       Brain Breaks/Go Noodle

-        School-Based Activity:

·       AED in building

·       Students allowed to bring water bottles to class

·       Crisis Team to become CPR certified

·       Family Wellness Night

·       Field-Day Parent participation in activities

·       Non food items used as rewards

·       Car Safety inservice

 

Success Criteria:

o   Students making healthy food choices

o   Student participating in multiple physical activities throughout the school day

o   Parents interested in and encouraging healthier family choices

o   Teachers have lunch menu posted in classrooms

Progress Monitoring:

o   Number of students outside versus in office at lunch/recess time

o   Non food items used as prizes for Kindness Cards and College Shirt days

o   Number of families involved in family nights

Monitor and Adjust –

o   Wellness Team meets quarterly to determine success of plan.

o   Wellness Team shares quarterly findings and shares with staff so we can determine if plan needs to be modified.

 

 

Elementary School Name: Lothrop Magnet Elementary

District Intended Attendance Outcomes:

Promote and increase daily student attendance and reduce tardies throughout the school year.

School ATTENDANCE Goal: Our school will reduce the percentage of students missing 5% (about 9 days) or more of their school year by 2%.

 

Strategy(ies) (add AQUESTT Tenets after each strategy):

-        Our school will establish and maintain an Attendance Team to consist of the principal, school support liaison, counselor, social worker, attendance secretary and other staff appointed by the principal (Positive Partnerships, Relationships and Success)

-        The Attendance Team will meet weekly to review attendance dashboard data, identify students for intervention, review current active strategies and align additional needed supports (Positive Partnerships, Relationships and Success)

-        Implementation of Attendance Mentoring Program (Positive Partnerships, Relationships and Success)

Success Criteria:

-        Establish and maintain an Attendance Team to consist of the principal, school support liaison, counselor, social worker, attendance secretary and other staff appointed by the principal

-        Attendance Team meets weekly to review attendance dashboard data, identify students for intervention, review current active strategies and align additional needed supports

Progress Monitoring:

o   Attendance Dashboard

o   Weekly attendance team meetings

o   Counselor small groups

o   SAT Meetings

o   Small group mentors

Monitor and Adjust –

o   Weekly Attendance Team Meetings

o   Quarterly District Attendance Team Meetings