Centralia High School



2016-17 Centralia School District Improvement PlanSCHOOL:Oakview Elementary SchoolPRINCIPAL: Heidi Jenkins468058511493500School Leadership Team MembersNamePositionHeidi JenkinsPrincipalJanis HellerInstructional FacilitatorGaynor FitzgeraldSchool Counselor/PBIS LeadNancy Blomdahl4th Grade PLC LeadMichael Kennish5th Grade PLC LeadLeilani Harmon6th Grade PLC LeadMelissa SikelBehavioral RTI LeadBambi DonahueSupport Staff LeadKelli ErbParent Representative/PTO PresidentTBDSpecial Education PLC Lead FORMTEXT ????? FORMTEXT ?????Ia. DATA: Summary of State Test ResultsUse this page to insert a summary of state test results including ELA, math, and science (if applicable) with a state comparison. Include subgroups: All, Hispanic, ELL, Special Education, and low Socioeconomic. -142875958215ELA Same Grade Level, Multiple YearsAll & Subgroups* Primary Source: OSPI Report Card* Secondary Source: Online Reporting System (ORS)00ELA Same Grade Level, Multiple YearsAll & Subgroups* Primary Source: OSPI Report Card* Secondary Source: Online Reporting System (ORS)\scenter291465Math Same Grade Level, Multiple YearsAll & Subgroups* Primary Source: OSPI Report Card* Secondary Source: Online Reporting System (ORS)0Math Same Grade Level, Multiple YearsAll & Subgroups* Primary Source: OSPI Report Card* Secondary Source: Online Reporting System (ORS)\s01841500-5378831246860041495781344706005th Grade Science MSPYearOakviewState2013 - 201468%66.8%2014 - 201562.7%63.4%2015 - 201651.9%65.3%Ib. Data Summary1. Using all the assessment data available at your school (more than just the statewide assessment data), write a narrative which summarizes your student achievement results. Which groups of students are doing well at your school in ELA, Math and Science (if applicable)? Which groups are your lowest performing students? Which strands within ELA, Math or Science is the most improvement needed?ELA Strand Data AnalysisPrioritized. First listed is the lowest performing strand, last listed is strongest performance strand4th5th6thSummaryStrands listed with lowest-performing firstSBA Data- Performance by Claim/TargetReading: Info & LiteraryKey DetailsCentral IdeasWord MeaningsLanguage UseWriting: EditingResearch/InquiryReading: Info & LiteraryKey DetailsCentral IdeasWord MeaningsLanguage UseWriting: EditingWriting: ExplanatoryWriting: ArgumentWriting: NarrativeReading: Info & LiteraryKey DetailsCentral IdeasWord MeaningsLanguage UseWriting: EditingWriting: ExplanatoryWriting: ArgumentLowest to Highest Performance:* Reading: Info & LiteraryKey DetailsCentral IdeasWord MeaningsLanguage Use* Writing: Editing* Writing: Explanatory* Writing: Argument*Writing: Narrative* Research & InquiryiReady Data - Needs Analysis by DomainComprehension: InformationVocabularyComprehension: LiteraturePhonicsVocabularyComprehension: InformationComprehension: LiteraturePhonicsVocabularyComprehension: InformationComprehension: LiteraturePhonicsLowest to Highest Performance:* Vocabulary* Comprehension: Information* Comprehension: Literature* Phonics Summary of Strand Analysis:All iReady domains align with Vocabulary and Comprehension: Information as top areas of need with Comprehension: Literature in third place.This aligns with SBA claim/target data identifying Reading: Information and Reading: Literary as top priorities. Additionally, the Reading subskills of Word Meanings and Language Use include academic and domain-specific vocabulary which aligns with iReady Vocabulary domain. In order to prioritize efforts towards highest need and highest impact actions, Reading Comprehension: Informational & Literary and Vocabulary will be the two focus areas for ELA SIP.Math Strand Data AnalysisPrioritized. First listed is the lowest performing strand, last listed is strongest performance strand4th5th6thSummaryStrands listed with lowest-performing firstSBA Data- Performance by Claim/TargetProblem Solving and Modeling & Data AnalysisCommunicating ReasoningConcepts & ProceduresCommunicating ReasoningProblem Solving and Modeling & Data AnalysisConcepts & ProceduresCommunicating ReasoningProblem Solving and Modeling & Data AnalysisConcepts & ProceduresLowest to Highest Performance:* Communicating Reasoning* Problem Solving and Modeling & Data Analysis* Concepts & ProceduresiReady Data - Needs Analysis by DomainNumber and OperationsGeometryMeasurement and DataAlgebra & Algebraic ThinkingGeometryAlgebra & Algebraic ThinkingNumbers and OperationsMeasurement and DataGeometryAlgebra & Algebraic ThinkingNumber and OperationsMeasurement and DataLowest to Highest Performance:* Geometry* Algebra & Algebraic Thinking* Numbers and Operations* Measurement and DataSummary of Strand Analysis:The SBA strands of Communicating Reasoning and Problem Solving/Modeling & Data Analysis align most closely with iReady foundational strands of Algebra & Algebraic Thinking and Numbers & Operations. According to iReady recommendations, students must master foundational strands before others. Furthermore, 4th grade was Oakview’s highest performing grade level in math whereas 5th and 6th were areas of significant challenge in math, so prioritizing needs of these grade levels is appropriate. For these reasons, Oakview SIP will target the iReady domains of Algebra & Algebraic Thinking and Number & Operations.II. Academic Action Plan: Each school will write goals for academic achievement areas. Primary level will write goals on 3rd grade ELA and math. Intermediate will write goals on 5th grade science, 6th grade ELA, and 6th grade Math. Middle school will write goals on 8th grade science, ELA, and math. High school will write goals on 10th grade science, 11th grade ELA and math.A.Content Area: ELAGrade level: 6thStudent Achievement Goal (SMART GOAL): 46% of current 6th grade students met standard on the 5th grade Spring 2016 ELA Smarter Balanced Assessment. By Spring of 2017, 54% of sixth grade students will reach proficiency or above on the Spring 2017 ELA Smarter Balanced Assessment.ACTION PLANRESOURCESSIP ActionsExamples:Specific instructional strategies.Professional Development: How will you increase staff capacity to implement this strategy?System or process changes / improvements: PLC, data collection, use of time, monitoring plan, etc.Assess Progress: Formative and Summative Measures1. Implementation: what approaches will be used by instructional leaders to assure the strategy is implemented (e.g., classroom learning walks, monitoring strategies, grade level discussions, lesson plan review).2. Desired Student Outcomes: specific assessments, assignments and other indicators of student success Person (s) Responsible:Be specific (.i.e, PLC leads, principal, instructional facilitator, etc.)Resources Needed:How will you align your resources (people, time, dollars, materials, and partnerships) to accomplish your goals?Implementation TimelineMany initiatives will take more than one year. Break initiative into multiple “phases” if necessary.11Grade Level PLCs and any staff working with students (e.g. intervention paras, Special Education staff, etc.) will use iReady diagnostic and growth-monitoring assessment data as well as iReady teacher-led instruction and individual student online lessons to increase student achievement in VOCABULARY. Special emphasis will be given to the two subcategories listed below.(iReady & SBA domains)Language UseFigurative languageNuances of wordsImpact of word choice on meaningWord Meanings iReady & SBA vocabulary lists for academic and domain-specific vocabulary Greek/Latin rootsVocabulary across content areas taught in context (Science & Math)Implementation:Grade levels teams will develop instructional collective commitments (as part of a data inquiry cycle) for each bullet point in first column (e.g. iReady pdf lessons linked to individual student profile recommendations) based on ongoing analysis of iReady data.Teachers will ensure every student completes iReady diagnostics three times this year within district assessment windows.Grade level teams will collectively commit to administering related SBA practice and interim assessmentsAll below-level students will receive 45 minutes per week in their area of need (reading and/or math) of individual online instruction.Teachers will attend three iReady training sessions.Summative Measures: “Needs Analysis by Grade Report” after each diagnostic window (Fall, Winter, Spring) looking for growth in Vocabulary DomainFormative Measures: Progress monitoring by class with “Instructional Grouping Profile” and “Growth Monitoring” reports looking for growth in Vocabulary DomainPLC Leads – lead team instructional planning and data cyclesInstructional Facilitator & District Coaches – coach PLCs, assist with data, identify resources, deliver related PDLeadership Team – Monitor progress of SIPPrincipal – monitor progress, collect evidenceiReady - programiReady –training and PDPLC timePara-ed Collaboration & TrainingLanguage Use & Word Meanings Instructional Resources & MaterialsLanguage Use – Data cycles coordinated with CSD curriculum mapWord Meanings – Data cycles coordinated with CSD curriculum map Instruction in both vocab areas of focus prioritized all year.Grade Level PLCs and any staff working with students (e.g. intervention paras, Special Education staff, etc.) will use iReady diagnostic and growth-monitoring assessment data as well as iReady teacher-led instruction and individual student online lessons to increase student achievement in READING COMPREHENSION – Literary & Informational. Special emphasis will be given to the two subcategories listed below.(iReady & SBA domains)Key DetailsUsing details to support inferences or conclusions (L/I)Central IdeasDetermine central ideas (L/I)Summarize text (L/I)Implementation:Grade levels teams will develop instructional collective commitments (as part of a data inquiry cycle) for each bullet point in first column (e.g. iReady pdf lessons linked to individual student profile recommendations) based on ongoing analysis of iReady data.Teachers will ensure every student completes iReady diagnostics three times this year within district assessment windows.Grade level teams will collectively commit to administering related SBA practice and interim assessmentsAll below-level students will receive 45 minutes per week in their area of need (reading and/or math) of individual online instruction.Summative Measures: “Needs Analysis by Grade Report” after each diagnostic window (Fall, Winter, Spring) looking for growth in both Comprehension DomainsFormative Measures: Progress monitoring by class with “Instructional Grouping Profile” and “Growth Monitoring” reports looking for growth in both Comprehension DomainsPLC Leads – lead team instructional planning and data cyclesInstructional Facilitator & District Coaches – coach PLCs, assist with data, identify resources, deliver related PDLeadership Team – Monitor progress of SIPPrincipal – monitor progress, collect evidenceiReady - programiReady –training and PDPLC timePara-ed Collaboration & TrainingKey Details & Central Ideas Instructional Resources & MaterialsKey Details – Data cycles coordinated with CSD curriculum mapCentral Ideas – Data cycles coordinated with CSD curriculum map Instruction in both comprehension areas of focus prioritized all year.B. Content Area: MathGrade level: 6th GradeStudent Achievement Goal (SMART GOAL):29.6% of current 6th grade students met standard on the 5th grade Spring 2016 MATH Smarter Balanced Assessment. By Spring of 2017, 48% of sixth grade students will reach proficiency or above on the Spring 2017 ELA Smarter Balanced Assessment.ACTION PLANRESOURCESSIP ActionsExamples:Specific instructional strategies tied to your problem of practice.Professional Development: How will you increase staff capacity to implement this strategy with fidelity?System or process changes / improvements: PLC, data collection, use of time, monitoring plan, etc.Assess Progress: Formative and Summative Measures1. Implementation: what approaches will be used by instructional leaders to assure the strategy is implemented (e.g., classroom learning walks, monitoring strategies, grade level discussions, lesson plan review).2. Desired Student Outcomes: specific assessments, assignments and other indicators of student success Person (s) Responsible:Be specific (.i.e, PLC leads, principal, instructional facilitator, etc.)Resources Needed:How will you align your resources (people, time, dollars, materials, and partnerships) to accomplish your goals?Implementation TimelineMany initiatives will take more than one year. Break initiative into multiple “phases” if necessary.Grade Level PLCs and any staff working with students (e.g. intervention paras, Special Education staff, etc.) will use iReady diagnostic and growth-monitoring assessment data as well as iReady teacher-led instruction and individual student online lessons to increase student achievement in ALGEBRA & ALGEBRAIC THINKING. Special emphasis will be given to the points listed below.(iReady domain that encapsulates Concepts & Procedures SBA Claim/Target)Factors & MultiplesMult./Division FluencyAlgebraic expressionsImplementation:Grade levels teams will develop instructional collective commitments (as part of a data inquiry cycle) for each bullet point in first column (e.g. iReady pdf lessons linked to individual student profile recommendations) based on ongoing analysis of iReady data.Teachers will ensure every student completes iReady diagnostics three times this year within district assessment windows.Grade level teams will collectively commit to administering related SBA practice and interim assessmentsSchool-wide fluency practiceAll below-level students will receive 45 minutes per week in their area of need (reading and/or math) of individual online instruction.Summative Measures: “Needs Analysis by Grade Report” after each diagnostic window (Fall, Winter, Spring) looking for growth in Algebra & Algebraic Thinking DomainFormative Measures: Progress monitoring by class with “Instructional Grouping Profile” and “Growth Monitoring” reports looking for growth in Algebra & Algebraic Thinking DomainPLC Leads – lead team instructional planning and data cyclesInstructional Facilitator & District Coaches – coach PLCs, assist with data, identify resources, deliver related PDLeadership Team – Monitor progress of SIPPrincipal – monitor progress, collect evidenceiReady - programiReady –training and PDPLC timePara-ed Collaboration & TrainingAlgebra & Algebraic Thinking Instructional Resources & MaterialsData cycles coordinated with CSD curriculum mapsInstruction in areas of focus prioritized all year.Mastery of skills in areas of focus prioritized and revisited all year until all students show adequate progress.Grade Level PLCs and (e.g. intervention paras, Special Education staff, etc.) will use iReady diagnostic and growth-monitoring assessment data as well as iReady teacher-led instruction and individual student online lessons to increase student achievement in NUMBERS & OPERATIONS. Special emphasis will be given to the points listed below.(iReady Domain that encapsulates Concepts & Procedures SBA Claim/Target)Number – Base TenNumber – Fractions & DecimalsOperations – Add, Subtract, Multiply, Divide multi-digit numbersOperations – Add, Subtract, Multiply, Divide multi-step problemsImplementation:Grade levels teams will develop instructional collective commitments (as part of a data inquiry cycle) for each bullet point in first column (e.g. iReady pdf lessons linked to individual student profile recommendations) based on ongoing analysis of iReady data.Teachers will ensure every student completes iReady diagnostics three times this year within district assessment windows.Grade level teams will collectively commit to administering related SBA practice and interim assessmentsAll below-level students will receive 45 minutes per week in their area of need (reading and/or math) of individual online instruction.Summative Measures: “Needs Analysis by Grade Report” after each diagnostic window (Fall, Winter, Spring) looking for growth in Numbers & Procedures DomainFormative Measures: Progress monitoring by class with “Instructional Grouping Profile” and “Growth Monitoring” reports looking for growth in Numbers & Procedures DomainPLC Leads – lead team instructional planning and data cyclesInstructional Facilitator & District Coaches – coach PLCs, assist with data, identify resources, deliver related PDLeadership Team – Monitor progress of SIPPrincipal – monitor progress, collect evidenceiReady - programiReady –training and PDPLC timePara-ed Collaboration & TrainingNumbers & OperationsInstructional Resources & MaterialsData cycles coordinated with CSD curriculum mapsInstruction in areas of focus prioritized all year.Mastery of skills in areas of focus prioritized and revisited all year until all students show adequate progress.C.Content Area: ScienceGrade level: 5th GradeStudent Achievement Goal (SMART GOAL):By Spring 2017, 58% of fifth grade students will meet or exceed standard on the Science MSPACTION PLANRESOURCESSIP ActionsExamples:Specific instructional strategies tied to your problem of practice.Professional Development: How will you increase staff capacity to implement this strategy with fidelity?System or process changes / improvements: PLC, data collection, use of time, monitoring plan, etc.Assess Progress: Formative and Summative Measures1. Implementation: what approaches will be used by instructional leaders to assure the strategy is implemented (e.g., classroom learning walks, monitoring strategies, grade level discussions, lesson plan review).2. Desired Student Outcomes: specific assessments, assignments and other indicators of student success Person (s) Responsible:Be specific (.i.e, PLC leads, principal, instructional facilitator, etc.)Resources Needed:How will you align your resources (people, time, dollars, materials, and partnerships) to accomplish your goals?Implementation TimelineMany initiatives will take more than one year. Break initiative into multiple “phases” if necessary.All teachers will learn and teach NGSS Scientific Practices for grades 4-6 with special emphasis on inquiry-based learning and STEM instruction.Implementation:All grade level team teams will commit to 60 – 90 minutes of science instruction weekly All grade level teams will collectively commit to administering related MSP and/or NGSS practice tests if and/or when availableXLT STEM, Robotics Club, STEM Classroom ChallengesMeasurement:Grade Level Science Leads will introduce sample lessons and district science committee work and suggestions to teachers.Grade Level PLCs will pilot lessons and give feedback to Science Leads.PLC Leads – lead team instructional planning and data cyclesInstructional Facilitator, XLT Cert Lead, & District Coaches – coach PLCs, assist with data, identify resources, coordinate before and after school activitiesLeadership Team – Monitor progress of SIPPrincipal – monitor progress, collect evidence, collaborate with NicoePLC timeScience Inquiry, Scientific Process, and STEM Resources & MaterialsNGSS Training & SupportMSP Science formatted practice activities and assessments All grade levels will complete one full science unit including at least one scientific process each grading period.III. Professional Development Plan: Use the space below or attach a separate document. The plan should align with your SIP, other school or district initiatives requiring PD, and reflect the components of effective PD. Please summarize all CEA and early release Fridays (if available) within the plan as well. 2016-17 Professional Development Planning – Use of CEA DaysDaysElementarySecondaryBuilding Your Plan1….Teacher Directed….Not available for PD1….Teacher Directed….Not available for PD1….Teacher Directed….Not available for PD1….Teacher Directed….Not available for PD1….Teacher Directed….Not available for PD1….Teacher Directed….Not available for PD1….Teacher Directed….Not available for PD1….Teacher Directed….Not available for PD1….Teacher Directed….Not available for PD1….Teacher Directed….Not available for PD.5 .5Superintendent’s Day9/1/16: ? Superintendent, ? Building Not available for PD1K-6 Literacy DayOV Library & ClassroomsAugust 30 @ 8:00-3:30Building Principals – be aware of need to plan w/ your literacy reps (they will need PD time to complete their plan)Elementary-Not available for building PDSecondary - ?Not all staff involved1Data DayOV LibraryAugust 31 @ 8:00-3:301TRI1iReadyOV/WA Libraries3 Trainings – 9/13/16, Elementary not available for PDSecondary - ? not all staff involved1TRI2“Lit Tuesdays” Building Literacy PDOV Library @ Tuesdays 3:25 – 4:25October – March (7hrs)1TRI3DataWise PLCsBuilding PDOV Library @ Tuesdays 3:25 – 4:25October – March (7hrs)1TRI4OTHER*TENTATIVE* October 14th – ? ELP; ? PLC*TENTATIVE* Make-up day later in SY16Total2 Hour Early Dismissal Friday PDDateElementary 9-30-16DataWise – Defining the Improvement Process (DW #1-3)Using our data for SIP, GL & SG Goals (DW #4)10-28-16District: Active Shooter Training 1-27-17DataWise – SIP & SGGs Midyear Review2-24-17iReady(?) * Will use swapped TRI time elsewhere for same as 3-24-17 (see below)3-24-17SBA Preparation and Proctor TrainingTPEP Evidence for PG & SG GoalsPBIS4-28-17Math Adoption PD (Bldg)PBIS5-26-17Math Adoption PD (Bldg)PBIS ................
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