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West Elementary's School Improvement Plan

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Jodie Fitzwater

on 5 December 2012

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Transcript of West Elementary's School Improvement Plan

School Improvement Process Reading Goals Math Goals Writing Mission and Vision Mission: West Elementary is dedicated to motivating, supporting and engaging students in their learning.

Vision: west Elementary will celebrate success and learning; acknowledge and incorporate all kinds of minds, talents and strengths; be responsive; focus on learning; and use teamwork. West Elementary 93% of our students will be PRO/ADV on PAWS
93% of our students will score better than 50% in math on MAP by Spring
No students will be Below Basic as measured by PAWS
No students will be below 15% on MAP
At least 60% of our students will make growth relative to themselves as measured by MAP, Fall, Winter, & Spring As a school we will continue to focus on writing however, we feel that we are in a “holding pattern” as we align the Common Core State Standards in writing and we wait for the new statewide writing assessment to be implemented. At this time, we are unclear of the expectations for this assessment. We will continue to work throughout this year to align our instruction to the CCSS which will give us an understanding of new strategies we may need to implement. We will review our state writing data in the Fall of 2013 to determine if writing is an area that is still in need of improvement. Questions and Comments School Improvement Plan The school improvement process is a continuous cycle in which we (school staff) review student achievement data and adjust our instruction to ensure that all students are progressing toward proficiency. AdvanED is the agency we work with for both school improvement and accreditation.
a. Federal- PAWS & AYP
b. State of WY
c. AdvanED student diagnostic, measuring student academic improvement
Accreditation process
a. Accreditation visit every 5 years
b. District Accreditation in October 2013
Each school will be visited as a part of this accreditation
Parent Surveys 93% of our students will be PRO/ADV on PAWS
93% of our students will score better than 50% on MAP by Spring
No students will be Below Basic as measured by PAWS
No Student will be below 15% on MAP
At least 60% of our students will make growth relative to themselves as measured by MAP (Fall, Winter, Spring) Reading
Interventions: 1. Vertically and horizontally aligning Reading Instruction Plans to the Common Core Standards.
2. Grade-level teachers are participating in district (K-12) standards and curriculum alignment.
3. Literacy is promoted by involving families.
a. School-wide read aloud
b. Reading Logs
4. School-wide vocabulary instruction
Teachers will participate in ongoing professional development to learn and review vocabulary instructional strategies that can be implemented into any content area. Dr. Michael Opitz, literacy coach, will provide this training to all teachers in order to link vocabulary instruction with reading comprehension and the differentiated models which support student learning.
5. After school tutoring program
a. Mondays (60 minutes) and Tuesdays (60 minutes) 1. Stephanie Harvey Non-Fiction Strategies
2. Dr. Opitz, Do-Able Differentiation Models School-Wide Reading Non-Fiction : 60 Minutes Daily Fiction Differentiated Instruction -Grouping by Lexile (40-60 minutes daily)
Guided Reading
Reader's Workshop
Do-Able Differentiation Models by Dr. Opitz
In-Common specific reading strategies. Sub Groups Students on IEP's as per Individual Education Plans (IEP'S)
LLI(Leveled Literacy Interventions)
Structured Novel Study
Reading Mastery/Corrective Reading Title One Tier II Transition Instruction
60 additional minutes per week
Tier II Instruction
90 minutes additional per week
Tier III Instruction
200-250 additional minutes per week.
LLI(Leveled Literacy Interventions)
Corrective Reading and Reading Master Math Interventions: Sub Groups Title I Math Intervention School Wide Math Monthly Math Coaching, with Pia Hansen, for all classroom, Title I and Special Education teachers
Alignment of our math instruction to the CCSS
a. We are currently working with both the Wyoming State Standards & the CCSS
Teachers are participating in district-wide, K-12, standards and curriculum alignment
Implementation of Add+VantageMR Math Strategies
Implementation of grade-level differentiated instruction utilizing web-based interventions and Bridges in Mathematics supplemental games and lessons.
After school math tutoring
60 minutes a week
Thursdays Students on IEPs- as per Individual Education Plans
Supplemental Bridges Strategies and games
Add+Vantage strategies Students on Individual Education Plans Tier II
60 additional minutes per week(3rd & 4th grades)
90 additional minutes per week(5th grade)
Advantage Strategies
Bridges Supplemental games

Tier III
Additional 90 minutes per week 1:1
Math Recovery Strategies Students will demonstrate a proficiency in problem solving skills in Mathematics by 10/01/2013. Students will demonstrate proficiency in reading and comprehending grade-level texts by 10/01/2013. Subject Proficient Advanced Math Reading 50% 30% 46% 23% West Elementary 2012 PAWS Testing Results Special Area Teachers Promotion of Literacy Special Area teachers promote and support literacy in a variety of activities:

Physical Education: - After a vigorous warm-up, the PE teacher reads to the class from a variety of PE and Health books. Utilizing "Literacy Lessons to Get Kids Fit and Healthy" by Dr. Michael Opitz, the PE teacher incorporates a variety of these lessons during his health units. In addition to giving oral directions, the PE teacher has students read the rules of the games to the class as well as posting his directions on the white board and includes PE/Health specific vocabulary. The PE teacher has begun a "Mystery Athlete" of the month with a new clue posted each week. Students are encouraged to read the clues, investigate and research possibilities, and finally, write their answers. A "Reading in PE" bulletin board contains the following: Books read in PE; local newspaper clippings of sports stories; as well as the results of various contests held at West.
Music: The music teacher has incorporated a word wall with musical terms. Students work on fluency and expression during every music class. Students often compose their own songs with the music teacher emphasizing the writing process and how it relates to music.

Art: The Art teacher has begun collaborating with classroom teachers to integrate art within grade-level reading activities. Directions and procedures are posted and students are encouraged to use these for daily reference. The Art teacher also stresses the importance of using the correct conventions of written and oral communication throughout her art class.

Technology: The Technology teacher has created a word wall in the computer lab with technology terms. She has begun collaborating with individual teachers in designing and implementing 21st Century skills in classroom literacy activities. The Technology teacher also has a monthly web quest challenge for the students to complete.
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