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FCI_SIP_Fall 2016 Getting Beneath the Surface

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Kim Day

on 8 December 2016

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Transcript of FCI_SIP_Fall 2016 Getting Beneath the Surface

Getting Beneath the Surface
School Improvement Plan/Process
revised October 2016
Fall Creek Intermediate
G
oal
R
eality
O
ptions/Obstacles
W
ay Forward
FCI School Improvement Plan
revised 10/2016
How does FCI grow?
Take a look at the data beneath the surface of success

How do we determine areas of greatest need to improve on/grow in?
What will we specifically do to address those areas?
How will we know we have accomplished our goals?
How do we keep growing?

- Diving In -

Action Plan:
Academic

o
Students
Student -- Goal-setting and reflection – not just a # – focus on the action plan
Gather ideas/share methods for setting action plans
o
Staff

Achieve 3000 - teacher review and use of data/Bonus lessons and Skill Sets; complete data report to review at team meetings/admin review; PD with Gary Robinson – revised data/reports
NWEA - teacher review and use of data and Learning Continuum; complete data report to review at team meetings/admin review
Differentiation PD with Laura Rinderknecht (Spring 2017)
Teachers will consider ways to utilize PLC time to analyze and compare student work.
o
Admin

Use remediation funds for after-school tutoring/possible transportation
During team meetings, plan to discuss each subgroup
ACADEMIC
o Increase the academic growth of the underperforming sub-populations (African-American, Hispanic, Multi-racial, Special Education, and low SES students):
ISTEP -
* All underperforming subgroups will exceed a pass rate of 80%.
NWEA -
* At least 80% of students in all underperforming subgroups will exceed their projected growth by Spring benchmark.

DISCIPLINE
o Decrease discipline issues
Referrals for all subgroups will come in line with the overall population statistics of the school.


INTENDED OUTCOMES:
School Culture & Diversity
(Academic/Discipline)
Students
Parents
Teachers
Instructional Assistants
Counselors
Administrators
Stakeholders
ELA ISTEP DATA:
Special Education - 37% Pass
African American - 65% Pass (83% Pass - 5th; 48% Pass- 6th)
Hispanic - 63% Pass (61% Pass -5th; 65% Pass- 6th)
Free and Reduced - 63% Pass (74% Pass- 5th; 68% pass 52% Pass - 6th)
Male - 81% Pass (87% Pass- 5th grade; 76% Pass- 6th) [compared to 88% pass rate for females]
ENL – 74% Pass (5th - 71% Pass; 6th - 76% Pass)

MATH ISTEP DATA:
Special Education - 43% Pass (53% - 5th; 34% - 6th)
African American - 63% Pass (83% Pass - 5th; 44% Pass - 6th)
Hispanic - 63% Pass (38% Pass - 5th; 82% Pass - 6th)
Multi-racial - 79% Pass (80% Pass 5th; 79% Pass- 6th)
Free and Reduced - 62% Pass (60% Pass - 5th; 64% Pass - 6th)
ENL – 81% Pass (5th - 68% Pass; 6th - 89% Pass)




NWEA - Fall 2016 -- ELA
African American - 29%(5th); 41% Below (6th)
Hispanic - 58% Below (5th); 37% below (6th)
Multi-racial – 30% Below (5th); 24% below (6th)
NWEA - Fall 2016 -- MATH
African American – 32% Below (5th); 50% Below (6th)
Hispanic – 42% Below (5th); 48% below (6th)
Multi-racial – 39% Below (5th); 29% below (6th)
Discipline Referrals - 1st semester (11/30/2016) ****
Special Education - 28% of discipline referrals (10% of enrollment) [up from 25%]
African American - 17% of discipline referrals (8% of enrollment) [down from 26%]
Hispanic - 5% of discipline referrals (4% of enrollment) [down from 10%]
Multi-racial -6% of discipline referrals (6% of enrollment) [down from 16%]
Male - 89% of discipline referrals (50% of enrollment) [up from 82%]
Free and Reduced - 33% of discipline referrals (15% of enrollment) [up from 32%]

School Culture & Diversity (Academic/Discipline)
Response to Instruction
Professional Development

- Three Focus Areas -

PROFESSIONAL DEVELOPMENT
(Assessment)
Domain 1: Purposeful Planning
1.1, 1.2 1.3 1.4
Domain 2: Effective Instruction
2.1, 2.2, 2.3, 2.4,2.5



Community members
Note:
All PLC and Professional Development will occur during the scheduled 1/2 days, 7-1 hour meetings, staff meetings, and team meetings. All other PLC and PD opportunities are optional.
Diversity PLC Team
Professional
Development
PLC Team
Response to
Instruction
(RtI)
PLC Team
Leads: Lauren, Ruth, Somer
**Additional FCI staff
Leads: John, Jessica, Jaime
**Additional FCI staff
Leads: Brice, Terri, Karl, Gary
* *Additional FCI staff
School
Improvement Team
Teachers: Ruth Everett, Brice Willey, Karl Knerr, Gary Analco,

Lauren Driskell, Jaime Bradley, Jessica Sullivan, John Kozloski, Terri Zabonick, Somer Compton
Admininistrators: Randall Schoeff, Kim Day
School staff will receive Professional Development to advance their understanding of HSE21 as related to their content area.
Increase the academic growth of the under performing sub-populations (African-American, Hispanic, Multi-racial, Special Education, and low SES students)/
Decrease
discipline
issues
Staff will create, implement, and document specific, measurable goals and strategies to address academic or behavioral needs.

Staff will effectively utilize required resources provided to meet academic or behavioral needs.
SCHOOL CULTURE/DIVERSITY
Domain 2: Effective Instruction
2.7
Domain 3: Teacher Leadership
3.1, 3.4, 3.5




Teacher Effectiveness Rubric connection:
Discipline

o
Students
Second Step/Team Building one set day per month – 2-hour delay schedule
Youth Mentoring Initiative - explore in Spring 2017 for following school year (http://www.ymionline.org)
Conflict Resolution Student Team
o
Staff
De-escalation PD (CPI) - training offered
Make staff aware of how ethnicity, gender, F/R, etc. may be affecting discipline and therefore academics/self-reflect
Student Assistance Team – include SOAR staff (Jen & Ian from Diversity Team)
PD to increase awareness and use of PBIS with focus on the positive (Parent communication is vital! Involve counselors in issues; Equity - not all students need the same interaction; differentiation must occur)
Revise Falcon card (to replace fish card) – specific; additional positive options (share examples)
o
Admin

Collaborate with schools of similar demographics
STATUS EVALUATED
School Culture & Diversity (Academic/Discipline)
SIP team/administrators will review:
NWEA data quarterly
ISTEP data when received
Discipline data quarterly

Administrators will review:
Individual teacher/team grades
IMPLEMENT/MONITOR/ADJUST:
School Culture & Diversity (Academic/Discipline)
ACTION PLAN:
SAT Team Leaders and administrators will collaborate to determine appropriate resources for curriculum-based measures & goal-based measures (Consult Dr. Loane. Michelle Hudson to assist.)
RTI Leaders will provide RtI PD for staff
Professional development will be provided regarding de-escalation related to behavior RtI.
ELA teachers will benchmark students that did not pass ELA, or in RtI, special education and ENL by the end of September and at the end of the year (end of May) using Fountas & Pinnell
SAT Team will locate an assessment tool to use benchmark Math students who did not pass ELA, or in RtI, special education and ENL beginning (end of September) and end of year (end of May) as a secondary measure (assessment similar to Fountas and Pinnell) [Goal: Locate and train on this assessment by 5/17.]
Front Row data will be analyzed/utilized to inform differentiated instruction as well as creating SMART goals
Math teachers will benchmark all tier 2 & 3 students in Front Row (BOY, MOY, EOY)
Teachers will use multiple data points when referring students to the SAT team after exhausting all tier 1 interventions/strategies.
After working with SAT Team, teachers will utilize suggestions with fidelity and report back to SAT Team approximately 6-8 weeks following initial meeting.
Teachers will bring all student data (Front Row, Fountas & Pinnell, Achieve, NWEA, etc.) to all Team Meetings and RtI Meetings
SAT Team will take part in a book study of Ross Greene's Lost at School.
Staff will create, implement, and document specific, measurable goals and strategies to address academic or behavioral needs.
Staff will effectively utilize required resources provided to meet academic or behavioral needs.
INTENDED OUTCOMES:
Response to Instruction
The practice of SMART goal writing is not consistent among staff.

Resources are currently not available to determine curriculum-based & goal-based measures.




STATUS EVALUATED
SAT/RtI Leaders/Administrators will review:
SMART goals for all RtI students prior to instruction and throughout the year to ensure they are specific and measurable
Fountas & Pinnell benchmarking data (BOY, EOY)
Front Row benchmarking data (BOY, MOY, EOY)
Implementation of newly obtained benchmarking/assessment
IMPLEMENT/MONITOR/ADJUST:
Response to Instruction
ACTION PLAN:
Professional Development

PD 1/2 day 1 - 9/9 - PBL/Inquiry PD // PD 1/2 day 2 - ELA PD (Humanities, Workshop, close reading, ELA differentiation, etc.) - have Media Specialist & TDS act as FCI leaders, have a 5th and 6th grade teacher meet/STEM PD
Teachers will visit classrooms/other schools; teachers to visit at least once per semester (options not limited to same content area) [Create Teacher Strength list to be able to share with others or allow them to visit ]
Create Book Study Options (optional) – Have teachers create list of books they suggest and would like to lead discussions on (e.g., Reading Nonfiction (Beers & Probst), Price of Privilege (Levine), etc.)
TDS to assist subject areas, especially humanities as they work to review Units of Study and Humanities maps
Media Specialist & TDS - share new digital resources- Discovery and World Book
Book study open to all teachers- Reading Nonfiction- offer both morning and after school meetings once a month
School staff will receive Professional Development to advance their understanding of HSE21 as related to their content area.
Humanities teachers will receive Professional Development on ways to blend HSE21 with the humanities curriculum.
Humanities teachers will collaborate with STEM teachers on ways to use Close reading strategies in both math and science
INTENDED OUTCOMES:
Professional Development
Most teachers have not been trained on PBL/Inquiry/STEM/Humanities
ELA teachers have not had consistent, ongoing PD
76% male pass in ELA vs. 88% female pass rate
Math pass rate is 82% for male and female (all teachers have had math PD)
Overall lower pass rate in ISTEP (ELA - 81.9%; Math - 81.7%)
STATUS EVALUATED****
Professional Development
SIP team/administrators will review:
Staff survey - implementation/follow-up
Pre/Post-Survey - Targeted needs within content
PD Exit Tickets

Administrators will review:
Teacher Goal-Setting (BOY)
IMPLEMENT/MONITOR/ADJUST:
Professional Development
Full transcript