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FCI_SIP_2.18.16 Getting Beneath the Surface

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Kim Day

on 20 September 2016

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Transcript of FCI_SIP_2.18.16 Getting Beneath the Surface

Getting Beneath the Surface
School Improvement Plan/Process
revised 2/18/2016
Fall Creek Intermediate
G
oal
R
eality
O
ptions/Obstacles
W
ay Forward
FCI School Improvement Plan
revised 2/18/2016
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

o
Staff

Achieve 3000 - teacher review and use of data/Bonus lessons and Skill Sets; required completion of data report to review at team meetings/admin review
NWEA - teacher review and use of data and Learning Continuum; required completion of data/admin review
Differentiation PD (Spring 2016) - coordinated with PLC day to have a whole group sessions

o
Admin

Use remediation funds for after-school tutoring
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:
Diversity
(Academic/Discipline)
Students
Parents
Teachers
Instructional Assistants
Counselors
Administrators
Stakeholders
ELA ISTEP DATA:
Special Education - 37.84% pass
African American - 73.08% pass (56% pass - 5th; 92% pass - 6th)
Hispanic - 69.64% pass (70% pass -5th; 69% pass - 6th)
Free and Reduced - 64.76% pass (61% pass - 5th; 68% pass - 6th)
Male - 76% pass (70% pass - 5th grade; 81% pass - 6th) [compared to 88% pass rate for females]

MATH ISTEP DATA:
Special Education - 45.54% pass (34% - 5th; 41% - 6th)
African American - 63.46% pass (56% pass - 5th; 72% pass - 6th)
Hispanic - 63.79% pass (55% pass - 5th; 74% pass - 6th)
Multi-racial - 79.49% pass (75% pass 5th; 87% pass - 6th)
Free and Reduced - 66.67% pass (62% pass- 5th; 71% pass - 6th)




NWEA - Fall 2015 -- ELA
African American - 63%ile (5th); 44%ile (6th)
Hispanic - 70%ile(5th); 84%ile (6th)

NWEA - Fall 2015 -- MATH
African American - 32%ile (5th); 34%ile (6th)
Hispanic - 37%le (5th); 61%ile (6th)
Multi-racial - 53%ile (5th); 77%ile (6th

Discipline Referrals - 1st semester (12/2015)
Special Education - 25% of discipline referrals (12% of enrollment)
African American - 26% of discipline referrals (7% of enrollment)
Hispanic - 10% of discipline referrals (6% of enrollment)
Multi-racial -16% of discipline referrals (7% of enrollment)
Male - 82% of discipline referrals (52% of enrollment)
Free and Reduced - 32% of discipline referrals (15% of enrollment)

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, John, Ruth, Karl, Gary
**Additional FCI staff
Leads: Jessica, Jaime
**Additional FCI staff
Leads: Brice, Terri
* *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
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 underperforming 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
Youth Mentor Initiative
Train Student Conflict Resolution Team

o
Staff
De-escalation PD (CPI) - 9/9 PLC day
Self-reflection/Team reflection of discipline data - Is staff aware of who is being referred? (ethnicity, gender, F/R, etc?) How is this affecting academics?
RtI/PBIS PD - (8/9 2nd teacher day - Rti Leaders/Administrators) - PD to increase awareness and use of PBIS with focus on the positive (Parent communication is vital! Involve counselors in issues; Equity; differentiation must occur)
Positive Reinforcement - Tweak the Fish Card to Falcon Card – make specific; additional positive options (share examples)-Spring 2016
o
Admin

Seek out suggestions from schools of similar demographics
STATUS EVALUATED
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:
Diversity (Academic/Discipline)
ACTION PLAN:
RtI Leaders and administrators will collaborate to determine appropriate resources for curriculum-based measures & goal-based measures which will be shared with staff

RtI/PBIS PD - 8/9 - 2nd teacher day - RtI Leaders/Team - definition/process (SMART goal creation)/programs (Achieve, LLI, Front Row, etc.)/ curriculum-based measures & goal-based measures

ELA teachers will benchmark all their students beginning (end of September) and end of year (end of May) using Fountas & Pinnell (All ELA teachers have been trained with F/P)

Math teachers will benchmark all their students beginning (end of September) and end of year (end of May) using a common assessment (**dependent on availability of assessment)

Math teachers will benchmark all tier 2 & 3 students in Front Row (BOY, MOY, EOY)

Teachers will bring all student data (Front Row, Fountas & Pinnell, Achieve, NWEA, etc.) to all Team Meetings and RtI Meetings
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
SIP team/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)
Achieve 3000 level set data
Front Row benchmarking data (BOY, MOY, EOY)
IMPLEMENT/MONITOR/ADJUST:
Response to Instruction
ACTION PLAN:
Professional Development

o Spring 2016
Differentiation PD 4/27 (on PLC date to allow for whole group session)

o 2016-17 -- ½ day PD days -
PD day 1 - 9/9 -- PBL/Inquiry PD
PD day 2 - 10/7 -- ELA PD (Humanities, Workshop, close reading, ELA differentiation, etc.) and STEM PD (possible HSE Intermediate Collaboration Day)

o Teachers will complete Personal Goal-Setting

o Survey Staff regarding Professional Development needs

o Teacher Visits
Substitutes will be scheduled 3 times per semester; teachers to visit at least once per semester (options not limited to same content area)
Create Teacher Strength list to be able to share when determining colleagues to visit

o 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.)

o Encourage attendance Launching INquiry - Summer of eLearning and innovation - Summer 2016
School staff will receive Professional Development to advance their understanding of HSE21 as related to their content area.
INTENDED OUTCOMES:
Professional Development
Most teachers have not been trained on PBL/Inquiry/STEM/Humanities

ELA teachers have not had consistent, ongoing PD as have math teachers. (They have had Fountas & Pinnell benchmark training and LLI training used for RtI.)

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
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