School Improvement Plan

2014-2015 Tennessee School Strategic Planning

 

School Name:       Northside Elementary

 

District Accountability Status:         In need of subgroup improvement for ELL, Hispanic, and SWD in Reading

                                                                and Math grades 3-8

 

Analysis of Last Year's Final Results

Areas of Greatest Progress:

 

  • - 3rd Grade Math (2013- 45.1% P/A to 49.4% in 2014)
  • - 4th and 5th grade Math has above average TVAAS growth for 3 years
  • - 5th Grade Math (2013- 63.3% P/A to 68.3% in 2014)
  • - 5th Grade Reading exceeded AMO target
  • - Recognized as 2014 Reward School for Growth

 

Areas of Greatest Challenge:

 

  • - Improving 3rd and 4th grade Reading Proficiency
  • - Closing the gap between LEP and non-LEP
  • - Closing the gap between SWD and non-SWD
  • - Closing the gap for BHN and All in 4th grade

Underlying Reasons for Progress:

 

  • - Professional Learning Communities
  • - ENI Consultant embedded for PD for Math
  • - EdPro Coaching for differentiated instruction
  • - Data Driven Instruction (TCAP, Think Link, Common Assessments, Classroom Assessments, RTI Progress Monitoring)
  • - RTI implementation

 

Underlying Reasons for Challenge:

 

  • - Scheduling of classes
  • - Students with weak foundational skills in Reading and Math
  • - Limited pedagogy to teach foundational Reading skills
  • - Increase of LEP/BHN students
  • - No Universal Screener for students in grades 3-5
  • - Students with exceptional behavior problems that take away from Tier I instruction time

 

Goals for 2014-2015 School Year

  • - 3rd Grade Reading: To improve achievement growth by 4.1% (72 students need to score proficient or advanced in order to meet our 2014-15 school AMO goal of 38.0%)
  • - 4th Grade Reading: To improve achievement growth by 3.6% (72 students need to score proficient or advanced in order to meet our 2014-15 school AMO goal of 45.7%)
  • - 5th Grade Reading: To improve achievement growth by 3.6% (101 students need to score proficient or advanced in order to meet our 2014-15 school AMO goal of 45.7%)
  • - 3rd Grade Math: To improve achievement growth by 3.1% (100 students need to score proficient or advanced in order to meet our 2014-15 school AMO goal of 52.8%)
  • - 4th Grade Math: To improve achievement growth by 3.0% (72 students need to score proficient or advanced in order to meet our 2014-15 school AMO goal of 54.7%)
  • - 5th Grade Math: To improve achievement growth by 3.0% (120 students need to score proficient or advanced in order to meet our 2014-15 school AMO goal of 54.7%)
  • - 3-5 Reading: Our current gap for SWD is 15.6%. Our gap reduction goal is 1.0% for a target gap less than 14.6%.
  • - 3-5 Math: Our current gap for SWD is 15.4%. Our gap reduction goal is 1.0% for a target gap less than 14.4%.
  • - 3-5 Reading: Our current gap for BHN is 14.1%. Our gap reduction goal is 0.9% for a target gap less than 13.2%.
  • - 3-5 Math: Our current gap for BHN is 17.0%. Our gap reduction goal is 1.1% for a target gap less than 15.9%.
  • - Increase the number of 2nd grade students scoring above the 50 percentile on SAT
  • - Implement a School-Wide Positive Behavior Support Plan to cut down on classroom disruptions caused by student misbehavior

 

Plan for This School Year

Key strategies to achieve goals:

 

•1.       Strategy:  Administer Universal Screener (STAR 360) 3 times per year and use data to target instruction during Tier I class time.

Implementation Plan:  STAR 360 will be administered school-wide 3 times during the 2014-1015 school year. Teachers will use results to group students and tailor instruction during Tier I small group time. This includes below-level, on-level, and advanced students.

Desired Outcome:  By targeting instruction during Tier I Reading and Math blocks, our goal is to fill in the gaps in foundational skills for below-level students to move them to proficiency and challenge and extend the learning of on-level and advanced students so that they show academic growth of AT LEAST one year.

•2.       Strategy:  Utilize Intervention resources included with the Journeys Reading curriculum during Tier I small group instruction in order to target skill deficits and close achievement gaps.

Implementation Plan:  Classroom teachers will use the Journeys Intervention resources during direct, small group instruction time to target skill deficits in Reading as determined by the Universal Screener and other Formative Assessments.

Desired Outcome:  Our goal is to strengthen weak foundational skills in Reading, close achievement gaps, and increase the number of students that are P/A on TCAP and the SAT 10 in Reading for all grades 2-5.

•3.       Strategy:  Instructional Coaching from Vinson, Comer, & Associates provided by the district to support differentiated instruction in Tier I and develop instructional strategies to close the gaps with our SWD and BHN students.

Implementation Plan:  Work in partnership with Vinson, Comer, and Associates to develop effective strategies for meeting the needs of all students in Reading and Math during Tier I instruction. In addition, our special education teachers will document times and strategies used with SWD students receiving supplemental services.

Desired Outcome:  By providing more differentiated instruction during Tier I, we hope to meet the needs of more students in the gen ed classroom. In documenting times and strategies for supplemental services for SWD, we will gain a clearer picture of what is working, why it is working, and when a change in strategy is necessary to support student progress.

•4.       Strategy:  Implement School-Wide Positive Behavior Support program 'SOAR' in order to minimize student misbehavior in class and maximize instruction time for all.

Implementation Plan:  Prior to the start of school, the PBS Team will teach teachers and staff about the SOAR program (in development throughout the 2013-14 school year, with teacher consultation). When school starts, expectations will be taught to and practiced by all students. Students will be able to receive rewards throughout the year by earning Eagle Bucks for good behavior. A system for office referrals and consequences will also be included in the plan.

Desired Outcome:  By having a set of school-wide expectations, students will have a clearer picture of the type of behaviors expected in all areas and in all situations. In addition, our focus will be on rewarding good behavior, not solely punishing bad behavior. This will result in fewer, major classroom disruptions and increased time in direct instruction for all.

 

Benchmarks for Progress

Benchmark:

 

STAR Reading and Math Test (2-5)

Formative Assessments

Common Assessments

TCAP AMOs (Grades 3-5)

SAT 10 (Grade 2)

Timeline:

 

Beginning/Middle/End

Daily/Weekly (as needed)

Each 9 Weeks for the first three 9 Week periods

Spring of 2015

Spring of 2015

 

Desired Outcomes

The goal is for staff to continuously use academic and nonacademic data to be able to identify students' areas of strength and areas of improvement and use projected scores in order to ensure struggling students make more than one whole year's growth and on-level and advanced students make AT LEAST one year's growth in each individual subject. Students should receive differentiated instruction during Tier I instruction based on their academic needs as well as additional intervention or enrichment services as identified by the Universal Screener, Common Assessments, and Formative Assessments. The 21st CCLC and LEAPs Before and After School Program will benefit students in Reading and Math skills. Technology, DE probes, and Study Island will also be incorporated to increase science skills. The overall goal is to use training, assessments, and enrichment to continue to improve math, reading and science scores while closing the gap between subgroups such as Students With Disabilities, English Language Learners, and Black/Hispanic/Native American. This will also help us to meet our Annual Measurable Objectives for 3rd Grade Reading and Math.

 

 
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