2014-15Tennesseeschool Improvement Planning Template
2014-15TennesseeSchool Improvement Planning Template
The final plan should be no longer than four pages.
School Name: / Winchester ElementaryAccountability status: / Reward, Focus, or Priority if applicable.
Analysis of last year’s final results: / Areas of Greatest Progress: / Areas of Greatest Challenge:
Reading 3rd -5th:
Previous year 21.9%
Current year 33.9%
Increase of 12.0%
Reading 3rd Grade:
Previous Year 17.2%
Current Year 30.0%
Increase of 12.8%
Reading -Student With Disabilities
Previous Year 16.6%
Current Year 52.9%
Increase of 36.3%. / Math 3rd-5th:
Previous Year 45.2% was the target
Actual Performance was 42.2%
Deficient by 3%
Math 3rd :
Previous Year 45.8% was the target
Actual Performance was 38.7%
Deficient by: 7.1%
Reading 3rd Grade ELL:
Previous Year 22.4% was the target
Actual Performance 8.3%
Deficient by: 14.1%
Underlying Reasons for Progress: / Underlying Reasons for Challenge:
The teachers used their knowledge of federal, state, and local services programsin order to enhance instruction for students. Students in 3rd, 4th, 5th and also students with disabilities made great gains in reading. Gains for these grade levels are attributed to the following: 1) Teachers from all grade levels engaged in content focused professional development workshops, a selection of those teachers attended professional development for I-Station. We had district support professional to conduct on-site professional development Training. Reading Plus Intervention was used with fidelity. Students were motivated with various rewards and recognitions. Students attendedbefore school tutoring and Saturday Academy funded by extended contract which was created for struggling readers. The students were able to use the computer lab to complete their required interventions of I-Station and Reading Plus. In addition, teachers were involved in school level, high quality,and ongoing professional development activities. 2) 3rd, 4thand 5thgrade teachers had common planning time and met weekly to discuss/refine lesson plans for the upcoming week, as well as what content needed to be re-taught using their common, formative and weekly assessments.Teachers also tracked data using their monthly data tracking forms and classroom data boards. Winchester utilized support staff to provide struggling students with additional intervention such as small group instruction. Kindergarten teachers provided tutoring for 3rd grade students during their planning time. 3) The 3rd, 4th, and 5th grade teachers worked in vertical team planning sessionswith the SPED (SWD) teachers to find and/or modify curriculum materials that were related to Common Core Standards. 4). Teachers in all grades (KK-5th ) delivered explicit/direct instruction; differentiated instruction to accommodate all learners; engaged learners in collaborative teams and incorporated independent reading into daily schedule. / Teachers focused over 80% of their instructional time on teaching reading; therefore, instruction was unbalanced in reading and math. Teachers also struggled to balance district mandated Common Core instruction with SPI’s in mathematics. Teachers in all gradesstruggled to instill the necessary pre-requisites required to ensure student proficiency in math. Teachers relied heavily on Formative Assessment Data (Discovery Education) as their resources to drive instruction in math. The progress of the students from the discovery data was not aligned with students’ actual performance abilities. Most students who were identified as proficient/advanced on Discovery Education data scored basic/below basic on the TCAP. Teachers struggled with differentiating lessons to accommodate all learners. Collaboration between both ELL and classroom teachers was insufficient. ELL curriculum was not aligned with core reading instruction materials. Instruction must be highly explicit for ALL students, to ensure progress, especially 3rd grade, due to the extreme curriculum changes from 2nd to 3rd grade. More emphasis must be placed on assuring that all teachersare utilizing the materials and technology that allow them to improve student achievement.
Goals for 2014-15 school year: / * Please consult with your district regarding goals and AMO targets for Achievement and Gap Closure.
- Goal 1 - Winchester Elementary students in grade 3 will increase their mathematics scores from 38.7.2% in 2013-2014 to the targeted AMO of 42.5.4% in 2014-2015.
- Goal 2- Winchester Elementary students in grades 3-5 (All Subgroups) will increase their RLA scores from 33.9% in 2013-2014 to the targeted AMO of 38% in 2014-2015.
- Goal 3- Winchester Elementary students in grades 3-5 (All Subgroups) will increase their mathematics scores from 42.2% in 2013-2014 to the targeted AMO of 45.8% in 2014-2015.
Plan for this school year: / Key strategies to achieve goals:
- Strategy:Increase Parental Involvement
Desired outcomes:Increase proficiency in reading and math grades 3-5 and math in grade 3 in order to meet our Annual Measurable Objectives.
Projected costs and funding sources:$1,000 Title I
Describe how this specific strategy will help you achieve your goals for the 2014- 15 school year and address areas of challenge from the past year:
Parental involvement is consistently associated with higher levels of achievement, and the magnitude of the effect of parental effort is substantial. Parental involvement will help increase teacher morale and the ability of teachers to address the needs of individual students. Parental presence will also increase student motivation.
- Strategy: Use district mandated interventions and best practices in the classroom with fidelity.
Winchester will implement the district mandated interventions i-Ready and I-station with fidelity. This will be conducted with school leadership team, establishing a team that will meet regularly to ensure the fidelity of the instruction and interventions, as well as make data-based decisions regarding appropriate student placement in interventions. The school teams will ensure that interventions are implemented with integrity. Interventions will be matched to specific area (s) of deficit for each student. Students will also create and utilize data folders to help track and monitor their progress. The school will also purchase and utilize Mountain Math to help increase proficiency in math.Teachers will implement best practices such interactive notebooks, the use of manipulatives, Curriculum Based Measures, technology such as teacher/student Mobi’s and classroom computers.
Desired outcomes:
Increase proficiency in reading and math in grades 3-5 and math in 3rd grade in order to meet our Annual Measurable Objectives.
Projected costs and funding sources: $2,500.00
Describe how this specific strategy will help you achieve your goals for the 2014-15 school year and address areas of challenge from the past year:
Utilizing school level and district mandated interventions will help provide differentiated instruction and accommodate all learning styles. It will also integrate technology into the instruction and provide teachers with precise feedback and data that can be utilized for corrective teaching.
- Strategy:Increase the use of classroom technology, web-based resources and analyze TCAP/SAT 10 data on assigned days.
Desired outcomes: Increase proficiency in reading and math in grades 3-5 and math in 3rd grade in order to meet our Annual Measurable Objectives.
Projected costs and funding sources:$5,000.00 Title I
Describe how this specific strategy will help you achieve your goals for the 2013-14 school year and address areas of challenge from the past year:
This strategy will equip the teachers with the knowledge and skills to enhance their teaching strategies, while addressing areas of refinement. It will also motivate teachers to use different materials and technology to present new content strategies and skills to the students in an innovative way.
Key benchmarks for progress on strategies: / Benchmark: / Timeline:
Walkthroughs, feedback, and evaluations by school administration; Pit Crew Members observations; Master Teacher mentoring, Learning Coach mentoring, PLC Coaching strategies and Professional Development; District Personnel observations; I-Station, and i-Ready; Common Assessment Benchmarks. / End of 1st 9 weeks
Walkthroughs, feedback, and evaluations by school administration; Pit Crew Members observations; Master Teacher mentoring, Learning Coach mentoring, PLC Coaching strategies and Professional Development; District Personnel observations; I-Station, and i-Ready; Common Assessment Benchmarks. / End of 1st Semester
Walkthroughs, feedback, and evaluations by school administration; Pit Crew Members observations; Master Teacher mentoring, Learning Coach mentoring, PLC Coaching strategies and Professional Development; District Personnel observations; I-Station, and i-Ready; Common Assessment Benchmarks. / End of 3rd nine weeks