Bainbridge Island School District School Improvement Plan 2015-16
Date: October 5, 2015
School:Sonoji Sakai Intermediate School / Sakai Cabinet Leadership Team:Jim Corsetti, Warren Read, Cathy Grant, Tiffany McCann, Nik Tsolomitis, Amy Evans, Catherine Lewis, Nicole Highlander, Mark Gurtler, Kris Tjemsland, Iris White
Principal:Jim Corsetti / Associate Principal: Warren Read
Bainbridge Island School District School Improvement Plan 2015-16
Bainbridge Island School District Mission
Our mission as a learning organization is to ensure that every student is future-ready:
- Prepared for the global workplace
- Prepared for college
- Prepared for citizenship in a democratic society
- Prepared for personal success
BISD Targeted Outcomes
In order to prepare students for future success, the Bainbridge Island School District is committed to achieving targeted outcomes in the following areas:
Increasing readiness for career, college and citizenship
- Improving student achievement
- Ensuring academic growth for every student
- Closing opportunity gaps
- Providing safe and positive learning environments that support the social and emotional well-being of students.
BISD Theory of Action
The District will implement strategies to achieve the above listed outcomes, guided by these four priority areas:
- High quality instruction that ensures academic growth for every student
- High quality assessment and data collection tools to support student learning
- High quality curriculum that supports instructional goals
- High quality staff who promote student learning
- High quality environment that promotes safety and positive culture
School Improvement Plan
Each school in the Bainbridge Island School District will implement a School Improvement Plan, guided by the BISD priorities.
Bainbridge Island School District School Improvement Plan 2015-16
Our School Vision:- SAKAI INTERMEDIATE SCHOOL is positive, nurturing, welcoming, and engaging for staff, students and parents.
- LEARNING is joyful and rewarding involving academics, social skill development, physical activity, artistic expression, and play.
- LEARNING is a process that challenges students to think and perform independently and responsibly.
- Sakai EDUCAT0RS set high expectations for themselves and for their students, and believe that all students can be successful.
- Fifth and sixth grade STUDENTS are in unique transition between elementary and middle school, and their learning and instruction should facilitate that change.
District Priority #1:
High quality instruction that ensures academic growth for every student / School Goal:
Sakai Teachers will collaborate on delivering aligned instruction to meet the learning needs of all students.
Student Specific Objectives
(Specific, Measurable, Achievable, Realistic & Timely) / Major Actions/Activities / Responsible Party / Target Date / Evidence of Accomplishment
In 5th grade Math, students will have the opportunity for enrichment and more focused instruction on specific areas of need as evidenced by Math Diagnostics, My Math Unit Instruction, and FastBridge aMath. / -Beginning and end-of-year Math diagnostic
-My Math Unit pre- and post- assessments
-Fall, Winter, Spring aMath assessment
-Teachers work with HC/Differentiation Instructional Coach / 5th grade Math Teachers / Sept. 2015 – June 2016 / -Student growth in My Math
-Math Diagnostic
-Student growth in aMath
In 6th grade Math, students will have the opportunity for enrichment and more focused instruction on specific areas of need as evidenced in Math Diagnostics, CMP Unit Instruction, and FastBridge aMath. / -Beginning and end-of-year Math Diagnostic
-CMP3 Unit Pre- and Post-Assessments
-Fall, Winter, Spring aMath
-Teachers work with HC/Differentiation Instructional Coach / 6th Grade Math Teachers / Sept. 2015 - June 2016 / -Student growth in CMP3
-Student growth in aMath
-Math Diagnostic
In 5th grade ELA/SS, students will learn evidence -based writing skills using a common rubric and common expectations. / -Utilize and implement the fifth grade ELA/SS scope and sequence assessment plan and activities created Spring 2015
-Scored with a 4 point rubric focusing on text evidence, claims and reasons / 5th Grade ELA/SS Teachers / Sept. 2015 - May 2016 / -Writing CBA May 2016
In 6th grade ELA/SS, students will write in a variety of complete sentence structures and recognize common syntactical errors. / -Teacher-prepared sentence diagramming curriculum
-Tiered lessons on sentence structure / 6th Grade ELA/SS Teachers / Sept. 2015 - May 2016 / -Individual grades of 3 or better on curricular assignments and assessments.
District Priority #2:
High quality assessment and data collection tools to support student learning / School Goal:
Sakai Teachers will use data to inform supportingthe needs of students.
Student Specific Objectives
(Specific, Measurable, Achievable, Realistic & Timely) / Major Actions/Activities / Responsible Party / Target Date / Evidence of Accomplishment
In addition to teaching CCSS in 5th Grade Math, teachers will focus on the following as identified areas for increasing student understanding:
- Make sense of problems and persevere in solving them
- Model with mathematics
- Construct viable arguments and critique the reasoning of others
- Attend to precision
-Completion of My Math four-step lessons (ongoing.)
-Completion of My Math Chapter Performance Tasks.
-Group discussions on problem solving. / 5th grade Math Teachers / Sept. 2015 - June 2016 / -Individual student scores on lesson page and homework page from each chapter’s problem solving lesson.
-Improvement in scores on provided Rubric for Performance Tasks
6th Grade subgroups of Math students will show growth in Math measured by appropriate gains on the FastBridge aMath (see table on p.123 of Norms & Benchmarks) scaled scores, 80%+ on Spring Math Diagnostic and classroom grades of “3” or better. / -FastBridge aMath used as formative assessment in Fall and Winter
-Pre-Tests & Quizzes in CMP used formatively for more focused instruction in areas of need / 6th Grade Math Teachers / Sept. 2015 - June 2016 / -Student Growth Plans
Subgroups of students will improve reading comprehension and fluency / -Title I Reading Instruction
-Read Naturally / Ruth Schmidt
Jim Corsetti / Sept. 2015 – June 2016 / -aReading Screening, including interim assessments
-CBM Reading and CBM Comprehension monthly Progress Monitoring
Subgroups of students will improve math comprehension and fluency / Title I Math Instruction / Ruth Schmidt
Jim Corsetti / Sept. 2015 – June 2016 / -aMath Screening, including interim assessments
-CBM Automaticity and CBM Process monthly Progress Monitoring
District Priority #3:
High quality curriculum that supports instructional goals. / School Goal:
Sakai staff will work collaboratively to ensure curriculum that meets student instructional goals.
Student Specific Objectives
(Specific, Measurable, Achievable, Realistic & Timely) / Major Actions/Activities / Responsible Party / Target Date / Evidence of Accomplishment
6th Grade Students will...show an understanding and application of engineering and technology.
Teachers will...prepare the Engineering Lab, teach Energy and Motion Unit and Update the Robotics unit. / -Completion of 6th Grade Engineering Lab
-Pilot Energy & Motion Unit
-Implementation of Updated Robotics Unit / 6th Grade Science Teachers / Sept. 2015 – June 2016 / Students will participate in the Energy and Motion unit and the Robotics units in the Engineering Laboratory
5th and 6th grade ELA teachers will meet during the year to discuss strategies and resources for addressing student needs. / -Teacher release time to work collaboratively.
-Resources and strategies facilitated by Associate Principal. / 5th and 6th grade ELA teachers
Warren Read / Oct. 2015 –
May 2016 / Strategies being used in classrooms
Teachers will participate in the science curriculum adoption committee in order to incorporate NGSS. / -Science curriculum review and adoption meetings
-Site visits and evaluating potential curriculums.
-Sharing with building department to keep everyone informed / 5th and 6th grade Science Teachers / Sept. 2015 – June 2016 / Adoption of high quality curriculum
District Priority #4:
High quality staff who promote student learning / School Goal
Staff collaboratively and consistently works to improve student learning.
Student Specific Objectives
(Specific, Measurable, Achievable, Realistic & Timely) / Major Actions/Activities / Responsible Party / Target Date / Evidence of Accomplishment
Teachers will collaborate on improving instruction through participation in TPEP and in making Student Growth Goals. / -Building Days will focus on collaboration based on needs of Grade and Department Levels
-Sakai Cabinet will work with grade levels to determine areas of need and focus for Building Days / Sakai Cabinet
All Teachers
Jim Corsetti
Warren Read / Sept. 2015-June 2016 / -Building Day Agendas
-SIP
-Student Growth Plans
Teachers will plan instruction with the Instructional Coach/Differentiation Specialistto help support all students in their learning. / -Building Days and District Data Days will be collaboratively planned
-Instructional Coach will initiate collaboration with teachers to support classroom instruction / Sakai Cabinet
Jim Corsetti
Warren Read
Lisa Deen
All Teachers / Sept 2015-June 2016 / -Building Day and District Data Day Agendas
-Teacher feedback
Students will experience more opportunities to have their learning needs addressed within the school day. / -A CAST (Collaborative Academic Support Team) protocol will be implemented school-wide for General Education Classrooms.
-School day interventions will be discussed and implemented / All General Education Teachers
Jim Corsetti
Warren Read
Lisa Deen
Ailene Isaf
Ronnelle Browning
Elizabeth Hebert ebertHebert / November 2015– June 2016 / -Student growth evidenced by students of “high need.”
District Priority #5:
High quality environment that promotes safety and positive culture / School Goal
Sakai Staff will work to provide a safe learning environment that promotes the development of healthy life-skills in students.
Student Specific Objectives
(Specific, Measurable, Achievable, Realistic & Timely) / Major Actions/Activities / Responsible Party / Target Date / Evidence of Accomplishment
Students will continue to participate in the “Coho Time” school-wide program to learn skills in:
- developing social and emotional learning
- team-building
- digital citizenship
- and bullying prevention. / -Monday mornings are devoted “Coho Time” and delivering aligned instruction in each classroom
-Students are recognized in their efforts through “Sakai Spirit” Awards and other school activities that are meant to “celebrate” students / All Staff / Sept. 2015 – June 2016 / Student end of the year survey on school climate and bullying
Students will participate in a representative student body by choosing classroom representatives for Student Council. Student Council participants will learn the responsibility of representing a group and working collaboratively towards common goals. / -Applications for Student Council
-Monthly student council meetings
-Students reporting/gathering information to classmates / Terri Atkinson
Tim Harris
Jim Corsetti / Sept. 2015 – June 2015 / Student Council agendas and minutes
Students will learn about and demonstrate inclusion, friendship, accepting differences, and increasing positive social interactions by participating in Circle of Friends. / -General Education and Special Education students selected for participation
-Students spending weekly time with each other / Nicki Highlander
Kristen O’Keefe
Rebecca Bjorgen
Elizabeth Hebert
Ronnelle Browning
Classroom teachers
Jim Corsetti / Sept. 2015 – June 2016 / Student evaluations of program
Students will learn the skills to mediate and work through conflict. / -Student written applications for participation in Conflict Resolution Club
-Day long training with students at Islandwood
-Conflict Resolution Club meets bi-weekly before school / Ronnelle Browning
Beth Hebert / Dec. 2015 – June 2016 / -Student evaluations of CRC in June