SCHOOL IMPROVEMENT MID-YEAR REFLECTION
Directions for School Leadership Team: As part of the February School Improvement Training we will engage in collaborative conversation and share best practices based on each school’s Mid Year School Improvement Reflections. After input from the leadership team, each school is asked to bring this completed form to the training.
1. Has your school made progress towards achieving the goal?
A. How do the structures and systems in place at your school ensure all facets of the school culture create
predictable environments and a school climate that supports your SIP goal?
B. What are the gaps that exist between your current state and your desired state?
C. How will you address them between now and the end of this school year?
A) All teams meet weekly to study pacing charts and plan for implementation of grade level curriculum, as well as enrichment and remedial work. Sharing of best practices occurs as well. Teams study the learning goals and scales and develop new ones with student evidence to make sure Standards are being met, evaluated and student proficiency is being monitored.
B) Data collection is extensive, and includes analysis of i-Ready benchmarks assessments, unit test analysis of errors, and other available data points. The desired state is to have all children’s needs addressed. However, it is found that in the interest of moving ahead with the curriculum to keep up with the pacing guides, sufficient planning of time for remedial work is not met.
C) We are in the continual process of having children switch for remedial work, such as with the Leveled Literacy Intervention daily instruction to allow children the best opportunity to finish the year reading on grade level.
2. Have alterable barriers been eliminated or reduced? (Alterable barriers are in-house infrastructure mechanisms such as scheduling, class structures, teacher attendance, student attendance, staff development plan, etc.)
A. What evidence do you see that a barrier has been reduced or eliminated?
B. What evidence do you have that the barriers are wide-reaching and will help you achieve your goal?
C. If progress towards eliminating the barrier is not sufficient, where or what is the breakdown?
D. Did you identify other barriers that could serve as effective re- entry points into the plan?
A) Barriers of scheduling remedial reading (double dose & interventions with LLI) has been eliminated by meeting with each team, creating spreadsheets of children’s BAS levels, identifying those needing additional remedial instruction, and working with the teams to group those students into similar levels. All LLI groups are implemented at the same time within a grade level to allow children to “walk to read” among the team.
B) All teachers keep records of the students LLI progress and continually are progress monitoring them. Grade level schedules were created with the students’ spreadsheet of reading levels.
C) Progress for scheduling has been successful within each grade and teams meet periodically to evaluate the students’ progress. Students that have reached their BAS level goal are exited from the intervention. Also, new students are identified and groups are continually reorganized.
D) Other barriers into the plan were sufficient materials so that each teacher implementing the program has their own lesson guides, sufficient materials for student instruction, and teacher training of the program. All three barriers have been removed by planning and meeting these barriers.
3. Are your strategies being implemented with fidelity?
A. Were decisions to continue, intensify, modify, or terminate strategies or action steps based on specific evidence?
Strategies are being met with fidelity. Teachers adhere to the schedule for their LLI instruction. Children are continually being monitored to assure they are making progress within the groups. If a child is not making progress, they are flagged and reevaluated so that they can be moved into a group for additional instruction within the level they are at.
4. What are your benchmarks for success?
A. How will you progress towards your goal to impact student achievement?
B. What is your desired state?
C. What gaps exist between your current state and your desired state?
A) Our goal continues to be working with struggling readers to optimize their opportunity to reach grade level reading proficiency.
B) Our desired state is to increase all students’ learning gains and work towards the goals set for each student in K-5.
C) We still have some children that are not closing their reading level gaps in enough time to complete their grade on grade level. Many of these children are in RtI to review their progress and work on their intervention progress.