SCHOOL IMPROVEMENT PLAN
AND
TITLEI SCHOOLWIDE PROGRAM (SWP) PLAN / School Year
2015-2016
I. Identification Information
DISTRICT INFORMATION / DISTRICT PHONE, FAX, EMAILDistrict Name and Number: Rochester Public, ISD 535 /
- Phone: 507.328.3000
Superintendent (Director): Michael Muñoz / Fax: 507 328-4212
District Address: 615 7th Street SW Rochester MN 55902 / Email:
Title I Coordinator: Erin Broviak
615 7th Street SW Rochester MN 55902 / Phone:507-328-4240
Coordinator Address: 615 7th Street SW Rochester MN 55902 / Email:
SCHOOL INFORMATION / SCHOOL PHONE, FAX, EMAIL
School Name, Number and Grade Span: Pinewood Elementary #146, grades ECSPED-5 / Phone: 507 328-3630
School Address: 1900 Pinewood Road SE Rochester, MN 55904 / Fax: 507 287-7844
Principal: Paul Ehling / Email:
Check if applies: ☐Initial Schoolwide plan ☒ExistingSchoolwide plan
Enter Data: 2012-13 MMR: 56.38 % 2013-14 MMR: 57.19%
2012-13 FR: 59.68 % 2013-14 FR: 63.16%
Check one if Designated as a Priority or Focus School:
☐Northern Sky Center ☐South/Central Lakes Center ☐SE/Metro Center
LOCAL BOARD OF EDUCATION ACTIONThe local Board of Education/Charter Board of ______(LEA Name) has authorized ______(Name) at a monthly meeting on ______(Date) to act as the Local Education Agency (LEA) representative in reviewing and filing the attached plan as provided under P.L. 107-110 for school year 2014-15. The LEA Representative will ensure that the school district (LEA) will maintain compliance with the appropriate federal statutes, regulations, and procedures and will act as the responsible authority in all matters relating to the administration of this improvement plan. The local Board of Education/Charter Board ensures that its designee(s) will periodically update the Board regarding goals and strategies/practices, participate as a member of the school leadership implementation team, and work in collaboration with the Regional Centers of Excellence and/or MDE in support of technical assistance through the Minnesota Statewide System of Support (SSOS) or the Department.
______
(Signature of Superintendent/Charter School Board Chair)( Date)
II. School Information
BUILDING LEVEL STUDENT DEMOGRAPHICS / PERCENTAGE OF TOTAL ENROLLMENTAmericanIndian: 4 / 1.5%
Asian: 14 / 5.4%
Black: 51 / 19.7%
Hispanic: 23 / 8.9%
White: 167 / 64.5%
LimitedEnglishProficient: 62 / 23.9%
Special Education: 33 / 12.7%
FreeorReduced-PriceLunch: 133 / 51.4%
LEADERSHIP IMPLEMENTATION TEAM / ROLE / CONTACT INFORMATION
Jody Goldstein / Principal /
Paul Ehling / Principal /
Cara Lane / Teacher /
Kathryn Palen / Teacher /
Katie Miller / Other Staff / ,
Angela Rogers / Behavior Specialist /
Paula Winter / Instructional Coach /
Michelle Haugen / Teacher /
Program Administrator
Megan Magnuson / Parent /
Jerry Hrabe / Community Member
Pupil Service Personnel
Technical Assistance
.
SCHOOL SUMMARY / STATEMENTSExecutiveSummaryof your school: Provide a school overview and Include enoughinformationfor the reader tobecomeacquaintedwiththe focus of this actionplan. / Pinewood Elementary is one of seventeen elementary schools within the Rochester Public Schools. Pinewood serves approximately 260 students. It is a Title I Schoolwide school that includes a diverse population: American Indian 1.2%, Asian 3.5%, Black 22.3%, Hispanic 9.6%, White 63.5%, Limited English Proficient 23.8% Special Education 14.2% and Free and Reduce Priced Lunch 48.5% (based on the 2015 enrollment). It is located in southeast Rochester. For the 2015-2016 school year, the population at Pinewood will reflect change due to a District Attendance Boundary change.
The staff uses multiple data points to identify students not meeting proficiency based on the MCA, NWEA, and IRLA. Our goal is to provide the interventions to all students in need so all students will demonstrate growth and achieve at high levels. The Schoolwide Title I Program provides the expanded intervention support needed to reach our goal.
Through our current programming as a Title I Schoolwide School we are able to develop system changes that impact student learning. We found the following systems offered Pinewood the framework to differentiate for all students: Professional Learning Communities, inclusive of instructional coaches, a reading specialist, a special education teacher, and an English Language Learner teacher. We completed Total Instructional Alignment of the Minnesota Standards in math and reading with the district and site resources, PBIS (positive behavior interventions and supports) is supported by a behavior specialist. We have a SIOP (Sheltered Instruction Observation Protocol) specialist on site that provides ongoing training for K-5 staff. The systems, the data, and the feedback they provide, and the best practices in education, guide the decisions the staff makes.
We offer a variety of ways to differentiate for student needs. We find the 100 Book Challenge System (American Reading Company) to be especially effective in differentiating for all students. SIOP is used K-5. The system-wide K-5 schedule supports: a push-in and pullout system for tiered instruction, before school Homework Help, intervention time to support additional learning and collaborative team dialog through Professional Learning Communities. Daily, staff monitors student progress and provides intervention lessons to support student needs. Continuing the Schoolwide Title I program will help us respond to all students in need of interventions. Two grade levels implement daily differentiated math standards instruction.
Pinewood partners with parent and community volunteers. Kiwanis Club volunteers work with our kindergarten and first grade students in a 1:1 setting. They collaborate with teaching staff to practice strategies for beginning readers, including reading to the students as well as participating in games that help students learn their letters, sounds and most frequently used words. This has been especially effective for our at-risk students so they have the foundations for reading.
Pinewood has a schoolwide discipline plan based on PBIS. PBIS focuses on creating a classroom environment that meets the developmental needs of all students. PBIS is a broad range of systematic and individualized strategies for achieving important social and learning outcomes. The system aims to build effective environments in which positive behavior is a more effective approach to developing effective interventions. Our goal is to achieve meaningful and durable behavior and lifestyle outcomes. Our plan encourages positive behavior based on four expectations – respect, safety, responsibility and engagement. We implement a Check In/Check Out system for students in need of more support, The Schoolwide Plan provides ongoing staff and student development by maintaining consistent implementation of PBIS.
The Schoolwide Title I plan will help support the continued growth of our staff. The coaching model will continue to be used for staff reflection on student growth and staff instruction. The instructional coaches support staff through dialog and discussion will focus on instruction and student achievement. The coaches, along with the principal, will work with the teams to monitor student growth and instructional practices.
Describetheteam’splanfor communicatingwith theschool andcommunity. / We have monthly PTA meetings in which we communicate our systems to parents. Information and messages are sent to parents electronically through Peach Jar and Skylert. Skylert is also used to communicate with parents verbally. Our school website will include the Title 1 Schoolwide Program Plan. Our website also includes monthly updates, calendar of events and other pertinent information. We celebrate academic success and communicate upcoming events through the Post Bulletin’s Academic Notebook. The Title 1 Schoolwide Program Plan is shared with the staff electronically and is overviewed at staff meetings. Content from this plan is discussed and implemented at Professional Learning Communities.
1
Facilitating Support for Sustainable Change in Minnesota Schools
Using Implementation Science
The Active Implementation Frameworks based on Implementation Science were developed by the National Implementation Research Network (NIRN) to support system and practice change. This Record of Continuous Improvement uses those frameworks and Implementation Science to help schools establish a facilitated network of support for sustainable change. The change effort is led by a Leadership Implementation Team that understands and uses the five Integrated Active Implementation Frameworks effectively. A brief overview of these frameworks follows. An in-depth review of the frameworks, and supportive implementation tools, is located on the Active Implementation Hub at
Implementation Team Members are selected for their capacity to be effective leaders and willingness and ability to be accountable for implementation. Teams need to be purposefully linked to one another due to the nature of their work. They need to be linked to other teams at the instructional level (PLC’s), district, regional, and state (Minnesota Department of Education) level. Implementation teams share the responsibility for improvement with administration and work with staff and community stakeholders to ensure all students receive high quality instruction in an equitable learning environment.
Implementation Teams review multiple sources of data (including student data) and then select a usable intervention during the exploration stage that will a) address the needs identified by reviewing thedata and b) are most likely to create an increase in student performance over time. By definition, a useable intervention is one that is teachable, learnable, doable, and readily assessed. Once the intervention is selected, teams develop staged action steps that provide structural supports necessary for successful implementation. A usable intervention could be an instructional strategy or practice and may be part of a larger instructional framework.The stages include exploration; where teams are formed and the intervention is selected; installation, where supports such as guiding documents and initial trainingare provided and coaching routines and supports are articulated; initial implementation, where teachers begin using the practice, receive coaching, and work towards fidelity of implementation guided by fidelity data (e.g. are we doing what we said we would do); and, full implementation, when over 50% of the teachers using the instructional framework, and/or strategies/practicesare implementing it as intended.
Teams track the progress of strategic implementation using both short-term and longer-term Plan, Do, Study, Act, cycles (PDSA) to provide feedback to the leadership implementation team, building administrators and teachers. Information from PDSA cycles provides ongoing snapshots of how the system is progressing towards fidelity of implementation and improved student outcomes. As implementation progresses through the stages, the focus of the PDSA changes. During exploration and installation the PDSA cycle is used to evaluate adult effort in selecting the intervention and preparing for implementation. During initial implementation the focus shifts to ensuring fidelity of the instructional or intervention processes. And while student outcomes are measured all along the way, it is most reasonable to expect that upon full implementation the focus includes not only fidelity data but also measures of formative and summative student performance(that should increase with increased fidelity). This stage-based process may span several years. The PDSA cycle also is used to provide a longer term evaluation of the overall impact of the instructional framework, strategy/practice on student success. This cycle informsdecisions about continued use of the intervention, necessary improvements (e.g., more training or coaching), or whether the process should begin again to find an intervention that will provide a greater impact on student outcomes.
Leadership implementation teams address barriers and facilitate effective change through the use of the implementation drivers. Four drivers on the staff competency side of the process, three on the organizational side, and a leadership driver form the core components of the drivers. Teams use the drivers to guide every conversation they have about enhancing effective implementation and resolving barriers to implementation. The competency drivers include selection, training, coaching and performance assessment (fidelity of instruction). The organizational drivers include data management and use for decision making, facilitative administration, and systems intervention. The leadership driver makes use of both adaptive and technical strategies for problem solving. Schools using the active implementation frameworks must recognize that no one framework is more important than the others.
Focusing on one framework, or ignoring even one, diminishes the effectiveness of the continuous improvement process. By striving to understand the connections among all five frameworks, schools can expand their capacity to manage the complex variables of school change. This Record of Continuous Improvement is intended to support your ability to effectively manage change and create improved student outcomes.
RECORD OF CONTINUOUS IMPROVEMENT
SCHOOL: Pinewood / PLAN CONTACT: <Paul Ehling / SUBMISSION DATE: <MM/DD/YY>1. Use this template to develop a record for each separate usable intervention being implemented. A usable intervention could be an instructional strategy or practice and may be part of a larger instructional framework. Copy the template as needed.Instructions for completing each section are provided as a separate document.
2. Each template will provide detail for math, reading or graduation. Check one.☐Math X Reading☐Graduation (if applicable)
3. SMART Goal:By June 1st, 2016, 85% of Pinewood students enrolled by October 1st will be reading at grade level as measured by the NWEA and the eIRLA.
4a. EXPLORATION
This process includes a COMPREHENSIVE NEEDS ASSESSMENT and will lead to the selection of a usable intervention you believe will lead to improved student outcomes. Consider the demographics off your school and community, academic achievement and other relevant information (section1114(b)(1) of TitleI ofNoChildLeft Behind, theSWP).
ACTION STEPS / TEAM LEAD/RESOURCES / DATA / BY DATE / NEXT STEPS
What data will the team review and what activities will the team engage in to explore possible instructional strategies/practices? / Who will lead this action step?
What resources are needed? / What did you learn from the data you reviewed? / What will you do next to advance the exploration process?
2. NWEA Strand Data / Instructional Coach
Administrator
Classroom Teachers
EL Teacher
SPED Teacher
Resources: 3 Testing Periods for Grades K-5 / RIT Scores were used to determine students who were Tier 2 and Tier 3
Literature and Informational Strands were used to analyze student needs in some grade levels
Students’ Growth Index Scores were analyzed and Instructional Strategies and Delivery were changed / Fall, Winter Spring 2014-15 after testing was completed / All grades will use the Literature and Informational Strands to analyze students’ needs
3. eIRLA Data / Reading Specialist
Classroom Teachers
Instructional Coach
Administrator
EL Teacher
SPED Teacher
Resources: eIRLASchoolpace, IRLAs / Determine Tier 2 and Tier 3 students
Strategy groups are formed based on the data
Individual student’s strengths and weaknesses are determined based on the data
Teacher accountability with the standards that are taught / Daily
Monthly PLCs / Analyzing comparison data between NWEA, MCA and IRLA
Professional Development for New Staff and On-going Professional Development for Staff
Create a tool designed to help teachers be consistent when moving students in their color levels
- Set Schoolwide SMART Goals in Reading
Leadership Team / Proficiency in Reading by NWEA RIT Scores:
Spring 2014-15: / June 8th, 2015 / See SMART Goal Above
4.
4b. SELECTING A USABLE INTERVENTION
Identify the usable interventions(strategies or practices) the team has selected for monitoring.
If applicable, identify the instructional framework that includes the usable intervention :Balanced Literacy
List of usable interventions selected for monitoring below. Highlight the one you will measure first. / Fully Implemented?1. Students read 30 minutes at school and 30 minutes at home daily / ☐
2.Intentional Read Aloud / ☐
3.Teachers conferencing with students once within every 2 weeks / ☐
4.Quality whole group reading instruction
5.Guided Reading Instruction
6. Strategy Instruction
5a. USABLE INTERVENTION SELECTED FOR MONITORING:Teachers conferencing with students once within every 2 weeks
5b. Instructional Change Manager:Administrator5c. ☐Math ☒Reading☐Graduation(check one)
6a. INSTALLATION
These activities provide structural supports necessary to implement the intervention successfully.
ACTION STEPS / TEAM LEAD/RESOURCES / EFFORT
EXPECTATION / BY
DATE / EVIDENCE SUMMARY TO
INFORM NEXT STEPS
What activities will provide structural supports necessary to implement interventions successfully? / What is the expected result of this adult activity? / Use the drivers to overcome installation barriers. Celebrate successes. Determine next action step.
1.Create a tool for scheduling one-on-one reading conferences with a teacher conferring with each student once every two weeks / Instructional Coach
Administrator
Classroom Teachers / Monitor individual student progress on the eIRLA
Each student within a classroom is conferenced with once every two weeks / October 1st, 2015
2. Provide staff training on Action 100 for new teachers and for paraprofessionals / Instructional Coach / Teachers and Paraprofessionals will be more proficient in the use of Action 100
Students will be conferenced with on a consistent basis based on need / November 1st, 2015
3. Professional Development for All teachers as indicated by needs assessment / Instructional Coach / All teachers able to implement Action 100 successfully so that all students make growth in reading / June 8th, 2016
4. Teachers will review NWEA and/or eIRLA data monthly at PLCs / Instructional Coach
Classroom Teachers
Administrator / Teachers will develop teaching strategies to increase student learning
Coordinate support for individual students as indicated by needs assessment / Monthly throughout the 2015-16 school year
5.
6b. INITIAL IMPLEMENTATION
These are the action steps you will take to implement the usable interventionyou have selected to fidelity. Fidelity requires at least 50% of the teachers using the practice to do so with a high level of proficiency when observed.
ACTION STEPS / TEAM LEAD/RESOURCES / FIDELITY EXPECTATION / BY
DATE / EVIDENCE SUMMARY TO
INFORM NEXT STEPS
What actions are taken to support teachers’ implementation of theusable intervention? Use the drivers to develop these supports. / What is the expected or desired fidelity outcome for this adult activity / Record actual fidelity outcomes. Use the drivers to overcome barriers to improvement and guide next steps. Full implementation is attained when at least 50% of teachers use the intervention with fidelity.
1. Teachers will have a log of one-on-one conferencing with students
Teachers will post their conferencing schedules
Teachers will enter conferencing data into the eIRLA / Classroom Teacher
Instructional Coach / 100% of teachers will create and use a conferencing tool / Oct. 1st, 2015
2.Instructional coach, with additional help from district personnel, will conduct professional development/support throughout the year for Action 100 for new teachers and paraprofessionals / Instructional Coach
District Personnel / 90% of teachers of teachers will be implementing Action 100 in their classrooms / June 8th, 2016
3. Teacher Checklist from Action 100 Handbook used from the Instructional Framework Manual
Professional Development will be driven by individual Teacher Checklist results
Time given to teachers during staff meetings for professional development based on the results of the Checklist / Administration
Instructional Coach
Teachers / 100% of teachers will be participating in Action 100 staff development based on their individual needs / Monthly throughout the 2015-16 School Year
4.PLC Yearly Calendar for meeting dates/times
Agenda created prior to each PLC meeting
Minutes posted after each PLC in the Pinewood Repository
Data is collected and organized prior to the PLC meeting
Instructional Coach will help to facilitate the PLCs / Classroom Teachers
Instructional Coaches
Support Teachers (EL, SPED, Reading Teacher) / 100% of all teachers will participate in PLCs / Monthly throughout the 2015-16 School Year
6c. FULL IMPLEMENTATION