comprehensive plan report...4/7/2014: classroom data of late has come from formal and informal...

Comprehensive Plan ReportA detailed report showing activity of the school team’s work on the improvement plan including assessments, plans, tasks,

monitoring, and implementation for selected time periods.11/4/2015

Sanders Corner ES NCES - na Loudoun County Public SchoolsVirginia Indistar (Continuous Improvement) Key Indicators are shown in RED.School Leadership and Decision MakingEstablishing a team structure with specific duties and time for instructional planningIndicator ID10 - The Leadership Team regularly looks at school performance data and aggregated

classroom observation data and uses that data to make decisions about school improvement and professional development needs.(45)

Status Not a priority or interest Assessment Level of Development: Initial: No development or Implementation 10/23/2013

Explain why not a Priority or Interest: Our staff assessed this indicator and found that we needed to concentrate our efforts elswhere. We will revisit this indicator at a future date.

School Leadership and Decision MakingFocusing the principal’s role on building leadership capacity, achieving learning goals, and improving instructionIndicator IE06 - The principal keeps a focus on instructional improvement and student learning outcomes.

(57)Status Tasks completed: 0 of 5 (0%)Assessment Level of Development: Initial: Limited Development 06/26/2015

Index: 9 (Priority Score x Opportunity Score)Priority Score: 3 (3 - highest, 2 - medium, 1 - lowest)Opportunity Score: 3 (3 - relatively easy to address, 2 - accomplished within

current policy and budget conditions, 1 - requires changes in current policy and budget conditions)

Describe current level of development:

Implementation of this objective has begun, with an aim toward full implementation by the end of the 2016-17 school year. Tasks will be developed based on rubric guidance and suggestions, with input from the SIP team and SCES staff.

Plan Assigned to: Michael JacquesHow it will look when fully met: This will be fully implemented according to the outline within the

rubric. This will be described in detail later.Target Date: 06/30/2017Tasks:

1. The school leadership team will facilitate differentiated professional development in the areas of OTTW/PBL/BYOT/Loudoun Creates.

Assigned to: Ginger BrennanAdded date: 11/04/2015Target Completion Date: 06/30/2016Comments: 10/30/2015 - School administration met with staff on 8/26/2015 to

establish expectations on the implementation of OTTW/PBL. It was

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Comments:determined the fall project would be completed by January 31.8/26/2015 – School staff participated in the introductory PD module for OTTW. 10/30/2015 – School administration participated in the PBL leadership series on various dates through 10/20/2015. Highlights from the PD included attendance at 4 separate modules, with the final module that included two additional teacher leaders.

2. School leadership will provide ongoing explicit feedback and support to teachers on lesson plans and the development of OTTW/PBL/Loudoun Creates projects.

Assigned to: Bobby MeehanAdded date: 11/04/2015Target Completion Date: 06/30/2016Comments: 10/30/2015 – For the first semester, staff met to plan and implement

OTTW lesson. CLT’s determined what lesson(s) would be implemented as a team.10/30/2015 - The Kindergarten Team completed their OTTW unit on fire safety. Reflections for this project are ongoing.

3. School leadership will provide ongoing explicit feedback and support to teachers with lesson delivery of OTTW/PBL/Loudoun Creates based on observations and walkthroughs.

Assigned to: Michael JacquesAdded date: 11/04/2015Target Completion Date: 06/30/2016Comments: 10/30/2015 – School administration conducted 21 formal observations.

Teachers were provided explicit feedback on lesson delivery. When applicable, feedback also addressed their successful implementation of OTTW/PBL/BYOT/Loudoun Creates.

4. School administration will monitor the work of CLTs in evaluating the effectiveness of instructional delivery that meets the needs of all students based on assessment data.

Assigned to: Michael JacquesAdded date: 06/26/2015Target Completion Date: 06/30/2016Comments: 10/30/2015 – CLTs for Grades 3-5 met and reviewed Interactive

Achievement data. The results of the first quarter assessment did not reveal specific information regarding OTTW projects as most are planned for implementation in the second marking period. The Kindergarten Team is the only team to have completed their OTTW for the first semester, but this was completed today. Reflections for their OTTW are ongoing.

5. Task PlaceholderAssigned to: Michael JacquesAdded date: 11/04/2015Target Completion Date: 06/30/2016Comments: 10/30/2015: This task was accidentally added, and will be utilized for

as a placeholder for future tasks to be added.Implement Percent Task Complete: Tasks completed: 0 of 5 (0%)Indicator IE08 - The principal spends at least 50% of his/her time working directly with teachers to

improve instruction, including classroom observations.(59)Status

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Explain why not a Priority or Interest: Our staff assessed this indicator and found that we needed to concentrate our efforts elsewhere. We will revisit this indicator at a future date.

School Leadership and Decision MakingAligning classroom observations with evaluation criteria and professional developmentIndicator IF08 - Professional development for the whole faculty includes assessment of strengths and

areas in need of improvement from classroom observations of indicators of effective teaching.(72)

Status Objective Met 9/30/2015 Assessment Level of Development: Initial: Limited Development 10/23/2013

Objective Met - 09/30/2015




Staff rated this indicator (along with IID11) as one of the highest needs. Walkthrough data was collected and analyzed. Needs were determined based in part on this walkthrough data. A PD needs assessment will also be taken to determine teacher needs.

Plan Assigned to: Michael JacquesHow it will look when fully met: The Leadership Team will provide a school-wide professional

development calendar that includes the assessment of classroom observation data on a monthly basis.

Target Date: 06/30/2016Tasks:

1. Teachers in grades 3-5 will participate in a two-month professional development called "Test Talk." This PD will involve a book study of the same title, administrative observations of practices via walkthroughs, and an opportunity for teachers to share success and opportunities for growth.

Assigned to: Cyndy Amrhein & Catherine MitchellAdded date: 12/11/2013Target Completion Date: 02/27/2014Frequency: once a yearComments: This is a two-month project, with assessments of practices via

walkthroughs ongoing.

4/7/2014: This task was completed on 2/27/2014.

11/20/2014: Strategies learned will continue to be monitored throughout the school year.

6/25/2015: Although this task was completed, a new task requiring the monitoring of this teaching strategy was discussed by the SIP team.

Task Completed: 02/27/20142. The Sanders Corner Administrative Team will conduct classroom walkthroughs to gather data for

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professional development needs.Assigned to: Michael JacquesAdded date: 11/13/2013Target Completion Date: 06/30/2016Frequency: monthlyComments: Data to be collected using a tool that will break down data for the

purposes of identifying strengths and weaknesses in instruction.

4/7/2014: Classroom data of late has come from formal and informal observations. Classroom walk through observations will resume on 4/21/2014 to observe SOL preparation lessons as well as math/reading active engagement instructional strategies.

9/2/2014: Staff will be surveyed on PD needs in October, 2014. Previous survey indicated needs in implementing testing strategies, behavioral support for students, development of common formative assessments, and exploration of response to intervention strategies. All of this was part of the staff development plan for the beginning of the 2014-15 school year.

11/20/2014: PD assessment needs are currently being surveyed. Staff analyzed walkthrough data and determined that clarification of items marked "Not Observed" need to be addressed. A draft action plan based on these findings will go out to Team Leaders on 12/4/2014, with a review by all teachers conducted on 12/11/2014.

4/13/2015: Informal walkthroughs are ongoing.

6/25/2015: Informal walkthroughs are ongoing. The walkthrough observation template will be revised to indicate areas for appropriate instructional strategies vs. strategies not observed.

Task Completed: 06/30/20153. Team Leaders will analyze general walkthrough data to identify strengths and weaknesses of instructional practices as a school.

Assigned to: Michael JacquesAdded date: 02/24/2014Target Completion Date: 06/30/2016Frequency: monthlyComments: Data on general teacher needs to be analyzed monthly, with staff

needs to be determined as necessary. Those teachers needing specific individualized training will undergo individualized professional development with the help of school administration.

4/7/2014: Since data collected since March 1st has come from formal and informal observations, the Team Leaders have not analyzed this data to date.

9/2/2014: Initial walkthrough data from first month observations will be analyzed to help determine PD needs. A template will be developed to include lesson planning components.

11/25/2014: These were analyzed during Grade Level Planning Page: 4 of 22

Comments:

meetings on 11/13/2014.

4/13/2015: Walkthrough data has not been thoroughly analyzed. Data analiyzed during CLT meetings have been generated from formative and standardized assessments.

6/25/2015: The SIP team felt that specific instructional praqctices needed to be analyzed for appropriate use. Also, the walkthrough form should reflect that such strategies are being implemented (the current form does this).

Task Completed: 06/30/20154. A professional development needs survey will be developed, with data analyzed by the Sanders Corner Team Leaders to help in planning for future professional development. The survey will be constructed in such a way as to provide whole school as well as differentiated professional development.

Assigned to: Ginger BrennanAdded date: 12/11/2013Target Completion Date: 06/30/2016Frequency: twice a yearComments: This task will be recurring in October (for the current school year) and

March (to plan for the next school year).

4/7/2014: The professional development needs survey was given to staff members on 3/27/2014. The Sanders Corner Leadership Team will look at these needs on June 5, 2014 to determine professional development needs for the 2014-15 school year.

9/2/2014: Staff will be surveyed on PD needs in October, 2014. Previous survey indicated needs in implementing testing strategies, behavioral support for students, development of common formative assessments, and exploration of response to intervention strategies. All of this was part of the staff development plan for the beginning of the 2014-15 school year.

11/25/2014: This was delayed until November, 2014 in order to address current LCPS based needs and initiatives.

4/13/2015: The next survey will be conducted in May to help plan for the 2015-16 school year.

6/25/2015: Future surveys will come from the SIP team rather than the principal in order to encourage more transparency. It was also suggested that a Lickert scale be used to help further determine staff professional development needs.

Task Completed: 06/30/20155. The Sanders Corner Administration Team will identify staff members within the school to provide professional development and share-out opportunities in the areas identified within tasks 2 and 3.

Assigned to: Michael JacquesAdded date: 11/13/2013Target Completion Date: 06/30/2016Frequency: monthlyComments: Data on general teacher needs to be analyzed quarterly. Those

teachers needing specific individualized training will undergo differentiated professional development with the help of school

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Comments:

administration. This professional development can take on many different forms from small group, whole staff, and utilization of materials such as technology. Peer observations would not come under this format, but could be done as funding becomes available.

4/7/2014: Presenters for professional development will be identified at the June 5 Team Leaders meeting where professional development needs will be assessed. A PBIS Team has already been selected and will attend training on June 18 & 19, 2014.

9/2/2014: A total of ten staff members presented PD to the staff during the staff development sessions prior to the start of the 2014-15 school year.

11/24/2014: Additional staff members who are "experts" in various PD will be identified through the Professional Development Needs Survey.

4/13/2015: Select staff members have provided professional development in brain research, PBIS, and data driven decision making. Conference sharing is scheduled for May 28, 2015.

6/25/2015: This task will be altered slightly to include monthly share-outs by staff members.

Task Completed: 06/30/20156. Teachers in grades 3-5 will participate in a two-month professional development called "Text Savvy." This PD will involve a book study of the same title, administrative observations of practices via walkthroughs, and an opportunity for teachers to share success and opportunities for growth.

Assigned to: Catherine Mitchell & Cyndy AmrheinAdded date: 04/13/2015Target Completion Date: 06/30/2016Comments: 4/13/2015: Test Talk was completed last year. An extension to this was

called "Text Savvy" and was integrated into shared reading plans. These are currently being monitored for implementation.

6/25/2015: Although this task was completed, a new task requiring the monitoring of this teaching strategy was discussed by the SIP team.

Task Completed: 06/30/20157. This task is reserved for monitoring the implementation of the Test Talk PD. This task will be finalized by 9/30/2015.

Assigned to: Ginger BrennanAdded date: 06/26/2015Target Completion Date: 06/30/2016Frequency: four times a yearComments: This task is reserved for monitoring the implementation of the Test

Talk PD. This task will be finalized by 9/30/2015.Task Completed: 06/30/2015

8. This task is reserved for monitoring the implementation of the Text Savvy PD. This task will be finalized by 9/30/2015.

Assigned to: Ginger BrennanAdded date: 06/26/2015Target Completion Date: 06/30/2016Frequency: Page: 6 of 22

Frequency: four times a yearComments: This task is reserved for monitoring the implementation of the Text

Savvy PD. This task will be finalized by 9/30/2015.Task Completed: 06/30/2015

9. This task is reserved for monitoring the training of new teacher in the Test Talk and Text Savvy PDs. This task will be finalized by 9/30/2015.

Assigned to: Ginger BrennanAdded date: 06/26/2015Target Completion Date: 06/30/2016Comments: This task is reserved for monitoring the training of new teacher in the

Test Talk and Text Savvy PDs. This task will be finalized by 9/30/2015.Task Completed: 06/30/2015

Implement Percent Task Complete:Objective Met: 9/30/2015 Experience: 9/30/2015

This task is now a part of our school culture and climate. We have considered this objective fully implemented due to the routines and protocols that are currently in place to monitor instruction.

Sustain: 9/30/2015Continued monitoring of student achievement, with opportunities to provide specific feedback to teachers and teams, and opportunities for professional development to help teachers with specific challenges in their classrooms.

Evidence: 9/30/2015Walkthrough data, testing data, and staff survey data indicate improvements across the board in student achievement, particularly in math and reading scores.

Curriculum, Assessment, and Instructional PlanningAssessing student learning frequently with standards-based assessmentsIndicator IID11 - Instructional Teams review the results of unit pre-/post-tests to make decisions about

the curriculum and instructional plans and to "red flag" students in need of intervention (both students in need of tutoring or extra help and students needing enhanced learning opportunities because of their early mastery of objectives).(109)

Status Objective Met 9/30/2015 Assessment Level of Development: Initial: No development or Implementation 10/23/2013

Objective Met - 09/30/2015 Will include in plan




The staff found tat this indicator (along with IF08) was one of the greatest needs. CLTs have begun the process of analyzing pre and post assessments in order to make decisions on curriculum and instructional plans. Details still to be worked on are the documentation of such meetings (beyond the basic agenda). Teachers will also need to develop common pre and ost assessments in order to level the field for student performance. CLTs are also n the process of developing plans

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of intervention for both styudents in need of tutoring as well as those requiring extension activities.

Plan Assigned to: Michael JacquesHow it will look when fully met: Teachers in all grade levels will plan together a schedule of pre and

post assessments for reading and math instruction. Grade level CLTs will meet to analyze the pre-test data to determine student levels for teaching and/or enriching. Post test results will be analyzed to help determine reteaching and enrichment opportunities. Grade level teams will create a plan for reteaching and enriching student objectives and collect data on the success of these plans.


1. The master schedule will be structured to allow for bi-monthly CLT meetings.Assigned to: Michael JacquesAdded date: 12/11/2013Target Completion Date: 08/31/2014Frequency: once a yearComments: Although the principal is responsible, drafts of this schedule will also go

through the assistant principal, specialists, and grade level teachers.

9/2/2014: The master schedule was completed on 8/27/2014.Task Completed: 08/27/2014

2. Grade level CLTs will come up with team norms that will include discussions on student achievement data, including pre and post-test data.

Assigned to: Ginger BrennanAdded date: 12/11/2013Target Completion Date: 08/29/2014Frequency: once a yearComments: This will be reinforced during CLT meetings as well.

4/7/2014: Team norms for each CLT were completed on 8/27/2014.

11/24/2014: CLT Meeting norms were updated on 8/25/2014 as part of the PLC PD held on that day.

Task Completed: 08/25/20143. Set up CLT expectations to include bi-monthly data analysis meetings.

Assigned to: Michael JacquesAdded date: 12/11/2013Target Completion Date: 01/31/2014Comments: It is already an expectation to meet weekly. This will be changed to bi-

weekly, with curriculum development among the teams during weeks in between data analysis meetings.

4/7/2014: Teams now meet bi-weekly. A weekly communication to the staff indicates the weeks that CLT meetings would take place. Accommodations are made for those meetings requiring to be rescheduled due to Moveable Mondays, snow days, and other special events (such as Field Day).

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Comments:

11/24/2014: Expectations were reiterated, with a schedule added to the Master Calendar, on 8/25/2014.

Task Completed: 08/25/20144. Provide method of documenting pre- and post-test data.

Assigned to: Lisa VastardisAdded date: 12/11/2013Target Completion Date: 06/30/2016Comments: To be decided: Use Google Docs or Excel spreadsheets that will be

saved to the staff drive at school.

4/7/2014: Data Walls are now stored on the Staff Drive on Excel documents. This eliminates the need for a separate login. Discussions will begin on developing formative assessments that can be tracked utilizing iPad technology.

9/2/2014: Data walls will continue to be housed on the Staff I: drive on the SCES network using Excel software.

11/24/2014: Teams have been given the expectation to analyze data from at least one common assessment each from math and language arts.

4/13/2015: Teams have been utilizing the IIM tool as we transition from locally developed data walls. Data from standardized assessments are also analyzed even though their inclusion in the IIM tool appears inconsistent.

6/25/2015: The SIP team discussed utilizing IA for math pre and post tests. Also, explicit expectations for pre-testing need to be discussed with staff

Task Completed: 06/25/20155. Pre- and post-test data will be analyzed by grade level teams to determine future instructional needs (i.e. reteaching or enrichment).

Assigned to: Beth BoucherAdded date: 12/11/2013Target Completion Date: 06/30/2016Frequency: twice monthlyComments: 4/7/2014: This is done during CLT meetings. Efforts will be underway

to discuss formative assessments for tier 2 and 3 students and strategies to reteach those concepts where formative assessment data show weaknesses.

11/24/2014: This is ongoing, with analysis and discussions occurring during CLT meetings.

4/13/2015: This is ongoing.

6/25/2015: This is being done during CLT meetings. A more structured mechanism for analyzing data will be implemented into CLT agenda templates, which will establish a universal expectation that this be done at each meeting.

Task Completed: 06/25/2015

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6. Grade level teams will develop a strategy for reteaching and providing enrichment for math.Assigned to: Lisa VastardisAdded date: 12/11/2013Target Completion Date: 06/30/2016Comments: Grade levels will work on math for this school year. A Reading strategy

may also be implemented this year at a later date.

4/7/2014: Grades 2-5 have developed a weekly "Power-up" where for a 30-45 minute period, students are redistributed among the grade level for the purposes of providing remediation and reteaching. Those students not in a remediation group will work on enrichment activities. Also, grades 3-5 have developed after-school SOL remediation clubs for reading and math.

9/2/2014: The Power-up will continue to be an expectation for the 2014-15 school year.

11/24/2014: Grade level teams currently have plans for "Power-ups" that will take place at least one time per week. In addition, grade level teams will have a planning half-day to analyze data from Interactive Achievement, DRA, PALS, and iReady to provide a framework for reteaching and remediation.

4/13/2015: Current "Power Up" plans are developed and revised weekly. Staff will look into deliberately scheduling Power Up time next year for grades 2-5 in an effort to include specialists staffing in remediation.

6/25/2015: Power Up times will be expanded next year. The SIP team is not comfortable with completing this task until a specific scheduling plan for Power Up time can be discussed and implemented.

9/30/2015: Power Up is being done for grades 2-5 from 1:55 to 2:25. Grade 1 will initiate a Power Up time from 1:55 to 2:25 beginning October 13. The plan includes the use of specialists to provide enrichment opportunities for students.

Task Completed: 09/30/20157. Grade level teams will plan units of study together to coincide with the LCPS Scope and Sequence.

Assigned to: Denise BlefkoAdded date: 12/11/2013Target Completion Date: 06/30/2016Frequency: twice monthlyComments: This activity to be done as per length of unit study for math and

language arts.

4/7/2014: All grade level teams are aware of updated scope and sequences for all subjects. They will be expected to follow this completely next school year.

9/2/2014: The master schedule was developed to allow for grade levels planning meetings bi-weekly. These meetings will occur during weeks when the CLT meetings will not take place.

11/24/2014: This is ongoing, with much of this taking place during the Page: 10 of 22

Comments:

off-weeks from CLT meetings.

4/13/2015: This is ongoing, with much of this taking place during the off-weeks from CLT meetings.

6/25/2015: This will not be marked complete until the impacts of PBL design on planning can be studied.

9/30/2015: This task will be included with Objective IIE06, therefore this objective will be marked as complete.

Task Completed: 09/30/2015Implement Percent Task Complete:

Objective Met: 9/30/2015 Experience: 9/30/2015

A pre and post test protocol has been developed and implemented with math units of study. This will help teachers best be able to determine future teaching strategies and application of objectives into higher-level thinking activities.

Sustain: 9/30/2015Continued enforcement of protocols through CLT discussions and data driven decision making that will be based on this data.

Evidence: 9/30/2015As a part of the CLT agenda, grade level teams will be tasked with discussing assessment results and determine reteaching groups through Power Up.

Classroom InstructionExpecting and monitoring sound instruction in a variety of modesIndicator IIIA02 - All teachers develop weekly lesson plans based on aligned units of instruction.(111)Status Objective Met 9/30/2015 Assessment Level of Development: Initial: Limited Development 08/25/2014





Professional development will be delivered to all staff on the 9 components of effective lesson planning. Implementation will take place over the course of the 2014-15 school year, with gradual expansion into all four core subjects by the end of the school year.

Plan Assigned to: Michael JacquesHow it will look when fully met: Lessons for all classroom teachers will include the Nine Components of

an Effective Lesson Plan as stated on the VDOE topic "Evaluating the Alignment and Quality of the Written Curriculum. Lessons will be displayed prominently in all classrooms for current and next day's instruction. Evidence of team planning to include co-teaching strategies where appropriate will exist.


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Tasks:1. Staff will be given training on the Nine Components of an Effective Lesson Plan.

Assigned to: Michael JacquesAdded date: 08/25/2014Target Completion Date: 08/26/2014Comments: While the presentation will be given to all staff at once, monitoring for

compliance will take place throughout the 2014-15 school year.

9/2/2014: Staff members were trained on the 9 Lesson Plan Components on 8/26/2014.

Task Completed: 08/26/20142. Lesson plan template will be provided to teachers for use in lesson planning

Assigned to: Michael JacquesAdded date: 08/25/2014Target Completion Date: 06/30/2016Comments: Gradual implementation will include the use of this template until an

electronic version can be created.

9/2/2014: Staff members were trained on the 9 Lesson Plan Components on 8/26/2014. They were also provided a template that could be used to hold these components.

6/25/2015: The SIP team will revisit this task to clarify the intent and expectations for the 2015-16 school year.

8/24/2015: Lesson plan template was reissued to teachers to use for formal observations. All plans include an objective, materials, method(s) of delivery, assessment, and a reflection.

Task Completed: 08/24/20153. Walkthrough observations will include opportunities for feedback on new lesson planning components.

Assigned to: Michael JacquesAdded date: 08/25/2014Target Completion Date: 06/30/2016Frequency: monthlyComments: It is expected that this task will become routine as it is gradually

implemented.

11/24/2014: Most walkthroughs show plans that include SOL, objective, lesson delivery, and assessment. Many include reflections. Locations of lesson plans vary from teacher to teacher.

1/6/2015: Discussion on locations and components of lesson plans will be conducted at Team Leaders Meeting on 1/8/2015. This discussion will lead to a consensus on how lesson plans are displayed. The due date for this task has been revised to reflect this change.

4/13/2015: Formal observations have included the Nine Point Lesson Planning Components. Teams next year will refer to lesson plans developed from the Virginia State DOE website, with modifications to fit current classroom and student needs.

6/25/2015: Feedback will continue, but this task will not be marked

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Comments:

complete due to an expected revision to the Walkthrough template and discussion of the required elements and expectations of planning.

9/30/2015: Walkthrough template was revised and has been implemented. Walkthroughs are now ongoing.



Our teachers are well versed at planning for a variety of instructional experiences. Feedback during the previous year showed that there was not a need to revise current lesson planning practices, but this objective was a requirement for all schools.

Sustain: 9/30/2015Continued enforcement of this objective through walkthrough observations and specific feedback.

Evidence: 9/30/2015Plans were made available for viewing in 98% of all walkthough, formal, and informal observations.

Formative AssessmentFormative and Summative AssessmentsIndicator VA10 - Staff members create effective classroom discussions, questions, and learning tasks that

elicit evidence of learning. These include strategies for gathering information such as on-the-fly, planned, and curriculum embedded assessments.(1609)



Formative AssessmentFeedbackIndicator VC01 - Staff members use evidence of student learning as feedback to adapt and differentiate

instruction to meet the needs of the different students.(1622)Status Not a priority or interest Assessment Level of Development: Initial: No development or Implementation 11/13/2013


Indicator VC02 - Staff members use feedback to respond quickly to students’ learning needs. This includes on the spot changes during a lesson (when it is obvious students are not understanding), as well as anticipating where students might struggle and planning ahead to address those needs.(1623)



REQUIRED for Targeted InterventionsTargeted Intervention IndicatorsIndicator

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Indicator TA01 - REQUIRED - The school uses an identification process (including ongoing conversations with instructional leadership teams and data points to be used) for all students at risk of failing or in need of targeted interventions. (2931)






- Grade level CLTs were formed and meet weekly to discuss student data- Data is stored locally and accessible to all members of the CLT- Data entered includes standardized assessments and progress monitoring- Students are assigned tiers based on the level of interventions required to overcome deficiencies demonstrated by the data

Plan Assigned to: Michael JacquesHow it will look when fully met: On a quarterly basis, 100% of intervention students (identified as Gap

Group 1 and Gap Group 3) at Sanders Corner ES as identified with TBD assessments (including Interactive Achievement and iReady diagnostic testing) will be selected for the participation in additional targeted interventions.


1. The school leadership team will meet with each grade and content area to identify assessments (DRA, PALs, BMAs, AIMSWEB, etc.) that will be used to measure student progress and identify students in need of interventions for reading and math. The school leadership team will use behavioral data to identify students in need of behavioral interventions. The team will determine cutpoints for placing students in tiers 1-3. The team will identify staff to manage the data for each grade and content area using Excel or other software.

9/2/2014: Staff is once again dedicated to the above task. During the Staff Development workdays, CLTs analyzed standardized data from the previous school year to help with initial tier designations. These tiers will be adjusted once the iReady Software program goes live.

Assigned to: Denise BlefkoAdded date: 12/11/2013Target Completion Date: 06/30/2016Frequency: four times a yearComments: Current data collection/sharing tool will allow for these students and

interventions to be displayed within data storage tool.

9/2/2014: Currently, data walls are stored on the staff (I:) drive for easy access by all CLT members.

11/24/2014: Teachers were trained on the implementation of the IIM tool, which will ultimately replace the in-school data walls previously constructed.

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Comments:

4/13/2015: Grade level CLT meetings feature the use of the IIM tool in conjunction with classroom assessments to plan for future remediation, enrichment, and instruction.

6/25/2015: The team felt that we needed more data to determine how the specific interventions were working. To that end, the team has determined to add a task for next school year regarding the collection of intervention data and the analysis of effectiveness. The team will also address behavioral support (data gathered through the PBIS process began this school year), a recalibration of summative and formative expectations, and the development of supportive vocabulary strategies that were learned through SIOP training this past year. A new completion date will be made to reflect these changes.

9/30/2015: The above conditions were developed and met during staff development sessions in August, 2015.The PBIS team will continue to analyze behavioral data. The Curriculum Team will look at intervention data to determine effectiveness of Power Up and similar interventions. CLTs will discuss grade level data as necessary.

Task Completed: 09/30/20152. Grade level CLTs will utilize standardized, diagnostic, formative, and summative assessment data to assign students to tiers for the purposes of implementing interventions.

Assigned to: Michael JacquesAdded date: 12/11/2013Target Completion Date: 06/24/2015Comments: Tier assignment will include past standardized testing data as well as

current formative and summative assessment data. Movements between tiers can occur quarterly.

9/2/2014: Staff members received initial training for the iReady Software Program, in which data will be utilized to help assign tiers. Staff will be trained to analyze data once program goes live at the school level.

11/24/2014: Teachers were trained on the implementation of the IIM tool, which will ultimately replace the in-school data walls previously constructed.


6/25/2015: This has been done among the grade level CLTs. The IIM tool will house this data along with intervention strategies.This process is routine and will be deemed completed.

Task Completed: 06/24/20153. Staff members in grades K-5 will be trained to analyze data generated from the iReady Math Software Program. Data from this program will be used to help determine tier levels for students in math at these grade levels.

Assigned to: Jocelyn KannerAdded date: 09/02/2014Target Completion Date: 06/25/2015Frequency: twice monthlyComments:

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Comments: 11/24/2014: Staff members were trained on 9/25/2014, and are receiving refresher trainings from TRT as needed. These refresher trainings are taking place during CLT and/or after school.

1/6/2015: This task is ongoing as data analysis for iReady is constant. This task has been revised to "recurring" to reflect this.

4/13/2015: Training for each grade level was conducted as a part of grade level planning meetings. This training was facilitated by the technology resource teacher. Data from this program is analyzed to determine specific strengths and weaknesses as well as a measurement tool to assess progress toward teacher SMART goals.

6/25/2015: The school is removing the iReady program from use, and will instead utilize Dream Box for a math computerized program. A new task will be inserted prior to the start of the 2015-16 school year to reflect this change. The removal of the iReady program was done in large part to difficulty interpreting data correctly, and components of the program that were demotivating for students.

Task Completed: 06/25/20154. Grade level CLTs will develop a Power-up intervention where student will be retaught or provided enrichment in math concepts, based on common formative assessments and iReady Progress Monitoring data.

Assigned to: Grade Level Team LeadersAdded date: 09/02/2014Target Completion Date: 06/30/2016Frequency: weeklyComments: 9/2/2014: This intervention will be scheduled for a minimum of one 30

minute period per week. This is based on a similar trial of this task during the 2013-14 school year.

11/24/2014: All grade levels have this in place, but revisions will be made as a result of grade level planning meetings that will take place in December.

4/13/2015: This is ongoing. Measurement of its success will be determined in part by iReady, DRA, and SOL scores.

6/25/2015: The team felt that we needed more data to determine how the specific interventions were working. To that end, the team has determined to add a task for next school year regarding the collection of intervention data and the analysis of effectiveness. Power-up opportunities will also be specifically scheduled into the master schedule to maximize resources and ensure implementation.

9/30/2015: Power Up is now in place for grades 2-5. Grade 1 will implement Power Up beginning October 13, 2015.Planning for Power Up will be done during grade level planning meetings.



All grade levels are on board with the Power Up interventions. Grade 1 will begin this a bit later so as to provide enough time for classroom

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Experience:

routines to be in place. Kindergarten will not participate in a formal Power Up this year due to time constraints.

Sustain: 9/30/2015Continued monitoring of intervention data. CLTs will also make data driven decisions on intervention data, with student movement between tiers allowed as needed.

Evidence: 9/30/2015CLTs will meet every other week to analyze data and plan for interventions.

Indicator TA02 - REQUIRED - The school uses a tiered, differentiated intervention process to assign research-based interventions aligned with the individual needs of identified students (the process includes a description of how interventions are selected and assigned to students as well as the frequency and duration of interventions for Tier 2 and Tier 3 students). (2932)






- Students are assigned tiers within each grade level based on level of support required as suggested by collected data.- Progress is monitored periodically and adjustments to tier assignments are made as necessary, but not more often than monthly- Interventions are discussed and assigned to students based on individual need.

Plan Assigned to: Michael JacquesHow it will look when fully met: Information on student tiers will stored locally and be accessible to all

members of the grade level team. The data storage system will also include interventions as well as those responsible for carrying them out. The percentage of students overall in the school as well as broken down into various demographics will reflect positve growth in the reading and math academic areas.


1. The master schedule will be structured to allow for bi-monthly collaborative learning team (CLT) meetings.

Assigned to: Michael JacquesAdded date: 12/11/2013Target Completion Date: 08/27/2014Frequency: once a yearComments: Although the principal is responsible, drafts of this schedule will also go

through the assistant principal, specialists, and grade level teachers.

9/2/2014: This task was repeated, with desired goals achieved, for the 2014-15 school year.

Task Completed: 08/27/2014

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2. Grade level CLTs will come up with team norms that will include discussions on student achievement data, including pre and post-test data.

Assigned to: Ginger BrennanAdded date: 12/11/2013Target Completion Date: 09/30/2013Frequency: twice monthlyComments: This will be reinforced during CLT meetings as well.

9/2/2014: Grade level CLTs reaffirmed (and in some cases changed) norms for the 2014-15 school year.

Task Completed: 08/25/20143. Grade level CLTs will utilize standardized, diagnostic, formative, and summative assessment data to assign students to tiers for the purposes of implementing interventions.

Assigned to: Brett SternbergAdded date: 12/11/2013Target Completion Date: 06/30/2016Frequency: four times a yearComments: Movements between tiers can occur quarterly.

9/2/2014: Grade level CLTs analyzed data generated from the 2013-14 school year for initial tier placement of current students.

11/24/2014: Grade level data planning meetings are scheduled for December. These meetings will cover one half of a school day, with team curriculum planing covering the remainder of the day.


6/25/2015: The IIM tool will be used exclusively to document all tiers and interventions.

Task Completed: 06/25/20154. At the end of each quarter, the school leadership team will convene data meetings with each grade and content area to analyze the assessment and behavioral data and place students into tiers. Students assigned to tiers 2 and 3 will be assigned specific interventions that are aligned to specific standards and skills based on the students’ needs

Assigned to: Grade Level Team LeadersAdded date: 12/11/2013Target Completion Date: 06/30/2016Frequency: four times a yearComments: All plans to be assessed for effectiveness.

11/24/2014: These will take place in December, 2014, and will be one half day.

1/6/2014: Plans drafted from Grades 2-5 data analysis of IA Benchmarks data were submitted for review on 12/20/2014. These are currently being reviewed and implemented. Grades K and 1 will submit their plans after the conclusion of the Winter PALS and DRA assessments. The due date has been revised to reflect this change.

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Comments:

4/13/2015: This is ongoing, with the next set of meetings to occur as a part of CLT meetings this week.

6/25/2015: This practice will remain in effect for next year.Task Completed: 06/25/2015

5. The school leadership team will meet with the staff at the beginning of the school year to identify individual, small-group and whole-class interventions that are research-based and aligned to specific standards and skills that will be assessed during the school year. The interventions will include methods and strategies that allow for differentiation for students’ needs using different formats (mini-lessons, Do Nows, homework, tests, etc.). The interventions will also include guidance on the frequency and duration for each intervention. The behavioral interventions will be based upon guidelines developed by the Office of Pupil Services.

Assigned to: Denise BlefkoAdded date: 02/24/2014Target Completion Date: 03/28/2014Frequency: once a yearComments: Interventions can be developed and monitored through the CLT

meeting process.

9/2/2014: Grade level CLTs met to discuss interventions based on common formative assessment results. Power-up sessions aimed at reteaching/remediating and enrichment of math concepts were scheduled. Planning for each of these sessions will take place as part of the bi-weekly CLT meetings.

Task Completed: 08/25/20146. After the interventions have been assigned to students, the school leadership team will create an implementation schedule for each grade and content area. The implementation schedule will allow for interim assessments during the quarter to assess student progress and make adjustments to the implementation schedule.

Assigned to: Denise BlefkoAdded date: 02/24/2014Target Completion Date: 06/30/2016Frequency: four times a yearComments: 11/24/2014: This schedule is currently in place, and varies by grade

level.

1/6/2014: Plans drafted from Grades 2-5 data analysis of IA Benchmarks data were submitted for review on 12/20/2014. These are currently being reviewed and implemented. Grades K and 1 will submit their plans after the conclusion of the Winter PALS and DRA assessments. The due date has been revised to reflect this change.

4/13/2015: This is ongoing. Grade level teams have determined a schedule for implementation of the assessments. Due to challenges with the middle school math placement test, the 5th Grade Teachers have administered the Student Growth Assessments, which were not planned for implementation at the beginning of the year. The SGA will take the place of the 5th Grade Math IA Assessment for the 3rd quarter. All other IA and iReady Progress Monitoring have occurred as scheduled.

6/25/2015: The master schedule will reflect Power-up times for the Page: 19 of 22

Comments:

2015-16 school year.Task Completed: 08/28/2015

Implement Percent Task Complete:Objective Met: 9/30/2015 Experience: 9/30/2015

With this objective in place for two years, teachers are accustomed to performing these tasks on a regular basis. Tier language is now commonplace and is used frequently for academic and behavioral supports.

Sustain: 9/30/2015Continued focus on data within CLT meetings, with an ability to utilize current data to consistently revise student tier placement where applicable.

Evidence: 9/30/2015New CLT agendas will include a listing of Tier 3 students and assessment results and interventions that have been in place since the last meeting. The IIM tool will also be used to track interventions.

Indicator TA03 - REQUIRED - The school uses a monitoring process (including a multidisciplinary team that meets regularly to review student intervention outcome data and identifies “triggers” and next steps for unsuccessful interventions) for targeted intervention students to ensure fidelity and effectiveness. (2933)






- Grade level CLTs meet weekly to analyze existing data and discuss new data from formative and summative assessments- Students not responding to interventions in tier 2 may be moved to tier 3 for more intensive interventions- Students in tier 3 not responding to more intensive interventions are referred to the Child Study Team or IEP team as appropriate.

Plan Assigned to: Michael JacquesHow it will look when fully met: Students in tiers 2 and 3 will be monitored by grade level teams for

response to interventions. Those students who do not respond positively to interventions will be referred to the school Child Study Team where further interventions and data collection can be established. Should such further interventions prove to be ineffective, the team may elect to refer the student for further evaluation.


1. Set up CLT expectations to include bi-monthly data analysis meetings.Assigned to: Michael JacquesAdded date: 12/11/2013Target Completion Date: 08/30/2013Comments: Page: 20 of 22

Comments: It is already an expectation to meet weekly. This will be changed to bi-weekly, with curriculum development among the teams during weeks in between data analysis meetings.

Task Completed: 08/27/20132. Grade level teams will identify demographics of students considered "at-risk" of failing for the purposes of providing specific interventions aimed at meeting the needs of the group at-risk.

Assigned to: Michael JacquesAdded date: 12/11/2013Target Completion Date: 01/31/2014Frequency: once a yearComments: For the 2013-14 school year, these groups have already been identified

as Gap Group 1 (SPED, ELL, and Economically Disadvantaged) and Hispanic Students.

Task Completed: 11/15/20133. Grade level teams will design and implement an intervention plan to include those students identified as "at risk" of failing. Data on response to these interventions will be collected, with modifications to interventions as needed.

Assigned to: Denise BlefkoAdded date: 12/11/2013Target Completion Date: 01/31/2014Comments: Some of these plans have already been designed through SOL

remediation. Discussions are underway as to how to meet the needs of students who are not able to stay after school.

9/2/2014: Initial tier assignments were conducted for current students based on previous year's data. Tier adjustments will be made throughout the year as indicated through other tasks.

Task Completed: 08/25/20144. Benchmark assessment data will be collected for Reading and Math in grades 3-5 in order to monitor all students and responses to intervention as they translate to standardized testing data.

Assigned to: Ginger BrennanAdded date: 12/11/2013Target Completion Date: 06/30/2016Frequency: twice monthlyComments: This quarterly data will also help determine needs for teachers in their

own professional development.

9/2/2014: Benchmark assessment data from Interactive Achievement will be utilized for benchmark assessment data for the 2014-15 school year.

11/24/2014: These were completed last week. TRT provided a refresher training of interpreting data and designing future assessments using the Interactive Achievement software program.

1/6/2014: The results of these interventions will not be known for some time, therefore, the target completion date has been revised.

4/13/2015: This is ongoing, and is a major part of the CLT meetings.

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Comments:

6/25/2015: This was ongoing. This task will not yet be marked complete due to expected changed in the math and reading benchmark assessment plans. Once these are determined, new tasks will be drawn up by the SIP team.

9/30/2015: Students in grades 3-5 will be assessed the SGA for Reading and Math in the Fall and Spring. Student growth will be measured using this tool, with the use of benchmark tests in the 1st and 2nd quarters used to find potential reteaching opportunities.


Objective Met: 9/30/2015 Experience:

9/30/2015Students in grades 2-5 have fully implemented the benchmark testing, with students in grades 3-5 implementing the SGA. An attempt was made to have 2nd grade students take the SGA, but the tool was too new for them and caused a great deal of frustration.

Sustain:

9/30/2015For 2nd grade, practice with the different types of questions will be needed during the course of the marking period so as to teach students how to use the tool. Proper use of the tool (i.e. student doing the drag-and-drops and manipulating the TEI questions)will allow us to collect meaningful data on student progress. Data days for teachers in grades 3-5 will allow us to analyze data, place students in tiers, assign interventions if needed, and make data driven decisions based on data analysis.

Evidence:

9/30/2015Data analysis is ongoing during CLT meetings. Data days have been scheduled for mid-November.

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comprehensive plan report...4/7/2014: classroom data of late has come from formal and informal...

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