reading - m-dcps school improvement

Joella C. Good Elementary

# 2181

Region Center: North

Principal: Ms. Lizette O' Halloran

Contact Phone Number: 3056252008

School Name:

Work Location Number:

Charter School: No

of 12# 2181 Joella C. Good Elementary

Strategy 1 - On-going










READING

1.

Based on the data collected using the Reading Mid-year Interim Assessments, there is significant increase in grade three and four. The results indicate that in grade three sixty-five percent of the students are at mastery level. This is a twelve percentage point increase as compared to the Reading Baseline Assessment administered in August. Seventy-one percent of students in grade four are at mastery level, an eight percentage point increase as compared to the Reading Baseline Assessment. In grade five, fifty-nine percent of the students are at mastery level, a decrease of only three percentage points, as compared to the Reading Baseline Assessment. In addition, an in-depth analysis by benchmarks indicates that there is an opportunity for improvement in the area of Reference and Research in all grades as evidenced by a mean of forty-four percent mastery level. Grade four showed a decrease of mastery level with a decline of twelve percentage points from the Reading Baseline Assessment in Reference and Research. Grade five showed a decrease of fifteen percentage points in the area of Author's Purpose. The areas of greatest improvement are: grade three is Plot Development, grade four Author's Purpose and grade five Comparisons. Furthermore, all targeted subgroups have demonstrated learning gains as evidenced by a mean of thirty percent of these students meeting mastery level. Redirection of instruction will take place across all grade levels in order to target the areas in need of improvement through Differentiated Instruction.

2.

In order to continue strengthening student skills in all areas needed to be successful in reading comprehension, the following strategies and school improvement activities will provide appropriate strategies for diagnosing and meeting the varying instructional needs of students reading below grade level; design, develop, and deploy reading courses based on the Comprehensive Reading Plan; and continue to refine and improve these strategies using the Florida Continuous Improvement Model for all students in grades three, four and five including all AYP subgroups. Students in grade three are given additional remediation during Differentiated Instruction in the areas of weakness. Students in grade three, four and five are receiving additional exposure to FCAT targeted reading benchmarks via the FCAT Explorer, Successmaker, Ticket to Read and Riverdeep computer based reading programs. All subgroups participate in the above mentioned strategies. All at-risk students (Level 1 and Level 2) are also receiving a targeted intensive reading intervention using the Voyager Passport Program. Team meetings provide opportunities for articulation between grade levels. An instructional focus calendar provides a guide for the classroom teachers which enables teachers to target all benchmarks in a timely manner integrating "Creating Independence through Student-Owned Strategies" (CRISS). A tutorial program to target high-risk readers has been held twice a week since October and will continue through February. This tutorial program uses the on-going DIBELS evaluation and results from the Interim Assessments to drive instruction. The Title III Grant funds the ELL tutorial program three times a week since October and will continue through February. The Academic Excellence Program offers enriched activities to third through fifth grade students throughout the school year providing high achieving students with opportunities to expand their knowledge base and improve their critical thinking skills.

3.

At the present time, data results gathered from the Reading Interim Assessment indicate that there has been a significant improvement in grades three, four and five including all AYP subgroups. Therefore, the successful strategies presently in place will continue to be implemented. The Focus Calendar will be revisited in January in order to ensure that all FCAT tested benchmarks are addressed and mastered prior to the administration of the FCAT. Special emphasis will be placed on monitoring students' understanding of Reference and Research benchmarks.

Strategies

Narrative

Describe the gains and/or decreases in mastery that have occurred since the beginning of the school year, citing the data source used to measure these changes. (Describe assessments used to determine progress.)

Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. Please be specific for each grade level and/or NCLB subgroup, including Level 1 and 2 students.

What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Please be specific for each grade level and/or NCLB subgroup, including Level 1 and 2 students.


4.

All reading teachers will participate in individual DIBELS debriefing sessions led by the Reading Coach. Data Chat will be held to further analyze individual class results in order to target specific benchmarks. Teachers of third grade students will participate in a Third Grade Reading Portfolio professional development session to inform teachers of how they are to administer passages and collect evidence of students' mastery of the reading benchmarks.

What additional professional development activities will be offered before the FCAT to help teachers increase student performance? How will professional development be evaluated as successfully impacting student achievement?











MATHEMATICS

1.

Based on the data collected using the Mathematics Mid-year Interim Assessments, there is significant increase in all grades as compared to the results of the Baseline Assessment. The results indicate that in grade three, fifty-eight percent of the students are at mastery level; this is an eighteen percentage point increase as compared to the Mathematics Baseline Assessment administered in August. Seventy-seven percent of students in grade four are at mastery level, a twenty-two percentage point increase as compared to the Mathematics Baseline Assessment. In grade five, fifty-five percent of the students are at mastery level, an increase of seven percentage points as compared to the Mathematics Baseline Assessment. In addition, an in-depth analysis by content cluster also indicates students in grades three increased mastery in the area of Geometry. Students in grade four increased mastery particularly in Measurement. Students in grade five showed an increase of mastery in Data Analysis and Probability. Based on the data, the area of weakness in third and fourth grade is Number Sense, Concepts, and Operations. Students in grade five demonstrate a need for improvement in Algebraic Thinking. Furthermore, all targeted subgroups have demonstrated learning gains as evidenced by a mean of thirty-nine percent of these students meeting mastery level. Math teachers will revisit the mathematics scope and sequence presently guiding instruction in order to schedule reviews of the areas in need of improvement based on the Mathematics Mid-year Interim Assessment.

2.

In order to continue strengthening students in all areas needed to be successful in mathematical skills, the following strategies and school improvement activities will continue to be implemented for all students in grades three, four and five including. All students are given additional remediation in the areas of weakness indicated on the Interim Assessments. Students in grade three, four and five are receiving additional exposure to FCAT targeted mathematics strands during the Saturday Academy Tutorial Program. All AYP subgroups participate in the above mentioned strategies. Based on the Comprehensive Mathematics Plan, all at risk students (Level 1 and Level 2) are also receiving targeted intervention during Differentiated Instruction. Students provided with performance-based activities incorporating the use of manipulatives, problem solving, critical thinking and communication. Riverdeep and Sucessmaker computer based resources are used to reinforce and enhance mathematics skills. Using the Continuous Improvement Model, an instructional focus calendar and the District's Pacing Guide are used as resources by all classroom teachers during an uninterrupted daily 60-minute block in Mathematics. Custom Group Reports from Edusoft are used by teachers in grade three through five to monitor the progress of FCAT Level 1 and Level 2 students participating in the after school tutorial. Students enrolled in the Gifted and Academic Excellence Programs are afforded learning opportunities to enhance higher order learning skills.

3.

Assessments indicate that there has been significant improvement in grades three, four and five. Therefore, the instructional strategies presently in place will continue to be implemented. The Mathematics Scope and Sequence Plan will be revisited in January in order to ensure that all FCAT tested strands are reviewed, retaught, and mastered prior to the administration of the FCAT. Teachers of students in grade three, four and five will use the 40 Day Mathematics Countdown items to review tested benchmarks prior to the administration of the FCAT.

4.

Strategies

Narrative


Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. Please be specific for each grade level and/or NCLB subgroup, including Level 1 and 2 students.

What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Please be specific for each grade level and/or NCLB subgroup, including Level 1 and 2 students.



Opportunities for articulation between grade levels focusing on mathematics instructional strategies will be provided. Teachers of students in grades three, four and five will be engaged professional development aimed at providing additional resources such as 40 Day Countdown and Math Crunch Time to enhance students' mathematical knowledge and performance on the FCAT. Data collected form the 40 Day Countdown will used to monitor learning gains and modify instruction where needed.












WRITING

1.

Data collected from the Writing Mid-year Essay indicates that students in grade four are showing improvement in their writing skills by sixty percent of students writing on the mastery level. This is a forty-seven percentage point increase as compared to the Baseline Essay. An in-depth analysis of the writing data indicate that students are increasing the use of figurative language and are using vivid vocabulary to elaborate the essays.

2.

Strategies have been implemented in order to achieve mastery level in writing school wide. The strategies are: instructing students in a formalized writing process; scheduling a writing prompt monthly; and scoring essays using the writing rubric. through the use of the Continuous Improvement Model, student essay scores are monitored in order to redirect instruction in the areas of concern and weakness.

3.

As per school data, students in grade four are showing adequate progress in writing. There will be no additional strategies or changes to the successful instructional plan as it pertains to teaching the writing process. Students’ essays will continue to be monitored monthly.

4.

Teachers of grade four students will attend a professional development entitled, Moving at Warp-Speed Toward a "6." This professional development will help teachers move students' writing to higher levels of performance using conferencing, grabbers, leads, extensions, elaborations,specificity in word choice, and take-away endings. Using the writing rubric when scoring student essays, teachers will monitor the effectiveness of this professional development and the impact on students' learning gains.

Strategies

Narrative


Describe the specific strategies or school improvement activities that have contributed to increases in student mastery.

What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery?






Strategy 4 - Completed




SCIENCE

1.

Based on the data collected using the Science Mid-year Interim Assessments, there is significant increase. The results indicate that in grade five sixty percent of the students are at mastery level; this is an eight percentage point increase ascompared to the Science Baseline Assessment administered in August. An in-depth analysis indicates that an area of concern is the knowledge of physical and chemical processes. Improvement was shown in scientific thinking, earth and space, and in life and environment. Furthermore, all targeted subgroups have demonstrated learning gains as evidenced by a mean of forty-nine percent of these students meeting mastery level.

2.

Science teachers will increase lab inquiries in order to enhance students’ knowledge about physcial and chemical processes of science. Students in grade five participate in hands-on activities weekly in the science class in order to improve student understanding of all the state FCAT tested standards. Science teachers will align and target instruction based on instructional needs and data results.

3.

Due to a decrease in mastery in the area of physical and chemical processes, additional activities are planned in this area. FCAT Science test taking strategies for the multiple choice questions, short response test items, and extended response performance task items will be provided during Science class. Academic Excellence, Gifted and SECME Programs will continue to offer enrichment activities that foster learning through discovery and inquiry.

4.

Teachers of grade five students will participate professional development involving the realignment of the Science pacing guide in preparation for Science FCAT. Teachers will use the pacing guides and data collected from the Science Interim Assessments to drive instruction.

Strategies

Narrative


Describe the specific strategies or school improvement activities that have contributed to increases in student mastery.

What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery?










PARENTAL INVOLVEMENT

Reading

Reading

Reading

Science

Science

Writing

9/18/2008

10/7/2008

12/9/2008

10/16/2008

12/4/2008

11/20/2008

Just Read Florida and the Big 5

Help Your Child be a Better Reader

Families Building Better Readers

Hands-on Science at Home/How to Help Your Child With Science Fair Project

Science Fair Display Night

FCAT Strategies and Techniques

27

30

53

75

31

Grade Four FCAT Writing

Reading Under the Stars

Grade Three Reading Portfolio

4th grade Writing Benchmarks

Reading Under the Stars: Family Literacy for Kindergarten through grade three students and families.

What the FCAT Reading Portfolio Means to My Child

1/22/2009

1/22/2009

2/26/2009

Strategies

Activities to Date

Activities to be Offered

Subject Date Curriculum Driven Activity # of Parents Participating

Subject Date Curriculum Driven Activity






RETURN ON INVESTMENT

Strategies


GRADUATION RATE

Strengths N/A

OFIs N/A

Instructional Focus N/A

Professional Development N/A

Strategies


Strategy 11 - Ongoing

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APPENDIX - (Additional Goal/Strategies)


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APPENDIX - (Additional Parent Involvement Activities)

Category Subject - Date - Curriculum Driven Activity - Number of Participants

Date of EESAC meeting to review and approve SIP mid‐year Report (assure the minutes of the meeting reflect discussion and approval process): 1/26/2009

Date of EESAC meeting in which approval was given for any changes that were made in the online SIP document (assure the minutes of the meeting reflect discussion and approval process): 2/4/2009

EESAC Dates


reading - m-dcps school improvement

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