school improvement plan elementary (lap)...approval shall require each school to have a school...

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Implementation September 2016-June 2019

Evergreen Heights Elementary

School Improvement Plan

Elementary (LAP)

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September 2016-June 2019

Auburn School District Strategic Plan

Aspiration:

The Auburn School District aspires to be a world-class education system preparing all students to be globally competitive for career, for college, and

for life in the twenty-first century.

District Goal 1: Student Achievement

All staff in the Auburn School District provide support, leadership, and guidance to ensure each student meets or exceeds state and district standards,

graduates on time, and is prepared for career and college.

District Goal 2: Community Engagements

All staff in the Auburn School District are accountable for engaging its diverse community as partners to support and sustain a world-class education

system.

District Goal 3: Policies and Resource Management

Auburn School District policies and resources are aligned to the strategic plan.

School:Evergreen Heights Elementary

Date of SIP Team District Goal Review:

SIP Team Members:

Staci Erickson Jennifer Herndon Diana Musial Pam Parks

Alisa Louie Anne Gayman Michelle Hupperten Leah Carroll

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Arnie Grab Terri Morford Jana Jones Deena Behrend

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School Improvement Team Signatures 2015-2016

Date Submitted: Date of School Board

Approval:

Name Title/Position Signature

Anne Gayman Principal

Anne Everson Parent

Hailey Carroll Student

Staci Erickson Staff

Jennifer Herndon Staff

Diana Musial Staff

Pam Parks Staff

Alisa Louie Staff

Michelle Hupperten Staff

Arnie Grab Staff

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Ralph and Virginia Shuck Community

Member

Each team must include staff, students, families, parents, and community

members.

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Signatures for Approval

Department of Student Learning

Heidi Harris Assistant Superintendent

Student Learning

Julie DeBolt Executive Director High

School/Post Secondary

Programs

Vicki Bates Assistant Superintendent

Technology

Department of School Programs

Ryan Foster Associate Superintendent

Principal Leadership and

School Programs

Rhonda Larson Assistant Superintendent

Family Engagement and

Student Services

Superintendent

Alan Spicciati Superintendent

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School Board

Anne Baunach School Board

Carol Seng School Board

Laurie Bishop School Board

Ray Vefik School Board

Ryan Van Quill School Board

Executive Summary

Auburn School District Mission

In a safe environment, all students will achieve high standards of learning in order to become ethically responsible decision makers and lifelong

learners.

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Auburn School District Vision

The vision of Auburn School District is to develop in students the skills and attitudes that will maximize their potential for lifelong learning and

ethically responsible decision making.

School Mission Evergreen Heights is dedicated to quality learning for every student.

School Vision The vision of Evergreen Heights Elementary is to create a safe learning environment where all students are given the opportunity to maximize their potential through collaboration between staff, parents and students.

Background Information

WAC 180-16-220

Requirements for School Improvement Plan Each school shall be approved annually by the school board of directors under an approval process determined by the district board of directors and “At a minimum the annual

approval shall require each school to have a school improvement plan that is data driven, promotes a positive impact on student learning, and includes a continuous improvement

process that shall mean the ongoing process used by a school to monitor, adjust, and update its school improvement plan.” School Improvement plans must include a brief

summary of use of data to establish improvement; acknowledging the use of data which may include DIBELS, MAP, WELPA, Credit Attainment, Enrollment in Honors/AP

Courses, CEE Perceptual Data, SAT/ACT, Discipline, and MSP or HSPE.

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Stakeholder Input The Evergreen Heights’ SIP team is comprised of teachers from each grade level, a parent, as well as specialists. Specialists include ELL, LAP, behavior, and math. This group

met once a month beginning in October in order to analyze data, identify needs, and create a plan to improve instruction. Teachers involved in the SIP process would meet with

grade level teams during PLCs in order to share information and gather feedback. Feedback from grade level teams was then brought back to the SIP team and then acted upon as

needed. The SIP plan reflects the data gathered, analysis, and the next steps to be implemented.

Highly Qualified Staff Learning Assistance Program (LAP) #5

LAP Component #5-Provide Instruction by Highly Qualified Teachers and Paraprofessionals Systems Connections:

AWSP Framework Criterion 6; Managing Resources

⌧ Highly Qualified Certificated staff funded by LAP/Title I (5 - M. Hupperten, J. Herndon, A. Louie, L. Carroll, A. Locascio)

⌧ Highly Qualified Classified staff funded by LAP/Title I (7 - S. Campbell, J. Sanborn, A. Williams, B. Brown, M. George, D. Burgula, R. Mason)

⌧ Not Highly Qualified (0)

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Needs Assessment LAP #1 (Anne) Systems Connections:

RCW 28A.165.005

CEL5D Assessments for Student Learning; Assessments & Adjustments

AWSP Framework Criterion 3; Planning with Data

a. Data was used when developing programs to assist underachieving students:

DIBELS

MAP Reading MAP Math

SBA Reading

SBA Math

Needs assessment was conducted on (date)_________Oct 2015________

Participants in our needs assessment included (per our building SIP process):

District Leadership Principal

Teachers

Para Professionals

Other School Staff Students

Parents

The LAP plan focuses first on addressing the needs of students in grades kindergarten through 4 who are deficient in reading or reading readiness skills to improve reading literacy.

Grade

Level

Readiness Reading Math

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(# of Students) (# of Students) Extended Day

(# of Students)

K 12

1 25

2 22 18

3 22 25

4 23 24

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Demographic data

Over the last several years, our enrollment has increased from 350 students to 544 students. Our free and reduced lunch eligibility rate was its highest at 58% but has a downward trend, with a current eligibility rate (2016) of 48%. Additionally, our ELL population has decreased from 25% in 2014 to 20% in 2016.

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Attendance Analysis

In the 2015-2016 school year, 90% of students attended school regularly, with 0-4 absences. 7% of students were absent 5-17 days. 3% of students were absent 18 or more days.

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Data Analysis- DIBELS

Overall, decoding accuracy is a weakness. As evidenced in the charts below, our oral reading fluency scores meet benchmark more often then our accuracy is above 98%. Additionally, 62% of our kindergarteners are coming to school below benchmark.

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Data Analysis- MAPS

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SBA ELA

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SBA Math

Twenty-six percent of third graders were below grade level in problem solving and modeling & data analysis on the 2016 SBA math assessment.

One hundred percent of fifth graders who scored a level one on the 2016 SBA math assessment also scored below benchmark on the 2016 SBA ELA

assessment.

One hundred percent of fourth graders who scored a level four on the 2016 SBA math assessment were above standard in concepts and procedures.

Seventy-three percent of fourth graders who scored a level four on the 2016 SBA math assessment were above standard in problem solving and

modeling & data analysis.

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3rd grade math

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4th grade math

5th grade math

Assessment Decisions – LAP#2 & #4

Our building meets regularly during weekly PLC meetings to discuss student data in both reading and math. We arrange flexible groups based on skill deficits. These groups are monitored for student progress by a team of building staff. Changes are made as needed. Student Selection- students are selected in compliance with LAP policies. We use 3 data points and teacher input.

LAP Component #2-Plan Incorporated in SIP

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LAP Component #4-Coordination and Support to General Program System Connections RCW 28A.165.015

a. Our building conducts a LAP program that addresses reading, writing, and/or mathematics, as well as readiness skills

associated with these content areas.

b. Students are identified for LAP as those students in kindergarten through grade 4 who score below standard for his/her grade level using multiple measures of performance, including the statewide student assessments or other assessments and

performance tools administered by the school or district and who is identified by the district to receive LAP services.

Multiple Measures of Performance Include:

Dynamic Indicators of Basic Early Literacy (DIBELS) screener Grades K-4 Measurement of Academic Progress (MAP) Grades 3 & 4

Smarter Balanced Assessment Grades 3 & 4

Teacher Rating Scale Grades K-4

Students with greatest academic deficits in basic skills as identified by statewide, school and/or district assessments or other

performance measures are served in LAP.

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Prioritized Challenges In this section, prioritize the top 3-5 challenge. Explain how all staff were involved in prioritizing challenges in each of the three SMART Goals.

Your SMART GOALS and Action Steps must address the Prioritized Challenge Narratives from this section

2015 Reading Data

In September of 2015, between 52% and 68% of students entered grades 3, 4 and 5 at or above benchmark in reading,

according to MAPS.

In Spring of 2015, 80% of 4th graders scored L3 or L4 on the ELA SBA. 68% of the same students scored at or above

benchmark in September of 2015, according to 5th grade MAPS.

In Spring of 2015, 60% of 3rd graders scored L3 or L4 of the ELA SBA. 52% of the same students scored at or above

benchmark in September of 2015, according to 5th grade MAPS.

In Spring of 2015, 52% of ELL 4th graders passed the ELA SBA, as compared to 80% of all 4th graders.

In Spring of 2015, 50% of ELL 3rd graders passed the ELA SBA, as compared to 60% of all 3rd graders.

According to MAPS reading scores in September of 2015, 75% of ELL 3rd graders were considered strategic or intensive.

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In September of 2015, 33% of ELL 4th graders were at or above benchmark on the MAPS reading assessment.

In September of 2015, between 52% and 68% of students entered grades 3, 4 and 5 at or above benchmark in reading,

according to MAPS.

On the September 2015 STAR, grades 2-5, 59% of the students tested scored at or above the 40th

percentile

SMART Goal 1:

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The average percent of 3rd, 4th, and 5th grade students meeting or exceeding standard on the state ELA assessment will increase from 76.6% to 91.6% by 2019.

Our reality: Grade 3 70.9 % Grade 4 82.0 % Grade 5 76.8 %

SMART Goal 2: The average percent of students in 3rd, 4th, and 5th grade meeting or exceeding standard on the state math assessment will increase 75.8% to 90.8%

by 2019.

Our reality: Grade 3 72.3% Grade 4 87.1% Grade 5 67.9%

SMART Goal 3: The average percent of student attendance in K-5 will increase 5 % each year 2017, 2018, and 2019 from a baseline 90%.to 95% by 2019.

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SMART Goal 1

Subject Area: ELA

School Name: Evergreen Heights

Target Population- based on

demographic, discipline and attendance

data analysis:

Kindergarten - 5th Grade Students

Our Reality-based on assessment

data analysis:

Our reality: Grade 3 70.9 %

Grade 4 82.0 %

Grade 5 76.8 %

Based on 2015 SBA scores

Our SMART Goal-based on

target population and your reality:

The average percent of 3rd, 4th, and 5th grade students meeting or exceeding standard on the state ELA

assessment will increase from 76.6% to 91.6% by 2019.

Action Plan

Action Step K-5 teachers will use common chants and definitions for academic vocabulary

Evidence of Implementation LAP #4

Evidence of Impact

Resources Responsibility

Create a schoolwide list of common

ELA vocabulary

Increased understanding of

academic vocabulary, as indicated

by:

Building 28 Hours

Staff Meetings

Vocabulary committee (chairperson: Diana

Musial)

Grade Level Teams

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Video tape teachers using agreed

upon chants and post videos to a

shared location (Google Drive)

Share videos of the vocabulary at

each month at staff meetings.

- Pre-Test given schoolwide in

September

(classroom teachers)

- Post-Test given in June

(classroom teachers)

- SBA scores

Principal

Reading Specialist(s)

Action Step Implement the use of Step Up to Writing strategies in both reading and writing. Connect color coding

to ELA instruction when appropriate.

Evidence of Implementation Evidence of Impact Resources Responsibility

Provide teacher professional

development about Step Up to

Writing Strategies and integrating

reading & writing

Assign process to indicating Topic,

Main Idea, and Details via green,

yellow and red highlighters

Teachers rotate sharing use of Step

Up strategies at staff meetings

Increased understanding of text

organization and main idea, as

indicated by:

- district writing assessments

- common ELA assessments

- SBA scores

Building 28 Hours

Staff Meetings

Google Calendar (3-5

minute share out) for

scheduling staff

meetings

Michelle Hupperten (staff PD)

Classroom Teachers

Learning Specialists

Principal

Assistant Principal (encouraging teachers to

schedule sharing)

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Action Step Create a system of tracking student ELA instruction and interventions over time.


Provide the prior year’s programs

and summative ELA scores for each

student to classroom teachers.

Provide electronic access to all staff

of student summative ELA scores

and programs over their K-5 career

Increased ELA achievement as

evidenced by:

- DIBELS scores

- SBA scores

Building 28 Hours


Counselor

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Action Step Participate in regular data meetings.


Teachers meet 3 times annually

(beginning, after 1st trimester, after

2nd trimester) to discuss student

ELA scores and redistribute students

in Walk to Read groups.

Identify student deficits in

foundational skills, listening

comprehension, reading

comprehension, research and

writing.

Programs for student interventions

will be adjusted based on student

data.

Walk to Read groups established

based on student deficits.

Increased ELA achievement as

evidenced by:

- DIBELS scores

- SBA scores

- STAR scores

- MAP scores

Substitute Hours

PLCs

Grade Level Teams


Principal

Assistant Principal

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Action Step Increase student reading comprehension


AR Program

- system in place to ensure

conferencing happens for each

student weekly

- meet 4 times annually to set AR

goals (PLC times)

- Discuss Diagnostic reports

monthly at PLCs.

Students pass AR tests with 85%

accuracy (average)

30 minutes of class

time daily for AR

reading (grades 2-5)

PLC time (at each

goal setting

time/monthly

diagnostics)

AR Committee (chairperson: Pam Parks)

Grade Level Teams


Principal

Assistant Principal

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SMART Goal 2

Subject Area: Math

School Name: Evergreen Heights



data analysis:

Kindergarten through 5th grade students


data analysis:

Grade 3 72.3%

Grade 4 87.1%

Grade 5 67.9%

2015 Math SBA scores


target population and your reality:

The average percent of students in 3rd, 4th, and 5th grade meeting or exceeding standard on the state math

assessment will increase 75.8% to 90.8% by 2019.

Action Plan

Action Step Pacing calendar for math

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Each grade level team will create a

math plan for the year.

Determine which assessments will

be used, how they will be used, and

if there are any gaps that need to be

filled.

Create a schoolwide list of common

math vocabulary list and chants.

Align visual representations and

teaching strategies across grade

levels

Increased Math achievement as

evidenced by:

- iready scores

- SBA scores

- MAP scores

Building 28 Hours

Classroom teachers

Instructional specialist

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Action Step Participate in regular data meetings.


Teachers meet 3 times annually

(beginning, after 1st trimester, after

2nd trimester) to discuss student

math scores and redistribute students

in Walk to Math groups.

Identify student deficits in

foundational skills, problem solving,

and communication.

Programs for student interventions

will be adjusted based on student

data.

Walk to Math groups established

based on student deficits.


evidenced by:

- iready scores

- SBA scores

- MAP scores

Substitute Hours

PLCs

Grade Level Teams


Principal

Assistant Principal

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Action Step Focus on problem solving.


Students in Walk to Math are

presented with word problems

accessible for them at their level.

Students in core math are presented

with word problems that have

several entry points and require

perseverance to solve.

Students participate in mathematical

discourse that includes mathematical

reasoning and varied solution

strategies.

Students participate in assessing

problem solving responses.


evidenced by:

- iready scores

- SBA scores

- MAP scores

District problem

solvers

Word problem bank

of questions

PLCs

Grade Level Teams


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Action Step Create opportunities for teacher peer observation within and between grade levels.


Teachers use release time to observe

another teacher either as an

individual or as a grade level. Time

is taken to debrief between both

those observed and those doing the

observing, as well as the

Instructional Specialist.

Creation of a video library

accessible online that includes video

clips of our teachers showing best

practices in math instruction.


evidenced by:

- iready scores

- SBA scores

- MAP scores

Release time

provided by a

substitute, specialist,

or work relief.

Grade Level Teams


Principal

Assistant Principal

Alignment to District Improvement Plan Objectives:

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SMART Goal 3

Subject Area: Attendance

School Name: Evergreen Heights Elementary School



data analysis:

Kindergarten through 5th grade students


data analysis:

90% of students attend school regularly (Tier 1)

7% of students miss 5-17 days per year (Tier 2)

3% of students miss 17 or more days per school year( Tier 3).


target population and your reality: By 2019, Evergreen Heights students in Tier 2 and 3 will increase their attendance by 5 or more days.

Action Plan

Action Step Remove Barriers to Attendance

Evidence of Implementation Evidence of Impact Timeline Resources Responsibility

-Backpack Program (20 slots)

Increased attendance of low income

students

Ongoing Skyward Attendance

Data

Counselor

Principal

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-Transportation for Students

Experiencing Homelessness

-Breakfast/lunch Program

-Clothing Support

Auburn Food Bank

Auburn School District

Nutrition Services

Auburn School District

Transportation

Department

Behavior Specialist

Action Step Monitor Attendance Data


-School Attendance Team created that

meets bimonthly

-Review of tiered and comprehensive

data

-Investigate additional data programs

-Develop plan for tier 2 and tier 3

interventions

Increased attendance of students

Ongoing (reviewed

bimonthly) Skyward Attendance

Data

School Attendance

Team

(Including but not

limited to: Principal,

Counselor, Behavior

Specialist,

Attendance

Secretary)

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Action Step Engage Students and Parents


-Open House attendance activities

-Letter home explaining importance of

attendance

-Parent-Teacher night attendance check-

ins


September and

November of 2016,

2017, and 2018

Attendance Works

(website)

Script for parent

teacher conference

Script for teacher

phone calls home

Counselor

Principal

Behavior Specialist

Classroom Teachers

Action Step Personalized Early Outreach


-Call home

-Letter at 2 absences (excused or

unexcused)


Ongoing Skyward Attendance

Data

Counselor

Principal

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Behavior Specialist

Attendance Secretary

Action Step Recognize Good and Improved Attendance


-Back to school assembly/attendance

awareness month

-Class, student, and awards (perfect and

improved)

-Attendance banners and signs

-Classroom mini-lessons with a focus

on attendance


Ongoing (monthly) Skyward Attendance

Data

Attendance Works

(website)

Counselor

Principal

Behavior Specialist

Classroom Teachers

Attendance Secretary

Alignment to District Improvement Plan Objectives:

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Professional Development and

Implementation Calendar Professional Development LAP #6 LAP Component #6- Provide Opportunities for Professional Development System Connections

AWSP Framework Criterion # 5; Improving Instruction

# 6: Managing Resources

Targeted Professional Learning: Professional Development that is an on-going systematic process informed by evaluation of student, teacher and school needs embedded in School Improvement Plan (SIP).

PDTIP Form (see attached)

SIP- PD implementation calendar plan and calendar with specificity (see attached)

Professional Learning Communities: Teachers meet on a regular, planned basis to analyze data and student work that will guide their instructional strategies and planning to support struggling learners in meeting K-4 ELA standards.

Building Leadership meetings Monitoring Implementation and Impact

Program Effectiveness System Connections RCW 28A.165.100 CEL5D Assessment for Student Learning; Assessment & Adjustments

AWSP Framework Criterion#8 Closing the Gap

LAP students’ entrance and exit performance data and LAP program will be evaluated .

Dynamic Indicators of Basic Early Learning (DIBELS) K-4: pre/post

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Measure of Academic Progress (MAP Test) Grades 3-5 pre/post

Smarter Balanced Assessment (SBA) Gr. 3-5

Other assessment :< Identify assessment used and grade level>

End of the Year Summary Report

Data Reviews – Whole Staff and BLT and PLCs

Program Effectiveness- System Connections

RCW 28A.165.100

CEL5D Assessment for Student Learning; Assessment & Adjustments

AWSP Framework Criterion#8 Closing the Gap

LAP students’ entrance and exit performance data and LAP program will be evaluated .

Dynamic Indicators of Basic Early Learning (DIBELS) K-4: pre/post

Measure of Academic Progress (MAP Test) Grades 3-5 pre/post

Smarter Balanced Assessment (SBA) Gr. 3-5

Other assessment :< Identify assessment used and grade level>

End of the Year Summary Report

PDTIP Plan for 2016-2017 Building Determined Hours

Title Date/Time Description - Location Clock

Hours

Total Hours

for the day

Form √

UWTELL

Training

August 18

UWTELL Green River Community college

?

7.0

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Building

Determined Day

Retreat

August 22

9:00-4:00

Retreat at Huntly Lodge (Teaming)

7.0 7.0

Sign-in

Building

Determined Day

August 29

8:40-4:10

CCSS- Reading Plan for the year (EVHTS)

7.0 7.0 Sign-in

Building

Determined Day

August 31

1:00-4:00

Steven Gill Presenter (EVHTS)

3.0 3.0

(plus 4 district)

Sign-in

Building

Determined Day

September 1

8:40-4:10

CCSS- Math Planning for the year (EVHTS)

Staff Meeting

7.0 7.0 Sign-in

Building

Determined Day

On-Going Teams

On-going work for CCSS (EVHTS)

4.0

Sign-in

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OTHER CONTRACTED DAYS

Title Date/Time Description Clock

Hours

Total Hours for

the day

Form √

District Designated

Day (LID)

August 30

DSL (Riverside)

7.0

7.0

Sign-in

District Designated

Day

August 31

DSL (TBD)

?

3.5

Sign-in

Individually

Determined Day

September 6

8:40-4:10

Staff Directed Activities

7

Open House

September 6

4:00-5:30

Ice Cream Social

2

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STATE WAIVER DAYS – order of offerings may change with staff needs.

Title Date & Time Description - Location # of Clock

Hours

Length of Day Form

State Waiver

#1

October 14

TBD

7 total Day

State Waiver

#2

March 6

TBD

7 total Day

State Waiver 7 total Day

C: 2013-2014 Contracted Days

#3 May 8 TBD

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Month Building 28+6 principal’s

hours

Staff Meetings BLT Meetings Title extra

hours

June

August 22: Teaming Retreat (7)

29: ELA PD (7)

31: SpEd (3)

4th Thursday

September 1: Math PD (7) 1st Wednesday - Logistics

3rd Wednesday - PD

4th Thursday

October 1st Wednesday - Logistics

3rd Wednesday - PD

4th Thursday

November 1st Wednesday - Logistics

3rd Wednesday - PD

4th Thursday

December 1st Wednesday - Logistics

3rd Wednesday - PD

4th Thursday

January 1st Wednesday - Logistics

3rd Wednesday - PD

4th Thursday

February 1st Wednesday - Logistics

3rd Wednesday - PD

4th Thursday

March 1st Wednesday - Logistics

3rd Wednesday - PD

4th Thursday

April

1st Wednesday - Logistics

3rd Wednesday - PD

4th Thursday

May 1st Wednesday - Logistics

3rd Wednesday - PD

4th Thursday

June 1st Wednesday - Logistics

3rd Wednesday - PD

4th Thursday

school improvement plan elementary (lap)...approval shall require each school to have a school...

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