school improvement plan web view · 2017-11-16created a standards-based report card for...

SCHOOL IMPROVEMENT PLAN

FOR ADVANCING ACADEMIC ACHIEVEMENTPRESENTED BY

Ryan Peyton

Ruth M. Schneider Elementary309 N. John St.

Farmer City, IL 61842

Blue Ridge CUSD #18Farmer City, IL

School Improvement CommitteeStephanie Rausch, Parent Representative

Jessica Harden, Pre-KTracy Parson, Kindergarten

Megan Dickman, First GradeMelissa Schwarzlose, Second Grade

Caleb Moore, Third GradeAngela Mitchell, Title 1

2017 - 2018

Ruth M. Schneider ElementaryEXECUTIVE SUMMARY

Vision/Mission StatementThe vision of Schneider School is to lead our students to become independent, responsible, life-long learners who are willing to work cooperatively, live productively, and adapt in our ever-changing world. The mission of Schneider School is to prepare students with necessary skills to feel successful in their abilities to learn.

PhilosophyOur school’s focus is to be the core of the learning environment for the community. Parents, staff and community members should value education and are an integral part of the educational process. Our desire is to have students achieve their highest potential in a warm, nurturing atmosphere that is student centered with developmentally appropriate activities. Students should learn academic, social, emotional and physical skills in order to empower them to become independent, responsible, life-long learners. We believe that all children can learn and have the right to a quality education in a safe, healthy, positive and secure environment. We want everyone at Schneider to Respect Self, Respect Others, Respect Property, and Respect Authority. We believe that students learn in diverse ways and therefore, we value a variety of teaching and learning styles. Students will aspire to become goal seekers, problem-solvers and decision-makers. We recognize that education is the key to success and that learning is a life-long process.

Accomplishments for 2016 -2017● Piloted the KIDS program in Kindergarten classes and work with the regional KIDS coach to

work towards full implementation by the 2017-2018 school year● Created a standards-based report card for Kindergarten that is in line with the KIDS assessment

and utilizes a developmental continuum ● Continued to implement more opportunities for parent involvement by providing Parent

Academies periodically throughout the year● Created ELA curriculum maps and units of study● Explored reinstating a Meet the Teacher night before school starts for the year in August for the

2017-2018 school year● Piloted and adopted Eureka Math as K-5 math curriculum which is fully aligned to CCSS● Worked with district maintenance personnel to identify and address building needs and aesthetic

upgrades (For example: asbestos abatement, leaking windows, painting and updating in Schneider gym, more lighting in the foyer and outside lights in front of Schneider, work with Horticulture class to update/clean Schneider Garden, edging along front sidewalk, painting classrooms and hallways, and replacement of hallway and gym tiles.)

● Taught and reviewed ALICE procedures with students and staff● Improve parent-teacher support system by researching programs, policies, and procedures other

school districts use which help promote positive relationships between teachers and parents.● Implemented goal setting confereces including students, parents, and teachers at Parent-Teacher

conferences ● Adopted a Caring School Communities, research-based SEL curriculum, which can be used K-3

promote social-emotional learning school-wide.

Goals for 2017-2018

Increase student achievement and improve the overall quality of the education programs Continue the development and implementation of a social/emotional framework

SCHOOL PROFILE INFORMATION SHEET

SCHOOL-COMMUNITY DESCRIPTIONRuth M. Schneider Elementary, serving grades Pre-K through Third Grade, draws its students from the 212 square miles of our rural consolidated district which encompasses parts of three counties: DeWitt, Piatt and McLean. Sixty percent of students are from Farmer City and the surrounding area, 30% from Mansfield and 10% from Bellflower. The student body is approximately 95% white with the remainder including African-Americans, Hindu, Macedonian, and Hispanic children. All students are English speaking by the time they enter kindergarten. We have an ever-increasing level of students from single, divorced and/or blended families.

The area is rural and basically a farming community. Many parents are employed in either Champaign-Urbana or Bloomington-Normal. The school district is the largest employer. Job opportunities and opportunities for school-work experiences are limited. Since no county seats are within the school district, there are health and mental health services available to area families. Other supports are limited.

DEMOGRAPHIC INFORMATION

2012-13 2013-14 2014-15 2015-16 2016-17Attendance Rate % 94 95 95 95 95

Mobility Rate % 13 9 7 11 16

Low Income % 43 47 53 46 45

LEP % 0 0 0 0 0Truancy rate % 1 3 8 2 7

Parent Involvement % 100 100 100 100 100

Special Ed. % 3 3 11 16 13

Homeless % NA 6 6 1 3White % 94 94 94 90 94Black % 0 0 1 0 1Other % 6 6 5 9 5#Enrolled 252 259 277 257 261

Gr. 3 PARCC Results

Level 1: Did not meet expectations

Level 2: Partially met expectations

Level 3: Approached expectations

Level 4: Met expectations

Level 5: Exceeded expectations

ELA* %

Level 1/2

ELA* %

Level 3

ELA* %

Level 4/5

Math %

Level 1/2

Math %

Level 3

Math %

Level 4/5

Year # tested/ % tested

District/ State

District/ State

District/State District/ State

District/ State

District/State

2015 64/100 41/41 28/24 32/35 31/38 42/27 27/36

2016

2017

43/100

58/100

35/41

20/40

31/24

26/23

40/36

53/36

44/24

19/34

23/26

29/27

32/40

52/39

SCHOOL IMPROVEMENT GOALS:

Goals Assessments Interventions Professional Developement

1. Increase student achievement and improve the overall quality of the education programs

Benchmark Testing, Aimsweb, Dibels,

Title 1 and Classroom Interventions, Professional Development, Collaboration Time

Writing PD with ROE, Math PD with Dr. Stanifer, Social Studies with ROE and Dr. Stanifer

2. To continue the development and implementation of a social/emotional framework in the K-3 Elementary

SWIS Data Cool Tools, Individual and Group Counseling, Classroom Meetings

Collaboration Time

ACTION PLANS (for School Improvement Goals listed above):

Goal 1: Increase student achievement and improve the overall quality of the education programs

Activities Resources Needed Implementation Dates

Person Responsible

Incorporate number talks into daily math instruction to improve student number sense

Eureka Curriculum January 2018 Classroom Teacher

Ongoing continuous professional development on the standards of mathematical practices

Eureka Math, CGI, and Curriculum Coordinator

May 2018 Classroom Teacher, Curriculum Coordinator, Principal

Research and adopt K-3 social studies curriculum

Research Time and Research Based Curricula

March 2018 Classroom Teacher, Curriculum Coordinator, Principal

Ongoing continuous professional development of components of effective writing

ROE Consultant April 2018 Classroom Teacher, Curriculum Coordinator, Principal

Literacy Plan for each grade level; Guided Reading; Fountas and Pinnell - Formal or Informal Assessment

Collaboration Time October 2018 Classroom Teachers, Principal, Title 1

Goal 2: Continue the development and implementation of a social/emotional framework in the K-3 Elementary


Person Responsible

Implementing Daily Classroom Meetings to build a positive classroom culture and school community

Caring School Communities

January 2018 Classroom Teacher

Teaching Cool Tool Lessons/Problem Solving Lessons

PBIS Cool Tools/Caring School Communities

May 2018 PBIS Data Team, Classroom Teachers

Implementing Buddy Activities and Home-School Connection

Caring School Communities

October 2018 Principal, Classroom Teachers, Counselor

Guidance Lessons/Individual and Small Group Counseling

Guidance Lessons October 2017 Counselor

GRADE SPECIFIC GOALS

SCHOOL YEAR: 2017-2018GRADE or SUBJECT AREA: Pre-Kindergarten

Goal #1 and Standard it addresses: Arrange our classroom environment to reflect the ECERS ideals to meet the goals of the Illinois Early Learning Standards.


Assessment Person(s) Responsible

Classroom Arrangement

ECERS Guidebooks,

Illinois Learning Standards,

Creative Curriculum Objectives

October 8, 2017 Illinois PFA Monitoring Visit Score

Pre-K Team

Teacher/Student interactions

ECERS Guidebooks,

Illinois Learning Standards,

Creative Curriculum Objectives

October 8, 2017 Illinois PFA Monitoring Visit Score

Pre-K Team

5

Goal #2 and Standard it addresses: Encourage parental school participation and involvement through a variety of opportunities.



Family Field Trips

Funding June 1, 2018 Attendance reports Pre-K Team

Family Fun Nights

Funding June 1, 2018 Attendance reports

Pre-K Team

Home Visits Transportation June 1, 2018 Attendance reports

Pre-K Team

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SCHOOL YEAR: 2017-2018GRADE or SUBJECT AREA: Kindergarten

Goal #1 and Standard it addresses: Tie in- class assessment with KIDS assessment criteriaAll standards

Activities Resources Needed

Implementation Dates Assessment Person(s) Responsible

Assemble relevant assessments in each area

* Eureka Math

*KIDS report card

*At each assessment data day (3x a year)

*working on that

Kindergarten teachers

Set up Seesaw technology Oct. 1 Kindergarten teachers

Set up KIDS Development folders

time Oct. 1 Kindergarten teachers

Goal #2 and Standard it addresses: Introduce Opinion, Informative/Explanatory & Narrative Writing


Implementation Dates


Journaling Paper Throughout the year

Can students identify forms of writing and implement what they’ve learned?

Kindergarten Teachers

Book Making

Paper Throughout the year

Can they make a book on one topic? Kindergarten Teachers

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SCHOOL YEAR: 2017-2018GRADE or SUBJECT AREA: 1st Grade

8

Goal #1 and Standard it addresses: Complete and implement fairytale (narrative) writing unit.

CCSS.ELA-LITERACY.W.1.3Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.



Complete fairytale writing unit with Debra.

After school meetings with Debra.

Laptops

ELA units of study

1st grade meetings:

October 16th

December 7th

Implementation with class

First Grade Team

Shared Writing - Fairytale

ELA units of study

Writing Template

Read Aloud Texts

Mid April

Unit 8

None needed First Grade Team

Student independent writing - Fairytales

ELA units of study

Writing template

Read Aloud Texts

Rubric

End of April

Unit 8

Rubric First Grade Team

Goal #2 and Standard it addresses: Incorporate STEM into science lessons.

K.2.ETS1.2

9

http://www.corestandards.org/ELA-Literacy/W/1/3/

I can develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.



Pumpkin Drop Pumpkins

Boxes

Any materials students want to use to pad boxes to protect pumpkin

Firetruck (possibly)

First weeks of October

Reflection:

What went well?

What would you change?

What would you do differently next time?

1st Grade Team

Any other teachers willing to participate

Thanksgiving Mayflower ship

Aluminum foil

Tape

Styrofoam

Water

Tub to hold water

Pennies

Monday and Tuesday before Thanksgiving

Student Plans and Reflection

1st Grade Team

Christmas Tree construction

Solo cups December Reflection 1st Grade Team

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Gumdrops

Toothpicks

Pipe cleaners

Compare and Contrast


SCHOOL YEAR: 2017-2018GRADE or SUBJECT AREA: 2nd Grade

Goal #1 and Standard it addresses: RL:2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.


Implementation Dates Assessment Person(s) Responsible

Story Maps

Paper/pencil Throughout the year while reading literature

Completed story map, use rubric to grade

Teacher

Story Towers

Index cards, pencils,

Use with stories that include all story elements such character, setting, problem,

Visual assessment, oral assessment (students present their towers and retell the

Teacher

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coloring tools solution, and sequence. story). Rubric is used for grading.

Summaries paper/pencil Unit 4: Readers Examine the Central Message

Students will summarize stories within small groups including story elements as well as the central message or moral of the story.

Teacher

Goal #2 and Standard it addresses: 2.NBT.1 Understand that three digits of a three-digit number represent amounts of hundreds, tens, and ones.



Place Value Cup Stacking

Foam Cups with hundreds, tens, and ones written on each one.

Module 3 Observational, peer check, write the numbers they make in expanded form on paper.

Teacher

Ways to Make a three-digit numbers Craftivity

Construction paper, scissors, glue, pencils, and spider template

Module 3 Rubric for completed craft

Teacher

Use base ten blocks as manipulatives to create three-digit numbers

Base Ten blocks, hundreds, tens, and ones

Module 3 Observation in centers, whole group, and small group instruction

Teacher

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SCHOOL YEAR: 2017-2018GRADE or SUBJECT AREA: 3rd Grade

Goal #1 and Standard it addresses: Common Core Standard: 3.OA.1, 3.OA.2 Students will be able to show mastery of basic and multi-step problems.


Implementation Dates


Eureka Problem Sets and Homework

Eureka Math September 2017-May 2018

SLO

Multiplication assessment

Eureka Math and Teacher created Assessment

Moore, Rumple, Wilkinson

Sprints Eureka Math September 2017- Benchmark Data Moore, Rumple,

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Timings Rocket math materials

May 2018 Wilkinson

IXL.com

zearn.com

Internet programs

September 2017-May 2018

Benchmark Data Moore, Rumple, Wilkinson

Goal #2 and Standard it addresses: Common Core Standard: W.3.2 Students will write a response to literature with 1 and 2 texts.



Graphic Organizers (Venn Diagrams, Hat Organizers, etc…)

Articles and stories from Readworks, chapter books, picture books, and Treasures books.


Use a rubric that is geared to focus and evidence from text. Later, geared toward evidence connecting both text.


Outlines to help them write

Articles and stories from Readworks, chapter books, picture books, and Treasures books.




Paragraph Writing Articles and stories from Readworks, chapter books, picture books, and Treasures books.




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