School Improvement Action Plan
SCHOOL: Riverside Elementary
2011-2012
NORTH CLACKAMAS SCHOOL DISTRICT
Participants on School Improvement Planning Team:
Jill Nicola, 1st grade bilingual teacher
Priscilla Lightbourne, 4th grade teacher
Bridgett Oren, parent
Kathy House, classified staff
Robin Sessions, classified staff (Chair)
Sharon Jones, 1st grade teacher
Judy Wagner, parent
Kearsty Schneider, parent
Monique Singleton, principal
Purpose: The Action Plan will serve as an effective tool for integrating goals, strategies to achieve the goals, and the
timeline and resources needed to accomplish the goals. It should also assist in the implementation by clarifying who will
provide leadership for each component of the plan, and how progress will be monitored and evaluated.
SMART GOAL #1: MATH: During the 2011-12 school year, 100% of Riverside students in 4th
and 5th grades will improve their math overall RIT score by reaching their growth model
target, as measured by an increase on the OAKS (Oregon Assessment of Knowledge and Skills)
state (OSAT) Math test. Teachers in the 3rd grade will be able to predict with 80% accuracy the
students who will meet or exceed on the OAKS math assessment prior to the first attempt on
the OAKS assessment (target for meeting/exceeding on the OAKS is 80% of students).
What evidence (data) supports that this is an area of need for your school?
OUTCOMES for % of students MEETING or EXCEEDING on MATH on OSAT:
05-06 06-07 07-08 08-09 09-10 10-11
3rd grade=
92% 72%
76%
79%
70%
64%
4th grade=
97% 67%
70%
60%
82% 44%
5th grade=
84% 60%
75%
84%
76% 53%
6th grade=
75% 59%
71%
72%
81% 68%
* in 2010-2011 the Oregon Dept of Ed adopted higher cut scores to meet or exceed benchmarks for 3rd-6th grades, as
compared to 2009-10
How does this goal align with the district strategic plan?
The district strategic plan’s K-14 Content and Skills Mastery Landmarks document specifies that Math as a
content area of focus.
Descriptively list the major and supportive actions your school will take to accomplish this goal.
Major
Action Step
Action Steps
(what will be done)
Timeline
(by when)
Person(s)
Responsible
Benchmark Specialist will
spend 90% of time on
improving proficiency of
certified and classified staff
as mathematicians and as
math instructors
by June 2011
Leasa
Wiebke,
Benchmark
Specialist
Monique
Singleton,
principal
Resources
(available or
needed?)
- .25 FTE of
Benchmark
Specialist
Potential Barriers
- limited time (only
10 hours/week)
Major
Action Step
Major
Action Step
Major
Action Step
Supportive
Action Step
Staff development during
grade level meetings and in
staff meetings on essential
elements of effective math
instruction:
* Teacher Mathematical
Knowledge
* Targeted Lessons
* An Articulated
Curriculum
* Discourse
* Problem Solving
* Early Number Sense and
Place Value
Teachers will regularly assess
students in their mastery
of grade level standards in
order to monitor and adjust
instruction. Teachers will:
- establish common
standards (What do students
need to know?)
- establish common
formative assessments (How
will we know if they have
learned it?)
- share data and monitor and
adjust instruction, including
interventions for struggling
students and enrichment for
advanced students (What
will we do if they have not
yet or if they already have
mastered it?)
Learning Specialist will
synchronize teaching and
assessment plan with
appropriate grade level
teacher
Teachers integrate math
into their own professional
growth goals
throughout
the 2011-12
school year
Leasa
Wiebke,
Benchmark
Specialist
Monique
Singleton,
principal
at grade level
meetings
every 4
weeks,
beginning in
December
grade level
teachers
Leasa
Wiebke,
Benchmark
Specialist
Monique
Singleton,
principal
- grade level
meetings every 4
weeks
- staff meetings
once a month (1
hour)
- .25 FTE of
Benchmark
Specialist
- limited time for
staff development
- grade level
meetings every 4
weeks
- staff meetings
once a month (1
hour)
- .25 FTE of
Benchmark
Specialist
- teachers need
training, time and
support
monthly
October
January
& Aprilteachers
meet with
principal
to monitor
progress of
2-3 students
in relation to
goal
Monique
Singleton,
principal
classroom
teachers
- principal offers up
to 3 times to cover
teacher’s class so
they can go observe,
plan or collaborate
with other teachers
or staff
Supportive
Action Step
Supportive
Action Step
Supportive
Action Step
How will you know that you are making progress? What are your benchmarks or evidence of
success?
* Grade level teachers will monitor and evaluate student progress in math at grade level meetings regularly.
Assessments will be a combination of district created assessments, state practice tests and teacher created
formative assessments to predict liklihood of student achievment on state assessments
How will you determine that your goal has been reached?
Students and teachers will demonstrate growth and progress towards targets (teacher surveys, curriculum and
lesson plans and student achievement data will be reviewed):
Teacher Mathematical Knowledge: The teacher’s deep understanding of mathematics is an important factor in
student achievement.
Targeted Lessons: The teacher provides clearly targeted lessons and formatively assesses student understanding
frequently.
An Articulated Curriculum: K-12 math programs that build on previous mathematical models, knowledge, and
vocabulary allow for deeper understanding of concepts and strategies by all students.
Discourse: A classroom community is established where frequent discourse occurs. Explaining an idea orally or in
written form forces students to wrestle with that idea until it is really theirs and they personally understand it.
Problem Solving: Real life tasks or problems are posed that engage students in thinking about and developing the
important mathematics they need to learn.
Early Number Sense and Place Value: Students develop number sense through developmentally appropriate
activities. Number sense is “good intuition about numbers and their relationships. It develops gradually as a result of
exploring numbers, visualizing them in a variety of contexts, and relating them in ways that are not limited by traditional
algorithms”. In later grades, number sense extends to an understanding of the decimal system, and place value. An
understanding of whole and fractional numbers underpins much of the work in later grades.
SMART GOAL #2:
In the 2011-12 school year, 50% of students in the 4th grade will meet or exceed on district
writing assessment. Using the new writing scoring guide, students in K-3rd grade, 70% of
students in K, 1st, 2nd and 3rd grade will demonstrate meet or exceed by May 2011.
What evidence (data) supports that this is an area of need for your school?
RESULTS for Writing- OSAT
07-08
08-09
4th grade:
22%
44%
09-10
48%
10-11
33%
How does this goal align with the district strategic plan?
The district strategic plan’s K-14 Content and Skills Mastery Landmarks document specifies Writing as a
content area of focus.
Descriptively list the major and supportive actions your school will take to accomplish this goal.
Major
Action Step
Major
Action Step
Action Steps
(what will be done)
3 Schoolwide Writing
Celebration, each focused on
specific targets
Common scored writing
samples 3 times a year
Timeline
(by when)
December
March
May
Person(s)
Responsible
Site Council
Leadership
Team
December
March
May
classroom
teachers
Site Council
Leadership
Team
classroom
teachers
Major
Action Step
Fidelity to the core writing
curriculum (Lucy Calkins
and Step Up to Writing) and
that students are writing
everyday
DecemberInstructional
Coach and
Principal
share data
with teachers
Jan.-May:
follow-up
with staff
development
as needed
PrincipalMonique
Singleton
Instru
ctional
Coach- Kari
Tunstill
Classroom
Teachers
Resources (available
or needed?)
- schedule for each
celebration
- procedures for each
celebration
- share expectations
with students
- procedures for
each scored writing
attempt
- teachers schedule
writing opportunity
- schedule time for
teachers to score
together
- share expectations
with students
- walkthrough
process for data
collection (teacher
participation will
be supported and
encouraged)
- data will be shared
at grade level team
meetings
Potential Barriers
- teachers need
training and time to
work with new K-2
scoring guide
Supportive
Action Step
Teachers integrate writing
into their own professional
growth goals
October
January
& Aprilteachers
meet with
principal
to monitor
progress of
2-3 students
in relation to
goal
Monique
Singleton,
principal
classroom
teachers
- principal offers up
to 3 times to cover
teacher’s class so
they can go observe,
plan or collaborate
with other teachers
or staff
Supportive
Action Step
Supportive
Action Step
Supportive
Action Step
How will you know that you are making progress? What are your benchmarks or evidence of
success?
Grade Level meetings will allow for sharing of data and grade level members
Fidelity to the core writing curriculum and that students are writing everyday
Formative assessments such as scored writing samples as well as writing conferences with each child will be monitored,
shared and discussed so instruction can be adjusted.
How will you determine that your goal has been reached?
- Every teacher will have a yearlong writing plan based on state grade level writing standards that includes Lucy
Calkins- Units of Study as well as “Step Up To Writing” curriculum
- Every student will have the opportunity to write every day.
- Every student will receive regular, meaningful feedback on their writing from their classroom teacher.
SMART GOAL #3:
In the 2011-12 school year, students will demonstrate mastery of Productive Habits, as
measured by a improvement in attendance data on students with chronic absence and/or tardy
rates (more than 5% of total of 166 student days) as well as student behavior data (collected in
SWIS- School Wide Information System) will demonstrate a balance according to standards for
PBS (1 or less major referrals= 80%, 2-5 major referrals= 15%, more than 5 referrals= 5%).
What evidence (data) supports that this is an area of need for your school?
ATTENDANCE DATA:
As of October 6, 2011, we already had 18 students who had been absent 3 or more days (13%) out of a total
of 22 student instruction days. After review, there were 11 students who were identified as having a history of
chronic unexcused absences and/or tardies. These 11 students attendance and tardy rate will be monitored
and interventions will be implemented to see an improvement to demonstrate more of balance of and absence
and tardy rate of no more than 8% of student days by the end of the school year.
BEHAVIOR DATA:
RESULTS for 2008-09: (357 total students)
1 or less major referrals = 303 students (85%)
2-5 major referrals= 34 students (10%)
more than 5 major referrals= 18 students (5%)
RESULTS for 2009-10: (295 total students)
1 or less major referrals=243 students (82%)
2-5 major referrals= 34 students (11.5%)
more than 5 referrals= 18 students (6%)
RESULTS for 2010-11: (302 total students)
1 or less major referrals= 248 (82%)
2-5 major referrals= 41 students (13.6%)
more than 5 referrals= 13 students (4.3%)
How does this goal align with the district strategic plan?
The district strategic plan’s Inquiry and Application for 21st Century Global Citizens document
specifies “Productive Habits” as an area of focus.
Descriptively list the major and supportive actions your school will take to accomplish this goal.
Major
Action Step
Major
Action Step
Action Steps
(what will be done)
Attendance Improvement
Plan for chronic tardies and/
or absences
- positive reinforcements:
class entered in “Full House”
contest for popcorn party,
Hot Cocoa Club, lunch with
principal, incentive plans for
individual students
- interventions will be
implemented by principal,
including but not limited to:
Hot Cocoa Club, individual
incentive plans, home
visits, letters sent home,
providing alarm clocks,
have auto morning alarm
call, principal picking up
at home to bring to school,
mandatory meetings with
parents & teacher and
involving the Clackamas
County attendance court if
necessary.
Positive Behavior Systems
implemented
Timeline
(by when)
will be
monitored at
least monthly
Person(s)
Responsible
Principal
Assistant
Secreataryrun reports
classroom
teachersemphasize
positive and
engaging
classroom,
followup on
incentive
plans
throughout
the school
year
PBS Team
classroom
teachers
Resources (available
or needed?)
- attendance and
tardy reports will
be reviewed at least
once a month
- students who
were identified in
October will be
monitored each
month, as well as any
additional students
who are identified
throughout the year
for chronic absences
and/or tardies
Potential Barriers
- PBS Action Plan
implemented
- positive & regular
(at least monthly)
school-wide
and individual
recognition
celebrations
- staff development
- reminders and
share expectations
with students
and parents in
newsletters and allschool assemblies
- consistency with
positive to negative
ratio (4:1)
-
- parent followthrough
- medical issues with
some students
Major
Action Step
Implement concepts
from Playworks program
to increase positive
engagement and social
play at morning recess and
throughout the school day
August: train
staff who will
supervise
morning
recess
(completed
for 17 staff
members)
PrincipalMonique
Singleton
PBS Team
- training time for
staff development
- money to pay for
training for rest of
the staff
Recess
Supervisors
November:
meet with
Recess team
to monitor
and adjust
January:
reverse
order- have
recess first,
then lunch
February:
meet with
Recess team
to monitor
and adjust
Major
Action Step
Major
New instructional technology
(iPads and iPods) will be
used for at least 2 projects
in each of at least 50% of
classrooms in our school
Design and implement
April:
meet with
Recess team
to monitor
and adjust
- November:
Welcome to
iPads and
iPods staff
training in
November
- November/
December:
teachers
submit
proposals
and start to
implement
projects with
students
- February:
review
interest and
involvement
- February/
March:
provide
additional
training and
opportunities
for projects
- November:
Principal,
Monique
Singleton
Amy
GertenrichDwyer,
Technology
TOSA
- staff meeting time
for staff development
- money for
additional apps for
projects teachers
design
- money for
supplies to set up
maintenance system
and procedures
Classroom
Teachers
Entire staff
- time to plan and
- time for staff
development
- consistency of
implementation by
all staff
Action Step
inclusive and community
building cultural awareness
activities for students, staff
and parents to help develop
engaged global citizens
Mix-It Up
Day
Multicultural
Awareness
celebration
in December
and April
implement
- principal offers up
to 3 times to cover
teacher’s class so
they can go observe,
plan or collaborate
with other teachers
or staff
Various
classroom
and school
activities at
assemblies
and class
meetings
Supportive
Action Step
Begin to implement TRIBES
cooperative learning
strategies and activities
- August:
teachers
each receive
TRIBES book
- staff
development
on TRIBES
Supportive
Action Step
Teachers integrate
developing “productive
habits” in their students
into their own professional
growth goals
- teachers
implement
TRIBES
activities
within
classrooms
October
January
& Aprilteachers
meet with
principal
to monitor
progress of
2-3 students
in relation to
goal
Principal,
Monique
Singleton
classroom
teachers
- master schedule
provides protected
20 minutes at
the beginning of
each school day
to conduct class/
TRIBES meeting in
each classroom.
- money to provide
staff training from
TRIBES trainer
- time to teach and
implement TRIBES
activities within the
classroom
Monique
Singleton,
principal
classroom
teachers
Supportive
Action Step
Supportive
Action Step
How will you know that you are making progress? What are your benchmarks or evidence of
success?
Monitor SWIS behavior data
Monitor attendance data on targeted students
Evaluate impact of Playworks implementation on major and minor referral data for morning recess as compared to
last two years.
Evaluate impact of TRIBES on major and minor referral data within classrooms as compared to the last two years.
How will you determine that your goal has been reached?
Students will demonstrate mastery of Productive Habits, as measured by a improvement in:
- attendance data on students with chronic absence and/or tardy rates (more than 5% of total of 166 student
days)
- student behavior data (collected in SWIS- School Wide Information System) will demonstrate a balance
according to standards for PBS (1 or less major referrals= 80%, 2-5 major referrals= 15%, more than 5
referrals= 5%)
Additional Plans for Title 1 Schools:
How will you engage parents in their child’s education and the school program?
See attached 2011-12 Parent Involvement Plan for Riverside Elementary.
This year we are also ensuring positive connections with each and every family by providing each teacher with
postcards from our school for each student that they can use all at once or throughout the year to write specific,
individualized positive notes that can be mailed home to their students.
What support is provided to students and their families during transitions (Pre-K to K, 5th to 6th
grades and mid year enrollment)?
Riverside coordinates and provides an Open House for kindegarten students and their families the week before
school to meet their teacher, bring in school supplies, visit the classroom and get acclimated to the school and
expected behaviors and procedures, especially related to recess, the cafeteria and the bus.
Our teachers work specifically in the 5th grade year to help students successfully transition to 6th grade.
This includes direct instruction on organizational skills, time management and managing multiple projects.
Students and parents are also invited to an Open House at the middle school and social and academic
transition activities are planned at the end of the year as they prepare for middle school.
For students who enroll after the beginning of the year, teachers assign one or two classroom buddies to bring
them around the school to meet adults and students who can help make their transition more successful.
Teachers do outreach to families to ensure they feel welcome at school and PTA events as well.
Describe the system of support in place for students who do not meet or exceed Oregon
standards.
At Riverside, as in most of the schools in North Clackamas, we implement the RtI (Response to Intervention)
process. “Response to Intervention (RTI) is a systematic approach to providing services for all students
in North Clackamas elementary schools. RTI supports early intervening and careful monitoring of student
progress. Our current focus is on reading instruction.” (from district website as of 10/6/11)
Our teachers meet in rotating meetings, every 4th Wednesday from 12:40pm-2:15pm in organized Grade Level
Teams (K/1, 2nd/3rd and 4th/5th) to review what they are teaching and how students are doing on meeting
those standards. While they are meeting as a professional learning community, their students are rotating
through their PE, Music and Library specials. The principal, Instructional Coach and Benchmark Specialist
also attend each of these meetings. During these meetings, teachers monitor student data (DIBELS, formative
and ancedotal classroom data, unit tests, etc.) and adjust intervention groups in primarily reading, but also
math and writing as needed.
If a student continues to struggle after several different interventions (Tier 2 and Tier 2.2) in the area(s) of
concern have been completed, then the team makes a decision of whether to bring the student to the school’s
RtI Core Team for further discussion. Along the way, parents are involved and informed, but then would
actually be invited to attend this meeting to help the team determine if a Tier III intervention is needed or if
they should refer the student for evaluation through Special Education.