Waterloo School Improvement Plan 2010-2011
Building: Orange
Considerations:
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Use the state trajectory and your current baseline as a guide for identifying and writing your student learning goal.
In each goal, address issues of equity (i.e. gaps in learning of subgroups, behavior, etc.)
In each goal, include parents in the actual learning process.
Be sure to consider technology as a strategy to meet the goal.
Set building goals, not grade level goals. Grade level teachers will support the implementation of strategies.
Consider the research base as your write this plan (i.e. 90-90-90 research, Marzano’s high-impact strategies).
Address other indicators (attendance and graduation rate) in your plan.
Be certain to incorporate theory-demonstration-practice-collaborative coaching time into your PD
The goal is the desired outcome. Your goal should not be stated as an action.
State the goal in positive terms (i.e. increase the percent proficient).
Be careful about using language that is too vague. Sentences are absolutely fine. At minimum, be specific and clear.
Consider issues of funding/staffing as you write your improvement plans.
Reading Goal
Student learning goal
(performance target)
What knowledge and/or
skills will students gain?
The percent of FAY (Full
Academic Year) students in
grades 3-5 as measured by
ITBS Reading
Comprehension will increase
in proficiency from 82.6% to
90% on the Spring 2011
assessment.
The subgroup for Reading
Low SES will meet or exceed
the state trajectory of 82%.
100% of K-5 students will be
proficient on the Spring
DRA2 per the following
district reading goals and
grade level expectations:
[Iowa Trajectory 
Research-based teaching
and/or learning
strategies
What will staff and students do
to reach the goal?
Implementation of the IDM
(Instructional Decision Making)
process:
Identify the needs of all students
through analysis of a variety of
assessments looking for trends and
patterns of various subgroups.
Teachers will use effective
research-based, highly engaging
strategies to ensure at least 80% of
their students master the concept
before moving on to the next
content objective. Strategies will
include: 90 minute reading block,
Teacher common collaboration
time, small and large group reading
Elementary = 82.0%
Middle = 80.0%
High 84.5%]
Monitoring implementation Monitoring impact
How will you ensure the strategy
happens consistently, well, and is
differentiated as necessary?
How will you measure the
impact (success) of the
strategy?
IDM (Instructional Decision Making)
and DDDM agendas and minutes,
observations and feedback, lesson
plans, Data Wall
Quantitative results are closer
to or at proficiency (41% for
ITBS; 80% mastery for IDM)
Results on formative and
summative assessments
including: Developmental
Reading Assessment (DRA2),
Running Records, reading
probes, Observation Survey
(OS), Skills Iowa Assessment
Center Reports, writing
prompts, and writing rubrics.
Assessment Center Reports
Results of formative and CFA
assessments
DRA2 proficiency (K-5)
I-ELDA for English Language
Learners
Professional
development
What do we need to learn
before-during-after we can
employ this strategy?
Continued administrative and staff
training on the IDM (Instructional
Decision Making) process and
deeper implementation of Data
Teams.
Administrative and staff training
on Wednesday afternoons and/or
planning time for district provided
reading professional development.
Common formative assessments
training
Skills Iowa training
District Cadre professional
development three times per year.
Kdg at 3; 1st at 16; 2nd at 28;
3rd at 38; 4th at 40; 5th at 50.
100% of the students in
grades 3-5 will score at the
proficiency level on writing
prompts used as a part of the
Science Writing Heuristic
(SWH) approach. The 5th
grade students will show
improvement as measured by
the pre/post Cornell Critical
Thinking Test.
instruction, Marzano’s Effective
Instructional Strategies, Active
Boards, Parent Involvement
activities (i.e. Read-a-MillionMinutes Program, parent
newsletters), Explicit Instruction
(Modeling)–Gradual Release of
Responsibility, Reading Daily
Warm-Ups activities supporting
national and state standards, Daily
Five, Words Their Way (grades 25), Differentiated Instruction, and
implement the use of Writing
Skills as defined in the GHGR.
Students not achieving mastery
during classroom instruction will
receive Tier 2 Supplemental
Instruction (outside of core
instructional time) such as:
scheduled intervention blocks,
paraprofessional support,
Special Needs inclusion when
applicable, peer tutoring.
Students who fail to reach mastery
after Tier 2 will continue to work
toward mastery in Tier 3-Intensive
Instruction.
Teachers will develop and utilize
formative assessments at the
classroom, grade level, and district
level.
SWH--Teachers will video tape one
lesson per semester. Graduate
students from U of I will provide
monthly support and technical
assistance to teachers to increase
implementation. The Elementary
Curriculum Coordinator and
principal will conduct walkthroughs
to support implementation.
SWH--Results from Cornell
Critical Thinking Test; ITBS
reading comprehension and
science scores; walkthroughs;
lesson plans; video taped
lessons, teacher responses to
coaching/reflective questions.
SWH--The 3-5 grade teacher
teams will participate in 4-5 days
of training during the summer of
2010. Additional 2-3 days of
follow-up support will be
provided to the teams throughout
the school year.
Math Goal
Student learning goal
(performance target)
What knowledge and/or
skills will students gain?
The percent of FAY (Full
Academic Year) students in
grades 3-5 as measured by
the ITBS Math Total will
increase in proficiency from
83.2% to 90% on the Spring
2011 assessment.
100% of students in grades 15 will be proficient on the
quarterly Basic Facts
Assessments.
100 percent of K-5 students
will be proficient on End of
Year Math Test.
100% of the students in
grades 3-5 will score at the
proficiency level on writing
prompts used as a part of the
Science Writing Heuristic
(SWH) approach. The 5th
grade students will show
improvement as measured by
the pre/post Cornell Critical
Thinking Test.
[Iowa Trajectory 
Research-based teaching
and/or learning
strategies
What will staff and students do
to reach the goal?
Implementation of the IDM
(Instructional Decision Making)
process:
Identify the needs of all students
through analysis of a variety
assessments looking for trends and
patterns of various subgroups.
Teachers will use effective
research-based, highly engaging
strategies such as: 70 minute math
block, Teacher common
collaboration time, small and large
group instruction, Marzano’s
Effective Instructional Strategies,
Active Boards, Parent Involvement
activities (TIPS: Teachers Involve
Parents in Schoolwork; parent
newsletters, Parent-Led
Conferences), Math Daily WarmUps activities supporting national
and state standards, Mental
Models, manipulatives, small
group math instruction, and
Explicit Instruction (Modeling)GRR (Gradual Release of
Responsibility).
Students not achieving mastery
during core instruction will receive
Tier 2-Supplemental Instruction
(outside of core classroom time)
such as: scheduled intervention
blocks, paraprofessional support,
Special Needs inclusion when
Elementary = 81.0%
Middle = 79.0%
High 84.5%]
Monitoring implementation Monitoring impact
How will you ensure the strategy
happens consistently, well, and is
differentiated as necessary?
How will you measure the
impact (success) of the
strategy?
DDDM (Data Driven Decision
Making) minutes, observations and
feedback via walkthroughs and
coaching/reflective questioning,
lesson plans
Quantitative results are closer
or to proficiency.
IDM (Instructional Decision
Making): proficiency levels on Core
Instruction, Supplemental
Instruction, and Intensive Instruction
will be monitored
Assessment Center Reports, Weekly
DDDM (Data Driven Decision
Making) minutes, observations and
feedback, lesson plans
The ALEKS program (an
individualized online computer math
program) will be incorporated for
grades 3, 4 and 5 for students who
are advanced and for those in need of
assistance.
SWH--Teachers will video tape one
lesson per semester. Graduate
students from U of I will provide
monthly support and technical
assistance to teachers to increase
implementation. The Elementary
Curriculum Coordinator and
principal will conduct walkthroughs
to support implementation.
Results on formative
assessments including but not
limited to: pre and post tests,
beginning and end of year
grade level tests, quarterly
basic facts, FASTT Math
(Fluency and Automaticity
through Systematic Teaching
with Technology) reports,
classroom, grade, and district
formative assessments, Skills
Iowa Assessment Center
reports
SWH--Results from Cornell
Critical Thinking Test; ITBS
reading comprehension and
science scores; walkthroughs;
lesson plans; video taped
lessons, teacher responses to
coaching/reflective questions.
IDM: Data Team minutes and
Data Walls will reflect
proficiency levels
Professional
development
What do we need to learn
before-during-after we can
employ this strategy?
Administrative and staff training
on the IDM (Instructional
Decision Making) process and
deeper implementation of Data
Teams
Administrative and staff training
on Wednesday afternoons and/or
during planning time, district
provided math professional
development
CFA (Common Formative
Assessment) training
Skills Iowa training
SWH--The 3-5 grade teacher
teams will participate in 4-5 days
of training during the summer of
2010. Additional 2-3 days of
follow-up support will be
provided to the teams throughout
the school year.
applicable, peer tutoring.
Students who fail to reach mastery
after Tier 2 will continue to work
toward mastery in Tier 3-Intensive
Instruction such as: scheduled
intervention blocks,
paraprofessional support, Special
Needs inclusion when applicable,
peer tutoring.
The ALEKS online math computer
program will be utilized for
students in grades 3, 4 and 5 for
advanced as well as for those in the
lower spectrum.
Climate/Culture Goal
Student learning goal
(performance target)
What knowledge and/or
skills will students gain?
100% of staff, students and
parents identify Orange
Elementary as a school
demonstrating an environment of
mutual respect as measured by
the end of year climate survey.
Engage in the second year
implementation process of the
Positive Behavioral Interventions
Supports (PBIS).
Research-based teaching
and/or learning
strategies
Monitoring implementation Monitoring impact
How will you ensure the strategy
happens consistently, well, and is
differentiated as necessary?
How will you measure the
impact (success) of the
strategy?
Teaching of building expectations at
beginning of year and midyear
Review of climate survey
Results of Spring 2010 survey
and post climate survey Spring
2011
What will staff and students do
to reach the goal?
Continue building committee team
Monthly PBIS Committee meetings
(agendas, minutes)
Implement building expectations for
PBIS Plan
Collect base-line data for referrals.
Decrease office referrals by 25%
Continue implementation of Second
Step , A Violence Prevention
curriculum
Infuse the Six Pillars of Character
Program into our PBIS Program
Review survey results
Monthly staff meetings to review baseline data for the development of Tableau
data
Quarterly PBIS newsletter to families
including base-line data
Observations and feedback, lesson plans
Observations and feedback, character
grams, monthly assemblies, Kid of
Character Luncheons (selected K-5) at
Orange and Hawkeye Community
College (selected 4th and 5th graders)
What do we need to learn
before-during-after we can
employ this strategy?
Ongoing PBIS training of building
committee, staff, and students
District Coaches meetings
Results of self assessment survey
Staff to take self assessment PBIS
survey at beginning of year
Professional
development
End of year base-line referral data
(Tableau data)
Spring SET (School-Wide
Evaluation Tool) evaluation
Number of students in Tiers 1-3
Advocate our mission, vision, and
value statements as developed through
staff input
Post mission, vision, values in
classrooms and throughout the building;
model, observations, lesson plans
Continue the implementation of our
building Wellness Plan
Committee meetings (agendas, minutes)
Continue parent communication
Connect-Ed, parent newsletters
(including Home Connection), ParentLed Conferences, Parent-Teacher
Conferences, committee membership,
Site Council, Orange Parent Association,
Partners in Education, Volunteers,
Infinite Campus, Report Cards
Tableau Reports
Dates for review during the 2010-2011 school year 
Date of review
Persons involved in the review Progress toward the goal (results thus far)