Strategic Improvement Plan
Greenwich Public Schools, Greenwich, Connecticut
SCHOOL: Julian Curtiss School
DATE: October 25, 2013
1. SCHOOL NARRATIVE
(Brief background statement on what lead to the focus of the SIP)
Over the last two years Julian Curtiss has worked on the implementation of small group instruction as defined by the Greenwich Comprehensive Literacy Framework. Upon reflection
of the work and analysis of 2012-13 CMT scores in reading, F&P Benchmark Spring data, and small group learning walks we determined the next steps. CMT scores from 2012-2013,
demonstrate no increase in the number of students achieving goal in Reading from Spring 2012 to Spring 2013. In addition, 72% of K-4th graders scored within the grade level
benchmark band in the spring of 2013 based on the F&P benchmark. The School Data Team will work to increase grade level benchmark achievement to 80% of students in the school.
The Student Performance Issue as determined by the School Data Team is: Although students appear to demonstrate acquisition of a literacy skill at the conclusion of a series of small
group instruction sessions, these same students appear to lose this skill when it is required at a later date particularly in an independent work situation. The School Data team expressed
concern that not all teaching was “sticking” and that the students were not transferring some of the new learning to their independent reading. The team suspects that teacher use of
assessment data before, during, immediately after instruction, and long-term after instruction may be a significant factor.
Questions for areas of focus in 2013-2014 are:
How do the teachers determine the area of instructional focus for the small group?
How do we increase the effectiveness of strategy instruction in small groups?
How do we determine that students are effectively applying skills and strategies taught in small groups?
Do we observe transfer of skills to independent reading?
In order to create a database to document this issue, the team created a survey to administer to teachers asking them to describe the scope of this problem.
2. STATEMENT OF STUDENT OUTCOME INDICATOR AND GPS DISTRICT IMPROVEMENT PLAN GOAL
Revised 9.13
Statement of Student Outcome Indicator:
(written as SMART Goal)
By Spring 2014, 80% of students in grades 3-5 will increase one
level on the Reading Indicator of the ELA Performance Task
Rubric.
Student Outcome Indicator Rationale:
(Why was the Student Outcome Indicator chosen?)
Greenwich students have been noted to perform better and
demonstrate greater efficiency with skills and strategies in the
presence of the teacher during mini-lessons, guided reading
groups, and strategy instruction. Historically, these same students
do not perform as well on standardized tests and during
independent reading time. Teachers have identified the need for a
way to help the students generalize the skills and strategies they
are learning to their independent work.
Reading Scores indicate:
68% of third grade students achieved Mastery in spring 2013.
73% of fourth grade students achieved Mastery in spring 2013.
75% of fifth grade students achieved Mastery in spring 2013.
Survey Results: 66% of teachers of Language Arts responded to
the survey on Student Transfer of Strategies and Skills Learned in
Small Group. Of the teachers who responded, one third felt that
less than 50% of students consistently demonstrated application of
skill or strategy taught in small group. 22% of teachers responding
said that 70-90% of their students require additional prompting and
scaffolding to demonstrate the transfer of a skill or strategy. When
asked whether students can and do apply what was has been taught
in the small group without being reminded to do so, about half of
teachers felt that 40% or less of their students demonstrated
transfer.
Revised 9.13
Which District Strategic Improvement Plan Goal is addressed?
 1. Reading
 2. Math
 Writing
 4. Other (Please specify)
 5. Optional (Please specify) For Example: Additional goal
for operations; communications; parent satisfaction; etc.)
Common Core Connections: Reading Foundations (RF)
Standards 1-4 (Print Concepts, Phonological Awareness, Phonics
and Word Recognition, Fluency); CCR Reading Anchor
Standard 1 (Read closely to determine what the text says
explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions
drawn from the text); CCR Reading Anchor Standard 7
(Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in
words.); CCR Reading Anchor Standard 10 (Read and
comprehend complex literary and informational texts
independently and proficiently).
3. ADULT ACTION INDICATOR(S):
(Written as a SMART Goal; what are the adults going to do differently to positively
impact the Student Outcome Indicator)
100% of teachers will move up at least one point on a survey
measuring small group effectiveness.
Teachers will be able to analyze formative and summative
assessment data to inform small group instruction, implement
effective instructional strategies that ensure transfer of skills taught,
and monitor for independent application.
ADULT ACTION INDICATOR(S) RATIONALE:
(Statement of why you chose this strategy)
Research indicates a strong connection between small group
reading instruction and progress in students’ instructional
reading levels (Abbott, Greenwood, and Kamps, 2007 & 2008).
Research also indicates that the use of high quality, targeted
assessment data improves student outcomes (Stiggins, 2001).
According to Serravallo and Goldberg “It is important that I
follow up with previous teaching so readers have multiple
attempts with support to become independent in a skill. It is also
important for me to hold students accountable for what I have
already taught them.” (Conferring With Readers, Serravallo &
Goldberg)
4. ACTION PLAN AND RESULTS INDICATORS: (SEE ATTACHED)
Revised 9.13
5. COMMUNICATION PLAN:
(How and when will the SIP progress be communicated to stakeholders including parents and staff?)
Staff:








August 27, 2013 - Analyze CMT data with staff
September 6, 2013 School Data Team reviewed CMT data
October 6, 2013 School Data Team discussed problem of practice
November 6, 2013 – present SIP to faculty
Faculty meetings will include review/updates on the SIP (at least four times during the school year)
School Data Team meetings (SDT) (once per month) will include regular review/updates of the SIP and Action Plans
SDT members will share information from the meetings with their grade level teams during Instructional Data Team meetings
IDT members will share progress on their Action Plans at SDT meetings
Parents/Community:
 October 6, 2013 –SIP Parent Rep to attend School Data Team Meeting
 October 30, 2013 – Parent Presentation in the evening
 November 2013 – Meet with SIP parent representatives to review SIP plan
 November 2013 – Publish new SIP on website and publish goals in the school newsletter (Jabberwocky)
 Communicate to parents through newsletter and weekly highlights what the staff will be doing on the early release days
and the connection to the SIP.
 Continue monthly updates on website and in school newsletter.
 Meet with parent SIP representative for a minimum of 3 sessions this school year to develop plans that will have the
parents serve as ambassador to the plan.
District:
 Present SIP to Central Network Team in October.
 Submit SIP to the Greenwich District Data Team in October.
 Information and updates on Action Plans will be shared during Deputy Superintendent visits, and CIPL visits.
Revised 9.13
Strategic Improvement Plan progress must be communicated to key stakeholders throughout the course of the year. Members of the team are responsible for having the plan posted
on their school’s website, and the SIT plan and process should be shared with the school and parent community at meetings and through bulletins, newsletters, and /or the school
website.
SIT Process:
September/October – Draft with Staff
October – Review and Refine with Network
October – Due to Deputy Superintendent
Revised 9.13
3. SIT ACTION PLAN AND RESULTS INDICATOR
Adult Action Indicator:
Strategies
Survey teachers to test
hypothesis and
determine baseline:
Create Survey
Give Survey
Analyze Survey
Determine needs
moving forward
Research Formative and
Summative Assessments
to measure student
learning in response to
instructional needs
Review and analyze:
 F&P Benchmark
data
 SBAC practice
test
 Running
Records
 Performance
Tasks
 Conferring
notes
 Written
Revised 9.13
Timeline
Person (s)
Responsible
Fiscal Implications
Results Indicators
C= Compliance
A= Change in Adult Behavior
S=Change in Student
Performance
(What data will you be collecting during the year to determine the effectiveness
of your plan?)
October 2013 Trish McGuire
and May
Brenda Brush
2014
NA
A - Pre and Post Survey
NovemberMay
NA
A, S
Ongoing
December
January,
February,
May
SDT
IDTs
Literacy
Department


response to
reading
Student Rubrics
Classroom
artifacts
Staff meetings focused
on PD on analyzing
assessments & ensuring
transfer
Read/Book Study:
Assessment in
Perspective (Clare
Landrigan and Tammy
Mulligan)
Read book:
Making your Teaching
Stick (Shanna Schwartz)
to support learning of
strategies to ensure
transfer of skills &
discuss.
Study & discuss Chapter
8 Conferring with
Readers, (Serravallo &
Goldberg) to explore
ways to ensure transfer
of learning and hold
Revised 9.13
Ongoing
November –
May
School Data Team
$10 (digital text)
A
All staff that
teaches reading
Literacy
Department
$200 = $8/per staff member, 25 staff members
A, C
SDT
All staff that
teaches reading
Literacy
Department
N/A
A, C
Dates of
specific
meetings:
10/6,11/8,
1/10, 2/7,
3/7, 4/4,
5/2
November
November
students accountable
Coaching cycle on
assessment for small
group instruction
Use researched
strategies from reading
& coaching cycles to
foster transfer of
learning (e.g. student
rubric, mini strategy
chart, post it notes to
form individual student
rubrics.
Use an assessment tool
with a small group of
students in each class
and analyze collected
data through the chosen
tool. (e.g. rubric,
checklist).
Professional learning
and collaboration with
Harvard University to
improve SDT/IDTs
process on analyzing
data and student work.
Professional learning on
deconstructing the
Common Core State
Standards to determine
specific learner
outcomes.
Revised 9.13
ongoing
Ongoing
November
2013 through
May 2014
TBD
All classroom
teachers
Literacy Coach
All teachers of
reading
$1800 for substitutes during the school year.
A
N/A
A, C
All teachers of
reading
Literacy Dept.
N/A
A, C
Brenda Brush
Trish McGuire
Literacy Specialists
Literacy Coach
IDTs
$1800 =$300 for 6 half day substitutes 6 X in a
school year.
A
Brenda Brush
Literacy Specialists
Literacy Coach
IDTs
A, C
Strategic Improvement Plan Year-End Report
Greenwich Public Schools, Greenwich, Connecticut
SCHOOL:
DATE:
1. STATEMENT OF STUDENT OUTCOME INDICATOR AND GPS DISTRICT IMPROVEMENT PLAN GOAL
Statement of Student Outcome Indicator:
(written as SMART Goal)
Which District Strategic Improvement Plan Goal is addressed?
 1. Reading
 2. Math
 3. Writing
 4. Other (Please specify)
Adult Action Indicator:
 5. Optional (Please specify) For Example: Additional
(Specific statement about what the adults will do to support student outcome indicator)
goal for operations; communications; parent satisfaction;
etc.)
2. ACTION PLAN AND RESULTS INDICATORS (SEE ATTACHED)
3. STATUS OF STUDENT OUTCOME INDICATORS
 Accomplished (Establish
a new goal for the next school
year)
 Partially accomplished
(Continue with the current
goal for the next school year)
SIT Year End Process:
May/June – Review progress of implementation of SIT Action Plan
August/September – Review status of Student Outcome Indicators
October 25th– Due to Deputy Superintendent
Revised 9.13
 Not accomplished
(Continue with the current
goal for the next school year)
 Modified
(Modify the current goal for
the next school year)
2. SIT ACTION PLAN AND RESULTS INDICATORS
Year-End Progress Report
Adult Action Indicator:
Strategies
Revised 9.13
Timeline
Person (s)
Responsible
Results Indicators
Status/Progress