School Improvement Plan
West Des Moines Community School District
2014-15
Due October 31, 2014
School Name: Crossroads Park
Areas of Focus: Reading Comprehension,
Building Principal: Britt Cameron
Date: September, 2014
School Climate/Environment, and Professional
Learning Communities
Building Leadership Team:
Name
Role/Position
Britt Cameron
Annamaria Jones
Principal
Reading Resource/Recovery, Kindergarten PLC
Representative
1st Grade Teacher, PLC
2nd Grade Teacher, PLC
3rd Grade Teacher, PLC
4th Grade Teacher, PLC
5th Grade Teacher, PLC
6th Grade Teacher, PLC
6th Grade Teacher, PLC
6th Grade Teacher, PLC
Counselor, Climate/Environment PLC Representative
Special Education Teacher, 3rd Grade PLC, Teacher Quality
Representative
ESL Teacher, 4th Grade PLC
ELP Teacher, 6th Grade PLC
Instructional Coach
Carol Brase
Amy Drake
Jenny Gustafson
Sarah Sadler
Lynda Niffenegger
Brandon Hargens
Erica Jaramillo
Tamara Tjeerdsma
Kelli Ladd
Sharon Cox
Darci Carver
Felicia Twit
Jenni Jones
Data Used For Diagnosis:
__X__ Iowa Assessments
____ BTL Data
__X__ District Benchmark Data
__X__ EDM Data
__X__ District Vision Survey Data
____ Course Assessments
____ Practices Inventory Data
__X__ Other (State the specific data source)
FASST Math Reports
AIW Data
Running Records
Teacher Quality, Mid-Year Report
Fluency Rubrics
1
Diagnosis
Diagnosis Summary: What do the data tell us about student learning needs?
Kindergarten – Second Grade









There is a significant discrepancy between students reading on/above grade level and
students reading below. Students below grade level are not showing adequate progress.
From fall to winter students reading above grade level increased by 16%.
From fall to winter students reading on grade level increased by 4%.
Students reading below grade level decreased by 20%.
Students struggle the most with: beyond the text comprehension questions.
EDM mid-year assessments demonstrated that students struggle in measuring to the
nearest inch, counting money, and with telling time to the half hour.
IEP—Students are functioning 9 F & P levels below the end of the year expectation for
2nd grade. They need continued intensive Special Education support. My IEP kids with
intensive support successfully mastered second grade math concepts.
ELL’s are 6 F& P levels below and some are receiving support from ESL and Reading,
The math test scores indicate that the ELL’s are proficient with support. They are
successful with the concepts being taught and with the accommodation of the math test
read aloud.
Third Grade – Sixth Grade





In analyzing the IA Assessment scores and the EDM Mid-Year Math Assessment we
found some kids were not proficient on IA Assessments but did well on the mid-year
EDM assessment. This tells us that we need to look at all data, not just IA Assessment
scores.
New students tend not be proficient with the fall benchmarking but show growth by the
end of the year.
In Reading, 30% of the F.P. Benchmarking data does not match Iowa Assessment data.
Comparing the math proficiency on the EDM midyear test with Iowa Assessments, using
40% or above as proficient, only two students fell below the proficiency line.
When analyzing our F&P benchmark data from September against the Iowa Assessment
Data there appears to be some consistency with students demonstrating below grade
level performance. Some students however did shift between tests. 6 students scored
proficient in reading for F&P but not on Iowa Assessment. 5 students scored proficient
in reading for Iowa Assessments but not for F&P.
2
Describe why previous school improvement actions/interventions may not have
been successful
The previous interventions/initiatives that have been implemented at Crossroads Park, to enhance
student achievement academically and behaviorally, have been considered to have been successful to a
degree and/or in certain areas. Even though, previous interventions/initiatives that have been
implemented have not been successful for all students, they have had positive outcomes for some
children.
The staff believes that the 2013 – 2014 After-School Studies Program benefited struggling students by
providing additional instructional assistance/reinforcement, and with a structured time to complete
their assignments in an atmosphere conducive to learning.
In analyzing the data (grades) in science, language arts, mathematics, and social studies of the students
who participated, one will find that the students’ grades declined more often than they improved when
comparing 1st trimester grades to 2nd trimester grades. Eighty-two percent of the letter grades received
by participating students, both first and second trimesters, were grades of “A”, “B”, or “C”.
Even though the data does not demonstrate letter-grade gains in all situations, the After-School Study
Program was beneficial, keeping students “on track” for a successful 6th grade year and beyond.
Goal Statements to support prioritized learning needs (Please include at least one
goal focused on reading and/or mathematics and one PLC goal aligned to PLC District
expectations)
Goal Statement #1: Crossroads Park learners will increase their proficiency in reading
comprehension.
Goal Statement #2: The Crossroads Park School community will be a caring community of learners
that knows and lifts every child so that all students possess a sense of self-worth and values necessary to
thrive in and contribute to a diverse and changing world.
Goal Statement #3: Implementation of PLC structures, processes, and procedures aligned to
evidence based practices.
3
State Link to District Identified Goal(s): (Math, Reading, and/or Mathematics Long
Range Goals and PLC Goals/Expectations)
The District’s Goals, Mission Statement, Guiding Principles, Shared Vision, and Annual Improvement
Goals were utilized as the ground work and foundation in the development process of determining
and creating the Crossroads Park building goals:
District Goals
Using the Mission Statement as our foundation and the Guiding Principles to inform our actions, the
district will work towards the realization of the Shared Vision by accomplishing the following goals
set forth by the Board of Education:
1. Close the gap between present practices and the Shared Vision.
2. Improve student achievement through effective instructional and assessment practices.
Mission Statement
Working in partnership with each family and the community, it is the mission of the district to
educate responsible, lifelong learners so that each student possesses the skills, knowledge,
creativity, sense of self-worth and values necessary to thrive in and contribute to a diverse and
changing world.
Guiding Principles
Continuous Improvement
Personalized Learning
Optimum Use of Resources
Integration
Diversity
Shared Vision
The West Des Moines Community School District will be a caring community of learners that knows
and lifts every child. We will inspire joy in learning. Our schools will excel at preparing each student
for his or her life journey.
4
Evidence-Based Research Source(s) to support goal area(s) (cite specific research
aligned to area(s) of need)
Results Now by Schmoker
Creating the New American Classroom by Dufour and Eaker
6 + 1 Traits of Writing by Culhan
When Readers Struggle by Pinnel and Fountas
The Daily 5 by Boushey and Moser
Strategies that Work by Harvey
Mosaic of Thought by Keene and Zimmerman
The Purposeful Classroom by Fisher and Frey
Learning Targets by Moss and Brookhart
Classroom Instruction that Works – The Art and Science of Teaching by Marzano
Effective Practices for Developing Reading Comprehension by Duke and Pearson
Studies by Newman…authentic instruction is highly engaging and interactive, connecting classroom
instruction and students’ real lives to increased levels of student achievement.
The Comprehension Tool Kit curriculum is researched based.
Iowa Common Core Curriculum
Iowa Professional Development Model
The Center on Organization and Restructuring of Schools…the concept of high quality intellectual
work that evaluates the level of intellectual quality of diverse curricula, assessments, and student work
samples (AIW).
Studies by Friend…Co-Teaching is an effective teaching structure that provides an inclusive setting
for special education students while ensuring the students are being taught in the least restrictive
environment.
Studies by Tomlinson…differentiation of instruction modify learning activities, teaching methodologies, and
resources to effectively meet the learning needs of all students.
Benchmark Literacy Reading Program
5
Parent Involvement
Briefly describe the actions you will implement
1.
Parent Curriculum/Information Meetings: Meetings give teachers an opportunity
during the first three weeks of school to conduct a large group presentation for parents
covering topics such as: curriculum content and objectives, classroom expectations and
procedures, and their teaching philosophy and background. These evening meetings are 45
to 60 minutes in length.
2. Presentations on educational topics which cover our School Improvement Plan will be
presented at PTA meetings throughout the school year.
3. Parent/Teacher Conferences: Conferences are an important component of ongoing
home-school communication and family involvement in a child’s education. They assist in
keeping parents informed about their child’s progress, the areas that their child is excelling
in and specific ideas of how to improve their child’s performance in school. Conferences at
Crossroads Park are utilized as a method to make a lasting bond with the parent and to
increase the likelihood of academic success for each child.
Changes/Impact on Stakeholders
According to Epstein of John Hopkins University the main reason to create school and family
partnerships are to assist children succeed in school and in later life. Although many parents do not
know how to help their child with their education, with guidance and support, they become
increasingly involved in home learning activities. Parents will find themselves with opportunities to
teach and to be positive models in their child’s educational success. Research has shown that the
earlier parents are involved in their child’s education, the more powerful the effects. Steinberg
states that when parents come to school regularly, it reinforces the view in the child’s mind that
school and home are connected and that school is an integral part of the whole family’s life.
Data Collected to inform Change
1.
Parent Curriculum/Information Meetings: The percent of the students represented at
the meetings.
2.
Parent-Teacher Association Meetings: A list of the topics presented, the names of the
presenters, and the dates of the PTA meetings.
3.
Parent/Teacher Conferences: The percent of the students represented for conferences.
6
Alignment and Responsibilities (activities and who is responsible)
1.
Parent Curriculum/Information Meetings: Teachers will be responsible for facilitating
the meetings. The teachers and principal will be responsible for data collection (the percent
of students represented).
2.
Parent-Teacher Association Meetings: The principal will be responsible for scheduling
the topics to be presented. Teachers and the principal will be responsible for facilitation,
and the principal will be responsible for collecting the data (a list of the topics presented, the
names of the presenters, and the dates of the PTA meetings).
3.
Parent/Teacher Conferences: Teachers will be responsible for facilitating the
conferences. The teachers and principal will be responsible for collecting the data (percent
of students represented).
Monitoring (activity and when it was completed)
1.
Parent Curriculum/Information Meetings: Date of completion - October 2014.
2.
Parent-Teacher Association Meetings: Date of completion - June 2015.
3.
Parent/Teacher Conferences: Dates of completion - April 2015.
7
Building Goals Action(s)
(Achievement and PLC Actions)
Briefly describe the actions you will implement
Action 1 - Professional Learning Communities (PLC): Crossroads Park teachers will be
organized into professional learning teams working to define essential curriculum, refine the
implementation of Learning Targets, develop common Formative Assessments, and analyze student
data.
Action 2 - Instructional Partners/Peer Coaching: All Crossroads Park home-based teachers will
have an Instructional Partner/Peer Coach.
Action 3 - School Climate/Environment Professional Learning Community (PLC): In
addition to Grade Level (K-6) Professional Learning Communities, a Climate/Environment PLC will be
established.
Changes/Impact on Stakeholders
Professional Learning Communities (PLC): Crossroads Park teachers will be organized into
professional learning teams working to define essential curriculum, refine the implementation of
Learning Targets, develop common Formative Assessments, and analyze student data. Teams will
be working at a collaborative level of discussing which practices are most effective with students,
connecting student learning back to teaching (Differentiation of Instruction). Team members will be
engaged in deep reflection, action research, and lesson studies.
Instructional Partners/Peer Coaching: The purpose is to give teachers a semi-structured
system to gain feedback on their instruction from a peer teacher’s perspective; to observe various
teaching strategies; and to insure implementation of strategies that make a positive impact on
student achievement. Teachers gain important feedback from one another through discussion of
teaching strategies, curriculum, and assessment issues. The focus of Peer Observations is on
Learning Targets, Differentiation of Instruction, and Formative Assessments.
During Faculty/PD meetings, teachers will give a few statements to the entire staff about the positive
things observed in their peer teacher’s classroom.
School Climate/Environment Professional Learning Community (PLC): In addition to grade
level (K-6) Professional Learning Communities, a PLC will be established for the purpose of assessing
and analyzing the school climate/environment. An action plan will be developed and implemented.
8
Data/Artifacts Collected to Inform Change

The percent of students proficient in reading comprehension on the Iowa Assessments for
each grade level (4-6) will increase from the previous year’s percent proficient.

The percent of Crossroads Park students (grade groups 1-2 and 3-6) who “strongly agree”
and “agree” to the statements on the district’s Vision Survey will be greater than the district
averages.

Each PLC will complete and submit to the building administrator a copy of their team’s
Essential Learning Outcomes for the 2014–2015 school year in the area of reading
comprehension.

Each PLC will complete and submit to the building administrator a copy of their team’s
SMART Goals for each Essential Learning Outcome in the area of reading comprehension.

Each PLC will submit to the building administrator the percent of students’ proficient for
each Essential Learning Outcome in the area of reading comprehension.

Teachers will complete and submit to the building administrator a copy of their “Peer
Observation/Instructional Partner Summary Form” after completing their observation and
conference with their instructional partner.

During building-wide meetings each teacher will be asked to give a few statements to the
entire staff about the positive things they observed in their peer teacher’s classroom.

After meetings, each PLC will complete and submit a “PLC Summary Form” that will provide
feedback on Learning Targets (EEI #1), Differentiation of Instruction (EEI #6), and Formative
Assessments (EEI #5).
Alignment and Responsibilities (activities and who is responsible)
1.
Peer Coaching/Instructional Partners: The building administrator will be responsible
for establishing the purpose and focus for the Peer Coaching/Instructional Partner
program, and for pairing classroom teachers together for their observations and
conferences. Home-based specials teachers will be responsible for scheduling two
observations with another district teacher who teaches in the same curricular area that
he/she instructs. All teachers will be responsible for scheduling one peer
observation/conference each semester with their instructional partner, and for giving a
few positive statements to the entire staff about the positive things they observed in their
peer teacher’s classroom.
9
2.
Professional Learning Communities (PLC): The building administrator will be
responsible for establishing the purpose and focus for the expected work that is to be
completed during the scheduled PLC meeting times. The building administrator will be
responsible for scheduling PLC meeting dates/times throughout the school year, and to
actively support and give constructive feedback to the PLC teams. Teachers will be
responsible to be in attendance at the scheduled PLC meetings, to begin their meetings on time,
and to be actively engaged throughout their meetings. Teachers will be responsible for submitting
in a timely manner, to the building administrator, all requested data and information necessary to
monitor the status of the Crossroads Park Site Improvement Plan.
Summative/Formative Evaluation Questions
Peer Observations:

Have I scheduled/completed my peer observation and conference with my
instructional partner? All Crossroads Park home-based teachers will conduct two peer
observations during the school year (September – November 26: completion of the
first peer observation/conference; January – March 13: completion of the second peer
observation/conference.

When completing my peer observation/conference, is my focus on the Essentials of
Effective Instruction (EEI) questions, specifically questions #1, #6, and #5?
Professional Learning Communities (PLC):

Have our scheduled PLC Team meetings started on time?

Have I been in attendance at all scheduled PLC Team meetings?

Have I been actively engaged throughout each meeting?

Are our scheduled PLC Team meetings focused on defining essential curriculum, on
developing and analyzing lessons (AIW), on utilizing common assessments (SMART
Goals), and on analyzing student data?

Referencing the article, One Step At A Time by Graham and Ferriter, at what stage is
your PLC Team working? What does your PLC Team need to do differently to be
working at stage 7, “Reflecting on Instruction”?
10

Has my PLC team submitted in a timely manner, to the building administrator, the
following data and information:
PLC team meeting summary forms
The Essential Learning Outcomes in reading comprehension
SMART Goals (SMART Goal Template) for each Essential Learning Outcome. Do our
SMART Goals meet the expectations outlined on our SMART Goal reference
information sheet?
The percent of students at our grade level who are proficient in each Essential
Learning Outcome for reading comprehension
Monitoring (who and what)
1.
Peer Coaching/Instructional Partners: Crossroads Park home-based teachers will
conduct two peer observations during the school year (September – November 26:
completion of first observation/conference; January – March 13: completion of second
observation/conference). Following each window of time, teachers will be asked to give a
few statements to the entire staff about the positive things they observed in their peer
teacher’s classroom.
2.
Professional Learning Communities (PLC): PLC Team meetings will be scheduled on
Wednesday morning collaboration days throughout the 2014-2015 school year.
11