SCHOOL ACTION PLAN AND IMPROVEMENT GOAL
OREGON TRAIL ELEMENTARY SCHOOL
2013-2014
NORTH CLACKAMAS SCHOOL DISTRICT
Purpose: We have the inherent responsibility and power within our jobs to create equitable access to a
powerful and engaging education for each student. We believe that students can achieve at high levels,
and when students are not, we need to claim and own it as a deficiency of our institution and not a
deficiency of the student(s). We believe that a targeted focus on equity and instructional practice will
have an impact on student achievement.
Participants on School Planning Team:
Khaliyah Williams-Rodríguez, Principal
Kalei Ostreim, Kindergarten Teacher
Jennifer Strub, 2nd Grade Classroom Teacher
Chris Straley, Instructional Assistant
Corinna Cho, 4th Grade Teacher
Angie Long, Parent
Cheryl Paulsen, Parent
Susie Finegan, Learning Specialist
NCSD STUDENT OUTCOME:
Each student graduates ready for post-secondary education,
career, and global community.
NCSD GOALS
GOAL #1: Eliminate all barriers to student equity regardless of disability, ethnicity, race, gender,
language, socioeconomic status, gender identity, and sexual orientation.
GOAL #2: Through a focus on quality instructional practices, literacy and quality programs, each
student will meet/exceed grade level standards regardless of disability, ethnicity, race, gender,
language, socioeconomic status, gender identity, and sexual orientation.
Equity Focus Group
Identify focus group(s).
The identification of this group or groups is aimed to help each child meet performance standards, improve student
achievement, and close academic gaps among students of different racial, ethnic, and economic backgrounds; students
with disabilities; and students who are learning English.
Our 3rd – 5th grade students who are identified as English Learners will demonstrate individual growth on the Math
administration of Oregon Assessment of Knowledge and Skills.
3rd grade: There are 10 out of 70 3rd grade students identified as English Learners (14%).
• 10 out of 70 English Learners who did not meet on the 1st Math administration of OAKS will demonstrate a 5point growth from their 1st administration of OAKS to the 2nd administration of OAKS.
4th grade: There are 11 out of 78 4th grade students identified as English Learners (14%).
• 6 out of 11 English Learners will meet their typical growth rate within 3 points of their grade target.
• 3 out of 11 English Learners will meet their typical growth rate within 5 points of their grade target.
• 2 out of 11 English Learners will meet their typical growth rate within 8 points of their grade target.
5th grade: There are 9 out of 70 5th grade students identified as English Learners (13%).
• 6 out of 9 English Learners will meet their typical growth rate within 3 points of their grade target.
• 2 out of 9 English Learners will meet their typical growth rate within 5 points of their grade target.
• 1 out of 9 English Learners will meet their typical growth rate within 8 points of their grade target.
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What evidence supports that this group needs targeted support? Consider both qualitative and
quantitative data.
During the 2012 – 2013 school year, our 3rd grade students who were identified as English Learners met or exceeded
the Math administration of the Oregon Assessment of Knowledge and Skills at a rate of 58%.
During the 2012 – 2013 school year, our 4th grade students who were identified as English Learners met or exceeded
the Math administration of the Oregon Assessment of Knowledge and Skills at a rate of 75%.
During the 2012 – 2013 school year, data was not available for our 5th grade students who were identified as English
Learners.
During the 2011 – 2012 school year, our 3rd grade students who were identified as English Learners met or exceeded
the Math administration of the Oregon Assessment of Knowledge and Skills at a rate of 57%.
During the 2011 – 2012 school year, our 4th grade students who were identified as English Learners met or exceeded
the Math administration of the Oregon Assessment of Knowledge and Skills at a rate of 44%.
During the 2011 – 2012 school year, our 5th grade students who were identified as English Learners met or exceeded
the Math administration of the Oregon Assessment of Knowledge and Skills at a rate of 27%.
Qualitative/Formative assessment data: delivery of math instruction as noted in the school-wide schedule,
classroom-based Math assessments – according to CCSS, amount of student engagement during math instruction,
IXL data reports.
ENGAGEMENT
Emotional, Behavioral, & Cognitive Needs of Equity Focus Group
To effectively address the emotional, behavioral, and cognitive needs of students,
develop a school plan from the following questions:
GUIDING QUESTIONS:
SCHOOL PLAN:
AFFIRM IDENTITY
BUILD COMMUNITY
CULTIVATE LEADERSHIP
What do you plan to do to affirm the identity
• Recruit and retain highly skilled teachers and staff members that reflect
of students in your school? How will
the racial/ethnic identities of the students in our school.
students see themselves in the staff, the
• Recruit and retain families and volunteers of color to participate within
curriculum/resources, and the culture of the
the school setting (school activities, classroom events, instructional
school?
areas, school committees, etc.).
• Recruit and retain families and volunteers of diverse languages to
participate within the school setting (school activities, classroom
events, instructional areas, school committees, etc.).
• All contract-status teachers have completed GLAD and/or SIOP
training. Math lessons will contain components of cultural
competency, forms and functions of language/language objectives,
and are aligned with the CCSS.
• There are 12 languages spoken at Oregon Trail Elementary School (i.e.,
English, Thai, Korean, Laotian, Vietnamese, Tagalog, Spanish,
Russian, Ukranian, Hakkah, Mandarin, and Cantonese). Many
languages will be represented through pictures and song during our
Friday Morning Meeting(s).
What efforts will your school make to build
community with traditionally marginalized
students and their families?
Elementary_New_SIP_4.0_Revised_June7_2013ce
• Partnership with the Principal meetings – once every other month
(Spanish, Russian, Vietnamese, and English).
• Translate school materials (Chinese, Spanish, Russian, and
Vietnamese).
• Interpretative services at meetings.
• Prioritize collaborative engagement of families with diverse languages
during parent-teacher conferences.
• Communicate school events and information with families via School
Connects (a telephone-based system).
2
How will your school cultivate leadership
with traditionally marginalized students?
• Teachers identify specific student leaders to help lead programs (e.g.,
school recycling program, student ambassadors – Greeter’s Club,
Kelso Krew, etc.).
• Friday Morning Meeting celebrations – highlighting diverse cultures,
celebrations, and languages through song and student performances.
• Peer mentorships: “buddy classes” paired with older/younger classes.
Purpose = read together or reinforce math skills.
How will students and parents have the
opportunity to share and discuss the various
histories, languages, voices, and experiences
that are present in your school community?
• Parent survey conducted online (Spanish, Russian, and Vietnamese).
• Back-to-school night (September 2013).
• Connecting the Dots assembly (4th – 5th grade students; October 2013).
English Language Development celebration (October 2013).
• Parent-Teacher conferences (December 2013).
• Friday Morning Meetings (scheduled monthly throughout the school
year).
• Classroom community meetings (as outlined in our school schedule).
• Teachers implementing the Common Core State Standards.
• Teachers using GLAD strategies within the classroom setting.
• Students becoming engaged in their own learning by knowing and
understanding the CCSS, as well as district/statewide scoring rubrics.
• Increased technology within the school setting (SMART Board, Google
Chrome Books, e-books via Destiny).
• Increase volunteer capacity within the school setting (including
language, gender, race, SES).
What actions are you taking for students to
comprehend complex concepts, engage in
higher order understanding, and solve
complex problems?
Evidence that your school plan is having a positive impact on the
EMOTIONAL, BEHAVIORAL, and COGNITIVE needs of students.
Reflection #1 – Fall
• Teachers are teaching students within the general education environment according to the Common Core State
Standards.
• Our English Language Development Specialist is providing direct support according to the functions and forms of
grammar.
• Our English Language Development Specialist aligns instruction and direct support to students according to the
literacy pacing guide.
• Our elementary report cards are aligned to the Common Core State Standards.
• Our primary and intermediate teachers (Kindergarten – 5th grades) are using the components of our teaching and
learning framework as a way to increase student engagement (e.g., shared learning targets, build academic language,
access background knowledge, teach-model-demonstrate, checking for understanding).
• Our primary and intermediate teachers (Kindergarten – 5th grades) use Guided Language Acquisition Design strategies
during content areas, particularly with math vocabulary.
• Our classroom teachers meet once/month during Professional Learning Communities to help answer specific Math
questions and review data accordingly:
1. What should students know and be able to do as a result of specific instruction?
2. How will you know if the students are not learning?
3. How do you respond when students do not learn?
4. How do we respond when students learn more?
• Formative assessment Math data is collected to help determine progress for our English Learners.
• Counseling support provided to students to help reduce the likelihood of harassment, intimidation, and/or threats.
• Classroom community meetings provide an opportunity (K-5) to emphasize a specific character trait each month.
• Interpreters are made available for our Back to School/Curriculum night (Spanish, Russian, Vietnamese).
• Instructional support provided by the school principal via classroom walkthroughs.
Considerations:
• Track data for Back to School/Curriculum night attendance - including families of diverse backgrounds.
• Track data of students who are involved in our student leadership activities (x race, ability, language, gender).
• Implement language objectives for all units of study.
• As part of the PLC work and/or staff meetings, teach-model-demonstrate GLAD strategies. Our district TOSA’s and
English Language Development specialist will help to facilitate staff development with how to incorporate GLAD
strategies with our current curriculum.
Reflection #2 – Winter
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Reflection #3 – Spring
INSTRUCTIONAL FOCUS
ACTION PLAN
TIMELINE
RESOURCES
(Available or
Needed?)
• Learning targets are shared and understood by
students.
• Instructional support as evidenced by classroom
walk-throughs for evidence of learning targets
posted and referenced throughout each lesson.
• Personal learning ladder so that students monitor
their own growth and progress.
• ELD specialist pre-teaches math vocabulary to
students.
• Student relationships and rigor are emphasized
during PLC meetings.
• Character traits and expectations are taught during
classroom community meetings.
September
2013 – May
2014.
Administrator.
• Professional Learning Communities will submit
completed curriculum maps that are aligned with
the CCSS.
Yearlong
curriculum
maps due
December
2013.
INSTRUCTIONAL
FOCUS
AREA:
1. The instructional purpose
of the lesson is clearly
communicated to students.
2. The learning tasks and
activities are aligned with the
instructional outcomes and
are designed to challenge
student thinking, resulting in
intellectual engagement.
What are the essential tasks that need to be
monitored?
• Classroom walkthroughs demonstrate that 90% of
students are engaged in authentic math learning.
ELD specialist.
• Formative assessments are used to check for student
understanding.
• Students understand their current progress and
projected trendline (where they are and where they
need to be in a particular area of instruction).
• Rubrics will be used to help students understand
their strengths and areas of focus.
• PLC notes reflect student progress toward learning
targets.
• Core instruction is driven by formative assessment
data.
• Math intervention groups are targeted toward
students who need additional support.
Elementary_New_SIP_4.0_Revised_June7_2013ce
PLC time for
classroom
teachers = 1
hour/month.
Administrator.
September
2013 – May
2014.
3. Assessment is regularly
used during instruction,
through monitoring of
progress of learning by
teacher and/or student.
Classroom
Observation
tool.
September
2013 – May
2014.
Classroom
observation
tool.
Electronic
information of
grade-level
team data.
4
Evidence that your
instructional focus is having
a positive impact on adult
actions and routines.
•
•
•
•
•
•
•
Language objectives are embedded into lesson plans (math).
Collaboration between ELD specialist and classroom teacher(s).
Intervention groups are established with clear learning targets and purpose.
Use of student data to guide and improve instruction.
Growth in classroom based assessments (e.g., formative assessment) for Math.
English Learners are demonstrating individual growth toward their grade-level
target.
Staff participation in our cultural competency training, Taking it Up. Continued
dialogue will happen at the school site.
Key Performance Indicators - District
Summative Data
KEY PERFORMANCE TARGETS
Grade Reading
5th Grade Math
6th Grade Reading
8th Grade Math
6 Credits Per Freshman
4 –Year Graduation Rate
9+ College Credits
3rd
Evidence that your
instructional focus is having
a positive impact on
student outcomes.
•
•
•
2011-2012
64%
64%
?
64%
NA
66%
NA
2012- 2013
66%
65%
?
69%
83%
72%
45%
2013-2014
68%
67%
?
66%
84%
74%
48%
Demonstrate student growth and proficiency of the standard(s) being assessed.
Demonstrate student growth with student engagement, as measured by student talk
vs. teacher talk.
Demonstrate student growth with student engagement, as measured by stamina
(duration) of active engagement (student questioning, time on task, task completion).
Key Performance Indicators - School
Summative Data
KEY PERFORMANCE TARGETS
3rd Grade Reading
5th Grade Math
2011-2012
83%
65%
2012- 2013
64%
69%
2013-2014
TBD
TBD
Performance Targets
What should we track in order to ensure growth in the key performance indicators?
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Formative Data
Performance Target
Fall
3rd grade students:
• 10 out of 70 English Learners who did not meet on the 1st
administration of OAKS will demonstrate a 5-point
growth from the 1st administration of OAKS to the 2nd
administration of OAKS.
4th grade:
• 6 out of 11 English Learners will meet their typical growth
rate within 3 points of their grade target for OAKS.
• 3 out of 11 English Learners will meet their typical growth
rate within 5 points of their grade target for OAKS.
• 2 out of 11 English Learners will meet their typical growth
rate within 8 points of their grade target for OAKS.
5th grade:
• 6 out of 9 English Learners will meet their typical growth
rate within 3 points of their grade target for OAKS.
• 2 out of 9 English Learners will meet their typical growth
rate within 5 points of their grade target for OAKS.
• 1 out of 9 English Learners will meet their typical growth
rate within 8 points of their grade target for OAKS.
Winter
Spring
Earned score
5 point
increase
(212 =
Meets/OAKS)
Spring 2013
score on
OAKS
Earned score
Typical growth
rate within 3 8 points of
their grade
target (219 =
Meets/OAKS)
Spring 2013
score on
OAKS
Earned score
Typical growth
rate within 3 8 points of
their grade
target (225 =
Meets/OAKS)
Additional Information About Your Action Plan:
Parent Involvement:
How will you engage parents and families in their child's education and the school program?
• Artist in Residence (Right Brain Initiative) – parent member
• Art Residency (quilt making project/district grant)
• Family literacy night (1st grade families)
• Back to school/curriculum night – explanation of the CCSS and elementary report cards
• Parent-teacher conferences
• Friday Morning Meetings (school wide assemblies)
• Book Fairs
• Volunteer opportunities within the school setting
• Interpretive and translation services available
• School website and social media
• After school enrichment (YMCA, Mad Science)
• PTO-sponsored enrichment programs
• Backpack buddies hunger relief program
Transitions:
What support is provided to students and their families during transitions (Pre K-K) (5th to 6th
grades and 8th to 9th grades)?
• Elementary report card discussion (fall 2013)
• Parent Leadership Classes (i.e., an opportunity for parents within the school district to understand state testing
•
•
•
•
•
and how to support students at home, transition to middle school)
Middle school preparation and planning with students and families (winter + spring 2014)
Transition meeting for families who have children with identified disabilities (spring 2014)
Kindergarten Orientation (May 2014)
5th grade students will write to our 4th grade students about the expectation(s) for 5th grade (spring 2014).
6th grade/middle school students will share the expectations for 6th grade with our 5th grade students during a
middle school tour (spring 2014).
Timely Systems for Support:
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Describe the system of support in place for students who do not meet or exceed Oregon standards
to receive effective, timely assistance.
•
•
After the first administration of OAKS, we will provide direct instruction to students who did not meet. The
focus will be on specific strands missed within the OAKS. A smaller testing environment will also be offered to
students who need it.
Tier II math interventions (use of buddy classes, parent volunteers, Instructional Assistants, student teachers,
IXL practice).
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