2014-15 Tennessee School Improvement Planning Template The final plan should be no longer than four pages. School Name: Cromwell Elementary School Accountability Reward, Focus, or Priority if applicable. status: Areas of Greatest Progress: Proficient/Advanced IMPROVEMENTS: Revised October, 2014 Areas of Greatest Challenge: Proficient/Advanced SETBACKS: Spring, 2014 RLA TCAP Percent Proficient/Advanced Students for All Students Grades 3-5 Increased from 19% in 2013 to 24.8% in 2014 Spring 2014 MATH TCAP Percent Proficient/Advanced Students for All Students Grades 3-5 Decreased Slightly from 28.9% in 2013 to 27.9% in 2014 RLA All Students 3-5: 5.8% gain RLA ELL Students: 8.3% gain RLA Students with Disabilities: 13.5 % gain MATH All Students 3-5: MATH 3rd grade: MATH ELL : MATH SWD: SAT 10 TVAAS Composite – Level 3 24% gain -1.0%( loss) -9.3%( loss) -8.4% (loss) SCIENCE All Students 3-5: 12% gain School-Wide TVAAS Composite: Level 5 across all subjects Underlying Reasons for Progress: Teachers in all grades have common planning time, consistent weekly grade level DATA Digs and PLC meetings focused on data disaggregation sessions, teachers created weekly common assessments, tracking student progress on data charts, using data notebooks, students tracking their own data, developing re-teaching plans, and strategy sharing. Istation online intervention was used in grades K-3, as well as 4-5 students consistently performing in Tier III. Implementation of small groups, daily checks for understanding, higher order questioning techniques, Istation usage and technology integration. More informational text was used for instruction and lesson plans required more focus on higher order thinking skills. The VIP Club was started which motivated students to increase achievement levels in Reading and Math. Tier II, Tier III Interventions, Extended Contract tutoring , Title I 1 Underlying Reasons for Challenge: Strong emphasis was placed on increasing Reading Achievement across the district in the 2013-14 school year. Istation and Reading Plus online interventions took precedent over Stanford Math. Teachers relied heavily on DEA data to drive instruction and this data did not always provide teachers with an accurate reflection of where students were actually performing. DEA scores were consistently higher which could have been misleading. Teachers faced challenges with students who had not mastered basic math facts and were struggling with math fluency. Teachers in all grades also faced challenges with understanding the instructional shifts for RLA and Math. More time needs to be spent unpacking standards and creating assessments that effectively measure the target skills, (what students should know and be able to do for mastery). Assessments need to be created prior to teaching the Goals for 201415 school year: Extended Learning tutoring, enrichment for Tier I students from teachers, Family Reading and Curriculum nights, weekly newsletters and tips for helping students at home. The effective implementation of the TEM teacher evaluation, the analysis of lesson plans and empowering teacher leadership have also supported positive growth . Overall Achievement Goals: targeted skills, and the rigor of the assessments should mirror that of District benchmark assessments , and TCAP. Small group learning stations must be implemented with fidelity during the math instructional block. 1. Cromwell Elementary reading achievement scores on the TCAP test for 3rd-5th grade students, (All Subgroups), will increase from 24.8% in 2013-2014 to 29.5% in 2014-2015. 2. Cromwell Elementary mathematics achievement scores on the TCAP test for 3rd-5th grade students, (All Subgroups), will increase from 27.9% in 2013-2014 to 32.4% in 2014-2015. 3. Cromwell Elementary science TCAP achievement scores in grades 3-5 will increase from 32% in 2014 to 42% in 2014-2015. Subgroup Goals: (List each subgroup individually) 1. RLA student achievement scores for Black student subgroup grades 3-5 will increase from 24.5% to 29.2%. 2. RLA student achievement scores for Economically Disadvantaged student subgroup grades 3-5 will increase from 24.4% to 29.1%. 3. RLA student achievement scores for Students With Disabilities subgroup in grades 3-5 will increase from 52.5% to 55.5%. 4. MATH student achievement scores for Black student subgroup grades 3-5 will increase from 27.7% to 32.2%. 5. Math student achievement scores for Economically Disadvantaged student subgroup grades 3-5 will increase from 27.7% to 32.2%. 6. MATH student achievement scores for Students With Disabilities subgroup in grades 3-5 will increase from 55% to 57.8%. Key strategies to achieve goals: 1. Strategy: Weekly Data Meetings , PLCs, Data Dig Days each 9 week period, and opportunities for all teachers to engage in content focused PD. Implementation Plan: From July, 2014-May, 2015 teachers in grades K-5 will participate in weekly grade level data meetings and PLCs. The teachers will track data in two places, on data boards and data analysis forms. Students will also become involved in tracking their own data on common formative assessments. Teachers will collaborate and share best practices and successful instructional strategies, and use data to plan effectively for instruction. Teachers in grades K-5 will engage in Data Dig Days which will take place after results are received for each Discovery Assessment. Desired outcomes: Data Driven Instruction and increased student ach. Projected costs and funding sources: $2,700 Title I funds for substitutes for Data Dig Days 3 times; $300.00 Title I funds for Data Tracking charts and materials and Data Binders. Describe how this specific strategy will help you achieve your goals for the 2014-15 school year and address areas of challenge from the past year: The teachers will use data effectively and differentiate instruction to reach 2 all students. Teachers identify students by name and the level of intervention needed for skill mastery. The students will become knowledgeable of their own data and take ownership of their learning. Overall proficiency levels will increase for all students. 2. Strategy: Prioritizing standards every three weeks and creating 3 week common assessments to determine mastery level of the standards. Implementation Plan: Teachers will use the curriculum maps, TN TCAP ACH Frameworks, TCAP and Discovery data, and data from weekly and common assessments to determine the standards to be taught or retaught during the next 3 weeks of instruction. Three week common assessments are developed by the administrative team based on the information provided on the prioritized standards form. Desired outcomes: Increased student achievement and a higher level of mastery of the skills. Projected costs and funding sources: No additional cost. Describe how this specific strategy will help you achieve your goals for the 2014-15 school year and address areas of challenge from the past year: This strategy will assist teachers in planning for more effective instruction by providing a better understanding of what students are expected to know and be able to do, and where more focused instruction is needed. This will also provide guidelines for creating assessments. 3. Strategy: Parent meetings to inform parents of the curriculum being taught and train parents on strategies to assist their child/children at home. Implementation Plan: School wide and grade level parent meetings will be held throughout the school year to discuss the curriculum requirements, grade level expectations, and ways to help students at home. Desired outcomes: Increased parental involvement, increased student achievement and a higher level of mastery of the grade level content skills. Projected costs and funding sources: $3,000 Title I funds for light refreshments, supplies, and materials for the meetings. Describe how this specific strategy will help you achieve your goals for the 2014-15 school year and address areas of challenge from the past year: Keeping parents updated and informed will provide another avenue of support for academic achievement. Key Strategies to achieve progress for students with the greatest need: 4. Strategy: The Accelerated Reader Program along with the Pizza Hut Book-It Reading Incentive program will be used with students in grades 3-5 to motivate students and increase reading achievement. Implementation Plan: A reading pep rally will be held in late September with the student body to “Kick Off” both AR and Book-It. Students will begin keeping track of books read and completing AR testing in September. Desired outcomes: Students will become more excited and more motivated to read, thus resulting in higher reading achievement levels. Projected costs and funding sources: $4,000.00 for the AR/Star Reading program; $500 for printer to print AR reports and $100 for paper and supplies. Title I funds will be used for purchases. Describe how this specific strategy will help you achieve your goals for the 2014-15 school year and address areas of challenge from the past year: AR reports will provide educators with additional data, and student interest 3 Key benchmarks for progress on strategies: and achievement levels will increase. 5. Strategy: Extended Learning Before School Tutoring Program Implementation Plan: Target students will participate in the Before School Tutoring program with heavy emphasis on Literacy. This program will utilize Triumph (Coach) learning materials, Discovery Education probes, TNCore Curricular Resources, and the Computer Labs Desired outcomes: An increase in proficiency levels for the participating students. Projected costs and funding sources: $12,895 for Title I Extended Learning Describe how this specific strategy will help you achieve your goals for the 2014-15 school year and address areas of challenge from the past year: The Before School Tutoring Programs will be available for students, grades, K-5, who need additional support in building and strengthening academic foundational skills. The program will run October, 2014 through April, 2015. Students will be assessed at the beginning, middle, and end of the program to determine academic and growth levels. Performance data will be charted. This strategy is being used with Cromwell students to increase proficiency levels and to increase academic growth. 6. Strategy: Provide ongoing support for new and struggling teachers. Implementation Plan: District Assigned PIT Crew Support , two Learning Coaches and one Master Teacher will work with assigned new and struggling teachers to reinforce and refine good first teaching strategies per TEM observation data and protocol. Desired Outcomes: Increase overall student achievement levels so that 2015 TCAP achievement goals will be met. Projected costs and funding sources: $10,000 District (Race to the Top Funds) Benchmark: Timeline: Data from assessments, Discovery Formative Ongoing, Assessments, weekly teacher made assessments, August, 2014-May, 2015 and 3 week common assessments will be used to monitor this strategy. Tutoring teachers will administer Coach 1st :October, 2014 benchmark assessments at the beginning, middle, 2nd: January, 2015 and end of the tutoring program. 3rd: March, 2015 Universal screening data and ongoing data from Universal: September, 2014 Istation, and Iready Math will be used to December, 2014 May, 2015 determine mastery levels, and identify areas Ongoing September 2014where more focused instruction is needed. May, 2015 Parent surveys, feedback from parent suggestion September, 2014-May, 2015 box. 4