THE PROVO SCHOOL DISTRICT VISION FOR STUDENT ACHIEVEMENT IN MATH IS FOR ALL STUDENTS TO MEET GRADE LEVEL
ESSENTIALS BY THE END OF EACH SCHOOL YEAR AND TO MAKE AT LEAST ONE YEAR’S GROWTH IN ONE YEAR’S TIME
Timpanogos School Improvement Plan 2014-2015
Owner/Lead
Strategies and Activities
Start/End
(Timeline)
Resources
Funding Source
Evaluation Method and
Determination of Success
District Resources
Term Essentials for 20142015 given to each teacher
and posted to School
Teacher Web Page by
August 2014
Master Schedule is ready
for teachers to begin
planning in May for
upcoming school year.
A. Curriculum Implementation Across the Building
i.Teach the Core District Essentials in math classes at each grade level.
Instruction will be based on the district curriculum targeting what students
need to know and be able to do to successfully meet the state standards and
excel on state tests.
All teachers
August-May
Term Essentials
from District,
School Scope and
Sequence document
ii. 1½ hours of Math Instruction per day will be mandatory at all grade
levels. 30 minutes 4 days of the week of intervention and enrichment time
will be dedicated to mastery of term essentials and extension of core
curriculum.
Leadership Team
to ensure master
schedule
accommodates
expectation
August-May
iii. 80% of students achieving proficiency (80% or better) on Quarterly
Interim Assessments. All students will demonstrate growth from pre-test
common assessment at beginning of quarter to end of Quarter.
All students
All teachers
All Staff
August-May
Time to develop
Master Schedule.
To be completed
prior to the end of
current school year
for upcoming
school year
Interim Quarterly
Assessments, Data
Analysis Sheets,
Action Planning
Guides
i. Each grade level will create common assessments for each concept that
they teach. These common assessments will guide the remediation and
enrichment of each student. Data will be analyzed and discussed during
PLCs
All teachers
August-May
Time during PLCs
to analyze test data
and create groups
ii. Each grade level will administer the End of Quarter Interim Assessment
on Datawise. Data will be analyzed during Data Dives with grade level
teams, during Data Meetings with Leadership Team and during PLCs to
plan Intervention and Enrichment.
All teachers,
Leadership
Team, Principal
August-May
40 minute Data
Dive with
Leadership Team
after interim
assessment
All teachers,
Leadership
Team, Principal
October, January,
March
Time
Data Analysis Sheets, One
on One Data Meetings held
with principal and teacher
to create action plan for
interventions
B. Assessment of Student Achievement and Use of Data,
including what assessments will be used to measure
progress
None needed--PLC
activity and
Common Prep
Time during week
(60 minutes)
Teachers analyze
data within 48
hours to fill out
Data Analysis
sheets to bring to
Data Meeting with
Principal and PLC
with leadership
team
Data analysis sheets, PLC
documentation template
Data Analysis sheets,
Action Planning Template,
other data points (common
math assessments)
C. Engagement of All Staff, including a description of
how teachers were included in assessment decisions
i.Data Dives--Teachers analyze data that is disaggregated by student, by
item, by standard, with test in hand to identify global issues and specific
targeted teaching areas or areas for remediation or enrichment.
Page 1
School Improvement Plan MATH Goal 2012-2014
Data Analysis sheets,
Action Planning forms
ii. One to One data meetings--After doing their “deep dive” of their data,
they will meet with Leadership Team to go over assessment results and
share their action plan with the Leadership Team.
All Teachers,
Principal
October, January,
March
Time
iii. Team PLCs and Hot Student Google Doc--any information regarding
one of our Hot Students will be updated during Super PLCs or TAT team
meeting so all people involved with the student will have information in
order to provide appropriate services.
All Staff
August-May
Time, teachers
during PLC
Planning Time and
PLCs
Google Doc updates
Strategies and Activities
Owner/Lead
Start/End
(Timeline)
Resources
Funding Source
Evaluation Method and
Determination of Success
SpEd Teachers
and ELL para
educators
August-May
ELL intervention
for 1 and 2 on
WIDA
Special Education
money for teachers,
5805 Reading
Achievement, 5364
SARS, 7612 Title
III, 5422 School
Trustlands
Hot Students Google Doc,
District Quarterly
Assessments, Go Math Pre
Assessment, Mid year
Assessment and Year End
Assessment, Go Math
common assessments, SMI
for special education
students
Data Analysis sheets,
Action Planning forms
D. Interventions
i.
Underserved Population ELL students and SpEd students.
Currently, the gaps between proficiency of non-ELL and ELL
students is 37%. The gap is 44% for SpEd students. Data from 2013
CRTs. 179 Students scored 1-3 on WIDA Access Test, 91 students
scored 4-5 on the same. Kindergarten and new students were tested
on the W-Apt and their scores have not been included yet.
Treasures resources
All students scoring 1-2 will have an additional 30 minutes four days per
week in a ratio no greater than 1:6 setting to learn BICS. In first
grade this help will given in the classroom to guided reading groups.
In grades 2-6 this help will be given in a pull out session.
Special Education students will receive help specific to their IEP goals and
learning needs in a 30 minute intervention group when the rest of their
grade level will also be receiving help. These interventions will be taught
by our Special Education teachers. Special Education students will also
receive ½ hour of support during the Tier 1 time in their general education
class.
ii. During the School Day All students will receive grade level instruction
during Tier I from classroom teacher. They will receive appropriate
interventions during Tier II with appropriately assigned staff both certified
teachers and Highly Qualified instructional assistants.
Grade level, all
teachers
August-May
Master Schedule,
Interventions,
Computer Lab,
Intervention
Teachers
School and District
Title I
Hot Students Google Doc,
District Quarterly
Assessments, Go Math Pre
Assessment, Mid year
Assessment and Year End
Assessment, Go Math
common assessments, SMI
for special education
students
iii. Extended Day/Year
Students who are identified by their teachers on grade level common
assessments or District Interim assessments, and during class observations
will receive interventions in an after school program. Some of the same
certified staff who are helping with interventions during the day will help in
the after school program.
All teachers,
after school
coordinator, and
certified
intervention
teachers
August-April
Current data for
each student
attending after
school to monitor
progress, invitations
to attend,
21 Century grant,
4-H grant,
Trustlands money
Hot Students Google Doc,
District Quarterly
Assessments, Go Math Pre
Assessment, Mid year
Assessment and Year End
Assessment, Go Math
common assessments, SMI
for special education
students
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School Improvement Plan MATH Goal 2012-2014
iv. Extension/Enrichment Students who are identified by grade level
common assessments or District Interim assessments, and during class
observations who are above proficient on current concepts will be grouped
with a certified teacher, a certified intervention teacher and/or a Highly
Qualified Instructional Assistant to receive instruction in “good to knows”
and other enrichment experiences.
Grade level, all
teachers
August-May
Assessment data to
determine who has
mastered essentials
None needed
Hot Students Google Doc,
District Quarterly
Assessments, Go Math Pre
Assessment, Mid year
Assessment and Year End
Assessment, Go Math
common assessments, SMI
for special education
students
i. Preschool to Kindergarten transition plan: School Title I Coordinator
attends transition meetings with Preschool faculty and reports all data to
kindergarten teachers. Preschool focus students are included as
kindergarten focus students from the beginning of the school year. All-day
vs. half-day recommendations are considered.
Title I
Coordinator,
Kindergarten
teachers
Files of students
enrolled in Title I
preschool or
Headstart.
None needed.
Hot Student Google Doc
ii. 6th grade to Middle School Transition: 6th grade students have
registrar, music faculty, and others visit Timpanogos to explain classes and
registration process to students. 6th graders attend a day sponsored by
Dixon Middle School to meet their teachers and turn in registration packets.
Teachers fill out recommendations based on student performance for honors
and accelerated classes.
iii. Grade level teachers create class lists for their students for the next
grade based on academic performance, behavior, and any other pertinent
factors on a Google Document that is shared with the next grade level
teachers. The Principal looks over these recommendations and makes final
class lists.
iv. Special education coordinator transitions students with IEPs from
preschool to Timpanogos and from Timpanogos to Dixon Middle School.
Coordinator also holds meetings with teachers at the beginning of the
school year to inform each teacher that has students with IEPs.
6th Grade
Teachers
April transition
meetings,
Students are
placed in all day
Kindergarten
based on
Kindergarten
pre-test
March-April
All teachers
May
Google docs
Special
Education
Coordinator
April-August
Sue Pope, Kate
Pace, Jamie Beck
and Principal
August-May
E. Transitions (between grades and schools)
Registration
packets, student
recommendation
forms
Success demonstrated at
Dixon Middle School
None needed
Equitability among focus
students, Sped, ELL, and
other populations for each
teacher yearly
None needed
Equitability among focus
students, sped, ELL, and
other populations for each
teacher yearly and Success
demonstrated at Dixon
Middle School
F. Professional Development
i. Teachers are receiving training in Comprehensive Math Instruction.
These trainings are done one Friday afternoon and Thursday afternoon per
month with early release days. Two teachers are the lead teachers and
receive additional training to be able to lead the trainings at the school level.
Page 3
Copies of
documents provided
by Sue Pope,
snacks
School Improvement Plan MATH Goal 2012-2014
Title 1 funds for the
snacks, money from
District for the
training
Owner/Lead
Start/End
(Timeline)
Resources
Funding Source
Evaluation Method and
Determination of Success
i. Develop and implement parent Home to School Connection Nights to
support student achievement connected to times when parents come to
school. Title 1 Coordinator meets with each grade level to determine the
focus of each night and the materials to be given to families.
Title 1
Coordinator, All
teachers
Month of
September
Title 1
Parent/Community
Budget
Parent and student
attendance, parent surveys,
and teacher surveys
ii.
Title 1
Coordinator
Month of
September
Title 1
Parent/Community
Budget
Parent and student
attendance, parent surveys,
and teacher surveys
iii.Variety of parent involvement activities to include Holiday Sing Along
with general PTA meeting, PTA carnival, Science Family Night, Internet
Safety Night, 5th/6th grade music nights, Family Summer Kick Off BBQ,
grade level student showcase nights determined by each grade level, etc.
Title I
Coordinator,
Music Teachers,
PTA
August-May
Materials prepared
by Title 1
Coordinator under
the direction of
grade level teachers
Power Point of Title
1 regulations and
Timpanogos
achievement data
Snacks, food, cost
of printing
materials
Title 1
Parent/Community
Budget
Parent and student
attendance, parent surveys,
and teacher surveys
iv. Student led conferences act as a showcase for student improvement
Teachers,
Students
November,
February
Spanish Translators
BYU volunteers
Parent rolls and survey of
effectiveness
All grade level
teachers
August-May
None Needed
(Treasures materials
purchased in past
years)
None Needed
All grade level
teachers,
intervention
teachers,
intervention
paras, Computer
Lab para educator
All grade level
teachers, special
education
teachers
August-May
Intervention
teachers and paras
and software
programs
School Title I
Grade-level pre and post
assessments, District
Quarterly Interim
Assessments, Treasures
Assessments
Google doc of
interventions, common pre
and post assessments
August-May
Special Education
teachers and paras
and software
programs
District and School
Special Education
Funding
Strategies and Activities
G. Communication / Parent and Community Engagement
Title 1 Annual Meeting
H. Differentiation
i. 80%: Grade level essentials have been outlined for each term by the
district as need-to-knows. Teachers focus whole group instruction on those
essentials and use student performance on common grade-level assessments
to determine mastery or need for intervention. Go Math serves as a
curriculum resource.
ii. 15%: The master schedule has been adjusted to include 30 minutes of
math intervention for remediation/enrichment as needed. Two full-time
certified teachers, two paraprofessionals, and 32 computers (computer lab)
are added to each grade level during that time to provide targeted
instruction in smaller groups based on performance data.
iii. 5%: Special education intervention times are coordinated within the
master schedule to be during the same targeted intervention times
mentioned in the Differentiation ii section, to deliver instruction based on
IEP goals. This allows students to be in general education classes for core
instruction in order to have access to grade level essentials. Special
Education teachers will support general education teachers for ½ hour
during Tier 1 instruction time to help students with their IEP goals.
I. Other
i.
Attach evidence of highly qualified teachers and para All
teachers and paraprofessionals are currently highly
qualified.
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School Improvement Plan MATH Goal 2012-2014
Google doc of special
education interventions and
general education focus
students, common pre and
post assessments
ii. How highly qualified staff will be recruited and retained
a. Timpanogos is a school with a great deal of technology. 3-6 grade
classrooms have 1 computer/per 2 students, we have 6 mobile
computer labs and one wired computer lab, each teacher has a
promethean board in their classroom.
b. Timpanogos has a friendly faculty and staff with very little turn over
year to year.
c. Teachers are provided with professional development to keep them up
to date with current best practices.
J. Attach Scientifically Based Research Support for the
goal
Page 5
All programs used at Timpanogos are researched based and on the approved list of programs designated by Provo
School District.
School Improvement Plan MATH Goal 2012-2014