Scotts Elementary
School Improvement Plan - Math
August
School:
Scotts Elementary
1st,
2015 (For Cycle 1 of the 2015-16 School Year)
Year:
2015-16
Current NCLB Status;
Updated 09-16-15
Current NCLB Status
(for 2014-15 Year: Not Met – Achieved 14/19
or 73.7% of our AMO Targets)
Current ABC Status
Current ABC Status
(for 2014-15 Year: State & EVAAS
Targets Met Expected Growth.
School Performance Grade = C)
Mission: Success For Every Child, Every Day
Vision: To Become A School Of Distinction
School Improvement Plan Summary
Our focus area is: Math
Overall goal (What we want to accomplish by the end of the second year.)
By the end of the 2016-17 school year, we will sustain high yield Math Common Core Curriculum in all grade levels and show
a 70% or higher achievement level on the end of grade assessments (compared to 2014-15 assessments), and we will
show 20% growth based on EVAAS data in our Title I subgroups (compared to 2014-15 subgroup growth numbers).
Target goal (What we want to accomplish this year.)
By the end of the 2015-16 school year, we will sustain high yield Math Common Core Curriculum in all grade levels and
show a 65% or higher achievement level on the end of grade assessments (compared to 2014-15 assessments), and we will
show 10% growth in our Title I subgroups (compared to 2014-15 subgroup growth numbers and based on EVAAS growth
data).
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Scotts Elementary
School Improvement Plan - Math
August
1st,
2015 (For Cycle 1 of the 2015-16 School Year)
Approaches/Strategies (What we will do to realize our goal.)
As an MTSS Phase II, our grade levels will strengthen core processes in math instruction and provide classroom
remediation/intervention time for those students who score below the class goals in math. We will also continue with, refine, and
improve our high yield/data proven behavior strategies at the core and Tier II levels.
Measures: (what we will use to monitor our progress toward reaching our goal):
Performance/Impact:
Benchmark, CA, PDSA and EOG results
Fidelity of implementation: All test results will be turned in to or displayed for PLC’s; goal teams and school leadership to review
During the 90 day cycle time for Cycle 1, we will revisit/monitor our plan after every BA and during monthly PLC data
discussions.
P
PLAN: Identify the gap and the approach
Performance Data; Formative and/or Summative data that is aligned to goal. (Insert data or link to access data here.)
l years.
2014-15 EOG Data indicate that:
 We improved our Growth Composite to “Meets Expected Growth”.
 We improved our School Letter Grade to “C” (from a “D”)
 5th Grade Math is 56.9%, compared to 40.3% in 2013-14 (app. + 41% over 2013-14)
 3rd Grade Math GLP is 70.59%, compared to 64.1% in 2013-14 (app. +10% over 2013-14)
 3rd Grade Math GLP is above the district level of 62.8%
 Scale Score comparisons reveal that the 4th & 5th Grade E & A students grew in Math EOG scores compared
to their 2014-15 Scale Scores.
 Scale Score comparisons reveal that our Intervention students grew in Math EOG scores
 50% of 5th Graders scored Level 4 or Level 5 on Math EOG
 4th Grade students increased on the goal of Numbers & Operations by 1.4 percentage points
 Buddy system of pairing lower and upper grades for EOGs was motivational/effective based on feedback
from students and teachers
 4th Grade Math GLP is 52.17%, compared to 55.4% in 2013-14 (app. -3% under 2013-14)
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 Calculator inactive scores are lower than Calculator active
Scotts Elementary
School Improvement Plan - Math
August
D
Step #
1st,
2015 (For Cycle 1 of the 2015-16 School Year)
DO: Develop and Implement Deployment Plan
Cycle 1 List the specific steps your team will complete during the first
cycle.
Person(s)
responsible for
completion of the
step.
Measure/Indicator
(How will you know if
the step is completed
correctly?)
Start Date
End Date
1
4th & 5th grade will departmentalize their instruction again next year
4th grade teachers
5th grade teachers
PLC meeting
agendas; Subject
PDSA’s; Systematic
data analysis &
review
August
20th,
2015
Dec. 1,
2015
2
We will plan and facilitate school wide and adopted vertical
alignment of the steps of common language of solving math
problems during professional development in the fall of 2015.
Math Goal Team
Sign-in sheet
August
2015
October
2015
3
Classroom teachers will administer the baseline math test and/or
AIMSweb math BOY assessment
Classroom
teachers
School Net reports
August
2015
Sept 5th,.
2015
4
PLC’s will form focus groups based on the data and gaps
from the baseline assessments and other pre-tests, including
AIMSweb Math core assessments
PLC members; IF
PLC Chair submits
focus group lists to
school leadership
& Math Goal Team
Sept. 1st,
2015
Sept.
30th,
2015
5
Grade level teachers will collaborate on specific strategies to PLC Members; IF
facilitate to student groups during math instruction time.
Teachers will share the tasks and responsibilities of preparing
for math small groups. Grade level teachers will implement
Arts Integration on a voluntary and action research basis
Small group lists from
each grade level;
collaboratively
developed Classroom
PDSA’s that document
the specific strategies
posted and current in
each classroom
Sept.
2015
Dec. 1st,
2015
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Scotts Elementary
School Improvement Plan - Math
August
1st,
2015 (For Cycle 1 of the 2015-16 School Year)
6
Grade level teachers and the IF will formulate Math
Intervention Groups along with a Math Intervention Schedule
PLC Members; IF
Intervention group
list from each grade
level; predetermined
common math
intervention
strategies; Math
Intervention Group
schedule
Sept.
2015
Dec. 1st,
2015
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Classroom Teachers will keep current and complete Math
Classroom PDSA’s and data posted
All Classroom
Teachers
Data gathered from
CWT’s; coaching
conversations held
August
2015
Dec. 1st
2015
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Teachers analyze data from CA, Benchmark assessments,
progress monitoring assessments and other applicable formative
assessments to determine if progress is being made in gap
areas/focus or intervention groups or arts integration.
All Classroom
Teachers
PLC’s will report to SIT
on the progress of their
focus groups. PLC’s
document data in PLC
Agenda minutes
Sept 5th,
2015
Dec. 1st,
2015
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Grade levels decide where 30 minute Math intervention block will fit
in the schedule. Decisions will be made about who will teach the
interventions and how they will be facilitated.
All Classroom
Teachers
PLC’s review
student data on
Progress Monitoring
and document next
steps (PLC
Agendas/Minutes)
Sept. 5th,
2015
Dec. 1st,
2015
10
Classroom Teachers will display daily lesson plans on their
desks and write the Common Core learning objective of the
day/time period on their whiteboards and in their lesson plan
books daily. Teachers will check off posted learning (Common
Core) essentials when they are mastered or completed. .
All Classroom
Teachers
Data gathered
from CWT’s;
coaching
conversations held
Sept. 5th,
2015
Dec. 1st,
2015
11
School Leadership will provide systematic and high yield
training, coaching (Common Core Training) and support in
Hall & IF; Math
Training agendas,
minutes, and
Sept. 5th,
2015
Dec. 1st,
2015
Foundations
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Scotts Elementary
School Improvement Plan - Math
August
12
1st,
2015 (For Cycle 1 of the 2015-16 School Year)
ISS adopted models of math and math strategies; Instruction Trainers;
Guides, and Integrated Arts for all teachers during PLC’s;
Singapore Math
after school PD; and on Early Release Days
trainers
training rosters of
all PD in math
strategies
Goal Team will review Cycle 1 data and deployment steps,
develop next steps for Cycle 2
Cycle 2 SIP
completed and
submitted as per
district guidelines
Hall; Mehall; SIT
Goal Teams
Dec. 1st,
2015
Dec.
20th,
2015
Data Analysis. Answer the following question using any data and/or information you have about performance in this area
1. In order to meet your Overall Goal, what is the most important area that needs improving and why?
 Fractions and word problems
 Vertical alignment between grades 3 & 4 and between grades 4 & 5, with a schoolwide common language of math strategies. Ex = key
words; common geometry focus, Etc.
 A more effective means of intervention time that focuses on spiral review of prior and connected math targets
2. What approaches/strategies are contributing to your success in this area and what data suggests this?
 Singapore Math and Math Foundations strategies being implemented by teachers who have been trained. (3rd & 5th grade EOG scores)
 4th grade continuation of high yield math instruction and small group math instruction and departmentalized instruction in 4th grade –
negative growth has been decreased (scale score comparisons from 3rd to 4th grade) in 2014-15
 Departmentalization of core subjects (math; ELA; science) in 5th grade – higher 5th grade EOG scores in 2014-15
3. What are opportunities for improvement, gap or barriers are in this area?
 Vertical alignment throughout the grade levels of the specific steps to follow in solving math problems- common language of math
strategies; need to implement A+ and Arts Integration with Math, Reading, Science & Art
 Lack of high yield Math intervention groups based on core assessments (ex. = AIMSweb math, etc.) and frequent/systematic data analysis
and progress monitoring, and next steps
 Lack of a highly effective online math tutorial program (Moby Max has only been adequate….)
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Scotts Elementary
School Improvement Plan - Math
August
1st,
2015 (For Cycle 1 of the 2015-16 School Year)
4. What seems to be the root cause of the problem and what data suggests this?
 All teachers are currently not aligned with their approach to teaching problem solving – need more common planning and common language
 Lack of high yield Math intervention groups based on core assessments (ex. = AIMSweb math, etc.) and frequent/systematic gap
determination; data analysis; progress monitoring, and next steps
Lack of a highly effective online math tutorial program (Moby Max has only been adequate….)
***based on success and impact data from Math gap diagnosis/interventions/progress monitoring
Reflection:
5. What approaches/strategies could you deploy to address the root cause and support meeting your overall goal?
 Singapore math training for all the staff
 Math Foundations for all staff
 Implement AIMSweb Math
 Implement Math Intervention Groups with fidelity checks
 Arts Integration of Curriculum
6. What research did you review to support the use of these strategies/approaches?
Singapore Math has been recommended by Common Core, Math Foundations, and ISS. Gap diagnosis and prescribed interventions has been
facilitated by RtI and I3 and ISS; Visit to J. N. Harris School in April, 2015
7. What performance measures will you use to monitor impact of your approach/strategy?
BA, CA, and EOG results
Progress monitoring results from small group math instruction time
Progress monitoring results from math intervention groups
8. What measure will you use to monitor fidelity of deployment of your strategy/approach?
Classroom walk-throughs, PDSA, PLC Collaboration as documented in minutes & agendas; IF support
9. What professional development, if any, will be offered in cycle 1 to support the staff in implementing the approach?
We will plan this development when we return in the fall.
We will train, coach and support a model of Math Intervention Groups
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Scotts Elementary
School Improvement Plan - Math
August
1st,
2015 (For Cycle 1 of the 2015-16 School Year)
10. If funding is required, what funding source will be used? I3 funds for Singapore Math training (if available)
Messaging:
11. How will you convey intent of this focus area of SIP to stakeholders?
We will vote on our SIP goals/deployment steps and we will post our goals and impact data analysis on our school web page
12. How will you communicate progress towards goals or course corrections to stakeholders?
BA, CA, and EOG results
Staff will read, edit and vote on the plan
Plan will be posted on our School Web Page
Plan will be shared at TPA meetings in October and May
Plan will be shared with parents and community during our TPA or Family/Community Night in January or February 2016
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