Lyon County School District
Dayton Elementary School
285 Dayton Valley Road, Dayton, NV 89403
775-246-6262/775-246-6264 (FAX)
SCHOOL IMPROVEMENT PLAN TEMPLATE
NRS 385
For Implementation in 2010-2011
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School Improvement Planning Team


ALL Title I schools must have a parent on their SIP team that is NOT a district employee.
Indicate this member with an asterisk.
Name of Member
Cory Sandberg
Wanda Chambers
Christina Reid
Bob Gardner
Sono Allander
Angie Beaty
Becky Thiel
Valerie Friskey
Tanya Edmondson
Cindy Darden
Jennifer Workman
Submission Date: DATE
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Position
Principal
ESL Teacher
Special Education Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Counselor/Data person
Teacher
Parent
Reviewer: NAME, TITLE
Page 2 of 28
School: Dayton Elementary School
Principal: Cory Sandberg
Address: 285 Dayton Valley Rd, Dayton, NV 89403
District: Lyon County School District
School Year: 2010-2011
Phone: 775-246-6262
Email: csandberg@lyon.k12.nv.us
TABLE OF CONTENTS
Part I: Vision of Learning
Part II: Inquiry Process: Evidence of Development of the SIP
(Comprehensive Needs Assessment)
Part III: SIP Goals & Measurable Objectives
Part IV: School Improvement Master Plan (Reform Strategies):
Goal 1: Action Plan & Monitoring Plan
Goal 2: Action Plan & Monitoring Plan
Page #
4
6
10
12
12
14
(Add extra rows for additional goals)
Part V:
Part VI:
Part VII:
Part VIII:
Part IX:
Budget for the Overall Cost of Carrying Out the Plan
Evaluation of the SIP
Other Required Elements & Assurances of the SIP (All schools)
Required Elements & Assurances for Title I Schools
Additional Required Elements & Assurances for Non-Title I Schools
Appendix A: School Profile (Accountability Report, Other Data)
Attachments: Parent Involvement Chart
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17
18
21
24
26
27
28
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Part I: VISION FOR LEARNING
The Lyon County Board of School Trustees is dedicated to keeping the District vision and mission alive. It is the
basis for everything they do. They are committed to find more and better ways to serve students of Lyon
County.
District Vision or Mission Statement
EVERYONE working together to move our students’ achievements toward great accomplishments.
The Lyon County Board of School Trustees, Administrators, Teachers, and School Staff will assure that every
student can learn and achieve the skills necessary to be proficient in academic, vocational and social disciplines.
Public education is a collaborative effort between the Lyon County School District and parents/guardians as
stakeholders to teach the skills that are essential for every student to be life-long learners and productive
citizens in our ever changing and diverse society.
District Goal 1
Curriculum: Develop and implement a clearly articulated Nevada standards-based pacing guide, with special attention to Depth
of Knowledge levels, the needs of English Language Learners (ELL) and special education students, to be utilized by all
District staff to ensure increased academic achievement and a smooth transition between grade and school levels.
District Goal 2
Instruction: Increase and enhance the rigor of classroom instructional practices and programs to improve performance and
enable students to meet their personal, academic, and career goals.
District Goal 3
Achievement/Accountability: Utilize data more efficiently and effectively to improve English language arts, mathematics, and
science achievement for all students with additional focus on support for English language learners, special needs students,
and students on the verge of exceeding standards.
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VISION FOR LEARNING (continued)
School Vision or Mission Statement
Dayton Elementary School will partner with parents and community to foster motivated, independent learners in a
safe and integrated learning environment where students can achieve their highest potential through consistent,
high quality instruction.
School Highlights
School highlights spotlight the successes, honors, and unique features of the school. They include important accomplishments to be acknowledged by the
staff and school community. Highlights should focus on school-wide accomplishments rather than individual student accomplishments, should have an
academic focus, and should describe the educational benefit to students and the school community. Ex. At Lyon High School collaborative teamtaught special education classes are offered in all content areas and ELL collaborative team-taught classes are offered in English, math and science in an
effort to increase student achievement targeting special education and ELL students. Additionally, a study skills program is offered at all grade levels in
an effort to assist students with the development of academic skills and self-advocacy skills necessary for postsecondary education.
1.
Dayton Elementary School uses Write From The Beginning writing program. This program is implemented in grades K-5 and
scaffolds throughout. Fifth grade Writing Proficiency scores over the past three school years have shown steady improvement and
reached a high for Dayton Elementary School at 65.8% of our students being proficient.
2. CRT test scores over the past three years have also showed great improvement. Dayton Elementary School has implemented
Balanced Math and we believe that this is part of the reason for our 76.1% of student in grades 3-5 being proficient on the
standardized test.
3. Dayton Elementary School has a Title I teacher that is working closely with grades K-2 in reading. The teacher will collaborate
with other teachers, identify student’s weaknesses and work either one on one or small group to intervene.
4. At Dayton Elementary School, we are using Essential Skills Software to work with students during their computer time and after
school to help with interventions. The software is aligned to the student’s lowest strand on their MAPS test and the teacher
assigns the appropriate software to meet that specific child’s needs.
5. Dayton Elementary School is continuing with ESL services as an inclusion model. We have one teacher and one aide that work
collaboratively in classrooms. Our ESL Teacher uses effective teaching strategies for the ESL students which help all students to
be successful in the regular classroom. The ESL teacher also shares best practices with classroom teachers and provides
professional development in that area as well.
6. Dayton Elementary School special education teachers will be collaborating with teachers and co-teaching to help better meet the
needs of the children in special education as they participate in regular classrooms. As part of the process, they will discuss
curriculum, assessments and use best practices such as pre-teaching and re-teaching.
7. Dayton Elementary School has a common a preparation time for teachers to collaborate on student performance, curriculum and
instruction. This time allows teachers to share ideas, create common assessments, ensure they are teaching appropriate
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standards and providing best practices in instruction.
8. Dayton Elementary School has a .5 FTE for Extended Day Kindergarten. Students will be screened and those that are not
kindergarten ready, will be invited to spend a full day at Dayton Elementary School until they acquire the skills they need to be at
benchmark.
9.
10.
PART II: INQUIRY PROCESS: Evidence of Development of the SIP (Comprehensive Needs Assessment)
Comprehensive Needs Assessment
Based on a complete analysis of the data, list the key strength and priority concerns in student performance, instructional and
remediation practices, and program implementation for ALL students in ALL grade levels.
Key Strengths
(to sustain in the school improvement plan)
Key strengths should evaluate growth in performance for all subgroups, address progress made at ALL performance levels, and assess progress
from prior years. This depth of analysis will enable the school to make instructional decisions to benefit all students. All students attending the
school should be included in this analysis. Ex. Students who were identified as “struggling” or “emerging” in reading, based on scores from the fall
administration of DIBELS, were provided small group differentiated instruction during their reading block and were provided additional
instructional support during the school day. This resulted in an increase in the percent of students who scored “on track” at every grade level.
Specifically, the grade levels increased by the following percentages: K = 23%, 1st Grade = 5%, 2nd Grade = 8%, 3rd Grade = 16%, 4th Grade =
17%, and 5th Grade = 17%.
1. When comparing the data from the academic years 2007-2010 the following strengths were apparent on the Nevada
State Writing Proficiency (Tier I) and our school-wide Write From The Beginning bi-annual assessments (Tier II). Using
the Thinking Maps and WFTB programs with fidelity over a three year period yielded increased writing proficiency on
the NV State Writing Proficiency. The fifth grade students showed 54% proficiency in 2007, 60% proficiency in 2008,
58% proficiency in 2009 and 66% proficiency in 2010. Students who were identified as struggling or emerging in
writing based on scores on the fall administration of the WFTB assessment, were provided guided-writing instruction
throughout the school day using Thinking Maps and WFTB programs. Specifically the grade levels increased by the
following percentages in 2009 by: K: 82% , 1st 41% , 2nd 57% , 3rd 45% , 4th 27% .
2. According to CRT data, Math proficiency scores have continued to increase over the past three years (2008 – 68%,
2009 – 67%, 2010 – 77%). In the following subgroups IEP students grew from 27% proficient in 2008 to 52% proficient
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in 2010 (25% growth). LEP students grew from 48% in 2008 to 71% proficient in 2010 proficient in 2010 (23% growth).
Key strengths include our program, Envisions, use of balanced math strategies and Essential Skills. Essential skills
participants during the 2009-2010 school year include: 11 third grade students, 10 fourth grade students and 10 fifth
grade students. 2010 Spring MAPs data shows 9 of 11 third grade IEP students made their target cut score, 7 of 10
fourth graders made cut score and 7 of 10 fifth graders made cut score. Additionally 9 of 11 third grade students with
IEPs, 5 of 10 fourth grade and 7 of 10 fifth grade passed CRT’s in 2010.
3. Dayton Elementary School has maintained a level of meeting target reading scores within the: White/Caucasian,
American Indian and Asian Pacific sub population for the past three years. 32 students who scored below target in
reading on the 2009 MAPs test were provided additional differentiated small group instruction by the Title I teacher.
31/32 showed growth on the spring 2010 MAPs test from 1-36 points. In addition, 28/29 students who were in the
same group, showed growth using DRA as a rubric.
4.
5.
Priority Concerns
Priority concerns should focus on significant gaps between subgroups, or gaps in instruction, curriculum, and interventions supported by data.
After reviewing the data, the SIP team determines the most critical barriers to increased achievement and prioritizes them for further analysis.
Priority concerns are the basis for determining root causes and identifying solutions.
Reading
 Our Hispanic subgroup has a significant gap (11%) in content cluster C-1, Word Analysis, for grades 3, 4, and 5 as
compared to the school as a whole when measured by CRT’s.
 Our IEP subgroup has shown overall growth in reading over the past three years, however, they are still 19% below the
target score as measured by CRT’s.
 CRT scores show that 35.5% of LEP students are proficient in reading, 42.6% of Hispanic students, and 44.8% of IEP
students. Students scored significantly below on DOK 2 and 3 questions as compared to DOK 1 questions as measured by
2010 CRT scores.
 There is a lack of fidelity in our reading program. Grades K-3 use Rigby, grades 4-5 use Guided Reading. CRT and MAPs
data in reading show that student growth has been stagnant during the last three school years.
Mathematics
 Measurement and Data Analysis have been identified as the two content clusters that IEP students have significantly lower
scores as measured by 2010 CRT results. IEP students are making yearly growth however, are still 14.2% below the target.
Data
 Dayton Elementary School did not use common assessments in reading or math aside from MAPs testing. More data is
needed to help make decisions on student interventions and to help guide teacher instruction.
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INQUIRY PROCESS (continued)
Verification of Causes – Root Cause Analysis
For each concern, verify the root causes that impact or impede the priority concerns. Identify research-based solutions that address the
priority concerns. For each priority concern, identify a maximum of two root causes that impact or impede student achievement. Root causes
focus on the adult actions in the school, verified with evidence (data) to support the cause. Continue analyzing each cause until the root of the
concern is reached using the five questions in the SIG. Only by understanding the root cause of the concern, can effective solutions for
increasing student achievement be determined. After a root cause has been identified, propose one research-based solution for each root
cause that describes the instructional practice(s) to be implemented in the action plan. Solutions are global and should not be confused with
“strategies” that belong in the action steps.
Priority Concerns
Reading
 Our Hispanic subgroup has a significant
gap (11%) in content cluster C-1, Word
Analysis, for grades 3, 4, and 5 as
compared to the school as a whole
when measured by CRT’s.
 Our IEP subgroup has shown overall
growth in reading over the past three
years, however, they are still 19%
below the target score as measured by
CRT’s.
 CRT scores show that 35.5% of LEP
students are proficient in reading,
42.6% of Hispanic students, and 44.8%
of IEP students. Students scored
significantly below on DOK 2 and 3
questions as compared to DOK 1
questions as measured by 2010 CRT
scores.
 There is a lack of fidelity in our reading
program. Grades K-3 use Rigby, grades
4-5 use Guided Reading. CRT and MAPs
data in reading show that student
growth has been stagnant during the
last three school years.
Mathematics
 Measurement and Data Analysis have
been identified as the two content
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Root Causes
Solutions
Reading
 Inconsistent use of appropriate
targeted intervention/remediation.
 Inconsistent use of best practices and
research-based program models.
 Lack of communication and
collaboration between the regular
classroom teacher and the Special
Education and ESL teacher.
 Minimal training and support for
teachers on DOK 2 and 3 questions.
Reading
 Teachers will use SIOP best practices.
 Reading remediation will be aligned
with students identified weaknesses.
 Special education, ESL and regular
education teachers will collaborate and
use an inclusion model as a best
practice.
Math

Math


Inconsistent use of appropriate
targeted intervention/remediation.
Lack of communication and
collaboration between the regular
classroom teacher and the Special
Education and ESL teacher.

Math remediation will be aligned with
students identified weaknesses.
Special education, ESL and regular
education teachers will collaborate and
use an inclusion model as a best
practice.
Page 9 of 28
clusters that IEP students have
significantly lower scores as measured
by 2010 CRT results. IEP students are
making yearly growth however, are still
14.2% below the target.
Data

Dayton Elementary School did not use
common assessments in reading or
math aside from MAPs testing. More
data is needed to help make decisions
on student interventions and to help
guide teacher instruction.
Data


Lack of collaboration time for grade
levels teachers to create common
assessments for Reading and Math.
Lack of time to administer assessments,
training on how to administer
assessments, and agreement on what
needs to be collected by each grade
level.
Part III: SCHOOL IMPROVEMENT PLAN GOALS
AND
Data


Student Achievement Conferences will
be held quarterly to collaborate
on student progress as reflected by our
common assessments in Reading and
Math.
Teachers meet a minimum of one time
per week for grade level collaboration
to discuss curriculum, assessments, and
instruction.
MEASURABLE OBJECTIVES
Convert the top priority concerns into the goal(s) for improvement and incorporate the identified solutions into the action plan.
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Goal 1: Dayton Elementary School (DES) will increase student achievement in English/Language Arts for all students to meet
proficiency targets as measured by the 2011 CRT and MAP data, with an emphasis on our IEP and LEP subgroups in the areas
of Word Analysis Skills and Strategies, Comprehend, Interpret and Evaluate Informational Text, and Depth of Knowledge
levels DOK 2 and DOK 3.
Measurable Objective 1: All students at DES, with an emphasis on LEP and IEP subgroups, will increase reading
proficiency to 70% as measured by the 2011 Spring CRT and MAP data. Subgroups performing at or above targets will
increase 5-10% based on 2009-2010 levels, to remain on track for maintaining proficiency. Subgroups performing below
targets will demonstrate 15-25% increases, based on their previous performance to close the achievement gap.
(Add additional rows for measurable objectives if needed.)
Goal 2: Dayton Elementary School (DES) will increase student achievement in math for all students to meet proficiency
targets as measured by the 2011 CRT and MAP data, especially our IEP subgroup, with an emphasis on Measurement and
increasing the Depth of Knowledge levels DOK 2 and DOK 3.
Measurable Objective 2: All students at DES, with an emphasis on the IEP subgroup, will increase Math proficiency to
80% as measured by the 2011 Spring CRT and MAP data. Subgroups performing at or above targets will increase 5-10% based
on 2009-2010 levels, to remain on track for maintaining proficiency. Subgroups performing below targets will demonstrate 1015% increases, based on their previous performance to close the achievement gap.
(Add additional rows for measurable objectives if needed.)
Goal 3 (if applicable):
Measurable Objective 3:
(Add additional rows for measurable objectives if needed.)
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Part IV: SCHOOL IMPROVEMENT MASTER PLAN & REFORM STRATEGIES
For each goal and its measurable objective(s), the SIP team identifies a maximum of ten action steps to accomplish the goal. Each student-centered
action step describes a learning outcome and associated strategies to ensure that students achieve the goal. Each adult-focused action step describes how
the professional staff will implement a systemic change in teaching practices to ensure student achievement. Each action step directly relates to a solution
developed in the inquiry process. Action steps should identify different strategies to address the varying needs identified in the goals and measurable
objectives. When creating action steps the professional development needed to ensure effective instruction for each step is identified in the
resources needed for implementation column. Professional development supports the knowledge required to implement the instructional strategies,
curriculum, programs, and interventions needed to increase student achievement.
Monitoring Plan: Identify the data that will be collected to monitor the action steps, as well as the timeline and the person(s) responsible.
Goal 1: Dayton Elementary School (DES) will increase student achievement in English/Language Arts for all students to meet
proficiency targets as measured by the 2011 CRT and MAP data, with an emphasis on our IEP and LEP subgroups in the areas of Word
Analysis Skills and Strategies, Comprehend, Interpret and Evaluate Informational Text, and Depth of Knowledge levels DOK 2 and
DOK 3.
Measurable Objective(s): All students at DES, with an emphasis on LEP and IEP subgroups, will increase reading proficiency to
70% as measured by the 2011 Spring CRT and MAP data. Subgroups performing at or above targets will increase 5-10% based on
2009-2010 levels, to remain on track for maintaining proficiency. Subgroups performing below targets will demonstrate 15-25%
increases, based on their previous performance to close the achievement gap.
ACTION PLAN
Action Steps
to implement the solutions/strategies
1.1 Targeted first and second grade
students will increase their ability to
utilize the reading strategies as outlined
by the Nevada State Standards.
MONITORING PLAN
Resources
Timeline
e.g., money,
people,
facilities to be
used for
implementation
for
implementing
action steps
Title I teacher
($65,241),
Collaboration
time, NV ELA
Standards
Grades 1 and 2
SeptemberMay, Three
times per
week
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Person(s)
Responsible
Monitoring
Measures
Timeline for
Who is the person
or group who will
ensure that each
action step is
implemented?
Title I
Teacher/Classroo
m Teacher
Identify data
sources
monitoring the
progress of
each action
step.
DRA/MAP
strand data
Lesson Plans
Classroom
Walkthrough
Data (CWT)
Common
Assessments
Quarterly for
DRA/Sept,
Dec, May for
MAP data
Weekly CWT
data
Quarterly
Common
Person(s)
Responsible
Who is the person
or group who will
ensure that the
progress is
monitored?
Title I teacher
Classroom
Teachers
Principal
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Assessments
1.2 Students will demonstrate an
understanding of grade level
curriculum/standards through use of
Thinking Maps, Daily 5/Café reading
strategies and activities including higher
level thinking skills to improve DOK 2 and
3 levels.
1.3 At a minimum of three times per week,
targeted IEP students will participate in
inclusive instruction in identified learning
outcomes in Reading.
1.4 All students will participate at a
minimum of three times per day in handson activities and/or best language
practices including student conversation,
graphic organizers and accessing and
building background knowledge.
1.5 Targeted students in grades 3-5 will
participate in pull-out reading groups
focusing on their weakest strand.
NV ELA
Standards
Thinking MAPs
Daily 5
DOK Questions
Daily
Classroom
Teachers
Lesson Plans
CWT data
Student work
samples
Twice per
month
Classroom
teacher, Principal,
S.A.C.,
Inclusive/Coteaching prof.
development,
collaboration
time
SIOP
training/er,
thinking maps,
Three times
per week,
September May
Principal, SPED
teachers,
Classroom
Teachers
Quarterly
Principal, SPED
teachers,
Classroom
Teachers
Three times
per day
SeptemberMay
Principal, SIOP
trainer, classroom
teacher
Lesson Plans
CWT data
Student work
samples
IEP records
Lesson Plans
CWT data
Student work
samples
Quarterly
Classroom teacher
Principal
Sept. – May
Three times
per week
Title I teacher
Classroom teacher
3-5 Common
Assessment
MAP strand
data
CWT data
Quarterly
Common
Assess.
Sept., Dec.,
May
MAP data
CWT data
Title I teacher
Classroom teacher
Principal
Title I
Collaboration
time
NVELA
Standards
Grades 35($27,781)
1.6
1.7
1.8
1.9
1.10
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SCHOOL IMPROVEMENT MASTER PLAN (Continued)
Goal 2: Dayton Elementary School (DES) will increase student achievement in math for all students to meet proficiency targets as
measured by the 2011 CRT and MAP data, especially our IEP subgroup, with an emphasis on Measurement and increasing the Depth of
Knowledge levels DOK 2 and DOK 3.
Measurable Objective(s): All students at DES, with an emphasis on the IEP subgroup, will increase Math proficiency to 80% as
measured by the 2011 Spring CRT and MAP data. Subgroups performing at or above targets will increase 5-10% based on 2009-2010
levels, to remain on track for maintaining proficiency. Subgroups performing below targets will demonstrate 10-15% increases, based
on their previous performance to close the achievement gap.
ACTION PLAN
Action Steps
MONITORING PLAN
Resources
Timeline
to implement the solutions/strategies
e.g., money,
people,
facilities to be
used for
implementation
for
implementing
action steps
2.1 As a building block to understanding
measurement, targeted IEP students will
participate daily in hands-on activities and
repetitive practice in number sense by
using balanced math components. (ex:
estimation, base 10 blocks, 100’s chart,
tiles, number lines, place-value charts,
mental math, etc..)
2.2 Students will participate daily in
components of Balanced Math to increase
DOK 2 and 3 levels.
SPED Teachers
Classroom
Teachers
Collab. Time
IEP
Sept. – May
Classroom
Teacher,
Balanced Math
materials,
collaboration
time
Pacing Guide
Envision Math
2.3 In order for students to achieve
yearly growth, teachers will follow the
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Person(s)
Responsible
Monitoring
Measures
Timeline for
Who is the
person or group
who will ensure
that each action
step is
implemented?
Sped Teacher
Classroom
Teacher
Identify data
sources
Common Assess.
MAP strand
data
CWT data
Quarterly or
as per IEP
Sept, Dec,
May MAPs
data
Who is the
person or group
who will ensure
that the
progress is
monitored?
Sped Teacher
Classroom
Teacher
S.A.C.
Principal
Sept. – May
Classroom
Teacher
Common Assess.
MAP strand
data
CWT data
Quarterly
Sept., Dec.,
May MAPs
data
Classroom
Teacher
S.A.C.
Principal
Pacing Guide
Sept. – May
Classroom
Teacher
Common Assess.
MAP strand
Monthly
Sept., Dec.,
Principal
S.A.C.
monitoring
the progress
of each action
step.
Person(s)
Responsible
Page 14 of 28
pacing guide as set forth by the district.
Classroom
Teacher
Collaboration
data
CWT data
May
MAPs data
2.4
2.5
2.6
2.7
2.8
2.9
2.10
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School Improvement Master Plan (Continued)
Goal 3:
Measurable Objective(s):
ACTION PLAN
Action Steps
to implement the solutions/strategies
MONITORING PLAN
Resources
Timeline
e.g., money,
people,
facilities to be
used for
implementation
for
implementing
action steps.
Person(s)
Responsible
Monitoring
Measures
Who is the
person or group
who will ensure
that each action
step is
implemented?
Identify data
sources.
Timeline
for
monitoring
the
progress
of each
action
step.
Person(s)
Responsible
Who is the
person or group
who will ensure
that the
progress is
monitored?
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10
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Part V: BUDGET FOR THE OVERALL COST OF CARRYING OUT PLAN
List the funds necessary to carry out the school improvement plan and accomplish the goals.
Goals
Total amount needed to
accomplish Goal.
(Amounts for each action step
should be listed under “Resources.”)
Title I Teacher: $65,241
3-5 Reading Int.(.5 FTE): $27,271
Funds available in current
school funding that have been
specifically set aside for the
implementation of the goal.
Title I Funds: $65,241
EduJob Funds: $27,271
Funds still needed to
implement goal.
None
Goal 1
0
Goal 2
Goal 3
(if applicable)
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Part VI: EVALUATION OF THE SIP
For each goal and measurable objective(s), identify Evaluation Measures (Measures of Success & Outcome Data) that will be collected and analyzed.
Measures of Success describe specific measures and strategies to analyze performance, and compare actual with anticipated outcomes. Outcome
Data (evidence) that refer to assessment sources in the plan including formative and summative data results that support student achievement.
Person(s) Responsible analyze data to link strategies to achievement, and make connections to the solutions and action steps identified in the plan.
Timeline outlines at which point data will be collected, analyzed, and communicated to staff.
Reminder:
Monitoring maintains focus on the action step. The monitoring of action steps differs from the evaluation plan. The evaluation plan is reflective of
a year-long process to measure the effectiveness of the school improvement plan to increase student achievement.
GOAL 1
Measurable Objective 1
Measurable Objective 2
Goal 1 DES will increase student achievement in
English language Arts for all students to meet
proficiency targets as measured by 2011 CRT and
MAP data with an emphasis on our IEP and LEP
subgroups in the areas of word analysis skills and
strategies, comprehend, interpret, evaluate
informational text and Depth of Knowledge levels
DOK 2 and 3.
Measurable Objective 1 All students at DES
with an emphasis on LEP and IEP subgroups, will
increase reading proficiency to 70% as measured
by the 2011 spring CRT and MAP data. Subgroups
performing at or about targets will increase 510% based on 2009/2010 levels to remain on
track for maintaining proficiency. Subgroups
performing below targets will demonstrate 1525% increases based on their previous
performances to close the achievement gap.
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Evaluation Measures
Measures of Success & Outcome Data
1.MAP assessment data for all
students with an additional focus on
IEP and LEP
 Review item analysis report
for fall, winter and spring
MAP assessments for IEP
and LEP students to analyze
student performance.
2.Classroom assessment scores
 Compare by subgroups the
achieved growth in classroom
assessments with anticipated
growth identified in SIP.
3.Implementation of the SPED
inclusion model and ESL push-in
program relative to student scores.
 Identify fidelity of
implementation of programs
by comparing measures of
student success on MAPS,
CRTS, and common
assessments.
4.Best Practices Classroom Walk
Through data (CWT).
 Collate CWT data for levels
Person(s) Responsible
1.
Regular Ed.
Staff, SpEd
Staff, ELL
staff
Timeline
1.
Fall, Winter,
Spring
2. Grade level
teachers with
administrators
2. Quarterly
common
assessments,
DRA
3. SpEd Staff,
ELL staff and
administration
3. MAPS are Fall,
Winter, Spring.
CRTs are
Spring. Common
are
assessments
are quarterly.
4. Administration
and SIP team
4. Weekly
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Goal 2 DES will increase student achievement in
math for all students to meet proficiency targets
as measured by the 2011 CRT and MAP data,
especially our IEP subgroup, with an emphasis on
measurement and increasing the Depths of
Knowledge level, DOK 2 and 3.
Measurable Objective: All students at DES, with
an emphasis on the IEP subgroup, will increase
math proficiency to 80% as measured by the 2011
spring CRT and MAP data. Subgroups performing
at or above targets, will increase 5 -10% based on
2009-2010 levels, to remain on track to maintain
proficiency. Subgroups performing below targets
will demonstrate 10-15% increases, based on
their previous performance to close the
achievement gap.
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of student engagement,
student conversation,
graphic organizers and
accessing background
knowledge, DOK levels, Daily
5 and Balanced Math
5.Student Achievement Conferences
(SAC) for student performance
 Collaborative meeting
records, common assessment
data, collaboration for
student’s continued
improvement
6. CRT scores on DOK 2 and 3
 Determine changes in
percentages of correct
answers of DOK 2 and 3
questions to identify
strategies that resulted in
success.
1.MAP assessment data for all
students with an additional focus on
IEP and LEP
 Review item analysis report
for fall, winter and spring
MAP assessments for IEP
and LEP students to analyze
student performance.
2.Classroom assessment scores
 Compare by subgroups the
achieved growth in classroom
assessments with anticipated
growth identified in SIP.
3.Implementation of the SPED
inclusion model and ESL push-in
program relative to student scores.
 Identify fidelity of
5. Grade level
teacher,
principal,
counselor,
SpEd, ELL,
Title 1, Reading
Remediation
5. Quarterly
6. Administration
and SIP team
6. August 2011
1.
Regular Ed.
Staff, SpEd
Staff, ELL
staff
2. Grade level
teachers
with administrators
3. SpEd Staff,
ELL staff
and administration
1.
Fall, Winter,
Spring
2. Quarterly
common
assessments,
DRA
3. MAPS are Fall,
Winter,
Spring. CRTs
are Spring.
Common are
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implementation of programs
by comparing measures of
student success on MAPS,
CRTS, and common
assessments.
4.Best Practices Classroom Walk
Through data (CWT).
 Collate CWT data for levels
of student engagement,
student conversation,
graphic organizers and
accessing background
knowledge, DOK levels, Daily
5 and Balanced Math
5.Student Achievement Conferences
(SAC) for student performance
 Collaborative meeting
records, common assessment
data, collaboration for
student’s continued
improvement
6. CRT scores on DOK 2 and 3
Determine changes in percentages of
correct answers of DOK 2 and 3
questions to identify strategies that
resulted in success.
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assessments
are quarterly.
4. Administration and SIP
team
4. Weekly
5. Grade level
teacher,
principal,
counselor.
As
necessary:
SpEd, ELL,
Title 1,
Reading
Remediation
5. Quarterly
6. Administra-
6. August 2011
tion and SIP
team
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Part VII: Other Required Elements & Assurances of the SIP (All schools)
Section A: Required Elements for ALL Schools
All schools MUST complete the following questions.
1. What are the policies and practices in place that promote proficiency of each subgroup in the core academic subjects?
The policies and practices in place that promote proficiency of each subgroup in the core academic subjects are the
implementation and use of Write From The Beginning, Thinking Maps, Balanced Math, weekly collaboration time for
grade level teachers, collaboration for Special Education, ESL, and regular Education teachers, and the inclusion model
for Special Education and ESL teachers in the students’ classroom. Teachers are collaborating, at a minimum, monthly,
to align assessments with curriculum and instruction. We are implementing Student Achievement Conferences
quarterly to ensure all students, including IEP and ESL students, are showing targeted growth in core academic
subjects. We have been and are continuing to use and train on DOK levels, Daily 5/CAFÉ strategies, and SIOP best
practices.
2. List and briefly describe, as appropriate, how the school has incorporated activities of remedial instruction or tutoring
before school, after school, during the summer, and during any extension of the school year.
Before school tutoring using Essential Skills software in Reading and Math is provided for students identified as below
grade level by their MAPS scores. Extended-day Kindergarten is provided for students identified as “at-risk” by the
teacher created kindergarten round-up test. Special Ed. Extended School Year summer school is provided to students
based on IEP requirements. The Title I and reading remediation teachers provide remediation for students in small
groups that were identified below grade level by their MAPS and DRA scores.
3.
Describe the resources available to the school to carry out the plan.
The resources available are: Title I teacher for Reading, ESL teacher, built-in collaboration time, Essential Skills for
Reading and Math, ELA and Math Standards, Thinking Maps/Graphic Organizers, DRA tests/kits, Write From the
Beginning, Balanced Math/Envision, hands-on manipulatives, opportunities for student conversation, SIOP best
practices, and Daily 5/CAFÉ strategies. Trainers are on staff for SIOP, Write From the Beginning, and Daily 5/CAFÉ.
We also have a computer teacher for the computer lab. Other programs in use are: Study Island, Reading Counts,
Leap Frog School-House System, listening centers in every classroom, and an extensive and comprehensive teacher
resource library.
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4. Summarize the effectiveness of any appropriations for the school made by the Legislature to improve student
academic achievement.
5.
Discuss how the school will utilize Educational Involvement Accords for Parents including the Honor Code and meet all
the requirements of the law.
The Educational Involvement Accord for Parents and the Honor Code has been sent home with every student, reviewed
by families, and returned with signatures. DES staff has been working with the school’s Booster Club to increase the
level of parent involvement. DES also has a parent involvement committee to increase the number of opportunities for
parents to become involved with their children’s education. DES has also adopted and implemented a school-wide
curriculum to teach character education that encourages self responsibility.
6.
If applicable, describe how the school will make its Title III Annual Measurable Achievement Objective (AMAO)
targets in English language proficiency (reading, writing, listening, and speaking comprehension).
To make our AMAO targets teachers have been and are continuing to be trained in SIOP best practices. Teachers will
be held accountable, by principal walk-throughs, for using at least three SIOP strategies per day. The ESL teacher
also uses an inclusion model to push in to classrooms.
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Part VII: Other Required Elements & Assurances of the SIP (All schools)
All schools MUST complete this page.
School Characteristics
Average Daily Attendance
Transiency Rate
% enrolled continuously since Count Day
Incidents of School Violence: Student-toStudent
Incidents of School Violence: Student-toStaff
% of Highly Qualified Teachers
Dropout Rate (HS)
Graduation Rate (HS)
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#
%
94.1
26.1
26.1
Title I
Yes
0
Eligible
Served
Targeted Assisted
Schoolwide
0
Did your school make Adequate Yearly Progress (AYP)?
100%
NA
NA
What was your school’s AYP Designation?
Exemplary (EX), High Achieving (HA), Watch List (W), Needs Improvement
Year 1 (N1), Needs Improvement Year 2 (N2), Needs Improvement Year 1
Hold (N1-H), Needs Improvement Year 2 Hold (N2-H), etc.
Did you appeal your latest AYP designation?
Was your latest appeal granted?
Designated as Persistently Dangerous School?
Receiving State Remediation funding?
Has a State SST been assigned to your school?
No
x
x
x
x
x
W
x
x
x
x
x
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VIII. Required Elements & Assurances for Title 1 Schools
Section B:
Required Elements for Title 1 schools
1. Describe the required services the school provided based on the number of years the school has been in need of improvement,
(e.g., schools in Year 2 of “Needs Improvement” must identify Year 1 and Year 2 services, and so on).
Year 1
School Choice
Year 2
Supplemental Services
Year 3
Corrective Action
Year 4
Restructuring Yr 1 Planning
Year 5
Restructuring Yr 2 Implementation
2. Provide an assurance that the school will not spend less than 10% of its annual Title I allocation for quality professional
development. (ONLY for Title I schools in "Needs Improvement" or "Needs Improvement Hold" status. All others may respond N/A)
N/A
3. Describe how the school will provide written notice to parents on the school’s "Needs Improvement" status.
4. Specify how Title I funds will be used continue making improvement or to remove school from "Needs Improvement" status.
5. Describe the school's teacher mentoring program and how it relates to achieving the school's annual goals and objectives.
6. Describe the school's strategies to attract high quality highly qualified teachers to your school.
One hundred percent of our staff are highly qualified teachers.
7.Describe the school's strategies to increase parent involvement in accordance with Section 1118 of NCLB, such as family literacy
services.
The staff at DES has been working with the school’s Booster Club to increase the level of parent involvement. DES also has a
parent involvement committee to increase the number of opportunities for parents to become involved in their children’s education.
We also implemented Spanish Story Time in the library once per month to encourage parents and pre-school siblings to learn about
the library and the services available to them at our library.
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8.Describe the school's plans for assisting preschool children in the transition from early childhood programs, such as Head Start,
Even Start, Early Reading First, or a state-run preschool program, to local elementary school programs.
The Early Childhood teacher works closely with the Kindergarten teachers to ensure success. Certain children will attend half-day
Kindergarten and half-day Early Childhood to help with the transition.
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IX. Additional Required Elements & Assurances for Non-Title 1 Schools
Section C: Required Elements for Non-Title 1 schools identified as “Needs Improvement” or “Needs Improvement Hold”
1.
Describe how and when the school will provide written notice to parents on the school’s “Needs Improvement” status.
2. Describe the school’s teacher mentoring program and how it relates to achieving the school’s annual goals and objectives.
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APPENDIX A
SCHOOL PROFILES ARE ACCEPTED BY NDE
IN LIEU OF STATE DATA TABLES.
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Lyon County School District
Destined for Greatness
LYON COUNTY School Improvement
PARENT INVOLVEMENT CALENDAR
Parent/Community Participation
(To Be Completed at the Conclusion of the School Improvement Planning Process)
School Name _________________________________
Activity Name
Activity Description
(Include Parent Involvement)
Ex. Family Math Night
Ex. ESL Family Night
Families come and learn hands
on math activities to increase
math practice at home
Families will come to school to
learn how to read and/or
support family literacy
Year: __2010-1011________________________
School Improvement
Goal
Date(s) of
Activity
Funding Source
(Ex. General Fund, Title 1, RPDP)
Goal 1: Increase
achievement in math
October 1, 2010
Site level budget
Title 1
Goal 2: Increase
achievement in reading
December 1, 2010
Title III
(Add Lines If Needed)
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