Draft of Example Integrated School Improvement Plan with RtI
Vision
Please provide your institution's Vision, Mission, and Belief statements below.
Vision Statement
A statement that describes what the institution hopes to be doing in the future. A vision
statement is a clear description of the components and characteristics of the system that will
be needed to deliver the mission of the organization.
Using a data-driven, problem-solving model of support, all students will have access to
an instructional program that is tailored to their individual needs regardless of their
academic achievement levels or disability category. Through systematic use of
scientifically based practices and programs, students will excel at high rates and their
needs will be addressed quickly, efficiently, and deliberately until ALL students are
growing academically and socially.
Mission Statement
A statement developed in concert with all stakeholders that creates a clear and focused
statement of purpose and function. The mission statement identifies the priorities and
educational beliefs of the institution with regard to what is to be developed within its
students. The mission statement provides direction for the staff and the parameters for
decision-making.
The mission of this school is to effectively teach ALL our students the academic and social
skills necessary for success.
Beliefs Statement
Beliefs are core values or guiding principles that drive an institution's every day actions. They
are powerful determinants of the quality of an institution. State fundamental bedrock
convictions, values of the institution, guide the fundamental decision-making.
We are relentless in the pursuit of our mission and will examine all options until every
child is performing successfully. In order to do this, we believe the process of improving
schools is fundamentally based on a critical analysis of whether or not our students are in
fact, responding to academic and social interventions. We believe that

We can effectively teach all children

Early intervention is key

A multi-tiered model of support is required to address the needs of our students

Decisions are best made using a collaborative problem-solving method and data

Research-based interventions/instruction exist and should be used when available
to address our students’ needs

Instruction should be informed by monitoring student progress
Assessments can be used to ensure that we are delivering an instructional program that
meets our students’ academic needs.
Manage Goals
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Draft of Example Integrated School Improvement Plan with RtI
Goal Details (1)
Goal Source:*
X
CNA
Continuous Improvement
EdYES!
Content Area:*
X
Arts
Career and Employability Skills
Coordinated School Health
English Language Arts
Math
Nutrition
Physical Education
Science
Social Studies
Other/Please specify:
Goal Name:*
Reading Goal
Student Goal Statement:*
All students will be proficient in reading.
Gap Statement:*
87% of third graders are proficient in reading compared to our goal of 100%. Over
the past three years, there has been a significant decline in the percentage of
students performing at Level 1 on the third grade reading portion of the MEAP (53%in 2006-32% in 2008). On the NWEA, our average RIT score for third grade reading
was 188. This is lower than the national average RIT score for beginning of third
grade, which is 192. Using DIBELS oral reading fluency data, 59% of second grade
students (second grade data is being analyzed due to the fact that the third grade
MEAP reading passages have a second grade readability level) scored in the
benchmark range, leaving 41% of our second graders scoring below benchmark as
compared with our target of 0%.
Manage Goals
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Draft of Example Integrated School Improvement Plan with RtI
Cause for Gap:*
Analysis of second grade data indicates that 24% of students are not established in
the critical skill of alphabetic principal (which is a critical skill that should have been
established by January of first grade) and 25% are not established in oral reading
fluency. This means they are having difficulty decoding unknown words and reading
connected text with expression by attending to punctuation and making meaning of
what they read. This is further substantiated by an analysis of kindergarten and first
grade data that shows that roughly 55% of students in K-1 are deficient in alphabetic
principal. Their inability to decode significantly contributes to their ability to read
fluently and ultimately, attend to the meaning of what they are reading. A third grade
MEAP strand analysis indicates a steady decline in proficiency of the informational text
strand.
Describe multiple measures/sources of data you used to identify this gap in student
achievement:*
The various data sources sued to identify the gap were as follows:
MEAP
Benchmarks of Quality (BOQ)
NWEA
DIBELS
PET-R
SWIS Behavior referral data
What are the criteria for success and what data or multiple measures of assessment will be
used to monitor progress and success of this goal?*
In order to measure success, student performance in this area will need to be
measured on a frequent basis. For this reason, DIBELS benchmark data will be
collected three times per year (September, January, May) and progress monitoring
data will be collected monthly for students scoring in the some risk category. NWEA
data will be collected twice per year for all third grades; however, for third graders
scoring below grade level in the area of reading will take the NWEA assessment three
times per year. Individual student progress monitoring data will also be collected and
analyzed to make adjustments to the strategies and action steps included in this plan.
Name of person who is responsible for this goal:*
First Name
Kim
Last Name
St. Martin
Manage Goals
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Draft of Example Integrated School Improvement Plan with RtI
Objective Details (1)
Objective Name:*
Reading Informational Text
Measurable Objective Statement to Support Goal:*
The percentage of third graders scoring in the proficient categories on the Reading
MEAP will increase from 88% to 100% by fall of 2011. The percentage of third
graders scoring proficient in the informational text strand of the MEAP will increase
from 56% to 75% by 2011. To achieve this overall objective, grade level objectives
are:
 The percentage of kindergartners scoring at the benchmark level in phonemic
awareness (DIBELS) will increase from (75%-85%) by May 2010 and the
percentage of kindergartners scoring at the benchmark level in alphabetic
principal (DIBELS) will increase from 63% to 95% by May 2010.
 The percentage of first graders scoring at the benchmark level in alphabetic
principal (DIBELS) will increase from 43% to 95% by January 2010.
 The percentage of first graders scoring at the benchmark level in oral reading
fluency (DIBELS) will increase from 51% to 68% by May 2010 while the
percentage of students scoring in the at-risk category will decrease from 22%
to 15% by May 2010.
 The percentage of second graders scoring at the benchmark level in oral
reading fluency will increase from 59% to 70% by May, 2010. The percentage
of second graders scoring in the at-risk category in oral reading fluency will
decrease from 21% to 10% by May 2010.
 The percentage of third graders scoring in the benchmark range in oral
reading fluency will increase from 58% to 68% by May 2010. The percentage
of third graders scoring in the at-risk category will decrease from 9% to 5% by
May 2010.
Strategy Details (1)
Strategy Name:*
Data-based decision making process
Strategy Statement:*
Implement data-based decision making process using a 3-tiered model of
instruction/intervention support. Specific elements of the strategy are:
1. Use of an intensive audit of resources for each of the big ideas for reading in
order to plan resource allocation for struggling students in all grade levels and
to make decisions about purchases of research-based intervention materials to
be used in the multi-tiered model of support.
2. Use of collaborative grade level meetings to make instructional adjustments in
the identified priority areas of reading: alphabetic principal, reading fluency,
vocabulary development and building students’ background knowledge; and
strategies to improve comprehension.
Manage Goals
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Draft of Example Integrated School Improvement Plan with RtI
3. Positive, proactive approaches to classroom management.
4. All staff will work to improve the culture of the building and to preserve the
learning environment for all students by attending to NON-classroom
monitoring systems for behavior.
Select Challenges:*
X
Choose from Challenge Target Areas
Choose from All Target Areas
Note: You will need to select at least one Target Area from the list of Key Characteristics. Any key
indicator marked as “getting started” or “partially implemented” in the CNA or EdYES! is a challenge.
Based on Self-Assessment (SA), 3.8 (Implements interventions to help students meet
expectations for student learning), 3.4 (Designs and uses instructional strategies,
innovations, and activities that are research-based and reflective of best practice) are
challenge areas that will be addressed, and 2.1 (Establishes policies and procedures
that provide for the effective operation of the school).
Other Required Information
What research did you review to support the use of this strategy and action plan?*
NOTE: Need to add formal citations for each of these. Core reading program
effectiveness study, National Reading Panel, fluency/ comprehension research,
vocabulary/comprehension research, McIntosh research for link.
Activity Details (1)
Activity Name:*
All Activity details are summarized in Action Plan
Manage Goals
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Activity to implement
the strategy
Teachers will analyze
core program using
“Consumers’ Guide”,
curriculum, data; and
identify intervention
program needs
Teachers and other
relevant staff members
(psychologist, itinerant
teachers) will be trained
in an evidence based
classroom management
system (CHAMPS) and
will implement the
system in classrooms
Teachers will be trained
in “Conducting Effective
Data-Driven Meetings.”
All noon supervisors and
relevant staff will
receive training in
universal PBS and will
implement the system
Manage Goals
Fall 2009
Staff responsible
to implement
activity
Principal will lead
this work with all
grade level teacher
groups.
Timeline
Begin
End
7/13/09
9/30/09
9/1/09
Resources needed
Materials
Source
Resource
Audit
materials
($0);
Core program
work ($4000)
CHAMPS
materials
($500),
trainer ($0),
daily PD rate
for teachers
($7500)
NA
General
funds
Title IA
Principal will
schedule time for
professional
development and
ensure all
appropriate staff
attend.
8/24/09
Principal will
schedule time for
professional
development and
ensure all staff
attend.
Principal will
schedule training
(1-day)
9/24/09
11/5/09
Training
materials
($600)
Title IIA
9/2/09
6/15/10
Training
materials
($500),
hourly rate
for nonsalary staff to
attend
($1000),
coaching
($200)
General
funds
6
Monitoring
Activities
Evidence of Success
Agendas and
notes from
grade level
meetings
Audit (document)
completed for each grade
level. List of needed
intervention programs
and materials prioritized
at the building level.
Behavioral matrices and
visual displays, teaching
plan, “Rules Violation
Sheets” done before
9/1/09
Classroom observation
data reveals consistent
implementation schoolwide
Sign-in
sheets
Ongoing
class-room
observations
confirm use
of system.
PD notices,
sign-in
sheets for all
3 workshops
Ongoing
observation
and coaching
of hourly
staff
Evaluations of training
sessions, documentation
that all staff received
training.
Decrease in discipline
referrals from nonclassroom settings.
Draft of Example Integrated School Improvement Plan with RtI
Teachers will meet in
grade level groups
monthly using data to
drive improvement of
reading outcomes
Manage Goals
Fall 2009
Principal will
ensure grade level
groups have
meeting time.
Coach will facilitate
meetings.
11/6/09
6/15/10
NA
NA
Agendas,
sign-in
sheets,
minutes;
principal
attend
meetings
7
Increase in teacher
knowledge and use of
data, increase in student
reading scores
Draft of Example Integrated School Improvement Plan with RtI
School Improvement Plan
Fall 2009
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