2012-13 SCHOOL IMPROVEMENT PLAN
O’CONNELL ELEMENTARY SCHOOL
High Leverage Work:

O’Connell Elementary School will ensure high quality curriculum and instruction with an emphasis on literacy and mathematics
at every grade level for all students.
SIP Action Plan
Strategies
1. Implement the Common
Core Standards Based
curriculum documents in
ELA, mathematics, social
studies and science including
English Language Learner
(ELL) Frameworks, pacing
guides and assessments.
School Process Steps
Data Sources for Results Indicators
□ As an IB candidate school, O’Connell Elementary is required
to create, implement, and reflect upon IB units of study that are
based upon the principles and philosophies of IB as well as align
with the CCSS.
□
For the 2012-2013 school year, grades K-6 will create,
implement, and reflect upon a minimum of four curriculum units.
□ Strengthen Tier 1 instruction through inquiry based learning.
Grade
DRA2
DRA 2
Fall 2012
May
2013
Target
K
n/a
70 %
1
56.1 %
76 %
2
50 %
70 %
3
38.2 %
68 %
Document Review:
 Use revised and published curriculum documents across grade levels
to create IB units that align with CCSS
 Use pacing guides for all associated curriculum documents
 Use calendar for district assessments when applicable with IB units
and CFA’s with all grade levels
 Student Success Plans
Observable Adult Practice:
 SET data to reflect instructional practices and classroom instruction
aligned to IB and the CCSS and effective teaching strategies. Data will
be collected 3 times a year (End of November, February and May)
 Teacher Lesson plans that demonstrate incorporation of IB principles
and philosophy, effective teaching strategies, CCSS and CMT strands
 Formal and informal classroom observations
 Implement student success plans for grade 6 students
Student Achievement Measure:
 CFA Data when applicable with IB units
 Analysis of the results of district identified benchmark assessments
including but not limited to: Math Universal Screen (4-6), Writing
prompts and LAS Links (ELLs), DAZE, ELS, DRA2
 Annual review of CMT data – measuring growth of students from one
level to a higher level (Use SPI Data)
 Grade six students created success plans and related activities.
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2. Implement the Scientific
Research Based Intervention
model across the school that
addresses curriculum and
instruction while ensuring
effective instruction for all
learners.
□
Develop targeted interventions based on student data
(DRA2, ELS, CMT) and aligned with EIP goals.
□ The literacy coach will train support staff and teachers to
implement focused Tier 2 and Tier 3 interventions.
□ Student progress is closely monitored through the use of
running records, pre/post assessments aligned with the focus for
instruction, other progress monitoring tools. Intervention
schedules are revised according to student needs.
2013
SPI
TARGET
Reading
59.7
Math
73.9
Writing
73.3
Science
71.1
Grade 3
Grade 4
Grade 5
Grade 6
% Prof &
above
Target
% Prof &
above
% Prof
& above
% Prof
& above
Target
Target
Target
Reading
70%
75%
75%
65%
Math
70%
79%
80%
75%
Writing
70%
72%
85%
82%
Science
n/a
n/a
70%
n/a
CMT
2013
Observable Adult Practice:
 SET data reflect SRBI practices and classroom instruction aligned to IB
PYP program, the CCSS and effective teaching strategies
 Formal and informal observations
 EIP/SRBI Tier 2 and 3 plans have appropriate objectives, an
implementation plan and corresponding assessment measures
 Lesson plans
Student Achievement Measure:
 Tier II/III Intervention data
 Utilize and analyze Software Intervention assessments and screens
(FASTTMath/Fraction Nation/Lexia/etc.)
 Annual review of CMT data
 District Assessments but not limited to: Math Universal Screen, Writing
prompts, and LAS links (ELL), DAZE, ELS, DRA2
School
CMT
Document Review:
 Review of EIP protocols for scheduling and entrance criteria for all
SRBI/EIP intervention programs.
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3. Develop and provide
appropriate professional
development based on needs
as indicated through
Instructional Rounds/SET
visits, surveys, and
professional committee
input.
□
Document Review:
 Professional development staff survey/assessment
 Professional Development Calendar
□Training will be provided for select teachers and support staff
Observable Adult Practice:
 Observed teacher use of co-teaching model in the classroom
 Co-Teaching Teachers (Special Ed . and Reg Ed) will meet weekly to
plan for classroom instruction
 Teachers use IB based instructional strategies (focused on Inquiry
based learning and constructivism philosophy) across the curriculum.
 Teachers share effective instructional strategies in team meetings and
in professional development
O’Connell School will adopt a more inclusive model by
piloting Co-teaching throughout all grades.
members who are involved in the 2012-2013 Co-Teaching pilot.
□ Technical assistance for successful implementation of the coteaching model will be provided by the district
□ Meet with the Co-teaching teams to evaluate current
practice, address strengths/weaknesses, and plan for
improvement.
□ Future professional development will also be provided in how
to implement IB and the CCSS.
Student Achievement Measure:
 Student Work, assessment data from IB summative & formative
assessments, district assessments, CFA’s and other universal
assessments
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High Leverage Work:

O’Connell Elementary School will ensure a positive social and emotional climate for all students, staff and families in every classroom
across the school.
SIP Action Plan Strategies
1. Assure consistency of
implementation of the
National School Climate
Standards established by
the National School
Climate Council.
School Process Steps
□
Revise the O’Connell School safety plan.
□
Present and review the National School Climate Standards
with O’Connell staff.
Observable Adult Practice:
 Update and Complete School Climate Plan
□ Provide assistance to staff on the implementation of the Safe
Student Achievement Measure:
 Student self-report survey of climate standards
School Climate Plan.
2.
Assure consistency of
implementation of
Positive Behavioral
Interventions and
Supports (PBIS) using
Scientific ResearchBased
Intervention/Response
to Intervention
(SRBI/RtI) model.
Document Review:
 National School Climate Standards Self Assessment
 Safe School Climate Plan
□ The PBIS team will meet regularly to ensure consistency of the
school-wide PBIS model and review the discipline data that has
been collected.
□ Data will be interpreted to determine if the current PBIS model
Document Review:
 Listings/documentation that itemizes PBIS components of schools
 EIP Plans/protocols
Observable Adult Practice:
 PBIS Set
 Additions to PBIS incentives
is effective.
□ Reinforce positive behavior through Cub tickets, PBIS
assemblies, and direct instruction of the IB learner profile and
attitudes.
Student Achievement Measure:
 Student self-report survey
 Number of referrals and suspensions are reduced
□ EIP teams will meet bi-monthly to discuss interventions that
will be put in place for students with behavioral concerns.
□
PBIS sets will be completed by district personnel.
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3.
4.
Review of Discipline
Management
Systems/Administrative
Guidelines
Define, improve and
increase parent
engagement.
□ The PBIS team will meet regularly to review:





Discipline data using ESchool reports
Office referrals
Suspension data (ISS/OSS)
Bus violations
PBIS district set data
□
Administer and analyze Climate Survey for family, students,
and staff in all schools.
□
Post IB newsletter on the school website.
□
Quarterly school events/happenings flyer sent home.
□
Collaboratively work with PTO to increase parental
involvement in school activities.
Document Review:
 School discipline breakdowns specifically related to ISS/OSS
 School discipline breakdowns based on numbers of
occurrences/distinct students
 School discipline breakdowns based on type of incidents
Observable Adult Practice:
 Bi-Monthly review of discipline data
 Revised Administrative Guidelines (where appropriate)
Student Achievement Measure:
 The referrals across the school, referrals specifically for
inappropriate behavior, disruption/disruptive behavior, and
insubordination/disrespect will decrease.
Document Review:
 District/School Climate Parent Surveys
Observable Adult Practice:
 Share climate data with data teams as a tool to guide work
 Review SET data within school community
 Parents actively involved in educational endeavors such as School
Governance participation rate, PTO volunteers, etc.
Student Achievement Measure:
Survey data will show positive perceptions of students, parents and staff
in selected focus areas on each school’s climate surveys of 90% or higher.
□
Increase parent involvement by inviting to school wide
assemblies that highlight students who exhibit the IB learner
profile (character education).
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High Leverage Work:

O’Connell Elementary School will bring the work of your school and instructional data teams to a high level of proficiency.
SIP Action Plan Strategies
1.
2.
School Process Steps

Sustain a system of
continuous
improvement by
bringing the work of the
data teams, school and
instructional, to
exemplary.
Strengthen
communication between
the District, School, and
Instructional Data Teams
to enhance the District’s
holistic accountability
system.
Continue to support the alignment of Instructional and
School Data Team practices with the CSDE Standards for
Data Teams (School Wide Date Team— 2012 Evaluation)
Document Review:

CSDE Survey
Observable Adult Practice:
Student Achievement Measure:

Maintain accountability model that capitalizes on the
information sharing between IDT—SDT—DDT

Implement a standardized reporting form to communicate
school-wide progress
Document Review:
 IDT Reporting Template
 SDT Reporting Template
 DDT Report/Feedback structure
 School Improvement Plans
Observable Adult Practice:
 SDT monitors IDT *Process and template TBD.
 DDT monitoring visit to SDT. *Process and template TBD
Student Achievement Measure:
 Positive student academic, social, and emotional outcomes.
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