2011 - 2012 Results

2009-14 School Improvement Plan - Knickrehm School

SIP Goals, Strategies, and Indicators

Reading Improvement Goal

Improve all students’ reading comprehension

Rationale and Supporting Data

Knickrehm staff believes a large part of a students’ success in daily life is attributed to their ability to read. In the spring of 2013, grades 3-5 students at

Knickrehm Elementary did not meet AYP.

73% of all students at Knickrehm either met or exceeded standards on the NESA in the spring of 2013. This is compared to 68% of all students meeting or exceeding the standards in the spring of 2012.

73% of students who are eligible for Free and Reduced lunches, either met or exceeded the standards on the NESA in the spring of 2013. This is compared to

66% of all students in the same subgroup either meeting or exceeding the standards in the spring of 2012.

75% of all Hispanic students either met or exceeded the standards on the NESA in the spring of 2013. This is compared to 63% of all Hispanic students either meeting or exceeding the standards in the spring of 2014.

The staff believes that continued growth in all of these areas is essential for students’ academic achievement.

Improvement Strategies Levels of Staff Use/Implementation (use survey data from fall annually)

Year Nonuse Awareness Demonstration Implementation Transfer Comments

0 of 16 0 of 16 8 of 16 8 of 16 1 of 16

11-12

1.

I use fluency strategies to improve reading comprehension

12-13

13-14

0 of 20

2 of 20

0 of 20

0 of 20

5 of 20

7 of 20

12 of 20

9 of 20

1of 20

2 of 20

0 of 16 0 of 16 6 of 16 10 of 16 0 of 16

2.

I use Marzano’s six-step vocabulary strategies to improve reading comprehension

3.

I implement the 7 Key Comprehension

Strategies

11-12

12-13

13-14

11-12

12-13

1 of 20

2 of 20

0 of 16

0 of 20

4 of 20

1 of 20

2 of 16

1 of 20

6 of 20

12 of 20

6 of 16

7 of 20

7 of 20

5 of 20

7 of 16

10 of 20

0 of 20

0 od 20

1 of 16

0 of 20

Page 1 of 16 Revised Sept, 2013

13-14

0 of 20 1 of 20 9 of 20 9 of 20 1 of 20

4.

I use goal setting as a way to motivate

student learning

11-12

12-13

0 of 16

0 of 20

3 of 16

1 of 20

6 of 16

8 of 20

6 of 16

9 of 20

1 of 16

0 of 20

13-14

0 of 20 1 of 20 7 of 20 12 of 20 0 of 20

5.

I utilize Marzano’s nine categories of

Instructional Strategies daily

13-14

1 of 20

1 of 20

6 of 20

1 of 20

10 of 20

14 of 20

1 of 20

4 of 20


0 of 20

0 of 20

Indicators of Improved

Learning

(Schoolwide Results)

2009 - 2010 Results 2010 - 2011 Results 2011 - 2012 Results 2012-2013 Results

Nebraska State Assessment

Reading (NeSA - R)

Target: 55% Proficient

Actual: 52% PROFICIENT

3rd - 5th Grade ITBS Total

Reading Score

(ended in 2010-11)

Target: 48 NCEs

Actual: 48.9 NCEs

Grade 4 Terra Nova



Target: 49.9 NCEs

Actual:



Target:

Actual:


Actual: 73% Proficient

Target:

Actual:

Grades 3-5

Actual: 37 NP of the Mean

NCE



NCE

Target: 75% Proficient new for 2011-12 new in 2012-13

2013-2014 Results


Actual:

Target:


NCE


Page 2 of 16 Revised Sept. 2013


Indicators of Improved

Learning

(Schoolwide Results)

2009 - 2010 Results 2010 - 2011 Results 2011 - 2012 Results 2012-2013 Results

SRI Actual: 58% Proficient 3 rd grade

53% Proficient 4 th grade

76% Proficent 5 th grade

Best Practice/Research Base for Strategies

Actual: 48% Proficient 3 rd grade



Reading Improvement Goal: Improve all students’ reading comprehension

2013-2014 Results

Strategy 1.

Use fluency strategies

Reading fluency refers to efficient, effective word-recognition skills that permit a reader to construct the meaning of text. Fluency is manifested in accurate, rapid, expressive oral reading and is applied during, and makes possible, silent reading comprehension.

Report of the National Reading Panel (NICHD, 2000) and The Literacy Dictionary (Harris & Hodges, 1995).

The correlation between fluency and comprehension was clearly established by a large-scale data analysis from the National Assessment of Educational Progress in Reading. (Pinnell et al., 1995)

Strategy 2. Use vocabulary strategies

“Studies reviewed by the National Reading Panel suggested that vocabulary instruction does lead to gains in comprehension, but that methods must be appropriate to the age and ability of the reader.”

Report of the National Reading Panel, Teaching Children to Read, An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction.

National Reading Excellence Initiative, December 2000

“An oral vocabulary enables students to comprehend what they hear. It also allows them to assign meaning to words they decode-words they may have incorporated into their oral vocabulary but not yet into their written vocabulary. A written vocabulary enables students to read fluently and to comprehend what they read. As a result, the extent of students’ vocabulary is an important predictor of their comprehension. Teachers can facilitate the development of a rich vocabulary through the use of effective vocabulary instruction. An effective vocabulary program includes the following elements: teaching students the meaning of individual words, teaching students strategies for learning words independently, developing students’ word consciousness, and promoting students’ opportunities for wide reading.”

Strategies for Teaching Reading K-8. Santa Monica, CA: Canter & Associates, Inc.,, 1999. Dr. Susan Watts-Taffe, Associate Professor of Literacy Education at the University of Minnesota, reflecting her research and expertise in vocabulary instruction and learning and literacy instruction for English language learners and struggling readers.

Work Study in Context, A session presented by Susan Johnston, November 26, 2002: “Research conducted in the past ten years reveals that vocabulary knowledge is the single most important factor contributing to reading comprehension (LaFlamme, 1997).”


Reading Improvement Goal: Improve all students’ reading comprehension

Strategy 3. Use comprehension strategies

Proficient reader research shows that active, thoughtful, proficient readers construct meaning by using the following strategies:

• Activating relevant, prior knowledge (schema) before, during, and after reading text.

• Creating visual and other sensory images from text during and after reading.

• Drawing inferences from text to draw conclusions, make critical judgments, and create unique interpretations.

• Asking questions of themselves, the authors, and the texts they read.

• Determining the most important ideas and themes in a text.

• Synthesizing what they read.

Pearson, P. David, L .R. Roehler, J. A. Dole, and G. G. Duffy. 1992. “Developing Expertise in Reading Comprehension.” In What Research Has to Say About Reading Instruction, ed. by J. Samuels and A.

Farstrup, Newark, DE: International Reading Association

Tovani, Cris. I Read It, But I Don’t Get It. Portland, Maine: Stenhouse Publishers, 2000.

Miller, Debbie. Reading With Meaning. Portland, Maine: Stenhouse Publishers, 2002.

Strategy 4. Use goal setting as a way to motivate student learning


Taken from Advancing Formative Assessment in Every Classroom, ASCD, 2009, Alexandria, Virginia

Goal setting helps students learn how to learn in four main ways: (Locke & Latham, 1990):

1.

Goals focus student attention on the learning task and the learning target.

Students who set goals tied to the learning target focus on what is important and essential to success and are less likely to be pulled off course.

2.

Goals stimulate appropriate student effort.

Students learn to judge the degree and type of effort they will need to accomplish their goals, expending more effort to reach a more challenging goal..

3. Goals increase student persistence.

With a clear and realistic goal in mind, students are more likely to attempt a challenging task, and should they fall short, they are more likely to choose a more

effective strategy and try again.

4. Goals increase a student’s desire and capacity to learn new strategies.

Students who monitor their progress toward their goals look for and try new strategies that will help them more effectively reach their goals.

Stage 1 -- Desired Results for Reading Goal

Stage 1 - Desired Results


Reading Goal:


Strategies:

1.

Use fluency strategies


Stage 1 - Desired Results

2. Use vocabulary strategies

3. Use comprehension strategies

4. Use goal setting as a way to motivate student learning

Essential Questions Understandings

• Specific strategies can enhance comprehension (Fix-Up Strategies, Making

Connections, Asking Questions, Visualizing, Drawing Inferences, Determining

Importance, and Summarizing)

• Students need to actively process information in order to comprehend.

• Students need explicit instruction in comprehension.

• Fluent reading improves comprehension.

• Academic vocabulary is essential to student success.

• Schoolwide implementation of consistent vocabulary instructional practices is a

Teacher Knowledge (staff will know. . .)

• How can we help students actively process information?

• What specific strategies will we teach to enhance comprehension?

• How will we monitor the effects of student use of comprehension strategies?

• How does reading fluently affect the reader’s understanding of the text?

• What is the best way to teach vocabulary?

• What academic vocabulary is essential for each grade level?

• How do we engage students in learning vocabulary?

Teacher Skills (staff will be able to . . .)

Staff will know...

• strategies necessary to enhance comprehension

• comprehension strategies need to be explicitly taught

• language arts instruction involves the gradual release of responsibility

• reading fluency affects reading comprehension

• the six steps of Marzano’s vocabulary instruction (explain, restate, show, discuss, reflect / refine, apply)

• how to engage students through meaningful / applicable lessons

• differentiation allows all students to maximize learning

• student goal setting and knowing how to work to achieve goals will motivate students

• the Nine Categories of McRel’s Instructional Strategies

Staff will be able to ....

• model the use of comprehension strategies

• design lessons that lead to the gradual release of responsibility

• provide opportunities for fluency instruction

• teach key / academic vocabulary using Marzano’s six steps

• use technology to enhance language instruction

• allow for students to assess one’s own work, make adjustments as needed, in order

to meet learning goal

•utilize McRel’s Nine instructional strategies to maximize student learning

Stage 2 -- Evidence for Reading Goal


Stage 2 - Assessment Evidence


Direct Evidence (student learning results) Indirect Evidence (other data collected)

• Multiple assessments (including self-assessment) are used regularly to provide feedback on student understanding, improve student work, and measure achievement.

• 1st-2nd DIBELS Oral Reading Fluency

• 3-5th SRI

• District Fluency Assessment (ended 2009-2010)

• 3-5th Grade NeSA

• Any charts used during Student Goal Setting

Classroom observations will find:

• guided reading providing practice of comprehension strategies

• teachers using higher level questions

• teachers modeling the use of comprehension strategies

• teachers using learning targets during instruction with questions posted in the classroom

• comprehension posters displayed in the classroom for reference

• students identifying comprehension strategies used

• teachers using think-alouds with read-alouds

• teachers providing opportunities for fluency reading

• vocabulary journal displaying Marzano’s vocabulary process

• key/academic vocabulary posted in rooms

• students assessing one’s own work, adjusting their learning as needed, in order to meet learning goal

Stage 3 -- 2009-10 Action Plan for Reading Goal

2009-2010 Action Plan

Key Actions

Reading Goal: Improve all students’ reading comprehension

Person(s)

Responsible

Groups or #’s

Involved

Date(s) or

Time Frame

How do we know this is happening?

• Learning Team on the book: Building

Academic Vocabulary by Marzano

Principal Classroom teachers, specialists, literacy coach

2009-2010 School Year •

•

Agendas

Reflections

Daily 5

• implementation in all classrooms

• staff sharing what’s working and what’s not at the staff meetings

• Daily 5 staff development

Principal,

Literacy Coach

All staff who teach reading, literacy coach

Sept. 2009 - Ongoing • Lesson plans

• Literacy Coach visits

• Principal observations

• Staff meeting agendas




Leveled Reading

• Use of Bloom’s taxonomy/higher level questioning

• Use of GIPS/LBD posters

• Essential Questions

Literacy Coach

•Children’s author to work with staff and students Principal, integration specialists


August 2009 - Ongoing

K-5 Students and staff 2009-2010 School Year

Literacy By Design

-Daily Read Aloud with Think Aloud

-Comprehension, vocabulary, fluency strategies

-Comprehension Bridge

Use of Kagan cooperative learning structures

District leaders (C&A)

Literacy coach principal

Principal, teacher/trainers





• Observations

• Lesson Plans

•Assembly schedule

• Lesson Plans

• Observations

• Literature Coach visits

•

• Lesson plans


• Observations

Program survey / data reports Reading Together Tutor Program

21st Century After School Program

Reading Together school coordinator

2nd, 4th and 5th

Grade students

Janet Jobes / Vanessa

Bartels - Certified

Teachers

Carrie Kolar - 21st

Century coordinator

Principal - onsite coordinator

2nd - 5th Grade

Students


Reading Goal:


Sept. 2009 - Ongoing

September 2009 - Ongoing • Onsite evaluations by NE

Department of Education

• 21st Century Newsletters




Key Actions


• Learning Team on the book: Building Academic

Vocabulary by Marzano

Person(s)

Responsible

Principal

Groups or #’s

Involved

Classroom teachers, specialists, literacy coach

Date(s) or

Time Frame

2009 - Ongoing

Daily 5




• Listening to reading

Principal,

Literacy Coach

Leveled Reading



• Essential Questions

Literacy Coach

- Children’s author to work with staff and students Principal, integration specialists





K-5 Students and staff 2010-2011 School Year


•Agendas

•Reflections

• Lesson plans




• Observations

• Lesson Plans

• Assembly schedule

Literacy By Design

-Daily Read Aloud with Think Aloud

-Comprehension, vocabulary, fluency strategies

-Comprehension Bridge

District leaders (C&A)

Literacy coach principal


August 2009 - Ongoing • Lesson Plans

• Observations

• Literature Coach visits

Use of Kagan cooperative learning structures Principal, teacher/trainers


August 2009 - Ongoing • Lesson plans


• Observations



Reading Goal:


Key Actions

Person(s)

Responsible

Groups or #’s

Involved

Date(s) or

Time Frame





Daily 5




• Listening to reading

Principal,

Literacy Coach

- Children’s author to work with staff and students Principal, integration specialists

Utilize books in Comprehension Book Boxes

-Debbie Miller: Reading with Meaning

-Harvey and Goudvis: Strategies that Work

-Tanny McGregor: Comprehension

Connections

-Intro the Book: reading.ecb.org

Classroom Teachers

Principal

Learning Facilitator

Use of Structured Student Interacton (SSI)

(cooperative learning strategies) Principal



K-5 Students and staff


All staff who teach reading


2010-2011 School Year



• Lesson plans




• Assembly schedule

• Lesson Plans

• Observations

• Staff Meeting Agendas

• Lesson plans

• Observations

• Modeling of structures during staff meetings

Reading Together Tutor Program Reading Together school coordinators

Acuity

-Analyze Acuity results

-Utilize Acuity to guide instruction and meet

individual needs of students

All staff who teach grades 3, 4, 5

(ELA, SPED, Learning

Facilitator, Principal)

Goal setting with students and reflect upon progress of goal

Teaching Staff

Principal


2nd, 4th and 5th

Grade students

Sept. 2009 - Ongoing • Program survey / data reports

3rd-5th grade students

All K-5 staff who teach reading

September 2011 - Ongoing

•Acuity Assessment results

•Teacher’s lesson plans

•Student individual work assigned through Acuity

August 2011-Ongoing

•Student Guided REading levels

•Student SRI scores

•Goal Setting forms


Reading Together Tutor Program



Reading Goal:


Key Actions

Person(s)

Responsible

Groups or #’s

Involved

Daily 5



• Opportunities for The Daily 5 staff refreshers

Guided Reading



• Learning Targets

• EVERY student receiving GR instruction, “double dipping” those who are in need

Utilize literature to teach comprehension skills by using Teacher Resources:

-Debbie Miller: Reading with Meaning

-Harvey and Goudvis: Strategies that Work

-Tanny McGregor: Comprehension Connections

-Into the Book: reading.ecb.org

Use of Student Structured Interaction (SSI)

(cooperative learning structures)

Principal,


Classroom Teachers

Classroom Teachers

Principal


Principal








Reading Together school coordinator(s)

2nd, 4th Grade students

Date(s) or

Time Frame


September 2012-May 2013

• Lesson plans



• Staff planning forms

• Conversations with peers

September 2012 -May 2013

• Observations

• Lesson Plans

• Guided Reading student group (list)

August 2012-May 2013

August 2012 - May 2013

October 2012 - April 2013

• Observations

• Lesson Plans

• Lesson plans

• Observations


• Program survey / data reports

Page 12 of 16 Revised March 6, 2013



Acuity


individual needs





Teaching staff

Principal


3rd - 5th Grade

Students


September 2012 - May

2013


•Lesson Plans

•Observations

•Staff Meeting agendas

•Conversations with Peers

•Student Guided Reading levels






Reading Goal:


Key Actions

Person(s)

Responsible

Groups or #’s

Involved

Daily 5



• Opportunities for The Daily 5 staff refreshers

Guided Reading


• Use of GIPS/LBD comprehension posters

• Use of GIPS comprehension flip chart

• Learning Targets

• EVERY student receiving GR instruction, “double dipping” those who are in need

• Utilizing McRel effective strategies during GR

• Use of Anecdotal records

Utilizing the McRel effective strategies from

Classroom Instruction that Works by Marzano.

Principal,


Classroom Teachers

Classroom Teachers

Principal







Date(s) or

Time Frame


September 2013 -May 2014



• Lesson plans



• Staff planning forms


• Observations

• Lesson Plans

• Guided Reading student group (list)


Observations

Lesson Plans

Meeting agendas

Collaborative Conversations

Use of Student Structured Interaction (SSI)

(cooperative learning structures)

Principal



August 2013 - May 2014

• Lesson plans

• Observations





Acuity


individual needs





Teaching staff

Principal


3rd - 5th Grade

Students

September 2013 - May

2014

Implement Schoolwide Book of the Month club

(genres, comprehension strategies)

Implement Differentiated Learning

Teams/Book Studies for Staff

Utilize Mentor Texts

Utilize student data to make instructional decisions

-GR groupings in flex groups, based on skill needs

Teaching Staff

Principal


Principal

Teaching Staff


Teaching Staff

Learning Faciliator

Teaching staff

Principal


•Lesson Plans

•Observations

•Staff Meeting agendas

•Conversations with Peers


All K-5 staff

All K-5 staff

All K-5 staff


•Student Guided Reading levels



October 2013-May 2014

October 2013-May 2014

•Lesson plan

•Observations

•Student knowledge of genres and the book of the month

•Participation in the book study

•Intellectually stimulated by new knowledge and conversations with peers

•Application of new skills with students, as seen during observations

November 2013-May 2014

•Participation and discussion at staff meetings and trainings

•Intellectually stimulated by new knowledge and conversations with peers

•Applications of new skills with students, as seen during observations

•Lesson plans

All K-5 staff October 2013-May 2014

•Lesson plans

•Observations

•Skill group lists

•Anecdotal records




Enhance Vocabulary instruction using training from the book Explicit Instruction by Anita Archer and

Charles Hughes

Educational

Psychologist

Teaching Staff

All K-5 staff January-May 2014

•Lesson plans

•Observations

•Participation and discussion at staff meetings and trainings

Schoolwide Intervention time Classroom Teacher

All staff who teach math


-Lesson plans

-Student data


2011 - 2012 Results

Improve all students’ reading comprehension

Improve all students’ reading comprehension

Improve all students’ reading comprehension

Improve all students’ reading comprehension

Improve all students’ reading comprehension

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2011 - 2012 Results

Improve all students’ reading comprehension

Improve all students’ reading comprehension

Improve all students’ reading comprehension

Improve all students’ reading comprehension

Improve all students’ reading comprehension

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