Chandler View Elementary

2019-2020 OPS School Improvement Plan


Elementary School Name:       Chandler View ELA Goal                                                         

District Intended Summative Outcome:

Increase the number of elementary students identified as “On-Track” and “College and Career Ready” on NSCAS Summative Assessments ELA will increase compared to the previous year. Spring 2019 rate ___; Goal rate for Spring 2020 _____

School ELA Goals: 

1.     NSCAS Summative Goal

For NSCAS ELA summative assessments, we will increase the percent of students who are identified as “On-Track” or “College and Career Ready” by 6.7%. Spring 2019 rate 33.5; Goal rate for Spring 2020 40.2

2.     MAP Interim Assessment Goals

a.     For Spring ELA MAP Growth Assessment, we will increase the percent of students identified as “At” or “Above” the grade level norm by 5.9%. Spring 2019 rate 41.2; Goal rate for Spring 2020 47.1

b.     For Spring ELA MAP Growth Assessment, we will increase the percent of students identified as “Meeting” or “Exceeding” projected growth goals by 5.3%. Spring 2019 rate 46.3; Goal rate for Spring 2020 51.6

Strategy(ies) (add AQUESTT Tenets after each strategy):

All students will receive ELA instruction utilizing targeted high probability strategies specific to ELA:

All students will receive the guaranteed and viable ELA curriculum as written in the A+ OPS Curriculum Guides for ELA using a balanced literacy approach.  

1.     Use the core resources (Journeys, Storytown, Collections, Being A Writer) to plan and deliver instruction based on state standards (College and Career Ready, Assessment)

2.     Provide daily guided reading instruction using the Literacy Continuum (College and Career Ready, Assessment)

3.     Provide students with daily literacy opportunities that build rigor during independent reading (College and Career Ready, Assessment)

4.     Provide instructional support to students needing additional assistance with reading in order to meet the requirements of the Reading Improvement Act (College and Career Ready, Assessment)

Strategy No.

Success Criteria

Monitoring Progress 

Timeline

Quarterly Results

1.      Use the core resources (Journeys, Storytown, Collections, Being A Writer) to plan and deliver instruction based on state standards

a.     Lessons and plans align with A+ Curriculum Guides

b.     Lessons and plans reflect high yield strategies
-Literacy Look Fors

c.      Common summative assessments administered according to A+ Curriculum Guide

d.     MAP data shows growth in number of students meeting growth goals and scoring “at” or “above” the grade level norm

e.     Common formative assessments are selected, administered, and collaboratively discussed

a.      Alignment is observed 100% of the time

b.      Evidence observed during 95% of coaching visits 

c.      80% of students score basic, proficient, or advanced 

d.      5% increase in number meeting growth goals and grade level norms from each test administration

e.      80% of students score basic, proficient or advanced 

a.      September

b.      September and January

c.      As determined by grade level pacing guides

d.      Fall, Winter, and Spring MAP assessments

e.      As determined by classroom teachers

Quarter 1:

a.       

b.        

c.       

d.       

e.       

Quarter 2:

a.       

b.        

c.       

d.       

e.         

Quarter 3:

a.        

b.         

c.       

d.       

e.      

Quarter 4:

a.        

b.        

c.         

d.       

e.      

2.      Provide daily guided reading instruction using the Literacy Continuum 

a.      Lessons and plans include use of Continuum and all components of a guided reading lesson plan
-Literacy Look Fors

b.      Benchmark assessments administered according to Testing Calendar

c.      Running records administered consistently

a.      Evidence observed during 95% of coaching visits

b.      80% of students score Approaching, Meets or Exceeds expectations

c.      80% of running records show growth

a.      November and March coaching visits

b.      According to testing calendar

c.      Discussed two times per quarter at grade level meetings

Quarter 1:

a.       

b.       

c.         

Quarter 2:

a.       

b.       

c.          

Quarter 3:

a.       

b.       

c.       

Quarter 4:

a.       

b.       

c.        

3.      Provide students with daily literacy opportunities that build rigor during independent reading

a.      Student read self-selected text daily (minimum of 20 minutes in K-2, 30 minutes in 3-6)

b.      Teachers provide rigorous, independent literacy opportunities daily

a.      100% of classrooms show evidence during Guided Reading 

b.      Evidence observed during 100% of coaching visits

a.       Quarterly 

b.      Quarterly

Quarter 1:

a.       

b.       

Quarter 2:

a.       

b.          

Quarter 3:

a.       

b.         

Quarter 4:

a.       

b.       

4.      Tier 2 - Provide instructional support to students needing additional assistance with reading in order to meet the requirements of the Reading Improvement Act 

a.      Phonics Mastery Guides taught daily beginning during quarter 1

b.      Progress monitoring every 5 days

a.      Coaching visits show evidence of fidelity 100% of the time

b.      100% of participating students show growth

a.      October and November

b.      Discussed at October – December grade level meetings

Quarter 1:

a.       

b.       

Quarter 2:

a.       

b.          

Quarter 3:

a.       

b.         

Quarter 4:

a.       

b.       

Monitor and Adjust –

Quarterly SIP Review meetings – [INSERT ALL SCHEDULED DATES AND TIMES HERE]

1.      Review SIP goals, strategies and PD plan

2.      Review progress monitoring measures and fidelity checks 

3.      Identify which progress monitoring measures were completed and achieved (provide evidence of success)

4.      Identify which progress monitoring measures were not achieved (provide evidence of effort)

5.      Review Title I expenditures to date and discuss alignment to SIP goals, strategies and PD Plan

6.      Conduct building walk identifying evidence of growth from previous quarter 

7.      Discuss adjustments needed to the plan

After the SIP Review meeting - 

1.      Adjust SIP plan based after receiving input from staff

2.      Upload adjusted plan to Instructional Leadership SharePoint

3.      Send notes of SIP Review meeting to CIS leadership

Budget/Resource Alignment (Title I schools)– 

What Title I expenditures will you make and how do they align to your SIP goals, strategies and PD plan?

·       Possibly purchase the Literacy Continuum for all Classroom and Resource teachers (Supports Goal #2)

 

Elementary School Name:      Chandler View Mathematics Goal                                                       

District Intended Summative Outcome:

Increase the number of elementary students identified as “On-Track” and “College and Career Ready” on NSCAS Summative Assessments Math will increase compared to the previous year. Spring 2019 rate _____; Goal rate for Spring 2020 _____

School Math Goals: 

3.     NSCAS Summative Goal

For NSCAS Math summative assessments, we will increase the percent of students who are identified as “On-Track” or “College and Career Ready” by 6.3%. Spring 2019 rate 37.3; Goal rate for Spring 2020 43.6

4.     MAP Interim Assessment Goals

c.     For Spring Mathematics MAP Growth Assessment, we will increase the percent of students identified as “At” or “Above” the grade level norm by 5.7%. Spring 2019 rate 43; Goal rate for Spring 2020 48.7

d.     For Spring Mathematics MAP Growth Assessment, we will increase the percent of students identified as “Meeting” or “Exceeding” projected growth goals by 4%. Spring 2019 rate 59.3; Goal rate for Spring 2020 63.3

Strategy(ies) (add AQUESTT Tenets after each strategy):

All students will receive mathematics instruction utilizing targeted high probability strategies specific to mathematics:

5.     Engage all students in high-quality tasks that promote reasoning and sense-making and support productive struggle (College, Career, and Civic Ready)

6.     Provide opportunities for students to engage in discourse and make connections between mathematical ideas and representations (College, Career, and Civic Ready)

7.     Utilize Common Assessments along with other data sources such as NSCAS, MAP, ongoing formative assessments, etc. as a part of the instructional process (Assessment)

Strategy No.

Success Criteria

Monitoring Progress 

Timeline

Quarterly Results

2.      Engage all students in high-quality tasks that promote reasoning and sense-making and support productive struggle

f.       Students engage in high-quality tasks

g.     High-quality tasks in lesson plans 

f.       Student artifacts show evidence of high-quality tasks in at least 75-90% of lessons

g.      90% of lesson observed show evidence of high-quality task implementation 
-Math Look Fors

f.       September, October, February, and April coaching visits

g.      October and February coaching visits

Quarter 1:

f.        

g.        

h.       

Quarter 2:

f.        

g.        

h.         

Quarter 3:

f.         

g.         

h.      

Quarter 4:

f.         

g.        

h.        

3.      Provide opportunities for students to engage in discourse and make connections between mathematical ideas and representations

d.      Students engage in discourse 

e.      Implementation of math discourse 

d.      Student artifacts show evidence of discourse in at least 75% of lessons

e.      75% of lessons observed show evidence of mathematical discourse

d.      November and March coaching visits

e.      September and March grade level or faculty meetings

Quarter 1:

d.       

e.       

f.         

g.       

Quarter 2:

d.       

e.       

f.        

g.         

Quarter 3:

d.       

e.       

f.        

g.      

Quarter 4:

d.       

e.       

f.         

g.      

5.      Utilize Common Assessments along with other data sources such as NSCAS, MAP, ongoing formative assessments, etc. as a part of the instructional process

c.      Students progress toward standards on district common assessments 

d.      MAP data shows growth in number of students meeting growth goals and scoring “at” or “above” the grade level norm

e.      Grade level meetings to analyze student performance on common assessments and adjust instruction as needed

c.      80% of students score basic, proficient, or advanced 

d.      5% increase in number meeting growth goals and grade level norms from each test administration

e.      50%, or more, of grade level meeting agendas reflect time for staff to analyze assessment data

c.       As determined by A+ Curriculum Guides for each grade level

d.      Fall, Winter, and Spring MAP assessments

e.      1x per month or as determined by timing of assessments

Quarter 1:

c.       

d.       

e.      

Quarter 2:

c.       

d.       

e.         

Quarter 3:

c.       

d.       

e.        

Quarter 4:

c.       

d.       

e.       

  

Monitor and Adjust –

Quarterly SIP Review meetings – [INSERT ALL SCHEDULED DATES AND TIMES HERE]

8.      Review SIP goals, strategies and PD plan

9.      Review progress monitoring measures and fidelity checks 

10.    Identify which progress monitoring measures were completed and achieved (provide evidence of success)

11.    Identify which progress monitoring measures were not achieved (provide evidence of effort)

12.    Review Title I expenditures to date and discuss alignment to SIP goals, strategies and PD Plan

13.    Discuss adjustments needed to the plan

After the SIP Review meeting - 

4.      Adjust SIP plan based after receiving input from staff

5.      Upload adjusted plan to Instructional Leadership SharePoint

6.      Send notes of SIP Review meeting to CIS leadership

Budget/Resource Alignment (Title I schools)– 

What Title I expenditures will you make and how do they align to your SIP goals, strategies and PD plan?

·       Possible purchase of IXL for Grade 5 (Strategy 1)

·       Possible attendance at Professional Conferences (Strategy 1)

·       Possible payment to guess speakers (Strategy 1)

Elementary School Name:       Chandler View Science Goal                                                              

District Intended Summative Outcome:

Increase the number of elementary students identified as “On-Track” and “College and Career Ready” on NSCAS Summative Assessments Science will increase compared to the previous year. Spring 2019 rate _____; Goal rate for Spring 2020 _____

School Science Goals: 

5.     NSCAS Summative Goal

For NSCAS Science summative assessments, we will increase the percent of students who are identified as “On-Track” or “College and Career Ready” by 5%. Spring 2019 rate _____; Goal rate for Spring 2020 _____

6.     MAP Interim Assessment Goals

e.     For Spring Science MAP Growth Assessment, we will increase the percent of students identified as “At” or “Above” the grade level norm by 5%.  Spring 2019 rate 49.7; Goal rate for Spring 2020 54.7

f.      For Spring Science MAP Growth Assessment, we will increase the percent of students identified as “Meeting” or “Exceeding” projected growth goals by 5.2%. Spring 2019 rate 48; Goal rate for Spring 2020 53.2

Strategy(ies) (add AQUESTT Tenets after each strategy):

All teachers will utilize the A+ Curriculum Guide, Evidence Statements and the core resource, Elevate science, to plan and deliver instruction based on Nebraska’s College and Career Ready Standards for Science:

8.     Provide opportunities for students to engage in the Science and Engineering Practices to demonstrate understanding of the Disciplinary Core Ideas and Crosscutting Concepts 

9.     Students will utilize interactive notebooks to demonstrate science learning

Strategy No.

Success Criteria

Monitoring Progress 

Timeline

Quarterly Results

3.      Provide opportunities for students to engage in the Science and Engineering Practices to demonstrate understanding of the Disciplinary Core Ideas and Crosscutting Concepts 

h.     Students engage in Science and Engineering Practices

i.       Common summative assessments administered according to A+ Curriculum Guide

j.       MAP data shows growth in number of students meeting growth goals and scoring “at” or “above” the grade level norm

k.      Common formative assessments are selected, administered, and collaboratively discussed

h.      Evidence observed during coaching visits 50% -90% of the time

i.       80% of students score basic, proficient, or advanced 

j.       5% increase in number meeting growth goals and grade level norms from each test administration

k.      80% of students score basic, proficient or advanced 

h.      September

i.       As determined by grade level pacing guides

j.       Fall, Winter, and Spring MAP assessments

k.      As determined by classroom teachers each quarter

Quarter 1:

i.        

j.         

k.       

l.        

m.      

Quarter 2:

i.        

j.         

k.       

l.        

m.        

Quarter 3:

i.         

j.          

k.       

l.        

m.     

Quarter 4:

i.         

j.         

k.         

l.         

m.      

2.      Students will utilize interactive notebooks to demonstrate science learning

f.       Science notebooks demonstrate learning

f.       Notebooks observed 50%-90% of the time during coaching visits

f.       End of each quarter

Quarter 1:

h.       

i.        

Quarter 2:

h.       

i.            

Quarter 3:

h.       

i.         

Quarter 4:

h.       

i.          

Monitor and Adjust –

Quarterly SIP Review meetings – [INSERT ALL SCHEDULED DATES AND TIMES HERE]

14.    Review SIP goals, strategies and PD plan

15.    Review progress monitoring measures and fidelity checks 

16.    Identify which progress monitoring measures were completed and achieved (provide evidence of success)

17.    Identify which progress monitoring measures were not achieved (provide evidence of effort)

18.    Review Title I expenditures to date and discuss alignment to SIP goals, strategies and PD Plan

19.    Discuss adjustments needed to the plan

After the SIP Review meeting - 

7.      Adjust SIP plan based after receiving input from staff

8.      Upload adjusted plan to Instructional Leadership SharePoint

9.      Send notes of SIP Review meeting to CIS leadership

Budget/Resource Alignment (Title I schools)– 

What Title I expenditures will you make and how do they align to your SIP goals, strategies and PD plan?

Elementary School Name:       Chandler View Attendance GOAL                                                                   

District Intended Summative Outcome:

Promoting and increasing daily student attendance, our district will increase the number of students in the NOT CHRONIC (green) domain by 2%

2018-2019 Achievement: _____     Goal Achievement: _____

School Attendance Goal: 

Our school will increase the number of students in the NOT CHRONIC (green) domain by 2%.  These students will miss no more than 9 days of the entire academic year and meet the goal of STRIVE FOR 95. 

2018-2019 Achievement: 51.3%   Goal Achievement: 53.3%

Strategy(ies) (add AQUESTT Tenets after each strategy):

-        Our school will establish and maintain an Attendance Team to consist of the principal, assistant principal, counselor, & attendance secretary (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains)

-        The Attendance Team will meet weekly to review attendance dashboard data, identify students for intervention, review current active strategies and align additional needed supports. (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains)

-        Our school will establish and maintain attendance incentive/recognition promoting increased attendance and district focus STRIVE For 95. (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains) 

Strategy No.

Success Criteria

Monitoring Progress 

Timeline

Quarterly Results

4.      Our school will establish and maintain an Attendance Team to consist of the principal, assistant principal, counselor, & attendance secretary. (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains)

l.       The Leadership Team will plan and facilitate weekly attendance meeting

m.     Attendance Team members attend weekly Attendance Meetings and complete assigned tasks

l.       Upload Attendance Template/notes from Weekly Attendance Team Meetings to Instructional Leadership SharePoint.

m.     Review Chronic Absenteeism by School Dashboard data showing a .25% increase per quarter

l.       Weekly 

m.     Quarterly (Nov. 1, 2019, Jan 10, 2010, March 20, 2020, May 28, 2020)

n.      Quarterly (Nov. 1, 2019, Jan 10, 2010, March 20, 2020, May 28, 2020)

 

Quarter 1:

n.       

o.        

p.       

Quarter 2:

n.       

o.        

p.         

Quarter 3:

n.        

o.         

p.      

Quarter 4:

n.        

o.        

p.        

4.      The Attendance Team will meet weekly to review attendance dashboard data, identify students for intervention, review current active strategies and align additional needed supports. (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains)

g.      Identify patterns in student absences

h.      School Counselors make phone calls to parent/guardian of students who have reached 5 day milestone and document in Student Services contact log

i.       Attendance Team Members/Staff work with students and families to remove attendance barriers

g.      Review Attendance Dashboard Data during weekly Attendance Team Meeting.

h.      Review Attendance Dashboard data quarterly at team meetings-Quarter1,Q2, Q3, and Q4 

i.       Review attendance barriers identified by parent/guardians to school counselor and how to address these barriers.

 

g.      Weekly 

h.      Quarterly (Nov. 1, 2019, Jan 10, 2010, March 20, 2020, May 28, 2020)

i.       Weekly

Quarter 1:

j.        

k.       

l.         

m.      

Quarter 2:

j.        

k.       

l.        

m.        

Quarter 3:

j.        

k.       

l.        

m.     

Quarter 4:

j.        

k.       

l.         

m.     

6.      Our school will establish and maintain attendance incentive/recognition promoting increased attendance and district focus STRIVE For 95. (AQuESTT: Positive Partnerships, Relationships, and Success and AdvancED: Leadership and Resources Capacity Domains) 

f.       Teachers provide positive feedback to support daily attendance and promote future attendance

g.      School-wide attendance recognition
-90% present & on time each day of that week

h.      K-2 & 3-6 attendance is monitored and recognized with the Golden Plate Traveling Trophy

f.       Teachers provide 4 to 1 positive feedback (MTSS-B strategy)

g.      Review Attendance Dashboard Data during weekly Attendance Team Meeting

f.       Nov, 1, 2019, March 20, 2020

g.      Quarterly

Monitor and Adjust –

10.    Conduct Weekly Attendance Team Meetings  to identify barriers to attendance and identify students in each domain to support

11.    Attend Monthly SSL/Designee training to support district attendance focus

12.    Monitor and process attendance milestones and County Attorney Referrals 

13.    Ensure fidelity of weekly attendance team meetings through uploading of Attendance Template to Instructional Leadership SharePoint 

14.    Administrative staff provide updated attendance awareness and information based on attendance data at all School Staff Meetings as needed

15.    Counselors Conduct yearly PLP meetings with students 

Budget/Resource Alignment (Title I schools)– 

What Title I expenditures will you make and how do they align to your SIP goals, strategies and PD plan?

School Name:  Chandler View MTSS-B Goal                                                              

District Intended Summative Outcome: 

-Increase the use of MTSS-B Essential Components and Effective Classroom Practices to increase learning time and improve classroom behavior. Setting a baseline goal during the 19-20 school year due to the lack of documentation in the 18-10 school year.

School MTSS-B Goal:

Tier 1- Increase the use of Effective Classroom Practices and school wide use of specific positive feedback as measured on the Self-Assessment Survey (SAS) and Tiered Fidelity Inventory (TFI). Schools will show a minimum increase of 10% in each SAS system: Schoolwide, Non-Classroom and Classroom. 10% is a sign of deliberate change of practice on an anonymous self-assessment.

Strategies:

·       Maintain a Tier 1 team that will meet monthly to monitor the fidelity of Tier 1 practices.

·       Use the MTSS-B Tier 1 Action Plan to guide and document Tier 1 implementation and fidelity.

·       Attend Tier 1 Trainings.

·       Identify a Building Coach for Tier 1 who will attend six meeting led by district coaches:  Jessica Riley

·       Use schoolwide management strategies that meet the needs of all students with common language used consistently across all settings. This includes teaching specific expected behaviors and providing frequent positive reinforcement for expected behavior. 

·       Staff will consistently follow the school’s Behavior Flowchart to address behavior incidents.

Success Criteria:

·       Staff will teach, model and practice behavior expectations using the lessons and language from the school’s behavior matrix.

·       Teachers will use a 4 to 1 positive to corrective ratio when providing feedback to students.

·       School-wide acknowledgement system used to reinforce student behavior.

·       Students will respond to classroom managed behavior strategies, reducing the amount of lost instructional time.

Progress Monitoring:

The MTSS-B Tier 1 team will:

·       Monitor the implementation of Tier 1 practices through annual administration of the Self-Assessment Survey (SAS) and the Tiered Fidelity Inventory (TFI).

·       Use the Behavior Dashboard and other forms of data to determine trends in student behavior.

Monitor and Adjust:

The MTSS-B Tier 1 Team will:

·       Review Big Five behavior data and create and monitor monthly Solution Plans to increase positive student behavior school wide.

·       Make needed adjustments to lesson plans, acknowledgement system and other practices.

·       Provide on-going professional development based on needs identified by the team.

Quarterly SIP Review meetings 

1.     Review SIP goals, strategies and PD plan

2.     Review all progress monitoring measures and fidelity checks for the quarter

3.     Identify which progress monitoring measures were completed and achieved (provide evidence of success)

4.     Identify which progress monitoring measures were incomplete and/or not achieved (provide evidence of effort)

5.     Review Title I expenditures to date and discuss alignment to SIP goals, strategies and PD Plan

6.     Conduct building walk identifying evidence of growth from previous quarter 

7.     Discuss adjustments needed to the plan

After the SIP Review meeting - 

·       Adjust SIP plan (including PD plan) based on progress monitoring measures, after communicating and receiving input from staff

·       Upload adjusted plan to Instructional Leadership SharePoint

·       Send notes of SIP Review meeting to CIS leadership

Budget/Resource Alignment – 

What expenditures will you make and how do they align to your SIP goals, strategies and PD plan?

Elementary School Name:       Chandler View Wellness Goal                                                                                                                                                 

 

District Intended Wellness Outcomes:

Increase the number of wellness strategies implemented district-wide by 2%.

School Wellness Goal Samples: (Please select at least one goal)

§  Increase the physical activity for students by increasing the number of available opportunities.

§  Improve staff and student knowledge of healthy eating choices by participating in FFVP.

Strategy(ies) (add AQUESTT Tenets/AdvancEd after each strategy):

Nutrition Standards

§  Compliance with required Smart Snack guidelines (no food sold from midnight to 30 minutes after dismissal that does not meet the Smart Snack requirement, food label entry into www.healthiergeneration.org/calculator to determine Smart Snack compliance)

§  No food or beverages sold from midnight to 30 minutes after dismissal on a school day unless the food or beverage sold meets the requirement food label entry in www.healthiergeneration.org/calculator used to determine Smart Snack compliance

Nutrition Education:

§  Offer fruit as an alternative to carbohydrate snacks as a treat or snack

§  Increase the focus on farm rather than factory prepared foods

§  Provide opportunities for students to increase their awareness of healthy eating 

Physical Activity:

§  Provide extra gym/recess time as a reward for MTSS-B

§  PE Teacher provides instruction to school staff on games that include physical activity and can be used with students inside PE time

§  Offer intramural activities for 5th and 6th grade students

School Based Activities that Relate to Nutrition and Physical Activity (i.e., General Wellness):

§  Allow students time for movement throughout the day (e.g., brain breaks)

§  Avoid scheduling clubs or activities during lunch so students and staff members can enjoy a relaxing lunch

§  Intramural sports

Success Criteria:

§  Increase number of fresh fruits and vegetables students are exposed to

§  Increase number of wellness activities offered to students and/or staff members during the school year

Monitoring Progress: (Documentation should be kept in the Wellness Binder)

§  FFVP monthly food and activity schedule

§  Intramural Documentation- Participants, Practice/Game Calendar

Monitor and Adjust:

Monthly check