Student Success Plan - Action Plan School Name: Longview Elementary School Year: 2019-2020 Goal 1 Language Arts Goal Based upon the significant findings, list the school's most critical need related to student learning: Reading and Writing District goal for 2022: 64% proficiency in ELA 66% in Math 67% in Science Reduce the Achievement Gap by 11% Each year in each content area 60 MGP (Median Growth Points) Goal established to meet the above listed need: In order to meet the district goal for 2022, Longview needs to increase RISE (previously SAGE) proficiency in ELA 1% each year. This school year, we want to increase our ELA proficiency from 60% to 61% proficient. School will increase RISE Language Arts scores for current 4 th graders from 63% proficient (as 3 rd graders in 2018) to 66% proficient for the 2019-2020 school year. Current 5 th graders will move from 63% proficient (as 4 th graders in 2018) to 66% proficient for the 2019-2020 school year. Current 6 th graders will move from 58% proficient (as 5 th graders in 2018) to 61% proficient for the 2019-2020 school year. Each student in grades 4-6 should make at least 60 MGP according to RISE; this year our 4 th graders earned 55 MGP, our 5 th graders earned 41 MGP, and our 6 th graders earned 77 MGP. All grade levels will have at least 90% of their students scoring Benchmark on the DIBELS Next Reading Assessment by the End of the Year, and no more than 5% of students seeing a backward progression on the DIBELS correlation study. In order to achieve this outcome the following grades need to show growth in their composite scores in the following manner: Kindergarten will increase from 64% at BOY benchmark to 90% at EOY benchmark; a total of 26% growth for EOY 2019-2020 First grade will increase from 55% at BOY benchmark to 90% at EOY benchmark; a total of 35% growth for EOY 2019-2020 Second grade will increase from 70% at BOY benchmark to 90% at EOY benchmark; a total of 20% growth for EOY 2019-2020 Third grade will increase from 84% at BOY benchmark to 90% at EOY benchmark; a total of 6% growth for EOY 2019-2020 **All data is reflective of the 2017-2018 SAGE Assessments and 2018 DIBELS Assessment. Data will be updated as we receive the 2018-2019 RISE testing data. Actions Persons Responsible Funding Costs/Source Timeline 1. Reading Focus: Provide targeted intervention focus for student in grades K-6. Instrutional Coach Classroom Teachers No Cost September 2019 – April 2020 2. Teacher Support: Provide targeted paraprofessional support to students in grades K- 6 to support the targeted intervention reading focus. Instructional Coach Classroom Teacher Paraprofessionals $27,000/K-3 Reading Prg. $26,000/LAND Trust September 2019 – April 2020 ELA Legend: Coaching Instructional Resources Professional Learning Reading Writing Technology Teacher Support
Transcript
Student Success Plan - Action Plan
School Name: Longview Elementary
School Year: 2019-2020
Goal 1 Language Arts Goal
Based upon the significant findings, list the school's most critical need related to student learning: Reading and Writing
District goal for 2022:
64% proficiency in ELA
66% in Math
67% in Science
Reduce the Achievement Gap by 11%
Each year in each content area 60 MGP (Median Growth Points)
Goal established to meet the above listed need: In order to meet the district goal for 2022, Longview needs to increase RISE (previously
SAGE) proficiency in ELA 1% each year. This school year, we want to increase our ELA proficiency from 60% to 61% proficient. School will
increase RISE Language Arts scores for current 4th graders from 63% proficient (as 3rd graders in 2018) to 66% proficient for the 2019-2020
school year. Current 5th graders will move from 63% proficient (as 4th graders in 2018) to 66% proficient for the 2019-2020 school year.
Current 6th graders will move from 58% proficient (as 5th graders in 2018) to 61% proficient for the 2019-2020 school year. Each student in
grades 4-6 should make at least 60 MGP according to RISE; this year our 4th graders earned 55 MGP, our 5th graders earned 41 MGP, and our
6th graders earned 77 MGP.
All grade levels will have at least 90% of their students scoring Benchmark on the DIBELS Next Reading Assessment by the End of
the Year, and no more than 5% of students seeing a backward progression on the DIBELS correlation study.
In order to achieve this outcome the following grades need to show growth in their composite scores in the following manner:
Kindergarten will increase from 64% at BOY benchmark to 90% at EOY benchmark; a total of 26% growth for EOY 2019-2020
First grade will increase from 55% at BOY benchmark to 90% at EOY benchmark; a total of 35% growth for EOY 2019-2020
Second grade will increase from 70% at BOY benchmark to 90% at EOY benchmark; a total of 20% growth for EOY 2019-2020
Third grade will increase from 84% at BOY benchmark to 90% at EOY benchmark; a total of 6% growth for EOY 2019-2020
**All data is reflective of the 2017-2018 SAGE Assessments and 2018 DIBELS Assessment. Data will be updated as we receive the 2018-2019
RISE testing data.
Actions Persons Responsible Funding
Costs/Source Timeline
1. Reading Focus: Provide targeted intervention focus for student in grades K-6. Instrutional Coach
Classroom Teachers No Cost
September 2019 –
April 2020
2. Teacher Support: Provide targeted paraprofessional support to students in grades K-
6 to support the targeted intervention reading focus.
Instructional Coach
Classroom Teacher
Paraprofessionals
$27,000/K-3 Reading Prg.
$26,000/LAND Trust
September 2019 –
April 2020
ELA Legend:
Coaching
Instructional Resources
Professional Learning
Reading
Writing
Technology
Teacher Support
3. Teacher Support: Provided targeted support to students (Student Advocate) in
grades K-6 primarily in behavior or as needed determined by school-wide and
classroom data, School Community Council, and Building Ledership Team.
Instructional Coach
Social Worker & Psychologist
Classroom Teachers
Special Education Techer
Principal
$1,188/Elem. Aides Budget
$2,500/LAND Trust
$4,000 TSSA
September 2019 –
June 2020
4. Teacher Support: Classroom reduction paraprofessional to support student learning
in grades 2-6 where there are pockets of much larger classes. These paras will be
highly trained to work with small groups and target supports in an academically
rich and purposeful system.
Paraprofessionals
Principal $5,000 TSSA
August 2019 – June
2020
5. Professional Learning: provide professional learning opportunity for teachers to
better understand and implement restorative justice practices in their classrooms.
Principal
Classroom Teachers
Social Worker & Psychologist
Dist. Student Services Personel
Paid for with 2018-2019
PD budgets
June 2019 –
May 2020
6. Instructional Resources: provided targeted structures and processes for teachers to
use with students K-6 in addressing behavioral needs through a restorative justice,
character education, and mindfulness framework.
Principal
Classroom Teachers
Social Worker & Psychologist
Dist. Student Services Personel
$500/LAND Trust June 2019 –
May 2020
7. Professional Learning: School Leadership Team meetings
Leadership Team Teachers
Instructional Coach
School Social Worker
Principal
$1,000/PD Budget August 2019 –
May 2020
8. Professional Learning: provide professional learning opportunities for teachers to
improve, refine, and implement PLC best practices and structures.
Principal
Classroom Teachers
$500/PD Budget
$4,000/LAND Trust
October 2019 –
May 2020
9. Writing Focus: through use of PLC meeting times and structures create grade level
writing rubrics that are fluid and consistent school-wide in providing vertical
alignment along with student clarity in work production/final product.
Principal
Classroom Teachers
Instructional Coach
No Cost September 2019 –
December 2019
10. Professional Learning & Coaching: professional learning opportunities and coaching
for classroom teachers and students to enhance engagement and students’ use of 21st
century skills through use of technology focusing on collaboration, communication,
critical thinking and creativity.
Principal
Classroom Teachers
Instructional Coach
District Technology Coach
No Cost September 2019 –
April 2020
11. Provide supplemental text resources to all grade levels.
Classroom Teachers
Instructional Coach
Principal
$400/supplies
$2,400/school funds
September 2019 –
April 2020
12. Coaching cycles (pre-conference, shared experience, post-conference), feedback and
modeling of ELA instruction
Instructional Coach
Classroom Teachers No Cost
September 2019 –
May 2020
13. Administrative observations and feedback of ELA instruction Principal No Cost September 2019 –
May 2020
14. Provide families with additional support resources to engage students at home with
reading and writing skills that will help ensure life-long learning.
Principal
Classroom Teachers
Parents
$420/school funds September 2019 –
May 2020
15. Purchase of site license of Define STEM to use for supports with enrichments for
students
Principal
Instructional Coach
Classroom Teachers
$2,900/LAND Trust September 2019 –
May 2020
*School funds are money raised through school fundraiser that is not part of ongoing funds from the district.
Professional Learning Plan Goal 1
Student Scaffolded
Supports
What scaffolding will be
provided to support
students in order to reach
performance goal? (MTSS)
Learning Goal(s)
What skills do your teachers
need to implement the
scaffolded supports?
Actions
How will PD, public practice,
structures, resources, or
personnel be utilized to
meet your goals?
Evaluation
How will progress
towards goals be
measured?
What strategies and
structures will be
implemented during
core instruction to
meet the
performance goal?
School-wide
implementation of routines
for teaching and learning
word structures.
Students will read with
purpose. They will utilize
the Learning Target to
measure their own
individual performance of
daily lessons.
Teachers will use the
curriculum maps and
assessments on a regular
basis to guide their
instruction.
Students will know and
use various reading
strategies in their daily
work.
Teachers and
paraeductors will model
explicit instruction to
provide student the tools
they need to feel safe and
Knowledge and experience
with the routines for
teaching and student
learning of word
structures.
Work time to create
writing rubrics that
support grade-level core
standards and bridge
between both the grade
below and grade above
theirs. (Vertical alignment)
Create and implement
Learning Targets that will
be posted and discussed
throughout each lesson.
Providing teacher and
student clarity.
Collaborate in content
PLCs to identify objectives
(learning outcomes), time
frames, develop CFAs and
other assessment tools,
analyze data and plan
Writing rubrics utilized as
a scaffold, model, and
support for student work
and outcomes.
Intervention times will be
included on the master
schedule for students
grades K-6.
Specials time for students
will be structured
strategically on the master
schedule to maximize
collaboration time for
teachers.
Teachers will identify
focus students when
analyzing data and
consistently and
intentionally focus
interventions and
enrichments for these
students.
Interventions will be fluid
and based on student
RISE summative
and/or benchmarks
prior to RISE
testing window at
end-of-year.
70% of students
increase at least
one rubric level
from pre to post
writing assessments
quarterly.
As least 10%
decrease in office
referrals due to
student behavior
based on school
behavior tracker.
20% increase of
students report
feeling safe, happy,
and accepted at
school through
student survey.
ELA Legend:
Coaching
Instructional Resources
Professional Learning
Reading
Writing
Technology
Teacher Support
successful in addressing
their own deficits.
Students will utilize the
writing rubrics to measure
their own individual
writing quality and
performance.
interventions or next
steps.
Understanding of
restorative justice
practices and other
behavioral best practices
to support and collaborate
with paraeducators, social
worker, and principal in
addressing student needs.
need utlilizing: PASI
(Phonemic Awareness
Screening Inventory), PSI
(Phonics Screening
Inventory) by 95% Group,
and DIBELS.
Paraeducators Support: All
paraeducators will be
trained in both enrichment
and intervention supports
that they will be providing
to students.
School Building Leadership
Team will meet regularly,
and as needed ½ day
substitutes will be
provided.
Teachers will be provided
with professional
development and coaching
and/or licenses and
software such as NearPod,
Lexia, and blended
learning platforms to
assist in their
implementation of various
technology used to
compliment/supplement
their Core Instruction.
One teacher from each
grade-level, principal, and
instructional coach will
attend a three day
training on more
effectively implementing
and creating PLCs.
Teachers will select
supplemental text sources
CFAs (common
formative
assessments)
SLOs (student
learning outcomes)
RISE assessments
Phonics & Phonemic
Awareness
screeners
DIBELS
Progress Monitoring
What will be
implemented to
promote continued
growth for
proficient students?
Teachers will provide
advanced learners
opportunities such as:
Problem Based Learning,
reciprocal teaching,
research and presentation
projects, author/novel
studies, readers theater,
etc.
Utilize online resources to
extend students who are
at benchmark.
Students will use
technology to extend their
learning.
Paraprofessional Support:
all paraeducators will be
trained in both enrichment
and intervention supports
that they will be providing
to students. Enrichment
examples include: Problem
Based Learnig, research
and presentation projects,
author/novel studies,
readers theater, etc.
Writing rubric will include
a “beyond” bridging the
gap into follow grade-
levels’ core standards in
writing.
What will be
implemented to
accelerate learning
of students who are
not proficient?
Teachers and
paraeducators will model
explicit instruction to
provide students the tools
they need to feel safe and
successful in addressing
their own deficits.
School-wide
implementation of routines
teaching and learning
word structures to provide
a consistent and
predictable process for
students.
Writing rubics will scaffold
between previous grade-
levels’ writing standards
along and have specific
visual examples of what
student work would look
like as a reference and
model for students.
Interventions targeting
specific student
deficiencies will be
provided daily.
MTSS process built into
PLC meeting times to
more closely monitor and
identify student need.
such as Scope,
Storyworks, etc. that will
enhance their Tier 1
Language Arts Instruction,
and provide additional
literature for students to
have a home.
One teacher from each
grade-level, instructional
coach, school social
worker, and principal will
attend a summer
conference on Restorative
Justice and then take
those best practices to
revamp school behavior
plan to better support
students in academic and
classroom success.
Paraeducator will work
closely with teachers,
school social worker, and
principal to provide
students support with
positive behavior and
intervention plans, and
school-wide expectations.
Principal and instructional
coach will provide ongoing
coaching cycles,
observations and feedback
with teachers on a
consistent basis.
Instructional coaching and
modeling will take place
regularly in all classrooms.
Principal will conduct
drop-ins with specific
feedback in all classrooms
at least twice a month.
DefineSTEM will be
purchased and utilized as
a resource in support of
enrichments for students.
Schol Name: Longview Elementary
School Year: 2019 – 2020
Goal 2 Math Goal
Based upon the significant findings, list the school's most critical need related to student learning: Math
District goal for 2022:
64% proficiency in ELA
66% in Math
67% in Science
Reduce the Achievement Gap by 11%
Each year in each content area 60 MGP (Median Growth Points)
Goal established to meet the above listed need: In order to meet the district goal for 2022, Longview needs to increase RISE (previously
SAGE) proficiency in Math 3% each year. This school year, we want to increase our Math RISE score from 54% proficient to 57% proficient.
School will increase RISE Math scores for current 4th graders from 56% proficient (as 3rd graders in 2018) to 59% proficient for the 2019-
2020 school year. Curent 5th graders will move from 73% proficient (as 4th graders in 2018) to 77% proficient for the 2019-2020 school
year. Curent 6th graders will move from 46% proficient (as 5th graders in 2018) to 49% proficient for the 2019-2020 school year.
Additionally, each student in grades 4-6 should make at least 60 MGP according to RISE; this year our 4th graders earned 50 MGP, our 5th
