School Improvement Plan Comprehensive Needs Assessment School: Wiley ES Plan Year 2014-2016 Page 1 of 17 Data Components Areas of Strengths Areas of Concern Student Achievement • Our Math scores are consistently higher than reading scores. • Our black students met AYP in reading and math for 2012-2013. • mCLASS data shows that we are not making significant growth from MOY to BOY. Our DIBELS composite score increased from 63% of students performing at or above benchmark to 67% in grades K-5. • mCLASS data shows that we have made no TRC growth. Our score decreased from 62% of students performing at or above benchmark down to 51% in grades K-3. Instructional Practices/Strategies • Variety of teaching strategies • Differentiation of instruction provided during WISE time. • Through PLTs, teachers have identified at risk (for poor academic performance) students, identified their greatest areas of need, provided support in those areas, and monitored response to those supports. • Increased communication between vertical grade pairs about at risk students (Kid Talk, Tier II and Tier III spreadsheets, RTI website, "Passing of the Folders"). • Discovery Education Teacher Leader Corp. • See Spot Read reading program for "at risk readers" in grades 1-3. • Implementation of Kathy Richardson assessments, activities and progress monitoring for students in need of Math intervention. • Independent reading time and individual conferences in reading and writing varies across grade levels. • Inconsistent amount of time is spent across grade levels during Literacy blocks. • According to the data survey: Literary—WCPSS recommendation is 120 minutes per day Reading/Writing, Wiley needs about 90 minutes per day because of electives; 16% reported less than 60 minutes of Literacy and 25% reported more than 90 minutes per day. • According to the data survey: Math - WCPSS recommendation is 60 minutes per day; 15% reported less, 15% reported more. • Access to the interventions listed on EASI for Tier II and Tier III PEPs are limited. • Teachers do not have access to many of the subscriptions to programs/websites to support interventions/curriculum. Staff and Student Demographics • diverse student body • Students meeting growth targets in the Black and Hispanic demographic group are lower than the White and Asian demographic groups. • Demographic Teacher turnover rate is 19% each year. • Lack of teacher diversity.
Transcript
School Improvement Plan
Comprehensive Needs AssessmentSchool: Wiley ESPlan Year 2014-2016
Page 1 of 17
DataComponents Areas of Strengths Areas of Concern
Stud
ent
Achi
evem
ent • Our Math scores are consistently higher than reading scores.
• Our black students met AYP in reading and math for 2012-2013.• mCLASS data shows that we are not making significant growth fromMOY to BOY. Our DIBELS composite score increased from 63% ofstudents performing at or above benchmark to 67% in grades K-5.• mCLASS data shows that we have made no TRC growth. Our scoredecreased from 62% of students performing at or above benchmarkdown to 51% in grades K-3.
Inst
ruct
iona
lPr
actic
es/S
trat
egie
s
• Variety of teaching strategies• Differentiation of instruction provided during WISE time.• Through PLTs, teachers have identified at risk (for poor academicperformance) students, identified their greatest areas of need,provided support in those areas, and monitored response to thosesupports.• Increased communication between vertical grade pairs about atrisk students (Kid Talk, Tier II and Tier III spreadsheets, RTI website,"Passing of the Folders").• Discovery Education Teacher Leader Corp.• See Spot Read reading program for "at risk readers" in grades 1-3.• Implementation of Kathy Richardson assessments, activities andprogress monitoring for students in need of Math intervention.
• Independent reading time and individual conferences in reading andwriting varies across grade levels.• Inconsistent amount of time is spent across grade levels duringLiteracy blocks.• According to the data survey: Literary—WCPSS recommendation is120 minutes per day Reading/Writing, Wiley needs about 90 minutesper day because of electives; 16% reported less than 60 minutes ofLiteracy and 25% reported more than 90 minutes per day.• According to the data survey: Math - WCPSS recommendation is 60minutes per day; 15% reported less, 15% reported more.• Access to the interventions listed on EASI for Tier II and Tier III PEPsare limited.• Teachers do not have access to many of the subscriptions toprograms/websites to support interventions/curriculum.
Staf
f and
Stud
ent
Dem
ogra
phic
s • diverse student body • Students meeting growth targets in the Black and Hispanicdemographic group are lower than the White and Asian demographicgroups.• Demographic Teacher turnover rate is 19% each year.• Lack of teacher diversity.
School Improvement Plan
Comprehensive Needs AssessmentSchool: Wiley ESPlan Year 2014-2016
Page 2 of 17
DataComponents Areas of Strengths Areas of Concern
Perc
eptio
n Wiley respondents agreed 90% or higher on 2010 TWC questions 31out of 37 questions.
79.5% of 2010 TWC respondents agreed they had appropriate amountof time is provided for professional development.74.4% of 2010 TWC respondents agreed that follow up was providedfrom professional development.
Prog
ram *large magnet pool of applicants for magnet program 48% of
students choose Wiley*SWD grew at the same rate as non-disabled peers last year asmeasured by the EOG
*achievement data shows varied growth for students in AIG, ESL, andSWD programs
Integrate staff development into Early release andfaculty meetings.Provide coverage for PLT planning
Reading Instruction Differentiation
Various reading program
Leveled libraries
Inventory Book room librariesTraining of differentiation for classroom teachersReading Walkthrough to collect more data
School Improvement Plan
Comprehensive Needs AssessmentSchool: Wiley ESPlan Year 2014-2016
Page 3 of 17
Data SummaryDescribe your conclusions
We need to focus on differentiation, particularly for the following subgroups in reading: Level I & II, Black, F/R, and Male students. Staff Development,Differentiation, PLT collaboration, and reading walkthroughs will assist in the process.We need to properly use assessments to differentiate for students during team time and core instruction. Using PLT’s, staff development, partnering withlocal universities will assist in the process.
School Improvement Plan
Membership of School Improvement TeamSchool: Wiley ESPlan Year 2014-2016Principal: Katie McMahonDate: Mar - 2012
Page 4 of 17
SIP Team Members
Name School Based Job Title
1 Candice Stockert Teacher
2 Carrie Oliver Teacher
3 Cat McCann Teacher
4 Chris Gower Hahner Teacher
5 Dianne Jones Teacher
6 Eliz Colbert Parent
7 Eman Ziada-Brandt Teacher
8 Gretchen Ross Teacher
9 Heather Cassidy Teacher
10 Judy Williams Teacher
11 Julia Dow Teacher
12 Kathy Jeffries Teacher
13 Katie Hojnacki Teacher
14 Katie McMahon McMillan Principal
15 Katie Ware Assistant Principal
16 Kristin Brownell Teacher
17 Lecia Cecconi-Roberts Teacher
18 Margaret Price Teacher
19 Matthew Schisler Teacher
20 Neena Fortune Teacher
21 Ryan Robertson Teacher
22 Sadie Hoover Teacher
School Improvement Plan
Mission, Vision and Value StatementsSchool: Wiley ESPlan Year 2014-2016Date: Apr - 2012
Page 5 of 17
Mission Statement:
Our Mission is: The Wiley community empowers innovative learners who explore and enhance ourchanging world.
Vision Statement:
Wiley International Studies Magnet Elementary is an international community that encourages highachievement, global citizenship, appreciation of diversity, and an understanding of world cultures. Weeducate the whole child with the partnership of family and community to provide a foundation to becomeinterdependent life-long learners.
Value Statement:
We VALUE a safe and respectful learning community of innovative:*Risk Takers*Creators*Collaborators*Communicators*Critical Thinkers*Problem Solversthat fosters growth and global understanding.
School Improvement Plan
Summary of Goals, Key Processes and Action StepsSchool: Wiley ESPlan Year 2014-2016LEA: Wake County (920)
Page 6 of 17
School Goal By June 2016, Wiley International Studies MagnetElementary School will meet or exceed expected growth inReading as measured by EVAAS and all subgroups will meetAMO targets in Reading as measured by EOG scores.
Goal Manager Principal
Strategic Directive Focus on Learning and Teaching
State Board of Education Goal Globally Competitive Students
Data Justification for Goal Based onComprehensive Needs Assessment
In 2012-2013, economically disadvantaged 3-5 gradestudents did not meet their AMO target in reading.In 2011-2012, black students and economicallydisadvantaged 3-5 grade students did not meet their AMOtarget in reading.
In 2010-2011, black students and economicallydisadvantaged 3-5 grade students did not meet their AYPtarget in reading
1 Key Process Strengthen Literacy Instruction by utilizing student conferences to driveinstruction and implementing the K-2 Letterland Curriculum with fidelity.
Process Manager Instructional Team
Completion Date May - 2016
Restrainers *communication between primary teachers to intervention teachers is notconsistently productive for student growth*staff' is still in the process of identifying and solving the true root causesfor the consistent achievement gap between white and black students (in2010-2011 56.1% difference) and between ED and Non-ED (in 2010-201158.1% difference)
Resources
*focused intervention instruction for each grade level*analysis of student data in PLTs*curriculum specialists' co-teaching, modeling lessons, and coaching staffin effective literacy instruction*high parent involvement in grade K-3
Measurable ProcessCheck(s)
• Key process manager will review quarterly data collected from Literacywalk-throughs for progress toward the implementation of our key process.• Key process manager will monitor on a monthly basis, grade levelquarterly curriculum maps and PLT minutes found on shared drive(blackboard?) to monitor the fidelity of implementation.• Key process manager will review common assessment data to determineif conferring has a positive impact on student growth.
1 Action Step • Teachers will use mCLASS and running record datato make informed decisions to drive instruction.
Timeline From 6/2014 To 5/2016
School Improvement Plan
Summary of Goals, Key Processes and Action StepsSchool: Wiley ESPlan Year 2014-2016LEA: Wake County (920)
Page 7 of 17
2 Action Step • Grade levels will have a clearly defined Literacyframework that will incorporate the components of aBalanced Literacy program.
Timeline From 6/2014 To 5/2016
3 Action Step • Teachers will confer at a minimum 1x per week withstudents during the Literacy block.
Timeline From 6/2014 To 5/2016
4 Action Step • Admin will provide staff with professionaldevelopment specifically geared towards Literacyinstruction.
Timeline From 6/2014 To 5/2016
5 Action Step • Teachers will increase independent reading timeduring the Literacy block.
Timeline From 6/2014 To 5/2014
6 Action Step • Grade levels will administer criterion basedcommon assessments.
8 Action Step • SIP team will create walk-through documents andcreate walkthrough calendar and implement by 2nd
qtr.
Timeline From 6/2014 To 5/2016
9 Action Step • Teachers will integrate our magnet theme by usingThe Asia Society's Global Matrices throughout literacy.
Timeline From 6/2014 To 5/2016
School Improvement Plan
Summary of Goals, Key Processes and Action StepsSchool: Wiley ESPlan Year 2014-2016LEA: Wake County (920)
Page 8 of 17
School Goal By June 2016, Wiley International Studies MagnetElementary School will meet or exceed expected growth inMath as measured by EVAAS and all subgroups will meetAMO targets in Reading as measured by EOG scores.
Goal Manager Principal
Strategic Directive Focus on Learning and Teaching
State Board of Education Goal Globally Competitive Students
Data Justification for Goal Based onComprehensive Needs Assessment
In 2012-2013 economically disadvantaged 3-5 gradestudents did not meet their AMO target in math.
In 2011-2012, black and economically disadvantaged 3-5grade students did not meet their AMO target in math.
In 2010-2011, black and economically disadvantaged 3-5grade students did not meet their AYP target in math.
1 Key Process Strengthen math instruction by implementing effective math interventionstructures and focusing on making sense of problems and persevering insolving them.
Process Manager Instructional Team
Completion Date May - 2016
Restrainers • Lack of universal benchmarks• lack of curriculum specialists' co-teaching, modeling lessons, andcoaching staff in effective math instruction
Resources • Kathy Richardson Assessments• analysis of student data in PLTs• high parent involvement in grade K-3• Wiley tutor program
Measurable ProcessCheck(s)
• The Key process manager will review quarterly Case 21 data for grades2-5 to measure progress towards the goal.• The Key process manager will review K-1 summative Math assessmentsto measure progress towards the goal.
1 Action Step • Teachers will use mCLASS math data to driveinstruction.
Timeline From 6/2014 To 5/2016
2 Action Step • Teachers will use Kathy Richardson assessments,intervention activities and progress monitoring toolsto support instruction.
Timeline From 6/2014 To 5/2016
School Improvement Plan
Summary of Goals, Key Processes and Action StepsSchool: Wiley ESPlan Year 2014-2016LEA: Wake County (920)
Page 9 of 17
3 Action Step • Teachers will provide additional strategicintervention and enrichment 4 times a week duringthe WISE block.
Timeline From 6/2014 To 5/2016
4 Action Step • Teachers will facilitate student-led math talk as apart of daily instruction
6 Action Step • Grade levels will administer criterion basedcommon assessments.
Timeline From 6/2014 To 5/2016
7 Action Step • Teachers will model, explain and display mathvocabulary
Timeline From 6/2014 To 5/2016
School Improvement Plan
Summary of Goals, Key Processes and Action StepsSchool: Wiley ESPlan Year 2014-2016LEA: Wake County (920)
Page 10 of 17
School Goal 80% or more of staff, students, and parents will agree thatWiley is a positive, nurturing place for learning and teachingas measured by benchamark surveys.
Goal Manager School Improvement Team
Strategic Directive Systems and Structures to Support Schools
State Board of Education Goal Healthy Responsible Students
Data Justification for Goal Based onComprehensive Needs Assessment
Intervention Planning MatrixSchool: Wiley ESPlan Year 2014-2016School Year: 2014-2015
Page 14 of 17
Reading Math Behavior
Student Identification
Matrix is due and will be completed by the first student day of the 2014-2015 school year.
Literacy teachers will use mCLASS data in order to identify eligiblestudents. Students are served based on need.
Identification:Intensive (Long Term) Intervention Students (K-2) with thegreatest need will be identified first using the following indicators:• Students who are yellow or red in two or more probes in mCLASSas determined by following the Tier II Selection format.• Students identified using eligibility lists created in mCLASS anddecisions made at Best Services meeting.• Six first grade and six second grade students will be served as anoutcome of those identified at the Best Services meeting.• Kindergarten data will be reviewed at the end of the first quarterand 8 students will be identified using Tier II criteria.
Strategic (Short Term) Intervention students (K-2) will beidentified using the following indicators:• Students who are on the Eligibility list and were placed not servedin intensive intervention.• mCLASS• Digging Deeper Assessments• Teacher Observation
Strategic (Short Term) Intervention students (3-5) will beidentified using the following indicators:• mCLASS• BOG/EOG scores• Case21 scores• Running Records and Trajectories (updated quarterly for studentsbelow Benchmark)• Digging Deeper Assessments• Teacher Observation
Frequency and Duration of Intervention:
Intensive (Long Term) Intervention students will be served 4times a week for 30 minutes each session.
Strategic (Short Term) Intervention Students will be served2-3x per week for 15-30 minutes each session.
Consultation:Beginning of Year: Tier II Intensive & Strategic Intervention teachers,classroom teachers, special education, ESL teachers,speech/language teachers and other relevant specialists will meet todiscuss/determine which service(s) best meets the needs of theidentified eligible students. Data will be documented in mCLASS.
Data Collection:Data is collected and entered in mCLASS for intensive and strategicintervention students.
Collaboration/Reviewing and Updating Eligibility:Intensive Intervention teachers will meet monthly with classroomteachers during the classroom teachers planning time to review andcomplete the Tier II Collaboration Form as well as to:• Discuss individual student behaviors• Share and analyze individual student assessments and progress• Suggest strategies• Plan for instruction• Discuss suggestions for parentsUniversal screeners are performed at beginning, middle and end ofyear in order to monitor new students, students who have moved,students who fall below benchmark and/or who have not madeadequate process. Collaboration will be documented using thesuggested Tier II template in mCLASS.
Strategic Intervention teachers will collaborate with classroomteachers in order to communicate/collaborate progress monitoringdata, student progress, and group rotations. Strategic InterventionCollaboration will be documented by Interventionists schedules andprogress monitoring data.
Threshold to Enter/Exit:Students will enter the Intervention process based on data and need.Students will discontinue the Intervention process if the studentmeets or exceeds benchmark based on data. Students will exit theIntervention
Matrix is due and will be completed by the first student day of the 2014-2015 school year.
Teachers will use assessment data in order to identify eligiblestudents. Students are served based on need.
Identification:
Strategic (Short Term) Intervention students will be identifiedusing the following indicators:*Kindergarten Initial assessments*Quarterly Math assessments*EOG scores*Benchmark data*Kathy Richardson assessments
Collaboration/Reviewing and Updating Eligibility:Teachers will meet during PLT to:• Discuss individual student behaviors• Share and analyze individual student assessments and progress• Suggest strategies• Plan for instruction• Discuss suggestions for parents
Threshold to Enter/Exit:Students will enter the Intervention process based on data and need.Students will discontinue the Intervention process if the studentmeets or exceeds benchmark based on data. Students will exit theIntervention process if they move or are serviced by anotherprogram.
Matrix is due and will be completed by the first student day of the 2014-2015 school year.
School Improvement Plan
Intervention Planning MatrixSchool: Wiley ESPlan Year 2014-2016School Year: 2014-2015
Page 15 of 17
Reading Math Behavior
Intervention Structure
Matrix is due and will be completed by the first student day of the 2014-2015 school year.
Served students will receive reading intervention instruction inaddition to core reading instruction from their classroom teacher.They will be receiving Literacy instruction 2 times throughout theinstructional day.
Frequency, Duration and Location of Intervention:
Intensive (Long Term) Intervention students will be served 4times a week for 30 minutes each session. These students will beserved in a small group setting outside of the classroom.
Strategic (Short Term) Intervention Students will be served2-3x per week for 15-30 minutes each session. These students willbe served in a small group setting either outside or within theclassroom depending on student need.
Matrix is due and will be completed by the first student day of the 2014-2015 school year.
Served students will receive Math intervention instruction in additionto core Math instruction.
Frequency, Duration and Location of Intervention:Students will receive intervention based on needs. The structures may include but are not limited to:*Small group push-in instruction*Small group pull-out instruction*Intervention teacher support
Frequency and Duration will be determined based on the needs of students.
Matrix is due and will be completed by the first student day of the 2014-2015 school year.
Instruction
Matrix is due and will be completed by the first student day of the 2014-2015 school year.
Served students will receive reading intervention instruction inaddition to core reading instruction from their classroom teacher.They will be receiving Literacy instruction 2 times throughout theinstructional day.
Lesson Format- Intensive (Long Term) Intervention(Pull-Out):Lessons will follow the suggested Tier II format. Students will beserved four times per week for 30 minute sessions.
Pre-Emergent Time Frame:10 minutes Working With Sounds and Letters10 minutes Interactive Writing10 minutes Shared Reading
Emergent (Levels 1-10) Time Frame:10 minutes Working With Sounds and Words10 minutes Interactive Writing (alternating with Fluency)10 minutes Guided Reading
Developing (Levels 11-18) Time Frame:10 minutes Working With Words15 minutes Guided Reading5 minutes Fluency
*These times and components are flexible depending on the needsof the group/child.
Lesson Format-Strategic (Short Term) Intervention (Push-In):Students will be served for 30 minute sessions during WISE time.Based on needs and level of the student, lessons will include thefollowing components:• Guided Reading• Shared Reading• Interactive Read Aloud• Interactive Writing• Letter and Word Work• Phonological Awareness Activities• Vocabulary Development• Fluency• Comprehension
Matrix is due and will be completed by the first student day of the 2014-2015 school year.
Served students will receive Math intervention instruction which is data based, individualized and designed tosupport growth in areas of weakness.
Lesson Format-Strategic Intervention:Students will be served for 30 minute sessions during WISE time.Based on needs and level of the student, lessons will include the following components:• Kathy Richardson Math activities• CMAPP suggested interventions• RtI suggested interventions
Matrix is due and will be completed by the first student day of the 2014-2015 school year.
Assessment
Matrix is due and will be completed by the first student day of the 2014-2015 school year.
Literacy teachers will use both formal and informal assessments tomeasure the impact of the intervention lesson.
Methods of Assessment for Intensive Literacy Intervention:• mCLASS DIBELS probes and TRC: Universal Screeners BOY, MOY & EOY as well as progress monitoring.• Letterland Assessments• Early Names Test• Names Test• PAST• Hearing and Recording Sounds and Words (HRSW)• Letter/Sound ID• Informal Running Records• Anecdotal Notes
Literacy teachers will use the data to provide differentiated literacyinstruction for identified students. Intensive Intervention teacherswill progress monitor their own students.
Intensive Intervention students will receive a parent notificationletter regarding student’s served status. Parents will indicatewhether or not they give permission for student to be served.Permission is not needed to be served a strategic group.
Matrix is due and will be completed by the first student day of the 2014-2015 school year.
Teachers will use both formal and informal assessments to measure the impact of the intervention lesson.
Methods of Assessment for Math Intervention:*Kindergarten Initial assessments*Quarterly Math assessments*EOG scores*Benchmark data*Kathy Richardson assessments
Teachers will use the data to provide differentiated Math instruction for identified students.
Matrix is due and will be completed by the first student day of the 2014-2015 school year.
School Improvement Plan
Intervention Planning MatrixSchool: Wiley ESPlan Year 2014-2016School Year: 2014-2015
Page 16 of 17
Reading Math Behavior
Curriculum/Resources
Matrix is due and will be completed by the first student day of the 2014-2015 school year.
Materials that are used for instruction include but are not limited to:• mCLASS Materials• Letterland Materials• Leveled fiction and nonfiction books• Phonological awareness materials• Magnetic Letters• White Board• Big Books• Trade Books• CMAPP Intervention/Strategies
Matrix is due and will be completed by the first student day of the 2014-2015 school year.
Materials that are used for instruction include but are not limited to:*Common Core*CMAPP tools*Houghton Mifflin tools*Kathy Richardson teaching tools
Matrix is due and will be completed by the first student day of the 2014-2015 school year.
School Improvement Plan
Intervention Planning MatrixSchool: Wiley ESPlan Year 2014-2016School Year: 2015-2016
