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Implementation September 2016-June 2019
ARTHUR JACOBSEN ELEMENTARY (AJ)
School Improvement Plan
Elementary (LAP)
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September 2016-June 2019
Auburn School District Strategic Plan
Aspiration:
The Auburn School District aspires to be a world-class education system preparing all students to
be globally competitive for career, for college, and for life in the twenty-first century.
District Goal 1: Student Achievement
All staff in the Auburn School District provide support, leadership, and guidance to ensure each
student meets or exceeds state and district standards, graduates on time, and is prepared for
career and college.
District Goal 2: Community Engagements
All staff in the Auburn School District are accountable for engaging its diverse community as
partners to support and sustain a world-class education system.
District Goal 3: Policies and Resource Management
Auburn School District policies and resources are aligned to the strategic plan.
School:
ARTHUR JACOBSEN ELEMENTARY SCHOOL
Date of SIP Team District Goal Review:
SIP Team Members:
Emily Falk,
Kindergarten
Erica Covey, 1st
Grade, SIP Science
Sub-committee Chair
Kate Larson, 2nd
Grade
Jennifer Castro, 3rd
Grade
Stacy Swensrud, 3/4
Grade, SIP
Mathematics Sub-
committee Chair
Debbie Capponi-
Glidewell, 5th Grade
Naomi Elliott, ELL
teacher
Eric Daniel, Principal
Thelma Beck,
Reading Teacher, SIP
Co-Chair
Debbie McGaughey,
Instructional
Specialist (IS),
(BOTS) SIP Co-
Chair, SIP ELA Sub-
Committee Chair
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School Improvement Team Signatures 2015-2016
Date Submitted: Date of School Board
Approval:
Name Title/Position Signature
Eric S. Daniel Principal - All
Jennifer Harris Parent/Community Member - All
Kiyomi Harris, ASB President
Student - All
Thelma Beck Reading Teacher-Specialist - All SIP Co-Chair
Debbie McGaughey Instructional Specialist (IS), Building On-line Testing Specialist, (BOTS)- All SIP Co-Chair, ELA Sub-committee Chair
Naomi Elliott ELL Teacher-All
Emily Falk Kindergarten Goal 1 ELA
Erica Covey 1st grade Goal 3 Science Chair
Kate Larson 2nd Grade Goal 1 ELA
Jennifer Castro 3rd Grade Goal 2 Mathematics
Stacy Swensrud 3/4 Grade Goal 2 Mathematics Chair
Debbie Capponi-Glidewell 5th Grade, Building Professional Development, Goal 2 ELA
Each team must include staff, students, families, parents, and community members.
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Signatures for Approval
Department of Student Learning
Heidi Harris Assistant Superintendent
Student Learning
Julie DeBolt Executive Director High
School/Post-Secondary
Programs
Vicki Bates Assistant Superintendent
Technology
Department of School Programs
Ryan Foster Associate Superintendent
Principal Leadership and
School Programs
Rhonda Larson Assistant Superintendent
Family Engagement and
Student Services
Superintendent
Alan Spicciati
Superintendent
School Board
Anne Baunach School Board
Robyn
Mulenga
School Board
Laurie Bishop School Board
Ray Vefik School Board
Ryan Van Quill School Board
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Executive Summary
Comprehensive Needs Assessment LAP #1
Auburn School District Mission
In a safe environment, all students will achieve high standards of learning in order to become ethically responsible decision makers and lifelong learners.
Auburn School District Vision
The vision of Auburn School District is to develop in students the skills and attitudes that will maximize their potential for lifelong learning and ethically responsible decision making.
School Mission
The mission of A.J. is to provide a
welcoming, safe, learning community committed to
positive relationships and
academic excellence.
School Vision
A.J.’s Vision is to
collaboratively forge a powerful model of education by
utilizing innovative, engaging, and effective teaching to
guarantee student learning success.
Background Information
WAC 180-16-220 Requirements for School Improvement Plan
Each school shall be approved annually by the school board of directors under an approval process determined by the district board of directors and “At a minimum the annual approval shall require each school to have a school improvement plan that is data driven, promotes a positive impact on student learning, and includes a continuous improvement process that shall mean the ongoing process used by a school to monitor, adjust, and update its school improvement plan.” School Improvement plans must include a brief summary of use of data to establish improvement; acknowledging the use of data which may include DIBELS, MAP, WELPA, Credit Attainment, Enrollment in Honors/AP Courses, CEE Perceptual Data, SAT/ACT, Discipline, and MSP or HSPE.
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Stakeholder Input
A.J. entered the revision process for the 2016-2017 school year in the Spring of 2015
with the review of data and confirmation of the School Improvement Team members for
this revision cycle.
Spring-Summer 2015
AJ Professional Staff and the School Improvement Plan Committee committed to the Readiness
to Benefit and Revision Plan.
District Orientation with Principal for Fully Revised work to be completed for 2015-16
Fall 2015
Staff reviewed and analyzed School Data:
1) Demographics: District and School Data
2) Needs Assessment: Previous Year’s Student Performance Data (SBA, DIBELS,
MAPS) Staff analyzed Performance trends by school and grade level.
3) September 2015 Current Data analyzed.
Winter 2016
1) Needs Assessment/ CEE Survey Data
2) School Portfolio of identified challenges
3) Set and Prioritize Goals: Revised Plan Outlined
Spring 2016
1) Research and Select Effective Practices
2) Create Action Plan: Focus on each Goal Area Goal1 ELA, Goal 2 Mathematics, Goal
3 Science 2016-17 (note: Climate Family Involvement and Culture and Technology
will be incorporated into all goals)
Highly Qualified Staff Learning Assistance Program LAP #5 LAP Component #5-Provide Instruction by Highly Qualified Teachers and
Paraprofessionals Systems Connections:
AWSP Framework Criterion 6; Managing Resources
Highly Qualified Certificated staff funded by LAP (All)
Highly Qualified Classified staff funded by LAP (All)
Not Highly Qualified (0) <Indicate grade level and subject-N/A>
Needs Assessment LAP #1 Systems Connections:
RCW 28A.165.005
CEL5D Assessments for Student Learning; Assessments & Adjustments
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AWSP Framework Criterion 3; Planning with Data
a. Data was used when developing programs to assist underachieving students:
DIBELS
MAP Reading MAP Math
SBA Reading
SBA Math
Needs assessment was conducted on (date) August 15, 2016
Participants in our needs assessment included (per our building SIP process):
District Leadership Principal
Teachers
Para Professionals
Other School Staff Students
Parents
b. The LAP plan focuses first on addressing the needs of students in grades
kindergarten through 4 who are deficient in reading or reading readiness skills to improve reading literacy.
Grade
Level
Readiness (# of Students)
Reading (# of Students)
Math Extended Day
(# of Students)
K 25 0
1 24 24
2 25 17
3 17 20
4 15 19
Demographic
The greater Lea Hill area of the Auburn School District continues to grow especially at Arthur
Jacobsen Elementary. AJ’s enrollment has seen steady growth to it’s highest level in 2015-2016.
New student waivers have been closed by the school board to control the population of the
school. October 2015 enrollment was 652.
Year Enrollment (Oct. 1) Change
2007-2008 422 + 422
2008-2009 405 - 17
2009-2010 423 + 18
2010-2011 451 + 28
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2011-2012 450 -1
2012-2013 445 -5
2013-2014 522 +77
2014-2015 578 +56
2015-2016 652 +74
Discipline
School suspensions remain consistently below 10 students per year. School-wide discipline
program in place.
Attendance
Attendance averages continue to fall below 10% which would not be considered chronic.
DIBELS
Formally, three times each year the staff comes together to review the DIBELS benchmark assessment results. The results are shared with the entire instructional team and decisions are made to support the students that are not at benchmark. Results are shared in multiple formats; whole grade level, by class, by rank and by performance level. Staff work collectively to determine interventions. Walk to Read groups, small group instruction via special programs and tutoring is applied to support the reader.
MAP
Formally, three times each year the staff comes together to review the DIBELS benchmark assessment results. The results are shared with the entire instructional team and decisions are made to support the students that are not at benchmark. Results are shared in multiple formats; whole grade level, by class, by rank and by performance level. Staff work collectively to determine interventions. Walk to Read groups, small group instruction via special programs and tutoring is applied.
WELPA
Formally, each year the staff comes together to review the WELPA assessment results. The results are shared with the entire instructional team and decisions are made to support the students that are not at benchmark. Results are shared in multiple formats; whole grade level and by class. Staff work collectively to determine interventions. Walk to Read groups, small group instruction via special programs and tutoring is applied.
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CEE Perceptual Survey
Cross grade-level teams analyzed the CEE data and shared data and top priorities to the group to
formulate Action Steps.
SBA ELA
Cross grade-level teams analyzed the SBA ELA data and shared data and top priorities to the
group. SBA trend data scheduled for the fall of 2016.
SBA Math
Cross grade-level teams analyzed the SBA Math data and shared data and top priorities to the
group. SBA trend data scheduled for the fall of 2016.
MSP Science
2016-2018 focus area.
Credit Attainment, Honors/AP/Highly Capable
Students designated as Highly Capable are placed in general education courses at AJ in all grades in a PACE format. Students are provided opportunities to accelerate their learning via Walk to Read and Walk to Math programs within the school. Additionally, the individual classroom teacher provides support along with the school counselor meeting with the designated highly capable students on a regular basis. District Identified Highly Capable students in grades four and five have the opportunity to attend Terminal Park Elementary School.
Assessment Decisions – LAP#2 & #4
Yearly assessment calendar indicates State, District assessments and timelines to administer.
Student Selection- LAP Component #2-Plan Incorporated in SIP
LAP Component #4-Coordination and Support to General Program System Connections RCW 28A.165.015
CEL5D Assessments for Student Learning; Assessments & Adjustments
AWSP Framework Criterion 3; Planning with Data
a. Our building conducts a LAP program that addresses reading, writing, and/or
mathematics, as well as readiness skills associated with these content areas.
b. Students are identified for LAP as those students in kindergarten through
grade 4 who score below standard for his/her grade level using multiple measures of performance, including the statewide student assessments or
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other assessments and performance tools administered by the school or
district and who is identified by the district to receive LAP services.
Multiple Measures of Performance Include:
Dynamic Indicators of Basic Early Literacy (DIBELS) screener Grades K-4
Measurement of Academic Progress (MAP) Grades 3 & 4
Smarter Balanced Assessment Grades 3 & 4 Teacher Rating Scale Grades K-4
Students with greatest academic deficits in basic skills as identified by
statewide, school and/or district assessments or other performance measures
are served in LAP.
Prioritized Challenges
The challenges identified by the sub-committee groups helped identify goal
action plans below:
Reading Fluency (Goal 1 ELA) Subgoals to include: Technology and Climate:
Family Involvement, Culture.
Basic Fact Fluency (Goal 2 Mathematics) Subgoals to include: Technology and
Climate: Family Involvement, Culture .
Science Next Gen. Science Standards/Application (Goal 3 Science) Sub-goals to
include: Technology and Climate: Family Involvement, Culture .
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SMART Goal 1:
The percent of students at each grade level meeting standard will increase by at least 5% each
year from spring 2016 to spring 2019 as measured by the State assessment in ELA from Grades
3, 4, and 5.
SMART Goal 2:
The percent of students at each grade level meeting standard will increase by at least 5% each
year from spring 2016 to spring 2019 as measured by the State assessment in Math from Grades
3, 4, and 5.
SMART Goal 3:
Science TBD during the 2016-2017 school year.
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Needs Assessment Data Documents
LAP #1
o DIBELS Dashboard
o MAP Data Dashboard
o WELPA Results
o CEE Spider Chart
o Discipline Data
o Attendance Data
o Demographic Charts
o AYP Results
o SBA Results and trend charts
o Other data
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SMART Goal 1
Subject Area:
School Name: Arthur Jacobsen Elementary School (AJ)
Target Population- based on
demographic, discipline and attendance
data analysis:
Our Reality-based on assessment
data analysis:
Our SMART Goal-based on
target population and your reality:
Action Plan
Action Step
Evidence of Implementation LAP #4
Evidence of Impact
Timeline Resources Responsibility
What will teacher practice look like?
When will evidence of impact be
collected, scored, discussed and use din
planning instruction?
What kinds of
academic, attendance,
discipline or grade data
will be monitored
regularly?
PLC Time
Building 28
Extra Hours using Title I
funds
Professional Development
Materials
Other
Who will monitor
Who will measure
Who will facilate on-
going conversations
Action Step
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Evidence of Implementation Evidence of Impact Timeline Resources Responsibility
Alignment to District Improvement Plan Objectives:
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SMART Goal 2
Subject Area:
School Name: Arthur Jacobsen Elementary (AJ)
Target Population- based on
demographic, discipline and attendance
data analysis:
Our Reality-based on assessment
data analysis:
Our SMART Goal-based on
target population and your reality:
Action Plan
Action Step
Evidence of Implementation Evidence of Impact Timeline Resources Responsibility
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Action Step
Evidence of Implementation Evidence of Impact Timeline Resources Responsibility
Alignment to District Improvement Plan Objectives:
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SMART Goal 3
Subject Area:
School Name: Arthur Jacobsen Elementary School (AJ)
Target Population- based on
demographic, discipline and attendance
data analysis:
Our Reality-based on assessment
data analysis:
Our SMART Goal-based on
target population and your reality:
Action Plan
Action Step
Evidence of Implementation Evidence of Impact Timeline Resources Responsibility
Action Step
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Evidence of Implementation Evidence of Impact Timeline Resources Responsibility
Alignment to District Improvement Plan Objectives:
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Professional Development and Implementation Calendar
Professional Development LAP #6 LAP Component #6- Provide Opportunities for Professional Development System Connections
AWSP Framework Criterion # 5; Improving Instruction
# 6: Managing Resources
Targeted Professional Learning: Professional Development that is an on-going systematic process informed by evaluation of student, teacher and school needs embedded in School Improvement Plan (SIP). PDTIP Form (see attached) SIP- PD implementation calendar plan and calendar with specificity (see attached) Professional Learning Communities: Teachers meet on a regular, planned basis to analyze data and student work that will guide their instructional strategies and planning to support struggling learners in meeting K-4 ELA standards. Building Leadership meetings Monitoring Implementation and Impact Program Effectiveness System Connections RCW 28A.165.100 CEL5D Assessment for Student Learning; Assessment & Adjustments
AWSP Framework Criterion#8 Closing the Gap
LAP students’ entrance and exit performance data and LAP program will be evaluated . Dynamic Indicators of Basic Early Learning (DIBELS) K-4: pre/post Measure of Academic Progress (MAP Test) Grades 3-5 pre/post Smarter Balanced Assessment (SBA) Gr. 3-5 Other assessment :< Identify assessment used and grade level> End of the Year Summary Report Data Reviews – Whole Staff and BLT and PLCs Program Effectiveness- System Connections
RCW 28A.165.100
CEL5D Assessment for Student Learning; Assessment & Adjustments
AWSP Framework Criterion#8 Closing the Gap
LAP students’ entrance and exit performance data and LAP program will be evaluated . Dynamic Indicators of Basic Early Learning (DIBELS) K-4: pre/post Measure of Academic Progress (MAP Test) Grades 3-5 pre/post Smarter Balanced Assessment (SBA) Gr. 3-5 Other assessment: <Identify assessment used and grade level> End of the Year Summary Report
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Month Building 28+6 principal’s
hours Staff
Meetings BLT
Meetings District/Waiver
Days Title extra
hours June
August
September
October
November
December
January
February
March
April
May
June