Sand Creek Intermediate School Improvement Plan 2019-2020 SCI - PowerPoint PPT Presentation

Sand Creek Intermediate School Improvement Plan 2019-2020

SCI Mission- Sand Creek Intermediate School strives to challenge students to reach their maximum potential as it relates to life-long well-being and learning in the following areas: • S- Social / Emotional Needs • C- Curricular Rigor & Challenge • I- Innovation & Inquiry

Language Arts Mathematics 5th Grade 51% 64% 2018-19 ILEARN 6th Grade 54% 61%

Past ISTEP

Goa Goal l #1 #1- Academic- La Language Arts rts Problem Statement with Baseline Data: The Language Arts achievement gap for students in underperforming subgroups will decrease as measured by the ILEARN test. Currently, the achievement gap is 22.3% for Black students, 28.1% for Hispanic students, 25% for students on free/reduced lunch, 38.3% for ENL, and 46.5% for students qualifying for special education as compared to the highest performing group (White peers at 58% proficiency rate). Expected SMART Outcome: The Language Arts achievement gap will decrease by 15% over 5 years for the student groups above as measured by the 2022 ILEARN state test. Year 1 (2019-20) Expected Outcome: 2% Year 4 (2022-2023) Expected Outcome: 3% Year 2 (2020-21)Expected Outcome: 3% Year 5 (2024-2024) Expected Outcome: 4% Year 3 (2021-22) Expected Outcome: 3%

Strategy Resources Needed Baseline Progress Timeline Person Data Monitoring Responsible Teachers will refine the -ILEARN 2019 -Achieve 3000 level-set -ILEARN 2020: Achievement & -Achieve 3000 &NWEA: BOY, -Classroom teacher workshop model of -Lucy Calkins (LC) Reading Units -Fontas & Pinnell (FP) growth MOY, EOY -Exceptional learning instruction so that students and mentor texts Benchmarks- BOY -NWEA growth targets -F&P Benchmarks- BOY and teacher will acquire the necessary -Reading workshop model (PD -Fall reading survey -Achieve 3000 lexile growth & EOY -Media Specialist skills to become responsive focus) -2019 ILEARN core usage -NWEA: BOY, MOY, EOY readers to text. -Humanities Cohort: Student performance reports -F&P Benchmarks & LLI -RtI & attendance: Monthly agency -NWEA scores/subskills progress team meetings -Reading interest & stamina -Attendance -Formative assessments ILEARN: EOY survey -Reading levels- F&P -SB mastery/grades -Reading survey: BOY & EOY -Access to books at their level -Lexile scores -Reading stamina & interest -Beers & Probst Signposts & -Standards-based grades survey Book-Head-Heart -Destiny 2018/19 -Destiny 2019/20 -LLI Kits -Independent reading -Destiny program (Media >20 min/day at school & Center)- increase number of individual goals at home books student are reading -RtI monthly monitoring -Leading Well strategies (Part 2, -Walk-through checks specifically p.47-51) -Co-teaching with ENL support Teachers will refine the -ILEARN 2019 Constructed -Fall writing samples & PLC -LC Ongoing Writing Samples -Quarterly writing -Classroom teacher workshop model of Responses analysis -Formative assessments- On samples/essays -Exceptional learning instruction so that students -LC Writing Units -ILEARN 2019 constructed Demand teacher will improve their craft in -Writing workshop model responses -SB mastery/grades the following areas of -Formative assessments for -Walk-through checks writing: opinion/argument, writing- On Demand information, and narrative. -Leading Well strategies (Part 2, especially p.52-61)

Go Goal al #1 #1- Ac Academic ic- Ma Mathematic ics Problem Statement with Baseline Data: The Math achievement gap for students in underperforming subgroups will decrease as measured by the ILEARN test. Currently, the achievement gap is 31.4% for Black students, 22.5% for Hispanic students, 24.4% for students on free/reduced lunch, 40.1% for ENL, and 49.7% for students qualifying for special education as compared to the highest performing group (White peers at 68% proficiency rate). Expected SMART Outcome: The Math achievement gap will decrease by 15% over 5 years for the student groups above as measured by the 2022 ILEARN state test. Year 1 (2019-20) Expected Outcome: 2% Year 4: (2022-23) Expected Outcome: 3% Year 2 (2020-21)Expected Outcome: 3% Year 5: (2023-24) Expected Outcome: 4% Year 3 (2021-22) Expected Outcome: 3%

Strategy Resources Needed Baseline Progress Timeline Person Data Monitoring Responsible -Teachers will use skill-based -Strong core instruction through -ILEARN core -Use appropriate tools strategically. -NWEA: BOY, MOY, EOY -Classroom teacher strategy groups & deeper series and remediation performance reports, -Formative assessments -Vmath/Freckle- ongoing -Exceptional learning conceptual understanding -Everyday Math & Big Ideas series NWEA, and initial -NWEA throughout the year teacher within their instruction. -NCTM's Principles to Actions: VMATH/Freckle data -RtI: MCOMP/MCAP, Xtra Math -ILEARN: EOY -RtI teacher -Teachers will confer with Ensuring Mathematical Success -RtI: Targeted math -Vmath & Freckle -RtI: Daily students to ensure that they for All book 'look for's p.10, groups, Do the Math -Walk-through checks will acquire the -NCTM: 63 (Equity) foundational skills to be -NCTM: p.47 (Fluency & successful with their math conceptual understanding) goals. - Do the Math, Vmath, and Freckle programs -Co-teaching with ENL support Teachers will help students -Guide to problem-solving (pg. 92- -NWEA, and -Formative assessments -NWEA: BOY, MOY, EOY -Classroom teacher make sense of problems and 96 in School Leaders Guide to Building initial VMATH/Freckle -NWEA -VMath/Freckle: ongoing -Exceptional learning persevere in solving them- and Sustaining Math Success ) data -Vmath & Freckle throughout the year teacher focus on targeting appropriate -NCTM: p.24 -RtI: MCAP/MCOMP -Walk-through checks -MCAP/MCOMP: BOY, MOY, -RtI teacher DOK levels. -Math series problem solving EOY -Math Cohort: Inquiry & joy in math Teachers will provide -Questions involving written -VMath, Freckle -Formative assessments -VMath/Freckle: ongoing -Classroom teacher opportunities for students responses -RtI: MCAP/MCOMP -NWEA throughout the year -Exceptional learning to construct viable arguments -ILEARN/Common Core released -RtI: MCAP/MCOMP, Xtra Math -MCAP/MCOMP: BOY, MOY, teacher and critique the reasoning of items -VMath/Freckle EOY -RtI teacher others. -NCTM: p. 35 -Walk-through checks

Goa oal #2 #2- Soc ocial/ l/Emotional Lea Learnin ing- Stu tudent Problem Statement with Baseline Data: Students will increase their sense of belonging in the contexts described in the Panorama survey. Currently, the survey indicated that 63% of 5th students and 67% of 6th grade students responded favorably to the sense of belonging questions. Expected SMART Outcome: Favorable student sense of belonging responses will increase incrementally over 3 years for as measured by the Panorama survey. Year 1 (2019-20) Expected Outcome: +5% Year 2 (2020-21)Expected Outcome: +5% Year 3 (2021-22) Expected Outcome: +5%

Strategy Resources Baseline Progress Timeline Person Needed Data Monitoring Responsible Teachers will provide the -Second Steps & -Panorama Survey -Discipline data -End of -Classroom teacher conditions for students Mind Up SEL -Discipline and -Exit ticket checks with year Panorama -Administrators to effectively -Counselor support attendance data the four Power survey -Counselors regulate their emotions. -Peace Learning Bi questions -Quarterly exit Center work with tickets restorative practices -Panorama Playbook Students will have an -Second Steps & Mind -Panorama Survey -Panorama Survey -End of year -All Staff increased sense of Up SEL -Discipline -ODR data Panorama survey belonging through the -Community circles and attendance -Attendance rate -Quarterly checks classroom environment -Extra Curricular data -Exit ticket with ODR and and opportunities to Activities & Learning checks with the four attendance participate in activities Clubs Power Bi questions -Quarterly exit that grow their talents. -Panorama Playbook -Community Circles tickets SCI will provide an -Identity Safe -Annual HSE -Student Equity Panel -Monthly meetings -Equity Team equitable environment Classrooms Inclusivity Rubric -Annual -End of year -Classroom that is identity safe for -Continue the -Identity safe HSE Inclusivity Rubric inclusivity audit teachers/Counselors all. strategies from Intro survey -Identity safe survey -Administrators to Equity

Go Goal al #2 #2- So Socia ial/ l/Emotio ional l Le Learnin ing- Teac eacher Problem Statement with Baseline Data: Teachers' perceptions of the overall school climate will increase to a level consistent with school districts with similar demographics. Expected SMART Outcome: Favorable teacher perception responses will increase incrementally over 2 years for as measured by the Panorama survey (currently 51% favorability- 68% (5th) & 41% (6th)). Year 1 (2019-20) Expected Outcome: +10% (5th) and +15% (6th) Year 2 (2020-21)Expected Outcome: +10% (5th) and +15% (6th)