Adlai Stevenson School School Improvement Plan 20072008

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Adlai Stevenson SchoolSchool Improvement
Plan2007-2008

• October 18, 2007

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SIP Team Members

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SIP Team Members
Leslie Hall Instructional Coach Litsa Copeland
ELL Teacher Janice Fishman 1st Grade
Teacher Karen Camacho 1st/2nd Grade Multiage
Teacher Sharon Punches 2nd Grade Teacher Judy
Sloan 3rd Grade Teacher Rosie Grodin 3rd
Grade Teacher Cassie Schwartz 3rd/4th Grade
Multiage Teacher Robert Lange 4th Grade
Teacher Cathy Reiff 5th/6th Grade Multiage
Teacher Karen Peters 6th Grade Teacher Debbie
Stafford PE Teacher Pamela Sarandos Reading
Specialist Alexia Sarandos Title I
Teacher Howard Sussman Principal
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Data Retreat 9/18 9/28

9/18 - Held at Gemini Jr. High School 9/28 - Held
at Stevenson School
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Data Retreat 9/18 9/28

• The Stevenson Data Team analyzed
• 2007 ISAT and IMAGE Scores
• 2007 Demographic Data
• 2005 School Improvement Plan

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Data Retreat 9/18 9/28

2007 ISAT Demographic Data
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Data Retreat 9/18 9/28

• 2007 ISAT Demographic Data
• 33.1 White
• 7.3 African American
• 26.3 Hispanic
• 33.1 Asian/Pacific Islander
• .2 Multiracial/Multiethnic
• 41.1 Economically Disadvantaged
• 26.5 Limited English Proficient (ELL)
• 22.4 Mobility Rate

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Data Retreat 9/18 9/28

• By studying the data, we found the following
  trends in third grade scores
• The average 3rd grade scaled score in math is 4.2
  points below district levels (215.8 v. 220).
• 3rd grade math scores showed that 16 more boys
  met/exceeded than girls (92 v. 76).
• The average 3rd grade scaled score in reading is
  5.4 points higher than district levels (212.4 v.
  207).
• 3rd grade reading scores showed that 1 more
  girls met/exceeded than boys (81 v. 80).
• 100 of Asian/Pacific Islander students
  met/exceeded (18 students total).
• 72 of White students met/exceeded (18 students
  total).

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Data Retreat 9/18 9/28

• By studying the data, we found the following
  trends in fourth grade scores
• The average 4th grade scaled score in math is 1.8
  points below district levels (230.4 v. 232.2).
• 4th grade math scores showed that 23 more girls
  met/exceeded than boys (96 v. 73).
• The average 4th grade scaled score in reading is
  7.9 points less than district levels (210.1 v.
  218).
• 4th grade reading scores showed that 21 more
  girls met/exceeded than boys (83 v. 62).
• 73 of low income students met/exceeded while
  93 of non-low income students met/exceeded in
  math ( 20 difference).
• 55 of low income students met/exceeded while
  86 of non-low income students met/exceeded in
  reading (31 difference).

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Data Retreat 9/18 9/28

• By studying the data, we found the following
  trends in fifth grade scores
• The average 5th grade scaled score in math is 8.8
  points above district levels (256.2 v. 247.4).
• 5th grade math scores showed that 2 more boys
  met/exceeded than girls (94 v. 92).
• The average 5th grade scaled score in reading is
  1.3 points greater than district levels (229.7 v.
  228.4).
• 5th grade reading scores showed that 9 more boys
  met/exceeded than girls (82 v. 73).
• 88 of low income students met/exceeded while
  96 of non-low income students met/exceeded in
  math ( 8 difference).
• 65 of low income students met/exceeded while
  85 of non-low income students met/exceeded in
  reading (20 difference).
• 100 of Asian/Pacific Islander students
  met/exceeded in math and reading (16 students).

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Data Retreat 9/18 9/28

• By studying the data, we found the following
  trends in sixth grade scores
• The average 6th grade scaled score in math is 6.3
  points below district levels (251.3 v. 257.6).
• 6th grade math scores showed that 18 more girls
  met/exceeded than boys (89 v. 71).
• The average 6th grade scaled score in reading is
  3 points lower than district levels (235 v. 238).
• 6th grade reading scores showed that 26 more
  girls met/exceeded than boys (67 v. 93).

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Data Retreat 9/18 9/28

By studying the data, we found the following
trends and areas of concern

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Data Retreat 9/18 9/28

By studying the data, we found the following
trends and areas of concern

Subtopics in Reading Context Clues Main
Idea Summarizing Identifying Genres Making
Connections Extended Response
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Data Retreat 9/18 9/28

By studying the data, we found the following
trends and areas of concern
Subtopics in Reading Context Clues Main
Idea Summarizing Identifying Genres Making
Connections Extended Response
Subtopics in Math Parallel/Perpendicular
Lines Probability Mean/Median/Mode Fractions
-Reading/equivalency Variables Algebraic
Equations
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Data Retreat 9/18 9/28

The minimum AYP (Adequate Yearly Progress) for
2008 is 62 meets/exceeds.
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Data Retreat 9/18 9/28

The minimum AYP (Adequate Yearly Progress) for
2008 is 62 meets/exceeds. We are monitoring the
following subgroups with respect to AYP
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Data Retreat 9/18 9/28

• The minimum AYP (Adequate Yearly Progress) for
  2008 is 62 meets/exceeds. We are monitoring the
  following subgroups with respect to AYP
• White Students (69.6 M/E in Reading in 2007)

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Data Retreat 9/18 9/28

• The minimum AYP (Adequate Yearly Progress) for
  2008 is 62 meets/exceeds. We are monitoring the
  following subgroups with respect to AYP
• White Students (69.6 M/E in Reading in 2007)
• Hispanic Students (69.6 M/E in Reading for 2007)

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Data Retreat 9/18 9/28

• The minimum AYP (Adequate Yearly Progress) for
  2008 is 62 meets/exceeds. We are monitoring the
  following subgroups with respect to AYP
• White Students (69.6 M/E in Reading in 2007)
• Hispanic Students (69.6 M/E in Reading for 2007)
• Hispanic Students (71.7 M/E in Math for 2007)

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Data Retreat 9/18 9/28

• The minimum AYP (Adequate Yearly Progress) for
  2008 is 62 meets/exceeds. We are monitoring the
  following subgroups with respect to AYP
• White Students (69.6 M/E in Reading in 2007)
• Hispanic Students (69.6 M/E in Reading for 2007)
• Hispanic Students (71.7 M/E in Math for 2007)
• Economically Disadvantaged Students (70.5 M/E in
  Math in 2007)

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SIP Goal 1

• By the spring of 2008, we will increase our
  overall reading scores from 76.9 meets/exceeds
  to 80 meets/exceeds on the reading portion of
  the ISAT and IMAGE Tests.

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SIP Goal 1

• Student Strategies and Activities
• Using comprehension strategies in guided and
  independent reading
• Working in readers notebooks to demonstrate
  understanding of text through writing
• Utilizing Reading strategies learned in the
  Making Meaning lessons

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SIP Goal 1

• Professional Development Strategies

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SIP Goal 1

• Professional Development Strategies
• Fountas and Pinnell Benchmark Assessment Training
  to assess all students reading levels three
  times per year in order to provide data to form
  guided reading groups

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SIP Goal 1

• Professional Development Strategies
• Fountas and Pinnell Benchmark Assessment Training
  to assess all students reading levels three
  times per year in order to provide data to form
  guided reading groups
• Extend teacher understanding of the extended
  response and short answer portions of the ISAT
  Test through support from the Instructional Coach

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SIP Goal 1

• Professional Development Strategies
• Fountas and Pinnell Benchmark Assessment Training
  to assess all students reading levels three
  times per year in order to provide data to form
  guided reading groups
• Extend teacher understanding of the extended
  response and short answer portions of the ISAT
  Test through support from the Instructional Coach
• The Instructional Coach will attend a workshop on
  improving student achievement on the Reading ISAT
  and will train teachers.

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SIP Goal 1

• We will
• increase parents knowledge of literacy in order
  to improve student performance by hosting 2-3
  Family Literacy Nights
• include whole-school and grade-level reading
  activities that can be done at home in our weekly
  newsletters
• Inform parents of various library and community
  programs concerning literacy

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SIP Goal 2

• By the spring of 2008, we will increase our
  overall math scores from 81.9 meets/exceeds to
  85 meets/exceeds on the math portion of the ISAT
  and IMAGE Tests.

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SIP Goal 2

• Student Strategies and Activities
• Focus instruction on skills related to
  measurement using tools, graphs, and charts in
  order to increase student knowledge
• After receiving instruction, students will
  utilize strategies and skills to attack short
  answer and extended response problems
• Students will complete activities from the new
  Houghton Mifflin Expressions Math Program

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SIP Goal 2

• Professional Development Strategies

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SIP Goal 2

• Professional Development Strategies
• Teachers will attend a workshop to learn about
  the math extended response and short answer
  questions in order to improve their understanding
  of the state expectations of the Math ISAT Test.

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SIP Goal 2

• Professional Development Strategies
• Teachers will attend a workshop to learn about
  the math extended response and short answer
  questions in order to improve their understanding
  of the state expectations of the Math ISAT Test
• Using the Train the Trainers Model, we will train
  teachers on the methodology learned at the math
  workshop

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SIP Goal 2

• Professional Development Strategies
• Teachers will attend a workshop to learn about
  the math extended response and short answer
  questions in order to improve their understanding
  of the state expectations of the Math ISAT Test
• Using the Train the Trainers Model, we will train
  teachers on the methodology learned at the math
  workshop
• Introduce grade-level teachers to the Illinois
  Assessment Framework to align classroom
  objectives with standards

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SIP Goal 2

• We will increase parents understanding of the
  math curriculum by hosting math nights and
  sending newsletter with math strategies

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SIP Goal 3

• By the spring of 2008, we will collect baseline
  data regarding parental involvement and volunteer
  hours through the use of volunteer sign-in sheets
  and parent surveys.

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SIP Goal 3

• Student Strategies and Activities
• Students will inform their parents of various
  activities and events in the school by taking
  home newsletters and writing in their assignment
  notebooks

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SIP Goal 3

• Professional Development Strategies and
  Activities

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SIP Goal 3

• Professional Development Strategies and
  Activities
• Parent and Community Outreach Committee will meet
  three times per year

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SIP Goal 3

• Professional Development Strategies and
  Activities
• Parent and Community Outreach Committee will meet
  three times per year
• We will utilize Constant Contact to notify
  parents of important information and upcoming
  events

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SIP Goal 3

• Professional Development Strategies and
  Activities
• Parent and Community Outreach Committee will meet
  three times per year
• We will utilize Constant Contact to notify
  parents of important information and upcoming
  events
• Community activities will include rummage sale
  and food/clothing drives

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SIP Goal 3

• Professional Development Strategies and
  Activities
• Parent and Community Outreach Committee will meet
  three times per year
• We will utilize Constant Contact to notify
  parents of important information and upcoming
  events
• Community activities will include rummage sale
  and food/clothing drives
• Parent activities will include reading/math
  nights, open house, conferences, sporting events,
  and parent surveys