SHARONVILLE ELEMENTARYS IMPROVEMENT PLAN

1
Princeton City Schools

• SHARONVILLE ELEMENTARYS IMPROVEMENT PLAN
• The Building Leadership Improvement Team!

2
Sharonvilles School Improvement Team

• Mari Phillips, Associate Superintendent
• Ed Theroux, Principal
• Jemel Weathers, Assistant Principal
• Donna Wisniewski, Gr. 1 Teacher
• Jenny Powers, Primary Leader, Gr. 2 Teacher
• Erin Sucher, Primary Leader, Gr. 3 Teacher
• Glenn Patt, Gr. 5 Teacher
• Betsy Julien, Intervention Specialist
• Ernie Britton, PE Teacher
• Barbara Stark, Art Teacher
• Amy Price, Media Center Teacher
• Terri Jones-Wood, School Psychologist
• Bernadette Kloppenburg, Title 1 Teacher

• Jayne Vanegas, Behavioral Coach
• Joe Brunson, Paraprofessional
• Ellen Stewart, Counselor
• Lisa Brackman, Speech Pathologist
• Bill Zambelli, Consultant

3
School Improvement in Ohio

• School Districts and buildings are put into
  School Improvement Status
• In 2008, Ohio was approved for a new program of
  school improvement.

4
Demographics
5
Sharonville Positives

• Ranked Effective by State of Ohio
• 92.6 Performance Index
• Performance Index stable over last two years

6
(No Transcript)
7
(No Transcript)
8
Sharonvilles BIG ROCKS

• Making Value Added
• Meeting All State Indicators
• Increasing AYP Scores
• Construction of Behavioral Strategies

9
Big Rock 1

• Making Value Added
• The Value Added Measure overall composite score
  was Not Met
• 4th Grade Reading
• 5th Grade Math

10
Big Rock 1 -Value Added
11
Big Rock 1 - Value Added
12
Big Rock 1 Value Added

• Solutions
• Monitoring Students
• Reorganization
• Interventions and Progress Monitoring
• Grade Level Meetings
• Professional Development
• Staff Meetings
• Committees

13
Sharonville Positives
We are diverse and all of our talents matter!
14
Big Rock 2 at Sharonville

• Making All State Indicators
• 6 out of 10 State Indicators Earned

15
Big Rock 2 - State Indicators
16
Sharonville Positives
Focused
On
Learning!
17
Big Rock 3 AYP Scores
18
Sharonville Positive AYP

• Grade 3 Reading OAT Fall 2008
• Closing The Achievement Gap!

19
Big Rock 3 AYP Scores
20
Big Rock 3 AYP Scores

• English Language Learners
• 18/38 Pre-school students
• 12 K-2 students
• Special Education-Approaching 30
• Sharonville will have two new AYP categories!
• ELL
• Special Education

21
Big Rock 3 AYP Scores

• Solutions
• Reviewing OAT scores
• Reorganization of Grade Levels
• Monitoring Students Individually and in Groups
• Interventions and Progress Monitoring
• Professional Development
• Monthly Grade Level Meetings
• Staff Meetings
• Literacy/Math Committees

22
DIBELS

• Dynamic Indicators of Basic Early Literacy Skills
  
• Universal screening
• Every student Grade K-5, 3X year
• Dynamic
• Sensitive to incremental change in student growth
• Indicators
• Not a diagnostic assessment, but tells who is on
  the right trajectory to be an effective reader
• Basic Early Literacy Skills
• These have predictive validity with respect to
  future reading performance. Teaching these skills
  results in success in early reading acquisition.

23
Predictive Measures

• Screening indicates who has 80 chance of making
  the next benchmark. Who has a 50-50 chance of
  making it. And who only has a 20 chance of
  making it unless we change instruction.
• We can change these odds by providing appropriate
  academic intervention support!

24
Intervention Support

• DIBELS data, teacher input, classroom assessment
• Generally students with emerging skills or
  some risk receive Tier 2 instructional support
• Students deficit or at risk receive Tier 2
  and Tier 3 instructional support
• Support is matched to student instructional needs.

25
Universal Screening
Sharonvilles DIBELS DATA KDG- Grade 2 2008-2009
26
Universal Screening
Sharonvilles DIBELS Data Grade 3-5 2008-2009
27
Sharonville Positives
28
Literacy SIP Action Steps

• Strategy 1.1. Prevent reading failure by
  delivering a strong core reading program
  (Treasures) based on State standards.
• Action Step 1.1.1
• Continue to implement the district core reading
  program (Treasures) aligned to the state
  standards
• Action Step 1.1.2
• Provide HQPD in reading instruction to staff and
  parents in the areas of reading fluency,
  comprehension, vocabulary, phonics, and phonemic
  awareness. Also provide training in
  differentiated instruction and ELL.

29
Literacy SIP Action Steps

• Action Step 1.1.3
• All students attending SH need to be assessed in
  universal screening 3x per year. Then identified
  for placement in the 3 tiered model.
• Action Step 1.1.4
• Provide instruction for extended response and
  short answer questions.
• Action Step 1.1.5
• Continue to provide students accelerated learning
  opportunities in reading through enrichment for
  students meeting/exceeding grade level
  benchmarks.

30
Literacy SIP Action Steps

• Strategy 1.2
• Target additional resources to students not
  meeting AYP or grade level benchmarks in reading.
• Action Step 1.2.1
• Continue to implement 3 tiers of literacy support
  as needed with the entire student population.
• Action Step 1.2.2
• Continue to develop understanding of AYP and
  Value Added

31
Literacy SIP Action Steps

• Action Step 1.2.3
• Research, purchase, and implement research based
  reading curriculum for Tier 3.
• Action Step 1.2.4
• Extend the learning opportunities for students
  not meeting OAT benchmarks.

32
Sharonville Positives
Working
Together
33
Math Needs/Concerns

• Developing and Implementing Core Math and Tiered
  Interventions
• State Test Data May 2008
• Indicators
• Grade 373.9 (Not Earned)
• Grade 487 (Earned)
• Grade 561.7 (Not Earned)
• No Tiered Interventions
• No Universal Screening in All Grade Levels

2/3 Indicators Not Earned
34
Math SIP Action Steps

• Strategy 2.1
• Prevent mathematics failure by delivering a
  strong core math program based on research and
  state standards
• K-2 Everyday Math
• 3-5 Research based/Board Adopted program

35
Math SIP Action Steps

• Action Step 2.1.1
• Applying Tier 1 Math Core curriculum and begin
  universal screening for Math to identify needs
  and Tier process
• Action Step 2.1.2
• Implement a Tier 1 Math Core curriculum
• Action Step 2.1.3
• Assess Tier 1 Math Core Curriculum

36
Math SIP Action Steps

• Action Step 2.1.4
• Continue to provide students accelerated learning
  opportunities in math through enrichment for
  students meeting/exceeding grade level benchmarks
• Strategy 2.2
• Target additional resources to students not
  meeting proficiency in mathematics

37
Math SIP Action Steps

• Action Step 2.2.1
• Purchase/Implement scientifically based resources
  (Aimsweb) to monitor student progress and/or
  provide practice of Mathematic skills to students
• Action Step 2.2.2
• Collect Math data during the benchmark periods
• Action Step 2.2.3
• Programs will be researched and implemented for
  tiered math support for students not meeting
  benchmarks.

38
Math SIP Action Steps

• Strategy 2.3
• Target additional resources to students not
  meeting proficiency in mathematics
• Action Step 2.3.1
• Extend the learning opportunities for students
  not meeting OAT benchmarks
• Action Step 2.3.2.
• Extend the learning opportunities for students
  not meeting OAT benchmarks during summer school

39
Sharonville Positives
40
Big Rock Number 4 at Sharonville

• Develop and Implement Behavioral Strategies to
  Decrease Problematic Behaviors

Pride Pledge I am Proud to be a student at
Sharonville Elementary I will Respect myself and
others. I am responsible for my choices I will
Do my best today. I believE in myself and my
school.
41
Conditions and Expectations Positives
SWIS Data
42
Conditions and Expectations Positives

• OLWEUS
• Behavioral Coach on site 3/5 Days

43
Conditions and Expectations Needs/Concerns
43
35
44
Conditions and Expectations Needs/Concerns
35
32
45
Conditions and Expectations Needs/Concerns
70
52
27
20
46
Conditions and Expectations Needs/Concerns

• 34 Students have 6 Referrals
• Of these 34 Students
• 12 (35) identified with Emotional Disturbance
• 7 (21) are in the IAT process
• 2 (6) Students are receiving other Special
  Education services
• 11 (32) do not receive Special Education
  services

47
(No Transcript)
48
Climate and Expectations SIP Action Steps

• Strategy 3.2 Provide High Quality Professional
  Development to address the identified needs of
  the students based on data.
• Action Step 3.2.1
• Provide training to staff on Bullying Prevention
  and Behavior strategies to ensure that 85 of
  students meet behavioral expectations and a 10
  reduction in bullying incidents are documented by
  survey results and SWIS data.
• Action Step 3.2.2
• Provide professional development on Culturally
  Responsive Practices to ensure appropriate
  management of student behaviors.

49
(No Transcript)
50
Climate and Expectations SIP Action Steps

• Strategy 3.3 Provide High Quality Professional
  Development to staff to promote systemic change.
• Action Step 3.3.1
• Provide for data collections, analysis, and
  problem-solving for the purpose of improving
  student achievement and behaviors in Tiers 2 and
  3 which include the Check In Check Out Process
• Action Step 3.3.2
• Walkthroughs will monitor academic and behavioral
  supports through observation of standards based
  instruction and RTI

51
2008-2009 Staff
52
Climate and Expectations SIP Action Steps

• Action Step 3.3.3
• Provide training in appropriate distinctions
  between office referrals, classroom management of
  behaviors, and use of behavioral coach.
• Action Step 3.3.4
• Develop and Implement a Continuum of Special
  Education Services

53
Climate and Expectations SIP Action Steps

• Strategy 3.4 Provide students and staff a safe
  and drug free environment that is culturally
  responsive and conducive to learning.
• Action Step 3.4.1
• Put Tier 1 PBS in place so that 80-90 of the
  student reaches key benchmarks with only Tier 1
  supports.

54
Climate and Expectations SIP Action Steps

• Action Step 3.4.2
• Establish, implement, and maintain the PBS
  acknowledgement system STARS Program and
  Quarterly Program for Tiers 1, 2, and 3
• Action Step 3.4.3
• Initiate OLWEUS Bullying Prevention program with
  all staff, parents, and community
• Action Step 3.4.4
• Develop process to make families comfortable and
  want to stay at Sharonville Elementary

55
Family
56
Climate and Expectations SIP Action Steps

• Strategy 3.5 Assess the effectiveness of all
  instructional support programs in Sharonville
  Elementary regarding its impact on teaching and
  learning that will improve student achievement
  and lead to excellence
• Action Step 3.5.1
• Conduct a teacher and student survey on the usage
  and success of the STARS/PBS program

57
Climate and Expectations SIP Action Steps

• Strategy 3.7 Celebrate and recognize
  accomplishments of students and staff to foster
  Princeton Pride
• Action Step 3.7.1
• Compile a Parent Resource Center geared toward
  Social/Emotional and Education Concerns of
  elementary students

58
Were On Our Way