Sylvan Hills Elementary's School Improvement Plan

Goal 1: Achievement

To improve educational achievement on 2020 Summative Assessments by 10% for all students, with special attention to African-American students and others who are at-risk of academic failure due to socioeconomic disadvantages, or other factors.

Data

Description: The information used to identify opportunities.

  • STAR  data
  • Lexia data
  • MAPs
  • USA Test Prep
  • Exit Tickets
  • Pre & Post Assessment
  • Teacher created formative assessments

Interventions:

Description: These are the steps being taken to address the goal.

  • Reteach and Enrich-every week students are assessed and regrouped for a 30-minute intervention that takes place the following week.
  • Interventionists will work with small groups of students providing timely interventions with an emphasis on minority students.
  • Teachers will pull small groups and individual students based on assessment data.
  • AVID researched teaching strategies.
  • PBIS behavioral strategies.

                            LITERACY PLAN

  • Utilize a written curriculum map that aligns with the RISE, Phonics First and Science of Reading
  • Provide classroom teachers with a strong, systematic and explicit phonemic awareness program
  • Provide classroom teachers with strong, systematic and explicit phonics programs
  • Provide staff with ongoing PD on Phonics First and RISE, All staff have received RISE or Phonics First training.  All new teachers will receive training from the district in Phonics First.
  • Programs should be aligned with the Science of Reading
  • Screen all K-2 students for reading difficulties (Act 1063 dyslexia requirements)
  1. Phonological and phonemic awareness
  2. Sound symbol recognition
  3. Alphabet knowledge
  4. Decoding skills
  5. Rapid naming
  6. Encoding skills
  • Ensure adequate time for literacy instruction
  • Suggested Literacy Instructional Block would include the following:  
  • Phonological Awareness (10 minutes)
  • Phonics (30 minutes) (letter ID, decoding, handwriting, encoding)
  • Comprehension (40 minutes)

Read Aloud and Shared Reading

Oral Language

Vocabulary

  • Small-Group Reading (60 minutes) Meet with skill-based groups every day to address foundational gaps and support core instruction; RF, L, RI, or RL standards are covered.
  • Writing (30 minutes)
  • Develop intervention plans for students identified at risk for reading difficulties
  • Administer diagnostic assessments to determine specific skill deficits
  • Provide evidence-based interventions through a multi-tiered system of support (RTI)
  • Utilize a written curriculum map that is aligned to the Science of Reading
  • Screen all 3-5 struggling readers for reading difficulties (Act 1268 dyslexia requirements)
  1. Phonological and phonemic awareness
  2. Sound symbol recognition
  3. Alphabet knowledge
  4. Decoding skills
  5. Rapid naming
  6. Encoding skills
  • Ensure adequate time for literacy instruction
  • Suggested Literacy Instructional Block would include the following:
  • Grades 3-5: Self-contained classroom setting
  • Word Study (20 minutes) - (basis in morphology) - language and reading foundational standards are covered  (Bottom of Scarborough’s Rope)
  • Comprehension, Unit-Based (40 minutes) RL, RI, L Standards are covered (Top of Scarborough’s Rope)
  • Small-Group Reading (30 minutes) Meet with skill-based groups every day to address foundational gaps and support core instruction; RF, L, RI, or RL standards are covered.
  • Writing (35 minutes)
  • Handwriting (cursive - 3rd grade - 10 minutes)
  • Grades 3-5: Departmentalized setting        
  • Word Study (20 minutes) - (basis in morphology)
  • Comprehension, Unit-Based (40 minutes)
  • Writing (30 minutes)
  • In this example, remediation time is not included and would need to be built into the schedule
  • Develop intervention plans for students identified at risk for reading difficulties
  • Develop a decision-making tree to determine appropriate support for struggling learners
  • Administer diagnostic assessments to determine specific skill deficits
  • Provide evidence-based interventions through a multi-tiered system of support (RTI)
  • Establish a process for progress monitoring for each tier of instruction within a multi-tiered system of support
  • Integrate literacy skills in content areas (e.g., science, social studies, math) through activities that involve reading comprehension, writing, speaking and listening
  • Utilize texts to build students’ background and topical knowledge in each content area

Evidence

Description: Outlines the material used to support the interventions.

  • Reteach and Enrich forms turned in on Google Doc weekly
  • Pre and post-assessment data
  • Lesson plans
  • Lexia skill builders

Evaluation

Description: Measures progress toward the goal.

  • Each week teachers review Pre and Post assessment data, Action Research Plan
  • Reduction in a discipline referral
  • 10% growth on standardized assessment
  • Increased scores on post-assessment
  • Constructive feedback on lesson plans

Goal 2: Performance Gap

To decrease the performance gap between white students and African-American students by 10% through the systematic design/selection and implementation of intervention programs that provide effective remediation and/or adaptation to an individual or group needs by May 2020.

Data

Description: The information used to identify opportunities.

  • Weekly teacher created formatives
  • STAR Literacy data
  • Lexia data
  • STAR Math data
  • Moby Max data

Interventions:

Description: These are the steps being taken to address the goal.

  • RTI process-monthly process to evaluate teacher interventions for specifically targeted students.  Specific
  • 3rd through 5th grade will be targeted for a 15 week after school tutoring program utilizing the
  • Moby Max intervention program.

Evidence

Description: Outlines the material used to support the interventions.

  • Sign-in sheets
  • Pre and post-assessments
  • STAR data

Evaluation

Description: Measures progress toward the goal.

Teachers providing weekly tutoring will assess the effectiveness of the program based on student performance.

Goal 3: Participation

To increase the number and proportion of African-American and disadvantaged students participating in extracurricular activities, gifted and honors programs, and enriched or advanced placement courses.

Data

Description: The information used to identify opportunities.

  • Behavior data
  • Individual academic reports-STAR
  • ACT interim assessments

Interventions:

Description: These are the steps being taken to address the goal.

  • Male 4th and 5th-grade students can become a member of Guys in Ties, with a focus on minority students who will meet weekly with a professional from the community that looks like them. These mentors will provide weekly mentoring and tutoring.

  • Female 4th and 5th-grade students can become a member of the Divas program. This program will focus on minority students who will meet weekly with a professional from the community that looks like them. These mentors will provide weekly mentoring and tutoring.

  • Students in grades 3 through 5 will participate in a basketball and cheer program.

Evidence

Description: Outlines the material used to support the interventions.

  • Sign-in sheets
  • behavior data
  • Pictures

Evaluation

Description: Measures progress toward the goal.

The effectiveness of this program will be completed by community and student surveys.

Goal 4: Discipline

To reduce the number of discipline problems and classroom disruptions caused by all students, regardless of race or background.

Data

Description: The information used to identify opportunities.

  • Lesson Plans,
  • Walkthrough data

Interventions:

Description: These are the steps being taken to address the goal.

A+ Strategies and Art integration.  To reduce the number of discipline issues in the classroom regardless of race or background, teachers will use A+ strategies to improve instruction, making it more hands-on and engaging with a focus on African American students.

  • PBIS strategies, lessons, and procedures in all areas of the school.

  • A+ Strategies and Art integration.  To reduce the number of discipline issues in the classroom regardless of race or background teachers will use A+ strategies to improve student engagement

  • Project-Based Learning.

  • STEAM lessons and activities, which are more hands-on and engaging specifically for African American students.

Evidence

Description: Outlines the material used to support the interventions.

  • Faculty meeting sign-in sheets
  • Agenda
  • PD sign-in sheets

Evaluation

Description: Measures progress toward the goal.

The use of A+ strategies is evaluated monthly through classroom walkthroughs and faculty meetings.

Goal 5: Attendance

To increase student attendance and reduce suspensions and grade retention for all students, regardless of race or background.

Data

Description: The information used to identify opportunities.

  • Behavior data
  • Individual academic reports-STAR
  • ACT interim assessments

Interventions:

Description: These are the steps being taken to address the goal.

4th and 5th-grade students can become a member of Guys in Ties and the DIVAS program.  Targeted students with a focus on minority students will meet weekly with a professional from the community that looks like them.  These mentors will provide weekly mentoring and tutoring.

Evidence

Description: Outlines the material used to support the interventions.

  • Sign-in sheets
  • Behavior data
  • Pictures

Evaluation

Description: Measures progress toward the goal.

The effectiveness of this program will be completed by community and student surveys.