Oakbrooke's School Improvement Plan

Goal 1: Achievement

To improve educational achievement by 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.  By the end of the 2019-2020 school year, math achievement will be increased by 5% and literacy achievement will be increased by 5% as measured on the ACT Aspire Test.

Data

Description: The information used to identify opportunities.

  • Student Data Sheet (Literacy/Math) grades 3rd-5th
  • Schoolwide School Improvement Student Spreadsheet (Summative test scores, MAPS assessments, Lexia, STAR Reading, Star Early Literacy, Star Math, Lexia, Dreambox) This spreadsheet includes all African American students.
  • RTI datasheet

Interventions:

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

  • Identify students for math and literacy small groups based on data from STAR math and literacy, MAPS interim tests, and ACT Aspire data
  • Specific prescriptive lessons assigned for Dreambox math foundational skills and intervention lessons in Lexia with the teacher delivering needed deficit skills for each student.
  • Grade levels have begun a flexible intervention time period where students are grouped with teachers according to their needs as defined by specific grade level deficits and then moved to a different group when needed.

Literacy Plan: Based on the Science of Reading model, to provide instruction in literacy using the RISE Arkansas Initiative through the implementation of Phonics First Reading and RISE training and delivery

  • Based on the Science of Reading
  • K - 6  RISE and Phonics First
  •  7 - 12 Awareness Credentials:  Arkansas IDEAS - Science of Reading Learning Path

  • Professional Development (Current Staff and all new staff in future)
  • K - 6  RISE and Phonics First Training (training during school year and needed training during the summer)

Evidence

Description: Outlines the material used to support the interventions.

  • Individual teachers School Improvement Folder (in Google Drive)as with data and interventions
  • Examples of assigned focus Dreambox lessons and Lexia interventions
  • Lesson plans and work samples from the flexible intervention group
  • Minutes from RTI

Evaluation

Description: Measures progress toward the goal.

To improve educational achievement by 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, intervention groups were created.  Data based on Star Reading, Star Math, Star Early Literacy and ACT Aspire was utilized to make groups.  In Kindergarten, students were ability grouped based on need.  The math and literacy coaches pushed into the classes daily to ensure instructional needs were being met.  In first grade, growth was not being achieved in our high students.  Therefore, a group was created to meet their specific needs and these students meet with the literacy coach twice a week.  In 3rd, 4th, and 5th  grade, students were grouped based on need and intervention groups were created.  Each group focuses on a core subject. 5th grade also has an intervention group that meets with the math and literacy coach four days a week to focus on math, science, and literacy.  An after school camp for primary and intermediate students serves approximately 100 students.  These students were identified based on data and attend(ed) a six-week program that focused on math and literacy skills.  Our Dyslexia interventionist works with identified students in order to ensure achievement is being met in reading for these students.  Teachers utilize Dreambox lessons assigned by the math coach that is created for each student based on need.  Lexia interventions are also used as needed.  

    Proof of evidence is seen from our multiple weekly intervention groups.  Teachers document these groups in their CL-12 binder with lessons and student work samples.  Samples of Dreambox assigned focus lessons and Lexia skill builders also show where students have gaps and are delivered instruction based on need.  Lesson plans, work samples, and groups show proof of these groups.  RTI minutes are utilized to show that students who are falling behind are discussed and a plan is created for success.  Interventions have proved successful based on growth on the ACT Summative Aspire and Star tests.  SGP has improved for approximately 90 % of the students served by these interventions.

    Our next steps include continuing evaluating growth for these students to ensure that interventions are successful.  Student performance is a driving force in all instruction and therefore if progress is not being made, we change our approach.  Professional Learning Communities are utilized on a weekly basis to discuss data and make instructional changes as needed.  If these changes are ineffective, students are brought to RTI and adjustments are made to their instruction.  Professional development will continue so that teachers are adequately equipped to deliver the most appropriate interventions and instructions.

Goal 2: Performance Gap

To decrease the performance gap between white students and African-American students through the implementation of AVID, PBIS, RISE and Phonics First. The performance gap in ACT Aspire math will be decreased by systematic design/selection and implementation of intervention programs that provide effective remediation and/or adaptation to individual or group needs.  Phonics First and Rise will enable teachers to be trained in the science of reading to differentiate instruction so that all students are successful and demonstrate growth in the area of literacy.

Data

Description: The information used to identify opportunities.

  • ACT Aspire Summative data showing gaps in grade 3rd, 4th, and 5th.
  • Star Reading/Math data
  • MAP data
  • USA Test Prep Data

Interventions:

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

  • Specific targeted small groups in deficit areas to help students who do not score on level on STAR Math and Literacy and ACT Aspire.
  • Specific lessons assigned for Dreambox and Lexia interventions
  • Flexible intervention blocks
  • Dyslexia interventionist meets with identified students daily
  • Phonics First implementation into small groups
  • New teachers will be sent to training in Phonics First.  

Evidence

Description: Outlines the material used to support the interventions.

  • CL-12  teacher folders (on Google Drive)
  • Examples of Dreambox/Lexia focus lessons
  • Flexible interventions lesson plans
  • Dyslexia lesson plans and work samples

Evaluation

Description: Measures progress toward the goal.

To decrease the performance gap between white students and African-American students through the systematic design/selection and implementation of intervention programs that provide effective remediation and/or adaptation to individual or group needs interventions were utilized.   Data is analyzed at PLC meetings and African-American students who are below grade level or not making progress are identified.  Teachers work with these students in small groups focusing on specific deficit areas. This is in addition to the regular small group time.  If students are not progressing, skills are re-taught and assessed. Teachers and the math coach create assigned-focus lessons for African-American students in grades 1st-5th.  Lessons are checked weekly for AA students.  The math coach meets with AA students who are not making progress to ensure that they are progressing through the program. Data is recorded on the progress of students and help is provided where needed.  The Lexia program provides Skill Builders for students who need interventions.  Teachers print the Skill Builders and use them in small groups. Lexia data is analyzed during PLC meetings to ensure that African American students are reaching their time goals and units gained.  If they are not, the literacy coach serves as a Lexia mentor to ensure success.  Students were chosen based on the need for an after school tutoring camp with a specific focus on African-American students.  Fifty percent of the students who attend(ed) the primary camp were African-American.   All students in primary grades had an increase in achievement after the camp based on STAR growth.  Intermediate success will be measured when camp is complete with a survey and an analysis of test scores. When intermediate teachers were choosing students for camp, emphasis and priority was placed on AA students.  Dyslexia students receive interventions based on need.  Students with Dyslexia are discussed in RTI to ensure progress is being made. Forty-six percent of students receiving interventions for Dyslexia is African-American.

    Proof of evidence is seen from progress made in these interventions.  Teachers' CL-12 binders serve as a working document to monitor progress and evaluate success.  Assigned focus lessons in Dreambox and skill builders in Lexia show where students are delivered instruction based on need.  Camp Bobcat's lesson plans and work samples exhibit the success of the camp.  All students in the primary who attended improved on STAR Reading and Math.  Intermediate success will be determined at the completion of camp.  Dyslexia lesson plans show proof of these interventions as well as STAR growth for these students.  

    Our next steps include evaluating growth to ensure our interventions are working.  If growth does not occur, changes in instruction or grouping will occur. We will continue to monitor student success and change groups around as needed.   At PLCs, we will discuss students who are making little progress and create a new plan for their success.  Students who continue to struggle will be brought to RTI for further interventions.  

  • Teachers will adjust intervention groups on a bi-weekly basis after reviewing data during planning meetings.
  • Students are brought to RTI if there are no improvements.

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.

  • Percentage of AA in school, alpha, ambassadors, basketball, cheer, choir, and students recommended for AP classes. (sign-in sheets, rosters for each extracurricular activity, list of students recommended for AP classes)

Interventions:

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

  • Teachers actively recruit students to participate in alpha, basketball, cheer, choir, ambassadors, and Pre-AP classes.

  • A biracial committee consisting of the 5th-grade teachers, academic coaches, administrators, and guidance counselor will meet at the end of the year to review recommendations for advanced placement courses.

Evidence

Description: Outlines the material used to support the interventions.

  • Teachers actively recruit students to participate in alpha, basketball, cheer, choir, ambassadors, and Pre-AP classes.

  • A biracial committee consisting of the 5th-grade teachers, academic coaches, administrators, and guidance counselor will meet at the end of the year to review recommendations for advanced placement courses.

Evaluation

Description: Measures progress toward the goal.

These issues are highlighted in the monthly Leadership Team Meeting. New ways to include more African-Americans students are discussed. Alpha teacher encourages teachers to nominate African-American students. Possible Alpha recruits are discussed in RTI. Non-biased tests are given to place African American students.

Goal 4: Discipline

To reduce the number of discipline problems and classroom disruptions by 5% as measured by office discipline referrals caused by all students, regardless of race or background, utilizing PBIS strategies.  

Data

Description: The information used to identify opportunities.

  • Implement PBIS schoolwide
  • PBIS School team receives Year 2 training and whole school training to purposefully teach PBIS matrices.
  • Students are brought to RTI to discuss strategies to decrease discipline referrals.
  • Behavior specialists and counselors are utilized to aid teachers with behavior issues.

Interventions:

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

  • Implement PBIS schoolwide
  • PBIS School team receives Year 2 training and whole school training to purposefully teach PBIS matrices.
  • Students are brought to RTI to discuss strategies to decrease discipline referrals.
  • Behavior specialists and counselors are utilized to aid teachers with behavior issues.

Evidence

Description: Outlines the material used to support the interventions.

  • Tiered Focused Inventory of 80%
  • RTI data
  •  List of students who work with a behavior specialist
  • PBIS report/ behavior incentive plan

Evaluation

Description: Measures progress toward the goal.

Goal 5: Attendance

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

Data

Description: The information used to identify opportunities.

  • School discipline report
  • School attendance report
  • Grade level retention from 2018-2019

Interventions:

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

  • Retention committee meets and teachers discuss retention packets
  • PCSSD Attendance Policy and Procedure for attendance recording, notification and reporting will be strictly adhered to by Oakbrooke Elementary School.
  • Automated call outs (Elementary by 9:00 am)
  • Parent notification letter mailed at five unexcused absences
  • Letter to parent with referral form attached and emailed to prosecuting attorney
  • Call to DHS hotline to report excessive absences (10)
  • Student dropped for non-attendance after the 10th consecutive day of absence
  • Attendance is recognized by PBIS
  • Attendance issues are discussed in RTI.

Evidence

Description: Outlines the material used to support the interventions.

  • Retention packet/meeting date
  • Absence report
  • Parent 5 day letter
  • Call out report: Updated information list call log
  • Excessive absence referral form; Certified letter receipt; Form Letter to parent
  • Call log to DHS
  • Non-attendance Drop Form TAC/HAC
  • Perfect attendance data displayed for students and community to view to celebrate students.

Evaluation

Description: Measures progress toward the goal.

To increase student attendance and reduce suspensions and grade retention for all students, regardless of race or background, interventions are in place.  A retention committee meets and teachers discuss retention packets.  Students being considered for retention must first be brought to RTI.  Suggestions are made on encouraging progress and parents are notified.  If a student is still not progressing, they are brought before a committee.  Last year, we had no students retained.  Students who are struggling with attendance are immediately brought before the RTI committee.  Parents are notified and help is offered to encourage regular attendance.  District policy is followed regarding attendance and letters are sent home if attendance issues are severe.  The counselor has a small group of students that she meets with on a regular basis.  Topics discussed include attendance, behavior and academic concerns.

Proof of evidence is exhibited by our exceptional ADA rates.  RTI minutes are maintained to ensure that students with attendance issues are addressed.  Letters sent home to encourage parents to stay on top of attendance.  Agendas from small group counseling sessions serve as an outline for topics discussed and behavioral concerns being addressed.

Our next steps include a continued focus on excellent attendance and behavior.  Attendance will be a targeted focus at RTI and PLCs.  Students who are having issues will be addressed to ensure that all students are present.  PBIS will aid our staff in implementing positive behavior on a school-wide level.