Logan City School District School Improvement/School Land Trust Planning Form

School:  Ellis Elementary School                                                  Year: 2018-2019

Purpose:

  1. The purpose of the School Improvement Plan (SIP) is to:
  1. Raise the academic achievement of all students
  2. Provide a clear and simple plan of action to support school staff in their efforts to raise academic achievement of all students
  3. Direct the work of the PLCs in each school

Guiding Questions

  1. What is/are the school’s area(s) of greatest academic need?
  1. Where are you now?  Where do you want to be? By when do you want to get there?
  1. What do your students/teachers need to know and do to accomplish your goal?
  2. How will you support the knowing and doing it?
  3. How will you support student/staff whose behavior demonstrates they have already met the goal?

Timeline

March 22, 2018        Principal due date for completing their Progress Report for the current year, School Plan for next year, and Committee Signature form on School Land Trust website.

March 23, 2018        Stacey will send Trust Land plans to Board to review using the approved rubric and appropriate/inappropriate use of funds sheet.  Board members will have from March 23 to April 10 to review them.

March 27, 2018                Principals present plans to Board at Board Meeting.

April 10, 2018        Board will discuss the rubrics in Work Session.  If there are any changes the Board would like principals to make, they will have until April 24 to make changes.

April 24, 2017                Board will approve the School Land Trust plans.

May 1, 2018                        State due date to have above items completed.

August, 2018                Plans may be enacted as originally approved

August, 2018        School administration reviews end of year student achievement data to determine potential need for amendments to SIP and SLTSP.

September, 2018        School Administration and School Community Council propose amendments to SIP and School Land Trust spending plan

October, 2018                Board of Education approves proposed amendments to plans.

Board approved plans are submitted to the School Land Trust Administration for final approval. Modified plans may be enacted once state approval is finalized

Information

Please describe the process your school used to create the SIP, including how you involved the various stakeholder groups in your school.

The Ellis School Leadership Team met February 26, 2018 to review mid-year reading comprehension data related to the 2017-2018 SIP.  The data that was discussed related to the comprehension goal is as follows:

2017/2018 School Improvement Plan Update

Ellis Teachers focused on four comprehension skills:

  1. Sequencing
  2. Story elements
  3. Main idea/details
  4. Compare/contrast

Each grade chose the following methods as to how they focused on comprehension, and how they measured and reported their progress.

Kindergarten: 80% of kindergarten students will be proficient on grade-level common assessments in each of the four comprehension skills.

  1. Sequencing: 43/54 (80%) proficient
  2. Story elements: 45/52 (86%) proficient
  3. Main Idea/Detail: will be assessed in late March/April
  4. Compare/Contrast: will be assessed in late March/April

1st  Grade: 80% of first grade  students will be proficient on grade-level common assessments in each of the four comprehension skills

  1. Sequencing: 45/54 (83%) proficient
  2. Story Elements: 48/54 (89%) proficient
  3. Main Idea/Details: to be assessed early May
  4. Compare/Contrast: to be assessed in early April

2nd-5th grade Teachers taught the comprehension skills through spiral instruction, hitting each skill 2-3 times throughout the year. They report(ed) their progress by administering the STAR comprehension test three times during the year.  For the mid-year assessment, the benchmark was that 80% of their students would be at grade level on the grade-level equivalent (GE) or would have made 4-months growth since the September administration of STAR.  As of January, 2018 the results are as follows:

2nd Grade: 51/56 (91%)

3rd Grade: 47/53 (89%)

4th Grade: 38/52 (73%)

5th Grade: 42/53 (79%)

Total for grades 2-5: 178/214 (83%) of students are on grade level according to the STAR Reading Comprehension Assessment or have made 4-months growth since the September STAR administration.

The School Community Council also met on March 8, 2018 to review this data and discuss the most critical needs of the school.  The community council concurred with the school leadership team about the need to continue working on comprehension strategies and goals for students, as the required benchmarks change each year, even for students who were proficient the previous year.  There were also concerns expressed by both stakeholder groups about the need to improve attendance.  Poor attendance negatively impacts comprehension achievement for many students.   Current data (as of March 22, 2018) indicates that 31.6% of students at Ellis are not attending 94% of the days they are enrolled in school.  

Goal #1

Goal

Each grade will reach 85% proficiency on comprehension assessments by the end of the 2018-2019 school year.

Academic Areas

Reading

Measurements

STAR reading comprehension assessment in grades 2-5, given 3 times per year.  

Grade level common assessments to measure 4 specific comprehension strategies (listed below).  Data Analysis Protocols (DAP) will be used to collect and analyze achievement data for identified comprehension strategies at each grade level.  The DAP will chart tier 1 results, benchmark or mid-essential results, and final results after tier 2 and tier 3 interventions have been administered.

-Main idea

-Compare and Contrast

-Story Elements

-Sequencing

Decrease the total percentage of students who are not attending 94% of their enrolled days by at least 10% when compared to the 2017-2018 school year.

We will also use the SAGE data to compare growth from prior year.

Action Plan Steps

In addition to administering the STAR reading test 3 times during the school year and using results to inform instruction, we will have a school-wide focus on 4 specific comprehension strategies:

-Main idea

-Compare and Contrast

-Story Elements

-Sequencing

We will use the PLC framework to analyze the results and change instruction based on our common assessments of the four comprehension strategies and STAR results.  Data Analysis Protocols (DAP) will be used to collect and analyze comprehension achievement data for identified comprehension strategies at each grade level.  The DAP will chart tier 1 results, mid-essential results, and final results after tier 2 and tier 3 interventions have been administered

In addition to administering the STAR reading test 3 times during the school year and using results to inform instruction, we will have a school-wide focus on 4 specific comprehension strategies:

-Main idea

-Compare and Contrast

-Story Elements

-Sequencing

We will use the PLC framework to analyze the results and change instruction based on our common assessments of the four comprehension strategies and STAR results.  Data Analysis Protocols (DAP) will be used to collect and analyze comprehension achievement data for identified comprehension strategies at each grade level.  The DAP will chart tier 1 results, mid-essential results, and final results after tier 2 and tier 3 interventions have been administered

Our students are often lacking in vocabulary and a lack a rich life experiences that help build vocabulary.   We would like to provide experiences for them to build background knowledge and develop vocabulary.  This includes exposure to vocabulary building experiences through field experiences outside of the school related to CORE content objectives

An Americorps, America Reads Position will recruit and train volunteers that will help struggling readers improve their reading comprehension.

Attending the PLC conference will assist teachers in working together to improve comprehension instruction.  Teachers will learn how to create assessments, analyze the data, and provide interventions.  This will help improve overall instruction, as well as specific comprehension instruction.

The AR software program is a simple way to motivate students to read, as well as check to see if they are understanding what they are reading.  We use this information to plan interventions to help students improve their comprehension, and to motivate students with appropriate reading incentives and competitions.

We will hire instructional aides to work on specific targeted reading comprehension interventions in the classrooms and to conduct frequent progress monitoring of reading comprehension skills.

We will hire an Americorp Attendance Volunteer to coordinate and run an attendance incentive program for the school, including positive reinforcements for students and parents.  They will also coordinate the entire school attendance program, including home/school communication with the goal of decreasing the number of students not at 94% attendance (in all enrolled days) by at least 10%.

An Americorps, America Reads Position will recruit and train volunteers that will help struggling readers improve their reading comprehension.

Attending the PLC conference will assist teachers in working together to improve comprehension instruction.  Teachers will learn how to create assessments, analyze the data, and provide interventions.  This will help improve overall instruction, as well as specific comprehension instruction.

The AR software program is a simple way to motivate students to read, as well as check to see if they are understanding what they are reading.  We use this information to plan interventions to help students improve their comprehension, and to motivate students with appropriate reading incentives and competitions.

We will hire instructional aides to work on specific targeted reading comprehension interventions in the classrooms and to conduct frequent progress monitoring of reading comprehension skills.

We will hire an Americorp Attendance Volunteer to coordinate and run an attendance incentive program for the school, including positive reinforcements for students and parents.  They will also coordinate the entire school attendance program, including home/school communication with the goal of decreasing the number of students not at 94% attendance (in all enrolled days) by at least 10%.

Expenditures

Category

Description

Cost

Salaries and Benfits

$8981 - Americorp Reading Position - Recruit reading volunteers to help students with comprehension strategies. $21,624 for Instructional Assistants to enrich and extend literacy for students and assist students who are below grade level in reading. $3895 - Americorp Attendance Position- Develop a school-wide plan to improve overall school attendance.

$34500

Professional Services

PLC Conference - Training for teachers to work together to create assessments and interventions for comprehension

$8,000

Transportation/Admission

Opportunities for students to build background knowledge and vocabulary development through participating in academically based field experiences tied to CORE content (i.e. Science, Social Studies, Fine Arts, Language Arts, Mathematics, Physical Education)

$3500

Software

AR Software - Schoolwide program aimed at encouraging students to read more frequently in order to improve and measure their comprehension levels.

$2500

Total Cost

$48,500

Goal #2

Goal

85% of our students at each grade will achieve proficiency on identified essential skills in mathematics during tier 1 instruction

Academic Areas

Math

Measurements

Data Analysis Protocols (DAP) will be used to collect and analyze mathematics achievement data for identified essential learnings at each grade.  The DAP will chart tier 1 results, mid-essential results, and final results after tier 2 and tier 3 interventions.

We will also use the SAGE data to compare growth from prior year.

Action Plan Steps

The school will actively participate in math professional learning communities (PLC's). Each PLC team will develop and administer mid and final math essential skills assessments.   We will use that data to determine what interventions students need to achieve proficiency on essential skills.

Data Analysis Protocols (DAP) will be used to collect and analyze mathematics achievement data for identified essential learnings at each grade.  The DAP will chart tier 1 results, mid-essential results, and final results after tier 2 and tier 3 interventions.

We will also use the SAGE data to compare growth from prior year.

Expenditures

Category

Description

Cost

None

$0

Total Cost

$0

Summary of Estimated Expenditures From All Goals

Category

Estimated Cost

Salaries and Employee Benefits (100 and 200)

$34,000

Professional and Technical Services (300)

  $8,000

Transportation/Admission/Per Diem/Site Licenses (510, 530 and 580)

  $3,500

Software (670)

  $2,500

Total

$48,500

Funding Estimates

Estimates

Totals

Estimated Carry-over from the 2017-2018 Progress Report

  $7,575

Estimated Distribution in 2018-2019

$41,325

Total Estimated Available Funds for 2018-2019

$48,900

Summary of Estimated Expenditures For 2017-2018

$48,500

This may not be a negative number

Total Estimated Carry Over to 2019-2020

      $400

The 2017-2018 distribution in this plan is an estimate. If the actual distribution is more than the estimate, how will additional funds be spent to implement the goals described in the plan?

Some additional software will be purchased. Additional aide time will be added. Some technology for students will be purchased

Principal Name:  Douglas W. Beach

Principal Signature: