Crystal Hill’s School Improvement Plan

Goal 1: Achievement

To improve educational achievement in ELA, Math, and Writing by 10% for all students as measured by ACT Aspire in 2020.

Data

Description: Data is the driver – Your school’s Current Reality

  • Data (STAR (K-2), MAPS (3-5), ACT Aspire Summative, Writing Samples, Math Pre/Post Assessments):
  • Data is the driver-Your school’s current reality
  • Classroom Walk-Through Data Sheets (Looking for student-driven instruction.)
  • ACT Aspire, STAR (K-2), MAPS (3-5), Writing Samples, Math Pre/Post Assessments

Interventions:

Description: List all interventions that you are doing, with fidelity, to specifically address this goal.

  • Literacy Plan
  • Utilize a written curriculum map that aligns with the science of reading
  • Provide classroom teachers with a strong, systematic and explicit phonemic awareness program
  • Provide classroom teachers with a strong, systematic and explicit phonics programs
  • Current teachers are trained in RISE and Phonics First
  • New teachers will attend make up sessions in RISE and Phonics First
  • Develop intervention plans for students identified at risk for reading difficulties
  •  Establish a process for progress monitoring for each tier of instruction within a multi-tiered system of support

  • Flexible small group intervention, in addition to regular small group instruction, for students identified by STAR Reading and Math (K-2)/MAPS (3-5) as working below grade level.  These will be provided by the classroom teachers, as well as our Title 1 interventionists.

  • Assign Focus on Dreambox (Foundational Math Skills) and Lexia (Foundational Reading Skills) for those performing below grade level

  • Corrective Reading Groups for those in 3rd-5th who are two years or more below grade level

Evidence

Description: Please list and attach as pertinent.

  • Specific lesson plans with a focus on small flexible groups
  • Intervention data sheets
  • Classroom Walk-Throughs specifically focused on student engagement

Evaluation

Description: What is your method of evaluating the effectiveness of these interventions? ( Includes how often and documentation /Intervention data) Were there changes as a result of the evaluation? If so, how did you address it?

  •  STAR Reading and Math (K-2) and MAPS (3-5) data is reviewed bi-weekly for student progress and instruction/intervention/enrichment is adjusted as needed.

  • Teachers will be provided professional development on how to progress monitor and implement assigned focus/prescriptive lessons.

Goal 2: Performance Gap

To decrease the performance gap by 10% for African Americans and others who are at-risk of academic failure through the systematic implementation of intervention programs that provide effective remediation for individuals and/or group needs by the Spring of 2020.

Data

Description: Data is the driver – Your school’s Current Reality

  • RTI Data-Progress review summaries, student intervention plans, student work samples, data sheets
  • ACT Aspire Summative
  • STAR Reading and STAR Math Growth Reports (K-2)/MAPS (3-5)
  • Student Needs Assessment

Interventions:

Description: List all interventions that you are doing, with fidelity, to specifically address this goal.

  • RTI recommended interventions for students performing below grade level

  • Assign Focus on Dreambox (Foundational Math Skills) and Lexia (Foundational Reading Skills) for those performing below grade level

  • Corrective Reading Groups for those in 3rd-5th who are two years or more below grade level

  • Administrator/Academic Coach conferences will occur quarterly with 3rd-5th 504/IEP students with failing grades to discuss concerns and review progress.

Evidence

Description: Please list and attach as pertinent.

  • RTI Packets/Binders
  • ACT Aspire Data
  • STAR Reading and STAR Math Growth Reports (K-2)/MAPS (3-5)
  • Administrator conferencing data sheets

Evaluation

Description: What is your method of evaluating the effectiveness of these interventions? ( Includes how often and documentation /Intervention data) Were there changes as a result of the evaluation? If so, how did you address it?

  •  The RTI Committee meets regularly to review student progress for those below grade level.
  •  Review Pre/Post scores on STAR Math/Reading (K-2)/MAPS (3-5) to check for student growth.
  • Follow up at Interims with students who are failing to look for growth.
  • Refresher PD will be given on how to run and interpret STAR growth reports.

Goal 3: Participation

 To increase the number and proportion by 5% of African-American and disadvantaged students participating in extracurricular activities, gifted programs and honors, enriched and advanced placement courses by May 2020.

Data

Description: Data is the driver – Your school’s Current Reality

  • Identified student list-Gifted and Talented placement
  • Basketball, Cheer Team, and Step Team numbers by race
  • Student Council and Art club numbers by race

Interventions:

Description: List all interventions that you are doing, with fidelity, to specifically address this goal.

  • Follow the district guidelines for the recruitment of African Americans for Gifted and Talented

  • Encourage African Americans to try out for extracurricular activities by sending out recruitment fliers, phone calls, and texts.

Evidence

Description: Please list and attach as pertinent.

  • Gifted and Talented list by race
  • Basketball, Cheer Team, and Step Team lists by race
  • Student Council and Art club list by race

Evaluation

Description: What is your method of evaluating the effectiveness of these interventions? ( Includes how often and documentation /Intervention data) Were there changes as a result of the evaluation? If so, how did you address it?

We will regularly (yearly) review our extra curricular programs by race participation.  If the number of African Americans doesn’t represent the school population, review standards by which students qualify and implement new recruitment strategies.

Goal 4: Discipline

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

Data

Description: Data is the driver – Your school’s Current Reality

  • Discipline data by race
  • Discipline data by teachers
  • PBIS Intervention Report

Interventions:

Description: List all interventions that you are doing, with fidelity, to specifically address this goal.

  • Alternate disciplinary consequences

  • Basketball, Cheer, Art Club, and Student Council will be used as incentives for maintaining good behavior

  • Free dress days, extra tech time, afternoon clubs, slime time

  • PBIS Matrix

Evidence

Description: Please list and attach as pertinent.

  • Discipline data by race

  • Discipline data by teacher

  • Behavior reports on students who participate in extracurricular activities

Evaluation

Description: What is your method of evaluating the effectiveness of these interventions? ( Includes how often and documentation /Intervention data) Were there changes as a result of the evaluation? If so, how did you address it?

Disaggregate discipline records and patterns to determine the effectiveness of interventions.  This is done on a quarterly basis.

Goal 5: Attendance

 To increase student attendance and reduce suspensions by 10% and grade retention by 2% for all students, regardless of race or background by May 2020.

Data

Description: Data is the driver – Your school’s Current Reality

  • Discipline Data School-wide
  • Attendance records by the quarter
  • Retention Data

Interventions:

Description: List all interventions that you are doing, with fidelity, to specifically address this goal.

PCSSD Attendance Policy and Procedure for attendance recording, notification and reporting will be strictly adhered to by Crystal Hill Elementary School.

Automated call outs (Elementary by 9:00 am)

  • Parent notification letter mailed at five unexcused absences in any class period
  • Letter to parent with referral form attached and emailed to prosecuting attorney
  • Call to DHS hotline to report excessive absences
  • Student dropped for non-attendance after the 10th consecutive day of absence
  • Notification of non-attendance drop form sent to the parent and DFA Drivers Control

Behavioral Interventions:

  • Mindfulness videos to help students learn self-calming strategies
  • RTI process to help students who are working below grade level
  • PBIS (Positive Behavioral Interventions and Support)

Evidence

Description: Please list and attach as pertinent.

Discipline Data

Attendance Records

  • 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
  • Certified mail receipt; DFA Notification Driver’s Attendance Form

Feedback from teachers and staff on mindfulness video effectiveness.

Evaluation

Description: What is your method of evaluating the effectiveness of these interventions? ( Includes how often and documentation /Intervention data) Were there changes as a result of the evaluation? If so, how did you address it?

  • Survey teachers and students to see if mindfulness videos are helping students maintain emotional wellness.  Conference with students individually to get feedback on how we can help them solve problems.

  • Analyze student attendance data to make informed decisions about increasing motivation for school attendance.

If student attendance is not working, phone calls will be made to parents emphasizing the importance of school attendance.  Students will be offered attendance incentives.