Robinson Elementary’s School Improvement Plan

Goal 1: Achievement

To improve educational achievement 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 by the end of the 2019-2020 school year.

Data

Description: The information used to identify opportunities.

  • ACT Aspire
  • ACT/Aspire Interim Assessments
  • STAR Assessments
  • ESSA Report

Interventions:

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

Literacy Plan

  • K-5 screeners (Phonics First, WORDS, DIBELS, Arkansas Rapid Naming, and the Phonological Awareness Screening Test) are used to determine students needs.
  • K-3 utilizes the Phonics First reading and spelling program. This is a multisensory, sytematic, structured, sequential phonics-based, direct-instruction approach to teaching beginining, at-risk, struggling, learning disabled, dyslexic and ELL readers.
  • Grades 4 & 5 utilizes the WORDS intervention lessons that integrate decoding and spelling instruction based on word origin and word structure.
  • Professional Development: The Science of Reading will be provided to K-3 teachers Summer 2020 and Days 4-6 RISE training will be provided to grades 4 & 5 teachers during Summer 2020.
  • Literacy program effectiveness will be evaluated/assessed monthly during grade-level and vertical collaborative team meetings.

Additional Interventions

  • Teachers will document in lesson plans the use of small group (guided reading groups) for instruction and intervention. School administration and staff will form a focus group to celebrate the “Glows” in Curriculum, and develop ways to address and improve “Grows” to address educational achievement by all students.

  • Mentors from AR Kids Read will work with students in K - 3 in reading once a week for 30 minutes. An emphasis will be placed on pairing mentors with African American students.

  • In order to plan for Tier II and Tier III interventions teachers in grades, K-5 will receive student proficiency levels identified by race from the instructional coach within the first 2 weeks of school.

  •  Tier 2 students are progress monitored in Math and Literacy every 2 weeks. Students who have not shown growth will receive intervention through Renaissance 360, School-wide intervention in “Read Naturally”, Small group instruction, and ACT/Aspire Intervention Groups. Tier 3 students are progressed weekly.

Evidence

Description: Outlines the material used to support the interventions.

  • ESSA Report,
  • ACT/Aspire Summative Data
  • ACT Aspire Interim Data,
  • ACT/Aspire Intervention Groups,
  • STAR Assessments
  • Renaissance 360 Intervention Plan,
  • Read Naturally School-wide Intervention
  • Parent Involvement to Collaborate
  • AR Kids Read schedule and sign - in
  • Lesson plans to document small group

Evaluation

Description: Measures progress toward the goal.

To decrease our performance gap between white and African - American students, ACT/Aspire Intervention groups in Math and Literacy, as well as, school-wide literacy interventions in K - 5 using Read Naturally were developed.  Data from ACT/Aspire Summative data was used to determine intervention groups in Math/Literacy/Both. STAR Reading/Early Literacy and STAR Math in K - 5 was used to progress monitor, as well as Read Naturally data.

Evidence has shown that through ACT/Aspire intervention groups in Math and Literacy, as well as school-wide literacy interventions in K - 5 using Read Naturally has shown growth for the majority of our students. Overall, our intervention groups have been effective.

Our next steps include, looking at data weekly in PLCs and adjusting interventions that are not working for certain students.  Students not making growth after adjusting interventions are placed in RtI, and additional research-based strategies are implemented and monitored for student growth.

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 adaption to individual or group needs by the end of the 2019-2020 school year.

Data

Description: The information used to identify opportunities.

  • ACT Aspire,
  • Interim Assessments,
  • STAR Assessments,
  • ESSA Report

Interventions:

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

  • Teachers will document in lesson plans the use of small group instruction for student interventions with student names.
  • Mentors from AR Kids Read will mentor students in K- 3 in reading once a week for 30 minutes.  An emphasis will be placed on pairing mentors with African American students.
  • Teachers in grades K-5 will receive student proficiency levels identified by race from the instructional coach within the first 2 weeks of school.
  • Students are progress monitored in Math and Literacy every 2 weeks. Students who have not shown growth will receive intervention through Renaissance 360, Small Group, school-wide interventions daily with Read Naturally, and ACT/Aspire intervention groups.

Evidence

Description: Outlines the material used to support the interventions.

  • ESSA Report,
  • ACT Aspire Summative Data,
  • ACT/Aspire Interim Data
  • AR Kids Read schedule and mentor sign - in
  • ACT/Aspire Intervention Groups
  • School-wide intervention in Read Naturally
  • Renaissance 360 Intervention Plan,
  • Lesson plans

Evaluation

Description: Measures progress toward the goal.

To decrease our performance gap between white and African - American students, ACT/Aspire Intervention groups in Math and Literacy, as well as, school-wide literacy interventions in K - 5 using Read Naturally were developed.  Data from ACT/Aspire Summative data was used to determine intervention groups in Math/Literacy/Both. STAR Reading/Early Literacy and STAR Math in K - 5 was used to progress monitor, as well as Read Naturally data.

Evidence has shown that through ACT/Aspire intervention groups in Math and Literacy, as well as school-wide literacy interventions in K - 5 using Read Naturally has shown growth for the majority of our students. Overall, our intervention groups have been effective.

Our next steps include looking at data weekly in PLCs and adjusting interventions that are not working for certain students.  Students not making growth after adjusting interventions are placed in RtI, and additional research-based strategies are implemented and monitored for student growth.

Goal 3: Participation

To increase the number and proportion of African-American and disadvantaged students participating in extracurricular activities, gifted programs and honors, enriched, and advanced placement courses by 10% by the end of the 2019-2020 school year.

Data

Description: The information used to identify opportunities.

  • Enrollment data for gifted program
  • National Junior Beta Club
  • Parent Invitation to Collaborate

Interventions:

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

  • The school will develop a mentoring intervention designed specifically for African American students, but not exclusive of African American students such as Gifted and Talented programs, National Junior Beta Club, and other students - centered extracurricular activities.
  • The school administrators will collaborate with a focus group of school administration, staff, and parents to identify and implement student-centered activities for all students with an emphasis on African - American students.

Evidence

Description: Outlines the material used to support the interventions.

  • Gifted and Talented enrollment
  • National Junior Beta Club
  • Parent Invitation to Collaborate

Evaluation

Description: Measures progress toward the goal.

To increase the number of students who are African - American or economically disadvantaged, efforts were made to identify these students for participation in Gifted and Talented, as well as, National Junior Beta Club.  The formation of a Robinson Elementary Chapter of National Beta Club made Robinson Elementary the only Elementary Chapter of the National Beta Club in Pulaski County Special School District.

Our evidence indicates that more student-led extracurricular activities are needed to reach more African - American students, as well as, economically disadvantaged students.

Our next step was the school administrator formed a task force made up of school administration, staff, and parents to begin the collaboration process to design/create student-centered extracurricular activities.  These activities will be designed to increase student interest and engagement in school through activities that extend beyond the academic activities of the school.

Goal 4: Discipline

To reduce the number of discipline problems and classroom disruptions caused by all students, regardless of race or background by 15% by the end of the 2019-2020 school year.

Data

Description: The information used to identify opportunities.

  • Discipline reports
  • Attendance report
  • Parent Invitation to Collaborate

Interventions:

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

  • Staff members will always call students by their name using correct pronunciation.
  • All staff will greet students each morning to set a positive for the day.
  • School administration will work with a focus group made up of school administrators, staff, and parents to create student-centered extracurricular activities to increase student and parent involvement in school academics and extracurricular activities.

Evidence

Description: Outlines the material used to support the interventions.

  • Discipline data
  • Attendance report
  • School administration will work with a focus group made up of school administrators, staff and parents to create student-centered extracurricular activities to increase student and parent involvement in school academic programs and extracurricular activities.

Evaluation

Description: Measures progress toward the goal.

To decrease discipline problems and classroom disruptions, behavior incentives were developed with clear behavior expectations.

Our discipline data shows that discipline problems and classroom disruptions for the first semester of 2018 - 2019 to be very low.  Discipline disruptions were attributed to the isolated behavior of a very small number of students, whose behaviors were related to factors outside of school.

Our next steps include to continue to monitor discipline behavior by staff, class, grade, race, gender, location, time of day, and develop strategies to address inappropriate behaviors according to each factor mentioned.

Goal 5: Attendance

To increase student attendance and reduce suspensions and grade retention for all students, regardless of race or background by 15% by the end of the 2019-2020 school year.

Data

Description: The information used to identify opportunities.

  • Attendance data, discipline data
  • STAR data, ACT/Aspire Interim data
  • ACT/Aspire Interventions
  • School-wide interventions in Read Naturally
  • Parent Invitation to Collaborate

Interventions:

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

  • Attendance challenge to provide incentives for perfect attendance
  • Mentors from AR Kids Read mentor students 30 minutes per week
  • Address student academic needs through small group instruction to promote positive student engagement at school
  • Provide literacy interventions through school - wide interventions in Read Naturally
  • In grade 3 - 5, provide specific interventions through strategies associated with ACT/Aspire

Evidence

Description: Outlines the material used to support the interventions.

  • Attendance data
  • Discipline data
  • AR Kids Read mentor sign - in and schedule
  • Lesson plans to document small group instruction
  • School-wide literacy intervention through Read Naturally
  • ACT/Aspire intervention

Evaluation

Description: Measures progress toward the goal.

To decrease discipline problems and increase attendance, behavior incentive, as well as an attendance challenge were developed with clear behavior and attendance expectations.

Our discipline data shows that discipline problems and classroom disruptions for the first semester of 2018 - 2019 to be very low.  Discipline disruptions were attributed to the isolated behavior of a very small number of students, whose behaviors were related to factors outside of school.  Our attendance data shows an increase in perfect attendance school-wide.

Our next steps include to continue to monitor attendance and discipline behavior by staff, class, grade, race, gender, location, time of day, and develop strategies to address inappropriate behaviors according to each factor mentioned.  PCSSD attendance reporting policies, as well as attendance incentives, will continually be monitored for effectiveness.