ELEMENTARY ANDERSON MICHAEL€¦ · knowledge. A student’s entire performance should always be considered. Teacher Observation and Classroom Based Assessments Teachers in grades

MICHAEL ANDERSON ELEMENTARY

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2019 - 2020 School Improvement Plan

Michael Anderson Elementary

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Michael Anderson Elementary EVERY CHILD EVERY DAY

NEEDS ASSESSMENT

A needs assessment was completed in order to determine the areas of focus. This comprehensive

needs assessment is used to clarify the direction and sets the priority needs of our school to

improve student achievement. Our needs assessment was comprised of several data points that

included:

● Parent Feedback – Parents were given the opportunity to participate in the Center for

Educational Effectiveness survey in order to provide feedback.

● Staff Feedback – Staff is continually asked to provide feedback in a variety of ways

including Goal Setting Sheets, PLC Action Planning and through the Leadership committee

as well as other building level committees. Staff also provided feedback through the Center

for Educational Effectiveness survey.

● Assessment Data – Multiple sources of data are evaluated to inform instruction and

instructional programs as well as intervention support.

● SWIS (School Wide Information System) - A review of our student behavior referrals are

examined to determine areas of need.

We examined our data, demographics, parent and staff feedback, and student progress data,

along with other data points in order to determine the school’s priorities.

Demographics

Michael Anderson Elementary is located on Fairchild Air Force Base. The attendance area is

comprised of mostly military dependent students. Our school serves as a community place for

families and children of military members.

Medical Lake School District is continually analyzing factors associated with military families such

as student enrollment, which can significantly affect funding (FTE Count) year to year, and test

scores (students moving from other states with different academic standards). This movement

creates a unique challenge for us as educators. We constantly have new children with new and

unique needs, and often once we start to see progress they move. Our goal is to help each and

every child that enters our door. We believe each child deserves the very best from all of us every

day.

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Assessment Data

For the 2018 - 2019 school year, several assessments were used to document student

growth and to guide instruction. These assessments included AimsWeb Plus and Smarter

Balanced Assessment as well as teacher observation and classroom based assessments.

The following assessments will be used to guide instruction:

● AimsWeb Plus – Grades K - 5

This is an efficient and effective formative assessment, data management tool, and reporting system for grades K-8 supporting multi-tiered instructional models. Designed to universally screen and progress monitor, AimsWeb Plus uses brief, valid, and reliable measures of foundational skills in reading and math. AimsWeb Plus allows us to capture, manage, and report our assessment data all in one seamless, web-based system. Retrieve valuable, understandable data to identify at-risk students early, to monitor progress, and to differentiate and track targeted instruction.

● Smarter Balanced Assessment – Grades 3 - 5

Starting in the spring of 2015, the Washington State assessment system was changed to Smarter Balanced Assessment for English language arts (formerly reading and writing) and math.

Students in grade 5 will take the Washington Comprehensive Assessment of Science.

State testing should never be the sole judge of a student’s academic skills and knowledge. A student’s entire performance should always be considered.

● Teacher Observation and Classroom Based Assessments

Teachers in grades 3 - 5 began using Interim Assessment Blocks as pre and post tests to assess learning.

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http://www.k12.wa.us/smarter/default.aspx


State Assessment:

Grade level teams, MTSS Team and the Leadership Team analyzed the SBA and Science

data to inform our building level goals and grade level goals.

Third grade is an area of concern given three years of declining scores, however, fourth

grade has been showing improvement over the course of the past three years.

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Grade level teams looked at disaggregated target data within the Smarter Balanced

Assessment to determine areas of focus based on the data. Additionally, grade level teams

created SMART Goals and Actions for ELA and math.

AimsWeb Plus:

Grade level teams, Profile Team and the Leadership Team analyzed the AimsWeb Plus data

to inform our building level goals and grade level goals. This data is also used to identify

students in the 21st percentile or below who need additional support.

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Overall growth in math was positive as measured by AimsWeb.

Second grade showed improvement from last year while kindergarten experienced a drop. First

grade also dropped slightly. The first grade assessment only measures oral reading fluency.

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Both fourth and fifth grade showed more growth than the previous year. Although third grade did

not show more growth they were still above 55th percentile for student growth which represents a

years worth of growth.

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School Success Indicators

The Smarter Balanced Assessment data in the following chart was collected prior to the work that

we have started with digging into our growth data for students with disabilities. We have begun

focusing our work on a more inclusive model where students with disabilities receive the core

instruction and also receive specially designed instruction within the classroom setting where

appropriate.

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Danielson Walkthrough Data and Classroom Observations

In the 2018 - 2019 school year, every K-5 teacher participated in a Danielson Learning Walk.

Additionally, Danielson Data Walk were conducted twice.

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SWIS

The following two charts illustrate the average behavior referrals per day comparing 2017-18 to

2018-19. Overall there was a decrease in maladaptive behavior from the 2017-2018 school to the

2018-19 school year.

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SCHOOL IMPROVEMENT GOALS

While there is no single solution for all schools, research on effective schools identified common

characteristics of high performing schools. Successful schools engaged in improvement activities

focused on these characteristics, therefore, our school improvement goals are centered around

the Characteristics of Highly Performing Schools.

Based on our Needs Assessment, we determined that Michael Anderson Elementary is below the

national mean in the area of High Standards and Expectations according to the Center for

Educational Effectiveness survey. Goal one focuses our attention on high standards and

expectations for growth for all students while not losing sight of proficiency.

Goal 1: Ensure there are high standards and expectations for all stakeholders by fostering a

shared commitment to high standards of teaching, social emotional and academic learning

with high expectations for achievement and growth for all students.

The Needs Assessment also revealed the need in the area of High Quality Curriculum, Instruction

and Assessment which was also below the national mean as measured through the Center for

Educational Effectiveness Survey. Goal 2 draws our attention to improving instruction,

assessment, and curriculum.

Goal 2: Ensure that every student receives high quality curriculum, instruction and

assessment both academically and social/emotionally.

The final area that the Needs Assessment highlighted is in the area of parent and community

involvement. Goal three concentrates on parent and community involvement.

Goal 3: Develop a strong home - school connection through improving communication and

involvement of parents and the community.

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ACTION PLAN

GOAL ONE: Ensure there are high standards and expectations for all

stakeholders by fostering a shared commitment to high standards of

service, teaching, and learning with high expectations for achievement and

growth for all.

TEAM MEMBERS:

All staff

ACTION STEPS WHO IS RESPONSIBLE?

Who is involved? Who will provide the leadership? Who will do the work?

IMPACT OF ACTIVITY MONITORING EFFECTIVENESS

How will you measure

it?

For each activity,

what formative

evidence will be

gathered to

demonstrate

progress?

Ensure that instructional

practices in all settings reflect

high expectations regarding

content and quality of effort

and work, engage all students,

and are personalized to

accommodate diverse learning

styles, needs, interests, and

levels of readiness.

Principal

Building Leadership Team

Instructional Coaches

An environment where all

stakeholders hold each

other accountable for

student learning and

growth. Students

understand the learning

expectations and

standards and can

communicate them to

others.

Danielson Learning

Walks

Danielson Data Walks

Fidelity Checklists

Facilitate collaborative

processes resulting in

continuous improvement

● Grade Level PLC

● Instructional

Coaching

● Mentor/Mentee

Principal


Grade Level PLCs

An open and constructive

atmosphere for group

discussions; opportunities

for staff to initiate

collaborative processes

across grade levels and

subject areas that support

ongoing improvement of

teaching and learning.

PLC Action Planning

Forms

Friday Focus Agendas

Leadership Committee

Minutes

Create a committee to diversity

concerns

Climate Committee Meeting notes

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Implement the districts social

emotional learning framework

in every classroom. (Sound

DIscipline)

P-5 Teachers


Counselor

Reinforces protective

factors that reduce the risk

for staff and students.

Observations

Class Meeting Fidelity

Checklist

Identify barriers to

achievement and implement

evidence/research based

practices to close the gap

● Grade Level Goals

● Students as

assessment partners

● Student goal setting &

plans

● MTSS

Principal


Grade Level PLCs


Counselor

Builds the collective

capacity of all school staff

to advance learning for all

students.

PLC Action Planning

Forms

Grade Level Goals

Student Goal Sheets

MTSS Notes

SBA

AimsWeb Plus

Implement student

presentations of their goals to

their parents at conferences

Grade Level Teachers Engage students and

parents in conferences

Student Goal Sheets

Conference Schedule

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GOAL TWO: Ensure that every student receives high quality curriculum,

instruction and assessment both academically and social/emotionally.

TEAM MEMBERS: All

Staff


Who is involved?

Who will provide the

leadership?

Who will do the work?


How will you measure it?

For each activity, what

formative evidence will

be gathered to

demonstrate progress?

Assist staff in aligning

curriculum to state learning

goals and creating

performance scales by

continuing our professional

learning using the book

“Creating & Using Learning

Targets and Performance

Scales.”

Principal


PLC Teams

Counselor

Develops a deep

knowledge of the state

learning standards and

focuses staff on

alignment of their lessons

to the targets; establishes

a system that uses

feedback from

assessments to make

adjustments.

● Lessons are

designed to

support

instructional

outcomes

● Regular

formative

assessments are

used to monitor

student progress

toward

standards

● Students are

provided tasks

that require

higher-level

thinking

● Lesson purpose

is clearly

communicated

to students

Grade Level - Learning Target and Performance Scale planning documents Friday Focus materials

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Implement the use of Fidelity

Checklists for Fundations,

Zearn, literacy lessons and

class meetings.

Principal


PLC Teams

Systematically focuses

staff on alignment and

fosters ongoing

discussion of best

practices

Fidelity Checklists Friday Focus Agenda

Monitor instruction and

assessment practices

Principal

Walk-through Teams


Develop and use

observable systems and

routines for regularly

monitoring instruction

and assessment; uses

data consistently to

provide staff meaningful,

personal feedback that is

effective for improving

instruction and

assessment practices

Observation tracking sheets Observation feedback notes Building walk through data Wilson Coaching Notes & Walkthroughs

Assist staff in developing

required student growth plans

and identifying valid, reliable

sources of evidence of

effectiveness.

Principal

Meet with faculty

members regularly to

develop, review and

modify student growth

plans (individual or group

plans); assists

identification of

performance indicators to

benchmark progress;

research-based planning

and performance-linked

goal setting strategies are

used, allowing timely

feedback to make

mid-course corrections

and improve teacher

practice

Meeting schedule with notes PLC feedback forms Profile Meeting Notes MTSS Note Goal Setting Sheets

Analyze the growth of students

assigned to a subset of

teachers.

● Third grade literacy & math

● Kinder literacy

● Special Education

● First grade literacy

Principal

Grade Level Teams

Individual Teachers

Provide evidence of

student growth of

selected teachers

Individual teacher data Increase the percentage of students meeting their individual growth benchmarks Increase the percentage of students reaching proficiency for reading, writing, math and science

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Analyze subsets of the student

population to close the

achievement gaps between

them and the student

population as a whole.

(Students below the 21 st

percentile in literacy)

● MTSS Process

● MTSS Documentation

● Interventions

● Inclusion Model

Professional

Development

Principal

MTSS Teams

Grade Level Teams

Individual Teachers

Provides evidence of

growth in student

learning

Profile Meeting Notes and Intervention Data & MTSS Increase the percentage of students meeting their individual growth benchmarks for reading and math Increase the percentage of students reaching proficiency for reading, writing, math and science

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GOAL THREE: Develop a strong home - school connection through

improving communication and involvement of parents and the community .

TEAM MEMBERS:

All staff


Who is involved?

Who will provide the

leadership?

Who will do the work?


How will you measure

it?

For each activity, what

formative evidence will

be gathered to

demonstrate

progress?

Provide parents opportunities

to acquire necessary

information, knowledge and

skills to support their children’s

emotional learning.

● Sound Discipline

● Second Steps

All staff

Counselor

Interventionist

Train and empower parents

to improve a culture of

respect that cultivates

safety of all members of the

school community.

Sound DIscipline

Materials

Parent Sign-in

Improve communication with

families and the community

All staff Build and effective and

consistent communication

system that uses multiple

communication channels

Skyward email

Back-to-School Night

Sign in

Teacher communication

Develop activities that

celebrate the diversity of our

school community

All staff Provide opportunities to

understand and celebrate

our diverse school

community

Literacy Night Schedule

Climate Meeting Notes

Create a parent survey that

explores the needs for

Community in School services

Principal

Counselor

Gain insight into the needs

of the school community to

better serve the school

community

Survey results

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ELEMENTARY ANDERSON MICHAEL€¦ · knowledge. A student’s entire performance should always be considered. Teacher Observation and Classroom Based Assessments Teachers in grades

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