2017-2018 Roosevelt School Improvement Plan - Roosevelt Elementary School Lakeshore School District (Berrien)
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2017-2018 Roosevelt School
Improvement Plan
Roosevelt Elementary School
Lakeshore School District (Berrien)
Mrs. Kristen S Pennington, Administrator
2000 EL DORADO DR
STEVENSVILLE, MI 49127-8607
Document Generated On April 23, 2018TABLE OF CONTENTS Overview 1 Goals Summary 2 Goal 1: All students at Roosevelt will become proficient writers. 3 Goal 2: All students at Roosevelt will become proficient readers 4 Goal 3: All students will become proficient in Math 9 Goal 4: All students will be proficient in Science. 12 Goal 5: Staff will utilize data and technology to support instructional decision-making 14 Activity Summary by Funding Source 16
2017-2018 Roosevelt School Improvement Plan Roosevelt Elementary School Overview Plan Name 2017-2018 Roosevelt School Improvement Plan Plan Description Roosevelt Elementary School Page 1 © 2018 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
2017-2018 Roosevelt School Improvement Plan
Roosevelt Elementary School
Goals Summary
The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.
# Goal Name Goal Details Goal Type Total Funding
1 All students at Roosevelt will become proficient Objectives:1 Academic $2000
writers. Strategies:1
Activities:3
2 All students at Roosevelt will become proficient Objectives:1 Academic $114200
readers Strategies:3
Activities:9
3 All students will become proficient in Math Objectives:1 Academic $500
Strategies:2
Activities:6
4 All students will be proficient in Science. Objectives:1 Academic $4933
Strategies:1
Activities:3
5 Staff will utilize data and technology to support Objectives:1 Organizational $4500
instructional decision-making Strategies:1
Activities:1
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Roosevelt Elementary School
Goal 1: All students at Roosevelt will become proficient writers.
Measurable Objective 1:
85% of Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, Asian, Bottom 30%, White, Economically Disadvantaged, Gifted and
Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific
Islander students will demonstrate a proficiency in writing standards in English Language Arts by 06/10/2022 as measured by state and local assessments.
Strategy 1:
WRT 1.0 Focused Writing - Teachers will model effective writing strategies for narrative, informational, and opinion/argument writing.
Category: English/Language Arts
Research Cited: "The elements of writing workshop are all means of formative assessmentwhere we are supporting the developmental writer, not simply delivering
content. When we model writing, we are sharing our processes and showing that we value the writing we are asking our students to do. Before conducting mini-
lessons, we have already informally assessed and determined the need to review a particular feature or convention of writing. When we use mentor texts, we are
helping students to expand their repertoire of language structures. When we share and respind to writing-peer to peer in small writing groups, peer to peer in partner
response, ot teacher to student in individual writing conferences-we are assessing and immediately using that assessment to improve writing for a particular content,
purpose, and audience. As a result, we time-crunched teachers need not to take home stacks and stacks of papers to grade. Meanwhile students generate stacks and
stacks of writing that supports the development of content ideas and writing 'muscles'."
The Writing Workshop: A Valuable Tool for Differentiation and Formative Assessment. http:11www.edutopia.org/blog/writing-workshop-differentiated-instruction-
formative-assessment. Lucy Caulkins, Teachers College at Columbia University
Tier: Tier 1
Activity - WRT 1.1 Writer's Workshop Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
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Roosevelt Elementary School
Teachers will model and practice exemplary writing practices of Supplemen Tier 1 Implement 09/06/2016 08/30/2019 $2000 Title II Part ELA
all genres with students as part of direct teaching instruction tal A Content
and then provide quality writing feedback to students during Materials, Team,
writing conferences and other forums for feedback. A couple of Curriculum Teachers,
professional development opportunities will be provided to Developme Principals,
expand understanding and competence in the workshop model. nt, Direct Curriculum
Writer's Workshop follows a predictable pattern: Mini-lesson Instruction, Director
(10-15 minutes), Independent Writing (20-35 minutes), Technology
Conferring (during independent writing time), Sharing (5-10 ,
minutes). The TOTAL time for Writing Workshop is 60 minutes. Professiona
If necessary, it can be modified some days to be a minimum of l Learning,
30 minutes. This work will also involve using a consultant and Academic
other consultants to provide training and to model teaching Support
with our own students in a learning lab model. In the summer of Program,
2017 and in future summers, selected teachers will be trained Teacher
at the Teacher's College in New York. Collaborati
on
Activity - WRT 1.2 Monitoring Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Time will be allotted for teachers to analyze student writing data Behavioral Tier 1 Monitor 09/06/2016 06/07/2019 $0 No Funding Teachers of
during weekly PLC times. Strategies and student achievement Support Required Writing and
results will be kept in the minutes and reported to the building Program, building
principal. Direct Principal.
Instruction,
Technology
,
Professiona
l Learning,
Academic
Support
Program,
Teacher
Collaborati
on
Activity - WRT 1.3 Informational and Persuasive Writing Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Elementary Writer's Workshop PLC Leaders will choose one Professiona Tier 1 Implement 09/06/2016 06/14/2019 $0 No Funding Teachers of
piece of informational writing and one piece of persuasive l Learning, Required writing,
writing and focus on teaching it to all staff during PLC times to Teacher PLC team
help students understand how to make progress in their writing. Collaborati leaders,
on and
building
Principal.
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Roosevelt Elementary School
Goal 2: All students at Roosevelt will become proficient readers
Measurable Objective 1:
85% of Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented,
Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander
students will demonstrate a proficiency reading standards in English Language Arts by 06/10/2022 as measured by state and local assessments.
Strategy 1:
RDG 2.0 Close and Critical Reading - Teachers will explore critical thinking strategies for close, critical reading. Research recommends:
1) Provide explicit vocabulary instruction.
2) Provide direct and explicit comprehension strategy instruction.
3) Provide opportunities for extended discussion of text meaning and interpretation.
4) Increase student motivation and engagement in literacy learning.
5) Make available intensive and individualized interventions for struggling readers provided by trained specialists.
Category: English/Language Arts
Research Cited: "To acquire the skills they need, students must work hard to refine and build upon their initial reading skills, and teachers in upper elementary grades
and in middle and high school classes should help students acquire more advanced skills once they understand the demands that content area tasks actually present,
especially to students who struggle with reading. However, many teachers report feeling unprepared to help thier students or do not think that teaching reading skills
in content-area classes is their responsibility." Kamil, M.L., Borman, G.D., Dole, J., Kral, C.C., Salinger, T., and Torgesen, J. (2008). Improving adolescent literacy:
Effective classroom and intervention practices: A Practice Guide (NCEE #2008-4027). Washington, D.C: national Center for Education Evaluation and Regional
assistance, Institute of Education Sciences, U.S. Department of Education. retrieved from http://ies.ed.gov/ncee/wwc
Tier: Tier 1
Activity - RDG 2.1 Social Studies Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Social Studies teachers will participate in professional learning Supplemen Tier 1 Getting 09/06/2016 08/30/2018 $200 Title II Part All teachers
opportunities to learn about the new C3 national standards and tal Ready A of reading
the MC3 curriculum. This will begin the process of learning Materials, and
about the new standards as they relate and merge with the Curriculum building
common core literacy standards. Where possible, new Developme principal
resources will be utilized within the curriculum. nt, Direct
Instruction,
Technology
,
Professiona
l Learning,
Teacher
Collaborati
on
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Roosevelt Elementary School
Activity - RDG 2.2: ELL Strategies/Support Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Students will be identified by language screening tools and Direct Tier 2 Implement 09/06/2016 06/05/2018 $10000 General ELL
given ELA support i buildings during the school day by an ELL Instruction Fund Teacher,
teacher and/or paraprofessional. This includes training Classroom
provided to the ELL teacher at Kent Network Meetings as well Teachers,
as one annual conference (such as MABE). Paraprofes
sionals,
Principal
Strategy 2:
RDG 1.0 Broaden Reading Opportunities - Teachers in all content areas will target increased emphasis on informational reading to support strategies that encompass
comprehension strategies that are taught explicitly to students.
Research Cited: Research supports reading comprehension with 5 major strategies:
1. Teach students how to use reading comprehension strategies.
2. Teach students to identify and use the text's organizational structure to comprehend, learn and remember content.
3. Guide students through focused, high-quality discussion on the meaning of text.
4. Select texts purposefully to support comprehension development.
5. Establish an engaging and motivating context in which to teach reading comprehension.
Research-
"Strong reading comprehension skills are central not only to academic and professional success, but also to a productive social and civic life. These skills build
capacity to learn independently, to absorb information on a variety of topics, to enjoy reading, and to experience literature more deeply. Despite the growing demand
for remarkably constant between 1992 and 2003. This guide, developed by a panel of experts, presents a set of evidence-based practices that teachers and other
educators can use to successfully teach reading comprehension to young readers. The panel believes that students who read with understanding at an early age gain
access to a broader range of texts, knowledge and educational opportunities, making early reading comprehension instruction particularly critical."
Category: English/Language Arts
Research Cited: Shanahan, T., Calison, K., Carriere, C. Duke, N.K., Pearson, D. Schatschneider, C. & Torgesen, J. (2010). Improving reading comprehension in
Kindergarten through 3rd Grade, A practice guide (NCEE 2010-4038). Washington, DC. National Center for Education Evaluation and Regional Assistance, Institute of
Education Sciences, U.S. Department of Education, Retrieved from shatworks.ed.gov/publications/practiceguides
Tier: Tier 1
Activity - 1.1 Reading Workshop and Engagement Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
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Roosevelt Elementary School
Teachers will deepen learning around the foundations of Supplemen Tier 1 Implement 09/06/2016 08/28/2020 $15000 Title II Part Teachers,
reading workshop as our instructional model for Grades K-7. tal A Intervention
This work involves being trained int he workshop model in Materials, ists,
conjunction with Lucy Calkins reading units of study by a Direct Principals,
designated consultant for the next 2-3 years. This will also Instruction, Curriculum
include professional development that supports this initiative Technology Director
including things like the Reading Now Network (RNN) trainings, ,
close reading strategies, Literacy Coaches Network, further Professiona
understanding around the Essential Literacy Practices as l Learning,
defined in Michigan, Nell Duke early literacy practices, Fountas Teacher
and Pinnell, Leveled Literacy Intervention, and the five main Collaborati
components of reading - phonemic awareness, phonics, on
fluency, vocabulary/oral language, and comprehension.
Selected teachers and administrators will also attend the
summer Reading Institute at the Teacher's College in New
York.
Activity - 1.2 Guided Reading and Reading App Library Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Teachers will continue to add and develop the guided reading Technology Tier 1 Implement 09/06/2016 06/09/2017 $0 No Funding Teachers
library that is available for our teachers. They will also continue , Academic Required and
to share reading apps and website for students to use as Support Principal
additional supplemental supports for reading at individual Program,
levels. Teacher
Collaborati
on
Activity - 1.3 Building Classroom Libraries Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
We will be purchasing additional leveled books in needed Other, Tier 1 Getting 06/12/2017 08/30/2019 $20000 Other Curriculum
genres (especially non-fiction and ones that support Lucy Supplemen Ready Director,
Calkins units of study) to support our reader's workshop model tal Principals,
of instruction. Materials, Teachers
Direct
Instruction,
Professiona
l Learning,
Academic
Support
Program,
Teacher
Collaborati
on
Activity - 1.4 Reading Eggs Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
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All students K-3 will use Reading Eggs as an online, one-to- Supplemen Tier 1 Implement 09/05/2017 06/13/2018 $2100 Section 31a Teachers
one learning component according to ability and growth. tal Principals
Students will be able to utilize this as part of core reading. Materials,
Reading Eggs focuses on core literacy skills and is used during Direct
the week and also at home. Instruction,
Technology
, Academic
Support
Program
Strategy 3:
RDG 3.0 MTSS Interventions - Teachers will use timely and appropriate interventions with students. Students will be identified as needing intervention through
screeners, diagnostics and/or teacher recommendations. A Literacy Interventionist will work with small groups of students to provide interventions specific to each
students' needs during time that do not take these students away from their core instruction time for reading in the regular classroom.
Research cited: "Provide intensive, systematic instruction on up to three foundational reading skills in small groups to students who score below the benchmark on
universal screening. Typically, these groups meet between three and five times a week for 20-40 minutes (Tier 2). Tier 2 instruction should take place in small
homogenous groups ranging from three to four students using curricula that address the major components of reading instruction (comprehension, fluency, phonemic
awareness, phonics and vocabulary.)"
Category: English/Language Arts
Research Cited: Research cited: Gensten, R. Compton, D., Connor, C.M. Dimino, J, Santoro, L. Linan-Thompson, S. and Tilly, W.D. (2008). Assisting students
struggling with reading: Response to intervention and nulti-tier intervention for reading in the primary grades. A practice guide (NCEE 2009-4045). Washinggon, D.C.
National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Departement of Education of Education. Retrieved from
http://ies.ed.gov/ncee/wwwc/publications/practiceguides/.
Tier: Tier 2
Activity - RDG 3.1 Interventionists Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Elementary Literacy Interventionists will work with classroom Academic Tier 2 Implement 09/06/2016 06/13/2018 $66000 Section 31a Intervention
teachers to develop schedules that account for meeting several Support ist,
times per week with students that support Tier 2 reading needs Program teachers of
for identified students using screeners, diagnostics, and Reading,
teacher recommendations. They will also also coordinate the building
reading intervention block that each school will have in terms of Principal
data collection, helping lead PLC conversations around student
performance and leveling, coordinating materials for the
intervention block teachers, and coordinating the IRP process
for identified K-3 students performing below grade level.
*Note- Interventionists serve both reading and writing within
this goal even though the intervention is only listed in full detail
herein reading.
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Roosevelt Elementary School
Activity - RDG 3.3 Homeless Student Academic Support Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Providing academic support to homeless students (this is a Academic Tier 2 Implement 09/05/2017 06/13/2018 $500 Title I Part Building
shared goal with Math). Support A Principal,
Program, Director of
Teacher Student
Collaborati Services
on
Activity - 3.2 Reading Intervention/ Extension Block Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
This 30 minute period will be part of every K-3 program in our Supplemen Tier 1 Implement 06/12/2017 08/30/2019 $400 Title II Part ELA
elementary schools and will focus on the five main components tal A teachers,
of reading-phonemic awareness, phonics, fluency, vocabulary, Materials, Elementary
and comprehension. Our primary instructional tool for below Direct teachers,
level students will be Fountas and Pinnell's Leveled Literacy Instruction, Reading
Intervention (LLI) Program. Students will be grouped according Technology Intervention
to instructional level, monitored often, and groups will be re- , , Principals,
formed based on need every quarter. Professiona Curriculum
l Learning, Director
Academic
Support
Program,
Teacher
Collaborati
on
Goal 3: All students will become proficient in Math
Measurable Objective 1:
85% of Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented,
Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander
students will demonstrate a proficiency in math standards in Mathematics by 06/10/2022 as measured by performance on state and local assessments.
Strategy 1:
MTH 1.0 Common Core - All teachers will implement the Common Core math standards using current resources and focusing on the 8 mathematical standards of
practice.
Category:
Research Cited: “Arguably the most basic issue a teacher can consider is what he or she will do to establish and communicate learning goals, track student progress,
and celebrate success. In effect, this design question includes three distinct but highly related elements: (1) setting and communicating learning goals, (2) tracking
student progress, and (3) celebrating success. These elements have a fairly straightforward relationship. Establishing and communicating learning goals are the
starting place. After all, for learning to be effective, clear targets in terms of information and skill must be established. But establishing and communicating learning
Roosevelt Elementary School Page 9
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Roosevelt Elementary School
goals alone does not suffice to enhance student learning. Rather, once goals have been set it is natural and necessary to track progress. This assessment does not
occur at the end of a unit only but throughout the unit. Finally, given that each student has made progress in one or more learning goals, the teacher and students can
celebrate those successes.”Marzano, J. Robert. The Art and Science of Teaching, A Comprehensive Framework for Effective Instruction. (2007) ASCD, Alexandria, VA.
Tier: Tier 1
Activity - MTH 1.1 Higher Level Math Tasks Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Teachers will provide regular opportunities for students to solve Direct Tier 1 Implement 09/06/2016 06/13/2018 $0 No Funding Math SI
higher level, performance-based math tasks. This will include Instruction, Required team
providing students with open-ended, high interest mathematical Technology members,
tasks on a regular basis. Teachers will choose and develop , Teachers,
these tasks by grade level during committee meetings and PLC Professiona Principals,
times. l Learning, Curriculum
Teacher Director
Collaborati
on
Activity - MTH 1.2 Math PLC Assessment Work Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Teachers will plan for (during PLC times and SI work) and ask Direct Tier 1 Implement 09/06/2017 06/13/2018 $0 No Funding Math
high-level questions designed to encourage math talk in every Instruction, Required Teachers,
math lesson using available resources. Technology Principals,
, Curriculum
Professiona Director
l Learning,
Teacher
Collaborati
on
Activity - MTH 1.3 Math Seeds Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Teachers will use a variety of web-based programs (such as Curriculum Tier 1 Implement 09/06/2016 06/13/2018 $0 No Funding Teachers of
Math Seeds) and other technology supports to provide students Developme Required Math,
with multiple extended math practices. nt, Direct Building
Instruction, Principal
Technology
, Academic
Support
Program,
Teacher
Collaborati
on
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Strategy 2:
Math 2.0 Timely Interventions - Teachers will provide timely interventions in math according to screeners, diagnostics, or teacher recommendations. Elementary
schools will provide intervention in small groups. Interventions will consist of at least 10 minutes per session on building fluent retrieval of basic facts and opportunities
for students to work with visual representations of mathematical ideas.
Category:
Research Cited: “Arguably the most basic issue a teacher can consider is what he or she will do to establish and communicate learning goals, track student progress,
and celebrate success. In effect, this design question includes three distinct but highly related elements: (1) setting and communicating learning goals, (2) tracking
student progress, and (3) celebrating success. These elements have a fairly straightforward relationship. Establishing and communicating learning goals are the
starting place. After all, for learning to be effective, clear targets in terms of information and skill must be established. But establishing and communicating learning
goals alone does not suffice to enhance student learning. Rather, once goals have been set it is natural and necessary to track progress. This assessment does not
occur at the end of a unit only but throughout the unit. Finally, given that each student has made progress in one or more learning goals, the teacher and students can
celebrate those successes.” Marzano, J. Robert. The Art and Science of Teaching, A Comprehensive Framework for Effective Instruction. (2007) ASCD, Alexandria,
VA.
Tier: Tier 2
Activity - MTH 2.1 Video Vaults Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Teachers will work together in teams and with technology Supplemen Tier 2 Implement 09/06/2016 06/13/2018 $0 No Funding Teachers of
department to compile a collection of videos/videoclips and tal Required Math,
other online resources that students and parents can access Materials, building
that will include increased repetitions and effective strategies to Academic Principal,
support math concepts. Support and
Program, Technology
Teacher department
Collaborati personnel
on
Activity - MTH 2.2 Homeless Student Academic Support Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Providing academic support to homeless students attending Academic Tier 2 Implement 09/06/2016 06/13/2018 $500 Title I Part Building
non-Title 1 schools. (this is a shared goal with Reading). Support A Principal,
Program Director of
Student
Services
Activity - MTH 2.3 MTSS Math Intervention Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
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Roosevelt Elementary School
Classroom teachers and trained paraprofessionals will Materials, Tier 2 Implement 09/05/2017 06/13/2018 $0 No Funding Math
implement targeted math interventions. Math students who are Direct Required Teachers,
identified by screeners and other data results will be the ones Instruction, Math
that receive this additional math support. Technology Paras,
, Academic Principal,
Support Curriculum
Program, Director
Teacher
Collaborati
on
Goal 4: All students will be proficient in Science.
Measurable Objective 1:
85% of Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented,
Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander
students will demonstrate a proficiency in all standards in Science by 06/10/2022 as measured by performance on state and local assessments.
Strategy 1:
SCI 1.0 Tier 1 Core Science and Engineering Practices - All staff will implement the 3 core science and engineering practices with embedded science discourse in
science instruction. These include developing and using models, argumentation from evidence, and constructing explanations. These are the high leverage practices
essential to the shifts in the National Research Council's (NRC) Framework for Science Education and the Next Generations Science Standards (NGSS)
Category: Science
Research Cited: National Research Council (NRC). 2007. Taking science to school: Learning and teaching science in grades K-8. Washington, DC: National Acadmies
Press. National Research Council (NRC). 2012 A Framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National
Academies Press.
National Science Board (NSB). 2010. Science and engineering indicators 2010. Arlington, VA: National Science Foundation.
National Center for Education Statistics (NCES). 2010 Highlights for PISA 2009: Performance of U.S. 15-Year-Old Students in Reading, Mathematics, and Science
Literacy in an International Context. Washington, D.C. Found online at nces.ed.gove/pubsearch/pubsinfo.asp?pubid=2011004
Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Inquiry
also refers to the activities of students in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the
natural world. (National Science Education Standards, p. 23) Through examples and discussion,....students and teachers can use inquiry to learn how to do science,
learn about the nature of the science, and learn about science content."
Research cited: "Inquiry in Science and in Classrooms." Inquiry and the National Science Education Standards: A guide for Teaching and Learning." Washington, D.C.:
The National Academies Press, 2000.
Tier: Tier 1
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Activity - SCI 1.1 NGSX Training Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Teachers will participate in NGSX training addressing the Supplemen Tier 1 Implement 09/05/2017 08/30/2019 $600 Title II Part Teachers of
NGSS, focusing on developing high quality instruction materials tal A Science,
(5 Days at Kent ISD). This will also include facilitating teaching Materials, Science
at the building level as well as developing an implementation Curriculum Content
plan for teaching the NGSS standards. Developme Area Team
nt, leaders,
Professiona building
l Learning, Principal
Teacher
Collaborati
on
Activity - SCI 1.2 Strengthening Vocabulary and Activity Tier Phase Begin Date End Date Resource Source Of Staff
Comprehension Type Assigned Funding Responsibl
e
Elementary teachers will discuss during grade level meetings Supplemen Tier 1 Implement 09/06/2017 06/12/2019 $333 Other Teachers of
and/or PLCs specific strategies for activating and connecting tal Science,
vocabulary to content. These strategies could include the use Materials, building
of technology supports such as Study Island, Education City, Technology Principal,
websites, or other resources. In addition, two teachers within , Academic Curriculum
our district will pilot Cereal City science resource kits to Support Director
determine the extent to which these kits match needs for Program,
improved science resources and learning for students. Teacher
Collaborati
on
Activity - SCI 1.3 Project Lead the Way Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
4th and/or 5th grade teachers will attend a PLTW training and Materials, Tier 1 Implement 07/05/2017 08/30/2019 $4000 Other Science
site visit to implement at least one unit within the next two Supplemen Teachers,
years. tal Principals,
Materials, Curriculum
Curriculum Director
Developme
nt, Direct
Instruction,
Technology
,
Professiona
l Learning,
Teacher
Collaborati
on
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Goal 5: Staff will utilize data and technology to support instructional decision-making
Measurable Objective 1:
collaborate to strengthen our understanding and usage of formative data in Professional Learning Communities by 06/10/2016 as measured by student performance
data results.
Strategy 1:
ORG 1.0 Using Student Data - Teachers will collect and analyze student achievement data from various sources which may include diagnostics, screeners, NWEA
results, pre-post tests, and common assessments to use to dialogue with PLC partners about how to adjust instruction based on these results.
Category:
Research Cited: According to the IES Practice Guide from the What Works Clearinghouse, "Although accountability trends explain why more data are available in
schools, the question of what to do with the data remains primarily unanswered. Data provide a way to assess what students are learning and the extent to which
students are making progress toward goals. However, making sense of data requires concepts, theories, and interpretive frames of reference. Knapp et al. (2006).
Using data systematically to ask questions and obtain insight about student progress is a logical way to monitor continuous improvement and tailor instruction to the
needs of each student. Armed with data and the means to harness the information data can provide, educators can make instructional changes aimed at improving
student achievement.."
Research supports data utilization with 5 major recommendations:
1.Make data a part of ongoing cycle of instructional improvement
2.Teach students to examine their own data and set learning goals
3. Establish a clear vision for school-wide data use
4. Provide supports that foster a data-driven culture within the school
5. Develop and maintain a district-wide data system
Research cited: Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using student achievement data to support instructional
decision-making (NCEE 2009-4067). Washington, D.C.: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S.
Department of Education, Retreived from http://ies.ed.gov/ncee/wwc/publications/practiceguides/.
Tier: Tier 1
Activity - ORG 1:1 Data Collection and Analysis Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Roosevelt Elementary School Page 14
© 2018 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.2017-2018 Roosevelt School Improvement Plan Roosevelt Elementary School Staff will assess all students in grades K-5 using NWEA MAP Other, Tier 1 Implement 09/06/2016 06/13/2018 $4500 General Teachers, testing and AIMS Web for identification of kindergarten Technology Fund Principal, students who need extra support. Assessments will be given in , Teacher Curriculum the fall, winter and spring. Staff will also use Fountas and Collaborati Director, Pinnell's benchmark assessment system for all K-5 students in on Tech Staff the fall, winter and spring to design our student interventions. Subs will be provided on day per K-5 teachers per year to allow teachers to conduct these assessments. teachers will collaborate in grade level teams around the results. Teachers and principals will further their understanding about the reports offered that can assist both teachers and parents in providing progress. Roosevelt Elementary School Page 15 © 2018 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
2017-2018 Roosevelt School Improvement Plan
Roosevelt Elementary School
Activity Summary by Funding Source
Below is a breakdown of your activities by funding source
Title I Part A
Activity Name Activity Description Activity Tier Phase Begin Date End Date Resource Staff
Type Assigned Responsibl
e
MTH 2.2 Homeless Providing academic support to homeless students Academic Tier 2 Implement 09/06/2016 06/13/2018 $500 Building
Student Academic attending non-Title 1 schools. (this is a shared Support Principal,
Support goal with Reading). Program Director of
Student
Services
RDG 3.3 Homeless Providing academic support to homeless students Academic Tier 2 Implement 09/05/2017 06/13/2018 $500 Building
Student Academic (this is a shared goal with Math). Support Principal,
Support Program, Director of
Teacher Student
Collaborati Services
on
Title II Part A
Activity Name Activity Description Activity Tier Phase Begin Date End Date Resource Staff
Type Assigned Responsibl
e
RDG 2.1 Social Studies Social Studies teachers will participate in Supplemen Tier 1 Getting 09/06/2016 08/30/2018 $200 All teachers
professional learning opportunities to learn about tal Ready of reading
the new C3 national standards and the MC3 Materials, and
curriculum. This will begin the process of learning Curriculum building
about the new standards as they relate and merge Developme principal
with the common core literacy standards. Where nt, Direct
possible, new resources will be utilized within the Instruction,
curriculum. Technology
,
Professiona
l Learning,
Teacher
Collaborati
on
Roosevelt Elementary School Page 16
© 2018 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.2017-2018 Roosevelt School Improvement Plan
Roosevelt Elementary School
1.1 Reading Workshop Teachers will deepen learning around the Supplemen Tier 1 Implement 09/06/2016 08/28/2020 $15000 Teachers,
and Engagement foundations of reading workshop as our tal Intervention
instructional model for Grades K-7. This work Materials, ists,
involves being trained int he workshop model in Direct Principals,
conjunction with Lucy Calkins reading units of Instruction, Curriculum
study by a designated consultant for the next 2-3 Technology Director
years. This will also include professional ,
development that supports this initiative including Professiona
things like the Reading Now Network (RNN) l Learning,
trainings, close reading strategies, Literacy Teacher
Coaches Network, further understanding around Collaborati
the Essential Literacy Practices as defined in on
Michigan, Nell Duke early literacy practices,
Fountas and Pinnell, Leveled Literacy
Intervention, and the five main components of
reading - phonemic awareness, phonics, fluency,
vocabulary/oral language, and comprehension.
Selected teachers and administrators will also
attend the summer Reading Institute at the
Teacher's College in New York.
SCI 1.1 NGSX Training Teachers will participate in NGSX training Supplemen Tier 1 Implement 09/05/2017 08/30/2019 $600 Teachers of
addressing the NGSS, focusing on developing tal Science,
high quality instruction materials (5 Days at Kent Materials, Science
ISD). This will also include facilitating teaching at
Curriculum Content
the building level as well as developing an Developme Area Team
implementation plan for teaching the NGSS nt, leaders,
standards. Professiona building
l Learning, Principal
Teacher
Collaborati
on
3.2 Reading This 30 minute period will be part of every K-3 Supplemen Tier 1 Implement 06/12/2017 08/30/2019 $400 ELA
Intervention/ Extension program in our elementary schools and will focus tal teachers,
Block on the five main components of reading-phonemic Materials, Elementary
awareness, phonics, fluency, vocabulary, and Direct teachers,
comprehension. Our primary instructional tool for Instruction, Reading
below level students will be Fountas and Pinnell's Technology Intervention
Leveled Literacy Intervention (LLI) Program. , , Principals,
Students will be grouped according to instructional Professiona Curriculum
level, monitored often, and groups will be re- l Learning, Director
formed based on need every quarter. Academic
Support
Program,
Teacher
Collaborati
on
Roosevelt Elementary School Page 17
© 2018 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.2017-2018 Roosevelt School Improvement Plan
Roosevelt Elementary School
WRT 1.1 Writer's Teachers will model and practice exemplary Supplemen Tier 1 Implement 09/06/2016 08/30/2019 $2000 ELA
Workshop writing practices of all genres with students as part tal Content
of direct teaching instruction and then provide Materials, Team,
quality writing feedback to students during writing Curriculum Teachers,
conferences and other forums for feedback. A Developme Principals,
couple of professional development opportunities nt, Direct Curriculum
will be provided to expand understanding and Instruction, Director
competence in the workshop model. Writer's Technology
Workshop follows a predictable pattern: Mini- ,
lesson (10-15 minutes), Independent Writing (20- Professiona
35 minutes), Conferring (during independent l Learning,
writing time), Sharing (5-10 minutes). The TOTAL Academic
time for Writing Workshop is 60 minutes. If Support
necessary, it can be modified some days to be a Program,
minimum of 30 minutes. This work will also involve Teacher
using a consultant and other consultants to Collaborati
provide training and to model teaching with our on
own students in a learning lab model. In the
summer of 2017 and in future summers, selected
teachers will be trained at the Teacher's College in
New York.
General Fund
Activity Name Activity Description Activity Tier Phase Begin Date End Date Resource Staff
Type Assigned Responsibl
e
RDG 2.2: ELL Students will be identified by language screening Direct Tier 2 Implement 09/06/2016 06/05/2018 $10000 ELL
Strategies/Support tools and given ELA support i buildings during the Instruction Teacher,
school day by an ELL teacher and/or Classroom
paraprofessional. This includes training provided Teachers,
to the ELL teacher at Kent Network Meetings as Paraprofes
well as one annual conference (such as MABE). sionals,
Principal
ORG 1:1 Data Collection Staff will assess all students in grades K-5 using Other, Tier 1 Implement 09/06/2016 06/13/2018 $4500 Teachers,
and Analysis NWEA MAP testing and AIMS Web for Technology Principal,
identification of kindergarten students who need , Teacher Curriculum
extra support. Assessments will be given in the Collaborati Director,
fall, winter and spring. Staff will also use Fountas on Tech Staff
and Pinnell's benchmark assessment system for
all K-5 students in the fall, winter and spring to
design our student interventions. Subs will be
provided on day per K-5 teachers per year to allow
teachers to conduct these assessments. teachers
will collaborate in grade level teams around the
results. Teachers and principals will further their
understanding about the reports offered that can
assist both teachers and parents in providing
progress.
Roosevelt Elementary School Page 18
© 2018 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.2017-2018 Roosevelt School Improvement Plan
Roosevelt Elementary School
Section 31a
Activity Name Activity Description Activity Tier Phase Begin Date End Date Resource Staff
Type Assigned Responsibl
e
RDG 3.1 Interventionists Elementary Literacy Interventionists will work with Academic Tier 2 Implement 09/06/2016 06/13/2018 $66000 Intervention
classroom teachers to develop schedules that Support ist,
account for meeting several times per week with Program teachers of
students that support Tier 2 reading needs for Reading,
identified students using screeners, diagnostics, building
and teacher recommendations. They will also Principal
also coordinate the reading intervention block that
each school will have in terms of data collection,
helping lead PLC conversations around student
performance and leveling, coordinating materials
for the intervention block teachers, and
coordinating the IRP process for identified K-3
students performing below grade level.
*Note- Interventionists serve both reading and
writing within this goal even though the
intervention is only listed in full detail herein
reading.
1.4 Reading Eggs All students K-3 will use Reading Eggs as an Supplemen Tier 1 Implement 09/05/2017 06/13/2018 $2100 Teachers
online, one-to-one learning component according tal Principals
to ability and growth. Students will be able to Materials,
utilize this as part of core reading. Reading Eggs Direct
focuses on core literacy skills and is used during Instruction,
the week and also at home. Technology
, Academic
Support
Program
Other
Activity Name Activity Description Activity Tier Phase Begin Date End Date Resource Staff
Type Assigned Responsibl
e
SCI 1.2 Strengthening Elementary teachers will discuss during grade Supplemen Tier 1 Implement 09/06/2017 06/12/2019 $333 Teachers of
Vocabulary and level meetings and/or PLCs specific strategies for tal Science,
Comprehension activating and connecting vocabulary to content. Materials, building
These strategies could include the use of Technology Principal,
technology supports such as Study Island, , Academic Curriculum
Education City, websites, or other resources. In Support Director
addition, two teachers within our district will pilot Program,
Cereal City science resource kits to determine the Teacher
extent to which these kits match needs for Collaborati
improved science resources and learning for on
students.
Roosevelt Elementary School Page 19
© 2018 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.2017-2018 Roosevelt School Improvement Plan
Roosevelt Elementary School
SCI 1.3 Project Lead the 4th and/or 5th grade teachers will attend a PLTW Materials, Tier 1 Implement 07/05/2017 08/30/2019 $4000 Science
Way training and site visit to implement at least one unit Supplemen Teachers,
within the next two years. tal Principals,
Materials, Curriculum
Curriculum Director
Developme
nt, Direct
Instruction,
Technology
,
Professiona
l Learning,
Teacher
Collaborati
on
1.3 Building Classroom We will be purchasing additional leveled books in Other, Tier 1 Getting 06/12/2017 08/30/2019 $20000 Curriculum
Libraries needed genres (especially non-fiction and ones Supplemen Ready Director,
that support Lucy Calkins units of study) to tal Principals,
support our reader's workshop model of Materials, Teachers
instruction. Direct
Instruction,
Professiona
l Learning,
Academic
Support
Program,
Teacher
Collaborati
on
No Funding Required
Activity Name Activity Description Activity Tier Phase Begin Date End Date Resource Staff
Type Assigned Responsibl
e
WRT 1.3 Informational Elementary Writer's Workshop PLC Leaders will Professiona Tier 1 Implement 09/06/2016 06/14/2019 $0 Teachers of
and Persuasive Writing choose one piece of informational writing and one l Learning, writing,
piece of persuasive writing and focus on teaching Teacher PLC team
it to all staff during PLC times to help students Collaborati leaders,
understand how to make progress in their writing. on and
building
Principal.
Roosevelt Elementary School Page 20
© 2018 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.2017-2018 Roosevelt School Improvement Plan
Roosevelt Elementary School
MTH 1.2 Math PLC Teachers will plan for (during PLC times and SI Direct Tier 1 Implement 09/06/2017 06/13/2018 $0 Math
Assessment Work work) and ask high-level questions designed to Instruction, Teachers,
encourage math talk in every math lesson using Technology Principals,
available resources. , Curriculum
Professiona Director
l Learning,
Teacher
Collaborati
on
MTH 1.1 Higher Level Teachers will provide regular opportunities for Direct Tier 1 Implement 09/06/2016 06/13/2018 $0 Math SI
Math Tasks students to solve higher level, performance-based Instruction, team
math tasks. This will include providing students Technology members,
with open-ended, high interest mathematical tasks , Teachers,
on a regular basis. Teachers will choose and Professiona Principals,
develop these tasks by grade level during l Learning, Curriculum
committee meetings and PLC times. Teacher Director
Collaborati
on
MTH 1.3 Math Seeds Teachers will use a variety of web-based Curriculum Tier 1 Implement 09/06/2016 06/13/2018 $0 Teachers of
programs (such as Math Seeds) and other Developme Math,
technology supports to provide students with nt, Direct Building
multiple extended math practices. Instruction, Principal
Technology
, Academic
Support
Program,
Teacher
Collaborati
on
MTH 2.3 MTSS Math Classroom teachers and trained paraprofessionals Materials, Tier 2 Implement 09/05/2017 06/13/2018 $0 Math
Intervention will implement targeted math interventions. Math Direct Teachers,
students who are identified by screeners and other Instruction, Math
data results will be the ones that receive this Technology Paras,
additional math support. , Academic Principal,
Support Curriculum
Program, Director
Teacher
Collaborati
on
MTH 2.1 Video Vaults Teachers will work together in teams and with Supplemen Tier 2 Implement 09/06/2016 06/13/2018 $0 Teachers of
technology department to compile a collection of tal Math,
videos/videoclips and other online resources that Materials, building
students and parents can access that will include Academic Principal,
increased repetitions and effective strategies to Support and
support math concepts. Program, Technology
Teacher department
Collaborati personnel
on
Roosevelt Elementary School Page 21
© 2018 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.2017-2018 Roosevelt School Improvement Plan
Roosevelt Elementary School
WRT 1.2 Monitoring Time will be allotted for teachers to analyze Behavioral Tier 1 Monitor 09/06/2016 06/07/2019 $0 Teachers of
student writing data during weekly PLC times. Support Writing and
Strategies and student achievement results will be
Program, building
kept in the minutes and reported to the building
Direct Principal.
principal. Instruction,
Technology
,
Professiona
l Learning,
Academic
Support
Program,
Teacher
Collaborati
on
1.2 Guided Reading and Teachers will continue to add and develop the Technology Tier 1 Implement 09/06/2016 06/09/2017 $0 Teachers
Reading App Library guided reading library that is available for our , Academic and
teachers. They will also continue to share reading Support Principal
apps and website for students to use as additional Program,
supplemental supports for reading at individual Teacher
levels. Collaborati
on
Roosevelt Elementary School Page 22
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