2013-14 SCHOOL

IMPROVEMENT
PLAN
SCHOOL NAME:
SUSAN LINDGREN
ELEMENTARY

Data Retreat, August 2013
1
READING GOALS
88% of all students in grades 3-5 will be proficient on MCA tests in
2014
76% of Black students will be proficient on MCA tests in 2014
2
MATH GOALS
80% of all students will be proficient on MCA tests in 2014
62% of Black students will be proficient on MCA tests in 2014
3
ALIGNMENT WITH STRATEGIC
PLAN
Our goals are aligned with the strategic objective of increasing
student achievement without demographic predictability
4
DATA ON WHICH GOAL IS BASED
Our goals are aligned with the new proficiency targets for MN,
aimed at reducing non-proficient percentages in half by 2017
Our goals are based on 2013 MCA results for appropriate student
groups
5
FISHBONE ANALYSIS HIGHLIGHTS
76% of Black students in grades 3-5 will be proficient
on MCA reading test
Establish basic comprehension benchmarks, vertically and
horizontally
Ongoing Professional Development on reading comprehension
Assess benchmarks
Provide parents with more concrete ways to help at home
Facilitate conferences/communication with Black families
Ways of increasing time on print
Planned communication between teachers and SW, counselor,
Behavior Assistant
6
INSTRUCTION
Describe how Tier 1 will provide instruction for 85%
of students to be successful.
Aligning instruction (comprehension strategies)
across classrooms
We Read Every Day (read at home program)
Increased independent reading time using leveled
books
Small group instruction/individual on a consistent
basis

7
INTERVENTIONS
How will achievement be monitored during the year?
FAST, ER (Tier 1)
Benchmark Assessment System, DRA, QRI
New comprehension/progress monitoring assessment (TBD)
8
INTERVENTIONS
How will struggling students be
identified?
Analyze data from assessments on previous page
Give a diagnostic to get specific information

9
INTERVENTIONS
Entry and exit criteria for interventions?
Entry: Below benchmark on two assessments, transition folder
information

Exit: At grade level
If insufficient improvement, make SIT referral

10
INTERVENTIONS
How will interventions be monitored for effectiveness?
Analyze data from formative assessments
Discuss assessment results during PLC time
Consider if intervention programs are being used with fidelity
Allow time for teacher development time with intervention
programs


11
ROLE OF PLCS
How will PLCs support intervention(s)?
Work on same content at same time across grade level
Offer common grade level assessments and take time to analyze
data from those assessments
Discuss intervention implementation and results during PLC time



12
ROLE OF PLCS
What revisions to instruction will be made during the year based on
what is learned in PLCs?
Spend time working through what is essential in reading
comprehension, vertically and horizontally
PDSA
Frequency of formative assessments, structure of small group
lessons, schedule

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ROLE OF PLCS
How will PLCs support progress toward this goal?
Providing guaranteed time to work with colleagues and focus on
goals
Maintain schedule (pacing guide in order to stay in sync) and time
to analyze assessment and PM results

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REFLECTIONS - FOCUS ON MAKING
THIS A SUBSTANTIVE AND STRONG
What did you learn last year from your major interventions?
Utilizing leveled book sets helps to make content unified
throughout grade levels
FAST (CBM) scores show great progress
Identifying 7-10 essential learning outcomes in and using
common math assessments
We Read Every Day (Tier 1 activity)
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REFLECTIONS - FOCUS ON MAKING
THIS SUBSTANTIVE AND STRONG
How did the interventions fare in increasing achievement? Closing
the gap?
In math our B-W gap went from 48% to 36%.
Two of three grades decreased the B-W gap in math.
Reading

16