EDL 273 Field Based Learning Assignment

Fallon Parker

Drake University
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EDL 273 Field Based Learning Assignment
Field Based Learning Assignment
EDL 273
Spring, 2016

The purpose of this assignment is for students to have an opportunity to learn about the
development of a responsive strategic school improvement plan using cycles of the Plan-
Do-Study-Act process.

Part Ia: Plan Collect and Chart Data to Assess the Current Situation

Assess Current Reality

Measure Data What do the data mean?
Example: What do the data say? How do the data compare to last year?
Iowa Assessment Percent of students proficient What is the trend over the past several
Results for Reading Percent of students advanced years?
Percent of students proficient by
subgroup

GOLD - Math Proficient Fall 2015: 32% Proficient Fall 2013: 30%
Proficient Winter 2016: 73% Proficient Fall 2014: 33%
Counts Proficient Winter 2016: 77% Proficient Winter 2015: 68%
Quantifies Proficient Winter 2016: 72% Proficient Spring 2015: 61%
Connects numerals Proficient Winter 2016: 72%
with their quantity Exceeds Fall 2014: .06%
Exceeds Winter 2015: 4.78%
Exceeds Spring 2015: 22.47%
Exceeds Fall 2015: .75%

The Data suggests that students are coming

into preschool at a proficiency level
comparable to the previous years at the
beginning of the school year. Comparing
Winter of 2015 (68%) to Winter 2016 (73%)
students are on track to meeting SMART
goal of 86% proficiency.

GOLD- Literacy Proficient Fall 2015: 52% Proficient Fall 2014: 47%
Proficient Winter 2016: 85% Proficient Fall 2013: 50%
Identifies and Proficient Winter 2016: 89%
names letters Proficient Spring 2014: 90.64%
Uses letter-sound Proficient Winter 2016: 78% Proficient Spring 2015: 92.11%
knowledge
Notices and Proficient Winter 2016: 86% The Data shows students are coming into
discriminates preschool at a proficiency level comparable
alliteration to the previous years at the beginning of the
Uses Print Concepts Proficient Winter 2016: 90% school year.

Students are on track to meeting SMART

goals in literacy.

1. What do the data say about students current level of performance?

Math: Students made progress going from 32% Proficient in the Fall to
73% Proficient in the Winter. This growth is slightly higher than the
previous year. Students are making significant progress from the Fall
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EDL 273 Field Based Learning Assignment
checkpoint to the Winter checkpoint. If the trend continues students will
be on track to meeting school readiness goals. Looking at the
disaggregated data for math students still need to work on Quantifying and
connecting numerals with their quantities.
Literacy: Students made progress going from 52% Proficient in the Fall to
85% Proficient in Spring. Students are on track to meeting school
readiness goals if the trend continues. Looking at the disaggregated data
for literacy students are struggling the most on the Uses of letter-sound
knowledge. Students are excelling in print concepts.

2. What might be causing the current results?

Professional development has focused on Marzanos Instructional
Framework and MTSS. Staff have participated in professional
development where they identify different areas of improvement and how
to use multiple tiers of support to focus on instruction. The steady increase
of proficient students shows that staff have applied what they have learned
in professional development and it has positively impacted student
achievement.

Part Ib: Plan Define the Current Situation

1. What is the problem/opportunity for improvement and why are you selecting it?
What: Des Moines Public School Early Childhood has an opportunity to
continually improve students proficiency in Math and Literacy. Doing so
will allow students to be ready for Kindergarten.
Why: The data suggest that teachers are intentionally teaching students
using different strategies that have been discussed during professional
development. Although percentage of students who are proficient in both
Math and Literacy objectives there is still room to grow to meet our
departments school readiness goals.

2. How is this opportunity for improvement connected to the mission and vision of
the school?
Des Moines Public Schools Early Childhood Programs provide quality
learning experiences to help promote growth of young children and their
families. We adhere to state and national program standards to achieve
our goal of Kindergarten Readiness. The goal of our Early Childhood
classrooms is to prepare preschoolers for Kindergarten. We set goals on
Math, Literacy, and Social Emotional skills and having proper training for
our teachers allows us to meet these goals.

3. What is currently being done to address the issue?

Currently staff are participating in professional development focusing on
the Instructional Framework as well as MTSS. Staff are also participating
in data teams where the needs of individual students are addressed.
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EDL 273 Field Based Learning Assignment

4. What SMART goal(s) will you set for improvement?

a. Specific
b. Measureable
c. Attainable
d. Relevant
e. Time Bound (annual goals)

By spring of 2016, the percentage of students meeting/exceeding Identifies and

name letters will increase to 97.12%
By spring of 2016, the percentage for students meeting/exceeding Uses letter-
sound knowledge will increase to 87.79%
By spring of 2016, the percentage of students meeting/exceeding Notices and
discriminates alliteration will increase to 93.9%
By spring of 2016, the percentage of students meeting/exceeding Uses print
concepts will increase to 96.08%
By spring of 2016, the percentage of students meeting/exceeding counts will
increase to 86.85%
By spring of 2016, the percentage of students meeting/exceeding Quantifies
will increase to 85.01%
By spring of 2016, the percentage of students meeting/exceeding Connects
numerals with their quantity will increase to 82.76%

Part II: Do Plan Improvement Strategies

1. What improvement (change) strategies will you implement in the next 45-60
days?
a. Professional development:
MTSS: Focus on data diamond, and data teams (leadership team)
Instructional Framework: Differentiation, instructional strategies,
and an in-depth look at our current practices. (outside presenter)
b. IGDIs screening:
Universal screener for students in literacy skills
c. Meeting with Instructional Coach

2. What has caused you to select those strategies?

The district adopted Marzanos Instructional Framework this year and
teachers need more training and professional development to implement
with fidelity. The use of the instructional framework will allow teachers to
teach with intentionality. Professional development will allow teachers to
gain knowledge of instructional framework as well as different strategies
to implement in the classroom. Teachers will also work on data diamonds
and how to differentiate instruction based on the needs of students.
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EDL 273 Field Based Learning Assignment
3. How and what data will you gather to determine if the improvement strategies are
working?
a. Teachers will gather data and review how students are performing
during data teams. Teachers will plan differentiated instruction and
provide additional activities for students who are struggling on
objective.
b. GOLD checkpoint: teachers will monitor where students are at on the
GOLD assessment.
c. IGDIs: students will be assessed using IGDIs during Spring
checkpoint. Students not proficient in objective, teacher will provide
additional activities to monitor students progress to meeting objective.

45 to 60 Day Action Plan:

Strategies for Improvement

SMART Goal: By spring of 2016, the percentage for students meeting/exceeding Uses letter-sound
knowledge will increase to 87.79% (currently at 78% for Winter Checkpoint)

Person(s)
Tactic Metric Goal Date
Responsible
Department: Staff participation and 100% of staff will Once a Month Leadership team
Professional learning on MTSS attendance at PD actively participate 4/27/16 & Instructional
in PD. 5/25/16 Coach
6/2/16- Review
Goals
Department PLC: Staff participation and 100% of staff will Once a Month Leadership team
Professional Learning communities attendance at PD actively participate 4/13/16 and presenter:
focusing on Instructional in PD. 5/11/16 Kristi Pretti-
Framework/Differentiation for the Frontczak
learners in our
classroom/Instructional strategies

A 20 minute observation and meeting Lesson Plans 100% of staff will Schedule Classroom
with instructional coach and Classroom Walk-Through have a 20 minute observation and Teachers
classroom teacher (focus instructional Visits observation and meeting by 5/11/16 Instructional
framework and differentiation) meeting with Coach
instructional
coach.
All students will be screened using Percent of students screened 100% of students Spring Testing Classroom
the IGDIs and student performance screened by Window Teachers
4/18/16-5/13/16
Weekly Data Team meetings using Staff participating in data 100% of classroom Weekly Classroom
Data Diamond team meetings. teachers will 4/6/16 Teachers
participate in 4/13/16
Student performance on weekly data teams 4/20/16 Leadership team
GOLD assessment 4/27/16 monitor data
5/4/16 diamond forms
5/11/16 submitted
Fill in one action step per row
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EDL 273 Field Based Learning Assignment

Part III: Study Determine the Effectiveness of the Plan

------You can not complete this as you do not have any real data related to your plan.---

1. What data gives evidence of plans effectiveness?

2. What data gives evidence of plans lack of effectiveness?
3. Were all strategies implemented with fidelity? Why or why not?

Part IV: Act Determine the Next 45 to 60 Day Action Plan Based on Your Results

------You can not complete this as you do not have any real data related to your plan.---

1. What strategies will you continue in the next 45 to 60 day action plan? Why?
2. What strategies will you discontinue in the next 45 to 60 day action plan? Why?
3. What additional strategies will you add in the next 45 to 60 day action plan?
Why?
4. How will you sustain improvements found to be effective?