Accelerated Improvement Plan

Accelerated Improvement Plan

Horace Mann Elementary School

2015 – 2016

Summary of key issues
After careful analysis of student performance and issues facing the Horace Mann School, the AIP Planning Team has identified the following key issues that need to be addressed in our school’s improvement plan:

  • There is a need to sustain and enhance the professional culture/climate and to develop a shared vision for continuous improvement for staff and students.
  • There is a need to promote and ensure collaboration among all staff, administration and families to narrow the achievement gap between general and high needs students.

Upon review of the key issues impacting student performance, we have identified two strategic objectives to ensure that all of our students reach their full potential.  These strategic objectives provide a clear and targeted focus for enhancing the culture/climate of the school and ensuring collaboration among all educators in the building.

Theory of Action that drove the development of the Plan.

If the school sustains and enhances the professional culture and ensures collaboration focused on narrowing of the achievement gap, then in all our classrooms all our students’ academic achievement will significantly improve.


Strategic Objectives and Priorities upon which the Plan focused to realize accelerated improvement
Objective 1: Sustain and enhance a professional culture/climate that promotes an environment for continuous improvement.

  • Priority 1:  Establish a shared school-wide vision by staff, administration, and families.
  • Priority 2:  Create structures, such as protocols for discussion and looking at student data, to support communication during common planning  between general and special education teachers.
  • Priority 3: Involve all staff in school-based walkthroughs to promote understanding and sharing of best practices.

Objective 2:  Ensure collaboration among all staff, administration, and families resulting in a narrowing of the achievement gap between general education and high needs students.

  • Priority 1:  Develop and implement a defined schedule that would easily facilitate collaboration and communication among staff in regards to student achievement in math, ELA, science, and any other related services.
  • Priority 2:  Involve students in their own learning and create a culture of a growth mindset where both the children and teachers know they can grow and achieve.
  • Priority 3:  Strengthen structures that support tiered instruction in math and ELA.


Specific, measurable, final end-of-year outcomes the school aims to achieve by implementing the Plan.
Literacy – DIBELS: Using Spring DIBELS Next, 80% of students will be at Tier I, 15% of students will be at Tier II, and 5% at Tier III.
Math-On the spring EOY, 80% of students would fall at Tier I.
High Needs Literacy-Based on benchmarks, 80% of high needs students will make ambitious gains on DIBELS Next subtests between fall and spring.
High Needs Math-Based on BOY to EOY, 80% of high needs students in all grades will grow a minimum of 45%.
MCAS Science-The number of students who receive advanced or proficient will increase 15%.
Student outcome measures that will be used to track progress toward final outcome
Literacy – DIBELS: Using Spring DIBELS Next, 80% of students will be at Tier I, 15% of students will be at Tier II, and 5% at Tier III.
Mathematics – On the MOY, there would be an increase of 30% from the BOY.
High Needs Literacy-Based on benchmarks, 60% of high needs students will make ambitious gains on DIBELS Next subtests between fall and spring.
High Needs Math-Based on BOY to MOY, 80% of high needs students in all grades will grow a minimum of 30%.

 

Student Outcomes Measures:  Mid Year Update, January 2016

Kindergarten Literacy

Skills Assessed Description:  http://horacemann.melroseschools.com/our-school/data-dashboard-2/horace-mann-data-dashboard/literacy/kindergarten-literacy-2/#sthash.HPZ74TRe.dpbs

 

Test Administered Tier 1 Tier II Tier III
LNF 78% 19% 4%
FSF 90% 10% 0%
PSF 80% 17% 3%
NWF 78% 19% 4%

 

First Grade Literacy

Skills Assessed Description: http://horacemann.melroseschools.com/our-school/data-dashboard-2/horace-mann-data-dashboard/literacy/first-grade-literacy-2/#sthash.SNnSPvFD.dpbs

Test Administered Tier 1 Tier II Tier III
NWF 82% 5% 14%
DORF: DIBELS Oral Reading Fluency 84% 7% 9%

 

Second Grade LIteracy

Skills Assessed Description:  http://horacemann.melroseschools.com/our-school/data-dashboard-2/horace-mann-data-dashboard/literacy/second-grade-literacy-2/#sthash.KuhoIUAb.dpbs

Test Administered Tier 1 Tier II Tier III
DORF:  DIBELS Oral Reading Fluency 89% 10% 3%

Grades 3-5:  DIBELS Oral Reading Fluency

Skills Assessed Description: http://horacemann.melroseschools.com/our-school/data-dashboard-2/horace-mann-data-dashboard/literacy/third-grade-literacy-4/#sthash.iMABcmZU.dpbs

Grade Tier 1 Tier II Tier III
3 89% 7% 5%
4 80% 11% 11%
5 73% 5% 23%

 

Grades 3-5: DAZE Comprehension Assessment

Grade Tier 1 Tier II Tier III
3 85% 13% 2%
4 85% 11% 5%
5 69% 11% 20%

 

Math Grades 1-5 Mid-Year Update

The following table compares the number of students assessed as low risk, some risk and at risk based upon the final score on the mid-year math benchmarks for the school year 2012-2013, 2013-2014, 2014-2015 and 2015-2016.  See more at: http://horacemann.melroseschools.com/our-school/data-dashboard-2/horace-mann-data-dashboard/math/#sthash.PmgaqjXn.dpuf

 

Grade Tier I Tier II Tier III
1 69% 20% 11%
2 92% 8% 0%
3 88% 9% 2%
4 90% 10% 0%
5 70% 14% 16%

 

A. District Strategic Objective 1:

Sustain and enhance a professional culture/climate that promotes an environment for continuous improvement for staff and students at every level.

B. Overall Lead for this Objective (one person):

Principal

C.   Priority Number and Description:

1.  Establish a shared school-wide vision by staff, administration, and families.

D. Lead for this Priority (one person):

Instructional Leadership Team

E.  Key indicators for this Priority to show early evidence of change? By when? (See Action Plan)

  • The Horace Mann will have a working vision and core values.
  • Beginning to end of year culture survey indicates increased professional culture and collaboration.
  • Classrooms will have posted vision and core values.
  • Monthly school-wide ‘meetings’ celebrate student achievement and evidence of core values.
  • End of year celebration of core values and vision was held.
Activities to Achieve the Outcomes for the Initiative Who will Lead? When will it Start? When will it be Complete? Mid-Year Update
Present and review AIP with staff, school council, and families.

Principal,

AIP Team &

Teachers

September

2015

September 2015 Completed
Develop a schoolwide vision and core values (as part of the Positive Behavior Intervention System) that captures the belief that all students can learn.

Principal, ETF,

Instructional Leadership Team, AIP Team & Teachers

October 2015 January 2016 Values completed September, 2015.
Vision work begins February 1, 2016.
Share and get feedback from student and families on school vision and core values (as part of the Positive Behavior Intervention System).

Principal

Instructional Leadership Team

October 2015 January 2016 Core values shared September 1, 2015, vision work begins February 1, 2016.
Create a visual, school song, and dance for core values and vision that involves students, teachers and administration.

Principal

Specialists

February 2016 May 2016 N/A:  See start date.
Incorporate core values and celebrate student achievement at monthly, school-wide meetings Teachers, Students September 2015 June 2016 Monthly since September 2015
End of year school-wide celebration of core values and vision. Principal, Students and Teachers. June 2016 June 2016 N/A:  See start date.
Post final published vision and core values in all classrooms.

Principal

Instructional Leadership Team

All Teachers

June 2016 June 2016 Core values posted, Vision forthcoming.  

 

     A.  District Strategic Objective 1:

Sustain and enhance a professional culture/climate that promotes an environment for continuous improvement for staff and students at every level.

B. Overall Lead for this Objective (one person):

Principal

C.   Priority Number and Description:

2. Create structures, such as protocols for discussion and looking at student data, to support communication during common planning time between general and special education teachers.

D. Lead for this Priority (one person):

Kim Barbagallo

E.  Key indicators for this Initiative to show early evidence of change? By when? (see Action Steps)

  • The Team Collaboration Tool (TCT) is created. (Appendix I).
  • Teachers submit artifacts as part of teacher evaluation to include Team Collaboration  Tool (TCT).
  • Special education teachers and service providers review the TCT at progress monitoring meetings.
  • Communication and collaboration among team members increases as measured by a staff survey.

 

Activities to Achieve the Outcomes for the Priority Who will Lead? When will it Start? When will it be Complete? Mid Year Update
Create a form and suggested agendas /topics that facilitates effective communication in regards to high needs students, including instructional practices during planning times. AIP Team August 2015 September 2015 Completed September 2015
Present the form, Team Collaboration Tool (TCT), to staff and seek feedback.  Share with staff plans to utilize tool as a check in & artifact.

Principal, ETF

AIP  Team

September 2015 September 2015 Completed September 2015
Create norms for common planning time.

Principal

ETF

Grade Level Teams

October 2015 October 2015 Completed September 2015, revisited annually.
Create SMART goals for staff evaluation that involve increased collaboration.

Principal, ETF

Teachers

September 2015 October 2015 Completed November 2015
Implement TCT during established collaboration times. Principal / Teachers October 2015 June 2016 Began September 2015, conducted bi-monthly.  
Check in with special education teachers and service providers every six weeks to analyze progress monitoring data and adjust practice as appropriate.  

Assistant Superintendent

Instructional Coach

Special Education Teachers, Service Providers

October 2015 June 2016 First meeting November 19, 2015
Evaluate effectiveness of common planning time & TCT Principal, ETF, AIP Team June 2016 June 2016 N/A:  See Start Date

 

  • District Strategic Objective 1:

Sustain and enhance a professional culture/climate that promotes an environment for continuous improvement for staff and students at  every level.

B. Overall Lead for this Objective (one person):

Principal

C.   Priority Number and Description:

3. Involve all staff in school-based walkthroughs to promote understanding and sharing of best practices.

D. Lead for this Priority (one person):

Laurel Lavita

E.  Key indicators for this Priority to show early evidence of change? By when? (See Action Plan).

  • All staff will be trained on protocol for classroom walk-throughs.
  • By June, all staff will have participated in at least one walk-through.
  • By June, all classrooms will have been visited by walk-through teams
  • Feedback from walk-throughs will be shared with staff  within 24 hours.
  • Based on feedback from walk-throughs, more evidence of implementation of “Quick Wins” would be present from walk-through to walk-through.
  • Beginning to end of year staff survey will indicate increase in professional culture and collaboration.

 

Activities to Achieve the Outcomes for the Initiative Who will Lead? When will it Start? When will it be Complete? Mid Year Update
Provide necessary PD training for walkthroughs (2-3 available trainings offered, fall/spring). Asst. Supt/ Coaches September 2015 June 2016 August 2015 (Group one, 5 educators)
October 2015 (Group 2, 5 educators)
Form walk-through teams of 6 people (2 gen ed, sped, specialist, support staff, admin). Principal September 2015 March 2016 On track for March completion.  
Conduct walk-throughs (4), with time for discussion utilizing walk-through protocols. Principal, ETF,  All Teachers and Paraprofessionals October 2015 March 2016 Two  District-Wide walk-throughs completed, school-based anticipated March 2016.
Evaluate building walk-through process and provide feedback to staff.   Principal, ETF May 2016 June 2016 N/A:  See start date.

A.   District Strategic Objective 2:

Ensure collaboration among all staff, administration and families resulting in a narrowing of the achievement gap between general and high needs students.

B. Overall Lead for this Objective (one person):
Principal, ETF

C.   Initiative Number and Description:

1. Develop and implement a defined schedule that would easily facilitate collaboration and communication among staff in regards to student achievement in math, ELA, science, and any other related services.

D. Lead for this Priority (one person):
Principal, ETF
E.  Key indicators for this Priority to show early evidence of change? By when? (See Action Steps).

  • Schedule generated by October.
  • Grade level team schedules indicate increased evidence of professional collaboration.

 

Activities to Achieve the Outcomes for Priority 1 Who will Lead? When will it Start? When will it be Complete? Mid-Year Update
Use a staff meeting to generate ways to make scheduled time for team collaboration beyond what is already established and create a “tool box” of solutions for scheduling challenges.  (Focus on minimizing student service impact).

Principal, ETF

AIP team

August 2015 October 2015 Completed
Individual grade level teams would meet and determine their system for communication and share with ETF and building principal as evidence of professional collaboration.

Principal

ETF

Teachers

September 2015 June 2016 Completed
Provide staff with an overview of IEP meeting expectations, norms and procedures.  Provide staff with expectations for shared space and resources both in the inclusion and substantially separate arrangement.   ETF & Principal November 2015 November 2015 Completed

A.   District Strategic Objective 2:

Ensure collaboration among all staff, administration and families resulting in a narrowing of the achievement gap between general and high needs students.

B. Overall Lead for this Objective (one person):

Principal

C.   Priority Number and Description:

2. Strengthen structures that support tiered instruction in math and ELA for both remediation and extension.

D. Lead for this Priority(one person):

Principal

E.  Key indicators for this Priority to show early evidence of change? By when? (See Action Plan).

  • Faculty meeting agenda and data from reflective exit tickets list questions, comments and concerns.
  • Individual Student Success Plans (Appendix II)completed and implemented for students below grade level proficiency that require remediation/intervention and those above grade level proficiency who require extension with both fall and winter data to show student growth in ELA and math.
  • Established schedule and revised (as appropriate) Individual Student Successes Plans.
  • Classroom observations demonstrate evidence of teacher collaboration, September-June, using Principal, ETF, District Leadership walk-throughs. (Data driven small group instruction, implementation of interventions, etc.).
  • Completed lesson studies and conference notes indicate team planning, lesson delivery, team conferencing and reflection, and adjusted lesson plans.
  • Established schedule for intervention and curriculum extension.  

 

Activities to Achieve the Outcomes for the Priority Who will Lead? When will it Start? When will it be Complete? Mid-Year Update
At a staff meeting, preview the individual student success plan template and the expectations for the actual meeting.

Principal

Teachers

Instructional Coach

September 2015 October 2015 Completed October 2015
Generate individual student success plans with each teacher with fall data.

Principal,

Assistant Superintendent of Teaching and Learning,

ETF,

Instructional Coaches,

General Education Teachers,

Special Education Teachers

September 2015 September 2015 Completed September 2015
School wide implementation of individual student success plans.

General Education Teachers,

Special Education Teachers

October 2015 June 2016 Completed October 2015
Generate individual student success plans with each teacher with spring data.

Principal,

Assistant Superintendent of Teaching and Learning,

ETF,

Instructional Coaches,

General Education Teachers,

Special Education Teachers

January 2016 January 2016 Completed September 2015 and repeated January 2016.
Implement special education data meetings every six weeks.

Principal,

Assistant Superintendent of Teaching and Learning,

ETF ,

District Instructional Coaches,

Special Education ,Teachers

September 2015 June 2016 Completed
Identify students in need of math and literacy tiered instruction through data meetings three times a year and implement math and literacy support and acceleration for students.

Principal,

Assistant Superintendent of Teaching and Learning,

ETF ,

Instructional Coach,

General Education Teachers,

Special Education ,Teachers

September 2015 June 2016 Completed September 2015 and revisited January 2016.
Provide additional opportunity for academic extension within and beyond the school day (i.e book clubs, math club, computer science club). Principal, ETF, Instructional Coaches, Teachers, Parents October 2015 June 2016 Ongoing
Implement Reading Street curriculum, implement one lesson study in grades K-5 during the school year.

Principal ,

General Education Teachers,

Special Education Teachers ,

Instructional Coaches

November 2015 June 2016 Anticipated January 2016

 

A.   District Strategic Objective 2:

Ensure collaboration among all staff, administration and families resulting in a narrowing of the achievement gap between general and high needs students.

B. Overall Lead for this Objective (one person):

Principal

C.   Priority Number and Description:

3. Involve students in their own learning and create a growth mindset culture that captures the belief that all students can learn  in math, ELA, and science.

D. Lead for this Priority  (one person):

Principal

E.  Key indicators for this Initiative to show early evidence of change? By when? (See Action Steps)

  • Faculty meeting agenda and data from reflective exit tickets.
  • IXL and Lexia usage reports.
  • Classroom observation notes.
  • Subject notebooks demonstrating reflection and revision as needed.
  • Monthly academic celebrations highlighting growth.
  • Bi-annual review and revision of Student Smart Goals.
Activities to Achieve the Outcomes for the Priority Who will Lead? When will it Start? When will it be Complete? Mid-Year Update
At a staff meeting, preview a student generated SMART goal and model the process and expectations.

Principal, ETF,

Teachers

October 2015 December 2015 Completed October 2015
Develop student SMART goals based on fall literacy or math benchmarks.

Principal

ETF,

Teachers

January 2016 June 2016 Completed October 2015 and revisited January 2016
Increase student usage of IXL and Lexia at home for mixed review and practice. Principal, Teachers, Families, Students September 2015 June 2016 Data indicates consistent use of online supports.
Students will reflect on their growth in learning across the content areas using their math, reading, and science notebooks. Principal, ETF, Teachers, Students November 2015 June 2015 Evidence shows inconsistencies.  
Collaborate with District Science Team and review science content, scope and sequence and science needs. Principal October 2015 June 2016 October 2015 and ongoing
Provide teachers feedback from Principals walk-through focused on science. Principal September 2015 June 2016 First feedback December 2015.
Seek professional development opportunities that support Next Generation Science Practices and Science Writing. Principals, ETF, Teachers, Coaches January 2016 June 2016 January 2016 and ongoing