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Brevard County Public SchoolsSchool Improvement Plan
2013-2014
Name of School: Area:
Principal: Area Superintendent:
SAC Chairperson:
Superintendent: Dr. Brian Binggeli
Mission Statement:
Meadowlane Intermediate students will achieve life-long learning skills that will enable them to be productive and successful citizens.
Vision Statement:
Meadowlane Intermediate School provides a successful and cooperative learning environment maximizing achievement through student engagement and self-discipline.
Meadowlane Intermediate South
Kerri Nash Dr. Mark Mullins
Teresa Polniak
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Brevard County Public SchoolsSchool Improvement Plan
2013-2014RATIONALE – Continuous Improvement Cycle Process
Data Analysis from multiple data sources: (Needs assessment that supports the need for improvement-Examples may be, but are NOT limited to survey data, walk-through data, minutes from PLC’s or Dept. Mtgs. Move away from talking about every single data source and determine your rationale. Much like the PGP, what is your focus and why?)
Considerations/Examples:
During the past three school years, enrollment at Meadowlane Intermediate has fluctuated. Demographics have shifted along with boundary changes. The minority rate increased from 29 percent in 2011 to 38 percent in 2013. Free and reduced lunch rate has increased to 38 percent. Although the population is approximately 885 students for the 2013-2014 school year, which is similar to the 2012-2013 year, future demographics continue to be uncertain. In examining achievement data related to scores for FCAT 2.0, reading achievement of students meeting high standards remained stable at 70 percent in 2012 and 2013. Students achieving learning gains increased from 70 percent in 2012 to 72 percent in 2013. Meadowlane Intermediate students in the lowest 25% making annual learning gains, decreased from 66 percent in 2012 to 65 percent in 2013. Learning gains will continue to be an area of focus in the 2013-2014 school year with a target of 74 percent of the total population making learning gains and at least 70 percent of the lowest 25% population making learning gains in reading. Disaggregated subgroup data revealed a significant gap in the achievement of black students, free and reduced lunch students, as well as students with disabilities in comparison to other subgroup categories. These subgroups will continue to be areas of focus for the 2013-2014 school year. Achievement data indicates that 67 percent of students met high standards in math in 2012 in comparison to 64 percent in 2013. Meadowlane Intermediate’s decreasing math scores is consistent with the district and state. The percent of students making learning gains in math decreased from 73 percent in 2012 to 69 percent in 2013. Students in the lowest 25% achievement level population increased in learning gains in math from 64 percent in 2012 to 70 percent in 2013. Subgroup data indicates that achievement gaps exist for black, free and reduced lunch students, and students with disabilities compared to other sub group categories. Closing the achievement gap in math for all subgroups is an area of focus for the 2013-2014 school year.
CATEGORY
Reading %at or above standards
Math %at or above standards
% of Learning Gains RDG
% of Learning Gains MATH
Lowest 25% Learning Gains
Lowest 25% Learning Gains MATH
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RDG at or above
standards
MATH at or above
standards
RDG % of Learning
Gains
MATH % of Learning
Gains
RDG L25% Learning
Gains
MATH L25% Learning
Gains
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2012 vs. 2013
20122013
70%70% 67%
64%
70%72%
73%69% 66
%65%
64%
70%
Reading data indicates the need for a goal to increase the accuracy percentage on the FCAT 2.0 informational text strand. The growth in vocabulary in context will assist with this goal. Sixth grade performed above expectations on this instructional strand during
CATEGORY
Reading %at or above standards
Math %at or above standards
% of Learning Gains RDG
% of Learning Gains MATH
Lowest 25% Learning Gains
Lowest 25% Learning Gains MATH
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the 2012-2013 school year and the expectation is for them to remain stable or increase for 2013-2014. Third and fourth grade decreased proficiency percentage in informational text. While fifth grade slightly increased, there is still a need for greater proficiency. Meadowlane Intermediate’s literacy coach will research and suggest informational text resources to be purchased and implemented in the classroom as well as provide professional development on vocabulary in context with informational text. Professional development will also be provided in teacher data team meetings relating to vocabulary in context focusing on informational text. Sixth grade teachers will be asked to share best practices that were implemented last year in regard to informational text.
Math data indicates a need for increased mathematics instruction. Meadowlane Intermediate performed consistently with the district and state showing a decrease in
3rd grade 4th grade 5th grade 6th grade0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Reading FCAT 2.0Informational Text Strand
20122013
69.25%
78.6%
68.2 % 68%66.5% 65%70.7% 74%
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math proficiency. A school wide goal was created to increase small group math instruction and mathematics vocabulary in order to increase achievement in this content area. Professional development will be needed focusing on small group math instruction including mathematics vocabulary in context. Math contact teachers will research resources available for small group mathematics instruction to be purchased and implemented in classrooms. Master teachers will be responsible for modeling effective small group instruction including strategies for vocabulary instruction in mathematics at faculty meetings. Third and fifth grade math will be monitored closely, particularly looking at fractions in third grade and geometry in fifth grade. District required, weekly and formative assessments will be utilized to determine growth in these areas.
3rd 4th 5th 6th 0%
10%
20%
30%
40%
50%
60%
70%
80%
Math FCAT 2.02012 vs. 2013
Students scoring at Level 3 or above
57%
54%65%
70% 63
% 58%
73% 69%
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Level 3 + Learning Gains Lowest 25% Learning Gains0%
10%
20%
30%
40%
50%
60%
70%
80%
Math FCAT 2.02012 vs. 2013
67% 64%
74% 69% 67% 70
%
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3rd Grade 4th Grade 5th Grade
71%78%
59%60%
70%
60%69%
75%
50%
Math FCAT 2.0Proficiency Average by Strand
Number Fractions Geometry
Fractions Expressions & Equations Geometry & Measurement
56%
71%
56%
Math FCAT 2.0 6th GradeProficiency by Strand
Writing performance data increased in the 2012-2013 school year. While test scores in 2012 indicated a decrease in writing proficiency the scoring criteria changed in 2013. The 2012 scores were averaged with 3.0 and 3.5 meeting proficiency. In the 2012-2013
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school year a score of 3.5 was considered proficient in writing, shifting scores with no average considered. In 2012 Meadowlane Intermediate School’s mean prompt score was 3.4 with 15 percent scoring below a level 3, 32 percent scoring a level 3, 22 percent scoring a 3.5 and 30 percent scoring above a level 3.5. However, in 2013 there was an increase in performance with a mean score of 3.6, 12 percent scoring below a level 3, 18 percent scoring a level 3, 26 percent a 3.5 and 47 percent scoring above a level 3.5. Professional development will continue to be provided for teachers in order to strengthen the practices in the area of writing to include writing across content areas. The goal for 2013-2014 FCAT writing will be to have at least 50 percent of fourth grade students scoring above a level 3.5 and decrease by 10 percent students scoring below a level 3. Teachers will utilize last year’s anchor papers to familiarize themselves with scoring requirements. Strategies and materials will be provided for teachers to increase academic achievement in the area of writing.
1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 60
10
20
30
40
50
60
70
80
FCAT 2.0 Writing2012 vs. 2013
number of students
1 5 3 8 7
75
35
44
61
17
91
25
9
5250
19
4 4 1
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Science proficiency data indicated a slight increase in 2013 fifth grade FCAT scores. In 2012 64 percent of students scored at a proficiency level of 3 or above. 2013 science data indicated that 65 percent of students scored at a level 3 or above. After discussions with the fifth grade teachers and the disaggregation of science data it should be noted that a high percent of students scored lower in the Nature of Science and Physical Science strands. Therefore, a science goal to increase the proficiency level in the Nature
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of Science and Physical Science strands on FCAT 2.0 is necessary. Focusing on strands will raise the overall science achievement score in fifth grade. Our goal will be to have at least 70 percent of students scoring at a level 3 or above on FCAT 2.0 for 2013. 36 percent of our students scored at a level 1 or 2 in science. The goal for 2014 will be for less than 30 percent of fifth grade students to score at a level 1 or 2 on the science FCAT 2.0.
Level 1 Level 2 Level 3 Level 4 Level 50
20
40
60
80
100
120
FCAT 2.0 Science2012 vs. 2013
number of students
3632
65
42
107
75
56
38
20 23
Level 1 Level 2 Level 3 Level 4 Level 50%
5%
10%
15%
20%
25%
30%
35%
40%
FCAT 2.0 Science2012 vs. 2013
percentage of students
13%
16%
23%20%
38%36%
19%18%
7%11%
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Analysis of Current Practice: (How do we currently conduct business?)
Professional instructional practices at Meadowlane Intermediate consist of multiple research based strategies utilized in classrooms school-wide. Instructional models provide lesson objectives, explicit instruction, teacher modeling, guided practice, independent practice, and formative assessment during lesson presentation. Teachers provide differentiated and individualized instruction; utilize cooperative learning strategies; design flexible small groups; and present whole-group activities. School-wide progress monitoring occurs regularly via FAIR, DRA, and other assessments. Data is analyzed and instruction is driven by assessment results. Research indicates that
Nature of Science Earth and Space Physical Life0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
70%75%
69% 71%
FCAT 2.0 Science 2013Proficiency average by strand
Level 1 Level 2 Level 3 Level 4 Level 50
20
40
60
80
100
120
FCAT 2.0 Science2012 vs. 2013
number of students
3632
65
42
107
75
56
38
20 23
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these strategies lead to increased student achievement, and the goal is for every teacher to build upon their knowledge of planning and implementing best practices. Therefore, the importance of collaborative planning, professional development and implementation of targeted practices is essential to the achievement of our students. Various strategies are utilized at Meadowlane Intermediate in order to engage students. As students are transitioning to activity classrooms, the cafeteria, and in the hallways multiple terms and transitions are used to gain student attention. Meadowlane Intermediate has developed and is implementing a common language to use throughout the school, in each classroom, to engage students and to transition them quickly. The entire Meadowlane Intermediate staff was invited to participate in the creation of the common language. Teachers met during the summer, along with administration, to determine common language. The term, “Give me Five,” was chosen to transition students. When staff use the transition phrase “Give me Five”, students will do five things. First, they will place their eyes on the speaker. Next, they make sure their ears are listening. Third they have their mouth closed so they can hear directions. Lastly they keep their feet still and place one hand up showing the speaker they are ready for instructions. This allows all teachers school wide to transition students quickly increasing student engagement with fewer disruptions. Spencer Kagan, in “Win-Win Discipline” states that as students learn life skills such as anger management, perseverance and pride in ones work the incidence of discipline problems in the classroom decreases. In preparing a student for a successful and rewarding life, acquiring a life skill like listening or empathy is far more important than learning one more math algorithm or history fact. He continues to say the greatest need in education today is the need to educate for life skills. While creating a common language to gain students attention, the staff at Meadowlane Intermediate also created universal character traits. Teachers and administrators collaborated to brainstorm these traits. The overarching theme is presence. There are character traits listed for above the line behavior, below the line behavior, and bottom line behavior. Teachers introduce, explain, and model these character traits at the beginning of the year and use the terminology continuously readdressing traits as needed. The common language of presence, above the line, below the line, and bottom line will be utilized school wide. Students will be asked if they are living above the line or below the line when displaying behavior at school. Administrators will also use the terms when discussing discipline with students, teachers, and parents. Posters were created and are displayed in every classroom, office, and in the hallways to remind students of our positive character traits.
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In the 2012-2013 school year, FCAT and Classroom Walkthrough Data revealed the need to improve the effectiveness and quality of instructional practices through student engagement. The use of Cooperative Learning structures increased student engagement in the 2012-2013 school year. While the use of cooperative learning practices increased student engagement, there will still be a focus in this area. Robert Marzano states in, “The Highly Effective Classroom” that creating a classroom in which students are highly engaged doesn’t happen automatically. He states that on a daily basis, teachers should consider specific engagement strategies to use prior to every unit and lesson of instruction. Marzano continues to state that implementation of instructional strategies can be very powerful, but the strategies require careful planning. Data collected on teacher lesson plans by administrators, as well formal observations from IPPAS, reveal the need for professional development on creating quality lesson plans to include focus strategies for implementation. High quality questioning, cooperative learning structures, vocabulary in context, extended thinking activities, and summarizing are strategies that will prepare students for high stakes testing. Therefore, in 2013-2014 student engagement through cooperative learning structures will continue to be a significant school-wide focus, along with planning and the implementation of daily high quality questioning, extended thinking activities, summarizing with a focus on vocabulary in context, across all content areas. Consistent collaboration and planning to implement these instructional strategies will assist with the transition from Next Generation Sunshine State Standards to high stakes testing standards. Research shows that the amount of time students spend actively engaged in learning is directly linked to academic achievement; specific strategies provide teachers with tools to manage the learning environment in a way that yields the highest level of student engagement. Strategies utilizing cooperative learning will include clearly defined student and teacher roles to increase engagement in academic discussions and to build strong relationships. Students will experience positive interdependence, independent accountability, equal participation, and simultaneous interaction through cooperative learning structures. Marzano states, “The quality of the relationship between teachers and their students is the keystone of effective management and that students "listen" to every behavior made by the teacher.” Therefore, continuous implementation of B.E.S.T. is an expectation in order to place an emphasis on positive teacher-student relationships effecting student achievement. Meadowlane Intermediate’s above the line and below the line character traits will assist with enhancing student achievement through
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development of positive relationships.
Best Practice: (What does research tell us we should be doing as it relates to data analysis above?)
Robert Marzano’s “The Highly Engaged Classroom” states that student engagement has long been recognized as the core of effective schooling. In “The Art and Science of Teaching” he states that when engagement is characterized by the full range of on-task behavior, positive emotions, invested cognition, and personal voice, it functions as the engine for learning and development. Marzano believes there are many things a teacher can do to engage students. Teacher led activities can capture students’ attention in a way that enhances their knowledge of academic content. Therefore, consistent, pervasive planning and implementation of research based instructional strategies, yielding increased student engagement on a daily basis to increase student achievement, will be the overarching objective of Meadowlane Intermediate’s School Improvement Plan. During the 2013-2014 school year student engagement will increase through collaborative planning and consistent implementation of cooperative learning structures, higher quality questioning, vocabulary in context, and extended thinking and summarizing activities.
Cooperative Learning Dr. Spencer Kagan and Miguel Kagan in “Kagan Cooperative Learning” state that cooperative learning is the single most effective educational innovation to simultaneously address the many challenges we face in our schools and in our society. Robert Marzano’s “Classroom Instruction That Works” maintains that done properly, organizing students into cooperative groups has a powerful effect on learning. According to Kagan and Marzano, cooperative learning has positive outcome measures leading to student achievement. These measures include improvement in communication skills, development of self-esteem and internal locus of control, increased student motivation and conflict resolution skills, promotion of cognitive development and decreased
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discipline problems. Full implementation of new high stakes standards is expected in the 2014-2015 school year. Cooperative learning aligns with high stakes standards. Kagan states that great emphasis is placed throughout high stakes standards on equity. Evidence of this is immersed in both the English/Language Arts and Mathematics standards. At the heart of cooperative learning is a commitment to the education of ALL students. Kagan Structures ensure all students are fully engaged with the content and with each other. The implementation of Kagan Structures provide equal time and/or equal turns for every student in the classroom. A cooperative classroom does not just provide equal opportunities; a cooperative classroom makes certain every child is active in the room. Kagan emphasizes that high stakes standards contain both content standards (e.g., what students should know) and process standards (e.g., what skills students should perform). Kagan Structures address both types of standards. These structures incorporate various strategies to enable students to recall knowledge they have been taught. Additionally, structures for Processing Information enable children to process information they have received and clear their working memory, thereby supporting their retention of new learning. Structures for Procedure Learning, Thinking Skills, and Presenting Information give students repetition in many of the skills identified in high stakes standards. Traditionally, the focal points of language arts programs have been reading, writing, and language. These skills continue to be important components of a comprehensive literacy program. Two shifts are taking place in literacy practices, and these are prevalent in new high stakes standards. The first is a movement toward using informational texts rather than just literature. The second—and this shift dovetails perfectly with Kagan Structures— is the emphasis placed on speaking and listening skills. An important focus of the new speaking and listening standards is on academic discussion, one-on-one, small group, and whole class settings. Traditional classroom teachers simply cannot meet these expectations; students cannot remain passive and develop the communications skills of speaking and listening. Kagan Structures allow for all students to practice verbal and nonverbal dimensions of communications. In addition, Kagan structures align with high stakes standards providing students with practice in skills that are necessary for success in the 21st century. Among the many skills that Kagan Structures address are the following: relationship building, problem solving, critical thinking, teamwork, collaboration, and communications. Kagan cooperative learning structures will continue to be a focus for Meadowlane Intermediate to increase student engagement and assist with the transition to the new high stakes standards.
Higher Order Quality QuestioningPage 15
There is extensive research on effective questioning techniques. In the book “Quality Questioning,” Walsh and Sattes review questioning practices that exist in classrooms today. Teachers tend to ask multiple questions and most of the questions asked are at the lowest cognitive level – based on fact, recall, and limited knowledge. While teachers are asking these types of questions, not all students are being held accountable for a response and there is a lack of wait time giving students the opportunity to discuss and practice their answers. Walsh and Sattes state that we know that questions promote student learning and that teachers should plan their questions before asking them to ensure that questions match the teacher’s learning goals. These types of questions require students to engage in higher-level thinking. A few carefully prepared or selected questions are preferable to a large number of low-level questions. Higher Level Questioning is a technique identified by Walsh and Sattes. This instructional practice is consistent with Marzano’s findings in “Classroom Instruction that Works” “Higher level questions produce deeper learning than lower level questions.” Questions that require students to analyze information produce a deeper understanding than questions that require students to recall or recognize information. Fewer, more complex questions challenge students to think and problem solve. Quality questions are seldom created by chance, rather we must craft them according to instructional purpose, content focus, desired cognitive level, and learner needs and interests. Walsh and Sattes also state that selecting an appropriate response format to maximize the engagement of all students is a key component of lesson planning. When we fail to think through this dimension of the questioning process, we too often default to the pattern of calling on one student at a time-usually a volunteer. Dr. Max Thompson, Project Director of the Learning-Focused Schools Model states, deep understanding according to Bloom requires the transfer of new contexts, seeing things from another points of view, aware of one’s own preconceptions and prejudices, and using the knowledge in combination with other ideas to transform ideas, achieved through preplanned quality questions. Projections for 2013-2014 assessments show that 75-80% of high stakes testing questions will be higher order. Higher Quality Questioning will be studied, planned and implemented with fidelity this year.
Extended Thinking According to Dr. Max Thompson, extended thinking activities is a high yield research based instructional practice that produces top academic achievement and percentile gains. He states that when planned and implemented with fidelity, this practice can produce up to a 45 percentile gain. Extended thinking can be an assignment, activity,
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or lesson that requires students to apply skills beyond basic knowledge. When students extend thinking they do more than recall and recite information or just mechanically perform a skill. Using extended thinking strategies, students deepen their understanding of the content and generate new insight. Deep understanding leads to retention and application that learners can extend and apply to their original knowledge. If student engagement is the “glue” that holds students’ attention and leads to achievement, then extending thinking is the super glue for understanding. Max Thompson states that the ability to apply high level thinking strategies to content enhances students’ academic success in school and provides experience with the type of thinking necessary in the world in which they will live and work. Professional development in extended thinking will be provided this year in order to assist teachers with planning and implementing strategies into their daily instruction. Extended thinking practice will segway into student success with high stakes standards and testing.
Summarizing Rick Wormeli states that summarization is one of the most underused teaching techniques we practice today, yet research demonstrates that it yields increased comprehension and the long-term retention of information. Summarizing expands knowledge and gives teachers formative feedback. Wormeli states that when you don’t provide students with the time they need to reflect on topics and apply new understandings, you limit their learning. When students summarize, their confusions, misconceptions, or misunderstandings surface and teaching can be adjusted accordingly. Student achievement does not occur as a result of instruction alone. Students retain knowledge when newly applied concepts are acquired outside of the initial learning experience, and time spent reflecting and processing what is learned. Dr. Max Thompson states that teachers should allocate 5-10 percent of instructional time having students summarize at the end of each lesson. He suggests that effective summarizing leads to an increase in long term learning. Summarizing is a real-world 21st century skill. A focus on planning and the implementation of summarizing activities into classroom instruction will assist with the transition of new high stakes standards and will increase student achievement.
Vocabulary in Context Nagy, Anderson, and Herman state that a reader has about a 5 percent chance of learning a new word from encountering it only once. Ben Taylor suggests that vocabulary forms the foundation of reading comprehension. Vocabulary instruction
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should provide rich information about words. It should also provide frequent and varied opportunities for students to think about and use words in context. According to Max Thompson, teaching vocabulary in context can produce a 33 percentile learning gain. He suggests that the purpose of vocabulary is literacy, reading for comprehension, and writing to inform. Max Thompson recommends teachers preview key vocabulary at the start of each lesson using Research-Based Vocabulary Strategies, emphasizing key vocabulary in context. Students should also use key vocabulary to summarize what they have learned. The use of vocabulary assists students in expanding their knowledge raising student achievement. Research indicates that vocabulary development increases when students have visual images of a word’s meaning and when the words are categorized into groups. In order to comprehend a student must know 95% of the vocabulary. Max Thompson states that it takes a minimum of 15 encounters with a new word for a student to understand and apply the word independently. Not only will vocabulary in context assist students in academic achievement, but according to Ben Taylor, students need vocabulary to succeed in the 21st century job market. Vocabulary in context instruction will assist students with the transition into new high stakes standards, and will be a goal for Meadowlane Intermediate in the 2013-2014 school year.
CONTENT AREA: Reading Math Writing Science Parental
InvolvementDrop-out Prevention
Programs
Language Arts
Social Studies
Arts/PE Other:
School Based Objective: (Action statement: What will we do to improve programmatic and/or instructional effectiveness?)
One hundred percent of Meadowlane Intermediate staff will be accountable for consistent, pervasive planning and implementation of research based instructional strategies. These strategies will yield increased student engagement on a daily basis in order to increase student achievement.
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Strategies: (Small number of action oriented staff performance objectives)
Barrier Action Steps Person Responsible
Timetable Budget In-ProcessMeasure
1. Professional Development
1.A.Provide Cooperative Learning Professional Development by trained staff members with an embedded focus on high quality questioning to enhance student engagement.
Cooperative Learning Leadership Team
October 2013 – April 2014
Teacher Exit SlipsTraining Agendas
1.B. Conduct teacher modeling in peers’ classrooms.
Cooperative Learning Leadership Team Literacy CoachHighly Effective Teachers
October 2013 – February 2014
Reflective Feedback Forms
1. C. Administration will conduct pre, midyear, and post Classroom Walk Through observations collecting data on planning and student engagement pertaining to areas of focus and share observations with staff via faculty meetings.
PrincipalAssistant Principal
September 2013January 2014May 2014
Administrators observations of lesson plans and cooperative learning implementation in the classroom
1. D.Teacher Data Team Meetings will be held focusing on research based instructional strategies for Tier I instruction (vocabulary in context, extended thinking/summ
Literacy CoachAssistant PrincipalAdministration -AssistantGuidance Counselor
September 24, 2013October 22, 2013November 19, 2013December 17, 2013January 28, 2014March 4, 2014April 1, 2014May 13, 2014
$200.00 AgendasMake and Take ActivitiesTier I Grade Level Data
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arizing, quality questioning). Teachers will also receive “make and take” activities for use in their classroom during Tier I instruction and will be required to bring a sample to the following meeting to share. 1. E. Weekly meetings on Tuesday with third grade focusing on collaborative planning.
Literacy Coach September 2013 – April 2014
AgendasLesson Plan Samples
1. F. Facilitate book study with 5th grade every other Wednesday focusing on shared inquiry facilitation and collaborative planning.
Literacy Coach September 2013 – November 2013
Training AgendasSample Lesson Plans
1. G. Provide professional development on Interactive Notebooks (IANS) incorporating the focus strategies.
Teacher Leaders August 9, 2013October 10, 2013January 23, 2014February 20, 2014
Faculty meeting agendasTeacher exit slips
1. H. Administration will utilize and model cooperative learning in meetings and trainings.
PrincipalAssistant Principal
August 2013 – May 2014
1. I. Provide professional development on building standard based lessons and incorporating
Common Core Team
August 9, 2013October 10, 2013January 23, 2014February 20, 2014
Teacher Lesson Plans
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focus strategies.1. J. Send teachers to Kagan training.
Administration October 2013 $9,000.00 Training Agendas
1. K. Provide examples of lesson plans with focus strategies implemented.
Teacher LeadersAdministration
September 2013 – May 2014
Teacher Lesson Plans
1. L. Provide various resources available to assist with the creation of lesson plans embedding focus strategies.
Teacher LeadersAdministration
Teacher Lesson PlansAgendas
2.Time/Scheduling
2. A.The last Wednesday of each month will be an early release day. Teachers will have that time to collaborate with colleagues, plan lessons, discuss research based strategies, and build strong peer relationships fostering teacher leadership capacity.
Teachers August 28, 2013September 25, 2013October 30, 2013November 20, 2013January 29, 2014February 26, 2014
Master schedule of early release days
2. B.Coverage will be provided for teachers to observe peers in the areas of focus including look fors.
AssistantsSubstitutesAdministration
November 2013March 2014
$500.00 Coverage schedule Calendar Feedback forms
2. C.Teacher data team meetings to discuss the lowest 25% population and strategies for
TeachersMTSS Leadership TeamAdministrators
August 27, 2013October 8, 2013November 5, 2013December 3, 2013January 14, 2014February 11, 2014March 18, 2014
$100.00 Master ScheduleAgendasProgress Monitoring Forms
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intervention and student achievement.
April 15, 2014May 20, 2014
2. D. Wednesday early release days will be used for professional development on the focus strategies and embedding these strategies into lesson plans.
Teacher LeadersPrincipalAssistant PrincipalReading CoachCooperative Learning Leadership Team
September 11, 2013October 16, 2013January 15, 2014February 12, 2014
Training AgendasTeacher Exit Slips
3.Parental Involvement
3. A.Implementation of the Apple Seeds Program in order to create a network of communication enabling an increased volunteer base and opportunities for parents to be involved in the school and their student’s education.
VolunteersClassroom TeachersAdministration
September 2013 – May 2014
Volunteer Hours LogRoom Parent Contact ListSchool Newsletters
4. Student Behavior
4. A. Implementation of the common language “Give Me Five” and Above the line, Below the Line character traits.
All Meadowlane Intermediate Staff
August 2013 – May 2014
$700.00 PostersDiscipline Referral Percentage
EVALUATION – Outcome Measures and Reflection- begin with the end in mind .
Qualitative and Quantitative Professional Practice Outcomes: (Measures the level of implementation of professional practices throughout the school)
Quantitative data collected from the 2013 FCAT 2.0 revealed that 70 percent of Meadowlane Intermediate students scored at a level 3 or above in reading and 64 percent scored at a level 3 or above in math. Data remained stable in reading compared to 2012, but demonstrates a slight decrease in math. After the implementation of focus
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strategies it is expected that 73 percent of students will score a level 3 or above in reading and 68 percent in math. Student engagement data collected through administrator classroom walk throughs from 2012 indicate that cooperative learning strategies and hands-on activities produced a higher percent of students engaged in lessons. Teacher lectures and one on one questioning are two practices that indicate lower student engagement. Meadowlane Intermediate administrators collected student engagement data in classrooms prior to the completion of the school improvement plan and the development of the teachers’ professional growth plans. Data was also collected at the end of the 2012-2013 school year. There was an increase in the amount of teachers who utilized cooperative learning and a decrease in the utilization of one on one questioning strategies. Student engagement data was collected in September for the 2013-2014 school year. Notably, student engagement has increased this year as seen in the comparison graph below. Lecture, note taking and independent work all have higher levels of engagement due to the observation that teachers are implementing engagement strategies throughout lessons. For example, students are asked to give a thumbs up, talk to their shoulder or face partner and utilize white boards to demonstrate understanding. While student engagement has increased, the focus will remain in place in order to maintain practice and achievement. The graphs below indicate the percentage of students engaged in the lesson during the observations as well as the percentage of teachers utilizing each instructional strategy at the end of the 2012-2013 school year and at the start of the 2013-2014.
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Cooperative Learning
Group Work Lecture Paper/Pencil
100%81% 72% 65%
99%77% 77%
89%
Student Engagment Spring 2013 Fall 2013
Cooperative Learning Group Work Lecture 1-on-1 questioning Paper & Pencil
47%
14%
5% 2%
23%
39%
14% 14%
0%
33%
Instructional StrategiesSpring 2013 vs. Fall 2013
Spring 2013 Fall 2013
Informal and formal observations collected for IPPAS purposes, during the 2012-2013 school year, indicate a need to focus on lesson planning. Administrators conducted walk throughs and reviewed lesson plans at the beginning of the 2013-2014 school year. Look fors were established prior to observations. Administrators reviewed lesson plans collecting data to include cooperative learning structures, essential questions, documentation of standards, extended thinking and summarizing activities, and/or vocabulary in context instruction. The graph indicates the percentage of teachers utilizing instructional look fors documented in their lesson plans. Data also includes the percentage of teachers who had no focus strategies documented in plans during the time of review. Lesson Plan data and student engagement walk through results will be shared with the staff via faculty meetings. In January, administrators will collect and analyze data again anticipating an increase in student engagement and the percent of teachers utilizing focus strategies embedded in lesson plans. Information and observations will be shared with staff during faculty meetings, professional development trainings and
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teacher data team meetings. Post observations, in May, will be conducted to gather final results. Data will then be analyzed to measure growth impacting student achievement. Data is expected to indicate 80 percent of lesson plans to include cooperative learning structures, 75 percent essential questions, 100 percent documented standards, 70 percent extended thinking and summarizing activities, 60 percent vocabulary in context, 50 percent quality questions, and no plans that are lacking any focus strategies. Qualitative data will also be collected via bi-monthly surveys using clickers to determine the percentage of teachers planning and implementing instructional practices in our School Improvement Plan. Anonymous results of the survey will be reviewed with the staff during faculty meetings.
Meadowlane Intermediate
Classroom Walkthrough DataFall 2013
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Qualitative and Quantitative Student Achievement Expectations: (Measures student achievement)Where do you want your students to be? What will student achievement look like at the end of the school year 2013-14? What tool will be used to measure progress throughout the year? Administrators will conduct weekly classroom walk throughs in order to monitor the implementation of research based practices. Lesson plan and student engagement data will also be monitored and documented through administrative walk throughs. Results will be shared with the staff via faculty and teacher data team meetings. Lesson plan and student engagement data will be measured and documentation will be provided at the end of the school year comparing pre observations in September. FCAT 2.0 data will be analyzed and compared to the 2013 results. It is expected that an increase of students reading on grade level will be reflected in the end of the year results. Student achievement will increase due to a focus on instructional practices planned and implemented with fidelity, yielding at least 73 percent of students reading at a level 3 or above, 68 percent of students scoring a level 3 or above in math, 86 percent of students scoring a 3.5 or higher in writing, and a minimum of 68 percent of students scoring at a level 3 or above in science. There will be an increase number of students scoring at a higher level on the FCAT 2.0 in the informational text strand for grades 3, 4, and 5, and proficiency will be maintained
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at the sixth grade. Third grade is expected to increase from 67 percent to 70 percent, fourth grade 65 percent to 70 percent, fifth grade 71 percent to 75 percent and sixth grade to maintain at 74 percent or increase to at least 76 percent. Informational text will be monitored on weekly, formative, and district required assessments. Third and fifth grade math goals will be monitored closely concentrating on fractions in third grade and geometry in fifth grade. 2014 FCAT 2.0 data will indicate third grade increasing from 60 percent to 70 percent proficiency on fractions and fifth grade 50 percent to 60 percent proficiency with geometry. District required tests and formative assessment data will be utilized to determine growth in these areas. Subgroup areas of black, economically disadvantaged and students with disabilities will be monitored as well. It is expected that with planning and implementation of Meadowlane Intermediate’s focus strategies, achievement will increase for these subgroups. It is expected that in reading the black subgroup will increase from 59 percent meeting proficiency to 65 percent, and in math from 36 percent to 41 percent. Economically disadvantaged students will increase in reading proficiency from 57 percent to 61 percent, and in math from 49 percent to 53 percent. Students with disabilities are expected to increase achievement from 32 percent meeting proficiency to 36 percent in reading and 30 percent to 34 percent in math. District required FAIR assessment results will also be monitored. Data will be disaggregated at teacher data team meetings in order to determine the focus for Tier 1 instruction. Students receiving Tier II and Tier III interventions will be monitored and discussed during MTSS meetings in order to determine if strategies are successful. Vertical alignment collaboration discussions will occur in order to ensure effective instruction across all grade levels. Teachers will observe in model classrooms focusing on planning and the implementation of research based instructional practices. Increasing student engagement through cooperative learning structures, as well as planning focus strategies, is expected to increase student achievement for the 2013-2014 school year.
MULTI-TIERED SYSTEM OF SUPPORTS (MTSS)/RtI This section meets the requirements of Sections 1114(b)(1)(B)(i)-(iv) and 1115(c)(1)(A)-(C), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).
MTSS Leadership TeamRamona LeSage, Guidance CounselorKathy MacDonald – Guidance CounselorAdrienne Schwab, Assistant PrincipalJessica Webb, Literacy Coach
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Sarah Keller, 3rd Grade TeacherMark Boyer, 4th Grade TeacherMary Morton, 5th Grade TeacherBarbara Reese, 5th Grade TeacherBecky Kempfer – 6th Grade TeacherSarah Batchledor – Resource TeacherKate Hargreaves, VE TeacherTeresa Polniak, Teacher on AssignmentJennifer Ringleb, School Psychologist
Members of The MTSS Leadership Team will participate on the School Advisory Council and assist with the development of goals for the School Improvement Plan. Members of this team will develop goals addressing the needs of our students who are in the lowest 25% in reading and math. These members will assist in setting goals for the school improvement plan in the same manner the MTSS team approaches data;assess the areas of need and determine strategies to intervene and meet the needs of individual students. Meadowlane Intermediate obtains data for MTSS purposes through a variety of sources. Tier I data is obtained by reviewing the district-required assessments in the data management system A3 and from PMRN. The A3 program, tracks students’ progress and each score is compared to grade level or class performance. Teacher data team meetings are held bi-weekly in order to disaggregate data. One meeting a month will be used for direct Tier I instruction. The second meeting each month will be held in order to provide support for Tier II and III instruction utilizing the problem-solving process meeting the academic and behavioral needs of students by grade, class, and small groups. Tier II data is comprised of common formative assessments, identified by each grade level to monitor progress toward the learning standards. Informal assessments targeting the skills upon which the intervention is based are also used. In Tier III, the A3 data-management system is used to compare individual scores with their peers. Intervention data is determined by the amount of progress made within a small group. All staff will be continuously trained on the MTSS process through teacher data team meetings led by the Guidance Counselor, Literacy Coach, and Assistant Principal to develop school-wide consistency. Staff members will also receive support from the school psychologist and other literacy coaches from school and district on how to interpret data and assist students through interventions and progress monitoring. Resource materials, such as the IPST manual, will also be reviewed with the staff. The school will continue to provide school-wide training, collect student data, identify research based practices, and evaluate the MTSS process. The school-based MTSS leadership team uses the problem-solving process to make informed decisions concerning school-wide implementation, instruction, curriculum, and adjusting the
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learning environment based on data results. The leadership team will meet monthly to discuss current trends in data, collected at the school, in order to assist the staff with strengthening best practices and instruction. The Teacher Data Team analyses the progress of students based on assessments and intervention data to determining the need at Tier I, II, and III. Additionally, the literacy coach participates in teacher data meetings and assists with the development of Tier I instruction. Students not responding to interventions are referred to the Individual Problem Solving Team.PARENT INVOLVEMENT: (Parent Survey Data must be referenced) Title I Schools may use the Parent Involvement Plan to meet the requirements of Sections 1114(b)(1)(F) and 1115(c)(1)(G), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).
In the 2012-2013 school year Meadowlane Intermediate developed a new parent involvement program named “Apple Seeds”. This program is designed to create a network of communication that enables the school to increase the volunteer base as well as provide opportunities for all parents to be involved in their student’s education. Last year was the first year of implementation and an increase in involvement was noticed. However, on the 2012-2013 parent survey, 48.8 percent of parents responded that they did not attend school meetings and/or functions because they were not at convenient times. Newly selected volunteer coordinators hope to increase parental involvement in 2013-2014. Studies indicate that parental involvement positively impacts student achievement and attendance. Increased volunteer involvement begins in the classroom. Teachers are asked to recruit a parent contact volunteer. This person is assigned to communicate with other parents within the classroom to assist with supplies, field trips, and projects needing to be completed. Working parents are encouraged and asked to participate in school activities. Parents are informed of ways that they can be involved from home as well as at school. Parental involvement offers a huge resource and support base for the school community, while demonstrating to the students the importance of school. By interacting with teachers, administrators, and other volunteers on a regular basis, parents gain a firsthand understanding of their student’s daily activities at school. This also creates opportunities for parents to be involved in school life helping their child learn and grow. Meadowlane Intermediate’s goal for the 2013-2014 school year is to create a positive, inclusive community comprised of volunteers increasing parent involvement. Building strong relationships with parents and the community is a high priority at Meadowlane Intermediate.
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Early Warning Systems (Formerly Attendance, Suspension, and Graduation Rate)
During the 2012-2013 school year Meadowlane Intermediate had 107 students who exceeded 10 tardies. This equals a total of 1,070 tardies for the year. Excessive absences were also high in 2012-2013. There were 434 students who had an excess of 5 absences for the 2012-2013 school year. Promoting regular attendance and being on time for class will be a focus this year to decrease both areas by at least 10 percent. The number of students exceeding 10 tardies will reduce to approximately 96 students and excessive absences of more than 5 will decrease to approximately 390 students. Meadowlane Intermediate has a large number of fifth and sixth grade students. In the 2012-2013 school year, there were 27 formal suspensions. This number decreased in 2012-2013 by 13 from the previous year. Increasing student engagement as well as implementing above the line character plan in classrooms will result in fewer disciplinary actions resulting in suspensions. The goal of the 2013-2014 school year will be to decrease the number of suspensions by 20 percent, decreasing the suspension rate to approximately 22.
STUDENT SURVEY RESULTS (Required):
Meadowlane Intermediate’s 2012-2013 student survey results indicate that 93 percent of students have access to a computer at home. 94 percent of students stated that they have learned about online safety at school with the majority of the remaining students stating that they learned about online safety from their parents. In regards to feeling safe at school, 84 percent of students answered yes and 12 percent answered no. The majority of students who answered no stated that they did not feel safe when riding their bike or a bus home from school. Meadowlane Intermediate has created a youth leadership team. This team is made up of fifth and sixth grade students. The goal of this team is for students to educate peers on kind acts assisting with instilling positive character traits to build a cooperative, safe school community for all students.
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