School Improvement Plan
Creekside Elementary
School Improvement Plan, 2022-23
A School Improvement Plan (SIP) ...
- Is developed according to the Washington Administrative Code 180-16-220
- Is annually approved by the school board
- Is a product of collective inquiry, led by the principal with school staff and in collaboration with district staff:
Collective
Inquiry1 Examination
What does the data and our collective experience tell us about trends, issues and opportunities?
Product: Summary of a problem of practice2 Goal Setting
What specifically would progress look like in terms of student outcomes and teacher actions?
Product: Goals, Theory of Action3 Learning/Planning
What strategies might capitalize on the opportunity to impact the issues?
Product: Action Plan4 Implementing
What do I need in order to implement and assess the planned strategies?
Product: Evidence5 Monitoring
What does the evidence tell us about our implementation and the efficacy of the selected strategies?
Product: Feedback
Adapted from DuFour & Eaker and Lipton & Wellman
- Recognizes the impact of non-academic factors on student learning and wellbeing
- Addresses disproportionality as identified in the Washington School Improvement Framework (WSIF)
- Has action plans that are based on best practice as identified by quality research
- Is a continuous process that requires ongoing monitoring and adjusting
- Addresses the use of technology to facilitate instruction
- Addresses parent, family and community involvement
- Integrates the OSPI-identified 9 characteristics of successful schools:
- clear and shared focus
- high standards and expectations for all students
- effective school leadership
- high levels of collaboration and communication
- curriculum, instruction, and assessments aligned with state standards
- frequent monitoring of learning and teaching
- focused professional development
- supportive learning environment
- high levels of family and community involvement
Staff certification and demographic information is available for each school at the OSPI School Report Card Home
Reflection on Previous Year School Improvement Plan
In this section reflect briefly (1-2 pages) on your prior School Improvement Plan and implementation.
Guiding Questions
- What actions were successfully implemented?
- What impact was observed (or not)? What evidence did you use to determine impact?
- How did actions impact disproportionality and/or engagement with families of disproportionally impacted population?
- What actions would you continue? What actions would you change? Why?
During the 2021-2022 school year, we successfully implemented many of our action steps that we committed to in order to meet our school-wide and gap closing goals. Our biggest celebration was the effective implementation of Success Blocks. All students received 30-minute Reading Foundational Skills (RFS) instruction during Success Blocks in addition to our regular literacy block. Our staff used the i-Ready screener data to determine the appropriate support for students– either Words their Way or Really Great Reading - during Success Blocks. Professional development was provided to staff on effectively implementing Words Their Way and how to use the data to place students in the appropriate sorts/lessons based on their needs.
To support strong Tier 1 instruction for literacy blocks, we provided professional development on small group instruction; focusing on the structure, planning, and collecting data. This supported teachers in their work with guided reading groups and reading strategy groups. During professional development, we looked at i-Ready and Fountas and Pinnell data to create small groups and inform instruction. Our Kindergarten teachers implemented Heggerty and Benchmark Phonics to strengthen students’ phonological awareness, phonemic awareness, basic phonics skills, and high frequency sight words. Practice and authentic reading and writing applications were included. In addition, our GLAD (Guided Language Acquisition Design) building specialist provided strategies and tools that teachers could use during whole group and small group instruction to promote rich literacy and the use of academic language.
For students needing more intensive interventions, support teachers were able to provide explicit and targeted instruction. For students needing intensive instruction in phonological awareness and phonics, the Reading Intervention teacher taught Really Great Reading and focused on phonological, phonemic, decoding, fluency, and high-frequency word instruction components. For Multi-Lingual Learners, the ELL teachers, in conjunction with classroom teachers, provided language acquisition strategies through co-teaching, push-in, small group, and pull-out instruction. The special education teachers provided intensive reading interventions through Really Great Reading, Heggerty, and Orton-Gillingham based on students’ goal areas.
Overall, our ELA Smarter Balanced Assessment scores were comparable to pre-COVID ELA SBA scores (80.6% in 2020 and 80.4% in 2022). While our goal is to continue to improve, we were proud of our efforts which translated to little learning loss as measured on the ELA SBA as we returned to full in-person learning last school year. 92.8% were either approaching, proficient, or above standard on the spring 2022 i-Ready Reading Assessment. 73.6% of the 92.8% were proficient or above when the assessment was given in the spring. It is evident that students are making progress towards our three-year overall goal in reading. As a school staff, we noticed in our spring 2022 and fall 2022 i-Ready reading data that our students demonstrate a need for additional support in the domains of vocabulary and comprehension of informational text. As a result, vocabulary and comprehension of informational texts will be a focus for us during the 2022-2023 school year. However, we will continue to build upon our previous work around small groups, GLAD, and language acquisition strategies in our efforts to increase overall student achievement in reading.
For our gap-closing goal, we made an ambitious goal for 85% of our students well-below or approaching proficiency on the fall 2021 i-Ready Reading Assessment to reach 75% or more of their stretch goal for the year. While we did not meet that goal on the spring 2022 administration, we did make progress. Closing the gap for our striving readers will continue to be a focus during the 2022-2023 school year as we hone our skills and strategies around phonics, phonemic awareness, decoding, fluency, and high-frequency word instruction to support students with reading difficulties. We will continue to use data to inform instruction and targeted intervention.
During the 2021-2022 school year, we were able to inform our families regarding our SIP goals through our Site Council, PTSA, and through school-wide communications. Our teachers used their newsletters and time during family conferences to provide more targeted information and feedback to families so that they could support our reading goal at home. This is an area that we will continue to focus on – how we can best partner with our community to support our goal in reading. Creekside staff are committed to building strong partnerships with our families to contribute to positive and lasting growth for our students.
Examining the Data
This section of the School Improvement Plan describes the use and study of student achievement data to inform SIP goals and to set learning targets to address systemic disproportionality.
The Washington School Improvement Framework (WSIF) is provided by the state as part of the OSPI School Report Card to inform and guide school improvement goals and action plans. School SIP teams use additional data sources to inform their planning. Progress toward school improvement in overall achievement and disproportionality is monitored using state and district measures using a common School Improvement Data Dashboard, aligned to the WSIF.
- Describe your SIP team process for studying the SIP data dashboard and other available data and selecting SIP goals.
- Describe your observations regarding overall achievement and disproportionality that informed your SIP goal(s) and actions.
Describe your SIP team process for studying the SIP data dashboard and other available data and selecting SIP goals.
During the 2021-2022 school year, our school leadership team analyzed multiple data sources to create and implement a three-year overall goal in reading. Before the start of the 2022-2023 school year, our school leadership team analyzed several sources of data including SBA, i-Ready, Soft Skills Survey, WAKIDS, and the Washington School Improvement Framework. This work confirmed our need to continue with a reading goal. We shared this data with our staff during our August Professional Development Days. We analyzed current i-Ready, Words Their Way, and F & P data in October through a grade level lens to set grade level goals and through a classroom lens to set Student Growth Goals to support our striving readers. We will continue to revisit our data in the winter and spring to be responsive to students’ needs.
Describe your observations regarding overall achievement and disproportionality that informed your SIP goal(s) and actions.
Include possible root causes of disproportionality (i.e. if you were to address the causes, it would likely result in a decrease in disproportionality).
Creekside is committed to EL 16 to which states, “we believe that each student has the potential to achieve, and it is our responsibility to provide all students the opportunity and support needed to meet their highest capability in a safe and welcoming environment. We acknowledge that systemic and institutional inequities and bias exist, creating barriers for student achievement and well-being. We are committed to raising the achievement of all learners and a culture that promotes the identification and removal of barriers causing predictability and disproportionality of the highest and lowest achieving groups.”
When looking at all students, our ELA Smarter Balanced Scores were comparable to pre-COVID ELA SBA scores (80.6% in 2020 and 80.4% in 2022). Digging deeper into the data, we recognized areas of disproportionality and continued growth needed especially with our English Language Learners, Hispanic/Latinx, Low-Income, and Students with Disabilities student groups. While we saw growth for our Low-Income (48% to 62.5%) and Students with Disabilities (22.4% to 32.1%) student groups, we still have work to do to close the gap. Our English Language Learners and Hispanic/Latinx student groups showed a decrease in achievement (82.2% to 64.7% and 75.7% to 65%, respectively).
Looking at possible barriers or root causes of disproportionality, we identified the following that we are able to influence to increase academic achievement for our students who are performing disproportionate to their peers:
- Reading Foundational Skills
- Knowledge of academic vocabulary
- Background knowledge
- Small Group Instruction
- Comprehension of informational text
- Behaviors that promote learning
- Active and individualized engagement with families of students in our impacted student groups
Identifying potential root causes helps us focus our efforts in instruction, professional development, interventions, and family engagement.
Goal Setting
This section of the School Improvement Plan describes the setting of a specific, measurable, attainable, results-oriented and timely (SMART) school-wide achievement goal(s)
School-Wide Achievement Goal(s)
By the spring of 2023, student achievement for all Creekside students in the area of reading will increase from 73.6% (as measured on the 2022 i-Ready Reading Assessment) proficiency to 80% as measured on the 2023 Spring i-Ready Reading Assessment.
Disproportionality Goal(s)
Each year of the SIP, 75% of students scoring below grade level on i-Ready Reading will be on track to exceed their Typical Growth Goal and 67% will be on track to meet or exceed their Stretch Growth Goal, or equivalent in SBA growth.
District-Wide Action Plan
What systemic (district-wide) research-based strategies will be implemented in support of achievement and disproportionality goals?
Multi-Tiered Systems of Support (MTSS) is a proactive framework to improve outcomes for each and every student through a comprehensive continuum of evidence-based supports for academic and social/emotional learning in order to provide equitable opportunities applied at the individual, classroom, school and district level.
MTSS employs a team-driven, data-based, problem-solving approach; components of which include early interventions, a comprehensive assessment system, and common assurances around the highest leverage instructional, intervention, and assessment practices.
MTSS Theory of Action: In order to result in ALL holding a sense of belonging and to effectively foster equitable outcomes for students, we will articulate a clear vision and implement with fidelity a strategic plan for a comprehensive MTSS framework that provides an environment in which to thrive that is consistent, predictable, and inclusive of the strengths and needs of all, by supporting adults with resources, training and leadership.
First stages of systemic implementation of MTSS at the Elementary School are summarized in the following areas:
- Installation of Tier 1 High Leverage Practices
- Implementation of targeted supports and intensive interventions
- Continued installation of a Tiered Team structure and data-based decision-making
Installation of Tier 1 High Leverage Practices
Tier 1 High Leverage Practices are the evidence-based practices that have been proven, when used with integrity, to increase academic achievement and social-emotional learning competencies. Clearly articulating High Leverage Practices and integrating the practices into all instructional systems, including new instructional material selections, professional development and accountability, is a foundational component of an MTSS framework.
At the elementary level, implementation of High Leverage Practices focuses on integration with existing curriculum and explicit articulation of the High Leverage Practices in curriculum maps. Teacher professional development focused on strategies and resources for strengthening instruction and intervention using existing instructional materials and the High Leverage Practices. From spring 2020 through the fall of 2022, several factors affected the implementation of Tier 1 curriculum including:
- Shifts in modality of instruction from in-person to remote to hybrid and back to in-person
- Introduction of supplementary instructional tools such as i-Ready, Learning Ally
- Varied adjustments made to address the need for recovery learning
- Limited capacity for professional development due to constraints on substitute release availability and need for training on COVID-19 mitigation
- Significant staff changes causing the reconstitution of many grade level teams
As a result, the focus of strengthening Tier 1 instruction for the 2022-23 school year includes the following:
- Integrity of instruction. Re-enforce the consistent alignment of instruction to the ISD elementary Scope & Sequence, with explicit integration of the High Leverage Practices.
- Instruction Matching. Focus on training on core curriculum structures, standards and materials for differentiation/universal design to meet the continuum of learning needs.
Together, this focus seeks to build the capacity of and consistency of the strategic, intentional use of research-based practices, applied with the professional judgement of teachers, to meet the needs of students as determined through both observation and validated assessments.
Based on analysis of assessment results, program strengths included strong growth in reading comprehension when fluency and strong foundational skills are established. Students experiencing gaps often demonstrated weaknesses in foundational skills. A similar pattern may be emerging in math. Therefore, recovery learning and strengthening Tier 1 instruction, as well as interventions, focuses first on Reading Fluency/Foundational Skills in literacy and Numbers and Operations in math.
Note on literacy and math focus school SIPs
ISD department staff and school teams will collaborate to develop systems, structures and professional development that eventually can be scaled up to all schools. During this SIP cycle, 8 elementary schools will have math-focused improvement plans and 8 elementary schools will have literacy-focused improvement plans. The district-wide action plans below describe actions in both literacy and math, with the understanding that some actions will apply to all schools and some actions will apply initially to schools based on the focus area of their improvement plan with the intention of scaling actions to all schools in the long term.
- Action: Integration of High Leverage Practices
- Action: Comprehensive Assessment Planning
- Action: Technology Integration
Action: Integration of High Leverage Practices
Reviewing, adjusting and training on current curricular and teacher support materials to ensure High Leverage Practices are effectively integrated and explicitly linked to class structures and instructional routines promotes a clear and consistent implementation of our instructional program while empowering teachers to use their professional judgement in applying evidence-based practices to strengthen teaching and learning.
Implementation
2022-23
- Scope & Sequence alignment
- Re-alignment of Scope & Sequence to integrate High Leverage Practices
- Introduction and training on new common curriculum map
- Development of reading learning progressions (success criteria, developed in collaboration with the Literacy Adoption Committee)
- Introductory professional development High Leverage Practices for Tier 1, including:
- Additional sessions on Trauma Informed Practices
- PD days with Rosetta Lee on Culturally Responsive Practices
- District-provided menu of PD through
- i-Ready, Canvas modules, & department staff
- Content professional development focus on deepening the use of instructional approaches and materials to meet the continuum of student learning needs, including the following:
- Blending Eureka, Zearn and i-Ready to identify and address learning needs in math
- Integration of Reading Foundational Skills strategies and materials, i-Ready scaffolds for reading comprehension, core curriculum, guided reading and reading/writing workshop
Impact: Evidence / Monitoring
Re-establishing integrity of the ISD Scope & Sequence with explicit and intentional integration of High Leverage Practices will increase overall achievement in literacy and math as evidenced by i-Ready and SBA scores.
Evidence of Implementation:
- Identification of High Leverage Practices in Scope & Sequences for Tier 1 instruction
- Professional Development implementation and feedback
Research indicates that the effective use of assessment to inform instruction (teacher analysis and use with students to set learning goals) has a high impact on learning, as would be evidenced by increases in cohort achievement scores and in the targeted domains, particularly in students receiving interventions.
Action: Comprehensive Assessment Planning
The use of screeners, progress monitoring and benchmark assessments, along with strengthening our use of curriculum embedded formative and summative assessments empowers teachers to identify specific learning needs and match instructional approaches and materials to the needs of groups and individual students and empowers data-based decision-making.
Implementation
2022-23
- Scope & Sequence alignment
- Re-alignment of Scope & Sequence to integrate High Leverage Practices
- Introduction and training on new common curriculum map
- Development of reading learning progressions (success criteria, developed in collaboration with the Literacy Adoption Committee)
- Introductory professional development High Leverage Practices for Tier 1, including:
- Additional sessions on Trauma Informed Practices
- PD days with Rosetta Lee on Culturally Responsive Practices
- District-provided menu of PD through
- i-Ready, Canvas modules, & department staff
- Content professional development focus on deepening the use of instructional approaches and materials to meet the continuum of student learning needs, including the following:
- Blending Eureka, Zearn and i-Ready to identify and address learning needs in math
- Integration of Reading Foundational Skills strategies and materials, i-Ready scaffolds for reading comprehension, core curriculum, guided reading and reading/writing workshop
Impact: Evidence / Monitoring
Re-establishing integrity of the ISD Scope & Sequence with explicit and intentional integration of High Leverage Practices will increase overall achievement in literacy and math as evidenced by i-Ready and SBA scores.
Evidence of Implementation:
- Identification of High Leverage Practices in Scope & Sequences for Tier 1 instruction
- Professional Development implementation and feedback
Research indicates that the effective use of assessment to inform instruction (teacher analysis and use with students to set learning goals) has a high impact on learning, as would be evidenced by increases in cohort achievement scores and in the targeted domains, particularly in students receiving interventions.
Action: Technology Integration
Tech integration provides equitable opportunities to learn critical technology skills and tools while enhancing learning as students access, engage with, create, and produce using technological tools.
Implementation
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Allocation and IT support of levy funded technology
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Distributed leadership and coaching through Ed Tech TOSAs and demonstration classrooms
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Identification and promotion of high leverage uses of technology and the ISTE Standards
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Professional development
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August ½ day PD launch
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Cycles of PD, implementation and reflection throughout the year
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Impact: Evidence / Monitoring
Evidence of Implementation & Impact:
Tech integration with the installation of a 1:1 system will be monitored through engagement/surveys of staff, students and families to determine the following:
- Student use of technology to manage learning
- Student use of technology appropriate to purpose
- Student knowledge of and application of safe-use strategies
- Student opportunities to support, extend, or deepen learning through use of technology
Implementation of Targeted Supports and Intensive Interventions
- Action: Reading Foundational Skills (RFS) Success Block
- Mathematics Tiers of Support & Intervention
- Positive Behavior Social Emotional Support (PBSES)/Behavioral Supports and Interventions
- Additional Program Supports:
Action: Reading Foundational Skills (RFS) Success Block
A 20 to 30-minute instructional block at each grade level using assessment data for re-grouping across grade levels to provide targeted instruction and intervention in Reading Foundational Skills.
Rationale
K-4 ELA Menu of Best Practices for MTSS and the CC ELA standards emphasizes the importance of strong early literacy development organized around six building blocks of literacy, starting with a structured, differentiated approach to foundational skills.
Implementation
2020-21: Exploration and selection of instructional model including:
- Adoption of RFS instructional materials
- Selection of early literacy screener (i-Ready)
2021-22: Installation of Success Block and Initial Implementation
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Success block integrated in master schedule
- Screener/Diagnostic assessments to identify student learning needs
- Really Great Reading (RGR) teacher training
Summer 2022
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Use of RFS and i-Ready materials to strengthen summer school programs
2022-23: Initial to Full Implementation of the RFS model of Success Blocks
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Data-based decision protocol and staff training
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Developing Progress Monitoring tools, training
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RELATED: Use of summer school and RFS materials to strengthen after school intervention programs focused on reading.
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Technology Integration: i-Ready, 1st grade RGR Playground (targeted), Words Their Way digital tools.
Impact: Evidence / Monitoring
Evidence of Impact:
Increased reading fluency with comprehension as evidenced by:
- Progress monitoring data from Really Great Reading and Words Their Way spelling inventories
- K-3 phonics scores on i-Ready (3x/year)
- Spring 3rd-5th grade SBA ELA & i-Ready reading scores
- All assessments reported for:
- All schools, all students
- Groups experiencing disproportionality
- Students receiving interventions
Mathematics Tiers of Support & Intervention
Articulating and developing resources for strengthening the use of math learning materials for core instruction (Tier 1), targeted supports and interventions.
Rationale
Though students in elementary returned to levels of achievement near those seen prior to the pandemic, persistent achievement gaps and the continuum of needs demonstrated in math screener and benchmark data indicate the need for more diagnostic use of math resources and tiers of supports for learners.
Implementation
2019-20: Pilot of i-Ready resources for:
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Screener-Benchmark assessment
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Targeted supports and extended learning
2020-22: District-wide development of tiered supports
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Mapping the uses for Eureka, Zearn and i-Ready materials as determined by assessed need
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Selection team to explore, identify and pilot additional intervention materials
Summer 2022:
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Use of i-Ready materials (digital and paper-pencil) to strengthen Summer School and ASAP programs.
2022-23 Installation and Implementation
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Develop Tier 1 Training targets and plans for staff including:
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Creating a math community
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Establishing math practices
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Targeted Supports (addressing the continuum of learning needs)
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Structuring Tier 1 Eureka Modules
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Piloting Equip; a Eureka-aligned targeted support program (this is being applied in partnership with Clark Elementary focusing on groups with greater needs).
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Implementing/Expanding Title I math interventions centered on Bridges math curriculum.
Impact: Evidence / Monitoring
Evidence of Impact:
Increase in math achievement scores based on…
- i-Ready Number and Operations
- i-Ready Overall Math
- SBA Math
All assessments reported for:
- All schools, all students
- Groups experiencing disproportionality
- Students receiving interventions
Positive Behavior Social Emotional Support (PBSES)/Behavioral Supports and Interventions
PBSES is the application of research-based practices on prevention and intervention in the social-emotional and behavioral domains. 2022 marked the transition from a coaching-centered model to a building managed PBSES system.
4 Core components
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Proactive Classroom Management
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PBIS Behavior Expectations and Acknowledgements
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SEL / Second Step
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Positive Relationships
Implementation
Training:
- Trauma Informed Practice
- Implementation and Calibration of School-Wide Information System (SWIS) (2019-20 installed)
- Behavioral interventions
- Continued training to use strategies in classroom and intervention
Support focused on teams, based on building needs
- Consulting with principals,
- Providing a padlet of resources
Impact: Evidence / Monitoring
Evidence of Impact:
Decrease in behavioral incidence for identified individuals and their development of self-management skills as monitored through:
- BEISY
- SWIS
- Discipline Data
- Behavior GT referrals
Evidence of Implementation:
- Early identification of risk-factors
- Tiered Teams minutes/notes / files
- Culturally Responsive Tiered Fidelity Inventory (CR-TFI) action plans
Additional Program Supports:
Continued support for targeted support and intervention programs support school implementation of MTSS.
Implementation
Programs providing additional support for specifically identified students and families:
- ELL/MLL (Multi-Lingual Learners) Program. In 2022-24, continuing implementation/transition to WIDA, a more inclusive approach to MLL service, which includes a parent advisory
- Special Services Programs (LRC 1&2, Early Learning programs)
- Family Partnership Liaisons
Impact: Evidence / Monitoring
Evidence of Implementation:
- Family engagement records, advisory records
Continued Installation of Tiered Teams and Data-based Decision-making
Tiered Team Structure
Tiered Teams provide a structure for data-based decision-making to guide program decisions and the determination of interventions for individual students.
Implementation
Pre-2022-23
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Tiered Teams for PBSES
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Piloting training at Clark, IVE and Sunset elementary through disproportionality plan
2022-23
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Training for Tier 1 & 2 Teams focused on integrating PBSES and academic decision-making and problem-solving
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Calibrating SWIS data collection
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Baseline CR-TFI (all schools)
Impact: Evidence / Monitoring
Evidence of Implementation & Impact
Increase equitable outcomes in academics, discipline, special education referrals. Data monitored includes:
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Baseline TFI Data
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SWIS data, disaggregated
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Academic data, disaggregated
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Special Education referrals, disaggregated
Data-Based Decision-Making
Data-based decision-making includes the use of data protocols for teams to review screener and progress- monitoring data.
Implementation
2022-23
- Screener assessments:
- i-Ready Reading & Math
- BEISY (possible re-evaluation of social-emotional screener assessments)
- Initial implementation of data protocols for tiered teams
- Initial implementation of data protocols for academic and behaviors data at teacher and school instructional teams
- October NSD use of data protocol with literacy data
- Exploration of data systems and tools to make use of data more accessible to all users
Impact: Evidence / Monitoring
Evidence of Implementation:
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Tier 1: Feedback on the use of the data protocol to use data from district assessments to inform instruction.
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Tier 2: Tiered teams’ records of the data used to make decisions about interventions
School-Based Action Plan
What additional or specific research-based strategies will be the focus of implementation to achieve school-wide goals? Or describe how your school is implementing systemic action listed above. Indicate elements targeted (not school-wide) to address disproportionality.
Action: Integration of High Leverage Practices
Reviewing, adjusting and training on current curricular and teacher support materials to ensure high leverage practices are effectively integrated and explicitly linked to class structures and instructional routines promote a clear and consistent implementation of our instructional program while empowering teachers to use their professional judgement in applying evidence-based practices to strengthen teaching and learning.
Implementation
- Commitment by grade level teams (grades 2-5) and professional development around teaching, integrating, and applying academic vocabulary and comprehension strategies for informational text in whole group and small group instruction. Academic vocabulary and comprehension of informational text are two areas of growth for our students as identified in our i-Ready reading data from spring 2022 and fall 2022 administrations.
- Commitment by grade level teams (grades K-1) and professional development around explicit instruction in phonics, phonemic awareness, and phonological awareness.
- Provide Professional Development on small group instruction including:
- Structure
- Planning
- Collecting Data
- Using i-Ready data, reports, and lessons to inform small group instruction
- Commitment by our librarians to provide Specific vocabulary instruction in K-2 based on WCCPBA read alouds.
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Commitment by our librarians to increase our selection of informational texts in our library to provide students with a greater variety and access to engaging nonfiction texts.
- Commitment by our librarians to provide targeted instruction on narrative/expository nonfiction in grades 2-5 and targeted instruction on the 5 types of nonfiction. Commitment by our librarians to provide targeted instruction and co-teaching of comprehension of informational text and text features in grades 1-2.
Impact: Evidence / Monitoring
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Evidence of Implementation
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Increase in Winter and Spring i-Ready Reading Assessment Data (overall scores as well as scores in the vocabulary and comprehension of informational text domains)
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Professional Development implementation and feedback
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Observations of lessons taught by general education teachers and specialists utilizing strategies to teach and integrate academic vocabulary and strategies to comprehend informational text.
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Library collection analysis data
Action: Comprehensive Assessment Planning
The use of screeners, progress monitoring and benchmark assessments, along with strengthening our use of curriculum embedded formative and summative assessments empowers teachers to identify specific learning needs and match instructional approaches and materials to the needs of groups and individual students and empowers data-based decision-making.
Implementation
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Utilize the ISD data protocol to analyze student data to inform Student Growth Goals and grade level goals based on F&P, Words Their Way, and i-Ready assessments.
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Provide professional development, time, and guidance for staff to review data each trimester and adjust groupings (Words Their Way, Really Great Reading, and small groups) and instruction based on students’ current needs.
Impact: Evidence / Monitoring
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Professional Development implementation in the fall, winter, and spring
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Increase in reading achievement scores as evidence on:
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i-Ready Reading Assessment (winter, spring) (overall scores as well as scores in the vocabulary and comprehension of informational text domains)
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F&P (fall, spring)
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Words Their Way (fall, winter)
Action: Technology Integration
Tech integration provides equitable opportunities to learn critical technology skills and tools while enhancing learning as students access, engage with, create, and produce using technological tools.
Implementation
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Commitment by teachers to utilize Book Creator as a way to integrate reading, writing, and technology.
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Commitment by teachers to utilize Learning Ally for students with reading difficulties.
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Commitment by teachers to utilize i-Ready during reading small group rotations.
Impact: Evidence / Monitoring
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Increase in teacher created libraries in Book Creator and use of Book Creator by students
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Observation of students utilizing Learning Ally in the classroom during independent reading time and increase in student use of Learning Ally as part of the regular classroom structure.
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Professional development to staff on Book Creator through district PD, school PD, and Tech TOSA support.
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Professional development to staff on Learning Ally with support from our Tech TOSA and our librarians. Data from Learning Ally to show which eligible students are regularly accessing Learning Ally, indicating the number of books and pages students are reading, and date of book selection.
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Increase in progress towards yearly growth or stretch growth through i-Ready during Winter and Spring administrations.
Action: PBSES / Behavioral Supports and Interventions
PBSES is the application of research-based practices on prevention and intervention in the social-emotional and behavioral domains. 2022 marked the transition from a coaching centered model to a building managed PBSES system.
4 Core components
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Proactive Classroom Management
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PBIS Behavior Expectations and Acknowledgements
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SEL / Second Step
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Positive Relationships
Implementation
As a result of the CR-TFI completed in Fall 2022, the following action steps will occur:
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Create a flowchart including common definitions of behavior in Tier 1/Tier 2 teams.
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For all staff, provide professional development around a common understanding of the functions of behavior and how to use the understanding of the functions to respond more effectively to behavior.
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Continue to build solid Tier 2 PBSES systems by creating a handbook for Creekside-specific interventions that include information for classroom teachers and families in how to implement the intervention, monitor progress, and fade the intervention.
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Commitment by Tiered Teams and grade level/content area teams to review SWIS data regularly and utilize the data to inform instruction around behavior expectations and acknowledgements.
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Create a PBSES roadmap that includes PD for staff and specific skills teaching for students.
Impact: Evidence / Monitoring
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The refinement of our current Creekside behavior flowchart to meet Creekside’s specific and current needs.
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A completed calendar for January-June of times to teach expectations to students (for example, after a break) and professional development topics/dates around functions of behavior, definitions of behavior, and proactively teaching expectations.
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The development of a Creekside-specific handbook of PBSES Tier 2 interventions.
Action: Family Engagement
According to the CDC, research shows that parent engagement in schools is closely linked to better student behavior, higher academic achievement, and enhanced social skills.
Implementation
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Commitment by teachers to highlight literacy in their newsletters.
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Commitment by specialist staff and administration to highlight reading strategies to support families at home with academic vocabulary, comprehension of informational text, and reading foundational skills once a month for grade level bands (January – June)
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Notify families of audio books supports available in the library (Playaways and Vox audio books for grades K-2 and specific instruction on Sora and Epic read alongs with dyslexia font).
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Commitment by teachers to notify families personally when students have reading challenges and provide resources to families to support their students.
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Family Reading Engagement Night in late January
Impact: Evidence / Monitoring
- Teacher newsletters
- Resources shared at conferences
- Reading resources for grade level bands will be shared by Clever and/or teacher newsletters
- Library website and Skyward messages to families
- Family feedback from Family Reading Engagement Night
SIP Team & Final Review
- Principal: Amy Allison
- Site Council/PTSA Review Date: November 14, 2022
- Supervisor Review: Susan Mundell, January 6, 2023
- School Board Review Date: February 15, 2023
- Leadership Team:
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Nicole Min, Kindergarten
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Leann Schumacher, First Grade
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Bree Russell, Second Grade
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Kelli Stonebreaker, Third Grade
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Liz Yanev, Fourth Grade
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Carrie Alexander, Fifth Grade
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Sarah Moniak, Special Education
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Makinlee Sellevold, PE
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Maureen Walmsley, Fifth Grade, Equity Building Lead
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Shaun Cornwall, Assistant Principal
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Amy Allison, Principal