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?

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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.

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.

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.

• 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

• Evidence of Implementation

• 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)

• Professional Development implementation and feedback

• Observations of lessons taught by general education teachers and specialists utilizing strategies to teach and integrate academic vocabulary and strategies to comprehend informational text.

• Library collection analysis data

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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

• 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.

• 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

• Professional Development implementation in the fall, winter, and spring

• Increase in reading achievement scores as evidence on:

• i-Ready Reading Assessment (winter, spring) (overall scores as well as scores in the vocabulary and comprehension of informational text domains)

• F&P (fall, spring)

• Words Their Way (fall, winter)

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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

• Commitment by teachers to utilize Book Creator as a way to integrate reading, writing, and technology.

• Commitment by teachers to utilize Learning Ally for students with reading difficulties.

• Commitment by teachers to utilize i-Ready during reading small group rotations.

 

Impact: Evidence / Monitoring

• Increase in teacher created libraries in Book Creator and use of Book Creator by students

• 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.

• Professional development to staff on Book Creator through district PD, school PD, and Tech TOSA support.

• 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.

• Increase in progress towards yearly growth or stretch growth through i-Ready during Winter and Spring administrations.

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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

• Proactive Classroom Management

• PBIS Behavior Expectations and Acknowledgements

• SEL / Second Step

• Positive Relationships

 

Implementation

As a result of the CR-TFI completed in Fall 2022, the following action steps will occur:

• Create a flowchart including common definitions of behavior in Tier 1/Tier 2 teams.

• 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.

• 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.

• 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.

• Create a PBSES roadmap that includes PD for staff and specific skills teaching for students.

 

Impact: Evidence / Monitoring

• The refinement of our current Creekside behavior flowchart to meet Creekside’s specific and current needs.

• 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.

• The development of a Creekside-specific handbook of PBSES Tier 2 interventions.

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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

• Commitment by teachers to highlight literacy in their newsletters.

• 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)

• 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).

• Commitment by teachers to notify families personally when students have reading challenges and provide resources to families to support their students.

• 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