School Improvement Plan

Small Group Instruction

Rationale: There is a wide range of math ability within any general education classroom, there is also a wide range of ability when analyzing an individual student’s performance across math content strands. Small groups meet the needs of all learners for either an accelerated pace or more scaffolded pace of instruction.

YEAR ONE:

• PD around continuum of small groups
• Commitment to all classroom teachers implementing at least one small group (examples: data-driven math groups, teacher selected small group for reteaching, student selected small group for reinforcing skills) for math instruction each day.
• Learning Walks – Year One for staff that opt in.

YEAR TWO:

• Continued PD around continuum of small groups
• Commitment to building-wide small group instruction
• Learning Walks implementation school-wide for all classroom teachers and support staff working with identified subgroups.

Increase in math achievement scores based on

• i-Ready overall math
• SBA math
• End of module assessments
• Exit tickets
• Anecdotal teacher notes
• Classroom discussion notes
• Observational data

Professional Collaboration

Rationale: To expand our learning as a Sunset staff and to engage in collaboration and learning with colleagues in another building to continue our depth of content knowledge and skillset. From Reading to Math by Maggie Siena

YEARS ONE AND TWO:

• Begin a two-year Professional Book Study: From Reading to Math by Maggie Siena
  • Facilitated conversations by Tier 1 BLT leaders
  • Discuss key learnings and implementation strategies across grade level and vertical teams
  • Document thinking and discussions to share with all staff
• Establish ongoing partnership with ISD Math TOSA, Rowena Duane
  • Plan for Professional Development over the course of the year: creating math communities, module unit planning, math discourse
  • Number and Operations common assessment for use, K-5, in Numbers & Operation
• Partnership with Grand Ridge to build on our professional learning and expand our collegial community
  • Calibration across schools
  • Collaboration across schools
  • Schools serve different student populations so different perspectives
  • Staff can connect classes across schools through technology, for example Seesaw blogs

• Classroom observations
• Accessing resources (Math TOSA, observing other staff members, cross-building staff partnerships) to support student-driven instruction
• Staff-generated anchor charts
• Pre/post module assessment
• Module unit plans

Technology Integration

Rationale: Using Zearn, i-Ready, and/or other programs to support student learning.

YEAR ONE:

• Focus on i-Ready: Staff to identify which students need the i-Ready MyPath and a goal for regular usage by those students to identify and teach missing prerequisite skills, or extend learning (~60% of students don’t need i-Ready for learning prerequisite skills).
• Focus on Zearn for additional instruction: Used to meet the needs of individual students. Used to pre-teach and re-teach.

YEAR TWO:

Targeted use of technology for differentiation.

Over the two years:

• PD: Staff receive training to find out the strength of each program.
• K-2 staff sharing practices for sharing classroom sets of devices, and the spare laptop cart, effectively and beneficially.
• Have students engaged in setting a goal for themselves.
• Learning walks into classrooms of staff that feel comfortable/confident using the tools with support from the Tech TOSA
• Using accessibility features, such as speech to text and text to speech, to support student processing skills and the ability to share mathematical thinking.

• Integrating concepts found in coding, such as procedures, processes, and algorithms, to support student engagement and mathematical thinking

• Growth made on i-Ready diagnostics

• Teacher data collection on Student Growth Goals related to math

• Learning Walk notes

• Teaching with Technology staff survey (survey given to staff at least annually to determine comfort, needs and actual integration at the classroom level)

Effective Understanding of Eureka & Supplemental Tools

Rationale: Training and collaborating on curriculum and support materials to ensure understanding of Eureka and supplementary tools

PD

• Time to dig deeper into modules as grade level teams
• Understanding of i-Ready tools/data to support our students
• How to blend Eureka, Zearn, and i-Ready to address student needs

YEAR ONE:

• Culturally Responsive Practices, Universal Design for Learning, Trauma Informed Practices, &/or the 4 High Leverage Instructional Practices
• Eureka Conversations as grade levels module planning: common pacing, assessment modules. Teachers with experience can share with lessons/areas students often struggle with, and the team can brainstorm ways to help in that area (or share things that they've tried that do or don't help).
• ISD Number and Operations Common Assessment K-5

YEAR TWO:

• Continued Eureka Conversations as grade levels module planning: common pacing, assessment modules. Teachers with experience can share with lessons/areas students often struggle with, and the team can brainstorm ways to help in that area (or share things that they've tried that do or don't help).
• Inter/intra rater collaboration and reliability on end of module assessments
• ISD Number and Operations Common Assessment

Increase in math achievement scores based on:

• i-Ready overall math
• SBA math
• Numbers and Operations district common assessment

Math Intervention

Rationale: To provide additional targeted instruction time for students not yet meeting standard

YEAR ONE:

• As space allows in Title/LAP interventionist schedule, analyze i-Ready number sense/operations and generate a rank order of students needing to be served. Based on scheduling around reading Success Blocks, we were able to add an intervention group delivered by T/LAP teacher at grades 2, 3, 4, 5. T/LAP teacher works continually with TLS for Bridges training, alignment of Bridges with Eureka materials, and determine if students should exit based on growth within the intervention/unit OR a pre-teaching of concepts to come in their classroom. ASAP Math Intervention for grades 1-4, targeted group of students in yellow/red on i-Ready Number and Operations strand.

YEAR TWO:

• Consider daily schedule and build out instructional blocks for both reading and math to optimize the intervention schedule.
• Move to scheduling math intervention to primary grades to capture more of an early intervention model. ASAP Math Intervention for grades 1-4, targeted group of students in yellow/red on i-Ready Number and Operations strand.

Increase in math achievement scores based on:

• i-Ready
• Eureka math modules – showing transfer
• ISD Number and Operations Common Assessment

Attendance

Rationale: Increase student attendance; remove barriers for families.

YEAR ONE:

• Tier 1- Create, distribute and implement use of “We Missed You” folders that include a note from a classmate
• Tier 2- Student interviews for any students with a 10% or higher absence rate
• Attendance goal with incentive for students with a 20% or higher absence rate
• Determine barriers and provide support for families

YEAR TWO:

• Continuation of year one work

• Weekly attendance meetings with AP, registrar and counselor to monitor absent rates

• Weekly Core Team meetings to determine interventions necessary

• Communication with families via phone/email/letters

Family Engagement

Rationale: increase math talk at home; provide families with resources to support students

• Family Math Night

• Classroom/school newsletter/Clever as sources of games student can play with family

• Family education:

  • Being able to be use educational technology resources at home or school

  • Tools to help families understand content

• Attendance/exit tickets

• Survey students and families on the use of games and/or educational technology at home

• Survey families on content need