elementary school improvement plan report...

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Elementary School Improvement Plan Report

May, 2010

School Name: Danielle-Joy Peterson Elementary School

Address: 4008 Chinaberry Lane Naperville, IL 60564

Phone: 630-428-5678

Principal: Terri Russell

School Improvement Team: Ivy Campbell-Burnom, Melinda Lippe, Nancy Haske, Jill Holler, Katie

Kempski, Frannie McNichols, Jennifer Perruquet, Cathy Micensky, Ann Schimmoler, Amy Lokken

School Improvement Overview:

Peterson School maintains a continuous improvement model with both formative and

summative assessments used to guide decision making. An analysis of our 2009 ISAT scores indicates that:

• In reading, 95.3% of students in grades 3-5 met or exceeded state standards; an increase of 3.8% over the previous year.

• In math, 99.1% of students in grades 3-5 met or exceeded state standards; an increase of 1.5% over the previous year.

• In writing, 77.3% of students in grades 3-5 met or exceeded state standards; an increase of 5.3% over the previous year.

Our focus over the next 3 years will be the continued strengthening of our instructional

programs in the area of reading and writing. Peterson’s School Improvement Plan will focus on the following goals:

• Peterson students will meet or exceed state reading standards at a rate of 96.3%,

97.3% and 98.3% as measured by the 2010, 2011, 2012 Illinois Standards Achievement Tests and the Illinois Alternative Assessments respectively.

• Peterson students will exceed reading standards at a rate of 51.4%, 54.4% and

57.4% as measured by the 2010, 2011, 2012 Illinois Standards Achievement Tests and the Illinois Alternative Assessments respectively.

• Peterson students will meet or exceed state writing standards at a rate of 79.3%, 83.3% and 87.3% as measured by the Illinois Standards Achievement Tests

respectively.

Our action plan will focus on continued improvement, differentiation and consistency of core instruction in the areas of reading and writing. A detailed action plan is outlined on the

following pages of this report.

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Enrollment and Demographic Data

2004-05 2005-06 2006-07 2007-08 2008-09 2009-10

Total enrollment 352 345 348 444 472

% White 75.9 73.9 68.4 69.4 66.5

% Black 5.1 4.3 4.9 7 7.4

% Hispanic 2.0 2.0 2.9 1.1 2.1

% Asian/Pacific Islander 11.6 14.2 17 18.5 19.5

% Native American .03 .3 .3 .3 .4

% Multi Racial 5.1 5.2 6.6 3.6 4

Low Income rate 2.3 2.3 2.3 1,4 3

Limited English Proficient Rate 2.0 2.3 2.0 1.6 3.8

Chronic Truancy Rate 0 0 0 0 0

Mobility Rate 5.6 6.1 7.1 4.6 9.0

Attendance Rate 95.8 96.1 96.2 95.6 95.8

% Parent Contact 100 100 100 100 100

Average class size grade K 21 28 23.5 21 20.7

Average class size grade 1 26.5 23 22.3 26 23.7

Average class size grade 3 21 19.3 22.7 22 22

Minutes per day teaching reading 150 150 150 150 150

Minutes per day teaching math 60 60 60 60 75

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DANIELLE-JOY PETERSON ELEMENTARY SCHOOL

SCHOOL IMPROVEMENT PLAN GOAL STATEMENT 2007-2008

Present Level of Performance - Reading

A. ISAT/IAA

Based on March 2007 assessment data, 94% of students met or exceeded Illinois standards in

the area of reading achievement in grades 3-5

Based on March 2008 assessment data, 91.5% of students met or exceeded Illinois standards

in the area of reading achievement in grades 3-5

Based on March, 2009 assessment data, 95.3% of students met or exceeded Illinois standards

in the area of reading achievement in grades 3-5

The following table summarizes reading achievement performance by subgroup:

06-07 07-08 08-09

Subgroup Reading Performance

% M/E Student Count % M/E

Student Count % M/E

Student Count

White 93

120

91.5

152

95.3

166

Black 100

<10

87.5

<10

78.6

14

Hispanic 100

<10

50

<10

100

<10

Asian/Pac 100 25

92.9 28

100 38

Native Am 100

<10

100

<10

100

<10

Multiracial 93

14

100

<10

100

12

LEP 100

<10

75

<10

100

<10

IEP 88 16

54.5 11

69.2 11

FRL 100

<10

25

<10

83.3

<10

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Present Level of Performance - Math

B. ISAT/IAA


in the area of math achievement in grades 3-5.





The following table summarizes reading achievement performance by subgroup:

06-07 07-08 08-09

Subgroup Reading Performance


Student Count % M/E

Student Count

White 99

120

97.4

152

99.1

166

Black 100

<10

99

<10

100

14

Hispanic 100

<10

50

<10

100

<10

Asian/Pac 100

25

100

28

100

38

Native Am 100

<10

100

<10

100

<10

Multiracial 100

14

100

<10

100

12

LEP 100

<10

75

<10

100

<10

IEP 100

16

72.7

11

100

13

FRL 100

<10

50

<10

100

<10

5

Present Level of Performance – Writing

ISAT/IAA

Based on March 2007 assessment data, 89% of fifth grade students met or exceeded Illinois

standards in the area of writing achievement in fifth grade.

Based on March 2008 assessment data, 72% of fifth grade students met or exceeded Illinois

standards in the area of writing achievement in fifth grade.

Based on March, 2009 assessment data, 77.3% of students in grades 3-5 met or exceeded

Illinois standards in the area of writing.

The following table summarizes writing achievement performance by subgroup:

07-08 08-09

Subgroup Writing Performance


Student Count

White 72

55

Black 66

<10

75

12

Hispanic 50

<10

75

<10

Asian/Pac 33

<10

78

31

Native Am N/A

N/A

N/A

N/A

Multiracial 100

<10

75

<10

LEP N/A

N/A

N/A

N/A

IEP 40

<10

100

<10

FRL 100

<10

100

<10

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Action Plan for Improved Learning

Strategies/Interventions Timeline Responsibility Evidence Source

Maintain core and flex reading block

within the master schedule, which

allows for consistent enrichment,

differentiation and integrity of

interventions.

Fall,

2008-

continuing

ILT/principal

For development

Teacher

implementation

Master schedule/flex group

lists

Utilize grade level planning guide to

create grade level consistency for

pacing and planning.

Fall,

2008-

continuing

Grade level

teachers

Monthly planning guides

Develop and utilize grade level

SMART goals to support the overall

goals listed above. Use individual

Professional Development Plan to

identify teacher specific strategies

to support SMART goal and SIP

goal.

Fall,

2009-

continuing

All staff Smart goals/PDP plans

Utilize PD Wednesdays to review

and analyze student data on a

consistent basis; thus allowing data

to drive appropriate flex group

composition and planning.

Fall,

2009-

continuing

Support Team,

grade level

teachers

AIMS graphs, agendas, flex

groups/intervention list

Maintain our staff commitment to

the concept that all students belong

to all of us; providing the

framework for collaborative efforts

in meeting student needs.

Fall, 2008

–

continuing

All staff Flex

group/intervention/volunteer

list

Professional development

opportunities in the area of

differentiation to ensure that all

students are learning at their level.

Fall,

2009-

continuing

ILT and Gifted

teacher

Agendas/sample activities

and lessons

Utilize professional development

opportunities to continue training

on reading interventions. Utilize

this knowledge to make the best

decisions for students.

Fall,

2008-

continuing

Support staff,

teachers,

interventionist,

RI

Intervention student

achievement print-outs,

agenda, integrity lists

Full implementation of the

extended response framework in K-

5.

Jan,

2009-

continuing

Classroom

teachers/support

staff

K-5 framework, student

samples

Utilize technology to support

students in the area of reading:

United Streaming, Discovery

Fall,

2008-

continuing

LMC

Director/support

staff

Student achievement print-

outs from technology

program

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Goal #1: Peterson students will meet or exceed state reading standards at

a rate of 96.3%, 97.3% and 98.3% as measured by the 2010, 2011, 2012 Illinois Standards Achievement Tests and the Illinois Alternative

Assessments respectively.

Goal #2: Peterson students will EXCEED reading standards at a rate of 51.4%, 54.4% and 57.4% as measured by the 2010, 2011, 2012 Illinois

Standards Achievement Tests and the Illinois Alternative Assessments respectively.


Maintain core and flex reading block within the

master schedule, which allows for consistent

enrichment and differentiation.

Fall,

2008-

continuing

Principal, ILT Schedule, flex

groups,

differentiation

focus

Utilize grade level planning guide to create

grade level consistency for pacing and

planning; with a specific focus on

differentiation.

Fall,

2008-

continuing

Grade level

teachers

Planning guides

Utilize PD Wednesdays to review and analyze

student data on a consistent basis; thus

allowing data to drive appropriate flex group

composition and planning.

Fall,

2009-

continuing

Support team,

grade level

teachers

AIMS graphs,

agendas, flex

groups/intervention

list

Professional development opportunities in the

area of differentiation to ensure that all

students are learning at their level.

Fall,

2009-

continuing

ILT and Gifted

teacher

Agendas/sample

activities and

lessons

Principal focus on engaged student learning

during classroom observations.

Fall,

2008-

continuing

Principal Evaluation samples

Utilize technology to support students in the

area of reading: United Streaming, Discovery

Learning, Education City, Tumblebooks,

Accelerated Reader.

Fall,

2008-

continuing

LMC

Director/support

staff

Student

achievement print-

outs from

technology

program

Learning, Education City,

Tumblebooks, Accelerated Reader.

Continue our training program for

parent volunteers in the area of

reading interventions and small

group reading reinforcement.

Fall, 2008

–

continuing

Interventionist/RI

teacher

Schedule of student support

and interventions completed

with volunteer/training

agenda

8

Goal #3: Peterson students will meet or exceed state writing standards

at a rate of 79.3%, 83.3% and 87.3% as measured by the Illinois Standards Achievement Tests respectively.


Utilize PD Wednesdays for grade level

and cross grade level conversations to

determine consistent grade level writing

expectations for K-5.

Fall,

2009-

continuing

Principal/ILT grade

level teachers

Common rubrics,

graphic organizer,

student samples

Evaluation of 4th grade curriculum to

determine weaknesses in expository

writing; as compared to grade 3 and 5.

Create supplementary materials and

units to bridge this gap.

Fall,

2009-

continuing

Grades 3-4-5 teachers Inclusion of new

units, materials and

student work

Determine common rubrics at each

grade level to assess and monitor

student work.

Fall, 2009 Grade level

teachers/support staff

Rubrics/student

writing samples

Give monthly writing prompt in grades

K-5. Use PD Wednesdays to use the

common rubric to score and discuss as

a grade level.

Fall, 2009

continuing

Grade level

teachers/support staff

Writing samples

Utilize Regie Routman concept of

“release of responsibility” as a common

framework for modeling the writing

process.

Jan,

2009-

continuing

Writing representative,

grade level teachers

Lesson plans

incorporating “release

of

responsibility”/student

writing samples

Determine a common graphic organizer

at each grade level and investigate the

need for a common graphic organizer

across grade levels.

Fall, 2010 Writing representative,

grade level teachers

Graphic

organizers/student

writing samples

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Maintain the writing block in the master

schedule to facilitate the completion of

the writing curriculum.

Fall,

2008-

continuing

Principal/ILT Master schedule

Utilize the expertise of Jan Newport to

support our effort in “on demand”

writing.

Jan.,

2010

Writing

representative/principal

Samples from Jan

Newport, lesson plans

of how it’s

incorporated into

instruction

Develop common vocabulary to be used

across grade levels for consistency in

instruction.

Fall,2009-

continuing

Writing

representative/grade

level teachers/support

staff

List of common

vocabulary to be used

K-5

School Improvement Analysis For Effectiveness:

A critical component to any plan, is the consistent analysis of its effectiveness. At Peterson School,

we review and analyze our plan in the following ways:

1. Curriculum Based Measures are given and analyzed 3 times per year to determine student

growth in the area of reading.

2. Progress Monitoring Data is analyzed every 6 weeks to determine student growth and allow

for fluid movement in flexible reading groups.

3. The Peterson Instructional Leadership Team completes a quarterly analysis of our school

improvement plan. At these times, we determine the integrity with which we have

implemented our plan and evaluate the completion and effectiveness of our strategies and

interventions. Modifications or changes to the plan are made as necessary.

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Progress Summary

This section will be used on the report

card summary statement submitted in the fall to the CEC. It reports how the

school makes times to review the action

plan, monitor progress and make

adjustments as needed based on data and information. It includes analysis of

results of each objective of the plan for

continuous improvement. It recognizes

progress made toward completion of

action plan and achievement of objectives.

elementary school improvement plan report...

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