Spring Hill Elementary Quality School Improvement Plan

Part 5: School Improvement Plan

Introduction

Over the past year our school community identified three target areas for student learning as priorities for our school improvement plan. These target areas are communication skills, academic competencies, and critical thinking skills. We have developed five goal statements in our school improvement plan to address these areas. The goal statements focus on oral and written communication, reading comprehension and oral reading, and critical thinking and problem solving skills.

As part of our school improvement plan, we identified strategies to improve instructional and organizational effectiveness. Strategies included are release time to effectively analyze test scores and plan for data-driven instruction, release time provided for grade level planning and cross-grade level planning to enhance vertical alignment of instruction, staff development opportunities to support current and future research-based instructional programs, and procedures to continuously monitor student progress and the effectiveness of the action steps in the school improvement plan.

Each of the action plans was reviewed to ensure they were consistent with the school's profile, beliefs and mission, desired results for student learning, and analysis of instructional and organizational effectiveness. Copies of the action plan were provided for the faculty and staff for their review and input. Suggestions were reviewed by the QSIP Steering Committee, the Leadership Team, and the School Council and final revisions were completed.

The following pages contain the three action plans in detail. Action steps, timelines, estimated resources, and person(s) responsible for the implementation of each step are outlined.

The last section of this report describes the means to evaluate the effectiveness of the school improvement plan. Measurable means for evaluating student achievement are provided for each target area. Plans for documenting instructional and organizational effectiveness and plans for the continuous monitoring and documentation of the level of implementation and the effectiveness of all action steps are provided.

Desired Results for Student Learning: Demonstrate Effective Communication Skills

Goal Statement - Eighty five percent of students will be able to demonstrate appropriate written and oral language skills at ninety percent meets criteria standards according to grade level rubrics.

Desired Results for Student Learning: Demonstrate Academic Competencies

Goal Statements - Students will increase reading achievement by two percent as
measured by the meeting or exceeding standards on the
Criterion-Referenced Competency Test.

- Students will improve oral reading through increased phonemic
awareness and fluency skills.

Desired Results for Student Learning: Utilize critical thinking and problem solving
skills.

Goal Statements - Students will demonstrate the ability to effectively solve problems
and apply thinking and reasoning skills across the curriculum.

- Students will raise math achievement by two percent as measured by
the meeting or exceeding standards on the Criterion-Referenced
Competency Test.

" Grades 3 and 5 state assessment of writing skills
" Grades 3 and 5 Iowa Test of Basic skills (ITBS)
" Grades 1-5 Criterion-Referenced Competency Test (CRCT)
" DRA Grades 4 and 5
" Grade level rubrics
" Writing samples/portfolios
" Teacher/Student conference
" Teacher observation
" Annually distribute school developed survey "Desired Results for
Student Learning" to parents and teacher
Plan 2: Academic Competence Skills

" Grades 1-5 Criterion-Referenced Competency Test (CRCT)
" Grades 3 and 5 Iowa Test of Basic Skills (ITBS)
" GKAP
" STAR
" DRA
" Accelerated Reader
" Brigance Revised Edition (Special Education)
" Woodcock Johnson (ESOL)
" Language Assessment Battery (ESOL)
" Teacher observation
" Rubrics
" Annually distribute school developed survey "Desired Results for
Student Learning" to parents and teacher
Plan 3: Critical Thinking and Problem Solving Skills

" Grades 1-5 Criterion-Referenced Competency Test (CRCT)
" Grades 3 and 5 Iowa Test of Basic Skills (ITBS)
" Nine Weeks Math Assessments
" Student products integrating the use of technology
" Unit Assessments
" Nine Weeks Math Assessments
" Teacher observation
" Risk Watch Pre/Post test
" Annually distribute school developed survey "Desired Results for
Student Learning" to parents and teacher

" Teachers provided release time to analyze standardized test scores, set goals, and plan for instruction to improve student achievement
" Implementation of research-based instructional programs and on-going staff development
" Release time provided for grade level and cross-grade level planning
" Pre/post analysis of responses to the "Survey of Instructional and Organizational Effectiveness"

C. Plan for Evaluating the Extent of Implementation and Effective of the School Improvement Plan

" Annual survey of the extent of implementation of the school improvement plan
" Maintain a record of staff development and percentage of staff participation
" Feedback from staff of the effectiveness of plans as they are implemented
" Observations of classroom practices to determine the extent of implementation and effectiveness of the strategies for improvement
" Pre/post analysis of responses to the "Survey of Instructional and Organizational Effectiveness"
" Yearly analysis of grade level data-driven benchmarks in academic competencies
" Continually refine and adjust the action steps to more fully achieve the goals of the School Improvement Plan