Aurora Public Schools
SCHOOL IMPROVEMENT PLAN 2010-11
(Form Revision 5/27/10)
School: Vassar Elementary
Title I School:
Yes
X No
Area
Principal: Stacey Stuart
2008-09
2009-10
Accreditation Status
Identified (Met AYP – Y/N)
AYP Status Math
AYP Status Reading
Accredited
Accredited
AYP Area(s) for Improvement
2008-09
2009-10
Whole School (Reading, Math, None)
Subgroup Math (ELL, FRL, IEP, White, Hispanic,
Black, Native American, None)
Subgroup Reading (ELL, FRL, IEP, White, Hispanic,
Black, Native American, None)
No
No
School Improvement Planning Team
Date Created: 7/26/10
2010-11
2010-11
Yes
(Include names and titles):
Administrators: Stacey Stuart, Ann Berns
Teachers: Michelle Curtin, Betsy Marquez, Amy Bershenyi, Mary Bazzanella, Maureen Jennison, Chris Long, Annette Schmidt,
Karin Rosedale, Gideon Geisel, Elisa Gonzalez
Support Services: Gynelle Gaskell, Kelly Shorb, Dan Wright
Parents: Michael George, Karalee Nice
Others: Vicki Weseman
School Improvement Plan
2010-11 (Form Revision 5/27/10)
Desired State
Student Learning (behavior that will result in an increase of
growth/proficiency):
What must our students know and understand?
Adult Learning (strategic action):
What must we all know and be able to do?
At Vassar, students will demonstrate, communicate, and
reflect on their learning and on their goals.
At Vassar, teachers use formative information to guide their
daily instruction to show student growth.
Growth Goals:
(5% if below 60th)
Proficiency Goals:
(at least 3%)
Equity/gap Goals:
(Include FR/non and Minority/non)
Long-Term Measure of Success (PK-12)*
Reading
Writing
4th 50%
4th 56%
5th 52%
5th 50%
Reading
Writing
rd
3 –66%
3rd –49%
th
4 –66%
4th –52%
5th –58%
5th –47%
Reading
Writing
rd
3 Decrease U by 10% B, H, NEP,
3rd Decrease U by 10% B, W, H,
LEP, F/R
4th Decrease U by 10% B, NEP, F/R
5th Decrease U by 10% E, NEP, LEP,
F/R
*3-10 must include CSAP with no goals below 3% proficient
NEP, LEP, F/R
4th Decrease U by 10% B, H, SPED
LD, F/R
5th Decrease U by 10% E, LEP,NEP,
F/R
Math
4th 66%
5th 70%
Math
3rd –62%
4th –62%
5th --60%
Math
3rd Decrease U by 10% B, SPED
LD,NEP
4th Decrease U by 10% B, H,, SPED
LD, NEP, F/R
5th Decrease U by 10% B, H, SPED
LD, LEP,NEP, F/R
School Improvement Plan
2010-11 (Form Revision 5/27/10)
1st Quarter
Date Revised: 8/10/10, 8/24/10, 9/8/10
Student Success Criteria
What will it look like?
 Self start to extend themselves
independently & academically to
maximizes learning time
Building Capacity
Adult Success Criteria (tasks/timeline)
What will it look like?
 Set up a learning environment that
models independence and responsibility
 T gives S time to practice with feedback
 T use S as models
 T know the entry point for ALL students
to ensure students are engaged in
learning
 Use data that came with student
 Vertical expectations to ensure
teaching/learning is grade level
appropriate and rigorous
ILT/Professional learning
(tasks/timeline)
How will we develop our practice?
How will we support others to develop their
practice?



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Communicate understandings to others





T give S time to communicate with each
other
T give S time to practice and T give
feedback
Provide visual resources/supports
Model language S need to be
successful
Have a grade level proficient model that
team collaborated on
Support S to access/use prior learning
for new learning


Read Making Classroom Assessment
Work by Anne Davies to develop our
understandings together around
formative assessment, implement ideas
and reflect together.
ILT members participate in learning
walks to understand building trends and
discuss next steps
ILT members help plan & facilitate PD
based on LW data
TLs working with LT members on
practices and understandings from
Davies book.
Time for LT members to visit each
others classrooms to observe and
dialogue about practice
Process LW info at LT meeting and
determine look fors from SIP
School Improvement Plan
2010-11 (Form Revision 5/27/10)
Tools to monitor student learning and Tools to use to monitor adult learning/growth
Monitoring
What evidence will we accept that our students and adult learners are demonstrating adequate growth?
Student Outcome Data (formative and summative)
 Questions for evaluation
 Metric/Timeline
Adult Action Data
 Questions for evaluation
 Metric/Timeline
Question
 Have we described what will collect and how often?
Question
 Have we described what will collect and how often?
Metric
 Monitor content of the conversation (listen, obs, take notes)
Metric
 RRs, analyzed, used to drive instruction

Monitor S work products

RR, draft books, assessments, CLPC, PVC

Learning walks

Draft books, assessments used to plan instruction

Feedback to S based on monitoring work product and S @ work

Visual supports, task boards

Learning walks
Professional Learning Structure Alignment
Adult learning goal: Building learning structures
Adult learning goal: District learning supports





Monthly Learning Walks in Math and Literacy
LT mtgs twice/month
Whole staff PD twice/month
Quarterly CCLs
Weekly GLP in Literacy and Math




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District Coach support for TL instructionally and demo rooms
expectations
DC Plan whole staff PD with TLs
DC Co-facilitate PD with TLs
DC Co-plan/co-facilitate CCLs
DC quarterly analyze data with Admin and TLs
School Improvement Plan
2010-11 (Form Revision 5/27/10)
2nd Quarter
Date Revised: 10/14/10, 12/3/10
Student Success Criteria
What will it look like?
 S have student work/evidence that they
have used feedback to extend their
learning
Building Capacity
Adult Success Criteria (tasks/timeline)
What will it look like?
 Refine feedback to S to increase rigor
 Modify questions to increase rigor
 Monitor S responses, determine best
approach and adjust instruction


S know the success criteria and work
toward Proficiency


Know the content and questions to ask
to S to get them to Proficiency
T has a P model with success criteria
T has LO every day with what students
are learning that day
ILT/Professional learning
(tasks/timeline)
How will we develop our practice?
How will we support others to develop their
practice?





Read Making Classroom Assessment
Work by Anne Davies to develop our
understandings together around
formative assessment, implement ideas
and reflect together.
ILT members participate in learning
walks to understand building trends and
discuss next steps
TLs working with LT members on
practices and understandings from
Davies book.
Time for LT members to visit each
others classrooms to observe and
dialogue about practice
Video tape lessons in LT classrooms
that support PD
Monitoring
What evidence will we accept that our students and adult learners are demonstrating adequate growth?
Student Outcome Data (formative and summative)
Questions for evaluation
Will our evidence show whether or not students have
learned what they needed to learn?
What are our sources of evidence?
Adult Action Data
Questions for evaluation
How often are we collecting evidence?
Are we collecting from multiple sources?
Are we collecting often enough to see patterns over
School Improvement Plan
2010-11 (Form Revision 5/27/10)
Are we collecting from multiple sources?
Are we collecting often enough to see patterns over
time?
Metric/Timeline
 Monitor content of the conversation (listen, obs, take notes)

Monitor/evaluation of S work products

Students using success criteria

Observe S as they work

RR, draft books, assessments, CLPC, PVC

Learning walks
time?
Metric/Timeline
 Listening to questions T asks S
 Learning outcome that T has posted
 CCL work with TLs
 Observations and conversations with S
 T lesson plans

Draft books, assessments used to plan instruction

Collect evidence of success criteria used to monitor S work

Descriptive feedback to S based on monitoring work product and
S @ work

Learning walks
Professional Learning Structure Alignment
Adult learning goal: Building learning structures
Adult learning goal: District learning supports
Monthly Learning Walks in Math and Literacy
LT mtgs twice/month
Whole staff PD twice/month
Quarterly CCLs
Weekly GLP in Literacy and Math
District Coach support for TL instructionally and demo rooms
expectations
DC Plan whole staff PD with TLs
DC Co-facilitate PD with TLs
DC Co-plan/co-facilitate CCLs
DC quarterly analyze data with Admin and TLs
School Improvement Plan
2010-11 (Form Revision 5/27/10)
3rd Quarter
Date Revised: 1/4/2011
Student Success Criteria
What will it look like?


S work/evidence that shows S used T
feedback to extend their learning
S self-assess their own work using
success criteria
Building Capacity – 3rd Quarter
Adult Success Criteria (tasks/timeline)
What will it look like?
 T has daily learning outcome for every
lesson that is tied to the standard
 T determine, develop, and use success
criteria when monitoring and giving S
feedback
 T uses obs, convs. and products to
monitor S growth


T co-creates success criteria with S
T has a P model to support creating SC
ILT/Professional learning
(tasks/timeline)
How will we develop our practice?
How will we support others to develop their
practice?




Read Making Classroom Assessment
Work by Anne Davies to develop our
understandings together around
formative assessment, implement ideas
and reflect together.
ILT members participate in learning
walks to understand building trends and
discuss next steps
TLs working with LT members on
practices and understandings from
Davies book.
Time for LT members to visit each
others classrooms to observe and
dialogue about practice

Video tape lessons in LT classrooms
that support PD

Post P S work on data wall from ILT
classrooms
Monitoring
What evidence will we accept that our students and adult learners are demonstrating adequate growth?
Student Outcome Data (formative and summative)
 Questions for evaluation
Adult Action Data
 Questions for evaluation
School Improvement Plan

2010-11 (Form Revision 5/27/10)

Metric/Timeline

Monitor content of the conversation (listen, obs, take notes)

Monitor/evaluation of S work products

Metric/Timeline
S knowing and using success criteria





Listening to questions T asks S
Learning outcome that T has posted
CCL work with TLs
Observations and conversations with S
T lesson plans

S using SC to self assess own work

Draft books, assessments used to plan instruction

Observe S as they work

Collect evidence of success criteria used to monitor S work


RR, draft books, assessments, CLPC, PVC
Descriptive feedback to S based on monitoring work product and
S @ work

Learning walks

Learning walks
Professional Learning Structure Alignment
Adult learning goal: Building learning structures
Adult learning goal: District learning supports
Monthly Learning Walks in Math and Literacy
LT mtgs twice/month
Whole staff PD twice/month
Quarterly CCLs
Weekly GLP in Literacy and Math
District Coach support for TL instructionally and demo rooms
expectations
DC Plan whole staff PD with TLs
DC Co-facilitate PD with TLs
DC Co-plan/co-facilitate CCLs
DC quarterly analyze data with Admin and TLs
School Improvement Plan
2010-11 (Form Revision 5/27/10)
4th Quarter
Date Revised: 3/9/11, 3/15/11
Student Success Criteria
Building Capacity
Adult Success Criteria (tasks/timeline)
What will it look like?
What will it look like?

S self-assess their own work using
success criteria




S uses T feedback to extend their
learning with evidence is S work
products, observations, and
conversations




T creates success criteria for S to use to
be successful with the learning/lesson
S co-create SC with T input
T has a P model to support creating SC
T gives S time to practice after feedback
is given
T determine, develop, and use success
criteria to use to monitor S work
Use SC to give S feedback on work
products
T uses obs, convs. and products to
monitor S growth
ILT/Professional learning
(tasks/timeline)
How will we develop our practice?
How will we support others to develop their
practice?

Read Making Classroom Assessment
Work by Anne Davies to develop our
understandings together around
formative assessment, implement ideas
and reflect together.

TLs working with grade levels during
unit planning and CCLs to reinforces
practices and understandings from
Davies book.
Time for LT members to visit each
others classrooms to observe and
dialogue about practice


LT members share learning from their
classrooms during PD

Post P S work on data wall from ILT
classrooms and use the wall as a
reference

Process LW info at LT meeting and
determine BOY PD
Monitoring
What evidence will we accept that our students and adult learners are demonstrating adequate growth?
Student Outcome Data (formative and summative)
Adult Action Data
School Improvement Plan


Questions for evaluation
Metric/Timeline
2010-11 (Form Revision 5/27/10)


Questions for evaluation
Metric/Timeline
Professional Learning Structure Alignment
Adult learning goal: Building learning structures
Adult learning goal: District learning supports
Monthly Learning Walks in Math and Literacy
LT mtgs twice/month
Whole staff PD twice/month
Quarterly CCLs
Weekly GLP in Literacy and Math
District Coach support for TL instructionally and demo rooms
expectations
DC Plan whole staff PD with TLs
DC Co-facilitate PD with TLs
DC Co-plan/co-facilitate CCLs
DC quarterly analyze data with Admin and TLs
School Improvement Plan
2010-11 (Form Revision 5/27/10)
Support Goals
Parent & Community Goal (all schools complete/use parent survey):
 Actions/timelines:
Increase number of surveys returned to accurately assess parents needs
Increase familiarity with SIP and School Decision making process
Include SIP goals, student learning and teacher learning in newsletter

Evaluation- how will you know if you were successful in meeting your goal?
Number of surveys returned at each grade level increases to 100%
Increase of parent involvement at Accountability meetings, accountability agendas and minutes in every newsletter
Title III Parent Involvement and Outreach Event for Families of Second Language Learners (all schools complete)
 Goal: To provide community participation programs, family literacy services, and parent outreach and training activities to limited English


proficient children and their families.
Objective 1: To improve the English skills of limited English proficient children
Objective 2: To assist parents in helping their children to improve their academic achievement and become active participants in the
education of their child

Actions/timelines/contact:
Guiding questions
What is the best way to communicate with your parents to share important information?
4 one hour sessions in January, February and March
Fliers sent to parents of Second Language Learners with specific topics to discuss to support parents
During workshop there will be translator for Spanish speaking parents
ConnectEd Messages to specific parents
What information is important for you to share with families who primarily speak a second language?
Standards Based Report Cards and Importance of Parent Teacher Conferences
What is the ELD Block and why is my child in it
How to help my child in Reading and other academic areas
What is CSAP? How to get my child ready for CSAP?

Evaluation-how will you know if you were successful in meeting your goal? (all evidence should be mailed to Paula Niemi, Grants Management,
[email protected])
School Improvement Plan
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2010-11 (Form Revision 5/27/10)
Increased parent attendance at school sponsored family events
Attendance at conferences with an interpreter for support
Parents attending parent/teacher conferences
Feedback from the parent community survey on support
Feedback from parents at end of each evening session on strengths
Support Goals
Environment:
Staff Climate Goal (based on staff survey):
There is an atmosphere of trust and mutual respect between staff and administrators.
Building professional development has provided me with instructional strategies.
Actions:
 More opportunities for input/feedback
 Balance support throughout all programs in building
 Approach and communicate with each other
 Connect TLs PD to building PD
Student Climate Goal (based on student survey): Increase the positive engagement of all students as demonstrated by fewer than 5% of
students receiving an office referral.
Actions:
Administrators and mental health staff work with teachers to create positive classroom interventions.
Administrators and mental health staff work with paras to create positive playground interventions.
Establish consistent procedures for minor and major behavior problems.
Use building resources to develop improvement plans for students who need intensive intervention
Involve all parties (parent, students, teachers, and administrators) in supporting students to make good choices.
Student Attendance Goal: Increase the percentage of average daily attendance from 96% to 98% for the 2010-2011 school year.
Actions:
Administrator meets monthly with truancy specialist to monitor attendance data.
Office staff will make contact with parents regarding the importance of daily attendance prior to a student reaching three unexcused absences.
Change the Vassar message system to make it easier for parents to leave attendance messages in any language
Building administration will meet with families who are new to Vassar and have identified truancy issues.
School Improvement Plan
2010-11 (Form Revision 5/27/10)