2009-14 School Improvement Plan - Dodge Elementary School
SIP Goals, Strategies, and Indicators
Writing Improvement Goal
All students at Dodge Elementary will improve written communication skills.
Rationale and Supporting Data
The Dodge Elementary staff is committed to teaching students how to effectively communicate through writing. Dedicated time to write, providing feedback through conferencing and self reflection will continue to
strengthen our writing program and allow students to become effective writers and communicators. The formative assessment process is being used at Dodge Elementary School to guide instruction. The focus on the
formative assessment process will enable Dodge Students to increase achievement in the area of writing and continue the upward advancement of learning results.
Improvement Strategies
Levels of Staff Use/Implementation (use survey data from fall annually)
Year
1.
2.
3.
4.
Implement Writer’s Workshop.
Communicate learning targets to all students.
Provide checks for understanding for all
students.
Provide effective feedback for all students.
Indicators of Improved
Learning
(Schoolwide Results)
Writing DIBs
(percent proficient, Grades
1,2,3 and 5)
4th Grade State Writing
Assessment (percent
proficient)
Page 1 of 10
Nonuse
Awareness
Demonstration
Implementation
Transfer
09 - 10
0 of 28
1 of 28
9 of 28
11 of 28
7 of 28
10 - 11
0 of 33
3 of 33
7 of 33
14 of 33
9 of 33
11-12
6/40-fall
5/39-spring
5/40-fall
1/39-spring
11/40-fall
15/39-spring
13/40-fall
11/39-spring
5/40-fall
7/39-spring
6 new certified staff members
12-13
3/39-fall
7/39-fall
5/39-fall
21/39-fall
3/39-fall
2 new certified staff members
11-12
4/40-fall
3/39-spring
1/40-fall
4/39-spring
12/40-fall
7/39-spring
12/40-fall
20/39-spring
11/40-fall
5/39-spring
6 new certified staff members
12-13
1/39-fall
4/39-fall
8/39-fall
24/39-fall
2/39-fall
2 new certified staff members
11-12
4/40-fall
4/39-spring
2/40-fall
3/39-spring
12/40-fall
7/39-spring
16/40-fall
20/39-spring
6/40-fall
5/39-spring
6 new certified staff members
12-13
1/39-fall
4/39-fall
6/39-fall
26/39-fall
2/39-fall
2 new certified staff members
11-12
4/40-fall
4/39-spring
1/40-fall
1/39-spring
15/40-fall
9/39-spring
18/40-fall
19/39-spring
2/40-fall
6/39-spring
6 new certified staff members
12-13
0/39-fall
3/39-fall
8/39-fall
27/39-fall
1/39-fall
2 new certified staff members
2008-2009 Results
2009-2010 Results
2010-2011 Results
2011-2012 Results
Comments
2012-2013 Results
Not applicable
Not applicable
Not applicable
Target: 80% Proficient
Target: 95% Proficient
Not applicable
Not applicable
Not applicable
Actual: 90% Proficient
Actual:
Target: 85% Proficient
Target: 90% Proficient
Target: 90% Proficient
Target: 92% Proficent
Target: 95% Proficient
Actual: 94% Proficient
Actual: 88% Proficient
Actual: 90% Proficient
Actual: 91% Proficient
Actual:
Revised July 1, 2010
2009-14 School Improvement Plan - Dodge Elementary School
Best Practice/Research Base for Strategies
Writing Improvement Goal
Strategy
1.
All students at Dodge Elementary will improve written communication skills.
Implement Writer’s Workshop
It is stated that “research has helped to identify not only the various stages of writing, but also the ways in which attention to process can effectively inform classroom instruction.” “Composing processes may vary with
individuals, but long-range improvement in writing competence depends in good measure on students’ understanding of the processes in which they engage.”
“Guidance in the writing process and discussion of the students’ own work should be the central means of writing instruction. Students should be encouraged to comment on each other’s writing, as well as receiving
frequent, prompt, individualized attention from the teacher. Reading what others have written, speaking about one’s responses to their writing, and listening to the responses of others are important activities in the
writing process.”
“Emphasis on the Writing Process” from Handbook of Research on Improving Student Achievement
“The six-trait analytical scoring scheme, whether cast in adult or student-friendly language, and when accompanied by examples of student work, represents a sharply focused road map to high levels of student
performance in writing. Moreover, the six traits are closely connected to state standards virtually everywhere. The vision of writing knows no geographic boundaries; and think of the implications for student success
when we share with them the very keys to that success.” -Richard J. Stiggins, Assessment Training Institute
“Students who cannot monitor the quality of their own writing and fix it when it isn’t working cannot yet function as independent writers. By helping our students to monitor and fix their own writing, therefore, we
help them to become the independently functioning life-long writers they need to be.” - Richard J. Stiggins, Assessment Training Institute
Strategy
2. Communicate learning targets to all students.
Research indicates that students must encounter words multiple times before they learn them. If students experience words before reading them in context, they have a greater chance of learning the words and
understanding them in context. Even a simple technique, such as giving students a list of terms with descriptions and an example used in a sentence, can help them understand and learn new words in context.”
Taken from A Handbook for Classroom Instruction That Works, by Robert Marzano, et al, 2001
“Studies reviewed by the National Reading Panel suggested that vocabulary instruction does lead to gains in comprehension, but that methods must be appropriate to the age and ability of the reader.” Report of the
National Reading Panel, Teaching Children to Read, An Evidence-Based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction. National Reading Excellence Initiative,
December 2000
“An oral vocabulary enables students to comprehend what they hear. It also allows them to assign meaning to words they decode words they may have incorporated into their oral vocabulary but not yet into their
written vocabulary. A written vocabulary enables students to read fluently and to comprehend what they read. As a result, the extent of students’ vocabulary is an important predictor of their comprehension. Teachers
can facilitate the development of a rich vocabulary through the use of effective vocabulary instruction. An effective vocabulary program includes the following elements: teaching students the meaning of individual words,
teaching students strategies for learning words independently, developing students’ word consciousness, and promoting students’ opportunities for wide reading.” Strategies for Teaching Reading K-8. Santa Monica, CA:
Canter and Associates, Inc, 1999,
“Work Study in Context”, a session presented by Susan Johnston, November 26, 2002, “Research conducted in the past ten years reveals that vocabulary knowledge is the single most important factor contributing to
reading comprehension (LaFlamme, 1997).”
“Vocabulary Best Practices”, a session presented by Doreen Lueders, Jennifer Kellogg, and April Kelley, fall 2005. “Talented teachers all over this country know that one of the ways to make word learning meaningful and
integrated is to help students make connections between the language they use and the things they read in school and the examples of language they encounter in their larger world (Allen, 1999).”
Page 2 of 10
Revised July 1, 2010
2009-14 School Improvement Plan - Dodge Elementary School
Writing Improvement Goal
Strategy
All students at Dodge Elementary will improve written communication skills.
3. Provide checks for understanding for all students.
Research suggests that an important part of the learning process in all content areas is identifying and confronting misconceptions that can interfere with learning. The act of checking for understanding not only
corrects misconceptions; it can also improve learning. Checking for understanding is a systematic approach to formative assessment in order to improve instruction and provide students feedback throughout the
teaching and learning process.
The most immediate benefit of checking for understanding in the classroom is that it results in improved teaching. Students’ verbal and written responses are valued because they provide a window into the minds of
learners by answering the teachers’ perpetual question: What is the next instructional move.
Checking for understanding fosters metacognition, the ability of learners to predict their performance on various tasks and to monitor their current levels of mastery and understanding; it empowers students to take
responsibility for their own learning through monitoring and goal setting.
Fisher, Douglas and Frey, Nancy. (2007). Checking for Understanding, Formative Assessment Techniques for Your Classroom. Alexandria,VA: ASCD.
Strategy
4. Provide effective feedback for all students.
Information from clear, descriptive feedback supports achievement. As the students better understand where they are in relation to the learning target and take the next steps, their work improves. Feedback supports
cognition because it helps students realize which knowledge and skills are strong and which are weak. More subtly, feedback can help move students from misconceptions to clearer understanding through targeted
explanation of particular points and suggestions about what (or how) to study or practice next. Feedback also supports metacognition- students’ awareness about their own thinking and their use of this self-awareness
to regulate their thinking. Information from clear, descriptive feedback supports motivation.
Brookhart, Susan and Moss, Connie. (2009). Advancing Formative Assessment in Every Classroom. Alexandria,VA: ASCD.
Some education researchers believe providing feedback is the most powerful thing that a classroom teacher can do to enhance student achievement. After considering the findings from almost 8,000 studies, researcher
John Hattie commented: “The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be “dollops of feedback”. Yet for feedback to be most
effective, it should be given specifically.
Marzano, R., Norford, J., Paynter, D., Pickering, D., Gaddy, B. (2001). A Handbook for Classroom Instruction that Works. Alexandria,VA: ASCD.
Page 3 of 10
Revised July 1, 2010
2009-14 School Improvement Plan - Dodge Elementary School
Stage 1 -- Desired Results for Writing Goal
Stage 1 - Desired Results
Strategies:
Writing Goal:
All students at Dodge
Elementary will improve written communication skills.
1.
Implement Writer’s Workshop.
2.
Communicate learning targets to all students.
3.
Provide checks for understanding for all students.
4.
Provide effective feedback for all students.
Understandings
Essential Questions
• Student’s individual needs are met when conferencing with others.
• Learners differ in writing readiness and interests/writing is enhanced when these differences are
acknowledged.
• Writing is a collection of skills that include sequencing, spelling, reading, and supporting big
ideas with examples.
• Writers’ workshop is student centered (kids in charge) and requires responsive teaching.
• Actively processing information using checks for understanding leads to enhanced comprehension.
• Instruction provides a variety of strategies and paths toward comprehension learning goals.
• Learning targets are an integral component of effective instruction.
• Feedback (self, peer, teacher) enables a learner to self regulate their path toward the learning target.
•
•
•
•
•
•
Teacher Knowledge (staff will know. . .)
Teacher Skills (staff will be able to . . .)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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•
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Basic principles and practices of Writer’s Workshop
Proficient use of writing standards at grade level
How to integrate Write Source materials with Writer’s Workshop
Staff will know how to write learning targets.
Staff will know how to provide effective feedback.
Staff will know how to provide checks for understanding.
Staff will know 6 Traits Writing.
Staff will know the writing process.
Page 4 of 10
How can Writers’ Workshop be blended with six trait writing and the writing process?
In what ways can Writer’s Workshop enhance student achievement?
How can we use checks for understanding so students gain a greater depth of comprehension?
How can we differentiate to assist each child’s learning?
How can we communicate the learning targets to the learners?
How does communicated information allow students to achieve set targets?
Conference effectively with students
Effectively manage and implement the writing workshop
Identify individual class needs through conferencing and observation
Use the six-trait rubric to effectively score writing and guide instruction
Identify and teach grade appropriate words to enhance student writing
Use writing as a tool to teach content
Incorporate mini lessons using district curriculum
Staff will be able to utilize learning targets.
Staff will be able to provide effective feedback.
Staff will be able to provide checks for understanding.
Staff will be able to implement the 6 Traits Writing Process in the classroom.
Staff will be able to implement the writing process in the classroom.
Revised July 1, 2010
2009-14 School Improvement Plan - Dodge Elementary School
Stage 2 -- Evidence for Writing Goal
Stage 2 - Assessment Evidence
Direct Evidence (student learning results)
•
•
•
•
•
•
1st-5th District Writing Assessment-percent proficient
1st-5th District Writing Assessment-average score
State Writing Assessment-Grade 4
Increased achievement on district interim benchmark assessments
Increased achievement on district writing prompts
Increased achievement on the fourth grade state writing assessments
Page 5 of 10
Indirect Evidence (other data collected)
•
•
•
•
•
•
•
•
•
•
•
•
Students’ writing stamina will increase
Instruction that is guided by the informal assessment of student writing during writing conferences
Students’ drafts show evidence of revising/proofreading
Students gather words to use in writing (word wall, grade specific personal dictionaries, commercial
dictionaries, OR online dictionaries)
Students participate in a variety of opportunities to share their writing
Response questions on content area assessments will improve
Student writing portfolios show improvement from year-to-year
Students interact with posted learning targets.
Students and teachers engaged in effective feedback.
Students engaged in checks for understanding.
McRel Walk-through observations by the principal.
Students engaged in writing activities.
Revised July 1, 2010
2009-14 School Improvement Plan - Dodge Elementary School
Stage 3 -- 2012-13 Action Plan for Writing Goal
2012-13 Action Plan
Writing Goal:
All students at Dodge Elementary will improve written communication skills.
Key Actions
Person(s)
Responsible
Groups or #’s
Involved
Date(s) or
Time Frame
How do we know this is
happening?
Writing Workshop for all students
-Teachers will implement strategies from Writing
Workshop: The Essential Guide
teaching staff,
principals, literacy
facilitator
all staff
Continuous
Classroom observations, lesson plans,
student results
Writer’s Workshop for all students
-Teachers will integrate implementation of The
Daily 5 with Writer’s Workshop
teaching staff,
principals, learning
facilitator
all staff
Continuous
Classroom observations, lesson plans,
student results
Six Traits Rubric for all students
-Teachers will use the Six Traits Rubric to establish
expectations for writing and to score writing
teaching staff,
principals, learning
facilitator
All staff who teach
writing
Continuous
Classroom observations, lesson plans,
student results
Vertical writing portfolios
-Teachers will utilize vertical writing portfolios to
record and analyze students growth, as well as to
create goals with students
K-2
K-2
Continuous
Classroom observations, lesson plans,
student results
Response to Intervention for struggling students
-Teachers will utilize the RtI process to assist
struggling readers: effective Tier1 supports will be
put into place in the classroom and if progress is
not sufficient, teachers will contact the RtI Chair
to move the student to Tier 2 for additional
support
Tier 1- Teaching Staff
Teachers of struggling
students
Continuous (began in
2011-12)
RtI calendar, RtI paperwork, student
results
Response to Intervention for struggling students
-The RtI Chair will provide a refresher of the RtI
process with the returning staff and assist new staff
with the implementation
RtI Chair
All teaching staff
Continuous (began in
2010-11)
Staff review and discussion during
refresher, RtI calendar, RtI paperwork,
student results
Formative Assessment Process for all students
-Formative Assessment Training
Teacher Leaders,
Principal
Entire teaching staff
Continuous (began in
2011-12)
Classroom observations/student results
Page 6 of 10
Revised July 1, 2010
2009-14 School Improvement Plan - Dodge Elementary School
2012-13 Action Plan
Formative Assessment Process for all students
-Teachers will post and refer to learning targets in
individual classrooms (before, during, after
instruction)
Principal
Entire teaching staff
Continuous (began in
2011-12)
Classroom observations, lesson plans,
student results
Formative Assessment Process for all students
-Teachers will provide checks for understanding
throughout instruction
Principal
Entire teaching staff
Continuous (began in
2011-12)
Classroom observations, lesson plans,
student results
Technology for all students
-Provide professional development on using
technology to check for understanding
Scott Phillips,
Presenter
Entire teaching staff
9/2012
Classroom observations, lesson plans,
student results
Collaborative Meetings for all students
-Teachers will meet weekly to analyze data and
create a plan for re-teaching, monitoring, enriching
and re-assessing using the formative assessment
plan
Principal
Entire teaching staff
Continuous (began in
2012-13)
Summary or agenda from the grade
levels each week
Programming for migrant students
-Implement of an after school program that
provides first language support for students while
learning English (Imagine Learning English/
computer based)
1 Staff Member
Migrant students
Continuous (began in
2012-13)
Calendar, student results
Page 7 of 10
Revised July 1, 2010
2009-14 School Improvement Plan - Dodge Elementary School
Stage 3 -- 2011-12 Action Plan for Writing Goal
2011-12 Action Plan
Writing Goal:
All students at Dodge Elementary will improve written communication skills.
Key Actions
Person(s)
Responsible
Groups or #’s
Involved
Date(s) or
Time Frame
How do we know this is
happening?
Writing Workshop for all students
-Teachers will implement strategies from Writing
Workshop: The Essential Guide
teaching staff,
principals, literacy
facilitator
all staff
Continuous
Classroom observations, lesson plans,
student results
Writer’s Workshop for all students
-Teachers will integrate implementation of The
Daily 5 with Writer’s Workshop
teaching staff,
principals, learning
facilitator
all staff
Continuous
Classroom observations, lesson plans,
student results
Six Traits Rubric for all students
-Teachers will use the Six Traits Rubric to establish
expectations for writing and to score writing
teaching staff,
principals, learning
facilitator
All staff who teach
writing
Continuous
Classroom observations, lesson plans,
student results
Vertical writing portfolios
-Teachers will utilize vertical writing portfolios to
record and analyze students growth, as well as to
create goals with students
K-5
K-5
Continuous
Classroom observations, lesson plans,
student results
Response to Intervention for struggling students
-Teachers will utilize the RtI process to assist
struggling readers: effective Tier1 supports will be
put into place in the classroom and if progress is
not sufficient, teachers will contact the RtI Chair
to move the student to Tier 2 for additional
support
Tier 1- Teaching Staff
Teachers of struggling
students
Continuous (began in
2011-12)
RtI calendar, RtI paperwork, student
results
Response to Intervention for struggling students
-The RtI Chair will provide a refresher of the RtI
process with the returning staff and assist new staff
with the implementation
RtI Chair
All teaching staff
Continuous (began in
2010-11)
Staff review and discussion during
refresher, RtI calendar, RtI paperwork,
student results
Formative Assessment Process for all students
-Formative Assessment Training
Teacher Leaders,
Principal
Entire teaching staff
Continuous (began in
2011-12)
Classroom observations/student results
Page 8 of 10
Revised July 1, 2010
2009-14 School Improvement Plan - Dodge Elementary School
2011-12 Action Plan
Formative Assessment Process for all students
-Teachers will post and refer to learning targets in
individual classrooms (before, during, after
instruction)
Principal
Entire teaching staff
Continuous (began in
2011-12)
Classroom observations, lesson plans,
student results
Formative Assessment Process for all students
-Teachers will provide checks for understanding
throughout instruction
Principal
Entire teaching staff
Continuous (began in
2011-12)
Classroom observations, lesson plans,
student results
Page 9 of 10
Revised July 1, 2010
2009-14 School Improvement Plan - Dodge Elementary School
Stage 3 -- 2010-11 Action Plan for Writing Goal
2010-2011 Action Plan
Writing Goal:
Improve all students’ written communication
Key Actions
Person(s)
Responsible
Groups or #’s
Involved
Date(s) or
Time Frame
How do we know this is
happening?
August 2010-May 2011
On-going conversations during staff
meetings, classroom observations,
support from literacy coach
Review and continue to implement strategies from
Writing Workshop: The Essential Guide
teaching staff,
principals, literacy
coach
Integrate implementation of The Daily 5 with
Writer’s Workshop
teaching staff,
principals, literacy
coach
all staff
August 2010-May 2011
On-going conversations during staff
meetings, classroom observations,
support from literacy coach, lesson
plans
Writing Support Groups
students and staff
volunteers
targeted students
December 2010-January
2011
Targeted support from staff and/or
peers, state and district writing scores
Interactions with the literacy coach
teaching staff and
literacy coach
all staff who teach
writing
September 2010-May 2011
Staff discussions with coach, coach’s
schedule
Use of vertical writing portfolios
all writing teachers
all students
September 2010-May 2011
Analysis of portfolios by teacher and
self-analysis by student
Page 10 of 10
all staff
Revised July 1, 2010