Iowa Support System for Schools and Districts in Need of Assistance
Title I Schools in Need of Assistance (SINA) Action Plan for the Academic Years: 2011-2012
District: Boone Community School District
Area of Identification: Math
Building: Franklin Elementary
Draft: 10/18/2011
Year of Identification: Year-2
Reading/Math
(Year 1, 2, 3, 4, 5, 5+)
Building Contact: Dan Gould, Principal E-mail: [email protected]
Building Principal
E-mail address and phone number of principal
Building Address: 19th & Crawford
Street
City
Boone
State/Zip
515-433-0860
Iowa 50036
Technical Support Provided By: Jenny Sumner and Charlie Johnson, Heartland AEA 11
Names
Organization
Please check ( ) all that apply; these are required to meet federal expectations:
•
•
•
•
•
Actions for Reading
XActions for Math
XActions for Parent
Engagement
Actions for
Mentoring of New
and Experienced
Teachers
Actions for
Evaluability of Plan
•
•
•
•
•
•
•
XChoice
XChoice and Supplemental
Educational Services
Corrective Action
Planning for Restructuring
Restructuring
“In Delay” Status
XLetter of Notification Attached
•
•
•
•
•
•
District Long-
X20% Allocation of
Title I Dollars
XOne-Year Budget
XEvidence-Based
Research
XEvidence of Outside
Technical Assistance
(e.g., Iowa Support
Team)
XReasons for Lack of
Success in Past
XPeer Review
•
•
•
•
•
Elementary
Middle School
High School
Sub. Groups Identified:
(list)
1. 3-5 grade IEP students
2.
3.
4.
5.
To increase the number of K-12 students that achieve at higher levels of performance in reading, math, and
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Range CSIP Goal
for Identified Area:
science each year.
Writing Team with
names and roles:
Dan Gould, Principal
Pam Nystrom, Title 1 Coordinator/Instructional Services Director
Pam Miller, Guidance Counselor/IDM facilitator
Karen Riklefs,3rd /4th grade special education teacher
Linda Kelly, 5th grade special education teacher
Sally Dighton, 3rd grade teacher
Jenny Sumner, AEA Consultant
(* best practice would
include parent
involvement)
Diagnosis
Summary:
Include information
about why previous
interventions were
unsuccessful as well
as learnings from
other data.
When reviewing IEP goals, students at Franklin Elementary who had reading goals, but no math goals had top
priority for Title 1 math supplemental instruction during the 2010-2011 school year. This was not implemented at
the Middle School, although more routine math probes for mixed math computation were implemented for 5th
grade students with IEPs.
Title 1 math students in 3rd and 4th grade participated in regular classroom math instruction; attended
supplemental math class with the Title 1 math teacher; participated in online practice at school as well as at home
as parents could access the tutoring program through the use of a “homework pass,” and were assessed biweekly using the Fuchs math applications probes and the mixed math computation probes.
The outcome of these two different levels of service for students with IEPs resulted in 5th grade students
meeting the ITBS Math Total proficiency cut at the 41st percentile at a much lower level – 23.5 %, while 3rd grade
IEP students hit the 47.6%% level and 4th grade IEP students hit the 54.5% level.
Results of formative and ITBS Math Total scores for Title 1 math students at Franklin were as follows:
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ITBS Math Score for the Year-1 SINA Plan
Third Graders
2010 %ile score
30
18
15
30
26
22
30
37
37
34
37
37
49
26
Design Phase: Action Plan Template
Fourth Graders
2011 %ile score
2010 %ile score
42
66
30
59
50
34
75
53
35
50
46
62
57
62
30
8
18
37
30
39
37
37
24
16
37
19
39
34
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2011 %ile score
49
25
31
20
43
75
85
43
47
43
54
47
54
38
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37
39
26
39
30
16
15
Building Goal
Statement for
SINA to support
prioritized learning
needs.
Evaluability of Plan
and Indicators of
Progress:
58
35
27
72
42
44
46
34
57
The number of 3rd and 4th grade students with IEPs who reach the ITBS Math Total proficiency level at the 41st
percentile will increase from 53.3% of 45 students in 2010-2011 to 58.5% of 41 students.
*3rd and 4th grade students with IEP goals in reading but not math, who scored below the 41st percentile on the
ITBS Math Total tests will work with the Title 1 Math teacher. This core group includes 8 students.
*Other students who score below the 35th percentile will make up the balance of the Title 1 math caseload.
Summative Evaluation Question(s)
with Indicators of Progress and Measurement Tools
for Summative Data Indicating Student
Achievement of District Goal(s)
Formative Data Questions Aligned
to Summative Evaluation Question(s)
with Indicators of Progress and
Measurement Tools for Formative Data
Indicating Progress toward District Goal(s).
 What evaluation tool will be used to indicate whether this
goal is met?
 The Math Total Score on the Iowa Test of Basic
Skills will be used to monitor annual achievement.
(Student expectation will be to reach the 41st
percentile. The goal will be to increase by three per
grade the number of IEP students in grades 3 -4 -5
who reach the 41st percentile.)
Evidence-Based
Research Source
 What formative measures will be used to monitor
progress over time?
 Student progress will be monitored bi-weekly
using the Fuchs application probes at the 3-4-5
grade levels.
 Students will be monitored through daily/weekly
progress checks provided by online math
tutoring programs.
 NWEA Measure of Academic Progress will be
used as a second measure to monitor fall to
spring progress in math skills.
*Use of the Instructional Decision Making Model (Response to Intervention Model) will continue to be focused
on math intervention and progress monitoring.
*The National Council of Teachers of Mathematics (www.nctm.org/standards/focalpoints, 10-26-10) information
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(Be sure to cite the
specific research
aligned to areas of
concern.)
Content for the
professional
development
identified through
research:
A brief summary of
professional
development that
will be provided to
all stakeholders.
Specific actions and
details follow in the
was used as a guide line.
*Educational Research Newsletter: Evidence-based research for the classroom article, “Vocabulary support in
math is as important as it is in reading.” ( Pierce and Melena, 11:2009) was also used to help choose the
application probes used for progress monitoring.
*Using these sources for guidance reinforced the belief that the ideas, concepts, skills and procedures that form
the basic foundations of understanding and application of skills are priorities for our students. Learning for
understanding and application is essential to prepare students for problem solving in the future.
Professional Development:
• Will continue to focus on the importance of task analysis using the MAP RIT ban skills list of the Des
Cartes charts to help inform instruction.
• On line use of the tutorials offered by Education City software will be used to maximize teacher use.
• Attendance at specialized math training to incorporate Number Sense components into instructional
practices will be offered by Heartland AEA 11 from Jan. 19 – Feb. 3. Teachers will be attending the fourday training.
plan.
Peer Review
Process –
Annually
All four bulleted
items must be
completed.
(* Best practices would
include parent
involvement)
Implementation:
How will the
•
Date Planned for Peer Review: October 24, 2011
•
Schools/AEA/Individuals Involved in Peer Review: Perry Community School District Teaching/Learning
Director, Brenda Geilzenour; AEA Director, Charlie Johnson and Consultant, Jenny Sumner will be
reviewing this action plan.
•
Process for Peer Review: On line review of Plan; budget; parent letters; Supplemental Educational Services
mailings
•
Date Peer Review Actually Completed: 10-24-2011
Changes/Impact on Stakeholders (e.g., Students,
Teachers, Administrators, Parents, and Other
Design Phase: Action Plan Template
Data Collected to Inform Change
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Alignment and
Responsibilities
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Iowa Support System for Schools and Districts in Need of Assistance
goal(s) be
achieved?
What actions/
activities will we
use to address
prioritized
needs,
established
goals, and any
gaps?
Include description
of parent
involvement in each
action step or as a
separate action as
appropriate.
(Federal
Requirement)
Action #1:
Notification of
Parents and
Community
Stakeholders)
Data Collected to Inform Change
Identification of changes:
1. Knowledge – Increase mastery of math
concepts and skills
2. Skills – increase understanding of math
vocabulary; identification of operations
when applying math skills and accuracy
in computation
3. Attitudes – All students are learners and
math skill is accessible to all.
4. Aspirations – To increase the number of
students in 3rd and 4th grade who score
at or above the 41st percentile on the
ITBS Math Total.
5. Behaviors. – Students will demonstrate
increased accuracy and higher test
scores.
6. Teachers will work together to plan and
deliver intervention strategies, monitor
progress, and supplement math
instruction.
7. All students in Franklin will have
access to on line learning and home
work passes to enable parent
involvement outside of school.
8. Supplemental Educational Services
will be provided outside the school day
to all students in lower socio-economic
subgroups.
How will we collect the information about
the change (e.g., tests, surveys, focus groups,
interviews, logs, observations, rating scales)?
What data sources/points would best answer
our formative and summative questions?
1. Daily student work samples
2. Weekly or bi-weekly progress monitoring
3. Monthly assessments
4. Data point decision making as indicated
by charting.
5. Pre-post test results
1. Iowa Professional
Development
Model ComponentTitle 1 math
/special education
teachers/parents/
and SES resources
will work together
planning
instructional
strategies.
2. Title 1 Math will be
provided by Vicky
Beer, current Title 1
teacher. Other
instruction outside
the school day will
be provided by our
teachers following
specific training
through EduCare.
3. Eight weeks/four
session per week
will be offered from
3:30-4:30 starting
in November.
4. 20% set aside and
additional $9694
grant.
The data collected
from stakeholders and
decisions made help
continually monitor,
adjust, and evaluate
key actions and
activities and the
overall plan. How
have we measured or
depicted change in the
information collected
(e.g. describing,
counting, clustering,
comparing, trends,
patterns)?
Changes/Impact on Stakeholders
Data Collected to Inform Change
Alignment and
Responsibilities
Monitoring &
Adjustment
Parent: Use information provided to make
decision regarding choice and/or supplemental
educational services.
10-13,2011 all Parents at Franklin Elementary
Design Phase: Action Plan Template
•
•
Alignment and
Responsibilities
 Letter of
notification sent to
all parents on
10/13/2011
Number of students whose parents
received letter - 435
Number of parents selecting choice out
of /into building. - 0 (not applicable)
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Adjustment
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Iowa Support System for Schools and Districts in Need of Assistance
 Activity: Letter
of notification
following
guidelines
provided by Iowa
Department of
Education
 Activity:
Informational
meetings with
parents regarding
choice and
supplemental
educational
services.
 Activity:
Student
involvement in
supplemental
educational
services
opportunities
School received letters informing them of Year-2
SINA status, and the issue of Choice
•
Letter of notification
Parent: 147 parents were informed of the
availability of Supplemental Educational
Services.
Parents were provided with lists of all certified
vendors in the state, as found on the Department
of Education Website.
Parents were provided with a sign up sheet to be
turned into the office at Franklin by Oct. 21.
•
List of supplemental educational
services available - 147
Dates/Agendas of informational
meetings – Nov. 1st and 3rd
Number of students selecting
supplemental services (based on list
provided) - 11
•
•
Parents were invited meet with Title 1 teachers at
the Franklin Open House events on October 17th,
18th, and 20th.
•
Future parents information opportunities are set
for November 1 and 3 during parent teacher
conferences.
Number of students participating in
supplemental educational services.
(Attendance Records) - Ongoing
•
Progress in proficiency of students
participating in supplemental
educational services. – Post test data and
ITBS scores.
Students: Participate in supplemental services
on regular basis. This will be implements
following Nov. 1st and 3rd parent-teacher
conferences.
Instruction will take place during December and
January prior to mid-year testing.
 following
guidelines
provided by Iowa
Department of
Education
 Informational
meetings with
parents regarding
choice and
supplemental
educational
services held on :
 November 1 & 3
 Student
involvement in
supplemental
educational
services
opportunities held
December 2011
and January, 2012.
Contact is:
Pam Nystrom or
Dan Gould
Students: Increase proficiency in identified area
of math as indicated on ITBS scores.
Changes/Impact on Stakeholders
Action # 2: Audit,
Diagnosis, and
Design
 Activity:
Completion of
Audit
Data Collected to Inform Change
Alignment and
Responsibilities
Monitoring &
Adjustment
09/30/2011
Building Leadership Team: Review of Audit
Profile provided by Iowa Support Team
Completed Audit Profile with Date of
Presentation
Audited profile
provided building on
___________.
Building Leadership Team: Complete
diagnosis on areas of concern, including “if . . .
Completed diagnosis worksheet (with “if . .
then” statements and/or theory of change/
Diagnosis completed
on __09-30-
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 Activity:
Completion of
Diagnosis
 Activity:
Completion of
Action Plan
 Activity:
Communication
of Action Plan
then statements” and/or a theory of
change/action.
action) and dates of work on diagnosis.
Building Leadership Team: Complete action
plan, based on KASAB and theory of
change/action.
Completed action plan, including plan for
evaluation, one-year budget, and dates of
work on development of plan.
Staff: Demonstrate knowledge of the building
action plan. – following 10/26/2011 building
meeting.
Number/Names of staff members who
participated in the communication of the
action plan with dates of presentation(s)
and copy/copies of communications - 6
Parents/Families: Demonstrate knowledge of
the building action plan following November
meeting opportunities.
Changes/Impact on Stakeholders
Action #3:
 Activity:
 Activity:
 Activity:
Notification letters
Sign up sheets
Action plan sent to
the Department of
Education on 10-312011 and approved
on ______
Plan was presented to
staff on
_____10/26/2011___
and to
parents/community
on _______
Nov. 1/2011_____.
Number of staff members/parents who
participated in the communication of the
action plan - ongoing
Evidence of written communication (e.g.,
newspaper article, agenda, newsletter)ongoing
Data Collected to Inform Change
11 responses returned
2 phone calls inquiring about options
Board report/newspaper review
SES meetings with parents
SES intervention will ensue
Changes/Impact on Stakeholders
2011_______.
Data Collected to Inform Change
Alignment and
Responsibilities
Administratos:
Dr. Brad Manard
Dan Gould
Pam Nystrom
Alignment and
Responsibilities
Monitoring &
Adjustment
Ongoing
Monitoring &
Adjustment
Action #4:
 Activity:
Monitor parent response to SES services
Monitor student response to all intervention
 Activity:
As of 10-21-2011 – 11 requests for SES
Dan Gould
19 students participating in Title ! math
Vicky Beer
 Activity:
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Ongoing
Iowa Support System for Schools and Districts in Need of Assistance
Add additional
actions for Year
One as needed for
the plan.
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Changes/Impact on Stakeholders
Data Collected to Inform Change
Alignment and
Responsibilities
Monitoring &
Adjustment
Year 2 and Beyond
Action # :
 Activity:
 Activity:
As you prepare to update your TWO-year plan in the spring, it is important to
focus on data collected over a period of time relative to administrators, teachers,
students, parents, and other stakeholders.
 Activity:
Changes/Impact on Stakeholders
Year 2 and Beyond
Action # :
 Activity:
It is imperative
that thetobuildings/district
theand
success of actions
Data Collected
Inform Change frequently evaluate
Alignment
Monitoring &
outlined in the plan. The system must be flexible enough
to make appropriate Adjustment
Responsibilities
adjustments to the plan BASED ON DATA to ensure increased achievement of
students and appropriate professional development of staff. As you monitor the
effectiveness of your plan, it will be important to focus on sustainability of the
plan.
Consideration for Sustaining Actions:
 Activity:




 Activity:
Changes/Impact on Stakeholders
Review and analyze previous year’s formative and summative data.
Determine focus of adjustments as indicated by data.
Identify plan of action to sustain successful programming.
Begin adjusted or new professional development actions based on information from the above
described activities.
Data Collected to Inform Change
Alignment and
Responsibilities
Year 2 and Beyond
Action # :
 Activity:
 Activity:
 Activity:
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Monitoring &
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Leadership Team Membership for 2011-2012:
Dan Gould
Pam Nystrom
Pam Miller
Karen Riklefs
Linda Kelly
Sally Dighton
Name
Role
Principal
Title 1 Coordinator/Instructional Services Director
Franklin Guidance Counselor/ IDM facilitator
Franklin Special Education Teacher
5th grade Special Eduction Teacher
3rd grade teacher
Leadership Team Meeting Dates, Times and Focus:
Date
September 30, 2011
October 10, 2011
Time
11:45 – 12:15
3:30 – 4:00
Focus
Review of Year – 1 and preparation for Year-2 plan
Review of parent letters and the SES process
Projected Professional Development for Staff - Dates, Times, and Focus:
Design Phase: Action Plan Template
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Date
Design Phase: Action Plan Template
Time
Focus
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