Ball-Chatham Community Unit School District 5€¦ · Ball-Chatham Community Unit School District 5...

11/12/2018 1

Ball-Chatham Community Unit School District 5

Continuous Improvement Plan 2017-2018 through 2020-2021

11/12/2018 2

Ball-Chatham Community Unit School District 5 District Improvement Plan

2017-2018 through 2020-2021

MISSION VISION

The Ball-Chatham School District, together with the community, develops the unique potential

of each student by providing quality, challenging, and engaging opportunities that

establish a foundation for lifelong success and positive contributions to society.

Our community makes it possible.Our staff make it attainable.Our students make it happen!

VALUES AND BELIEFS

We believe that each student can be a problem solver, critical thinker and innovator.We believe in high expectations.

We believe that instruction and learning should be flexible and differentiated.We believe in community and family engagement.

We believe that collaborative teamwork and effective communication lead to success.We believe in a safe and welcoming environment.

We believe that learning is our priority.We believe in a culture that promotes positive relationships and mutual respect.

We believe that learning extends beyond the classroom.We believe in strong character and personal integrity.

We believe each person adds value to our organization.

Student Success Vision: All students are positioned to attain individualized success and achievement.

Goal 1: Academics will be high quality and engaging.

Goal 2: Implement methodology and strategy that defines individualized success.

DISTRICT INSTRUCTIONAL GOALS

Target: Discuss the urgency for change to positively impact student achievement so the District can respond and take action to facilitate change. We will know we have been successful when Ball-Chatham CUSD has implemented a district-wide focus and all leaders work collaboratively toward implementing a system in which all students are positioned to attain individualized success and achievement.

Instructional Focus: A district-wide commitment to increase student growth and achievement in articulating the understanding of information through explicit instruction of a coherent, content-rich curriculum as measured by state, local, and common grade-level assessments.

Section 1: District School Improvement SMART Goals

Goal 1 Strengthen the social-emotional competence of all students by fostering a culture that promotes a sense of value and self-worth through positive relationships and interactions.

Goal 2Strengthen the student-focused culture in all buildings by providing opportunities for student engagement in collaboration, communication, creativity, critical thinking, and goal-setting within personal, school, and community contexts.

Goal 3 Increase student growth and achievement in literacy as measured by the percentage of students meeting or exceeding expectations on state and local assessments.

Goal 4 Increase student growth and achievement in numeracy as measured by the percentage of students meeting or exceeding expectations on state and local assessments.

Goal 5 Ensure infusion of, and equitable access to, technology throughout the District.

11/12/2018 3

Ball-Chatham Community Unit School District 5 District Improvement Actions

2017-2018 through 2020-2021

District Instructional Leadership Team

Dr. Douglas Wood, Jennifer Farnsworth, Douglas W. Szcinski, Christine Lehnen, Elizabeth Gregurich, Tricia Burke, Tammi Kuhn, Kim Sepich, Josh Mulvaney, Bob Cox, Sarah Daniels, Kerrie Glintborg-Reed, Peggy Pratt, Melissa Reed

District Improvement Action Plan

Goal 1Strengthen the social-emotional competence of all students by fostering a culture that promotes a sense of value and self-worth through positive relationships and interactions.

Goal 2

Strengthen the student-focused culture in all buildings by providing opportunities for student engagement in collaboration, communication, creativity, critical thinking, and goal-setting within personal, school, and community contexts.

Goal 3Increase student growth and achievement in literacy as measured by the percentage of students meeting or exceeding expectations on state and local assessments.

Goal 4Increase student growth and achievement in numeracy as measured by the percentage of students meeting or exceeding expectations on state and local assessments.

Goal 5 Ensure infusion of, and equitable access to, technology throughout the District.

Social-Emotional ActionDistrict Improvement Goals 1 - 4

Description of Proposed Action/Activity(What is going to be done to address

this goal?)

Rationale for Activity(Explain how best practices and

research justify this activity)

Results(Evidence)

Collaborate and create outreach opportunities for family and community engagement (ie: family nights, parent volunteer/tutoring, service learning, work-study programs, educational outreach opportunities for family and community)

Family and community engagement allows for the sharing of resources and increases the number of opportunities for students resulting in student academic and social emotional success.

Increase in community and parent involvement

Increase student success

Leveraging Time ActionDistrict Improvement Goals 1 - 5


this goal?)



Results(Evidence)

Analyze, explore, and adjust the usage of time within district, buildings, and classrooms to maximize achievement (including but not limited to: start and end times, building schedules, late start/early release, block scheduling, WIN/TPH, collaboration and professional development, etc.)

Professional learning communities provide opportunities for collaboration and professional development. Greater time-on-task learning in schools is strongly associated with better student performance. Brain research and sleep patterns indicate the windows of time in which most effective learning occurs.


11/12/2018 4

Professional Development ActionsDistrict Improvement Goals 1 - 5


this goal?)



Results(Evidence)

Research and provide professional development in current best practices for universal instruction including infusion of technology Collaborative, creative instruction

reinforcing critical thinking and communication skills should be aligned to the Illinois Learning Standards to develop students who are ready for college, career, and life.

Confident, distinguished teachers who are utilizing best practices for universal and differentiated instruction in the classroom (Professional Development Evaluation Surveys, Teacher Perception Surveys, Teacher Evaluation Process).


Research and provide professional development in the full spectrum of secondary and tertiary differentiated instructionResearch and provide professional development in current best practices for culturally responsive instruction

Curriculum and Instruction ActionsDistrict Improvement Goals 1 - 4


this goal?)



Results(Evidence)

Evaluate universal resources (academic and social-emotional) for adoption and implementation Data from multiple sources indicates

the current universal, secondary, and tertiary resources do not meet the academic needs of our students.

Increase in student achievement as determined by state and local assessments


Evaluate and enhance global program offerings Assess and implement a full spectrum of secondary and tertiary resources, supports, and programming

Examine and adjust staffing patterns to maximize student achievement

Adjusting staffing patterns and reducing class size will meet student social-emotional as well academic needs, resulting in increased student success through satisfying and productive educational environments.


Increase student successReduce class size K-12

Evaluate and increase the utilization of state and local standardized assessment data to guide instruction

Item and gap analysis determines curriculum and instructional resource needs. Currently, standardized assessments occur in grades 3-8 and 11.


Increase student successAnalyze and create rigorous local common assessments

Technology ActionsDistrict Improvement Goal 5


this goal?)



Results(Evidence)

Decrease the student to device ratio with the goal of 1:1 in grades 2-12

Through more engaging lessons, technology assists the students in learning the four C's (collaboration, creativity, critical thinking, and communication) of the 21st learning. Increase student success

Provide universal professional development in technology-infused curriculum and instructional practices K-12

Technology-infused instructional practices and curriculum positively impact student achievement.

11/12/2018 5

Ball-Chatham Community Unit School District 5 Curriculum / Instruction Scorecard

2017-2018 through 2020-2021




Goal Measure Source / GradeHistorical Trend / Evidence Statements Future Targets

2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 2020-2021

Goal 1

Strengthen the social-emotional competence of all students by fostering a culture that promotes a sense of value and self-worth through positive relationships and interactions.

District N/A N/A N/A

Goal 2

Strengthen the student-focused culture in all buildings by providing opportunities for student engagement in collaboration, communication, creativity, critical thinking, and goal-setting within personal, school, and community contexts.

Individual School

Improvement Plan

N/A N/A N/A

Goal 3a

Increase student growth and achievement in ELA as measured by the percentage of students meeting or exceeding expectations on PARCC.

3rd Grade 41.8% 48.0% 48.0% 80.0%

4th Grade 37.7% 38.3% 41.0% 80.0%

5th Grade 33.8% 39.3% 37.0% 80.0%

6th Grade 27.4% 31.5% 32.0% 80.0%

7th Grade 25.0% 33.3% 44.0% 80.0%

8th Grade 27.9% 33.6% 30.0% 80.0%

Goal 3b

Increase student growth and achievement in ELA as measured by the percentage of students scoring at the 61st percentile or higher on NWEA-MAP.

2nd Grade N/A N/A N/A

3rd Grade 55.0% 56.0% 53.0% 80.0%

4th Grade 52.0% 54.0% 47.0% 80.0%

5th Grade 49.0% 56.0% 53.0% 80.0%

6th Grade 53.0% 48.0% 54.0% 80.0%

7th Grade 52.0% 59.0% 61.0% 80.0%

8th Grade 59.0% 58.0% 57.0% 80.0%

Goal 3c

Increase student growth and achievement in ELA as measured by the percentage of students meeting or exceeding Illinois benchmarks on SAT.

11th Grade N/A 48.0% 45.9% 80.0%

Goal 4a

Increase student growth and achievement in Math as measured by the percentage of students meeting or exceeding expectations on PARCC.

3rd Grade 48.7% 49.3% 53.0% 80.0%

4th Grade 34.8% 36.3% 45.0% 80.0%

5th Grade 33.0% 30.3% 35.0% 80.0%

6th Grade 33.5% 37.9% 29.0% 80.0%

7th Grade 27.6% 29.5% 43.0% 80.0%

8th Grade 30.6% 47.2% 42.0% 80.0%

11/12/2018 6

Goal Measure Source / GradeHistorical Trend / Evidence Statements Future Targets

2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 2020-2021

Goal 4b

Increase student growth and achievement in Math as measured by the percentage of students scoring at the 61st percentile or higher on NWEA-MAP.

2nd Grade N/A N/A N/A

3rd Grade 45.0% 34.0% 45.0% 80.0%

4th Grade 48.0% 41.0% 41.0% 80.0%

5th Grade 41.0% 44.0% 39.0% 80.0%

6th Grade 41.0% 45.0% 43.0% 80.0%

7th Grade 49.0% 49.0% 50.0% 80.0%

8th Grade 53.0% 55.0% 55.0% 80.0%

Goal 4c

Increase student growth and achievement in math as measured by the percentage of students meeting or exceeding Illinois benchmarks on SAT.

11th Grade N/A 46.0% 41.9% 80.0%

Goal 3/4

Increase student growth and achievement in overall SAT composite score as measured by the percentage of students meeting or exceeding expectations.

11th Grade N/A 45.0% 48.0% 80.0%

Goal 5

Ensure infusion of, and equitable access to, technology throughout the District.

District N/A N/A N/A

11/12/2018 7

Ball-Chatham Community Unit School District 5 Information Warehouse

District and School Improvement Planning Links

Please click the links below to view the documents that were prepared to support the building of the District and School Improvement Plan.

2017-2018 School Year

Illinois School Report Card

Ball-Chatham Unit School District #5 , Illinois District Report Card

BCSD District Data Summary

ELA PARCC District Analysis

ELA PARCC Breakdown by Grade Level

Math PARCC District Analysis

Math PARCC Breakdown by Grade Level

National Student Clearinghouse October 2018

Panorama Teacher Results

Panorama Student Results

ISBE Designations

ISBE 10 Measures

ISBE Student Growth

2015-2016 and 2016-2017 School Years

Illinois School Report Card

2015-2016 and 2016-2017 BCSD District Summary

2015-2016 and 2016-2017 BCSD District Summary Analysis

Technology Desktop Rotation Plan

Technology 1:1 Conversion Plan

ELA PARCC District Analysis 2015-2016 and 2016-2017

ELA PARCC Breakdown by Grade Level 2015-2016 and 2016-2017

11/12/2018 8

Math PARCC District Analysis, 2015-2016 and 2016-2017

Math PARCC Breakdown by Grade Level, 2015-2016 and 2016-2017

Ball Chatham Unit School District #5, Illinois District School Report Card

11/12/2018 9

Ball-Chatham Community Unit School District 5 Technology Improvement Plan

FY 2018 through FY 2022

MISSION VISION

The Ball-Chatham School District, together with the community, develops the unique potential of each

student by providing quality, challenging, and engaging opportunities that establish a foundation for lifelong

success and positive contributions to society.


VALUES AND BELIEFS







Board of Education VISION and GOALS







Section 1: Technology School Improvement SMART Goals

Goal 1: Increase equitable access to technology across all buildings for all grades K-12.

Goal 2: Decrease the student to device ratio with the goal of 1:1 in grades 2-12.

Goal 3: Maintain, support, and expand the network infrastructure as the district's needs grow and evolve.

Goal 4: Provide professional development in the areas of technology and technology-infused curriculum and instructional practices.

11/12/2018 10

Section 2: BCSD Technology Scorecard

Historical Trend ProjectionReflection

2015-2016 2016-2017 2017-2018 2018-2019

Goal 1:

Increase equitable access to technology across all buildings

for all grades K-12.

Convert GHS business labs from client based to desktops

Repurpose higher quality machines to directors, district office staff, & secretaries

Replace all teacher desktops at GIS and all assistant principals and principals district wide

Distribute 7 Chromebooks carts to GHS, 40 Chromebooks to BES & CES, distribute 45 Chromebooks to GES, 60 to GIS

Replace all elementary teacher desktops

Replace all GMS teacher desktops

Replace 30 desktops at GHS

Replace all GHS teacher desktops

Replace all GMS teacher desktops

Upgrade GHS visual arts lab

Distribute Chromebook carts from that are no longer used at GIS, GMS, and GHS to the elementary buildings

Goal 2:

Decrease the student to device ratio with the goal of 1:1 in

grades 2-12.

Issue all students in 6th grade a Chromebook and bag

Issue all students in 7th and 8th grade Chromebooks and bags

Issue all students grade 5th through 12th grade Chromebooks and bags. Rotate Chromebooks down to elementaries for grades 2nd-4th grade

Goal 3:

Maintain, support, and expand the

network infrastructure as the district's needs grow

and evolve.

Replace all network switches

Implement a new wireless infrastructure district wide

Upgrade Internet connection to 1GB

Upgrade firewall, content filter, and core router

Upgrade wireless point-to-points between: CES - WSECDO - WSECBES - Transportation

Reterminate fiber that is currently in GHS to a more current standard

Upgrade backbones between closests from copper to fiber

Goal 4:

Provide professional development in the areas of technology

and technology-infused curriculum and instructional

practices.

Technology coordinators provided ongoing professional development to certified staff and administration

Set baseline technology skills required for teachers

Provide training to teach baseline skills

Highly concentrated professional development offered at GMS to support 1:1 conversion

Targeted professional development focusing on technology-infused curriculum and instructional practices

11/12/2018 11

Ball-Chatham Community Unit School District 5 Technology Improvement Plan

FY 2018 through FY 2022

Goal 1: Increase equitable access to technology across all buildings for all grades K-12.

Description of Proposed Action/Activity

(What is going to be done to address this goal?)

Rationale for Activity(Explain how best practices

and research justify this activity)

Results(Evidence)

Resources(Cost)

Timeline(When will

activity occur?)

Replace teacher desktops per rotation plan

Teachers throughout the district require dependable machines to deliver instruction.

Desktops installed according to plan

$30,000 - $50,000 FY18 through

FY22

Replace and provide additional Chromebooks toall buildings

Glenwood High School has the highest student to computer ratio. While use is increasing, the existing Chromebooks are approaching end of life.

Decreased student to computerratio

TBD FY18 through FY22

Phase out the use of thin clients throughout thedistrict

Students need reliable computer access and thin clients and the Citrix solution are failing to provide that.

Increased uptime and access ofcomputers

Rotate desktops

FY18 through FY20

Creation of Ball-Chatham Innovation Team

Team will define K-12 student opportunities for STEAM

District vision and pathways clearly articulated

TBD FY19 through FY 22

Goal 2: 1:1Description of Proposed

Action/Activity(What is going to be done to

address this goal?)



Results(Evidence)

Resources(Cost)

Timeline(When will

activity occur?)

Finalize and implement a 1:1 conversion plan

Technology allows the students to help learn the four C's (collaboration, creativity, critical thinking, and communication) of the 21st learning. It also allows the teacher to create more effective and engaging lessons.

Chromebooks issued according to plan

$300,000 annual

FY18 through FY22

Goal 3: Infrastructure





Results(Evidence)

Resources(Cost)

Timeline(When will

activity occur?)

Evaluate district's network infrastructure and core networking components such as firewall, switches, content filter, routers, and WAN/LAN connections

As more devices are distributed throughout buildings, the demand for network resources will increase. Inadequately sized resources will result in bottlenecks.

Increased speed and access to the network resources

Tests and utilization reports will show results

TBD Ongoing

11/12/2018 12

Evaluate district's storage needs to develop a replacement plan for current data centers

As a form of ongoing maintenance the technology department will be proactive in identifying and addressing the district's needs.

Adequate and cost effective storage TBD Ongoing

Evaluate district's bandwidth needs and usage

As more devices are connected to the network and the district gets closer to 1:1 bandwidth needs are going to increase. Lack of bandwidth will negatively affect technology usage throughout district.

Adequate speed and access to network and Internet resources

$40,000 - $80,000 annual(e-Rate pays 50%)

Ongoing

Goal 4: Infusion Professional Development





Results(Evidence)

Resources(Cost)

Timeline(When will

activity occur?)

Provide "Taste of Technology" sessions to all buildings

Taste of Technology is designed to introduce technology tools to teachers. The intro will get teachers interested in implementing the tools and further work with the technology facilitator. Increased student

engagement and achievement

Staff

Time

Monthly

Create and continually modify a scope and sequence of technology skills for all students

Technology and students are ever-changing.

May 2018, revisions ongoing

Provide universal professional development in technology-infused curriculum and instructional practices, K-12

Understanding technology-infused curriculum and instructional practices have a high impact on student achievement.

Ongoing

11/12/2018 13

Ball Elementary SchoolSchool Improvement Plan

2018-2019

MISSION VISION

The Ball-Chatham School District, together with the community, develops the unique potential of

each student by providing quality, challenging, and engaging opportunities that establish a foundation for lifelong success and positive contributions to

society.


VALUES AND BELIEFS





We believe that learning extends beyond the classroom.We believe in strong character and personal integrity.We believe each person adds value to our organization.








Section 1: Ball Elementary School Improvement SMART Goals

Goal 1: SEL

Goal 1: During the 2018-2019 school year, BES Teachers' "Professional Learning About SEL" domain will increase by 5% to 42% favorable as measured by the spring Panorama survey. Students' "Sense of Belonging" domain will increase by 3% to 69% favorable and the "School Safety" domain will increase by 3% with a favorable score of 64% as measured by the spring Panorama survey.

Goal 2: ELADuring the 2018-2019 school year, 79% of students will score at or above the 41st percentile on the Literacy NWEA MAP assessment, demonstrating a 2% increase in overall student growth and achievement from Fall 2018 to Spring 2019.

Goal 3: MathDuring the 2018-2019 school year, 75% of students will score at or above the 41st percentile on the Math NWEA MAP assessment, demonstrating a 3% increase in overall student growth and achievement from Fall 2018 to Spring 2019.

11/12/2018 14

Section 2: Ball Elementary School Scorecard

2017-2018(Goals 2 and 3: Based on 61st percentile and above on the NWEA-MAP)

Fall Data Spring Projection Actual Outcome

Goal 1: SEL N/A N/A N/A

Goal 2: ELA 50.0% 53.0% 44.5%

Goal 3: Math 42.0% 45.0% 43.5%



Goal 1: SEL

Teacher Professional Learning

37% 42.0%

Student Sense of Belonging

66% 69.0%

School Safety

61%64.0%

Goal 2: ELA 77.0% 79.0%

Goal 3: Math 72.0% 75.0%

11/12/2018 15

Ball Elementary SchoolSchool Improvement Actions

2018-2019

BES VISION

We are Titans: Belonging, Encouraging, Succeeding

Ball Elementary School Improvement Leadership Team

Morgan Scheffers, Deb Lee, Aimee Sutton, Kelli Janke, Rebecca Smith, Tim Niemeyer, Heather Stokes, Kerrie Reed, Holly Rembusch, Tricia Burke

Goal 1: During the 2018-2019 school year, BES Teachers' "Professional Learning About SEL" domain will increase by 5% to 42% favorable as measured by the spring Panorama survey. Students' "Sense of Belonging" domain will increase by 3% to 69% favorable and the "School Safety" domain will increase by 3% with a favorable score of 64% as measured by the spring Panorama survey.





Results(Evidence)

Resources(Cost)

Timeline(When will activity

occur?)

1.A. Clearly define our vision, We are Titans: Belonging, Encouraging, Succeeding, for students and staff and utilize the vision to teach and promote positive student behaviors in order to strengthen students' success as well as their sense of community and pride.

Last year we began the process of defining and aligning our vision to support the development of responsible behaviors in personal, school, and community contexts. This year we are taking that further and communicating the definitions and applying lessons and supports for students to enable them to grow in their development of responsible behaviors.

Referral data

Staff survey

Panorama data - School Safety and Sense of Belonging

Time during PBIS team meetings, PLC meetings, and staff meetings

2018-2019 school year

1.B. Provide professional development for staff on best practices for social emotional learning and trauma as well as promoting collaborative efforts to implement differentiated behavioral supports in the classroom environment.

Professionally developing staff and the school community will lead to a deeper understanding of and enable us to be proactively responsive to student's social-emotional needs as is key to their learning. Building differentiated supports within the classroom environment for students social-emotional needs is as important as building in differentiated supports for students academic needs.

Referral data

Staff survey

Panorama Data - Professional Learning About SEL

Protected PLC time/staff meeting time for trainings


Goal 2: During the 2018-2019 school year, 79% of students will score at or above the 41st percentile on the Literacy NWEA MAP assessment, demonstrating a 2% increase in overall student growth and achievement from Fall 2018 to Spring 2019.





Results(Evidence)

Resources(Cost)


occur?)

11/12/2018 16

2.A. Implement with fidelity the new K-5 literacy curriculum.

ReadyGen is a consistent research based curriculum that has an integrated well-balanced approach for reading and writing instruction using authentic text and instruction aligned with the standards.

-Monthly grade level curriculum collaboration-Weekly lesson plans -Local assessments, universal data, State assessments.

-Protect PLC grade level curriculum collaboration -Weekly team planning time with instructional coach

-Monthly collaboration-Weekly lesson planning

2.B. Responsive Teaching: Know what students are expected to learn and do and use formal and informal assessments to determine student understanding and adjust instruction to respond to student needs.

Analyzing student responses to instruction and adjusting the pace, and delivery method; as well as determining interventions and that supports students need based on their responses is the most important and most complicated part of teaching. Supporting teachers in developing this skill will have a positive impact on student achievement.

-Student growth and achievement on ReadyGen and Fundations assessments-Lesson plans reflecting response to student needs-Local assessments, universal data, state assessments

-Protect PLC time to support data analysis and grade level collaboration-Instructional coach support with instructing teachers how to assess, analyze assessment results, and adjust instruction as needed

-PLC collaboration-Grade level collaboration-Coaching meetings

2.C.Explore MobyMax program to assist in differentiation for all levels of learners

Component assesses and provides differentiated enrichment and supports for individual students.

-Grade level discussions to analyze the data outcomes -Cross Grade level Collaboration to reflect on utilization of MobyMax.

-Protected PLC time for data conversations.-Protected time for training on the Moby Max program

Ongoing

GOAL 3: During the 2018-2019 school year, 75% of students will score at or above the 41st percentile on the Math NWEA MAP assessment, demonstrating a 3% increase in overall student growth and achievement from Fall 2018 to Spring 2019.





Results(Evidence)

Resources(Cost)


occur?)

3.A. Responsive Teaching: Know what students are expected to learn and do and use formal and informal assessments to determine student understanding and adjust instruction to respond to student needs.

Analyzing student responses to instruction and adjusting the pace, delivery method, as well as determining interventions and supports students need based on their responses is the most important and most complicated part of teaching. Supporting teachers in developing this skill will have a positive impact on student achievement.

-Student growth and achievement on math assessments-Lesson plans reflecting response to student needs-Local assessments, universal data, state assessments

-Protect PLC time to support data analysis and grade level collaboration-Instructional coach support with instructing teachers how to assess, analyze assessment results, and adjust instruction as needed

-PLC collaboration-Grade level collaboration-Coaching meetings

3.B.Explore MobyMax program to assist in differentiation for all levels of learners




Ongoing

11/12/2018 17

Ball Elementary SchoolSchool Improvement Plan

2017-2018

MISSION VISION

The Ball-Chatham Community Unit School District, a recognized leader in progressive education,

engages and equips all students to achieve their unique potential through broad and diverse

learning experiences.

We are the heart of our community, globally connected and invested in a continuous journey

of learning for a lifetime.

VALUES AND BELIEFS

We believe learning is the priority.We believe in high expectations.We believe all people have value.We believe learning never ends.

We believe teamwork leads to success.We believe in community and family involvement.

We believe children are worth our investment.We believe in character education.

We believe a positive and safe environment enhances learning.








Section 1: Ball Elementary School Improvement SMART Goals

Goal 1: SELDuring the 2017-2018 school year, staff and students will strengthen the school-wide social-emotional environment to support the development of responsible behaviors in personal, school and community contexts.



11/12/2018 18

Section 2: Ball Elementary School Scorecard




Goal 2: ELA 50.0% 53.0% 44.5%

Goal 3: Math 42.0% 45.0% 43.5%

11/12/2018 19

Ball Elementary SchoolSchool Improvement Actions

2017-2018

BES VISION

We are Titans: Belonging, Encouraging, Succeeding

Ball Elementary School Improvement Leadership Team

Monica Lee, Deb Lee, Lynn Leach, Kelli Janke, Justin Habenschuss, Tim Niemeyer, Heather Stokes, Nancy Wallner, Cathy Brown, Aimee Sutton, Holly Rembusch, Tricia Burke

Goal 1: During the 2017-2018 school year, staff and students will strengthen the school-wide social-emotional environment to support the development of responsible behaviors in personal, school, and community contexts.





Results(Evidence)

Resources(Cost)


occur?)

1.A. Align our Vision, We are Titans: Belonging, Encouraging, Succeeding, with identified character traits and positive student behaviors in order to strengthen students' sense of community and pride

Students who feel connected with and a part of a positive school culture and are taught the tools needed to exhibit positive behaviors are better prepared for learning.

Referral data

Staff survey

Time during PBIS team meetings, PLC meetings, and staff meetings


1.B. Provide professional development for staff on the social-emotional standards as well as best practices to support differentiated behavioral supports in the classroom environment

Professionally developing staff and the school community will lead to a deeper understanding and enable us to be proactively responsive to student's social-emotional needs as is a key to meeting today's educational and social-emotional needs.

Referral data

Staff survey

Reflective feedback

Protected PLC time/staff meeting time for trainings 2017-2018 school year

11/12/2018 20






Results(Evidence)

Resources(Cost)


occur?)

2.A. Develop accountable talk skills and expect they will be consistently practiced to build verbal and written critical thinking in order to articulate learning and understanding

When students acquire, master, and apply accountable talk skills they become engaged learners who are active and attentive listeners that respond and communicate both orally and in writing with accurate and relevant evidence of their learning. This, in turn, leads the teacher to deeper understanding of where to take the next layer of their instruction and differentiation within the classroom.

Formative Assessment

Summative Assessments

Local Standardized Assessments

Monthly grade level collaboration analyzing results

Commit PLC time to Professional development for staff

Accountable talk resources: professional books, display posters, etc

Educational workshops or conferences on accountable talk

Provide opportunities to observe other teachers using accountable talk


2.B. Evaluate student data to make decisions about universal, secondary, and tertiary instruction

Utilizing state, local, universal, and daily formative data allows teachers to plan for and deliver instruction designed to meet the students where they are.

PLC/SIP agendas indicating data collaboration

SST agendas utilizing data

Interventionist monthly reports with student data

Purchase NWEA MAP as universal screener for K-2 with the ability to begin use in spring 2018

Protect PLC time for data collaboration

At least monthly during the 2017-2018 school year

11/12/2018 21

GOAL 3: During the 2017-2018 school year, 45% of students will score at or above the 61st percentile on the Math NWEA MAP assessment, demonstrating a 3% increase in overall student growth and achievement from Fall 2017 to Spring 2018.





Results(Evidence)

Resources(Cost)


occur?)

3.A. Develop accountable talk skills and expect they will be consistently practiced to build verbal and written critical thinking in order to articulate understanding and problem solving of mathematical concepts

When students acquire, master, and apply accountable talk skills they become engaged learners who are active and attentive listeners that respond and communicate their problem solving processes both orally and in writing with accurate and relevant evidence of their learning. This, in turn, leads the teacher to deeper understanding of where to take the next layer of their instruction and differentiation within the classroom.


Summative Assessments

Local Standardized Assessments




Opportunities to observe other teachers using accountable talk


3.B. Pilot a supplemental electronic mathematical enrichment and intervention program to differentiate instruction to increase student achievement

The instruction technology component is aligned with recently adopted district math resource. Component assesses and provides differentiated enrichment and supports for individual students.

Compare local (1-4) and universal (3-4) assessments of pilot group to the control group

Grade level discussions analyzing the data outcomes

Protected PLC time for data conversations

Purchase McGraw Hill Redbird instructional technology component for 1st-4th if determined successful by data results

Purchase NWEA MAP as universal screener for 2018-2019 K-2, with the ability to begin use in Spring 2018

No less than 60-90 minutes per week

3.C. Evaluate student data to make decisions about universal, secondary, and tertiary instruction








11/12/2018 22

Chatham Elementary School School Improvement Plan

2018-2019

MISSION VISION

The Ball-Chatham School District, together with the community, develops the unique potential of each

student by providing quality, challenging, and engaging opportunities that establish a foundation for lifelong success and positive contributions to

society.


VALUES AND BELIEFS








Achievement Vision: The District will develop and maintain rigorous programs that challenge students’ individual abilities.

1.1. Goal: The delivery of the curriculum will be differentiated to meet the needs of all students.1.2. Goal: The District will continually evaluate programs to best monitor academic progress and maximize achievement of all students.




Section 1: Chatham Elementary School Improvement SMART Goals

Goal 1: SEL

During the 2018-2019 school year, staff and students will strengthen the school-wide social-emotional environment within the domain of "School Safety" with 75% of students scoring favorable responses on the student perception of SEL of the Panorama Survey, indicating a 3% increase in favorable responses from fall 2018 to spring 2019.



11/12/2018 23

Section 2: Chatham Elementary School Scorecard




Goal 2: ELA 49.0% 51.0% 53.0%

Goal 3: Math 41.0% 43.0% 44.5%



Goal 1: SEL 72.0% 75.0%

Goal 2: ELA 71.0% 73.0%

Goal 3: Math 66.0% 68.0%

11/12/2018 24

Chatham Elementary School School Improvement Actions

2018-2019

CES Motto

Celebrate Every Success!

Chatham Elementary School Improvement Leadership Team

Steven Callahan, Kristin Collins, Libby DuVall, Kathy McAdams, Julie McAllister, Jessica Ogden, Peggy Pratt, Steve Rembusch, Melissa Sanders, and Kim Sepich

Goal 1: During the 2018-2019 school year, staff and students will strengthen the school-wide social-emotional environment within the domain of "School Safety" with 75% of students scoring favorable responses on the student perception of SEL of the Panorama Survey, indicating a 3% increase in favorable responses from fall 2018 to spring 2019.

Description of Proposed Action/Activity(What is going to be done to address this

goal?)

Rationale for Activity(Explain how best practices and research

justify this activity)

Results(Evidence)

Resources(Cost)

Timeline(When will activity occur?)

1.A. Enhance character education through the use of cool tools and a commitment to weekly lessons that align to the weekly cool tools and character education traits

Character education creates schools where children feel safe because they are in an atmosphere that values respect, responsibility, hard-work and compassion, where students value learning and care about their teachers, classmates, communities, and themselves.

Student engagement and academic achievement will increase as measured on state, local, and grade level assessments. Student behavior will improve as measured with PBIS data. Student perception of SEL school supports in the focus area of school safety will improve as measured by Panorama data.

Panorama survey and SWIS data (PBIS)

On-going 2018-2019 year: (daily community time, weekly lessons, and monthly themes)

1.B. Integrate the Illinois social/emotional learning standards throughout the building; classrooms, playground, cafeteria, etc

These SEL competencies improve students’ social/emotional development, readiness to learn,classroom behavior, and academic performance.

SWAT Training (no cost)

On-going 2018-2019 year: (scheduled lessons with counselor throughout the year, PBIS lessons and expectations )

1.C. Develop self-awareness and self-management skills to achieve school and life success through the recognition of personal qualities, external supports, and goal-setting (i.e. positive teacher-student relationships, connections with and among students, growth mindset)

A strong foundation for achieving school and life success is built by knowing your emotions, how to manage them, and ways to express emotions constructively. These skills enable one to handle stress, control impulses, and motivate oneself to persevere in overcoming obstacles and achieving goals. Being able to accurately assess one’s own abilities and interests, build strengths, and make effective use of family, school, and community resources is critical for students to be able to establish and monitor their progress toward achieving academic and personal goals.

no cost On-going 2018-2019 year: (daily community time)

SEL - Goal 1 SEL - Goal 2 SEL - Goal 3

Goal 2: During the 2018-2019 school year, 73% of students will score at or above the 41st percentile on the Literacy NWEA MAP assessment, demonstrating a 2% increase in overall student growth and achievement from fall 2018 to spring 2019.


goal?)



Results(Evidence)

Resources(Cost)


2.A. Evaluate student data to make decisions about universal, secondary, and tertiary instruction


-Evidence collected in daily ELA lessons to drive differentiated instruction-PLC/SIP agendas indicating data collaboration-SST agendas utilizing data-Interventionist monthly reports with student data

-Purchase NWEA MAP as universal screener for 1st grade with the ability to begin use in spring 2019. -Protect PLC time for data collaboration.

On-going 2018-2019 year: (PLC days, SIP days, weekly planning sessions, and team meetings)

2.B. Provide opportunities for students to respond to reading by eliciting evidence of understanding of a text or texts as well as communicating that understanding in terms of oral and written expression and knowledge of language and conventions through the implementation of ReadyGEN

Assessment data shows a deficiency in students oral and written responses to reading as well as their understanding of oral and written expression and knowledge of language and conventions.

Student growth and achievement will increase in ELA based on state, local, and grade level assessments.

-Protect PLC and team time for data review, PD, and planning


2.C. Apply grade-level phonics and word analysis skills in decoding and encoding (spelling) words as well as develop a range of strategies for determining the meaning of unknown words and phrases through implementation of Fundations (K-3) and ReadyGEN (4)

Deficits have been noted in formative and summative writing assessments as well as state and local assessments in phonics and word analysis skills.

Student growth and achievement will increase in ELA based on state, local, and grade level assessments.

-Protect PLC and team time for data review, PD and planning


11/12/2018 25

Goal 3: During the 2018-2019 school year, 68% of students will score at or above the 41st percentile on the Math NWEA MAP assessment, demonstrating a 2% increase in overall student growth and achievement from fall 2018 to spring 2019.


goal?)



Results(Evidence)

Resources(Cost)


3.A. Utilize a supplemental electronic mathematical enrichment and intervention to differentiate instruction to increase student achievement


Student growth and achievement will increase in math based on state, local, and grade level assessments.

-Protected PLC time for data conversations.-Purchase Moby Max instructional technology component for K-4th.-Purchase NWEA MAP as universal screener for 2019-2020 1st grade, with the ability to begin use in Spring 2019.

No less than 60 minutes per week

3.B. Provide opportunities for students to solve problems and explain their thinking both in oral and written form

By developing problem-solving skills, students are using mathematics within a problem context rather than as an abstract which places the focus on the students making sense of mathematical ideas giving them the tools to apply their mathematical knowledge to solve real world problems.


-McGraw Hill curriculum resources Daily math lessons

3.C. Evaluate data and build a deeper understanding of the standards in order to provide data-driven instruction that is differentiated to the needs of our learners

Alignment of new math resources will continue to be adjusted to fit needs of students. Individualized, differentiated instruction helps to target specific skill deficit areas while data helps to build student ownership of their learning.


-Protect PLC and team time for data review, PD and planning

On-going 2017-2018 year: (PLC days, SIP days, and team meetings)

Illinois School Report Card: 2017-2018 School Report Card

11/12/2018 26

Chatham Elementary School School Improvement Plan

2017-2018

MISSION VISION

The Ball-Chatham Community Unit School District, a recognized leader in progressive education, engages

and equips all students to achieve their unique potential through broad and diverse learning

experiences.



VALUES AND BELIEFS












Section 1: Chatham Elementary School Improvement SMART Goals




11/12/2018 27

Section 2: Chatham Elementary School Scorecard




Goal 2: ELA 49.0% 51.0% 53.0%

Goal 3: Math 41.0% 43.0% 44.5%

11/12/2018 28

Chatham Elementary School School Improvement Actions

2017-2018

Chatham Elementary School Improvement Leadership Team

Kristin Collins, Libby DuVall, Erika Ellis, Kathy McAdams, Julie McAllister, Jessica Ogden, Peggy Pratt, Steve Rembusch, Melissa Sanders, Kim Sepich

Goal 1: During the 2017-2018 school year, staff and students will strengthen the school-wide social-emotional environment to support the development of responsible behaviors in personal, school and community contexts.





Results(Evidence)

Resources(Cost)


occur?)

1.A. Enhance character education through the use of cool tools and a commitment to weekly lessons that align to the weekly cool tools and character education traits

Character education creates schools where children feel safe because they are in an atmosphere that values respect, responsibility, hard-work and compassion, where students value learning and care about their teachers, classmates, communities, and themselves.

Student engagement and academic achievement will increase as measured on state, local, and grade level assessments

Student behavior will improve as measured with PBIS data

Time during PBIS meetings, staff meetings, and scheduled instructional time

Ongoing 2017-2018 school year (weekly lessons and monthly themes)

1.B. Integrate the Illinois Social Emotional Learning (SEL) Standards throughout the building; classrooms, playground, cafeteria, etc.

These SEL competencies improve students’ social/emotional development, readiness to learn,classroom behavior, and academic performance.

Time during PLC, staff meetings, and team meetings

Ongoing 2017-2018 school year (weekly lessons and monthly themes)

1.C. Develop self-awareness and self-management skills to achieve school and life success through the recognition of personal qualities, external supports, and goal-setting (i.e. positive teacher-student relationships, connections with and among students, growth mindset)

A strong foundation for achieving school and life success is built by knowing your emotions, how to manage them, and ways to express emotions constructively. These skills enable one to handle stress, control impulses, and motivate oneself to persevere in overcoming obstacles and achieving goals. Being able to accurately assess one’s own abilities and interests, build strengths, and make effective use of family, school, and community resources is critical for students to be able to establish and monitor their progress toward achieving academic and personal goals.

Time during class instruction, PBIS meetings, and staff meetings

Ongoing 2017-2018 school year (daily)

11/12/2018 29






Results(Evidence)

Resources(Cost)


occur?)







Additional Chromebooks for use of technology based practice and assessments


Ongoing 2017-2018 school year (PLC days, SIP days, and team meetings)

2.B. Provide opportunities for students to respond to reading by eliciting evidence of understanding of a text or texts as well as communicating that understanding in terms of oral and written expression and knowledge of language and conventions

Assessment data shows a deficiency in students' oral and written responses to reading as well as their understanding of written expression and knowledge of language and conventions.

Student growth and achievement will increase in ELA based on state, local, and grade level assessments

Protect PLC and team time for data review, PD and planning

Ongoing 2017-2018 school year (weekly lessons)

2.C. Apply grade-level phonics and word analysis skills in decoding and encoding (spelling) words as well as develop a range of strategies for determining the meaning of unknown words and phrases

Deficits have been noted in formative and summative writing assessments as well as state and local assessments in phonics and word analysis skills.

Student growth and achievement will increase in ELA based on state, local, and grade level assessments


Ongoing 2017-2018 school year (weekly lessons)

11/12/2018 30

Goal 3: During the 2017-2018 school year, 43% of students will score at or above the 61st percentile on the Math NWEA MAP assessment, demonstrating a 2% increase in overall student growth and achievement from Fall 2017 to Spring 2018.





Results(Evidence)

Resources(Cost)


occur?)

3.A. Pilot a supplemental electronic mathematical enrichment and intervention to differentiate instruction to increase student achievement

The instruction technology component is aligned with recently adopted district math resource. Component assesses and provides differentiated enrichment and supports for individual students.


Grade level discussions analyzing the data outcomes

Protected PLC for data conversations

Purchase McGraw Hill Redbird instructional technology component for 1st-4th if determined successful by data results



No less than 60-90 minutes per week

3.B. Provide opportunities for students to solve problems and explain their thinking both in oral and written form

By developing problem-solving skills, students are using mathematics within a problem context, rather than as an abstract, which places the focus on the students making sense of mathematical ideas giving them the tools to apply their mathematical knowledge to solve real world problems.

Student growth and achievement will increase in math based on state, local, and grade level assessments

Recently purchased McGraw Hill resources

Daily math lessons

3.C. Build and strengthen knowledge of current math resources and implementation of math resources in the classroom

Professional development provides opportunities for educators to continue to strengthen their practices and engages teachers to focus on the needs of their students to ensure all students achieve success.

Distinguished teachers who utilize best practices for universal and differentiated math instruction in the classroom (Professional Development Evaluation Surveys, Teacher Perception Surveys, Teacher Evaluation Process)



11/12/2018 31

Continuation of Proposed Actions and Activities for Goal 3





Results(Evidence)

Resources(Cost)


occur?)

3.D. Evaluate data and build a deeper understanding of the standards in order to provide data-driven instruction that is differentiated to the needs of our learners

Alignment of new math resources will continue to be adjusted to fit needs of students. Individualized, differentiated instruction helps to target specific skill deficit areas while data helps to build student ownership of their learning. Utilizing state, local, universal, and daily formative data allows teachers to plan for and deliver instruction designed to meet the students where they are.

Student growth and achievement will increase in math based on state, local, and grade level assessments







11/12/2018 32

Glenwood Elementary School School Improvement Goals

2018-2019

MISSION VISION

The Ball-Chatham School District, together with the community, develops the unique potential of each student by providing quality, challenging,

and engaging opportunities that establish a foundation for lifelong success and positive

contributions to society.


VALUES AND BELIEFS









1.1. Goal: The delivery of the curriculum will be differentiated to meet the needs of all students.1.2. Goal: The District will continually evaluate programs to best monitor academic progress and maximize achievement of all students.




Section 1: Glenwood Elementary School Improvement SMART Goals

Goal 1: SELDuring the 2018-2019 school year, GES students' "School Climate" domain will increase by 2% to 76% favorable, "Sense of Belonging" domain will increase by 2% to 75% favorable and the "School Safety" domain will increase by 2% with a favorable score of 65% as measured by the spring Panorama survey.



11/12/2018 33

Section 2: Glenwood Elementary School Scorecard




Goal 2: ELA 60.5% 63.5% 54.0%

Goal 3: Math 42.5% 45.5% 44.5%



Goal 1: SEL

School Climate

74%76.0%

Sense of Belonging

73% 75.0%

School Safety

63%65.0%

Goal 2: ELA 79.0% 81.0%

Goal 3: Math 72.0% 75%

11/12/2018 34

Glenwood Elementary SchoolSchool Improvement Actions

2018-2019

GES Motto

In a world where you can be anything...BE KIND.

Glenwood Elementary School Improvement Leadership Team

Claire Ganci, Dawn Peck, Miriam Moore, Morgan Gabelmann, Brittany Bradford, Melissa Reed, Kristin Ribley, Dan Lund, Tammi Kuhn

Goal 1: During the 2018-2019 school year, GES students' "School Climate" domain will increase by 2% to 76% favorable, "Sense of Belonging" domain will increase by 2% to 75% favorable and the "School Safety" domain will increase by 2% with a favorable score of 65% as measured by the spring Panorama survey.





Results(Evidence)

Resources(Cost)


occur?)

1.A.Create and implement a schoolwide SEL initiative in efforts for promoting self regulation of emotions.

-After evaluating our successful implementation of the schoolwide kindness initiative, our focus is now on awareness of self and others. -Researchers have found that higher self-efficacy is linked to: 1) greater ability to think productively by applying positive thinking skills when facing a challenge; 2) higher motivation; 3) stronger effort put into an activity or task; greater resilience; and 4) lower vulnerability to stress and depression-When students are attached to school and to prosocial teachers and peers, they are more likely to behave in prosocial ways and to avoid engaging in high risk behaviors

-Monthly Kid Day/Data Day conversations-Referral data analysis-Risk Assessment data analysis -Panorama -SWISS data

-Resources for student zones resources and SEL lessons: ie calm corner needs (timers, fidgets, laminated calming cards etc), Zone of Regulation needs (cups, plates, colored cards, binder rings, colored sentence strips etc)-PD for teachers (PLC/Staff meetings)-Scheduled Weekly lessons (Community Time and SEL part of schedule in week and protected -Time for planning (counselor and SEL subteam of Universal Team) and prepping (Teachers) for SEL lessons

Ongoing

1.B. Create and implement a school culture of acceptance and inclusion for all students.

Ongoing

11/12/2018 35






Results(Evidence)

Resources(Cost)


occur?)






2.B. Evaluate student data to make decisions about universal, secondary, and tertiary instruction

Utilizing state, local, universal and daily formative data allows teachers to plan for and deliver instruction designed to meet the students where they are.

-Monthly Kid Day/Data Day conversations during PLC-Monthly SST-Monthly Interventionist reports-Universal data collection - three times a year -Local Assessments

-Protect PLC/SIP time for Kid Day/Data Day no less than monthly. -Additional time for NWEA MAP training.

No less than monthly, during the 2018-2019 school year.






Results(Evidence)

Resources(Cost)


occur?)

3.A.Continue to provide opportunities for students to articulate their understanding of mathematical processes and problem solving in both oral and written form.

When students have frequent opportunities to respond and communicate orally and in writing, they then acquire, master and apply the skills needed to communicate their understanding and thinking of mathematical concepts and means of problem solving.

-Monthly grade level curriculum collaboration -Weekly lesson plans -Local assessments

-Protect PLC grade level curriculum collaboration

-Monthly collaboration -Weekly lesson planning

3.B.Dedicate time to number sense and fact fluency.

When students achieve automaticity of number and fact fluency, they achieve a level of mastery. This enables students to retrieve facts without conscious effort, allowing students to use working memory for problem solving or more complex number concepts.

-Monthly data conversations - PLC-Monitor fluency practice and assessments-Compare fluency data to local assessment data-Analysis of universal screening data

-Protect PLC Data Days-Copying for paper based fluency assessments and practice -Time to develop fluency assessments and materials -Variety of materials for fact fluency practice.

Ongoing

3.C.Explore MobyMax program to assist in differentiation for all levels of learners




Ongoing

11/12/2018 36

Glenwood Elementary School School Improvement Goals

2017-2018

MISSION VISION






VALUES AND BELIEFS












Section 1: Glenwood Elementary School Improvement SMART Goals


Goal 2: ELADuring the 2017-2018 school year, 63.5% of students will score at or above the 61st percentile on the Literacy NWEA MAP assessment, demonstrating a 3% increase in overall student growth and achievement from Fall 2017 to Spring 2018.

Goal 3: MathDuring the 2017-2018 school year, 45.5% of students will score at or above the 61st percentile on the Math NWEA MAP assessment, demonstrating a 3% increase in overall student growth and achievement from Fall 2017 to Spring 2018.

11/12/2018 37

Section 2: Glenwood Elementary School Scorecard




Goal 2: ELA 60.5% 63.5% 54.0%

Goal 3: Math 42.5% 45.5% 44.5%

11/12/2018 38

Glenwood Elementary SchoolSchool Improvement Actions

2017-2018

GES Motto

In a world where you can be anything...BE KIND.

Glenwood Elementary School Improvement Leadership Team

Christy Grupe, Brooke Hembrough, Jessica Tobias, Miriam Moore, Rachel Downey, Morgan Gabelmann, Brittany Bradford, Dianne Johnson, Erin Durr, Melissa Reed, Kristin Ribley, Dan Lund, Tammi Kuhn






Results(Evidence)

Resources(Cost)


occur?)

1.A. Plan for and implement a school-wide Kindness Initiative in efforts of promoting a more positive school community

Researchers have found that higher self-efficacy is linked to: 1) greater ability to think productively by applying positive thinking skills when facing a challenge; 2) higher motivation; 3) stronger effort put into an activity or task; greater resilience; and 4) lower vulnerability to stress and depression.

When students are attached to school and to prosocial teachers and peers, they are more likely to behave in prosocial ways and to avoid engaging in high risk behaviors.

Monthly Kid Day/Data Day conversations

Referral data analysis

Risk Assessment data analysis

Resources for student activities

Resources for initiative awareness

PD for teachers

Leverage time weekly for classroom lessons

Ongoing

1.B. Plan for and implement the Titan Leaders Program for fourth grade students

Leverage time for team

Time to train leaders and staff to train

Materials for leader ID badges

Ongoing

11/12/2018 39

Goal 2: During the 2017-2018 school year, 63.5% of students will score at or above the 61st percentile on the Literacy NWEA MAP assessment, demonstrating a 3% increase in overall student growth and achievement from Fall 2017 to Spring 2018.





Results(Evidence)

Resources(Cost)


occur?)

2.A. Plan for and provide authentic instructional opportunities for students to articulate understanding through writing in response to text across the curriculum

When students have frequent opportunities to respond and communicate in writing, they then acquire, master and apply the skills needed to communicate using accurate and relevant evidence of their learning.

Monthly grade level curriculum collaboration

Weekly lesson plans

Local assessment, universal data, PARCC

Protect PLC grade level curriculum collaboration

Monthly collaboration

Weekly lesson planning

2.B. Utilize student data in making decisions that drive universal, secondary and tertiary instruction


Monthly Kid Day/Data Day conversations during PLC

Monthly SST

Monthly Interventionist reports



Protect PLC/SIP time for Kid Day/Data Day no less than monthly

No less than monthly during the 2017-2018 school year

11/12/2018 40

Goal 3: During the 2017-2018 school year, 45.5% of students will score at or above the 61st percentile on the Math NWEA MAP assessment, demonstrating a 3% increase in overall student growth and achievement from Fall 2017 to Spring 2018.





Results(Evidence)

Resources(Cost)


occur?)

3.A. Plan for and provide authentic instructional opportunities for students to articulate their understanding of mathematical processes and problem solving in both oral and written form

When students have frequent opportunities to respond and communicate orally and in writing, they then acquire, master and apply the skills needed to communicate their understanding and thinking of mathematical concepts and means of problem solving.

Monthly grade level curriculum collaboration

Weekly lesson plans


Protect PLC grade level curriculum collaboration

Monthly collaboration

Weekly lesson planning

3.B. Leverage time dedicated to number and fact fluency instruction, practice and progress monitoring assessment

When students achieve automaticity of number and fact fluency, they achieve a level of mastery which enables students to retrieve facts without conscious effort allowing students to use working memory for problem solving or more complex number concepts.

Monthly data conversations - PLC

Monitor weekly fluency practice and assessments

Compare fluency data to local assessment data

Analysis of universal screening data (3-4)

Protect PLC Data Days

Copying for paper based fluency assessments and practice


Ongoing

3.C. Pilot a supplemental electronic mathematical enrichment and intervention to differentiate instruction to increase student achievement

The instructional technology component is aligned with recently adopted District math resource. Component assesses and provides differentiated enrichment and supports for individual students.


Grade level discussions to analyze the data outcomes

Protected PLC time for data conversations

If determined successful by data results, purchase McGraw-Hill Redbird instructional technology component for 1-4 grades


No less than 60-90 minutes a week

3.D. Evaluate student data to make decisions about universal, secondary, and tertiary instruction





Purchase NWEA MAP as universal screener for K-2 with the ability to begin use in Spring 2018



11/12/2018 41

Glenwood Intermediate SchoolSchool Improvement Goals

2018-2019MISSION VISION





VALUES AND BELIEFS







Board of Education VISION and GOALSAchievement Vision: The District will develop and maintain rigorous programs that challenge students’ individual abilities.1.1. Goal: The delivery of the curriculum will be differentiated to meet the needs of all students.1.2. Goal: The District will continually evaluate programs to best monitor academic progress and maximize achievement of all students.




Section 1: Glenwood Intermediate School Improvement SMART Goals

Goal 1: SEL

During the 2018-2019 school year, students and staff will be empowered to strengthen the school-wide social-emotional environment and the GIS Community, in order to create a culture of belonging, safety, and respect toward one another, with an increase of 2% in each of these included areas according to the GIS Panorama Student Survey, by supporting the development of leadership behaviors in personal, school, and community contexts.

Goal 2: ELA

During the 2018-2019 school year, 77% of students will score at or above the 41st percentile on the Literacy NWEA MAP assessment, demonstrating a 4% increase in overall student growth and achievement from Fall 2018 to Spring 2019.

Goal 3: Math

During the 2018-2019 school year, 70% of students will score at or above the 41st percentile on the Math NWEA MAP assessment, demonstrating a 4% increase in overall student growth and achievement from Fall 2018 to Spring 2019.

11/12/2018 42

Section 2: Glenwood Intermediate School Scorecard




Goal 2: ELA 57.5% 63.0% 53.5%

Goal 3: Math 44.5% 50.0% 41.0%



Goal 1: SEL

Respectful Behaviors 51% 53%

Sense of Belonging65% 67%

School Safety65% 67%

Goal 2: ELA 73.00% 77.00%

Goal 3: Math 66.00% 70.00%

11/12/2018 43

Glenwood Intermediate SchoolSchool Improvement Actions

2018-2019

GIS MISSION GIS MOTTO

At Glenwood Intermediate School we are a community of Titan Leaders, committed to serving others and leading

ourselves, by working hard and using all available resources to develop skills in problem solving,

collaboration, and communication, in order to become confident, independent learners for life.

GIS: We Lead First we lead ourselves, then we lead others.

Glenwood Intermediate School Improvement Leadership Team

Lindsey Batten, Terra Seidel, Shea Moore, Kim Cobb, Adrienne Crawford, Crystal Day, Mike Goin, Julie SmithEd Schable, Pam Hogan, Keeli Rasche, Corie Yow, Eric Surges, Elizabeth Gregurich

Goal 1: During the 2018-2019 school year, students and staff will be empowered to strengthen the school-wide social-emotional environment and the GIS Community, in order to create a culture of belonging, safety, and respect toward one another, with an increase of 2% in each of these included areas according to the GIS Panorama Student Survey, by supporting the development of leadership behaviors in personal, school, and community contexts.





Results(Evidence)

Resources(Cost)


1.A In the promotion of the GIS School-wide Leadership Initiative, higher levels of leadership opportunities for all learners will be provided, including consistent universal leadership lessons in weekly Health classes, with follow up in We Lead, and deepened leadership roles in the building and the community, in an effort to promote a sense of belonging and a feeling of control of one's own learning.

Students with a proactive mindset, taking ownership for his/her own learning and life outcomes, exhibit an increase in confidence, sense of belonging, and overall social and academic achievement.

Student Leadership assessments

Universal and local Panorama assessmentdata

Referral data

Educational workshops for staff



PD for teachers


Daily opportunities

1.B B. Develop the school-wide culture of This is Your GIS - A sense of belonging for students and a feeling of control of one's own learning will be developed by offering opportunities for student input via student surveys for schedule creations, class and club options, safety practices, service projects, and environment improvements to best support student growth and address the data noted on the Panorama survey.

Monthly SST/Data conversations


Panorama Data


7 Habits Trainings for all staff

Collaboration regarding Health Curriculum weekly

Protected PLC time for professional development

Monthly staff meetings PLC and SIP collaborations

1C. Initiate and take steps toward becoming a Trauma-Informed School

Trauma can impact learning, behavior, and relationships at school. Understanding what trauma is and how Adverse Childhood Experiences (ACEs) impact students can transform instruction and how staff respond to behaviors that impact student learning.

Improved sense of self and environment as measured by GIS Panorama data

Professional development on Trauma Informed Classrooms and PLC reflection collaboration time

Professional development during School Improvement and in weekly Professional Learning Communities.

11/12/2018 44






Results(Evidence)

Resources(Cost)







2.B Provide explicit instruction and opportunities in content areas and We Lead classes for student individual and school-wide goal setting, action plan creation, visual awareness, and monitoring practices

Through goal setting, learner created action plans, and heightened visual awarenesses, students become the owners of their own learning. Research states that student goal setting promotes both engagement in learning and growth in academic achievement. School wide goal setting supports learners understanding of their roles in being a part of something larger than themselves.

Student Goal Setting Records

Formative Assessments

Universal Assessments

Common Assessments



PD for teachers

Leverage time weekly for PD and classroom lessons

Goal setting will occur after each pre assessment and following each universal assessment. Monitoring will occur daily, quarterly and after each assessment session for learners.

2.C.Implement MobyMax program to assist in goal setting and action plan creations and differentiation for all levels of learners

Component assesses and provides supportive differentiated enrichment and gap decreasing practices for individual students.

-Individualized goal setting and action plans-Grade level discussions to analyze the data outcomes


Ongoing

11/12/2018 45






Results(Evidence)

Resources(Cost)




-Data conversations during PLC regarding common assessment scores-Monthly SST-Universal data collection - three times a year

-Protect PLC/SIP time for Kid Day/Data Day no less than monthly. -Additional time for NWEA MAP training.

No less than monthly, during the 2018-2019 school year.

3.B Provide explicit instruction and opportunities in content areas and We Lead classes for student individual and school-wide goal setting, action plan creation, visual awareness and monitoring practices

Through goal setting, learner created action plans, and heightened visual awarenesses, students become the owners of their own learning. Research states that student goal setting promotes both engagement in learning and growth in academic achievement. School wide goal setting supports learners understanding of their roles in being a part of something larger than themselves.

Student goal setting records


Summative assessments

Common assessments



PD for teachers


Goal setting will occur after each pre assessment and following each universal assessment. Monitoring will occur daily, quarterly and after each assessment session for learners.

3.C.Implement MobyMax program to assist in goal setting and action plan creations and differentiation for all levels of learners

Component assesses and provides supportive differentiated enrichment and gap decreasing practices for individual students.

-Individualized goal setting and action plans-Grade level discussions to analyze the data outcomes


Ongoing

11/12/2018 46

Glenwood Intermediate SchoolSchool Improvement Goals

2017-2018MISSION VISION





VALUES AND BELIEFS







Goal 1: Academics will be high quality and engaging.Goal 2: Implement methodology and strategy that defines individualized success.




Section 1: Glenwood Intermediate School Improvement SMART Goals




11/12/2018 47

Section 2: Glenwood Intermediate School Scorecard




Goal 2: ELA 57.5% 63.0% 53.5%

Goal 3: Math 44.5% 50.0% 41.0%

11/12/2018 48

Glenwood Intermediate SchoolSchool Improvement Actions

2017-2018

GIS MISSION GIS MOTTO

At Glenwood Intermediate School we are a community of Titan Leaders, committed to serving others and leading

ourselves, by working hard and using all available resources to develop skills in problem solving,

collaboration, and communication, in order to become confident, independent learners for life.

GIS: We Lead First we lead ourselves, then we lead others.

Glenwood Intermediate School Improvement Leadership Team

Kim Cobb, Adrienne Crawford, Shea Moore, Mike Goin, Pam Hogan, Melisa Schable, Keeli Rasche, Eric Surges, Elizabeth Gregurich






Results(Evidence)

Resources(Cost)


1.A The GIS School-wide Leadership Initiative will provide higher levels of leadership opportunities for all learners, including universal leadership lessons and leadership roles in the building, in an effort to promote student accountability for their own learning and the development of a more positive and supportive school environment.

Students with a proactive mindset, taking ownership for his/her own learning and life outcomes, exhibit an increase in confidence and overall social and academic achievement.

Student Leadership assessments

Universal and local assessmentdata

Referral data

Educational workshops for staff



PD for teachers


Daily opportunities

1.B Provide professional development for staff to understand and incorporate the 7 Habits of Highly Effective People/Teens

Monthly SST/Data conversations



7 Habits Trainings for all staff

Protected PLC time for professional development

Monthly staff meetings PLC and SIP collaborations

11/12/2018 49






Results(Evidence)

Resources(Cost)


2.A Provide instruction and opportunities for student personal and school-wide goal setting and monitoring practices

Through goal setting students become the owners of their own learning. Research states that student goal setting promotes both engagement in learning and growth in academic achievement. School wide goal setting supports learners understanding of their roles in being a part of something larger than themselves.

Student Goal Setting Records

Formative Assessments

Universal Assessments

Common Assessments



PD for teachers

Leverage time weekly for PD and classroom lessons

Goal setting will occur after each pre assessment and following each universal assessment. Monitoring will occur daily for learners.

2.B Create opportunities in each curricular area for students to share their understanding by responding in writing, to all types of text with examples and models provided to illustrate expectation for meets/exceeds level of articulation

When students write in response to their reading, they are learning to construct meaning and developing their ability to think critically. Providing students with how to write through explicit instruction is supported by sharing what is expected through specifically illustrated models.

Formative assessment


Common assessments

Keyboarding curriculum

PD regarding meets and exceeds exemplars/model responses

Daily opportunities in all curricular areas

2.C Expect accountable talk to be consistently practiced in all settings to develop all learner engagement and critical thinking skills

Accountable talk engages students more deeply in classroom conversations. The practice stimulates higher order thinking and in helping students to learn, reflect and communicate their learning and understanding.



Common assessments





Daily opportunities in all settings

11/12/2018 50






Results(Evidence)

Resources(Cost)


3.A Provide instruction and opportunities for student personal and school-wide goal setting and monitoring practices

Through goal setting students become the owners of their own learning. Research states that student goal setting promotes both engagement in learning and growth in academic achievement. School wide goal setting supports learners understanding of their roles in being a part of something larger than themselves.

Student goal setting records



Common assessments



PD for teachers


Goal setting will occur after each pre assessment and following each universal assessment. Monitoring will occur daily for learners.

3.B Provide opportunities for students to explain their thinking both verbally and in written form, committing to allocating time for students to explain their thinking electronically in a minimum of one extended response per quarter, based on models/exemplars

Explaining thinking in written form, allows for learners to critically consider the problems to be solved. Practice typing thoughts provides practice in this expected output form.



Common assessments

Keyboarding curriculum

PD regarding meets and exceeds exemplars/model explanations

Verbal explanation of thinking will occur daily.

At least one time perquarter students will electronically explain thinking in an extendedresponse.

3.C Expect accountable talk to be consistently practiced in all settings to develop all learner engagement and critical thinking skills

Accountable talk engages students more deeply in classroom conversations. The practice stimulate higher order thinking and in helping students to learn, reflect and communicate their learning and understanding.



Common assessments


Accountable talk resources: professional books, display posters, etc.



Daily opportunities in all settings

11/12/2018 51

Glenwood Middle SchoolSchool Improvement Goals

2018-2019

MISSION VISION





VALUES AND BELIEFS








Achievement Vision: The District will develop and maintain rigorous programs that challenge students’ individual abilities.1.1. Goal: The delivery of the curriculum will be differentiated to meet the needs of all students.1.2 Goal: The District will continually evaluate programs to best monitor academic progress and maximize achievement of all students.


Target: Discuss the urgency for change to positively impact student achievement so the District can respond and take action to facilitate change. We will know we have been successful when Ball-Chatham CUSD has implemented a district-wide focus and all leaders work collaboratively toward implementing a system in which all students are positioned to attain individualized success and achievement.Instructional Focus: A district-wide commitment to increase student growth and achievement in articulating the understanding of information through explicit instruction of a coherent, content-rich curriculum as measured by state, local, and common grade-level assessments.

Section 1: Glenwood Middle School Improvement SMART Goals

Goal 1: SEL

Goal 1: During the 2018-2019 school year, staff and students will work together to create a climate that addresses and supports the social-emotional needs of students. The staff will provide strategies and tools to help students regulate their emotions and develop a growth mindset. GMS Students' "Growth Mindset" scores will increase from 3.4 to 3.6.

Goal 2: ELADuring the 2018-2019 school year, 80.5% of students will score at or above the 41st percentile on the Literacy NWEA MAP assessment, demonstrating a 2% increase in overall student growth and achievement from Fall 2018 to Spring 2019.


11/12/2018 52

Section 2: Glenwood Middle School Scorecard




Goal 2: ELA 60.0% 62.0% 59.0%

Goal 3: Math 49.5% 54.0% 52.5%



Goal 1: SELGrowth Mindset

3.4 3.6

Goal 2: ELA 78.5% 80.50%

Goal 3: Math 73.0% 75.0%

11/12/2018 53

Glenwood Middle School School Improvement Actions

2018-2019

Glenwood Middle School Improvement Leadership Team

Melissa Brooks, Chelsea Cox, Kenzie Dean, Kari Kath, Christine Lehnen, Jeff Reid, Jennifer Vespa, Chelsey Ziebler

Goal 1: During the 2018-2019 school year, staff and students will work together to create a climate that addresses and supports the social-emotional needs of students. The staff will provide strategies and tools to help students regulate their emotions and develop a growth mindset. GMS Students' "Growth Mindset" scores will increase from 3.4 to 3.6.





Results(Evidence)

Resources(Cost)


occur?)

1A. Develop and organize weekly activities and lessons that specifically address the Social-Emotional learning standards and build community.

Establishing a sense of belonging and community allows students to feel safe and connected. Students will maximize their learning potential when they are socially and emotionally healthy.

Improved behavior as measured by office referrals and student attendance

Increase the overall GMS Growth Mindset score from the Panorama results from 3.4 to 3.6 by the next school year

Professional development regarding social-emotional learning.

Collaboration time

Professional development during School Improvement days and in weekly Professional Learning Communities (Action Teams and Grade level teams)

1B. Initiate and take steps toward becoming a Trauma-Informed School

Trauma can impact learning, behavior, and relationships at school. Understanding what trauma is and how adverse childhood experiences impact students can transform instruction and how staff respond to behaviors that impact student learning.


Decrease in the number of students on the middle school needs assessment who indicate needing help in the categories of 'Solving problems and making good choices' and 'Managing conflict with others'

Data from SST referrals

Professional development on Trauma Informed Classrooms

Collaboration Time

Professional development during School Improvement and in weekly Professional Learning Communities.

1C. Build a sense of community and extend learning through service learning projects.

Establishing a sense of belonging and community allows students to feel safe and connected. Students will learn important soft skills necessary to become successful adults.

Projects developed through Titan Power Hour; student feedback; Panorama survey data

Community connections; partnerships with community organizations

During Titan Power Hour for the 2018-2019 school year

11/12/2018 54

Goal 2: During the 2018-2019 school year, 80.5% of students will score at or above the 41st percentile on the Literacy NWEA MAP assessment, demonstrating a 2% increase in overall student growth and achievement from Fall 2018 to Spring 2019.





Results(Evidence)

Resources(Cost)


occur?)

2A. Provide source-based analysis opportunities focused on the synthesis of multiple sources.

Drawing on two or more sources requires students to infer relationships between ideas and develop their own conclusions. Articulating their own conclusions gathered from complex text increases students' depth of knowledge.

Increased student achievement on MAP assessments Formative classroom assessments Weekly PLC collaboration and discussion of student progress

Professional development on the connection between writing and comprehension

Collaboration time

Instructional resources for teachers

Ongoing in each department for the 2018-2019 school year

2B. Integrate outside technology tools (i.e. Khan Academy and Moby Max) to extend, supplement, and remediate reading comprehension skills.

Outside technology tools such as Khan Academy and Moby Max provide additional instruction and practice based on student level of performance. Both tools utilize data from NWEA assessments and can provide specific skill instruction for individual students.

Increased student achievement on MAP assessments

Increased scores within the instructional assessment tools

Data analyzed during Kid Day and Team Discussions

SST referral data

NWEA training and Professional Development

Ongoing training and webinars through Khan Academy and Moby Max

Collaboration during team discussions

Technology workshops with instructional coaches

Ongoing in each department for the 2018-2019 school year

2C. Use data from fall NWEA assessments to assist students in identifying appropriate academic goals and steps to achieve them.

Setting goals helps students be accountable for every action or step they take. It makes learners aware of their actions and their efforts.

MAP assessment data, SST referral data

Collaboration time, Time with students to set appropriate goals

Review of data during cross-curricular team time and morning PLCs will occur each fall, winter, and spring. Goal setting and monitoring will be weekly during Titan Power Hour


11/12/2018 55





Results(Evidence)

Resources(Cost)


occur?)

3A: Increase student engagement and collaboration opportunities to articulate (verbally, written, or electronically) their thinking, reasoning, and understanding of concepts

Highly engaging activities and collaboration will stimulate higher-order thinking which will help students to learn, reflect on their learning, and communicate their knowledge and understanding.

Increased achievement on formative, summative, MAP assessments

Collaboration time

Professional development on new math resources

Ongoing in each department

3B: Adjust the current math curriculum and sequence to enhance retention by reviewing, spiraling, and providing cross-curricular exposures to mathematical concepts

Instructional decisions based on student needs will ensure that students are challenged and prepared for the next level of learning. Additionally, adjusting topics to flow coherently will help students to retain more as well as understand how topics are interrelated.

MAP data, formative and summative assessments

Collaboration time

Professional development related to NWEA MAP and student goal setting

Monthly during PLC and/or SIP time

3C. Integrate outside technology tools (i.e. Khan Academy and Moby Max) to extend, supplement, and remediate math application and calculation skills.

Outside technology tools such as Khan Academy and Moby Max provide additional instruction and practice based on student level of performance. Both tools can provide specific skill instruction for individual students.

Increased student achievement on MAP assessments

Increased scores within the instructional assessment tools

Data analyzed during Kid Day and team discussions

SST referral data

NWEA training and Professional Development

Ongoing training and webinars through Khan Academy and Moby Max

Collaboration during team discussions

Technology workshops with instructional coaches

Weekly during Titan Power Hour for the 2018-2019 school year

3D. Use data from fall NWEA assessments to assist students in identifying appropriate academic goals and steps to achieve them.

Setting goals helps students be accountable for every action or step they take. It makes learners aware of their actions and their efforts.

MAP assessment data, SST referral data

Collaboration time, Time with students to set appropriate goals

Review of data during cross-curricular team time and morning PLCs will occur each fall, winter, and spring. Goal setting and monitoring will be weekly during Titan Power Hour

11/12/2018 56

Glenwood Middle SchoolSchool Improvement Goals

2017-2018

MISSION VISION






VALUES AND BELIEFS












Section 1: Glenwood Middle School Improvement SMART Goals

Goal 1: SEL During the 2017-18 school year, all GMS staff will educate students on social and emotional skills to create a positive culture for learning.

Goal 2: ELA In the 2017-2018 school year, 62% of students in 7th and 8th grade will score at or above the 61st percentile on the Spring NWEA Map ELA, resulting in a 2% increase from Fall to Spring 2018.

Goal 3: Math In the 2017-2018 school year, 52% of students in 7th and 8th grade will score at or above the 61st percentile on the Spring NWEA Map Math, resulting in a 2.5% increase from Fall 2017 to Spring 2018.

11/12/2018 57

Section 2: Glenwood Middle School Scorecard




Goal 2: ELA 60.0% 62.0% 59.0%

Goal 3: Math 49.5% 54.0% 52.5%

11/12/2018 58

Glenwood Middle School School Improvement Actions

2017-2018

Glenwood Middle School Improvement Leadership Team

Caitlin Barrett, Melissa Brooks, Megan Gonzalez, Kari Kath, Traci Kimball, Lauren Meneghetti, Tina Root, Jeremy Venturini

Goal 1: During the 2017-18 school year, all GMS staff will educate students on social and emotional skills to create a positive culture for learning.





Results(Evidence)

Resources(Cost)


occur?)

1A. Provide professional development to the staff on the social emotional learning (SEL) standards and accountable talk

Students will maximize their learning potential when they are socially and emotionally healthy. Accountable talk has a direct correlation with students' social and emotional learning by reinforcing respectful conversations and behavior.


Decrease in the number of students on the middle school needs assessment needing help in the categories of 'Solving problems and making good choices' and 'Managing conflict with others'

Professional development

Collaboration time

Monthly during faculty meetings and/or SIP time

1B. Create a school wide mission statement encompassing social emotional and academic needs

A mission statement will provide a statement of purpose. It will serve as a guide for all decision making. This will help staff know what decisions and tasks best align with the mission of the school.

Completion of the mission statement

Improved behavior as measured by a reduction in office referrals

Professional development

School mission examples

Collaboration time

Completed by February 2018

11/12/2018 59

Goal 2: In the 2017-2018 school year, 62% of students in 7th and 8th grade will score at the 61st percentile or higher on the Spring NWEA MAP ELA resulting in a 2% increase from Fall 2017 to Spring 2018.





Results(Evidence)

Resources(Cost)


occur?)

2A. Provide source-based writing opportunities focused on the synthesis of multiple sources

Drawing on two or more sources requires students to infer relationships between ideas and develop their own conclusions. Articulating their own conclusions gathered from complex text increases students' depth of knowledge.

Increased student achievement on local and state assessments

Completion of a school-wide writing expectations rubric

Professional development on the connection between writing and comprehension

Collaboration time



2B. Utilize accountable talk to improve student articulation of understanding (verbally, written, and electronically)

Accountable talk and increased writing opportunities will allow students to practice higher order thinking when articulating, improve necessary communication skills, assist with reviewing and remembering material and increase depth of knowledge.

Increased student achievement on local and state assessments

Professional development for accountable talk, writing, and/or use of technology in the classroom

Collaboration time



Goal 3: In the 2017-2018 school year, 52% of students in 7th and 8th grade will score at the 61st percentile or higher on the Spring NWEA MAP Math resulting in a 2.5% increase from Fall 2017 to Spring 2018.





Results(Evidence)

Resources(Cost)


occur?)

3A: Use accountable talk to increase student engagement and collaboration opportunities to articulate (verbally, written, or electronically) their thinking, reasoning, and understanding of concepts

Accountable talk will stimulate higher-order thinking which will help students to learn, reflect on their learning and communicate their knowledge and understanding.

Increased achievement on formative, summative, local and state assessments

Professional development related to accountable talk, writing, and/or the use of technology in the classroom

Collaboration time

Professional development on new math resources


3B: Adjust the current math curriculum and sequence to enhance retention by reviewing, spiraling, and providing cross curricular exposures to mathematical concepts

Instructional decisions based on student needs will ensure that students are challenged and prepared for the next level of learning. Additionally, adjusting topics to flow coherently will help students to retain more as well as understand how topics are interrelated.

MAP data, formative and summative assessments, PARCC scores

Collaboration time

Professional development related to NWEA MAP and student goal setting

Monthly during PLC and/or SIP time

11/12/2018 60

Glenwood High SchoolSchool Improvement Goals

2018-2019

MISSION VISION

The Ball-Chatham School District, together with the community, develops the unique potential

of each student by providing quality, challenging, and engaging opportunities that

establish a foundation for lifelong success and positive contributions to society.


VALUES AND BELIEFS









1.1. Goal: The delivery of the curriculum will be differentiated to meet the needs of all students.

1.2. Goal: The District will continually evaluate programs to best monitor academic progress and maximize achievement of all students.


Target: Discuss the urgency for change to positively impact student achievement so the District can respond and take action to facilitate change. We will know we have been successful when Ball-Chatham CUSD has implemented a district-wide focus and all leaders work collaboratively toward implementing a system in which all students are positioned to attain individualized success and achievement.Instructional Focus: A district-wide commitment to increase student growth and achievement in articulating the understanding of information through explicit instruction of a coherent, content-rich curriculum as measured by state, local, and common grade-level assessments.

Section 1: Glenwood High School Improvement SMART Goals

Goal 1: SEL

During the 2018-2019 school year, staff, students, and the community will work together to identify and respond to the social-emotional needs of Glenwood High School students in order to support the growth and development of college and career ready individuals. The staff's "School Climate" rating and students' "Sense of Belonging" rating will increase favorably by 10% each, and major discipline referrals will decrease by 10%.

Goal 2: ELAGoal 2: During the 2018-2019 school year, 51.8% of 11th grade students will meet or exceed Illinois benchmarks on the Evidence-Based Reading and Writing (ERW) section of SAT, resulting in a 3% increase in college readiness skills when compared to the Spring 2018 cohort.

Goal 3: MathDuring the 2018-2019 school year, 50% of 11th grade students will meet or exceed Illinois benchmarks on the Math section of SAT, resulting in a 3% increase in college readiness skills when compared to the Spring 2018 cohort.

11/12/2018 61

Section 2: Glenwood High School Scorecard

2017-2018

Spring 2017 Data Spring 2018 Projection Actual Outcome


Goal 2: ELA 46% 49% 48.70%

Goal 3: Math 47% 50% 46.40%

2018-2019

Spring 2018 Data Spring 2019 Projection Actual Outcome

Goal 1: SEL

School Climate

47% 57%

Sense of Belonging

33% 43%

5845 Major Discipline Referrals 5260 Major Discipline Referrals

Goal 2: ELA 48.70% 51.80%

Goal 3: Math 46.40% 50.00%

11/12/2018 62

Glenwood High SchoolSchool Improvement Actions

2018-2019

Glenwood High School Improvement Leadership Team

Douglas Szcinski, Carolyn Jones, Ryan Green, Dale Wiedeman, Jay Lipe, Marcia Crossland, Noel Clevenger, Cheryl Mullen, Julie Korte, Gina Campbell, Ari Curtis, Mike Janke, Janelle Voss, Brent Duggins

During the 2018-2019 school year, staff, students, and the community will work together to identify and respond to the social-emotional needs of Glenwood High School students in order to support the growth and development of college and career ready individuals.

SUB-GOAL #1 of 3: Teacher Focused - Increase job satisfaction - by taking 6 key questions from the teacher/staff survey and improving the combined favorable percentage by 10%. (Critical Questions - S2 Q3; S2 Q5; S2 Q6; S3 Q2; S9 Q5; S11 Q2) - link to Critical Questions: https://docs.google.com/document/d/1arcMBbNXD_3BZ13xGDXCq8aUKF7ekRQm3x1N8Sbmlto/edit?usp=sharing





Results(Evidence)

Resources(Cost)


occur?)

Reimplement the Titan Ticket Program

This program will allow for a variety of activities to occur such as free jean days, preferential parking, having an administrator cover a teacher's class, etc.

Described in the goal above

Varies - supplemented by allocated funds administration

November 1st - Spring 2018

Design and implement more activities for teacher appreciation/stress relief/mindfulness/verbal appreciation, praise and shout-outs

This will allow for the ability to bring to light all of the positive things being done and allow them to be reinforced and promoted.




Coordinate events for teacher get-togethers to promote connectivity (ex: school &/or dept. sponsored breakfasts, common eating area at lunch, after school get togethers, Holiday parties, etc. )

This will allow the ability for staff members to interact more regularly with staff members that they don't normally get the chance to; this may promote connectivity and sense of belonging.




11/12/2018 63

SUB-GOAL #2 of 3: Student Focused - Increase Student Connectivity by increasing the overall "Sense of Belonging" category average in Panorama Data from 33% to 43% (an increase of 10%).





Results(Evidence)

Resources(Cost)


occur?)

Reimplement the Titan Ticket Program

TItan Tickets allow teachers to recognize students who demonstrate Titan traits other than just academics. Students who don't typically get recognized either for academics or athletics are recognized/appreciated as well.




Continue the Titan SOS program, themed weeks (ex: Safety Week, Mental Health Awareness Week, etc.)

When students feel their particular situation, or difficulty is being addressed &/or recognized, they are more likely to feel like they belong.




Continue Titan of the Month

Student recognition and recognition of positive accomplishments will assist in increasing sense of student connectivity.




Perform connection activities (both teachers reflecting on students and students reflecting on teachers)

While teachers may feel they have a connection with various students, it's really the student's perspective that's important.




Promote the creation of positive affirmation artwork and paintings done in the school (like the "perseverance" painting in the West hallway)

Positive affirmations seen in a larger capacity throughout the school would promote a better sense of well-being and support.




SUB-GOAL #3 of 3: Student Focused - Reduction of Major Disciplinary Referrals (1 Hr Detentions and higher) by 10% this year.Description of Proposed

Action/Activity(What is going to be done to

address this goal?)



Results(Evidence)

Resources(Cost)


occur?)Whenever writing a 'Written Warning' or higher, make sure that a phone call is placed to parents upon each event.

Parents/guardians are our partners in disciplinary matters; they can often help us "nip" problems "in the bud"




Teachers and staff will be mindful about making connections with kids

Students who feel connected are less likely to act out/more likely to want to please their teachers.




Presentations will be created and shared with students to focus on celebrating successes as well as addressing expectations of appropriate behavior

Students need visual reminders as well as verbal reminders about what is/isn't acceptable behavior, attire, etc. In addition, students generally want their efforts to be acknowledged.




11/12/2018 64

Goal 2: During the 2018-2019 school year, 51.8% of 11th grade students will meet or exceed Illinois benchmarks on the Evidence-Based Reading and Writing (ERW) section of SAT, resulting in a 3% increase in college readiness skills when compared to the Spring 2018 cohort.





Results(Evidence)

Resources(Cost)


occur?)

2.A. Implement SAT-type question stems into our common assessments and through weekly practice lessons.

Giving students more frequent opportunities to work with and identify question stems will allow them to acquire and identify specific SAT questions and ways to answer them.

PSAT / SAT Scores$250 Official SAT Study Guide (12 Copies)

Ongoing

2.B. Utilize Khan Academy diagnostic assessments to guide instruction and supports to increase college readiness

Khan Academy linked with PSAT data will give students specific lessons and differentiation.. The multiple content programs are directly linked to preparing students for the SAT.

PSAT / SAT Scores None Ongoing

2.C. Implementation of Latin Roots through elective course content.

Electives teachers are working with all students in the school in some capacity. They are teaching one Latin Root a week through their content, decided during PLC time, to assist students in the expansion of the language and hundreds of words.

PSAT / SAT Scores None Ongoing

2. D. Implementation of weekly Danielson based classroom walkthrough informals by administration at GHS.

Provides teachers with real time feedback on their instruction and student engagement to ensure student centered activities and recommendations for improvement.

The number of Informal Walkthroughs throughout the year

None Ongoing

11/12/2018 65

Goal 3: During the 2018-2019 school year, 50% of 11th grade students will meet or exceed Illinois benchmarks on the Math section of SAT, resulting in a 3% increase in college readiness skills when compared to the Spring 2018 cohort.





Results(Evidence)

Resources(Cost)


occur?)

3.A. Expect all students to be engaged with each other and their learning through the use of specific feedback and intentional discussion techniques to describe, justify, and validate their understanding of math computation, processes, and concepts verbally and in written form.

Allowing students to frequently explain their thinking to one another, along with evaluating, justifying, and verifying their math processes, (verbally, electronically, and in written context) will help them acquire, show proficiency, and demonstrate mastery in math concepts and application

PSAT/SAT

A decrease in the number of students taking remedial Math courses at the Junior College level.

None Ongoing

3.B. Utilize Khan Academy diagnostic assessments to guide instruction and supports to increase college readiness. Link students accounts with prior PSAT / SAT Scores

Khan Academy initiates student engagement through an initial diagnostic assessment. After completing the assessment, the program automatically levels each student's learning based upon needs identified in the diagnostic test. The multiple content programs are directly linked to preparing students for the SAT.

Results from the Spring 2019 PSAT/SAT scores

None Ongoing

3.C. Implementation of weekly Danielson based classroom walkthrough informals by administration at GHS.

Provides teachers with real time feedback on their instruction and student engagement to ensure student centered activities and recommendations for improvement.

The number of Informal Walkthroughs throughout the year

None Ongoing

11/12/2018 66

Glenwood High SchoolSchool Improvement Goals

2017-2018

MISSION VISION

The Ball-Chatham Community Unit School District, a recognized leader in progressive

education, engages and equips all students to achieve their unique potential through broad

and diverse learning experiences.



VALUES AND BELIEFS












Section 1: Glenwood High School Improvement SMART Goals

Goal 1: SELDuring the 2017-2018 school year, staff, students, and the community will work together to identify and respond to the social-emotional needs of Glenwood High School students in order to support the growth and development of college and career ready individuals.

Goal 2: ELAGoal 2: During the 2017-2018 school year, 49% of 11th grade students will meet or exceed Illinois benchmarks on the Evidence-Based Reading and Writing (ERW) section of SAT, resulting in a 3% increase in college readiness skills when compared to the Spring 2017 cohort.

Goal 3: MathDuring the 2017-2018 school year, 50% of 11th grade students will meet or exceed Illinois benchmarks on the Math section of SAT, resulting in a 3% increase in college readiness skills when compared to the Spring 2017 cohort.

11/12/2018 67

Section 2: Glenwood High School Scorecard

2017-2018Spring 2017 Data Spring 2018 Projection Actual Outcome


Goal 2: ELA 46% 49% 48.70%

Goal 3: Math 47% 50% 46.40%

11/12/2018 68

Glenwood High SchoolSchool Improvement Actions

2017-2018

Glenwood High School Improvement Leadership Team

Russ Tepen, Christine Lehnen, Ryan Green, Dale Wiedeman, Jay Lipe, Marcia Crossland, Noel Clevenger, Cheryl Mullen, Julie Korte, Gina Campbell, Ari Curtis, Mike Janke, Janelle Voss, Brent Duggins

Goal 1: During the 2017-2018 school year, staff, students, and the community will work together to identify and respond to the social-emotional needs of Glenwood High School students in order to support the development of college and career ready individuals.





Results(Evidence)

Resources(Cost)


occur?)

1.A. Implement supports for students transitioning from the middle school and other schools to Glenwood High School

Students who make an essential connection to a peer(s) and/or adult are substantially more likely to attend regularly, become involved in school activities, and graduate on time with their class.

Several data points to be analyzed including attendance, office discipline referral (ODR), grade distribution, and number of students who remain on course to graduate with their class

Professional Development Ongoing

1.B. Provide professional development opportunities for staff on the social emotional learning (SEL) standards and student engagement strategies

Using a variety of discussion techniques promotes the utilization of skills taught in SEL standards and requires students to articulate their understanding of concepts.

Reduction in ODRs as a result of keeping students frequently engaged and on-task

Professional Development

Formative, summative state and local assessments

Ongoing

11/12/2018 69

Goal 2: During the 2017-2018 school year, 49% of 11th grade students will meet or exceed Illinois benchmarks on the Evidence-Based Reading and Writing (ERW) section of SAT, resulting in a 3% increase in college readiness skills when compared to the Spring 2017 cohort.





Results(Evidence)

Resources(Cost)


occur?)

2.A. Utilize Khan Academy diagnostic assessments to guide instruction and supports to increase college readiness

Khan Academy initiates student engagement through an initial diagnostic assessment. After completing the assessment, the program automatically levels each student's' learning based upon needs identified in the diagnostic test. The multiple content programs are directly linked to preparing students for the SAT.

Results from the Spring 2018 SAT scores, localized assessments, and frequent informal assessments will show student progress and growth

Instructional time devoted to administer the diagnostic assessment

Commit PLC time for professional development to staff on Khan academy and goal setting

Commit PLC time for data discussions to guide instruction

Begin diagnostic programming this fall

Weekly practice for the remainder of the year

2.B. Create rigorous learning opportunities requiring students to be engaged with each other and the learning to justify and verify their thinking and understanding of informational text through discussions, collaborations, and writing

Giving students more frequent opportunities to respond (verbally, electronically, and in written context) will allow them to acquire more critical thinking skills, and asking them to rationalize and justify their logic will build articulation skills.

Increased student achievement on formative and summative assessments.

A decrease in the number of students taking remedial courses at the Junior College level.

Devote PLC time to professional development on student engagement and writing strategies

Commit time to incorporate student engagement strategies and evidence-based reading and writing opportunities

Ongoing

11/12/2018 70

Goal 3: During the 2017-2018 school year, 50% of 11th grade students will meet or exceed Illinois benchmarks on the Math section of SAT, resulting in a 3% increase in college readiness skills when compared to the Spring 2017 cohort.





Results(Evidence)

Resources(Cost)


occur?)

3.A. Utilize Khan Academy diagnostic assessments to guide instruction and supports to increase college readiness

Khan Academy initiates student engagement through an initial diagnostic assessment. After completing the assessment, the program automatically levels each student's learning based upon needs identified in the diagnostic test. The multiple content programs are directly linked to preparing students for the SAT.

Results from the Spring 2018 SAT scores

Instructional time devoted to administer the diagnostic assessment

Commit PLC time for professional development to staff on Khan academy and goal setting

Commit PLC time for data discussions to guide instruction

Begin diagnostic programming this fall

Weekly practice for the remainder of the year

3.B.Expect all students to be engaged with each other and their learning through the use of specific feedback and intentional discussion techniques to describe, justify, and validate their understanding of math computation, processes, and concepts verbally and in written form.

Allowing students to frequently explain their thinking to one another, along with evaluating, justifying, and verifying their math processes, (verbally, electronically, and in written context) will help them acquire, show proficiency, and demonstrate mastery in math concepts and application

Increased student achievement on formative and summative assessments.

A decrease in the number of students taking remedial Math courses at the Junior College level.

Devote PLC time to professional development on discussion, feedback, and writing strategies

Commit time to incorporate discussion strategies and writing opportunities

Ongoing

Ball-Chatham Community Unit School District 5€¦ · Ball-Chatham Community Unit School District 5...

Documents

Transcript of Ball-Chatham Community Unit School District 5€¦ · Ball-Chatham Community Unit School District 5...