Hazelwood El. Year: 2016-2017 - Edmonds School...

Edmonds School District

School Improvement Planning Process Each Student Learning, Every Day!

Updated 10/15/2016

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School Name: Hazelwood El. Year: 2016-2017

School Theory of Action/Target Area

If the Hazelwood Community continues to deepen our learning, build

knowledge and apply a Growth mindset and feedback in Using Assessment

in Instruction to allow our students optimal experiences to Make Sense of

Problems and Persevere in Solving Them;

Then our students will demonstrate greater conceptual and procedural

understanding of mathematics and grow as mathematicians, and ultimately

as cross content learners.



Updated 10/15/2016

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Whole School Achievement Goal- As a result of this action:

Compared to Hazelwood’s 2015-2016 Grade 3-6 SBA results in mathematics, 10% fewer students will score

below standard on our 2016-2017 SBA Mathematics results.

Achievement Gap:

Identified English Language Learners (ELL)

Updated June 28, 2016

Measurement/Assessment: 2015-2016 & 2016-2017 School Year SBA Mathematics

Goal: Reduce by 10% the number of students not meeting standard on the Math SBA.

Student Group

2015-2016

Current below standard

Identified Gap

(Comparison B minus Comparison A)

2016-2017

Goal below standard

(reduce by ~10%)

Grade # % Grade % Grade # %

Comparison Group A

ELL 2015-2016

3 8/11 73% 3 39% 3 7/11 65.7%

4 10/13 77% 4 39% 4 9/13 69.3%

5 6/9 67% 5 26% 5 5/9 60.3%

Comparison Group B

Not ELL

2015-2016 (Includes students

exited from ELL)

3

23/68 34% 3

4 22/58 38% 4

5 24/59 41% 5

All Students

SBA

3 31/79 39% 3 28/79 35.1%

4 32/71 45% 4 28/79 40.5%

5 33/68 44% 5 27/68 39.6%



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Strategic Direction Focus Areas:

You may choose to select one or more of the other options in addition to Effective Learning for

All Students.

☒ Effective Learning for All Students

☒ Equity of Opportunity

☒ P-3rd Grade Early Learning

☐Graduates Who Are Ready for Life

Specific Strategic Direction Indicators of Focus:

● Students meeting or exceeding grade-level standards in mathematics, and growth.

● Staff trained in highly effective practices for engaging students.

● Staff trained in equity and inclusive classroom practices professional development.

School Vision/Mission:

It is the mission of the Hazelwood Elementary program to provide a safe, and nurturing

environment in which each person is entitled to courtesy, respect and dignity. This environment

will provide a variety of learning experiences which challenge each student to become a

responsible, motivated, and engaged learner who will be well prepared to progress at his/her

personal best through future educational experiences.



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School Demographics:

Enrollment

October 2014 Student Count 506

May 2015 Student Count 518

Gender (October 2014)

Male 270 53.4%

Female 236 46.6%

Race/Ethnicity (October 2014)

Hispanic / Latino of any race(s) 106 20.9%

American Indian / Alaskan Native 3 0.6%

Asian 87 17.2%

Black / African American 29 5.7%

Native Hawaiian / Other Pacific Islander 1 0.2%

White 236 46.6%

Two or More Races 44 8.7%

Special Programs

Free or Reduced-Price Meals (May 2015) 178 34.4%

Special Education (May 2015) 77 14.9%

Transitional Bilingual (May 2015) 85 16.4%

Migrant (May 2015) 0 0.0%

Section 504 (May 2015) 17 3.3%



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Other Information (more info)

Unexcused Absence Rate (2014-15) 127 0.2%

Attendance: HWE Avg. # absences = 7.84 (student absences per year)

HWE Avg. # unexcused absences .55 (student unexcused absences per year)

HWE Avg. # tardies 2.43 (student tardies per year)

Discipline: SWIS Data Averages 2010-2016 indicates

88% Students are Tier 1 SEL



Staff:

34 teachers (4 NBCT); 20 para-educators (2 Braillists)

Parent, Family, and Community Engagement in this Plan:

● Monthly PTA board meeting w/principal/asst. principal

● Meetings with PTA Board members

● Curriculum Night information

● Parent-Teacher-Student Conferences

● Student participation in contests (e.g. local M.L.King Jr. Writing Contest)

● Grade level family/community related writing projects

● “Coffee” mornings with Principal/Family Engagement Liaison

● Student writing portfolio presentations

● Open House

● Latina Moms’ Group

● Fitness programs (Before/After/During School)

● Home connection for new writing curriculum

● Translations/Interpreters of materials in home languages

● School Website

● Monthly Newsletter to parents (HWE Highlights)



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Review and Analysis of Data: Check all data reviewed and analyzed that determined your Strategic Direction focus area(s) and your school target.

☒State Assessments

☒District Assessments

☒School Assessments

☒Classroom Assessments

☐SAT/ACT

☐AP/IB/CHS/Tech Prep

☐CTE Industry Certification

☐Graduation Rate

☒ Attendance Data

☐ Other:

☒Discipline Data

☒Staff Perceptual Data

☒Student Perceptual Data

☒Parent Perceptual Data

Summary of strengths or greatest progress based on the data:

62% of grade 3rd and 4th grade students were above standard in the SBA Math results for the 2015-2016.

Students achieved student growth goals set by teachers.

Prioritized areas of opportunity or greatest challenge based on the data:

● Grades 3-6 ELL students were significantly lower on SBA Math than non-ELL students.

● Grades 3-6 ranged between 55 % and 62% below standard in mathematics on 2015-2016 SBA ● 56 % Grade 5 students scored below standard in mathematics on 2015-2016 SBA.



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Grade Level/Specialist/Department Goals aligned to the School Target Area and Goal:

Kindergarten

Continuous Improvement Process The continuous improvement of public schools is essential in providing increased student performance and quality results.

Innovative, exemplary, and research-based programs, coupled with professional development, focused and aligned

resources, and community participation in decision making and planning are essential elements in improving schools. The

improvement process assesses the current reality of a school. It provides space for a school to identify its strengths as well

as its opportunities for growth and improvement. The continuous improvement cycle allows for implementation of

strategies, activities and assessments, and evaluates the school’s progress toward achieving its focus and meeting its goals.

This tool is designed to be a living, breathing document that can be easily accessed, monitored and adjusted and emphasizes

continuous growth allowing educators an opportunity to address immediate instructional and management issues by helping

define and manage the variety of connections among people, resources, information and data. This process empowers

educators and stakeholders to collaborate in order to help schools make data-driven, research-based decisions focused on

making an unmistakable impact on how teachers teach and how students learn.

Grade Level/Department/Team: Staci Barta, Elissa Lehman, Sara Hedges, Theresa Schroers

Goal: We will facilitate mathematical conversations with and among students (with both small groups and

whole class) encouraging students to share their problem solving ideas, thinking and strategies so that our

students will demonstrate greater conceptual and procedural understanding of mathematics

We will measure this formatively by:

We will measure this formatively using checklists and anecdotal notes taken during whole class and small

group instruction/discussions.

We will measure this summatively by:

We will measure this summatively using end of unit teacher made problem solving rubrics.

Action steps we will take to meet our goal:

· Attend district “Ambitious Math Adventures” PD events

· Grade level PLC around math and problem solving

· Work on developing “math talks” to use in our classrooms

Technology-This is how we will utilize technology to meet our goal:

We will watch Math-Talk videos during our grade level PLCs, use Google Drive to share resources and ideas.



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Grade Level/Specialist/Department Goals aligned to the School Target Area and Goal: 1st Grade












Grade Level/Department/Team: Linnea Meenderinck, Sandy Engel, Kyle Sellevold

Goal: We will increase math fact fluency for all first and second graders.


We will measure this formatively using… weekly timed fact fluency assessments, math centers focusing on

addition/subtraction facts, classroom observations, anecdotal notes, and guided small group instruction.


We will measure this summatively using… Quick quizzes, end of unit test assessments, Pre and Post Fact test,

and Moby Max

Action steps we will take to meet our goal: Weekly grade level meetings to discuss student data, use hands on

games and materials to increase student interest and success.


We will…use Moby Max, Khan Academy, and Think Central



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Grade Level/Specialist/Department Goals aligned to the School Target Area and Goal: 2nd Grade












Grade Level/Department/Team: Joel Burrows, Christina Ginosatis, Tim Spurgeon

Goal: We will increase math fact fluency for all first and second graders.


We will measure this formatively using… weekly timed fact fluency assessments, math centers focusing on

addition/subtraction facts, classroom observations, anecdotal notes, and guided small group instruction.


We will measure this summatively using… Quick quizzes, end of unit test assessments, Pre and Post Fact test,

and Moby Max

Action steps we will take to meet our goal: Weekly grade level meetings to discuss student data, use hands on

games and materials to increase student interest and success.


We will…use Moby Max, Khan Academy, and Think Central



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Grade Level/Specialist/Department Goals aligned to the School Target Area and Goal: 3rd Grade












Grade Level/Department/Team: Michelle Hayes, Dawn Senya, Mandy Harris, Tim Spurgeon

Goal: To improve multiplication and division problem solving.


Students will solve multiplication and division word problems using exit tickets, quick check-ups and in-class

observations.


Unit tests and the end of the year SBA Math scores


Providing engaging math activities to teach multiplication and division problem solving. In addition, providing

repeated practice during our 70 minute math block.


Providing at home and in-class practice utilizing Moby Max and a pilot program called Dream Box.



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Grade Level/Specialist/Department Goals aligned to the School Target Area and Goal: 4th Grade












Grade Level/Department/Team: Eileen Cuba, Debbie Lindgren, Mary Cingcade

Goal: If Fourth grade students will apply a Growth mindset to Make Sense of Problems and Persevere in

Solving Them; Then our students will demonstrate greater conceptual and procedural understanding of

mathematics and grow as mathematicians.


-- Problem-Solving Strategy papers (graphic organizer)

--Self-reflections on growth in problem-solving

--Self-reflections and discussions on applying a growth mindset in mathematics and demonstrating

perseverance


--by comparing pre- and post-assessments of the Problem-Solving Strategy paper using a rubric

--a summative assessment in which students will independently apply problem-solving without use of the

graphic organizer



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Grade Level/Department/Team: Matt Harrow, Adah Masaoka, Hannah LaMont

Goal: We will… provide best practices math instruction focused on problem-solving that engage students in

multiple opportunities to improve.


· Quick Quizzes (Math Expressions)

· Exit tickets,

· In-class observation of students.


· Math Expressions Unit Assessments

· Problem-Solving Assessments

· SBA results.


· Provide regular, in-class problem-solving activities

· Teach a variety of strategies to solve problems

· Collaboratively develop success criteria for standard problem-solving


· IXL/Moby Max/ Instructional videos, ex: Khan Academy/Google Classroom (ex: resources)



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Grade Level/Department/Team: Matt Harrow, Aaron Gaines, Carol Iwasaki

Goal: We will… provide best practices math instruction focused on problem-solving that engage students in

multiple opportunities to improve.


· Quick Quizzes (Math Expressions)

· Exit tickets,

· In-class observation of students.


· Math Expressions Unit Assessments

· Problem-Solving Assessments

· SBA results.


· Provide regular, in-class problem-solving activities

· Teach a variety of strategies to solve problems

· Collaboratively develop success criteria for standard problem-solving


· IXL/Moby Max/ Instructional videos, ex: Khan Academy/Google Classroom (ex: resources)



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Grade Level/Specialist/Department Goals aligned to the School Target Area and Goal:

“Initials” Group (ELL, LS, VI, IS)












Grade Level/Department/Team: Amy Skachkov, Louise Palmer, Jamie Baggett, Cathy Reighter, Katie

Lundstrom, Christine LaSalle

Goal: If we utilize developmentally appropriate, student-friendly curriculum and assessments, then students

will improve in their knowledge of basic math facts by utilizing graphs, in which students self monitor their

progress.

We will measure this Formatively by:

Collecting student work samples and reports

We will measure this Summatively by:

Examine Pre- and Post-Assessment data for improvement of math facts


● Examine student work samples

● Select or modify reports based on individual student needs and developmental level

● Teach students how to use graphs to self-monitor.

● Meet monthly with team to collaborate and discuss progress of students


Students will have an option to use online math programs to learn and practice math facts

Students will have the option to show their learning and growth in math facts by presenting

progress/growth via technology forum



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Grade Level/Specialist/Department Goals aligned to the School Target Area and Goal: Specialists












Grade Level/Department/Team: Scott Boyce, Sarah Moyer, Tina Whicker

Goal: If we teach and give opportunities for Growth Mindset and use (best practices within our disciplines)

feedback, then our students will our students will demonstrate greater conceptual and procedural

understanding in our disciplines and grow as cross content learners.

We will measure this Formatively by:

Observing student performances

We will measure this Summatively by:

Recorder assessment

CBA


● Emphasize/Teach Growth Mindset

Provide Feedback, which improves a Growth Mindset


● Students will



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Action Plan for the School to Address the Target Area to in order to meet the Achievement Goals:

Learning Opportunities for Students Description of the Learning

Opportunity

Schedule

As part of progress monitoring, what are you doing to help

students who are still struggling?

Feedback, Teach Growth

Mindset, Small Group &

Individual Instruction,

Technology tools,

Daily/Weekly

As part of progress monitoring, what are you doing for

students who are meeting or exceeding standards?

Small Group, Enrichment

activities, specialized

homework, STEM

Daily/Weekly

Describe how your school addresses the physical, emotional,

and intellectual safety conditions that allow for effective

teaching and learning to take place.

Culture and Climate team/SEL

Second Steps/Steps to Respect

Responsive classroom

Digital Citizenship

PBIS (Hazelwood Way)

Love and Logic

Incident Command

Team/Emergency

Preparedness

Daily

Monthly PD

Learning Opportunities Provided for Staff Specific to the

School Target

Description of the

Learning Opportunity Schedule

Whole staff learning opportunities to support the focus

and intentionality of this Goal.

Using assessment in

instruction (Growth

Mindset/Feedback)

Non-student designated

building time

Wednesday Morning

meetings/PD

First Wednesday of the

month all staff PD

Once a month

Small group, individual, voluntary learning

opportunities to support the focus and intentionality of

this Goal.

“Administrative” directed

staff PD

Collaborative A & B

Time

Once a month on

Wednesdays



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Initial Ideas

Teacher Practices Student Practices

Teachers teach Growth Mindset vs. Fixed

Mindset for learning (2b, 1e, 3c).

Students engage in learning opportunities, so

as to demonstrate proficiency for Growth

Mindset

Teaches provide feedback in mathematics,

which builds Growth Mindset (1c, 1f, 3a, 3d)

Students change their work in mathematics

due to feedback.

Teachers identify ELL students in mathematics

and provide small group and/or individual

instruction. (1b, 3c, 3e, 3d)

ELL students receive small group and/or

individualized instruction in mathematics



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Hazelwood Meetings Schedule 2016/17: A Calendar for Learning Together

Non-Student Days 7:30 AM – 3 PM (11 AM Lunch)

Wednesdays before school 8:20 AM – 9AM

Early Release Days Dismissal 12:20 PM

PD to be scheduled for: Growth Mindset, Feedback, SIOP(ELL), Equity/Culturally Responsive Classrooms, Mathematics,

Technology, SEL, etc.

Date Conversation specific to…

Wed., August 31 (7:30 AM – 3

PM)

District/Building

Thur., September 1

(7:30 AM – 3 PM)

Individual/Individual

Tue., September 6 (8:30 AM – 4

PM)

3-4 PM “Meet & Greet”

Building/Individual/Building

September 7 First Day of School –

No Staff Meeting

September 14 Collaborative A - TPEP

September 21 All-Staff Meeting – SEL/CPS

September 28 Collaborative B

Fri., September 30

Early Release

Building

Growth Mindset/Feedback/TPEP

October 5 All-Staff Meeting - SAFETY



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October 12 Collaborative A

October 19 ELL/SIOP Training

Fri., October 21 - Non-Student

Day

(7:30 AM – 3 PM)

Collaborative/Individual

October 24-28

Early Release

Parent-Student-Teacher Conferences

November 2 All-Staff Meeting: TBD

November 9 Collaborative A

November 15 District Math Training: Three Act

Tasks

November 16 Math: Follow-Up

November 23 No School

December 7 All-Staff Meeting: TBD

December 9

Early Release

Building

Growth Mindset

Feedback

December 14 Collaborative B

December 19 – Jan. 2 Winter Vacation



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January 4 All-Staff Meeting

January 11 Collaborative A

January 18 TBD

January 24 District Math Training:

Contemplate then Calculate

January 25 Collaborative B

Thursday, January 26

Early Release

Individual

Friday, January 27 (7:30AM –

3 PM )

Individual/Individual

February 1 No Meetings

February 8 Math: Follow-Up

February 10

Early Release

Building: Growth Mindset, Feedback

February 15 Collaborative A

February 22 TBD



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March 1 Collaborative B

Math 7 District Math Training: Quick Images

March 8 All-Staff Meeting

March 15

Early Release

Collaborative A


March 16

Early Release


Friday, March 17

Early Release

Building (conferences)

SIOP

March 22 TBD

March 29 Collaborative B

April 5 Spring Vacation – No School

April 12 All-Staff Meeting

April 19 Collaborative A

April 25 District Math Training: Number

Strings

April 26 Math Follow-Up

May 3 Collaborative B

May 10 All-Staff Meeting



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Friday, May 12 (7:30 AM – 3

PM)

I/B - SIP Review/Celebration/Planning

May 17 Collaborative A

May 23 District Math Training:

True/False Equations

May 24 Math Follow-Up

May 31 Collaborative B

June 7 All-Staff Meeting

June 14 Collaborative A

June 21 TBD

Thursday, June 22 LAST DAY

Early Release

Hazelwood El. Year: 2016-2017 - Edmonds School...

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