School Improvement Plan

Cold Springs Elementary School Continuous Improvement Plan 2014-15


 READING

 MATH

 CULTURE

 TRANSITIONS

 LANGUAGE ACQUISITION

GOALS:

80% of All Students will demonstrate a proficiency in comprehension in Reading by 05/16/2014 as measured by scoring at or above the 40th percentile on STAR Reading Assessment.




80% of All Students will demonstrate a proficiency in mathematical reasoning in Mathematics by 05/23/2014 as measured by performing at or above the 40th percentile on STAR Math assessment.


Develop a positive learning environment.



Collaborate to assist students in transitioning from previous school setting to current school setting by 05/29/2015 as measured by parent and student feedback/response

53% of English Learners students will demonstrate a proficiency in achieving Adequate Progress in Language Acquisition (APLA). TO MEET AMOA-B: The number of ELL students school wide attaining English Proficiency will be at least 19% in English Language Arts by 05/29/2015 as measured by ACCESS for ELLs.


STRATEGY 1:

Comprehension strategies -

Reading comprehension strategies and skills will be taught to all students.


Teachers will implement strategies to enhance critical thinking and higher order reasoning skills.


Leader in Me - Utilize the "Leader in Me" concepts across the curriculum.

Kindergarten transition - Preschoolers will be transitioned into the kindergarten setting.

Examine School Wide ELL Data for Student Goals - EL teacher will engage in student goal setting for ELLs who did not achieve AMAO-A and/or AMAO-B during the 2013-2014 school year.

ACTION STEPS:

Train teachers in grades 3-8 in the use of comprehension strategies across content areas

Teachers will implement comprehension strategies across the curriculum by following the explicit instruction model of "I do, we do, you do"

Monitor the implementation of comprehension strategies in content areas through walk through, grade level meetings, RtI meetings, and student progress.


Teachers will receive training on the use of questioning strategies to enhance critical thinking and higher order reasoning skills.

Increase the use of formative assessment to monitor student progress during the instructional process.

Implement explicit instruction using the "I do, we do, you do" model daily.


Read "The Leader in Me" and participate in ongoing grade level, faculty meetings, and/or professional learning communities to develop ways to embed the Leader in Me concepts into curriculum.

Provide direct instruction regarding the 7 Habits of Highly Effective People.

Implement and/or embed the 7 Habits across the curriculum.

Monitor the use of Leader in Me concepts.

Faculty and staff will participate in 3 days of training regarding the 7 Habits of Highly Effective People.

Teachers will participate in an Implementation Day training which focuses on how to use the Leader in Me process in the classroom daily.

Headstart students visit kindergarten classrooms in the spring before entering kindergarten in the fall.

At kindergarten pre-registration, pre-school students will receive vision screening, hearing screening and readiness assessment.

 At the beginning of school, the EL teacher will review and analyzecomprehensive data for identified Limited English Proficient (LEP) students who have not achieved AMAO-A and/or AMAO-B and will collaborate these findings with the EL committee.


STRATEGY 2:

Skill specific instruction - Teachers in grades K-8 will implement intervention which targets specific skill areas.


Skill specific instruction - Students identified as Tier 3 on STAR Math assessment will receive skill specific intervention at least 3 times per week.


Orientation - Eighth grade students will receive an orientation/visit to the high school in the spring to assist with the students' transition to the high school setting in the fall.

Collaborative Instructional Planning -  EL and classroom teachers will collaborate to determine an instructional plan for ELL students.


ACTION STEPS:

Classroom and resource teachers will provide small group and/or individual instruction to students not performing on grade level. Instructional coaches will support teachers with the implementation of lessons which are differentiated based on ongoing student needs.

Monitor student progress through formal and informal assessments, grades and/or teacher observation. Determine needed instructional changes and next steps.

Monitor the implementation of specific skill intervention.


Students will learn concepts through hands-on math activities when possible.

Collaborative learning activities will be used to improve problem solving.

Middle school teachers will provide additional Math instruction during basic skills class at least 2 days per week. Instructional coaches will support teachers with the implementation of lessons which are differentiated based on ongoing student need.


Eighth grade students will receive an orientation/visit to the high school in the spring to assist with the students' transition to the high school setting in the fall.

Following the analysis of ELL comprehensive data for identified LEP students, the classroom teachers and EL teacher will then collaborate throughout the year to determine areas of weakness, set instructional goals to address student needs, and implement instructional strategies to meet student needs in both the regular classroom and the pull-out ELL classroom.

STRATEGY 3:

Effective Questioning - Through the use of effective questioning, we will encourage student engagement, inquiry and investigation.Teachers will use questioning as a means of formative assessment and help determine the need for instructional changes.




Develop collaborative relationships among EL and classroom teachers. El and classroom teachers will collaborate to develop instructional strategies to assure achievement of AMAO-C Reading and Math goals.

 ACTION STEPS

Provide training relating questioning, Bloom's Taxonomy & comprehension.

Analyze resources ( i.e. texts, articles, teachers' editions, etc) to determine the level of questions included. Align questioning and activities to include higher order levels of thinking and reasoning.


Implement usages of multiple levels of questioning in classroom instruction.

Monitor levels of use of higher order questioning during instruction and/or assessment.




 EL teacher will distribute green EL folders to all faculty members and provide information about the EL program.

EL coach will meet with EL and classroom teachers to support implementation of instructional strategies to support EL student achievement. Teachers will collaborate to analyze formative assessment to monitor student learning.

 

Notice of Non-discrimination

The Cullman County Board of Education does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following persons have been designated to handle inquiries regarding the non-discrimination policies:

April Tucker (Title IX Coordinator)

PO Box 1590

Cullman, AL 35056

256-734-2933

atucker@ccboe.org
Tiffanye Mitchell (504 Coordinator)

17600 US Hwy 31 N

Cullman, AL 35058

256-739-0486

tdmitchell@ccboe.org
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