School Improvement Plan

  • 2018-2019

    Title I Schoolwide Program Plan

    SCHOOL: Compass

     

    1.  PLANNING AND REVIEW TEAM (Name and Title): This Schoolwide Program Plan is developed with the involvement of parents and other members of the community to be served and individuals who will carry out the plan.

    Parents: Sara Green, Shannon Uehling, TaLawnda Watson, Stacy Wandick, Eileen Wandick, Dana Wasleski, Candace Titalangha

    Teachers: Kristin Saunders (1st), Jill Grigsby (2nd), Elizabeth Olerich (3rd), Cindi Forney (4th), Mimi Laws (5th), Chanda Vochatzer (6th), Swapnam Kumar (ELL)

    Principals: Mike Camp

    Other school leaders: Smokey Graff, Julia Burrows, Danyca Singleton

    Paraprofessionals: Candace Titalangha

    Other administrators:

    LEA representative if appropriate:

    Instructional support personnel:

    Technical assistance providers: Smokey Graff

    School staff:

    Students: Juliette Titalangha, Darius Harden, Lena Toombs, Kamal Matti, Adrian Carranzo, Zachary Kodjovi, Essynse Comella

    Others:


    1a. MEETING DATES: 4/3/18, 4/5/18, 4/9/18, 4/17

     

    2.  COORDINATION WITH OTHER FEDERAL, STATE AND LOCAL PROGRAMS: This plan has been developed, if appropriate and applicable, in coordination with other Federal, State, and local services, resources, and programs.

    ESEA/ESSA

    X - Title I.A  School Improvement 1003

        Title I.C  Education of Migratory Children     

        Title I.D  Prevention & Intervention Programs for Children & Youth who are Neglected, Delinquent, or At-Risk

    X - Title II.A Preparing, Training, and Recruiting High Quality Teachers and Principals

        Title III    Language Instruction for English Learners and Immigrant Students

        Title IV    21st Century Schools

        Title V     Flexibility and Accountability


    Other Acts

    Individuals with Disabilities Education Act

    Rehabilitation Act of 1973

    Carl D. Perkins Career and Technical Education Act of 2006

    Workforce Innovation and Opportunity Act

    Head Start Act

    McKinney-Vento Homeless Assistance Act

    Adult Education and Family Literacy Act


    Others State and Local Services:

     

    3. COMPREHENSIVE NEEDS ASSESSMENT

    X - A comprehensive needs assessment of the entire school has been conducted.

    X - The needs assessment includes analysis of the achievement of students in relation to the Missouri Learning Standards.

    3a. NEEDS ASSESSMENT: SCHOOL PROFILE (STUDENT DEMOGRAPHICS) - The following data regarding student demographics has been collected, retained, and analyzed:

    X - Enrollment: 330; 147 boys (45%) and 183 girls (55%)

    X - Grade level: 1-6: 1st (52); 2nd (52), 3rd (61), 4th (60), 5th (56), 6th (49)

    X - Ethnicity : White (34- 10.3%), Black (225- 68.2%), Mixed Race (25- 7.6%),  Hispanic (36- 10.9 %), Asian (10- 0.3%)

    X - Attendance: 90/90  (95.0%); ADA (97.5%)

    X - Mobility: 9.1%

    X - Socioeconomic status:  100% Free Lunch

    X - Discipline: Total incidents (43); OSS Incidents (40)

    X - Limited English Proficiency: (19- 6.7%)


    Summarize the analysis of data regarding student demographics:

    • Strengths:

    As a District Choice School we enjoy many demographic benefits- students must maintain an attendance standard to remain enrolled in the program, students can move within the district and maintain enrollment so our mobility is lower than prior years in a traditional neighborhood school.

    • Weaknesses:

    We still have a larger than acceptable number of students engaged in physical aggression


    If indicated, state need(s) identified pertaining to student demographics:

    3b. NEEDS ASSESSMENT: SCHOOL PROFILE (STUDENT ACHIEVEMENT) The following data regarding student achievement has been collected, retained, and analyzed:


    X - MAP results by content area and grade level, including multi-year trends (required)

    X - MAP results by ESEA Annual Measurable Objective: comparative data showing performance of disadvantaged students against all other meaningful categories of students in the school; comparison of performances of students in various subgroups (required)

        Completion rates: promotion/graduation rate, retention rates (if applicable)

        Post-Secondary trends: students attending and/or completing post-secondary schools, students accepted in the armed forces (if applicable)

    Other performance indicators used in analysis:


    Summarize the analysis of data regarding student achievement:


    • Strengths:

    MAP ELA

    4th Grade

    2015-2016: 40.4%

    2016-2017: 45.0%                 4.6% increase

    6th Grade

    2015-2016: 45.5%

    2016-2017: 64.4%                18.9% increase

    Total

    2015-2016: 45.4%

    2016-2017: 48.3%                 2.9% increase


    MAP Math

    3rd Grade

    2015-2016: 34.0%

    2016-2017: 38.6%                 4.6% increase

    4th Grade

     2015-2016: 26.3%

     2016-2017: 40.7%                14.4% increase

    6th Grade

     2015-2016: 46.3%

     2016-2017: 57.8%                11.5% increase

    Total

     2015-2016: 37.0%

     2016-2017: 42.4%                5.4% increase


    MAP Science

    5th Grade

     2015-2016: 18.2%

     2016-2017: 34.7%                16.5% increase


    STAR Reading

    1st Grade (Fall)

      2016-2017: 32%

      2017-2018: 49%                   17% increase

    1st Grade (Winter)

      2016-2017: 36%

      2017-2018: 66%                   30% increase

    2nd Grade (Fall)

      2016-2017: 25%

      2017-2018: 45%                  20% increase

    2nd Grade (Winter)

      2016-2017: 31%

      2017-2018: 41%                   10% increase

    4th Grade (Winter)

      2016-2017: 35%

      2017-2018: 35%                   No change

    5th Grade (Fall)

      2016-2017: 31%

      2017-2018: 38%                   7% increase

    6th Grade (Fall)

      2016-2017: 29%

      2017-2018: 32%                   3% increase

    6th Grade (Winter)

      2016-2017: 28%

      2017-2018: 31%                   3% increase


    STAR Math

    1st Grade (Fall)

      2016-2017: 62%

      2017-2018: 79%                   17% increase

    1st Grade (Winter)

      2016-2017: 67%

      2017-2018: 74%                    7% increase

    2nd Grade (Fall)

      2016-2017: 36%

      2017-2018: 47%                   11% increase


    • Weaknesses:

    MAP ELA

    3rd Grade

     2015-2016: 42.0%

     2016-2017: 36.8%                 5.2% decrease

    5th Grade

     2015-2016: 44.0%

     2016-2017: 34.7%                  9.3% decrease


    MAP Math

    5th Grade

     2015-2016: 44.0%

     2016-2017: 34.7%                 9.3% decrease


    STAR Reading

    3rd Grade (Fall)

      2016-2017: 36%

      2017-2018: 32%                   3% decrease

    3rd Grade (Winter)

      2016-2017: 40%

      2017-2018: 31%                   9% decrease

    4th Grade (Fall)

      2016-2017: 38%

      2017-2018: 29%                   9% decrease

    5th Grade (Winter)

      2016-2017: 39%

      2017-2018: 36%                    3% decrease


    STAR Math

    2nd Grade (Winter)

      2016-2017: 54%

      2017-2018: 37%                   17% decrease

    3rd Grade (Fall)

      2016-2017: 54%

      2017-2018: 51%                    3% decrease

    3rd Grade (Winter)

      2016-2017: 58%

      2017-2018: 53%                    5% decrease

    4th Grade (Fall)

      2016-2017: 57%

      2017-2018: 43%                   14% decrease

    4th Grade (Winter)

      2016-2017: 56%

      2017-2018: 53%                    3% decrease

    5th Grade (Fall)

      2016-2017: 63%

      2017-2018: 52%                    9% decrease

    5th Grade (Winter)

      2016-2017: 65%

      2017-2018: 45%                   20% decrease

    6th Grade (Fall)

      2016-2017: 57%

      2017-2018: 56%                    1% decrease

    6th Grade (Winter)

      2016-2017: 62%

      2017-2018: 55%                   7% decrease


    • Need for more participation in after school tutoring that involves meaningful high yield strategies
    • Need for more tiered instructional support in primary grades
    • Smart panels lack sufficient sound for interactive learning

    If indicated, state need(s) identified pertaining to student achievement:

    • Professional development related to high yield instructional strategies
    • Organized tutoring program for students on all levels

    3c. NEEDS ASSESSMENT: SCHOOL PROFILE (CURRICULUM AND INSTRUCTION) Data has been collected, retained, and analyzed regarding each of the following factors of curriculum and instruction at the school:


    X - Learning expectations

    X - Instructional program

    X - Instructional materials

    X - Instructional technology

    X - Support personnel


    Summarize the analysis of data regarding curriculum and instruction:


    • Strengths:
      • The district has selected quality core curriculum resources that support our curriculum such as GoMath and Wonders/Treasures.
      • We have access to a wide variety of support materials such as Engage New York and DreamBox and many iPad applications
      • We engage in quarterly sessions of Math/ELA PD
      • 1 to 1 iPads for students

    • Weaknesses:

    Communication Arts

    • Increase writing skills both in constructed responses and expressing opinions
    • Increase school wide formal writing practices
    • Increase instructional practice of “frontloading” background knowledge and foundation building
    • Increase rigorous instruction, higher order questioning, guided practice and application

    Math

    • Increase usage of mathematical manipulatives
    • Increase parental understanding of benchmarking system
    • Increase foundation building
    • Increase rigorous instruction, higher order questioning, guided practice and application

    Science

    • Increase Science instruction in all classrooms
    • Increase understanding of key science/math vocabulary
    • Increase the number of full rounds of implementing ”The Scientific Method”
    • Increase foundation building
    • Increase rigorous instruction, higher order questioning, guided practice and application

    All Instructional Areas

    • Increase use of key academic vocabulary
    • Develop a common vocabulary for all subject areas

    Technology

    • Full access to the interactive side of some resources is limited
    • Limited use of 1 to 1 when off school campus
    • Integration of  digital resources has phased out physical resources that are needed in some cases
    • Smart panels lack sufficient sound for interactive learning

    If indicated, state need(s) identified pertaining to curriculum and instruction:

    • Professional development pertaining to instructional strategies and academic vocabulary
    • Purchase math and science manipulatives to increase hands on activities
    • Professional development about formal writing practices such as 6 Traits of Writing
    • Professional development about engaging students through high quality work
    • Purchase Lexia or Moby Max as supplemental resources to increase academic achievement and student engagement
    • Purchase supplemental technology to enhance active engagement- 3D printer, robotics items

    3d. NEEDS ASSESSMENT: SCHOOL PROFILE (HIGH QUALITY PROFESSIONAL STAFF) Data has been collected, retained, and analyzed regarding each of the following factors of a high quality professional staff:


    Staff preparation

    X - Core courses taught by appropriately certified teachers

    X - Staff specialists and other support staff

    X - Staff demographics

    X - School administrators


    Summarize the analysis of data regarding student achievement:


    • Strengths:
      • All of our staff are highly qualified
      • We currently have 17 teachers in grades 1-6, 3 special area teachers, 2 special education teacher, 1 half time ESL teacher, 1 media specialist, 1 counselor, 1 family school liaison, 1 technology specialist, and 1 principal.
      • Of these 28 certified professional staff, 22 (79%) are female and 6 (21%) are male.
      • Racially, 23 (82%) are White, 3 (11%) are Black, 1 (3.6%) is Asian and 1 (3.6%) is Indian.
      • Regarding years of teaching, 11 (39%) have between 1 and 5 years of professional experience, 8 (29%) have between 6 and 15 years, and 9 (32%) have 16 or more years of professional experience.
      • Considering levels of education, 10 (36%) hold Bachelor degrees, 14 (50%) have Master degrees, 3 (11%) have Specialist degrees and 1 (3%) holds a doctorate.

    • Weaknesses:
      • We struggle attracting teachers of color and male teachers.
      • Consistency of BIST language among all building stakeholders
      • Consistency with building relationships with students in trauma
      • Consistency of academic rigor from class to class

    If indicated, state need(s) identified pertaining to high quality professional staff:

    • Professional development related to BIST philosophy and strategies
    • Professional development on building relationships with students in trauma


    3e. NEEDS ASSESSMENT: SCHOOL PROFILE (FAMILY AND COMMUNITY INVOLVEMENT) Data has been collected, retained, and analyzed regarding each of the following factors of family and community involvement at the school:


    X - Parental involvement

    X - Communication with parents

    X - Policy involvement

    X - Parent education

    X - Support for special needs and underserved

    X - Health services


    Summarize the analysis of data regarding family and community involvement:


    • Strengths:
      • Parent/Community Involvement:
        • Back to School Rally
        • Meet and Greet
        • PTA Meetings (monthly)
        • Family Summit
        • Parent-Teacher Conferences (2)
        • Book Fairs
        • Thanksgiving and Dr. Seuss Family Nights
        • STEAM Family Nights (2)
        • Read Across America
        • Volunteer Workdays (4)
        • Backyard Bash
        • Field Trips

    • Weaknesses:
      • While everyone is invited to participate and attendance is on the rise we still struggle to get all involved
      • Development of a consistent and functional PTA

    If indicated, state need(s) identified pertaining to family and community involvement:

    3f. NEEDS ASSESSMENT: SCHOOL PROFILE (SCHOOL CONTEXT AND ORGANIZATION) Data has been collected, retained, and analyzed regarding each of the following factors of school context and organization at the school:


    X - School mission/vision

    X - Average class size

    X - School climate

    X - Management and governance

    X - Student discipline policy


    Summarize the analysis of data regarding school context and organization:


    • Strengths:
      • Staff, Students and Community Members were involved in reviewing our Mission, Vision and Collective Commitment statements
      • Average class size is below MSIP recommendations
      • Culture is positive with a PBL/STEAM focus, parent volunteer commitment, restorative practices, BIST, Student led Principal’s Advisory Committee, and strong professional development that supports rigorous learning
      • Each grade had a college or university partnership
      • Partnership with BIST for Culture Building

    • Weaknesses:
      • We still have a larger than acceptable number of students engaged in physical aggression
      • Uniform implementation of student discipline policy and strategies

    If indicated, state need(s) identified pertaining to school context and organization:

    • Advanced BIST training
    • Training and assistance with managing students with trauma
    • Referral to SAFE team

    3g. NEEDS ASSESSMENT: IDENTIFYING PRIORITIES “In most schools, conducting a comprehensive needs assessment will result in the identification of a large number of issues that could be addressed to improve the achievement of students. However, no school should attempt to address every identified need in a single year. Most planning experts suggest that schools prioritize their major issues and address no more than three of the most important…” (Designing Schoolwide Programs Non-Regulatory Guidance, March 2006).


    • List and number, in order of priority, the critical needs identified in the school profile.
    1. Math fluency- automaticity of math facts
    2. Writing across content areas through interactive notebooking
    3. Science instruction with fidelity in all grade with focus on scientific method
     

    4. STRATEGIES TO ADDRESS SCHOOL NEEDS


    The following strategies will be implemented to address prioritized school needs: (check all that apply)

    Supplemental instruction: Subject areas and grade levels to be served (mark all that apply):


     

    PK

    K

    1

    2

    3

    4

    5

    6

    7

    8

    9

    10

    11

    12

    MATH

       

    x

    x

    x

    x

    x

    x

               

    READING

       

    x

    x

    x

    x

    x

    x

               

    SCIENCE

                               

    Delivery of supplemental instruction services (check all that apply):

         Early Literacy

         Preschool

         Pull out/resource classroom

    X - Push in/regular classroom

         Reading Recovery

         Summer School

    X - Tutoring (before-or after-school)

         Other:


    Instructional personnel:

    Supplemental Reading or Communication Arts                       Teachers - X Paraprofessionals - X

    Supplemental Mathematics                                                         Teachers - X Paraprofessionals - X

    Supplemental Science                                                                   Teachers - Paraprofessionals -

    Other:


    Class size reduction -  

    Grade Levels

    PK

    K

    1

    2

    3

    4

    5

    6

    7

    8

    9

    10

    11

    12

                               

    X - Professional Learning Communities

    X - Schoolwide Positive Behavior Support

    X - Response to Intervention

    X - Other: BIST, Restorative Practices


    These strategies will: (mark all that apply)

    X - Provide opportunities for all children, including subgroups of students, to meet the challenging Missouri Learning Standards.

    • Description of how strategy/strategies will provide:
      • PLCs provide for a common understanding and implementation of strategies/procedures with fidelity
      • RTI provides for a deep data analysis and for instructional planning/implementation to address deficits
      • PBS, BIST and Restorative Practices provide for a school wide common positive approach to addressing behavior/culture concerns that balances grace and accountability
      • STEAM Professional Development partnership with Discovery Education

    X - Use methods and instructional strategies that strengthen the academic program in the school.

    • Description of how strategy/strategies will strengthen:
      • By working together in PLCs teachers are able to learn from and with each other to implement and revise strategies/policies to best serve student learning
      • Engaging in RTI in data teams allows teams to analyze group and individual data in plan for specific instruction to maximize student learning
      • System-wide approaches of PBS, BIST and Restorative Practices allow for every staff member to be responsible for every student and for every student to be responsible to every staff member

    X - Increase the amount of learning time.

         Extended school year

    X - Before- and/or after-school programs

    X - Summer program

         Other:

    • Description of how strategy/strategies will increase:
      • Our LINC before and after school program provides for instructional support and enrichment.
      • Our Summer School program and camps likewise provide remedial support and enriched learning experiences.

    X - Help provide an enriched and accelerated curriculum.

    • Description of how strategy will provide:
      • LINC supports acceleration through enriched learning and playing experiences through academic and artistic expression
      • Our Summer School program stresses core academics and our camps concentrate on PBL and S.T.E.A.M. learning experiences

    X - Address the needs of all children in the school, but particularly the needs of those at risk of not meeting the Missouri Learning Standards.

    • Description of how strategy/strategies will address:
      • Summer School endeavors to address academic gaps and start children on the road to the next school year.
      • Summer Camps capitalize on student interests and strive to ignite a hunger for learning through PBL and STEAM.
      • LINC addresses both remediation and enriched exploration.

    Activities will include: (mark all that apply)

    X - Activities to improve students’ skills outside the academic subject areas

    X - Counseling

         School-based mental health programs

    X - Specialized instructional support services

    X - Mentoring services

         Other:


         Activities which help students prepare for and become aware of opportunities for postsecondary education and the workforce

         Career/technical education programs

         Access to coursework to earn postsecondary credit

         Advanced Placement

         International Baccalaureate

         Dual or concurrent enrollment

         Early college high schools

         Other:


    X - Implementation of a school wide tiered model to prevent and address problem behavior, and early intervening services

    4b. STRATEGIES TO ADDRESS SCHOOL NEEDS

    Activities will include: (mark all that apply)

    X - Professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data

    X - Delivery of professional development services:

         Instructional coach

         Teaching methods coach

    X - Third party contract

    • BIST Consultant

         Other:


    X - Professional development activities that address the prioritized needs

    • Describe activities:
      • Staff participates in Monthly PLC/PD sessions
      • We participate in the Collaborative Data Cycle process and meet quarterly with our teacher teams and KCRPDC consultant
      • Teachers participate in quarterly Math and ELA Benchmarking/Scrimmage district PD
      • 1st and 2nd year teachers participate in targeted district PD
      • Targeted C&I PD day

    X - Activities to recruit and retain effective teachers, particularly in high need subjects

    • Describe activities:
      • College and University recruiting fairs
      • Twitter and LinkedIn messages
      • Referrals from current teachers
      • Supportive PD sessions
      • Classroom instructional support

    X - Strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs.

    • Describe activities:
      • 1st grade lead teachers visit Early Learning Center to meet with teachers and students
     

    5. SCHOOLWIDE POOL FUNDING This program will be consolidated with other State, local and Federal programs.


    ESEA/ESSA

    X - Title I.A - Improving the Academic Achievement of the Disadvantaged(required)

    X - Title I.A - School Improvement 1003

    X - Title I.C - Education of Migratory Children

    X - Title I.D - Prevention & Intervention Programs for Children/ Youth who are Neglected, Delinquent, or At-Risk

    X - Title II.A - Preparing, Training, and Recruiting High Quality Teachers and Principals

    X - Title III - Language Instruction for English Learners and Immigrant Students

         Title IV - 21st Century Schools

         Title V - Flexibility and Accountability


    Other Acts

    X - Individuals with Disabilities Education Act

         Rehabilitation Act of 1973

    X - Carl D. Perkins Career and Technical Education Act of 2006

         Workforce Innovation and Opportunity Act

         Head Start Act

    X - McKinney-Vento Homeless Assistance Act

         Adult Education and Family Literacy Act

         Others:


    Other State and local services, resources, and programs

    X - State and local funds (required)

         Others: