Glen Oak Elementary School

2009-10 Continuous Improvement Plan

The Olentangy Local Schools are committed to facilitate maximum learning for every student. The district’s focus on continually improving the achievement of its students results in Continuous Improvement Plans or (CIP) at the district and building level. CIP start with a review of all data

available to identify strengths and target opportunities for improving student achievement. Each year from these data, the district, buildings and departments identify targets for improvement and implement strategies to achieve results.

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Building Strengths

(August)

  • Increase in Performance Index to an all-time high of 101.7.
  • Increased the number of students meeting their projected performance level in reading for all grades.
  • 63.5% of 5th grade students scored accelerated or advanced in math.
  • More than 80% of first and second grade students scored 75% or higher on the state screener instruments in reading.

Building Areas for Improvement

(August)

  • Did not meet Ohio Achievement Test benchmark in social studies.
  • Missed AYP for Economic Disadvantaged subgroup in reading and math.
  • Decreased to below 80% the number of 5th grade students meeting their projected performance level in social studies.
  • 67% of our second graders scored less than 75% on the state screener in math.

Focus

(August)

  • To clearly articulate quality learning targets that directly align curriculum to assessment and instruction.

Actions

(September)

Mid Year Check

(January)

All teachers will focus on the following curriculum processes:

  1. Analyze curriculum maps to be clear and confident about map standards.
  2. Research and explore curriculum map indicators to obtain deep content knowledge.
  3. Unpack the curriculum to identify clear learning targets or the scaffolding to the learning targets.
  4. Clearly define what mastery of the learning targets looks like when achieved.
  5. Will know where students are in relation to the specified learning targets at any time.

As the instructional leaders, we will:

  1. Make daily decisions aligned with the building and district focus.
  2. Conduct building walk-throughs for the purpose of collecting evidence of progress on the curriculum focus.
  3. Conduct evaluations of staff members with an emphasis on the curriculum processes.
  4. Create professional development opportunities during late starts, curriculum days, etc. to support building CIP.
  5. Collect feedback from staff on progress of the building CIP action steps.

Teacher focus on the curriculum processes:

#1-5 All late starts, staff meetings, curriculum days, and weekly grade level team meetings have been devoted to implementing the district focus of unpacking the curriculum, developing quality targets, and implementing formative assessment techniques. From Jan. 28-Feb. 25 staff met to discuss Formative Assessment techniques and from March 4-April 29 teachers will meet to discuss ways in which to adjust instruction to meet student needs.

Instructional leader focus:

#1-5 Decisions are made based upon the building and district focus and target walk-through goals have been met monthly. An increase of the number of targets posted in classroom s has increased over last year. Staff evaluations include references to targets, effective feedback, adjustment to instruction and formative assessment techniques used. As stated previously all late starts, curriculum days, staff meetings, etc. are devoted to support the building and district CIP initiatives. Feedback is collected in the form of exit slips from the staff after each late start and curriculum day on progress towards the CIP plan.

Results we expect

(September)

Mid Year Check

(January)
  • An increase in the percentage of staff using classroom learning targets explicitly in their instruction based on the month to month principal walkthroughs.
  • GOES will meet the state benchmark of 75% for all grades and subjects on the Ohio Achievement Tests as determined on the Local Report Card for the 09-10 school year.
  • GOES will meet the AYP target proficiency rate for Economic Disadvantaged subgroup in Reading and Math.

A steady increase in the number of teachers sharing learning targets has been shown this year based on principal walkthroughs. Evidence is also showing an increase in the number of teachers who are sharing learning targets with parents in the form of newsletters.

Students who are in the subgroups were identified and targeted for intervention in reading and math at grades 3-5. These students receive intervention from literacy support, Title I teachers, classroom teachers and intervention specialists. All third grade students at risk of not passing Ohio Achievement Assessment in reading were invited to attend before or after school tutoring.

Link to District CIP

  • Focus Area: To clearly articulate quality learning targets that directly align curriculum to assessment and instruction.
  • Benchmark 1: Percentage of students achieving at or above their projected performance level.
  • Benchmark 3: Meet state and national standards.