Indian Springs Elementary School

Building Strengths

(August)

• Met Ohio Achievement Test benchmarks for all subjects and grades.
• More than 80% of students met their projected performance level in reading for all grades.
• Met AYP for all subgroups in reading and math.

Building Areas for Improvement

(August)

• 68.3% of IEP subgroup was proficient in reading.
• 59.5% of Economic Disadvantaged subgroup was proficient in math.
• Decreased to below 80% the number of 5th grade students meeting their projected performance level in math, science, and social studies.

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.
6. Will participate in professional development focusing upon integrated and strategic actions for reading/writing connections.

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.

August 25 – Curriculum Day

Staff was informed of the District’s focus of clear quality learning targets and was trained in curriculum unpacking. Quality learning targets were shared and the 5 elements of quality were presented. Teachers were trained in writing and identifying quality learning targets for student understanding.

September 21 – Curriculum Day

Professional Development provided by administration and the Building Leadership Team on Formative Assessment practices – unpacking curriculum. Teachers choose a subject area to create a unit of study. Curriculum benchmarks and indicators were grouped. Teachers determined the enduring understandings and information that needed mastery. Learning targets were created and put into student friendly language. Teams used the 5 elements of quality to evaluate and critique targets.

Weekly Collaboration meetings:

Teachers are provided time as a grade level team to create integrated units of study in all subject areas, to scaffold learning through unpacking of curriculum, to write clear and explicit learning targets in student friendly language, to create pre- and post assessments to measure students understanding and mastery, and to adjust instruction to meet the needs of students.

October 8 Late Start:

As a follow-up to the September 21 Curriculum Day, teachers brought the completed unit and reflected on the unpacking process. Teachers used the Round Robin Reflection Process to share each unit, discuss student work samples, offer feedback and make plans to adjust instruction for future units if needed. Teachers gave feedback on their individual learning on formative assessment.

November 10th Late Start:

Professional development time was used to embed the process of unpacking in quality unit planning.

Through various professional development opportunities. The entire Indian Springs Staff completed the four formative assessment modules.

January 28th Late Start

Formative Assessment professional development continued on adjusting instruction to meet the needs of learners. This was an introductive embedded professional development. Professional readings were used to help guide teachers reflect on assessment practices. Vertical teams used guided questions to discuss the four levels of instructional adjustments and link formative assessment data to changes in instructional practices.

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.
• ISES will have more 5th grade students meeting or exceeding their projected performance level in Math and Science.
• ISES will increase the proficiency passage rate for the IEP subgroup in Reading and for the Economic Disadvantaged subgroup in Math.

• Daily walkthroughs have occurred this year by Administration. Collected data shows a steady, and significant increase of learning targets posted in each classroom since the beginning of the year.
• A majority of classroom newsletters and websites are sharing learning targets or “I can” statements with parents.
• The building culture reflects the understanding of learning targets as data reflects students sharing “I can” statements when approached by administration in the classroom.
• Administration has also attended grade level team meetings where learning targets, assessment, and instruction have been shared and created.

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.