EDL 273 - Field Based Learning Assignment

Fall 2019 – Shelby McIlravy

The purpose of this assignment is for students to have an opportunity to learn about the development of a responsive strategic school improvement plan using cycles of
the Plan-Do-Study-Act process.

Part Ia: Plan – Collect and Chart Data to Assess the Current Situation

Assess Current Reality

Measure Data What do the data mean?

FAST Kindergarten FAST Universal screening % proficient by testing Proficiency increased by 22% from Fall 2016
Universal window to Winter 2016 but then decreased 23% by
screening Fall 2016-Spring 2019 Spring of 2017.
benchmark
data – Proficiency increased from Fall 2017 to
Composite School year Fall Winter Spring Winter 2017 by 15% but then decreased 5%
2016-2017 46% 68% 45% by Spring of 2018.
2017-2018 55% 70% 65%
2018-2019 16% 54% 54% Proficiency increased from Fall of 2018 to
Winter 2018 by 38% and stayed consistent
through Spring of 2019.

FAST 1st grade FAST Universal screening % proficient by testing Proficiency decreased by 8% from Fall 2016
Universal window to Winter 2016 and then decreased 6% more
screening Fall 2016-Spring 2019 by Spring of 2017.
benchmark
data – School year Fall Winter Spring Proficiency decreased from Fall 2017 to
Composite 2016-2017 65% 57% 51% Winter 2017 by 4% and then decreased 6%
2017-2018 61% 57% 51% more by Spring of 2018.
2018-2019 49% 52% 53%
Proficiency increased from Fall of 2018 to
Winter 2018 by 3% and increased 1%more
by Spring of 2019.

1. What do the data say about students’ current level of performance?

The number of students proficient in reading in kindergarten is increasing between fall and winter
testing windows but decreasing between winter and spring as measured by FAST Reading data. The
number of students proficient in reading in 1st grade is decreasing between fall and spring testing
windows as measured by FAST Reading data. Overall, the data show that students in kindergarten and
first grade are struggling to meet proficiency in Reading as determined by the FAST Reading
assessment.

2. What might be causing the current results? (Think about the system as a whole)
The composite test scores from the Fall, Winter and Spring testing windows are taken from different
subtests in Kindergarten so the proficiency score for any particular testing window may be effected by a
subtest that was easier or more difficult for the students. The growth between the Fall and Winter testing
windows may be effected by the amount of prior knowledge students had in the Fall before instruction.
The pacing guide for kindergarten has a heavy emphasis on letter names and sounds in the fall and early
winter, so the spring scores in these subtests may be effected. Many students are making progress, but
not a whole years worth of progress as determined by FAST Reading. Many of our students that are not
proficient are English Language Learners. Our teaches may not be equip with the best instructional
strategies to support ELL students in regards to literacy instruction.
Part Ib: Plan – Define the Current Situation

1. What is the problem/opportunity for improvement and why are you selecting it?
The opportunity for improvement in regards to reading proficiency in kindergarten and first grade
students is to provide professional development and resources to teachers about effective ELL strategies
in literacy instruction.

2. How is this opportunity for improvement connected to the mission and vision of the school?
The schools mission statement includes: “…every student can reach their greatest potential”. By
supporting teachers in their literacy instruction to best serve all students, we can help increase reading
proficiency for every student. Reading proficiency is important in helping every student reach their
greatest potential.

3. What is currently being done to address the issue?

Currently each grade level works with an ELL teacher to co-teach in one subject area. Newcomer
students receive additional pull out services from an ELL teacher to support instruction in the classroom.
Each grade level team also meets as a professional learning community with ELL, title and special
education teachers to analyze data and provide interventions and supports for students. Kindergarten and
first grade used Jan Richardson’s Next Steps Forward in Guided Reading to help guide differentiated
literacy instruction.

4. How will your instructional system support this work?

ELL teachers can co-teach during literacy instruction. PLC work can also focus on literacy data in order
to meet our school literacy goal. Professional development for the year can be matched to the districts
needs, so it can also reflect our goal of improving literacy proficiency through increasing teachers use of
effective strategies during literacy time.

5. What SMART goal(s) will you set for improvement?

a. Specific d. Relevant
b. Measureable e. Time Bound (annual goals)
c. Attainable

 To increase reading proficiency in kindergarten from 54% to 70% as measured by the FAST Reading
assessment for the 2019-20 school year.
 To increase reading proficiency in 1st grade from 53% to 70% as measured by the FAST Reading
assessment for the 2019-20 school year.

Part II: Do – Plan Improvement Strategies

1. What improvement (change) strategies will you implement in the next 45-60 days?
In the next 45-60 days, relevant professional development will be provided to staff regarding literacy
instruction and effective ELL strategies. PLC teams will meet weekly and discuss how they can utilize this
new training and strategies in their instruction relevant to the literacy data they are analyzing. They will
discuss the 4 PLC questions and create common formative assessments to guide these discussions. These
discussions and implementation will be supported by their ELL co-teachers, the district ELL instructional
coach and title teachers. The district ELL instructional coach can further provide coaching cycles for any
grade level or classroom that made need or want additional support. At weekly building meetings, the
building principal will share out effective strategies she saw during the weeks walk throughs and
engagement checks and provide staff with time to discuss how the shared strategy could be implemented in
each grade level. FAST Reading progress monitoring data will be included in PLC data discussions.
2. What professional development might be needed to prepare staff for the implementation of this
work?
Professional development around effective ELL strategies would help prepare staff. A co-teaching
professional development might also support teachers who have not co-taught before. Professional
development around literacy differentiation and interventions would also provide teachers with more
strategies.

3. What has caused you to select those strategies?

According to the breakdown of our district FAST assessments during a building wide data protocol it was
determined that our ELL population is in the greatest need of literacy support. Because the majority of our
students are English language learners, we have a high enough percentage of students below proficiency that
it was determined we need class-wide interventions in the area of literacy. The ELL team worked with
administration to determine strategies that would most benefit students and staff. Staff were given choices
for personalized professional development revolving around these strategies.

4. By what method will you gather data to determine if the improvement strategies are working?
Weekly progress monitoring data will be available through FAST Reading for students that did not score as
proficient on the FAST Reading benchmark. This data will be analyzed at least once a month during PLC
time to determine if the strategies are effective and improving proficiency. Additionally, data from the
schoolwide literacy interventions (Lexia Core 5 for lower elementary) can be collected and analyzed
monthly. This data can be analyzed to determine which students are proficient according to this measure.
This data can also pinpoint in what areas students still need support. Furthermore, Lexia data can also be
used as a second data point for comparison to FAST Reading data. The School Success team will also meet
monthly to analyze data and discuss progress.

45-Day Action Plan:

Strategies for Improvement

Annual SMART Goal.

 To increase reading proficiency in kindergarten from 54% to 70% as measured by the FAST
Reading assessment for the 2019-20 school year.
 To increase reading proficiency in 1st grade from 53% to 70% as measured by the FAST
Reading assessment for the 2019-20 school year.

45-Day SMART Goal.

Person(s)
Tactic Metric Goal Date
Responsible
Professional development -Attendance at professional 100% of teachers PD day ELL team
of ELL strategies and co- development participate in (10/25) ELL instructional
teaching -Before and after survey of professional coach
knowledge and development and AEA consultants
implementation fidelity completion of the
survey.
PLC team discussions and -PLC agenda/notes 100% of teachers PLC time PLC team leaders
implementation of new -Weekly walk will participate in each Teachers
learning throughs/engagement checks discussion and Wednesday
implement afternoon
strategies.
Co-teaching with ELL -Co-teaching notes and 100% of teachers Every day All teachers
teacher weekly shared planning will co-teach at
-Weekly walk least 30 minutes a
throughs/engagement checks day with an ELL
teacher
Weekly progress -FASTBridge progress 100% of students Early out Title teachers
 monitoring for students monitoring analysis will be monitored afternoons Newcomer teachers
identified as some or high by the appropriate each week SPED teachers
risk by the FAST Reading teacher. (normally Students
benchmark Wednesdays)
Notes:

Part III: Study – Determine the Effectiveness of the Plan

------Since you cannot complete this as you do not have any “real” data related to your plan, predict how you
might know the following:

1. What data gives evidence of plan’s effectiveness? – FAST Bridge progress monitoring – 4+ data
points above aim line.
2. What data gives evidence of plan’s lack of effectiveness? – FAST Bridge progress monitoring – 4+
data points below aim line.
3. Were all strategies implemented with fidelity? Why or why not? –anonymous fidelity survey of staff

Part IV: Act – Determine the Next 45 to 60 Day Action Plan Based on Your Results

------Since you cannot complete this section without results, explain how you might determine the following:

1. What strategies will you continue in the next 45 to 60 day action plan? Why? – based on data and
teacher feedback
2. What strategies will you discontinue in the next 45 to 60 day action plan? Why? - based on data and
teacher feedback
3. What additional strategies will you add in the next 45 to 60 day action plan? Why? – analysis of
data to determine breakdown of what literacy areas still need support (ie: phonics, segmenting, blending)
4. How will you sustain improvements found to be effective? –continued professional development,
protected co-teaching time, providing resources and time for new learning and PLC

Scorecard Template
(To Communicate to Stakeholders)

Student Learning and Achievement

Vision Advancing Learning Today; Creating a Successful Tomorrow

Annual Goals  To increase reading proficiency in kindergarten from 54% to 70%

and Measures as measured by the FAST Reading assessment for the 2019-20
school year.
 To increase reading proficiency in 1st grade from 53% to 70% as
measured by the FAST Reading assessment for the 2019-20
school year.

Progress FAST Bridge Learning - weekly Progress Monitoring

Monitoring Data
Strategic Actions Professional development, ELL co-teaching, Professional Learning
Communities
 Reflection

This process was similar to improvement planning efforts that we have done in our elementary school in

the past few years. Our school differentiated accountability team looked at our reading data two years ago and

determined that we needed class wide interventions to support our students. Many things included in this plan

are similar to what we have implemented in the past year or things we are considering as we move forward.

Something that I think was missed a little in the process we did as school was the professional development

piece. There was some professional development provided around Lexia Core 5 to use as an intervention, but a

training about co-teaching was not an opportunity until this winter. I think this training would’ve been helpful to

teachers before this school year when most began the process for the first time. I also feel like as a building we

could’ve benefited from professional development revolving around effective ELL strategies. A lot of our

professional development is around our curriculum materials and resources, which is helpful. However, without

effective instructional strategies the curriculum can only carry us so far. Our PLCs are relatively strong in most

grade levels already which has definitely contributed to the progress we have made in the last year. We are

continuing to monitor our data and increase the effectiveness of our PLCs.
 I think this process would be helpful for a team working on a school improvement plan. Going through

each of the steps made me really dig into the data. I had to look at it multiple times and consider different

elements of it each time. I feel like I have a better understanding of what the data are telling me after completing

this process. The process made me consider what might help us improve, but also how to implement it and how

it may be received by staff. It made me think about the logistics of when the professional development could be

done or how schedules could be flexible to allow co-teaching. This process also provided nice templates for

ways to communicate action plans and goals out to staff and other stakeholders (ie: scorecards).

I think an opportunity for improvement in this process would be to focus on one thing at a time and do

several mini PDSAs. I feel like my action steps include several big changes. When looking at the data, I would

not be able to pinpoint which component(s) helped improve proficiency. Perhaps all of the action steps were

beneficial, but if for some reason one of them was not helpful and it took a lot of time or resources I would want

to know. I would want to focus our time and efforts on the parts that are contributing to improvement.