Lou Henry Elementary School

School Improvement Plan

School Year: 2014-2015

LITERACY
District Long Range Literacy Goals: Increase the percentage of students proficient in reading.
Reduce the achievement gap between subgroups while accelerating learning for
all students.

2013-2014 Building Goal Results

Diagnostic Data:

Iowa Assessment
Spring 2014 Percent Proficient- Subgroups
90.00
80.00
70.00
60.00

2012

50.00

2013

40.00

2014

30.00
20.00
10.00
0.00

On the spring 2014 Iowa Assessment Reading Comprehension test, our minority subgroups (excluding
Caucasian) performed below our Caucasian students. Our goal was to decrease the gap of students
proficient.
o African American 22.5%
o F/R Lunch 12.87%
o ELL 24%
On the spring 2014 Iowa Assessment reading comprehension test 40% of students in each subgroup will
make expected growth based on NSS scores.
Percent of students making expected growth
English Language Learners
67% (33/57)
Students with Individual Education Plans
57% (13/23)
Students receiving free or reduced lunches
46% (25/59)
African American students
57% (31/54)

 Increase the percentage of students that are proficient on the Iowa Assessment Reading Comprehension
test.
Percent of Student Proficient
2012
68.2%
2013
71.9%
2014
65%

We will have 70% of our students making expected NSS growth in the area of reading comprehension on
the spring 2014 Iowa Assessment test.
Percent of students that made expected growth
3rd Grade
48%
4th Grade
86%
th
5 Grade
68%
Total
64%

DRA2 Assessment
On the 2013-2014 DRA2 assessment 45% of students will make expected growth and 50% accelerated.
Percent of Students Making Expected or Accelerated Growth
Expected Growth
51%
Accelerated Growth
31%

Skills Iowa
On the Skills Iowa 2013-2014 Reading Assessments we will have 80% of our 3rd, 4th and 5th Grade students
averaging 71% or better on the benchmark assessments. (71-is meeting or exceeding based on Skills Iowa
results)

3rd
4th
5th

Percent of students scoring 71% or higher

Fiction
Science
Social Studies
65%
18%
47%
82%
71%
57%
80%
61%
62%

2014-2015 Building Goals

Iowa Assessments
On the spring 2015 Iowa Assessment Reading Comprehension, our gap will decrease by 5% for each subgroup in
comparison to Caucasian students.
On the spring 2015 Iowa Assessment reading comprehension test 60% of students in each subgroup will make
expected growth based on NSS scores.
Increase the percent of students proficient on the Reading Comprehension Iowa Assessment test in Spring 2015
from 65% to 70%.
We will have the number of our students in each grade level cohort making expected NSS growth on the spring
2015 Iowa Assessment test in the area of reading comprehension increase by 5%.
DRA 2
On the 2014-2015 district end of the year DRA 2 assessment we will have 55% of our students making expected
growth and 40% will make accelerated growth.
Skills Iowa
70% of students will score 71% or higher on 7 out of 9 benchmark assessments during the 2014-2015 year.
Rationale: As a building we have been pleased with the number of students proficient in our building in the area of
reading. Now we need to focus on the growth that individual students are making each school year. As we looked at the
number of students making expected and accelerated growth, there is room for improvement in that area. As we analyze
our subgroup data, we know that we have to close the achievement gaps between our Caucasian students and other
subgroups. Focusing on individual student data will support our efforts in closing the gap and ensuring that students at all
continue to grow.
No. School Strategies
Narrative Evaluation of Strategy
1A
Provide students with literacy
Implementation studies will be conducted to determine if teachers are
instruction that supports strategies to
implementing the components of the mini-lesson, effective conferencing,
increase their reading comprehension, and progress monitoring. Data will be reviewed at data analysis meetings
analytical thinking, and problemand students need(s) will be addressed at collaborative planning meetings.
solving skills.
In addition, progress monitoring and conferencing will be evaluated during
walk throughs and data analysis meetings.
Action Steps

Action Steps to Implement Strategy

1A1

Implementation study on progress monitoring.

1A2

Implementation study on individual

conferencing.
Conduct an implementation study on explicit
mini lessons.
Provide staff with tools to guide effective
conferencing and progress monitoring.
Intervention Meetings for the lowest 5% of
students on the DRA2 assessment.
Provide staff with professional development
around teaching writing, conferencing, and
progress monitoring.
Provide feedback to staff on observations.

1A3
1A4
1A5
1A6
1A7

Person(s)
Responsible
Leadership,
Teachers
Leadership
Teachers
Leadership
Teachers
Leadership
Teachers
Leadership
Teachers
Leadership
Teachers
Leadership
Teachers

I
Oct 2014
Nov 2014
Nov 2014
Nov 2014
Jan 2015
Ongoing
Ongoing

1A8

Provide staff with opportunities to observe

effective conferencing and progress monitoring.

Leadership
Teachers

Ongoing

MATH
District Long Range Literacy Goals:

Increase the percentage of students proficient in math.

Reduce the achievement gap between subgroups while accelerating learning for
all students.

Diagnostic Data:

2013-2014 Building Goal Results

Iowa Assessment
Percent Proficient - Subgroups
100.00
80.00

2012

60.00

2013

40.00

2014

20.00
0.00

On the spring 2014 Iowa Assessment Math total test, our minority subgroups (excluding Caucasian)
performed below our Caucasian students:
o African American 26%
o F/R Lunch 17.3%
o Reading 14.6%
We decreased in the percentage of students proficient in grades 3 rd, 4th, and 5th on the Spring 2014 Iowa
Assessment.
Percent of Student Proficient
2014
69.9
2013
71.5
2012
69.3
On the spring 2014 Iowa Assessment math total test 40% of students in each subgroup will make
accelerated growth based on NSS scores.
English Language Learners
63% (34/57)
Students with Individual Education Plans
52% (12/23)
Students receiving free or reduced lunches
60% (70/118)
African American students
60% (31/55)
We will have 65% of our students making expected NSS growth in the area of math total on the spring 2014
Iowa Assessment test.
Percent of students that made expected growth
rd
3 Grade
40%
4th Grade
78%
5th Grade
58%
Total
56%
On the Skills Iowa end of the year math assessment we will have 80% of our 3 rd, 4th, and 5th grade students
scoring 71% or better/
Percent of students scoring 71% or higher on the Skills Iowa End of the Year Test
3rd Grade
58%

4th Grade
5th Grade

58%
47%

2014-2015 Building Goals:

Iowa Assessments
On the spring 2015 Iowa Assessment Math total test, our gap will decrease by 5% for each subgroup in
comparison to Caucasian students.
On the spring 2015 Iowa Assessment math total test the percent of students proficient will increase from 69.3% to
75%.
On the spring 2015 Iowa Assessment Math Total test 65% of students in each subgroup will make expected
growth based on NSS scores.
We will increase the percentage of student making expected growth in grades 3 rd, 4th, and 5th from 56% to 61% on
the spring 2015 Iowa Assessment.
We will have the number of our students in each grade level cohort making expected NSS growth on the Iowa
Assessment in spring of 2015, in the area of math increase by 5%.
Skills Iowa
65% of students will score 71% or higher on the end of the year 2014-2015 Skills Iowa Math test.
Rationale: As a building we have been p leased with the number of students proficient in our building in the area of
math although there was a significant decrease from 2011 to 2013. As a staff we must provide students with strong math
instruction and have a clear understanding of the 3 part math lesson. We will also need to focus on the individual growth
students are making each school year. As we analyze our subgroup data, we know that we have to close the achievement
gaps between our Caucasian students and other subgroups. Focusing on individual student data will support our efforts in
closing the gap and ensuring that students at all continue to grow.
No.
1A

School Strategies
Implement Margaret Smiths
5Practices into the
workshop/exploration and discussion
phases of math lessons

Action Steps
1A1
1A2
1A3
1A4
1A5
1A6
1A7
1A8

Narrative Evaluation of Strategy

Implementation studies will be conducted to determine if the 5 practices
are being implemented with fidelity. In addition, implementation will be
evaluated during walk throughs and its inclusion in collaborative planning
sessions and lesson plans.

Action Steps to Implement Strategy

Provide feedback and coaching to teachers
about progress monitoring during the workshop
phase of the investigations model
Facilitate a book study for 5 Practices
Develop Look-fors for the Discussion
(including 5 practices)
Develop a look-for rubric for Discussion
(including 5 practices)
Conduct Discussion implementation study
Create a data team template based on the 4
essential/critical questions
Monitor individual growth data of students in all
grades (spreadsheet, data wall etc., )
Identify essential skills at each grade level

Person(s)
Responsible
Leadership
Teachers
Leadership
Teachers
Leadership
Teachers
Leadership
Teachers
Leadership
Teachers
Leadership
Teachers
Leadership
Teachers
Leadership

I
Sept. 2014
Oct/ 2014
Oct. 2014
Nov/Dec
2014
Jan 2014
Nov. 2014
Ongoing
Aug.

Teachers

2014/Ogoin
g

SAFE SCHOOLS
District Long Range Literacy Goals: Utilize research-based strategies that support integrity and respect toward others.

2013-2014 Building Goal Results

Diagnostic Data:

School Year
2013-2014
2012-2013
2011-2012

Total Major
Referrals
216
80
162

Minority Students
Enrollment
Major Referrals
%
Received
40%
54%
38%
71%
39%
69%

Caucasian Students
Enrollment Major Referrals
%
Received %
60%
46%
62%
28%
61%
31%

Rationale: Our major referrals increased from 80 to 216 during the 2013-2014 school year . The percentage of referrals
received by minority students has decreased from 71% to 54%, though they are representative of only 40% of the school
population. In order to better educate our subgroups of students we must better understand their cultures.

2014-2015 Building Goals:

Decrease the number of major referrals from 216 to less than 100 during the 2014-2015 school year.
Decrease the percentage of major referrals received by minority and Caucasian students by 5% during
the 2014-2015 school year. .
Improve the results of the staff climate survey during the 2014-2015 school year.
No.
1A

School Strategies
Create a professional development
plan that provides staff with the
opportunities to take ownership of the
7 habits. We also want staff to have
a better understanding of the cultures
that we educate and how to best
support them in the classroom.

Action Steps
1A1

Narrative Evaluation of Strategy

Teachers will take part in Leader in Me professional development
throughout out the year as we begin the implementation process. Our
cultural competency PLC will provide professional development
opportunities that will educate our staff on how to support our diverse
learners in the classroom, specifically ELL/

Action Steps to Implement Strategy

1A2

ELL Professional Development

Differentiating
Stimulation
PLC Activities- All Staff

1A3

Administer staff climate survey (each trimester)

1A4

Leader in Me Professional Development

Vision Training
Implementation Training
7 in 7 Activities
Accountability Partner
Creating LIM Climate
PBIS
Share and discuss PBIS data each

1A5

Person(s)
Responsible

Leadership
Staff

Aug 2014

Leadership
Staff
Leadership
Staff
Leader Valley
LIM PLC
Leadership
Staff

Ongoing

Leadership
Staff

Nov.2014
Aug 2014
Ongoing

Spring
2015

trimester with all staff.

Meet as a team twice a month.
Hold monthly PBIS assemblies
Tier 2/3 team will meet consistently to
discuss interventions and to monitor
progress.