541-352-6255 (Office)
PARKDALE ELEMENTARY
SCHOOL
IMPROVEMENT PLAN
INTRODUCTION
Parkdale Elementary is a
K-5 school of approximately 240 students located in the rural upper valley
of
PARKDALE ELEMENTARY VISION STATEMENTS
PARKDALE ELEMENTARY
POSITIVE BEHAVIOR SUPPORT
Parkdale
Elementary encourages all students to take a RRSK with their behavior at
school to insure student success. Target
behaviors are:
·
BE RESPONSIBLE
·
BE RESPECTFUL
·
BE SAFE
·
BE KIND
A school Climate Committee
comprised of classified and licensed staff, along with the principal, meets
regularly to focus on providing a positive school climate that supports the
school vision statements. In 2006-07,
members of the committee attending a Positive Behavior Support conference
and worked with the entire school staff to create the Mountaineer RSSK program.
Target behaviors were identified, a school wide positive reward system created
and the program was implemented in September 2007. For the same period in 2007-08 (September to
February), discipline citations declined by 45% from 2006-07.
SCHOOL IMPROVEMENT PLAN
SUMMARY OF THE PROCESS
Parkdale’s School Improvement Plan is an ongoing process. The
school Site Council, composed of two certified representatives, one classified
representative, two parent representatives and the principal, began the
review of the current plan in the fall of 2007. School performance data
was reviewed with assistance from a district Teacher on Staff Assignment
(TOSA) by both the Site Council and staff. Surveys regarding the school’s
strengths and needs were given to parents and staff and data collected
by the principal. Survey data was
presented to the staff for ranking and returned to the Site Council for
review. The Site Council also reviewed
plans from several other schools/districts. The principal was directed by the Council to
draft a plan focusing on the academic priorities of reading, math and writing. The
draft was presented to the staff for additional comment and all comments
were reviewed and synthesized by the Site Council in March, 2008.
Like previous
years, the Site Council chose to focus on implementing, evaluating, and
revising reading, writing, and math goals. Each year, the staff and the
Site Council will analyze curriculum based assessment and Statewide Assessment
data. The data will be used to update the School Improvement/Schoolwide
Plan annually in the fall.
IDENTIFIED STRENGTHS AND NEEDS
|
Strengths of the current program: Student
Achievement: School has made Adequate Yearly Progress
(AYP) in all areas and data is tracked over time by both district
and school. School
Context & Organization: Positive and welcoming
atmosphere; recently implemented positive school climate/discipline
program; small class sizes, afterschool program. Professional
Development: District level plan evident; all staff highly
qualified (HQ); ongoing opportunities available for all staff to
grow based on annual goals. Curriculum
and Instruction: Student services include individualized
or small group instruction for every student in reading (Response
To Intervention or RTI), Special Education and English as a Second
Language. Native Language Literacy instruction in Spanish
for students in grades K and 1 and Spanish for non-Spanish speakers
in grades K-5. Family
and community involvement: Many parents volunteer each
week for tutoring, supervision and assistance with special projects. Last year, over 2500 hours were logged by
volunteers for SMART, vision and hearing screenings, computer lab
support, and school wide events. We
have a very active PTA who raises funds for assemblies, field trips,
library books and other school needs. |
Weaknesses of the Current Program:
|
Student
Achievement: Weak in writing skills overall; low number
of students exiting ELL; significant difference in Hispanic and
non-Hispanic scores on the Oregon Statewide Assessment Test (OSAT)
and the Dynamic Indicator of Basic Early Literacy Skills (DIBELS) School
Context & Organization: Need for fewer
transitions in schedule Professional
Development: Need for focus on writing program (Step Up
to Writing); need for time to implement GLAD and new curriculums Curriculum
and Instruction: Need for newcomer program and/or response
to students returning after winter absences; more materials in
Spanish for Native Literacy and/or core subjects; math instruction
in general; increased technology time/instruction Family
and community involvement: More Spanish speaking staff;
more information available in Spanish for parents; need for more
education for parents to be involved academically with students |
SCHOOL IMPROVEMENT PLAN
GOALS
Math: All
children, regardless of cultural, language, and developmental differences,
will annually show improvement and growth in mathematics.
Writing: All
children, regardless of cultural, language, and developmental differences,
will annually show improvement and growth in writing.
(Action Plans for each objective
follow).
|
Goal: All students, regardless
of cultural, language, and developmental differences, will annually
show improvement and growth in |
|||||||
|
Activity (What Will We Do To Reach This Goal?) |
Who Will Do This? |
Resources Needed |
Timeline Year: |
Evaluation: How Will We Know
That We Have Met This Goal? |
|||
|
|
|
|
F |
W |
Sp |
Su |
|
|
·
Provide small group
reading instruction (less than 5) for all students in lowest 40% in
literacy for grade K-3.
·
Provide double dosing
for students in lowest 10% in grades K-2.
·
Offer Native Language
Literacy instruction in grades K-3 for Spanish native speakers.
·
Purchase supplemental
instructional materials that support native language instruction
·
Routinely use multiple
school wide common assessments to monitor student progress.
·
Continued implementation
of ELD materials through ELD instruction
·
Implement GLAD teaching
strategies in all K-5 classrooms
·
Support teachers through
scheduled grade level meetings, BEST meetings and building work time
for analysis of testing and assessment information and planning modifications
based on assessment information.
·
Use technology as an
instructional tool
·
Promote the attendance
of at risk students in summer school. |
K-5
Teachers |
Common
Curriculum Goals, Content and Performance Standards, and Scoring
Guides Leveled Houghton-Mifflin
Reading Series, La Lectura, Treasure Chest ELD materials Approved
RTI intervention materials Software
Programs: Zip Zoom, Reading
A-Z, Rosetta Stone, Accelerated Reader, TAG,
Sp Ed, Title I District
Portfolio Plan Staff
development in teaching Instructional
planning time to support team planning |
X |
X |
X |
X |
Indicators
Of Success:
·
Increase of the number
of students exiting ELL as per the ELPA test by 5% each year
·
Increase the number
of students K-5 reaching Level 4 on the Woodcock Munoz assessment by
5% per year.
·
Increase number of
students reaching benchmark on the DIBELS and IDEL Assessments by the
end of the year by 5 % per year.
·
Meet Adequate Yearly
Progress in all subgroups.
·
Increase the number
of students attending summer school by 5% per year. Who Will Collect Data? Staff
and Site Council Who Will Analyze Data? Site
Council and Building Teams When Will This Happen? OSAT
- Spring and fall of each school year DIBELS/IDEL – Fall,
Winter and Spring of each year ELPA – Fall
of each year Summer
School Attendance - Fall |
|
|
|
|
|
|
|
|
|
|
Goal: All students, regardless
of cultural, language, and developmental differences, will annually
show improvement and growth in Writing. |
|
Activity (What Will We Do To Reach This Goal?) |
Who Will Do This? |
Resources Needed |
Timeline Year: |
Evaluation: How Will We Know
That We Have Met This Goal? |
||||
|
|
|
|
F |
W |
Sp |
Su |
|
|
|
·
Provide support for
staff with the Writing process and Step Up To Writing
·
Establish writing as
part of the Literacy block at each grade level, providing students
with multiple opportunities in writing.
·
Implement GLAD teaching
strategies in all K-5 classrooms
·
Continued implementation
of ELD materials through ELD instruction
·
Use technology as an
instructional tool
·
Increase time for computer
application instruction.
·
As offered, participate
in ODE writing assessment for 5th grade.
·
Determine and routinely
use common writing sample assessments school wide to monitor student
growth.
·
Support teachers through
scheduled grade level meetings, BEST meetings and building work time
for analysis of testing and assessment information and planning modifications
based on assessment information
·
Promote the attendance
of at risk students in summer
school |
K-5
Teachers Specialists Principal |
Common
Curriculum Goals, Content and Performance Standards, and Scoring
Guides District
Language Arts Curriculum Goals District
Portfolio Plan Appropriate
support materials for classroom instruction Treasures
ELD materials Houghton
Mifflin Reading Program TAG,
Sp Ed, Title I Continued
support and staff development for the Step Up To Writing Program Kid
Pix, Hyper Studio, Microsoft
Office, Type to Learn, PPM
Summer School |
X |
X |
X |
X |
Indicators Of Success:
·
Step Up To Writing
strategies used in grades K-5 and evaluated by the principal.
·
Increase the percentage
of students meeting or conditionally meeting state and local Writing
standards each year.
·
Common school wide
strand assessments will be established and a data base used for analysis.
·
Meet Adequate Yearly
Progress for all subgroups.
·
Increase the number
of students attending summer school by 5% per year. Who Will Collect Data? Principal,
Staff and Site Council Who Will Analyze Data? Site
Council and Building Teams When Will This Happen? OSAT
-Spring and fall of each school year Common
Assessments - ongoing Summer
School Attendance - Fall |
|
|
Goal: All students, regardless
of cultural, language, and developmental differences, will annually
show improvement and growth in Mathematics. |
|
Activity (What Will We Do To Reach This Goal?) |
Who Will Do This? |
Resources Needed |
Timeline Year: |
Evaluation: How Will We Know
That We Have Met This Goal? |
|||
|
|
|
|
F |
W |
Sp |
Su |
|
|
·
Implement GLAD teaching
strategies in all K-5 classrooms
·
Continued implementation
of ELD materials through leveled ELD instruction
·
Purchase instructional
materials in Spanish for Spanish speaking students as needed.
·
Use technology as an
instructional tool
·
Develop and routinely
use school wide common assessments in strand areas to monitor students.
·
Support teachers through
regularly scheduled grade level meetings to analyze data and modify
instruction.
·
Set school and classroom
goals based on assessment data.
·
Promote the attendance
of at risk students in summer school. |
K-5
Teachers Specialists Instructional
Aides Principal |
Common
Curriculum Goals, Content and Performance Standards, and Scoring
Guides, District Mathematics Curriculum Goals Appropriate
support materials for classroom instruction Common
Assessments and District Portfolio Plan Staff
development in teaching Mathematics Instructional
planning time to support team planning TAG,
Sp Ed, Title I Classroom
document cameras Software
Programs: PPM
Summer School |
X |
X |
X |
X |
Indicators Of Success:
·
Fidelity of MathPlus
curriculum to be reviewed and monitored by grade level teams and principal.
·
Increase the percentage
of students meeting state and local Mathematics standards each year.
·
Meet Adequate Yearly
Progress for all subgroups.
·
Common school wide
strand assessments will be established and a data base used for analysis.
·
Increase the number
of students attending summer school by 5% per year Who Will Collect Data? Staff
and Site Council Who Will Analyze Data? Site
Council And Building Teams When Will This Happen? OSAT
- Spring and fall of each school year Common
Assessments - ongoing Summer
School Attendance - Fall |
Last updated March 20, 2008
Hood River County School District