School Improvement Plan

John L. Sipley Elementary School

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Goal

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    Sipley’s school improvement goal is to teach the whole child by focusing on four key elements. Our goal includes formative assessment for purposeful planning, communicating effectively with parents, embracing the belief that our collective efforts can help students overcome any obstacle, and teaching and re-teaching behavior as we do academics.

visual representation of Sipley school improvement plan

Rationale

  • Based upon report card data that revealed a low percentage of students were meeting proficiency levels in areas assessed on District created assessments, formative assessment for purposeful planning was needed and began at the start of the 2016-2017 school year. Based upon the volume of work that goes into full implementation of this goal, a continued focus on formative assessment for purposeful planning is needed.

     

    Based upon survey data collected from parents, twenty-seven percent of parents reported that they completely agree and agree mostly that the school contacts the families of students who are struggling academically, the goal to improve the home and school connection is needed.

     

    Based upon survey data collected from staff, fifty-eight percent of staff reported that they strongly agree and somewhat agree that staff understand and utilize the steps to provide students with more intensive behavior supports, the goal to increase teacher efficacy is needed.

     

    Based upon survey data collected from staff, sixty-two percent of staff reported that they strongly agree and somewhat agree that behavioral deficits are viewed in the same manner as reading deficits, the goal to teach and reteach behavior as we do academics is needed.

     

Success Criteria

  • We will know we are successful when formative assessment for purposeful planning is evidenced by teachers taking a pulse of student learning then examining and organizing student work based on proficiency levels that lead to instructional decisions that are different than what was tried before.

     

    We will know we are successful when home and school connections are evidenced by proactive, positive, and helpful communication that informs families of what their child is learning, how their child is progressing, and their child’s learning habits that impact growth.

     

    We will know we are successful when teacher efficacy is evidenced by meaningful collaboration between teachers that result in adjustments to the learning environment that meets the needs of all students.

     

    We will know we are successful when teaching and re-teaching behavior as we do academics is evidenced by teachers sharing behavioral expectations through CHAMPs every day, in every lesson, resulting in students adhering to those expectations that will optimize learning for all.

     

Activities/Strategies

  • Teachers will use buffer times to provide students with new learning opportunities in an effort to help them grow toward proficiency in all academic areas.

     

    Teachers will collaborate and use Professional Learning Teams and Teacher Assistant Teams to gain ideas and strategies that will help students learn and grow.

     

    Teachers will begin implementation of CHAMPs: A Positive and Proactive Approach to Classroom Management. This will include reading the book, taking part in two in-services presented by Safe and Civil Schools, and using the CHAMPs model in all learning spaces, every day, in every lesson.