Rose Springs Elementary School

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Final Report 2015-2016 - Rose Springs Elementary

Goal #1

Goal
Our primary goal is to provide teachers with collaborative time so that each grade level can become a true Professional Learning Community that serves the instructional needs of students. Teachers work together to identify essential learning skills for students in every grade level, share strategies to teach concepts effectively and create common assessments in math, reading and writing to determine which students are mastering essential concepts and which students need more time or different instruction to master what is essential in each grade level. To create time for teacher collaboration students will receive Physical Education and Art instruction from aides that are made possible by the use of Trust Lands funding. This goal will be accomplished by the spring of the 2015-2016 school year

Academic Areas
  • Reading
  • Mathematics
  • Writing
  • Fine Arts
  • Health
 
Measurements
This is the measurement identified in the plan to determine if the goal was reached.

DIBELS reports, Power Week Reading Data collection, Power Week Math Data, LEA Math Benchmarks, Common formative Writing Prompts, District Writing Benchmarks

Please show the before and after measurements and how academic performance was improved.

Dibels Kindergarten BOY 71%-EOY 75%, First Grade BOY 64%-EOY 94%, Second Grade BOY 77%-EOY 82%, Third Grade BOY 68%-EOY 77%, Fourth Grade BOY 73%-EOY 87%,Fifth Grade BOY 73%- EOY 80%, Sixth Grade BOY 88%-EOY 84%.
Power week reading data collection and Power week math data collection available on request. This is individual teacher data and is many pages long.
Grade Level CF Writing Prompt Scores (Utah Compose): Scores improved from BOY to EOY: Third Grade 3.4, 1.6, 2.1. Fourth Grade 2.7, 4.9, 3.0, 2.9. Fifth Grade 1.7, 1.0, 2.3. Sixth Grade 1.8, 1.0, 3.5, 2.2.
LEA Math Benchmarks and District Writing Benchmarks showed similar results.

Action Plan Steps
This is the Action Plan Steps identified in the plan to reach the goal.

Teachers will meet in grade level teams at least one hour weekly in addition to the time given by the district to further PLC plans. They will work together to identify essential skills, share effective strategies and create common assessments to determine which students need intervention and which may be ready for enrichment. The PLC model outlined by the DuFours will be implemented. Data Team Meetings based on data collected during our Math and Reading Power Weeks will be held every three weeks with the principal to review student progress.

Please explain how the action plan was implemented to reach this goal.

We followed our Action Plan Steps. We met in PLC's weekly to discuss various data. Paper and computer data analysis were used. Interventions were planned. Students were retested.

Salaries and Employee Benefits (100 and 200)
One aide assisting with PE instruction to provide comprehensive instruction for students and to free up teachers for collaborative time. One aide assisting with Art instruction to provide comprehensive instruction for students and to free up teachers for collaborative time. Each aides' pay is based off of their years of service and experience.

Goal #2

Goal
Our most important instructional goal is improving literacy instruction which includes reading fluency and comprehension, writing, spelling and a host of other skills. Literacy is "King" of the curriculum and students must be on grade level when leaving 3rd grade. The Trust Lands Grant has allowed us to hire six instructional aides to work with our Instructional Coach to provide additional support to students who need it. Research shows that twenty minutes extra intervention daily with students can make a significant difference.

Academic Areas
  • Reading
  • Writing
 
Measurements
This is the measurement identified in the plan to determine if the goal was reached.

DIBELS reports, SPIRE Assessments, Common Formative Assessments.

Please show the before and after measurements and how academic performance was improved.

Dibels Kindergarten BOY 71%-EOY 75%, First Grade BOY 64%-EOY 94%, Second Grade BOY 77%-EOY 82%, Third Grade BOY 68%-EOY 77%, Fourth Grade BOY 73%-EOY 87%,Fifth Grade BOY 73%- EOY 80%, Sixth Grade BOY 88%-EOY 84%.
Power week reading data collection and S.P.I.R.E. data is available on request.This is individual teacher data and is many pages long.

Action Plan Steps
This is the Action Plan Steps identified in the plan to reach the goal.

Through the use of small group instruction that includes, SPIRE instruction, fluency work, computer time using Imagine Learning and RAZ Kids, these six individuals provide one-on-one or small group intervention instruction with students struggling with reading, fluency, sight word identification, writing, and comprehension. The aides will manage our Read Naturally Fluency Lab which includes students in grades 2-6. These individuals will assist school leadership with periodic assessments. With funds from our 2014-2015 Trust Lands, RSE Community Council approved the purchase of S.P.I.R.E. ® levels up to and including level five. S.P.I.R.E. ® is a comprehensive and multisensory reading intervention program. It is designed to prevent reading failure and to build reading success through an intensive, structured, and spiraling curriculum. Having these six aides trained to give 1:1 and small group instruction will assist teachers to implement intervention strategies for student success. Implementation will align with the beginning of the school year and come to completion in May of 2016

Please explain how the action plan was implemented to reach this goal.

All steps of this action plan were completed.

Salaries and Employee Benefits (100 and 200)
Six instructional/Literacy aides to work with students 1:1 and in small groups in developing literacy skills and to help promote literacy instruction throughout the school.

Goal #3

Goal
Test scores in mathematics are very low throughout the school district and at Rose Springs Elementary as well. We will have some very large classes in the 4th, 5th, and 6th grades in the 2015-2016 school year. This goal will allow for extra help in the classroom during math instruction and aid our teachers to use small group instruction to target students who are struggling with newly introduced concepts.

Academic Areas
  • Mathematics
 
Measurements
This is the measurement identified in the plan to determine if the goal was reached.

Common Formative Assessments, District Math Benchmarks, Envisions Math Assessments, Front Row math completion.

Please show the before and after measurements and how academic performance was improved.

At the time of this report I am unable to access last year's assessment data, except the SAGE scores. The purpose for all these measurements was to ultimately increase our SAGE scores. Our math SAGE scores were:
2014 scores compared to 2015: Third Grade 57-57, Fourth Grade 53-56, Fifth Grade 37-52, Sixth Grade 43-48.

Action Plan Steps
This is the Action Plan Steps identified in the plan to reach the goal.

These three aides will work with students who need 1:1 practice and review, lead math challenge games with small groups, and work with accelerated students allowing the teacher to work with small groups using remedial instruction and intervention techniques. These individuals will assist school leadership with periodic assessments. Baseline data will be collected through the district math benchmarks, interim SAGE math assessments and the end of year summative SAGE results. We will continue working to implement the Utah Core Standards for math and help students with the processes and math practices that support problem solving, computation, mastery of basic math facts. Students' needs will be determined by analysis of common formative assessments as well as the use of our district math benchmark assessments.

Please explain how the action plan was implemented to reach this goal.

These action plan steps were followed as outlined.

Three Mathematics aides to work with students in 4th, 5th, and 6th grades in 1:1 and small group instruction developing mathematics skills and to help promote

Goal #4

Goal
Two Instructional Aides - These two aides will be used to free up teachers for short periods of time to receive coaching/professional development instruction sessions from school leadership, our Instructional Coach, and the designated Math Coach. The discussions will be based on observations made during classroom visits and data from assessments. The research on school turnaround models shows that a teacher coaching component is essential to the turnaround model and using data driven instruction.

Academic Areas
  • Reading
  • Mathematics
  • Writing
  • Science
  • Social Studies
 
Measurements
This is the measurement identified in the plan to determine if the goal was reached.

Observer Tab and the district benchmark/interim assessment data will be the foundational tools used to initiate discussions about tier one instruction, tier one engagement and student achievement. These data points will be used to measure progress in the areas of student engagement and achievement. End of year summative testing will also be used as a measurement tool in regards to this goal.

Please show the before and after measurements and how academic performance was improved.

After having teachers complete a self assessment and a set of initial observations, teachers were placed on an observation/coaching and feedback cycle. Some were seen weekly, others bi-weekly, and others monthly. We also had a set of grade level data days in January were entire grade levels met with the administration and the coaches to assess progress on individual teacher goals and grade level goals.

Action Plan Steps
This is the Action Plan Steps identified in the plan to reach the goal.

This goal was included in our 2013-2014 amended plan and it has been very successful. Discussions have taken place with all faculty members concerning the coaching model. The third through sixth grade teachers have been participating in pre and post data protocol meetings with the math instructional coach and Principal. School administration has set up an Observer Tab account for each teacher. Teachers have become familiar with this observation tool and know how the rubrics are used.

Please explain how the action plan was implemented to reach this goal.

Teachers have been observed and coached according to the Observer Tab criteria and the Utah Teacher Effectiveness Standards. Efforts have been made to establish what the four categories look like in practice.

Salaries and Employee Benefits (100 and 200)
The two individuals hired for this goal will work an average of 5 hours each in a coaching week cycle. Their hours will be determined by school leadership.

Increased Distribution
The school plan describes how additional funds exceeding the estimated distribution would be spent. This is the description.
If additional funds become available through an increased distribution, Rose Springs Elementary Community Counci will meet and decide on how to spend the extra funds. The decision would be based on the academic areas of most critical need as identified with analysis of assessment scores and staff input.
Description of how any additional funds exceeding the estimated distribution were actually spent.
Council voted to spend 341. to purchase the level 5 SPIRE program for reading intervention. We typically have added one grade level per year.

Publicity
The following items are the proposed methods of how the Plan would be publicized to the community:
  • Letters to policy makers and/or administrators of trust lands and trust funds.
  • Sticker and stamps that identify purchases made with School LAND Trust funds.
  • School newsletter
  • School website
 
The school plan was actually publicized to the community in the following way(s):
  • School website
  • Other: Please explain.
    • Discussed at Community Council Meetings
 
Summary Posting Date
A summary of this Final Report was provided to parents and posted on the school website on
2016-10-20
 
Council Plan Approvals

Number Approved Number Not Approved Number Absent Vote Date
11 0 0 2015-03-05
11 0 5 2015-03-05

Plan Amendments
Approved Amendment #1

Submitted By
Lori Buhr

Submit Date
2015-10-28

Admin Reviewer
Karen Rupp

Admin Review Date
2015-11-03

District Reviewer
Jackie Gallegos

District Approval Date
2016-03-09

Board Approval Date
2016-03-08

Number Approved
9
Number Not Approved
0
Absent
1
Vote Date
2015-09-22
Explanation for Amendment
Plan wording was that we would have one aide to teach P. E. This school year we have two employees teaching P. E.
 
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