RR- School Continuous Improvement Plan

Our mission is to educate all learners to reach their full potential as contributing and productive members of

our ever changing global community. All students learning at high levels.

Principal: Barb Yetzer School:Redtail Ridge Elementary School Date: 8/6/2016

Building Instructional Leadership Team Members: Susan Schnackenberg, Katie Wicke, Laresa Pickens, Molly
Kalina, Kellie Schoenbauer, Pam Doerr, Kelly Iverson-Egge, Jaime Toenies-Semling, Lindsay Comstock, Kris Szajner,
Barb Yetzer

Reading Action Plan | Math Action Plan | Science Action Plan | Innovation Action Plan | Behavior Action Plan
-Benchmark Analysis Resources-

SCHOOL PERFORMANCE MEASURES SUMMARY

Note: The School Improvement Plan priorities must focus on three areas: reading, mathematics and science.
The School Improvement Plan must include: (1) the utilization of MCAs as a data point for one or more goals; (2)
articulated goals related to proficiency rate(s), growth, and achievement gap reduction; and, if applicable, (3) a
graduation rate goal.

The percentage of all students enrolled October 1 in grades 3-5 at Redtail Ridge
Reading Goal: Elementary who earn an achievement level of Meets the Standards or Exceeds the
Standards in reading for MCA III will increase from 70.7% in 2016 to 74.7% in 2017.
Data Collected: MCA III, MAP, F & P
(Examples: MCA, MAP,
Aimsweb, etc.)
Process used and MCA achievement, MAP growth data
evidence of need:

Reading Baseline Data by Student Group/Grade Target Actual Outcomes

Grad 14-15 15-16 16-17 16-17

e

Student K 80% (Spring F&P)

Proficienc 68.0% (Spring NWF)
y 66.3% (Spring LSF)
(include 71.0% (Spring LNF)
measure)
1 87% (Spring F&P)
64.6% (Spring NWF)
80.3% (Spring ORF)

2 75% (Spring F&P)

79.6% (Spring ORF)
59% (predicted MCA
proficiency by MAP)
 3 68.7%- MCA 78% (Spring F&P)
75.5% (Spring ORF) 63.3%- MCA
55% (predicted MCA
proficiency by MAP)
57.3%- MCA

4 73.5%- MCA 78% (Spring F&P)

57% (predicted MCA 78%
proficiency by MAP)
75.5%- MCA

5 78.6%- MCA 62% (Spring F&P) 83.6%

61% (predicted MCA
proficiency by MAP)
81.1%- MCA

Reading Baseline Data by Student Group/Grade Target Actual Outcomes

Grade 14-15 15-16 16-17 16-17

Student K
Academic
Growth 1

2 28% Accel MAP

Growth
30% Norm MAP
Growth
(MCA growth not yet
avail)

3 30% Accel MAP

Growth
31% Norm MAP
Growth
(MCA growth not yet
avail)

4 MCA-H/M/L 33% Accel MAP

36.5%/41.7%/21.9% Growth
31% Norm MAP
Growth
(MCA growth not yet
avail)

5 MCA-H/M/L 33% Accel MAP

31.2%/49.5%/19.4% Growth
25% Norm MAP
Growth
(MCA growth not yet
avail)

Reading Baseline Data by Student Group/Grade Target Actual Outcomes

Stude
nt 14-15 15-16 16-17 16-17
Group

Achieveme Black 63.2% 52.9% 62.9%

nt Gap
Asian 57.1% 65.0% 68.9%
Reduction Hispani 58.3% 64.7% 68.8%
(MCA) c

Am Ind 66.6% 50% 61.4%

White 76.2% 72.8% 74.8%

FRP 47.7% 53.3% 63.3%

Non FRP: 73.3%

ELL 38.5% 35.3% 53.9%

Non ELL: 72.5%

Sped 42.3% 37.8% 53.7%

Non Sped: 70.5%

READING ACTION PLAN: Identify Actions, Strategies and Interventions

What research-based actions, strategies, and interventions will support students in meeting the goal? What
knowledge and skills (professional learning) will adults need to support students in meeting the goal(s)?
Strategies: Learning: What PD Plan: How will Measure student Person(s)
What specific knowledge and skills resources support this progress: Responsib
strategies will be (professional learning) PD? What student le:
implemented? will adults need to (Time, Human evidence/data will be
support students in Resources, Financial collected? When is it
meeting the goal(s)? Resources, Calendar) collected and when
is it reviewed?
Highlight substrands -Analyze the Benchmark -Training on how to pull -2017 MCA Reading K-5
for areas of need Report and identify areas data from iCue Data Classroom
relating to MCA of strength and -Training on Benchmark -Summer 2017 teachers
scores of 2015-16 improvement based on Report analysis Maggie
the substrands from the *Hosting a Weekly Ekrem
Benchmark Report Flipped morning Lindsay
-Develop effective announcements
strategies based on the highlighting
substrands vocabulary words.
-Cross reference MAP
vocabulary with MCA
test specifications at
each level

Highlight substrands -Breakdown of the -Training on how to pull -Winter MAP Scores K-5
for areas of need substrands data from iCue & NWEA -Spring MAP Scores Classroom
relating to MAP -Effective strategies -Training on the teachers
scores of 2015-16 based on the substrands Learning Continuum Maggie
-Utilize the Learning *Hosting a Weekly Ekrem
Continuum on the NWEA Flipped morning Lindsay
website announcements
-Focused vocabulary highlighting
words at each grade vocabulary words.
level
Creating appropriate -Implementing Small -Funding for Subs from -Winter F & P Classroom
scaffolds based on group instructional PD for all K-3 teachers -Spring F & P teachers
students ability strategies and 4-5 teachers as Patti
levels. -Creating extension needed for Winter F & P Greene
opportunities for readers Assessments
at a variety of levels. -Lit Labs: continued PD
on core RUOS
 instruction
-Staff Meetings, Early
Release
Teachers will Training on how to infuse Learning team time to -The creation of one Classroom
collaborate to create formative assessments establish best practices formative teachers
one common into Reading, specifically assessment each Kris
formative vocabulary month Lindsay
assessment per -Monthly Teacher Patti
month and will Reflection Form Greene
review data during
learning teams
Monitor students in -List of students who fall Check in once/month at Subgroup scores Barb
each subgroup in each subgroup BILT meeting and BILT
members will go back members
to team .
Teachers will utilize Moby Max training -Teachers will -Monthly check-ins Jessica
online supplemental collaborate through during Learning McMahon
tracking tool, Moby staff meetings and Team meetings
Max learning team meetings
-Jessica McMahon will
train teachers on Moby
Max

The percentage of all students enrolled October 1 in grades 3-5 at Redtail Ridge
Elementary who earn an achievement level of Meets the Standards or Exceeds the
Math Goal:
Standards in mathematics for MCA III will increase from 81.4% in 2016 to 84.4% in
2017.
Data Collected: MCA III, MAP
(Examples: MCA, MAP,
etc.)
Process used and MCA achievement, MAP growth data
evidence of need:

Math Baseline Data by Student Group/Grade Target Actual Outcomes

Grad 14-15 15-16 16-17 16-17

e

Student 2 90% (predicted MCA

Proficienc proficiency by MAP)
y
3 90.9%- MCA 88% (predicted MCA 84.2%
proficiency by MAP)
74.2%- MCA

4 83.5%- MCA 92% (predicted MCA

proficiency by MAP) 93.6%
93.1%- MCA

5 79.4%- MCA 72% (predicted MCA 82%

proficiency by MAP) Cohort (95%)
78.3%- MCA

Math Baseline Data by Student Group/Grade Target Actual Outcomes

 Grad 14-15 15-16 16-17 16-17
e

Student 2 42% Accel MAP .

Academic Growth
Growth 23% Norm MAP
Growth
(MCA growth not yet
avail)

3 55% Accel MAP

Growth
23% Norm MAP
Growth
(MCA growth not yet
avail)

4 MCA-H/M/L 35% Accel MAP

46.9%/43.8%/9.4% Growth
23% Norm MAP
Growth
(MCA growth not yet
avail)

5 MCA-H/M/L 47% Accel MAP

21.3%59.6%/19.1% Growth
23% Norm MAP
Growth
(MCA growth not yet
avail)

Math Baseline Data by Student Group/Grade Target Actual Outcomes

Studen
t 14-15 15-16 16-17 16-17
Group

Achieveme Black 66.7% 70.6% 76.8%

nt Gap
Reduction Asian 85.7% 75.0% 79%
(MCA)
Hispani 75.0% 76.5% 79.8%
c

Am Ind 66.6% 50% 66.5%

White 86.5% 83.1% 86.1%

FRP 67.4% 71.1% 77.0%

Non FRP: 82.9%

ELL 46.2% 41.2% 62.3%

Non FRP: 83.4%

Sped 60.0% 54.1% 67.5%

Non Sped: 84.8%

MATH ACTION PLAN: Identify Actions, Strategies and Interventions

What research-based actions, strategies, and interventions will support students in meeting the goal? What
knowledge and skills (professional learning) will adults need to support students in meeting the goal(s)?
Strategies: Learning: What PD Plan: How will Measure student Person(s)
What specific knowledge and skills resources support this progress: Responsi
strategies will be (professional learning) PD? What student ble:
implemented? will adults need to (Time, Human evidence/data will be
support students in Resources, Financial collected? When is it
meeting the goal(s)? Resources, Calendar) collected and when is
it reviewed?
Highlight substrands -Analyze the Benchmark -Training on how to pull -2017 MCA Math Data K-5
for areas of need Report and identify data from iCue -Summer 2017 Classroom
relating to MCA areas of strength and -Training on Benchmark teachers
scores of 2015-16 improvement based on Report analysis Maggie
the substrands from the Ekrem
Benchmark Report Lindsay
-Develop effective
strategies based on the
substrands
-Cross reference MAP
vocabulary with MCA
test specifications at
each level
Highlight substrands -Breakdown of the -Training on how to pull -Winter MAP Scores K-5
for areas of need substrands data from iCue & -Spring MAP Scores Classroom
relating to MAP -Effective strategies NWEA teachers
scores of 2015-16 based on the substrands -Training on the Maggie
-Utilize the Learning Learning Continuum Ekrem
Continuum on the NWEA Lindsay
website
-Focused vocabulary
words at each grade
level
Math vocabulary for Identifying vocabulary Creating purposeful -Moby Max Barb
all students and connections between prompts for specialists, -IXL Lindsay
create cross RUOS, Science, Math, and other grade levels -MCA Math Scores Kris
curricular MAP, and MCA and find to build vocabulary -MAP Math Scores
connections connections. capacity as a building.
Teachers will Training on how to Learning team time to -The creation of one Classroom
collaborate to create infuse formative establish best practices formative assessment teachers
one common assessments into Math, each month Kris
formative specific to grade level -Monthly Teacher Lindsay
assessment per strand needs Reflection Form
month and will
review data during
learning teams
Implement Create or use Learning appropriate: -MAP Scores Kris
interventions based appropriate scaffolds -Math -Math Formative K-5
on the formative and structures to fit this interventions/Guided Assessment scores Teachers
assessments to model Math
drive and change -RtI models
math instruction -Math Structures
Track students in -List of students who fall Check in once/month -Subgroup data from Barb
each subgroup in each subgroup at BILT meeting and MCA & MAP Math tests
members will go back
to team
Teachers will utilize Moby Max training -Teachers will -Monthly check-ins Jessica
online supplemental collaborate through during Learning Team McMahon
tracking tool, Moby staff meetings and meetings
Max learning team
meetings
-Jessica McMahon will
 train teachers on Moby
Max

The percentage of all students enrolled October 1 in grade 5 at Redtail Ridge

Science Goal: Elementary who earn an achievement level of Meets the Standards or Exceeds the
Standards in science for MCA III will increase from 80.2% in 2016 to 82.2% in 2017.
Data Collected: MCA III
(Example: MCAs)
Process used and MCA data
evidence of need:

Science Baseline Data by Student Group/Grade Target Actual Outcomes

Grad 14-15 15-16 16-17 16-17

e

Student 5 63.9%- MCA 80.2%- MCA 84%

Proficiency

Science Baseline Data by Student Group/Grade Target Actual Outcomes

Grad 14-15 15-16 16-17 16-17

e

Student 5
Academic
Growth
(growth
from MCAs
not
calculated
)

Science Target Actual Outcomes

14-15 15-16 16-17 16-17

Achieveme Black 50.0% 75.0% 78.4%

nt Gap
Reduction Asian 33.3% 87.5% 89.5%
(MCA)
Hispani 40.0% 50.0% 65.9%
c

Am Ind 100.0% N/A 81.8%

White 66.3% 81.8% 85%

FRP 20.0% 50.0% 66.9%

Non FRP: 83.8%

ELL 0.0% 0.0% 41.2%

Non ELL: 82.4%

Sped 25.0% 53.8% 67.0%

 Non Sped: 83.9%

SCIENCE ACTION PLAN: Identify Actions, Strategies and Interventions

What research-based actions, strategies, and interventions will support students in meeting the goal? What
knowledge and skills (professional learning) will adults need to support students in meeting the goal(s)?
Strategies: Learning: What PD Plan: How will Measure student Person(s)
What specific knowledge and skills resources support this progress: Responsi
strategies will be (professional learning) PD? What student ble:
implemented? will adults need to (Time, Human evidence/data will be
support students in Resources, Financial collected? When is it
meeting the goal(s)? Resources, Calendar) collected and when is
it reviewed?
Highlight substrands -Analyze the Benchmark -Training on Benchmark -2017 MCA Science Maggie
for areas of need Report and identify Report analysis Data Ekrem
relating to the MCA areas of strength and -Summer 2017 Patti
scores of 2015-16 improvement based on Greene
the substrands from the Learning
Benchmark Report Teams
-Develop effective Lindsay
strategies based on the
substrands
-Cross reference MAP
vocabulary with MCA
test specifications for
5th grade
Students tracking Training and creation of PD plan to rollout Survey of Random All
their own data the digital portfolio portfolio students regarding Students
toolbox -Grade level rollout the portfolio process Kris
-Importation of Data and effectiveness RR Staff
process members
Teachers will Training on how to Learning team time to The creation of one Classroom
collaborate to create infuse formative establish best practices formative assessment teachers
one common assessments into each month Kris
formative Science, specifically -Monthly Teacher Lindsay
assessment per vocabulary Reflection Form
month and will
review data during
learning teams
Teachers will utilize Moby Max training -Teachers will -Monthly check-ins Jessica
online supplemental collaborate through during Learning Team McMahon
tracking tool, Moby staff meetings and meetings
Max learning team
meetings
-Jessica McMahon will
train teachers on Moby
Max

Which of the above academic goals will be your site Q-Comp Goal:

math science reading (highlight one)

Innovation Goal: Staff will increase awareness of the 7 traits defined in the Digital Learning Plan
by discussing each trait and brainstorming examples of ways students can
 exhibit them.
DLP TRAITS
Data Collected: (Examples:
Digital Learning Plan
Literacies, Traits & Skills of
21st Century Learners,
Coursework/Programmatic
Changes)
Process used and evidence of
need:

Baseline Data
Innovative Learning
by student group
(Example: Student Evidence
(Example: Ethnicity, Target Actual outcomes
of Literacies, PBL, Genius
Socioeconomic, Grade level,
Hour, etc.)
etc.)
Digital Learning Plan Goal:

INNOVATION ACTION PLAN: Identify Actions, Strategies and Interventions

What research-based actions, strategies, and interventions will support students in meeting the goal? What
knowledge and skills (professional learning) will adults need to support students in meeting the goal(s)?
Strategies: Learning: What PD Plan: How will Measure student Person(s)
What specific knowledge and skills resources support this progress: Responsible:
strategies will be (professional PD? What student
implemented? learning) will adults (Time, Human evidence/data will be
need to support Resources, Financial collected? When?
students in meeting Resources, Calendar)
the goal(s)?
Learn about the 7 We need to be aware Team time given to Before and After Teachers
traits of Digital of the 7 traits of plan activities with survey of a random Barb
Learning so we feel Digital learning, read these 7 traits. group of students. Kris
comfortable talking them and talk about Poster for the 7 traits Students
about them. them to put in rooms that is
created by the district.

Learning how to Have to know what Tech Integrationist will The structure of the Teachers
create an innovative PBL, Active Tech or come to at least one lesson allows Kris
lesson using PBL, blended learning is learning team meeting Students to create a Students
Active Tech or and how these during the 2016-2017 final product.
Blended learning with models can enhance school year to help Highlights from
the tech integration current teaching give ideas. this work will be
team. practices. Mid-year check in will collected and
be scheduled with shared to
each team to report showcase
out/share throughout the
experience(s) year.
MakerSpace Infusion Time and resources How to identify The MakerSpace Kris
to collaborate around problems within Challenge Media
the MakerSpace curricular areas to spreadsheet K-5 teachers
materials to find bridge the gap Random student
connections within between content and sample survey
Reading, Math and making. -Monthly Teacher
Science Building a plan to Reflection Form
attain the 7 DLP traits
within the MakerSpace
 areas.

Behavior Goal:
Data Collected:
(Examples: PBIS Big 5)
Process used and evidence
of need:
Redtail Ridge Elementary will decrease the number of referrals from the
categories of Defiance, Disrespect, Noncompliance major and minor and
Disruption major and minor from an average of 1.62 per day during the 2015-
2016 school year to an average of 1.50 per day by the end of the 2016-2017
school year.
Infinite Campus Behavior Referrals
The data is showing that there were 277 major (office referrals) and minor (fix-it
plans) in the areas of Defiance, Disrespect, Noncompliance major and minor and
Disruption major and minor. There were 170 school days in the 2015-2016 school
year resulting in 1.62 referrals per day.

Baseline Data
Student Behavior
by student group (Example:
(Example: Office referrals, Target Actual outcomes
Ethnicity, Socioeconomic,
Suspensions, etc.)
Grade level, etc.)
Major and Minor Referrals K=.36 referrals per day .34

Major and Minor Referrals 1=.58 referrals per day .56

Major and Minor Referrals 2=.28 referrals per day .26

Major and Minor Referrals 3=.24 referrals per day .22

Major and Minor Referrals 4=.10 referrals per day .08

Major and Minor Referrals 5=.06 referrals per day .04

BEHAVIOR ACTION PLAN: Identify Actions, Strategies and Interventions

What research-based actions, strategies, and interventions will support students in meeting the goal? What
knowledge and skills (professional learning) will adults need to support students in meeting the goal(s)?
Strategies: Learning: What PD Plan: How will Measure student Person(s)
What specific knowledge and skills resources support this progress: Responsible:
strategies will be (professional PD? What student
implemented? learning) will adults (Time, Human evidence/data will be
need to support Resources, Financial collected? When?
students in meeting Resources, Calendar)
the goal(s)?
Implement brain -Understand the -At staff meetings Pre, Mid, and Post -Classroom
(movement) breaks purpose of brain share movement Year survey Teachers
daily breaks exercises completed by -SMART
-What movements -Create students Members
work best for which handout/packet/calend -Occupational
behaviors (yoga, ar of movement Therapist
SMART) activities and -Students
resources
- Time to distribute
motor items during a
learning team
-Team time to schedule
motor breaks
-Use PD money to
 bring in someone to
teach staff about yoga
Learn behavior -Understand the -PBIS team will create Pre, Mid, and Post -
expectations behavior expectation activities for teachers Year survey PBIS/Responsi
matrix -PBIS team will use completed by ve Classroom
-Able to implement one staff meeting a students Team
Responsive month to review the -Classroom
Classroom CARES for that month Teacher]
Techniques and 1 Responsive
Classroom technique -Barb
-Students will place -RR Students
characters on the
CARES Wall
highlighting the CARES
of the month in their
readings
-Principal will read a
story monthly
highlighting the CARES
of the month
-Classroom teachers
will read one story a
month highlighting the
CARES of the month
Review referrals on a -Determine a level at -Time to research -Documentation -Classroom
bi-weekly basis which a Tier II or Tier behavior referral levels through Grade Level Teacher
III needs to be -Principal, 1 classroom Problem Solving -Problem
implemented teacher, 1 SPED Form or PST Solving Team
-Develop and teacher, and Social paperwork if the -Principal
implement Tier II and Worker will attend the student met their -Social Worker
Tier III interventions conference for working behavior intervention
with disruptive goal
students in December.
-PD at staff meetings

The Principal and Superintendent will sign the School Improvement Plan Measures to indicate
that the school performance goals and action plan have been shared, discussed, and agreed
upon.

The School Improvement Plan must include: (1) the utilization of MCAs as a data point for one
or more goals; (2) articulated goals related to proficiency rate(s), growth, and achievement gap
reduction; and, if applicable, (3) a graduation rate goal.

Superintendent: Date:

Principal: Date:

Our mission is to educate all learners to reach their full potential as contributing and productive members of our
ever changing global community. All students learning at high levels.