Running Head: EDL 273 FIELD BASED LEARNING ASSIGNMENT

Field Based Learning Assignment

Strategic School Improvement Planning

EDL 273

Kelsey Hoeksema

Drake University
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Part Ia: Plan Collect and Chart Data to Assess the Current Situation
Assess Current Reality

Measure Data What do the

data mean?
Student 706 Students Enrolled for 2015-2016 School Year: Brubaker Student
Enrollment 9.1% English Language Learners population is
diverse in gender,
19.0% Individualized Education Programs ethnicity,
79.9% Free and Reduced Lunch socioeconomic
status, and
academic needs.
FAST CBM How do the data
compare to last
Reading
3rd Grade year?
Students Fall 15-16 Mid-Year 15-16 Not enough data
information- first
Meeting year of FAST
Benchmark 60.61% 78.65% testing (only K-3
Not assessed using
Meeting FAST)
Benchmark 39.39% 21.35% What is the trend
over the past several
*The number of students who did not meet the benchmark decreased from years?
Fall to Mid-Year increasing the number of proficient scoring third graders. No trend due to first
year of assessment
Scholastic Scholastic Reading Inventory Proficiency Report Fall-Winter How do the data
compare to last
Reading 2015-2016 year?
Inventory Level Of Proficiency Fall Winter 2014-2015 School
-SRI Year
Advanced 4% 5% Adv. 7%
Proficient 13% 24 % Proficient: 27%
Basic 32% 33% Basic: 35%
Below Basic: 30%
Below Basic 51% 38%
*Of students 235 students tested grades 3-5, 29% scored proficient and 71% Smaller number of
scored below proficient. students scoring
proficient or higher
compared to the 2014-
Change from Fall to Winter: 2015 school year
Adv. +1%
Prof. +11% What is the trend
over the past several
Basic +1% years?
B.Basic: -13% Trend shows low
number of students
scoring proficient and
above. End of year
proficiency for past
three school years
range from 29% to
41%.
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Iowa Proficiency Scores: 2014-2015 School Year How do the data

compare to last
Assessments 54.6% of students scored proficient on IA Assessments in year?
the area of reading.
What is the trend
over the past several
years?
This data indicates a
dip in scores from
previous years.
IA
Assessment
Reading
Proficiency
by Ethnicity

1. What do the data say about students current level of performance?

a. Enrollment Data
1. These data serve not as one indicator of student performance rather
as a current snapshot of our student population. Diversity is represented through
gender, ethnicity, socioeconomic status, and academic needs.
2. Reading Instruction in classrooms needs to be accessible and meaningful to all
students as defined by Brubakers Mission Statement- the diverse needs of all
students will be met through effective use of resources
b. FAST
1. First year of data collection with FAST CBMr Data for grade levels Kindergarten
through 3rd grade measuring student proficiency for fluency (words per minute
and accuracy percentage).
2. Data show 18.04% increase in third grade students moving from not meeting the
benchmark to meeting the benchmark by April 2016.
3. Students below benchmark are being weekly progress monitored by a certified
staff member.

c. SRI
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1. Scholastic Reading Inventory- Assessing students performance in regards to

reading comprehension and vocabulary skills (i,e sequencing, making inferences,
summarizing, drawing conclusions, identifying main idea, etc.)
2. SRI data indicates low levels of proficient scores on this assessment.
Part Ib: Plan Define the Current Situation
1. What is the problem/opportunity for improvement and why are you selecting it?
a. Currently, Brubaker Elementary is showing a skill deficit in reading as performed
on a variety of assessments. The overall state of reading instruction can be
improved. An improvement of instructional practices and research based
curriculum will aid in students skill level increases and more students able to
score proficient on assessments in the area of reading.
b. Small group reading times do not focus on phonics or create opportunities for
students who are far below grade level understanding to go back and receive
instruction over foundational skills.
2. How is this opportunity for improvement connected to the mission and vision of the
school?
a. Reading Instruction in classrooms needs to be accessible and meaningful to all
students as defined by Brubakers Mission Statement- the diverse needs of all
students will be met through effective use of resources
b. Our current school improvement focuses on an increased level of proficiency as
defined by the IA Assessments and other assessment indicators.
3. What is currently being done to address the issue?
a. Teachers are given time in the school schedule to provide small group time for
reading.
b. Title 1 and Reading Interventionists schedules are created to allow time for
additional small group for reading to work at the skill deficit area.
c. Lexia Core 5 is a computer based program in utilization to allow students to
practice phonemic awareness, phonics, and advanced phonics skills.
4. What SMART goal(s) will you set for improvement?
a. SMART Goal:For the 2016-17 school year, 68% of all 3rd through 5th grade
students will be proficient or advanced in reading as measured by the Iowa
Assessments (54.6% proficient in 2014-15); 85% of all 3rd through 5th grade
students will be proficient or advanced in reading fluency as measured by the
FAST CBMr Fluency spring assessment (78.6% in 2014-15).

Part II: Do Plan Improvement Strategies

1. What improvement (change) strategies will you implement in the next 45-60 days?
a. PLC and data teams meetings once a month will analyze reading interventions,
student groupings, and FAST CBMr data.
b. Staff Professional Development will look at research based instructional strategies
and provide time for grade level teams to create phonics based reading lessons for
intervention groups using Lexia Core 5 materials.
c. Staff Professional Development will include refresher of training for Lexia Core 5
with lens focusing on the strategic lessons.
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d. Master Schedule will allocate 30 minutes for reading intervention per grade level
for skill and phonics based lessons to occur.
e. Instructional Coach will meet with grade level teams to set goals for intervention
groups.
2. What has caused you to select those strategies?
a. Low levels of proficiency shown on multiple measures for reading assessments.
b. Student data show need for phonics based interventions as a foundational skill
towards reading for meaning and to build fluent readers.
c. Staff professional development, goal setting, and time allocated to create mini-
lessons for intervention help to provide accountability and priority in this
initiative.
3. How and what data will you gather to determine if the improvement strategies are
working?
a. Weekly progress monitoring for students who are not proficient as measured by
FAST CBMr.
b. Student Lexia Core 5 student performance data reports printed and analyzed.
c. Teachers will administer Words Their Way Primary/Elementary Spelling
Inventory quarterly.
SMART Goal: For the 2016-17 school year, 68% of all 3rd through 5th grade students will be proficient
or advanced in reading as measured by the Iowa Assessments (54.6% proficient in 2014-15); 85% of
all 3rd through 5th grade students will be proficient or advanced in reading fluency as measured by the
FAST CBMr Fluency spring assessment (78.6% in 2014-15).
Person(s)
Tactic Metric Goal Date
Responsible
Master Schedule allocates 30 minutes Staff Lesson plans turned in Principal
as reading intervention time showing flexible groupings, Classroom
*Specials Teachers/ Support Staff research based strategies Teachers
scheduled to support one grade level implemented.
team to provide smaller grouping
options.
Staff Professional Development: Staff Participating in 100% of staff will Staff Meeting All Certified Staff
Lexia Core 5 Professional Development attend professional 9/1/16
development and
participate in new
learning
Teachers will implement phonics Classroom Walkthroughs 100% of staff will Reading
based intervention instruction during Teacher Lesson Plans create flexible Interventionist
reading intervention time from Weekly Progress Monitoring groupings for Classroom
resources provided (Lexia Core 5, Scores FAST students and utilize Teachers
Journeys, Words Their Way, etc.) research based
strategies for
reading
intervention for 30
minutes daily.
FAST CBMr Assessment given to all CBMr data report 100% of classroom Weekly beginning Classroom
students Staff reporting teachers will give 9/9/2015 Teachers
FAST CBMr

Weekly Progress Monitoring FAST One minute fluency passage 100% of students Classroom
CBMr assessment below benchmark Teachers
will be given Interventionists
weekly FAST
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CBMr progress Instructional

monitoring. Coach
Instructional Coach meets with teams PLC grade level meetings 100% of staff will Once Monthly Instructional
to set goals and assist in planning participate in PLC Coach
during PLC meeting and Classroom
complete flexible Teachers
groupings Principal (Review
Goals/Data)