Schoolimprovementplan2016 17

Record of Continuous Improvement
Non-Title I Schools
School: School of Engineering and Arts (SEA)
2016-2017 School Year
Part II Comprehensive Needs Assessment

1. DATA REVIEW
Data review should include data from multiple sources.

Information below represents possible data sources.
Add or delete rows as needed.
DATA
(Summarize the data here)
What data sources will the team review?
What activities will the team engage in to
explore possible instructional
strategies/practices?
REFLECTION
REVIEW DATE
What did you learn from the data you

reviewed?
When will we
study the data?
NEXT STEPS
What will you do next to advance the
data review process?
*Review Enrollment Data

2016-17 School Year
2015-16 School Year
2014-15 School Year
Plan for effective communication in

a variety of ways to the public
regarding the lottery system for
magnet program at School of
Engineering and Arts
Attend RAS elementary schools
during Kindergarten Nights to
provide them with information about
the STEAM magnet program at
School of Engineering and Arts
specifically schools with a diverse
population
*Review MCA/MTAS Proficiency and

Achievement Level Data at a School
Level

Achievement Level Data by Student
Group

Achievement Level Data by Grade
*Review MCA/MTAS Maintenance of

Proficiency and Maintenance of
Achievement Level Data
*Review MCA/MTAS Growth Data
2016 Math Growth Data4th Grade: 70.5% (55/78)

students made growth; 29.5%
(23/78) students did not
5th Grade: 33.8% (26/77)
2016 Reading Growth Data4th Grade: 62.8% (49/78)
5th Grade: 45.5% (35/77)
Reviewed May
2016
2013-current MCA Proficiency Data

in the areas of Mathematics, Reading
and Science (School Average Grade
3-5)
MCA Proficiency Results

(All Average Grades 3-5)
Reviewed May
2016
2013All Reading= 70.9%

All Math = 73.4%
All Science (Gr. 5) = 81.4%
2014Reading = 67.7%
Math = 69.9 %
Science= 75.3%
2015 Reading = 68.0%
Math = 70.1 %
Science = 67.1%
2016Reading = 70.5%
Math = 70.6%
Science = 82.3%
2015-16 Growth Data for Individual

Students in Grades 4&5 in the areas
of Reading and Mathematics
Data for specific student

groups:
2016 Math/4th Grade:
Am. Ind: 50% (1/2) did not make
growth; 50% (1/2) made growth
Reviewed May
2016
Asian/PI: 0
% (0/2) did not make
Black: 5
0% (7/14) did not make
Hispanic: 11.1% (1/9) did not
make growth; 88.9% (8/9) made
growth
White: 27.5% (14/51) did not
make growth; 72.5% (37/51)
made growth
EL: 0% (0/2) did not make
SPED: 40% (2/5) did not make
FRP: 40% (4/10) did not make
2016 Math/5th Grade:
Am. Ind: 33.3% (1/3) did not
make growth; 66.7% (2/3) made
growth
Black: 6
6.7% (10/15) did not
make growth; 33.3% (5/10)
made growth
Hispanic: 80% (4/5) did not
make growth; 20% (1/5) made
growth
White: 66.7% (36/54) did not
make growth; 23.3% (18/54)
made growth

2016 Reading/4th Grade:
Am. Ind: 50% (1/2) did not make
Asian: 0% (0/2) did not make
Black: 43% (6/14) did not make
Hispanic: 33% (3/9) did not
growth
White: 37% (19/51) did not make
growth; 63% (32/51) made
growth
growth; 75% (15/20) made
growth
2016 Reading/5th Grade:
Asian: 67% (2/3) did not make

Black: 40% (6/15) did not make
Hispanic: 6
0% (3/5) did not
growth
White: 57.4% (31/54) did not
make growth; 42.6% (23/54)
made growth
SPED: 33.3% (1/3) did not make
growth; 66.7% (2/3) made
growth
FRP: 61.1% (11/18) did not
make growth; 38.9% (7/18)
made growth
2015-2016 Maintenance of
Achievement Data for Reading and
Mathematics in 4th and 5th Grade
4th Grade Math:

Exceeds: 26.3% (20/76
students) maintained
Meets: 19.7% (15/76 students)
moved to Exceeds; 26.3% (20/76
students) maintained, 3.9% (3/76
students) moved to Partial; 2.6%
(2/76 students) moved to Does
Not Meet
Reviewed May
2016
Partial: 9.2% (7/76 students)

moved to Meets; 5.3% (4/76
Does Not Meet: 1
.3% (1/76
student) moved to Meets; 3.9%
(3/76 students) moved to Partial;
3.9% (3/76 students) maintained
Change: +27.6% positive change
of student growth (+21/76
students)
5th Grade Math:
Exceeds: 26.5% (21/79
students) maintained; 15.2%
(12/79 students) moved to
Meets; 1.3% (1/79 student)
moved to Partial
maintained; 20.2% (16/79
students) moved to Partial; 1.3%
(1/79 students) moved to Does
Not Meet
Partial: 1.3% (1/79 student)
moved to Meet; 8.9% (7/79
students) maintained; 6.3% (5/79
students) moved to Does Not
Meet
Does Not Meet: 5.1% (4/79
Change: -43% negative change

of student growth (-34/79
students)
**22.7% (18/79) of the students
who were proficient in 4th grade
moved to not proficient in 5th
grade
4th Grade Reading:
Exceeds: 1
0.5% (8/76 students)
maintained; 5.3% (4/76 students)
moved to Meets
students) moved to Partial
students) moved to Meets, 1.3%
(1/76 students) maintained
(3/76 students) moved to Partial,
Change: 19.7% positive change
students)
5th Grade Reading:

Exceeds: 12.6% (10/79
students) maintained, 7.6%(6/79
students) moved to Meets
students) moved to Partial
moved to Meets; 7.6% (6/79
students) maintained, 1.3% (1/79
students) moved to Does Not
Meet
(6/79 students) moved to Partial,
Change: 12.7% positive change
students)
2013-current Proficiency on MCA in
the areas of Reading, Mathematics,
for each demographics (Sp.Ed,
Students of Color, White, FRL)
Reading 2015-16
Decrease in reading
Am.Ind - 66.7% to 50%
White - 78.4% to 75.5%
Sped - 56.4% to 50%
Increase in ReadingBlack - 51.2% to 57.1%
Reviewed May
2016
Eng Learner - 23.5% to 27.3%

Eng Speaker - 71.5% to 72.6%
Hispanic - 39.2% to 63.6%
FRL - 54.3% to 57.1%
Reg. Lunch - 75.3% to 76.2%
Reg. Ed. - 69.5% to 71.8%
Stayed the Same in Reading
Asian/PI
Math 2015 to 2016
Decreased in Math
Asian - 88.9% to 77.8%
White - 81.8% to 76.9%
Eng Speaker - 72.4% to 71.4%
FRL - 55.6% to 52.9%
Sp. Ed - 55.5% to 40%
Increased in Math
Black. - 44.2% to 50%
Am. Ind - 66.7% to 100%
Eng. Learner - 41.2% to 54.5%
Hispanic - 42.9% to 59.1%
Reg. Lunch - 78.0% to 78.2%
Reg. Ed. - 70.9% to 72.7%
Students of Color: overall
increased in reading
49.4% to 60%
Students of Color: overall
increased in math
49.4% to 57.3%
2013-current MCA Proficiency on
MCA in the areas of Reading,
Mathematics, and Science for
Individual Grade Levels 3-5.
(Grade 5, Science)
Grade 3 2013-2016 (%)

Math = 78.9, 68.9, 76.6, 75.3
Reading = 75.7, 64.9, 72.7,59.2
Reviewed May
2016
Grade 4 2013-2016 (%)

Math = 81.8, 70.5, 78.7, 80.8
Reading = 66.2,61.5, 66.7, 79.5
Grade 5 2013-2016 (%)
Math = 55.9, 70.1, 55.7, 56.3
Reading = 71.2, 76.6, 64.6, 72.5
Science = 81.4, 75.3, 67.1, 81.0
2015-16 Individual Teacher MCA

Proficiency Data in the areas of
Reading and Math (Z score)
2016 Growth Z Score

5th Grade not making growth
Reading:
5A - 31.8% (7/22) of students
not making growth; 8.9% (7/79)
of all students
5B - 36.4% (8/22) of students
of all students
5C - 31.4% (7/22) of students
of all students
= 27.8% (22/79) total students
not making growth
Reviewed May
2016
5th grade not making growth

Math:
5A- 39.2% (20/51) of students
not making growth; 25.3%
(20/79) of all students
5B- 31.4% (16/51) of students
5C- 29.4% (15/51) of students
not making growth; 19% (15/79)
of all students
not making growth
Reading:
4A- 25% (4/16) of students not
making growth; 5.3% (4/76) of all
students
4B- 25% (4/16) of students not
students
4C- 50% (8/16) of students not
making growth; 10.5% (8/76) of
all students
not making growth

Math:
4A- 30.4% (7/23) of students not
students
4B- 17.4% (4/23) of students not
students
4C- 52.2% (12/23) of students
not meeting growth
*Review ACCESS for ELLs Growth
and Proficiency Data
(See Krissy Q. EL in August to

enter Data:)Enter Reflection
Here
*Review perception data collected

from staff students, parents, or other
stakeholders
We realized we did not have

data related to parent
perceptions, but are planning on
implementing for the 16-17
school year.
Identify Next Data Source or Next

Steps
Reviewed May
2016
Parent Feedback Inventory

October 2016 & March 2016 (See
Principal Coach)
Principal Feedback Survey
(Annual survey given to staff)
Data Mining when results are of
2016 is completed. District Student
Opinion Survey 2013, 2015, 2016
Review Minnesota Student Survey

2013 and 2016 (when data is
available)
*Review additional data sources (e.g.

implementation data, behavior data
Review SEA Attendance Data
2015-16
Total # of Office Discipline

Referrals: Major and Minors
2014-15: 3
90 office referrals
2015-16: 2
47 office referrals
Office Discipline Referrals for
Classroom:
2014-2015:
**128 Office Discipline Referrals
(both majors and minors) for
classroom referrals
2015-2016:
**91 Office Discipline Referrals
(both majors and minors) for
classroom
Bus Behavior:
2014-15:
133 bus referrals
2015-16:
51 bus referrals
Physical Aggression
2015-16: 58 Office Discipline

Referrals (major)
Office Discipline Referral for
Physical Contact
2015-16: 39 Office Discipline
Referrals (minor)
Gender % Referrals:
2015 Male: 79.62% of Office
Discipline Referrals were males
2016 Male: 79.76% of Office
Discipline Referrals were males
2015 Female: 20.38% of Office
Discipline Referrals came were
females
2016 Female: 20.24% of Office
Discipline Referrals were
females
2. COMPREHENSIVE NEEDS ASSESSMENT SUMMARY

The Comprehensive Needs Assessment (CNA) results are used to determine the following:
Subjects and skills for which teaching and learning need to be improved.
Specific academic and other classroom needs of students and groups of students who are not yet achieving the state's academic standards.
Needs of the school relative to each of the components required the Robbinsdale School Improvement Plan
After reviewing the data above, please list the teams identified successes, prioritized concerns, and hypothesized root causes for identified concerns
below:
Successes
After reviewing the data in step 1, what successes have been identified by the team?
Reading
4th grade reading growth met within 2 classrooms with on having a 0.9 z growth score and the other having
a 0.5 z growth score.
4th grade 82.0% (64/78) students met their growth as measured by z score data
5th grade 85% (68/80) students met their growth as measured by z score data
3rd - 5th grade proficiency increased by 2.5% (from 68.0% to 70.5%)
4th grade Maintenance of Achievement level change +15 (improved) a positive difference of 15 students
who moved ahead in achievement levels. (This means 19.7% (15/86) of the students in the grade level had
a positive change in their Reading MCA Achievement level.)
a positive change in their Reading MCA Achievement level.)
3rd - 5th grade increased proficiency in the following student groups: Black (from 51.2% to 57.1%), Eng L
(from 23.5% to 27.3%), Eng S (from 71.5% to 72.6%), Hispanic (from 39.2% to 63.6%), FRL (from 54.3% to
57.1%), Reg L (from 75.3% to 76.2%), Reg Ed (from 69.5% to 71.8%)
3-5th grade Students of Color increased from 49.4% to 60%
4th grade proficiency increased 66.7% to 79.5%
5th grade proficiency increased from 64.6% to 72.5%
4th grade 70.5% (55/78) students met their growth as measured by the z score data
5th grade 36.3% ( 29/80) students met their growth as measured by the z score data
Mathematics
3rd - 5th grade proficiency increased by 0.5%

a positive change in their Math MCA Achievement level.)
3rd - 5th grade increased proficiency in the following student groups: Black (from 44.2% to 50%), American
Indian/Alaskan Native (from 66.7% to 100%), English Learner (from 41.2% to 54.5%), Hispanic (from 42.9%
to 59.1%), Regular Lunch(from 78.0% to 78.2%), General Education (from 70.9% to 72.7%)
3-5th grade Students Of Color increased from 49.4% to 57.3%
Graduation (if secondary)
N/A
Climate/Behavior
Sense of Belonging:
4th & 5th grade students responding to the district student survey statement I feel like I belong to this school
American Indian/Alaskan Native & Asian/Pacific Islander stayed the same 100% in 2015 and 2016
Hispanic increased from 94% in 2015 to 100% in 2016
Office Discipline Referrals (ODR):
ODR referrals decreased from 390 referrals in 2014-15 to 247 referrals in 2015-16 (143 less referrals)
Bus Referrals decreased from 133 referrals in 2014-15 to 51 referrals in 2015-16 (82 less referrals)
Other: Grade 5 Science

MCA Results 2016
5th grade proficiency increased by 15.2% for all students (67.1% in 2015 to 82.3% in 2016)
Students of Color proficiency increased by 12.5% (50% in 2015 to 62.5% in 2016)
Black student proficiency increased by 10.4% (55.3% in 2015 to 66.7% in 2016)
Hispanic student proficiency increased by 11.4% (28.6% in 2015 to 40% in 2016)
White student proficiency increased by 10.9% (80% in 2015 to 90.9% in 2016)
Prioritized Concerns:
After reviewing the data in step 1, what concerns were noted?
Reading
Mathematics
5th grade 54.5% (42/77) students did not make growth

3rd - 5th grade following student groups decreased in proficiency: Am. Ind (from 66.7% to 50%), Caucasian
(from 78.4% to 75.5%), Sped (from 56.4% to 50%)
3rd grade proficiency decreased 72.7% to 59.2%
Achievement Gap
Reading MCA Proficiency for all students (Grades 3-5) is 70.5% in 2016
SEA Reading Proficiency for white students Grades 3-5 75.5% for 2016
SEA Reading Proficiency for Students of Color Grades 3-5 is 60.0% for 2016
This is a 15.5% achievement gap in 2016
EL students who were proficient on the MCAs in 2016 equalled 27.3%.
That is a gap of 48.2% between EL students and White students for 2016
Reading Grade Level Data for ALL students in 3rd grade
3rd grade student proficiency for reading is 59% in 2016, 72% in 2015, 64% in 2014.
There is a 13% decrease from 2015 to 2016

5th grade maintenance of achievement data score -34 (a difference of 34 students did not maintain or move
ahead in achievement levels
The following 3rd - 5th grade student groups decreased in proficiency: Asian (88.9% to 77.8%), White (from
81.8% to 76.9%), English Speaking (from 72.4% to 71.4%), FRL (from 55.6% to 52.9%), SpEd (from 55.5%
to 40%)
3rd grade proficiency decreased 76.6% to 75.3%
Achievement Gap
Math MCA Proficiency for all students (grades 3-5) is 70.6% in 2016, 70.1% in 2015, 69.9% in 2014. Our
proficiency has remained unchanged for 3 years.
SEA Math Proficiency for white Grades 3-5 76.9% for 2016
SEA Math Proficiency for Students of Color 3-5 is 57.3% for 2016
This is a 19.6% achievement gap in 2016
Math Grade Level Data for ALL students in 5th grade

5th grade student proficiency for reading is 56% in 2016, 55% in 2015, 70% in 2014.
There is a 14% decrease from 2014 to 2016
N/A
Climate/Behavior
Attendance Rate:
2015: 96.45% Attendance Rate
2016: 96.60% Attendance Rate
Sense of Belonging Data:
The district student survey(Grades 4 & 5) results for question I feel like I belong at this school. The percentage
refers to students who agree or strongly agree with the above statement.
All students decreased from 94% in 2015 to 89% in 2016.
Black students decreased from 93% in 2015 to 78% in 2016.
Students of Color decreased from 94% in 2015 to 88% in 2016.
Caucasian students decreased from 94% in 2015 to 89% in 2016.
Behavior Data:
Gender: Male % of referrals 79.62% in 2015, Male % of referrals 79.76% in 2016
Female % of referrals 20.38% in 2015, Females % of referrals 20.24% in 2016
Behavior Incident Location 2015-16 Classroom 91 referrals

2014-15 Classroom 128 referrals
2015-16 Bus 51 referrals
2014-15 Bus 133 referrals
Total # of incidents (ODRs)
2015-16 = 247 incidents
2014-15 = 390 incidents
Physical Incidents:
2015-16 Physical Aggression (majors) = 58 incidents
2015-16/ Physical Contact (minor) = 39 incidents
Referrals % by Race:
2015-16 Students of Color: 33.60% of the referrals
2014-15 Students of Color: 27.39 % of the referrals
2015-16 Caucasian: 66.40% of the referrals
2014-15 Caucasian 72.61% of the referrals
Science
Science MCA Proficiency for 5th grade students: 82.3% in 2016, 67.1% in 2015, 75.3% in 2014
Science Proficiency for white students: 90.9% in 2016, 80.0% in 2015, 87.2% in 2014
Science Proficiency for Students of Color: 62.5% in 2016, 50.0% in 2015, 56.7% in 2014
Achievement Gap: 28.4% in 2016, 30% in 2015, 30.5% in 2014
Science Proficiency for black students: 66.7% in 2016, 56.3% in 2015, 33.3% in 2014
Achievement Gap: 24.2% in 2016, 23.7% in 2015, 53.9% in 2014
Science Proficiency for hispanic students: 40% in 2016, 28.6% in 2015, 85.7% in 2014
Achievement Gap: 50.9% in 2016, 51.4% in 2015, 1.5% in 2014
Prioritized Concerns:
Hispanic students have a two year trend of having a 50% discrepancy of an achievement gap.
Students of Color have a three year trend of having approximately a 30% discrepancy of an
achievement gap.
Hypothesized Root Causes:

IA Root Cause is an early controllable factor in a chain of factors which impacts student learning. Use the action plan to implement a usable
intervention to address hypothesized root cause.
Reading
Inconsistent Daily 5 implementation

Is skill/strategy per story being transferred to other integration? Are peripherals being met?
Implementation of a new writing - Lucy Calkins
Lack of Vertical alignment conversations
Teacher feedback to students? Individual? Small Group? Whole Group?
Mathematics

Climate/Behavior
Reading over the summer/breaks/etc

Students that are identified as struggling readers and/or EL in K or 1st have no clear path...there is a gap
until they qualify for SPED
Research based resources for Tier 2? Understanding of what is available? How to use/implement? Etc.
Response to Intervention (RtI)...every grade level does it different...what is most effective for student
learning?
How much is MAP a predictor of MCA success? If we base Response to Intervention groups on MAP, is this
best?
Lack of extra support for Response to Intervention groups...even when there is support, it is varied in skill
sets/ability
Levels of differentiation...with small groups, individual, whole group, etc. is this consistent across building?
Teacher?
Planning time...planning for Education Assistant support, planning for strong differentiation
Leveled Literacy Intervention...being implemented? How to implement for all struggling students, not just
one at a time? (Tier 3 intervention...can this be done in other supports and not necessarily through
classroom?)
Using read alouds as a tool for instruction - comprehension, fluency, content, etc.
Student passion for reading...goal setting for individualized reading? Set realistic, yet high goals. (Hattie self goal setting provides highest return for student)
RAZ Kids? Its how you implement...looks at a systematic approach to reading and is good for students that
struggle with this skill set? (Class set per grade level?) Students cannot compare levels of which is provided
for them.
Inconsistent level of differentiation across classrooms
Combating strong fixed mindset of many students
Lack of basic math skills among some student learners
(Better discussion with multiple approaches) but cannot do computations
Current curriculum is mastery and not spiraled vertically, so if students do not reach proficiency at time of
instruction, the skill/content might be lost to them
Inconsistency level of calendar math instruction both across classrooms and within classrooms currently
using.
N/A
Mindset of special to be at SEA is no longer, the students only know SEA

New principal
Previous principal was Black (decrease in Black students by 15%)
No individual space - table work, group work, a whole lot of physical touch
Science:
Need Zone of Regulation training on Bubbles

Are Zones of Regulation being implemented with fidelity? Throughout the year?
Consistent classroom management strategies
Active supervision across the school. Need to define what it looks like, sounds like, etc. AND what it does
not look like, sound like
Students of Color not represented in ancillary student groups (Patrols, Math masters, SC, Legos, DI, etc.)
Lack of differentiation during science instruction
SOC lowest on Physical Science and Caucasian highest on Physical Science (abstract thinking/learning)
SOC highest on Life Science and Caucasian lowest on Physical Science (experiential thinking/learning)
Most small reading groups are receiving literature with Life Science theme
Best for both SOC and Caucasian is Nature of Science & Engineering
PART III School Action Plan

ACTION PLAN (Reading, Mathematics, Graduation if required, Climate/Behavior, or Other)
Instructions:
The Action Plan tool is intended for use by the Leadership Implementation Team to document ongoing work when implementing a
usable intervention. This tool is intended to be updated regularly as a part of Leadership Implementation Team meetings.
1. SMART Goal: Write the SMART Goal Statement.

OTE: The All Student Goal reflects increases in student proficiency. The Student Group goals reflect the increased proficiencies,
N
increased achievement, and reduction of the achievement gap.
Example: All Student SMART Goals:
The percentage of each student enrolled October 1 in grades at S
chool of Engineering and Arts who are proficient on all
reading/mathematics state accountability tests (MCA-III, MTAS) will increase from c urrent percentage in current year to goal
percentage in next year.
Examples: Student Group SMART Goals:
The percentage of specific student group enrolled October 1 in grades e
nter grade levels at school name who are proficient on all
reading/mathematics state accountability tests (MCA-III, MTAS) will increase from c urrent percentage in current year to goal
percentage in next year.
The average growth of specific student group enrolled October 1 in grades e
nter grade levels at school name will increase from
current growth average in current year to growth average goal in next year.
The achievement gap between s pecific student group and t he respective non-student comparison group enrolled October 1 in grades
enter grade levels at school name will decrease from c urrent gap in current year to gap goal in next year.
2. Usable Intervention:
Usable Interventions address the needs identified by the data review and will increase student performance over time. A usable
intervention is teachable, learnable, doable, and readily assessed in the classroom. It could be an instructional strategy or practice and
may be part of a larger instructional framework.
Identify the usable intervention(s) selected for monitoring by the leadership implementation team. If usable interventions are a part of
a framework, identify the applicable framework.
3a. Usable Intervention Selected for Monitoring: Identify the intervention from Step 2 selected to monitor with the Action Plan
(Step 4).
3b. Instructional Change Manager: Identify the individual selected to oversee implementation of the usable intervention.
4. Action Plan:
Plan-Do-Study-Act Cycles: P
lan well, but get started with doing the intervention selected. Collect data on effort and fidelity and
study it. Act on lessons learned by celebrating successes and making decisions about improvements. Begin the cycle again. Plan the
changes. Do the changes. Study the progress. Act on new insights. Plan
Stage: The stage determines the work done through each i mplementation driver which leads to determining the appropriate
expectation.
Action Steps: One action step entered per row. Use the implementation drivers to guide what will be done and record those
actions.
Expectation: The stage and the appropriate implementation driver inform the expected result and the type of evidence to gather, the
process by which data is analyzed, and the guiding questions leadership implementation teams ask about data to inform next steps:
During Exploration and Installation stages the team measures a

dult effort.
Effort data can inform planning and development of Competency Drivers and monitor readiness to engage with
enough resources, supports and data systems.
During Initial Implementation the team adds measurements of adult fidelity.

Fidelity data can inform changes to the Competency Drivers and determine how to use the Organizational Drivers to
remove barriers and add resources.
During Full Implementation the team adds measurements of student outcomes.
Use fidelity data to make connections between adult efforts and student outcomes to sustain success.
Review Date: Enter the date when the leadership implementation team expects to review the status of the action step.
Evidence Summary to Inform Next Steps: State the outcome(s) of the review and the specific next step(s) to be entered on the
next row within the action plan for progress monitoring.
READING ACTION PLAN

Plan Contact Person
Heather Hanson (Principal)
Reading SMART Goal
(Overall Reading) The percentage of all students enrolled October 1st in grades 3-5 at SEA
elementary school who are proficient on the Reading MCA will increase from 70.1% in 2016 to
85.4% in 2017.
The percentage of caucasian students enrolled October 1st in grades 3-5 in SEA in elementary
school who are proficient in the Reading MCA will increase from 75.0% in 2016 to 91.1% in 2017.
The percentage of African American students enrolled October 1st in grades 3-5 in SEA in
elementary school who are proficient in the Reading MCA will increase from 57.1% in 2016 to 73.1%
in 2017.
2. Reading Usable Intervention(s):

Identify the usable strategies or practices the team has selected for monitoring. Strategies/practices must connect to the Unified
District Vision goals, Strategic Priorities and/or the district Multi-Tiered System of Support (MTSS) framework.
List of usable interventions selected to address hypothesized root cause. Identify the intervention
for monitoring below.
Fully Implemented?
1. Hatties Influences: Feedback

Implementation of Conferring within the Daily 5/CAFE framework providing individual feedback to
students
2. Hatties Influences: Relationships

Provide a choice of tasks to allow for differentiation and enrichment across ALL tiers of abilities
3. Hatties Influences: Develop High Expectations for Each Student.

Within the Daily 5/Cafe Framework students will be involved in determining their reading goal
monitoring progress throughout the year
READING ACTION PLAN

3a. First Usable Intervention Selected for Monitoring: Daily 5 implementation with fidelity
3b. Instructional Change Manager: Heather Hanson, Kelley DelaCruz, Amy Frink and Zach Johnson
4. Action Plan:
STAGE
In what stage of
implementation is
the current
intervention and
how does it inform
actions?
1.
ACTION STEPS
EXPECTATION
How do the drivers inform what

the team will do?
What is the expected result of this

activity?
Identify action steps and

persons responsible for
completing the action step.
How will the team study adult effort

and fidelity of implementation?
REVIEW
DATE
What date
will the team
study the
expectation
results?
Hatties Influences: Feedback

Implementation of Conferring within the Daily 5/CAFE framework providing individual feedback to students
Initial
Implementation
Implementation of
Conferring within the Daily
5/CAFE framework
providing individual
feedback to students
Teachers will maintain

documentation of student
progress through the use of a
conferring notebook
EVIDENCE SUMMARY TO
INFORM NEXT STEPS
Analyze results and record what was
learned.
Celebrate successes. Identify barriers.
Begin the cycle again with planning and
identified action steps.
All teachers will provide

students feedback to
develop an understanding
of their progress and
identify goals for their
learning through the Daily
5/CAFE reading strategy
rubrics.
The team will study adult effort and

fidelity of implementation via:
1. Administrative walk through
2. Self assessment via google
form data collection
3. Review of Conferring
notebook during 1:1
Differentiated Teacher
Professional Development
will be provided based on
survey results and teacher
identification of current
implementation stage.
Scheduling and
setting up
opportunities for
classroom
observations and
1:1 mentoring.
.
2. Hatties Influences: Relationships
Through pre-assessment
and progress monitoring
teachers will provide a
choice of tasks to allow for
Teachers will provide students

with high quality standards
based instruction that is
engaging and met at their level
Enter summary and next steps here
differentiation and
enrichment across ALL tiers
of abilities
1. These areas will be
noted via the walk
through observations
conducted by
administration.
2. Next steps will be
determined by
observation data
trends and patterns.
of cognitive demand. Instruction

will be adjusted based on
continuous progress monitoring
3. Hatties Influences: Develop High Expectations for Each Student.

Within the Daily 5/Cafe Framework students will be involved in determining their reading goal monitoring progress throughout the year
Within the Daily 5/Cafe
Framework, students will be
involved in determining their
reading goal and monitoring
progress throughout the
year
Student goal setting gives

ownership to student learning
and a clear path to help students
focus and sustain effort toward
task completion. S
tudent goals
will be measured and reviewed
on a frequent basis to monitor
progress.
The team will study adult effort and

fidelity of implementation via:
4. Administrative walk
throughs
5. Self assessment via google
form data collection
MATHEMATICS ACTION PLAN

Plan Contact Person
Mathematics SMART Goal
Heather Hanson (Principal)
(Overall math) The percentage of all students enrolled October 1st in grades 3-5 at SEA elementary
school who are proficient on the Math MCA will increase from 70.7% in 2016 to 86.7% in 2017
The percentage of white students enrolled October 1st in grades 3-5 in SEA in elementary school
who are proficient in the Math MCA will increase from 77.1% in 2016 to 9
1.9%in 2017
The percentage of black students enrolled October 1st in grades 3-5 in SEA in elementary school
who are proficient in the Math MCA will increase from 50% in 2016 to 7
3.2% in 2017
2. Mathematics Usable Interventions):

District Vision goals, Strategic Priorities and/or the district Multi-Tiered System of Support (MTSS) framework.
1. Hatties Influences: Feedback
Fully Implemented?
All teachers will provide clear feedback on progress made towards standards achievement using
ongoing formative assessments and Math in Focus summative assessments
All teachers will work towards full implementation to fidelity of intention for calendar math to
increase student discourse (math talk) and use of problem-solving strategies in the classroom.
2. Hatties Influences: Classroom discussion
Hatties Influences: Providing worked examples
Implement instruction and tasks that promote reasoning, critical thinking and problem solving
Full implementation to fidelity of four non-negotiables (gradual release,
concrete-representational-abstract, visualization, and math is thinking) during delivery of Math in
Focus curriculum to meet state standards
3. Jo Boalers Influences: Effective Heterogeneous Grouping
Hatties Influences: Within-class Grouping
With intentionally created heterogeneous student groups, teachers will assign group tasks that are
meant to be solved only via group work.
MATHEMATICS ACTION PLAN

3b. Instructional Change Manager: Heather Hanson (Principal)
4. Action Plan:
STAGE
In what stage of
implementation is
the current
intervention and
how does it inform
actions?
ACTION STEPS
EXPECTATION
How do the drivers inform

what the team will do?
What is the expected result of

this activity?

How will the team study adult

effort and fidelity of
implementation?
REVIEW
DATE
What date will
the team study
the expectation
results?
Classroom teachers will

provide clear feedback
on progress made
towards standards
achievement using
ongoing formative
assessments and Math in
Focus summative
assessments
Staff will improve and/or gain

skills in providing quality
questioning, feedback, and
facilitating classroom discourse.
Teachers will strive to know what
students understand, where they
made errors, when there are
misconceptions, when they are
not engaged and when and how
to respond accordingly.
Analyze results and record what

was learned.
Celebrate successes. Identify
barriers.
Begin the cycle again with planning
and identified action steps.
Usable Intervention Selected for Monitoring: Hatties Influences: Feedback

Partial
Implementation
EVIDENCE SUMMARY TO
INFORM NEXT STEPS
Summer Institute
August 2016
through June
2017
Practice will be
examined in an
ongoing basis
through the
administration
1.These areas will be

noted via the walk
conducted by
administration.
2.Next steps will be
determined by
observation data trends
and patterns. These
steps can include
individualized
professional learning,
opportunities for
observation of teachers
proficient in designated
area, additional
planning time, etc.
3.Cara, Program
Coordinator will have
conversations with staff
on level of comfort and
understanding with
feedback.
4.Next steps will be
determined after
determination of initial
skill/practice level.
Partial
Implementation
All teachers will work

towards full
implementation to fidelity
of intention for calendar
math to increase student
The team will study adult effort

and fidelity of implementation
data:
throughs
2. Staff provide appropriate
questioning throughout
the spectrum of Hesss
Cognitive Rigor Matrix
3. Student discourse is rich
in both content and deep
processing skills.
4. 1:1 meeting
conversations
Through the daily practice of

calendar math instruction,
students will engage in critical
dialogue focusing on
walk throughs
and the 1:1
meetings with
the Program
Coordinator
Summer Institute
August 2016
through June
2017
discourse (math talk)

and use of
problem-solving
strategies in the
classroom.
1. Cara, Program
Coordinator, will
determine who is doing
full implementation of
calendar math as a
daily part of instruction.
2. Scheduled
observations of
calendar math
instruction will occur by
Heather, Kelley and
Cara for instructional
feedback
(non-evaluative)
purposes.
3. Next steps will be
based upon results of
level of implementation
of calendar math as
well as competence of
engaging students in
math talk. These
steps can include
individualized
opportunities for
observation of
problem-solving and real life

application of math content.
and fidelity of implementation via:
1. Calendar math occurs
daily in each classroom.
throughs
3. Students can talk
another student through
the steps of calendar
math
4. Staff self assessment via
google form data
collection
Practice will be
examined in an
ongoing basis
through the
administration
walk throughs
and the 1:1
meetings with
the Program
Coordinator
teachers proficient in
designated area,
additional planning
time, etc.
Full Implementation
Professional learning and

coaching opportunities
differentiated for all staff.
1.
2.
Heather, Kelley, Cara

and site Instructional
Leadership Team will
work collaboratively to
plan for Professional
Learning
opportunities at
meetings, designated
training days, 1:1
meetings, etc.
Differentiated
professional learning
will occur as needed
based upon feedback
from administrative
walk throughs, 1:1
meetings, informal
conversations, etc..
Participation of all staff in

professional learning and
coaching opportunities designed
to improve questioning,
feedback, and classroom
discourse.
1. Staff self assessment via
google form data
collection
throughs
3. 1:1 meeting
conversations
Summer Institute
August 2016
through June
2017
Practice will be
examined in an
ongoing basis
through the
administration
walk throughs
and the 1:1
meetings with
the Program
Coordinator
Usable Intervention Selected for Monitoring: Hatties Influences: Classroom Discussion and Providing worked examples
Full
Implementation
Teachers will implement

instruction and tasks that
advocate for student voice
as well as promote
reasoning, critical thinking
and problem solving.
1.
2.
Partial
Implementation
These areas will be

noted via the walk
conducted by
administration.
Next steps will be
determined by
observation data
Teachers will have

deliver math instruction
utilizing the four
non-negotiables of
gradual release,
concrete-representational
-abstract, visualization,
and math is thinking.
1.
2.
These areas will be

noted via the walk
conducted by
administration.
Next steps will be
determined by
Students will be involved in

deeper processing skills as they
navigate problem solving that
leads to the correct answer and
not just providing an answer.
1. Principal walk throughs
2. Collegial conversations
and planning
3. Self assessment via
google form data
collection
Students will be able to create

mathematical representations to
demonstrate their thinking.
Students will be able to more
readily transition from concrete to
representational to abstract as
they seek the solution to
problems.
1. Four non-negotiables
are scheduled within
lesson plans with
intention
Summer Institute
August 2016
through June
2017
Practice will be
examined in an
ongoing basis
through the
administration
walk throughs
and the 1:1
meetings with
the Program
Coordinator
Summer Institute
August 2016
through June
2017
Practice will be
examined in an
ongoing basis
through the
administration
walk throughs
and the 1:1
meetings with
the Program
Coordinator
3.
4.
observation data
Cara, Program
Coordinator will have
conduct a check in,
either verbally or via
an online survey with
staff on level of
understanding and
comfort on delivery of
four non-negotiables.
Next steps will be
determined after
determination of initial
skill/practice level.
These steps can
include individualized
opportunities for
observation of
designated area,
additional planning
time, etc.
2.
3.
Administrative walk
throughs
Self assessment via
google form data
collection
Usable Intervention Selected for Monitoring: Boalers Influences: Effective Heterogeneous Grouping AND Hatties Influences:
Within-Class Grouping
Partial
implementation
Teachers will provide a

choice of tasks, when
relevant, to allow for
differentiation and
Students will be engaged with

their learning and met at their
level of cognitive demand.
Summer Institute
August 2016
through June
2017
enrichment across all tiers

of abilities.
1.
2.
3.
4.
These areas will be

noted via the walk
conducted by
administration.
Next steps will be
determined by
observation data
Team Leads will
facilitate conversation
and brainstorming
with grade level and
specialist teams on
differentiation of
instruction.
Next steps will be
determined by team
and/or individual for
assistance and/or
challenge. These
steps can include
individualized
opportunities for
observation of
designated area,
additional planning
time, etc.

1. Staff are able to describe
differences and
similarities between
differentiation,
enrichment and
acceleration.
throughs
3. 1:1 meeting
conversations
4. Collegial conversations
and planning
Practice will be
examined in an
ongoing basis
through the
administration
walk throughs
and the 1:1
meetings with
the Program
Coordinator
Full
Implementation
With intentionally created

heterogeneous student
groups, teachers will
assign group tasks that
are meant to be solved
only via group work.
1.
2.
These areas will be

noted via the walk
conducted by
administration.
Next steps will be
determined by
observation data
These steps can
include individualized
opportunities for
observation of
designated area,
additional planning
time, etc.
Students will demonstrate the

ability to collaboratively and
cooperatively solve given
problems through positive
discourse with all voices at the
table heard.
Staff put into practice ability to
create heterogeneous groups
and provide intentional work for
groups.
throughs
google form data
collection
Summer Institute
August 2016
through June
2017
Practice will be
examined in an
ongoing basis
through the
administration
walk throughs
and the 1:1
meetings with
the Program
Coordinator
CLIMATE/BEHAVIOR ACTION PLAN

Plan Contact Person
Climate/Behavior SMART Goal
Kelley DeLaCruz (Chairperson PBIS Committee)
A.
The percentage of Grade 4 &5 students who agree/strongly agree with the statement I feel
like I belong at this schoolon the District Student Survey will increase from 89% in 2016 to
94% in 2017.
B. The number of referrals for physical aggression/contact will decrease from 97 incidents
school-wide in 2015-16 to 87 incidents (11% decrease) school wide in 2016-17.
2. Climate/Behavior Usable Intervention(s):

District Vision goals, Strategic Priorities and the district Multi-Tiered System of Support (MTSS) framework.
Fully Implemented?
A 1. Review intention of aspects of PBIS: SEAbot Assemblies, Gold coins/GEAR up slips

(Sense of Belonging)
A 2. Implement New Student Orientation Program
B 1. Create School Wide Expectation Videos for Specific Locations/Implement School Wide
Expectation Videos
B 2. Further implementation of Zones of Regulation
CLIMATE/BEHAVIOR ACTION PLAN

3a. First Usable Intervention Selected for Monitoring: Review and adjust aspects of PBIS: SeaBot Assemblies, Gold Coins/Gear
Up Slips, School-Wide Expectations
3b. Instructional Change Manager: Kelley DeLaCruz (Administrative Intern)

4. Action Plan:
STAGE
ACTION STEPS
EXPECTATION
In what stage of
implementation is
the current
intervention and
how does it inform
actions?


this activity?


implementation?
PBIS: Full
Implementation
(Review &
Revise)
Review intention of
aspects of PBIS:
SEAbot Assemblies,
Gold coins/GEAR up
slips
Have more student

involvement/student-led
assemblies (4th and 5th
grade students)
Administration Team
Realign Teams w/Buddy

Classrooms (PBIS Teams do
not currently align with buddy
pairs)
REVIEW
DATE
EVIDENCE SUMMARY TO
INFORM NEXT STEPS
What date
will the team
study the
expectation
results?

learned.
November,
2016
Enter summary and next steps

here
Celebrate successes. Identify barriers.

Begin the cycle again with planning and
identified action steps.
Focus on intention of teams.

Make it more
relevant/obvious which
classrooms are on what
teams. Simplify.
Re-evaluate purpose/use of
gold coin and gear up
slips...make more relevant
and a part of the culture so
all have understanding of
intention.
Scheduled SEAbot Assembly
Monitor # of coins/gear up
New Student
Orientation
Program
(Exploration
Stage)
Tom Luu - Lead Person

& Secretary
Increase sense of belonging
Create Building Passport

to familiar w/facility and
staff
Track the student

names/keep record of # of
times checking in with new
students
Review School Wide

Expectations and
differences of
learning/practices at
SEA
Create a list of talking points

for specific expectations and
areas of SEA (examples
learning in the E Lab, outdoor
learning, etc.)
Quarterly
Check in
w/Principal
and Lead
Person
(Luu)
Oct 2016
Jan. 2017
April 2017
June 2017

here
Quarterly
Administer
Student
Sense of
Belonging
Question
and Why?
Oct 2016
Jan. 2017
April 2017
June 2017
Create School
Wide Expectation
Videos
(Initial Stage)
Carrie Casey - Lead

Person
Clear School Wide

Expectations
Identify/Scripting/Filming
for Expectation Videos
Consistent staff
implementation to hold
students/staff to high
expectations
Create the Videos
Monitoring Tool: TIES

Data/# of ODRs
PBIS will share behavior data
with staff
2016:
September
October
November
December
2017:
January
February
March
April
May
June

here
Zones of
Regulation
(2nd Year of
Implementation)
Amy Frink & Social

worker /Administration. Lead Person
Decrease # of physical
aggression/contact between
students
Review Zones of
Regulation
Monitoring Tool:
TIES Data/# of ODR
PBIS Committee will share
data
Teaching of Bubbles and

Personal Space
Aligning with the

Personal Space Lessons
(from Zones of Reg.)
w/PBIS Matrix
Identify students who
need additional Tier 2
support for regulation
and address in social
skills group w/social
worker
2016:
September
October
November
December
2017:
January
February
March
April
May
June
Sept. 2016
-Classroom
Teachers
review
feelings/
Zones of
Regulations
(Lesson 1)
Sept. 2016
(Rotation
Expectation
Locations to
include
personal

here
space
modeling)
MTSS:
2016:
September
October
November
December
2017:
January
February
March
April
May
June
DREAMS Student
Group:
Implementation
(2nd year)
Student
engagement/social skills
groups - Dreams Group
Equity Specialist
Sense of belonging increases

with members of Dreams
Group...measured with pre-,
mid- and post-survey I feel
like I belong
September,
2016 Students
Identified
and Groups
Created
September
- provide
pre- survey
October Groups
start
meeting on
a regular
basis
January complete
mid-survey
Maycomplete
post-survey
Science Action Plan

Plan Contact Person
SMART Goal
Cara Rieckenberg
(Overall science) The percentage of all students enrolled October 1st in 5th grade at SEA
elementary school who are proficient on the Science MCA will increase from 82.3% in 2016 to 90.7%
in 2017.
The percentage of caucasian students enrolled October 1st in 5th grade at SEA elementary school
who are proficient in the Science MCA will increase from in 9
0.9% 2016 to 98.8% in 2017.
The percentage of hispanic students enrolled October 1st in 5th grade at SEA elementary school
who are proficient in the Science MCA will increase from 4
0% in 2016 to 83.3% in 2017.
2. Usable Intervention(s):
District Vision goals and Strategic Priorities.
Jo Boalers Influences: Effective Heterogeneous Grouping
Hatties Influences: Within-class Grouping
Provide a choice of tasks to allow for differentiation and enrichment across ALL tiers of abilities.
With intentionally created heterogeneous student groups, teachers will assign group tasks that are
meant to be solved only via group work.
Fully Implemented?
SCIENCE ACTION PLAN

3a. First Usable Intervention Selected for Monitoring: Boalers Influences: Effective Heterogeneous Grouping AND Hatties
Influences: Within-Class Grouping
3b. Instructional Change Manager: Cara Rieckenberg

4. Action Plan:
STAGE
In what stage of
implementation is
the current
intervention and
how does it inform
actions?
Partial
Implementation
ACTION STEPS
EXPECTATION


this activity?


implementation?
Teachers will provide

a choice of tasks,
when relevant, to
allow for differentiation
and enrichment
across all tiers of
abilities.
1. These areas will
be noted via the
Students will be engaged

with their learning and met at
their level of cognitive
demand.
The team will study adult
implementation via:
1. Staff are able to
describe differences
REVIEW
DATE
EVIDENCE SUMMARY TO
INFORM NEXT STEPS
What date will

the team study
the
expectation
results?

learned.
Celebrate successes. Identify
barriers.
Begin the cycle again with planning
and identified action steps.
Summer
Institute
August 2016
through June
2017
Practice will
be examined
in an ongoing
basis through
administrative
walk throughs.
2. Next steps will
be determined
by observation
data trends and
patterns.
3. Team Leads will
facilitate
conversation
and
brainstorming
with grade level
and specialist
teams on
differentiation of
instruction.
4. Next steps will
be determined
by team and/or
individual for
assistance
and/or
challenge.
These steps can
include
individualized
professional
learning,
opportunities for
and similarities
between
differentiation,
enrichment and
acceleration.
throughs
3. 1:1 meeting
conversations
4. Collegial
conversations and
planning
the
administrative
walk throughs
and the 1:1
meetings with
the Program
Coordinator
observation of
teachers
proficient in
designated
area, additional
planning time,
etc.
Full
Implementation
With intentionally
created
heterogeneous
student groups,
teachers will assign
group tasks that are
meant to be solved
only via group work.
1. These areas will
be noted via the
administrative
walk throughs.
2. Next steps will
be determined
by observation
data trends and
patterns. These
steps can
include
individualized
professional
Students will demonstrate the

ability to collaboratively and
cooperatively solve given
problems through positive
discourse with all voices at
the table heard.
Staff put into practice ability
to create heterogeneous
groups and provide
intentional work for groups.
The team will study adult
information via:
throughs
google form data
collection
Summer
Institute 2016
through June
2017
Practice will
be examined
in an ongoing
basis through
the
administrative
walk throughs
and the 1:1
meetings with
Program
Coordinator
learning,
opportunities for
observation of
teachers
proficient in
designated
area, additional
planning time,
etc.

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Record of Continuous Improvement

Part II Comprehensive Needs Assessment

Data review should include data from multiple sources.

What did you learn from the data you

*Review Enrollment Data

2015-16 School Year

2014-15 School Year

Plan for effective communication in

*Review MCA/MTAS Proficiency and

*Review MCA/MTAS Proficiency and

*Review MCA/MTAS Proficiency and

*Review MCA/MTAS Maintenance of

*Review MCA/MTAS Growth Data

2016 Math Growth Data4th Grade: 70.5% (55/78)

2013-current MCA Proficiency Data

MCA Proficiency Results

2013All Reading= 70.9%

2015-16 Growth Data for Individual

Data for specific student

EL: 100% (2/2) did not make

Asian: 67% (2/3) did not make

4th Grade Math:

Partial: 9.2% (7/76 students)

Change: -43% negative change

5th Grade Reading:

Eng Learner - 23.5% to 27.3%

Grade 3 2013-2016 (%)

Grade 4 2013-2016 (%)

2015-16 Individual Teacher MCA

2016 Growth Z Score

5th grade not making growth

4th grade not making growth

(See Krissy Q. EL in August to

*Review perception data collected

We realized we did not have

Identify Next Data Source or Next

Parent Feedback Inventory

Review Minnesota Student Survey

*Review additional data sources (e.g.

Total # of Office Discipline

2015-16: 58 Office Discipline

2. COMPREHENSIVE NEEDS ASSESSMENT SUMMARY

3rd - 5th grade proficiency increased by 0.5%

Graduation (if secondary)

Other: Grade 5 Science

5th grade 54.5% (42/77) students did not make growth

5th grade 66.2% (51/77) students did not make growth

Math Grade Level Data for ALL students in 5th grade

Graduation (if secondary)

Behavior Incident Location 2015-16 Classroom 91 referrals

Hypothesized Root Causes:

Inconsistent Daily 5 implementation

Graduation (if secondary)

Reading over the summer/breaks/etc

Mindset of special to be at SEA is no longer, the students only know SEA

Need Zone of Regulation training on Bubbles

PART III School Action Plan

1. SMART Goal: Write the SMART Goal Statement.

During Exploration and Installation stages the team measures a

During Initial Implementation the team adds measurements of adult fidelity.

READING ACTION PLAN

Heather Hanson (Principal)