School Improvement Plan 2018-2021
SCHOOL INFORMATION
School Name: Clearview Elementary School Website: [Link]
Principal/Director: Sheri Rutar Email: [Link]@[Link]
Phone: 320-743-2241 Grade Span: PreK-5
School Address: 7310 Highway 24 Clear Lake, MN 55319
Title I School: YES NO School Year: 2018-2019 2019-2020 2020-2021
School Designation: N/A Targeted Support & Improvement Comprehensive Support & Improvement Graduation Rate
SCHOOL LEADERSHIP TEAM EMAIL ROLE
Sheri Rutar [Link]@[Link] Principal
Conan Shaffer [Link]@[Link] Special Education representative
Sue Linn Hasbrouck [Link]-hasbrouck@[Link] Immersion Coordinator
Patti Clymer [Link]@[Link] Academic Coach
Marita Schmitz [Link]@[Link] Kindergarten representative
Lucia Moran Wheeler [Link]@[Link] 1st grade representative
Tammy Mate Peterson [Link]@[Link] 3rd grade representative
Andrea Coulter [Link]@[Link] 4th grade representative
Jourdan Coliman [Link]@[Link] 5th grade representative
George Bienusa [Link]@[Link] Specialist representative
Enrique Monge Del Dujo [Link]@[Link] 2nd grade representative
SCHOOL IMPROVEMENT PLANNING
PLAN
5 STEPS TO CONTINUOUS IMPROVEMENT:
1. Establish a School Leadership Team
2. Assess needs and set priorities – Comprehensive Needs Assessment (CNA)
3. Determine Priorities, Rationale, Strategies and create a School Improvement Plan
4. Implement the plan
5. Monitor and regularly reassess needs, priorities and strategies
SCHOOL IMPROVEMENT PLAN EXPECTATIONS:
• School Improvement Plans (SIP) are due September 21, 2018. FIRM DEADLINE.
• Three-year SIP updated annually at a minimum. Schools may update/revise their SIP as needed at any time during the school year.
• SLTs will commit to reviewing the SIP quarterly as a measurement of progress. (October, January, March, May).
• Principal check-ins will include a discussion of progress towards meeting the goals.
• Title I Schools identified for CSI, TSI and Non-Title I schools identified for Graduation Rate are required to submit their first progress report
to MDE March 2019, with ongoing updates. (More information coming from MDE).
• All schools will need to identify Co-Teaching as an Evidence Based Practice/Strategy.
• Resources for the SIP goals and strategies will include Teacher Leader, Title I and building funds.
STUDENT TARGET GROUPS
Racial and Ethnic:
All Student Groups All Students, American Indian, Asian, Black, Hispanic, Native Hawaiian/Pacific Islander, White, Two or more
* 20 students to report races, English Learners (EL), Special Education (SPED), Eligible for free or reduced-price lunch (FRL)
publicly
Counter Groups EL/Students who are not EL
* 20 students to report SPED/Students who are not SPED
publicly FRL/ Students who are not FRL
PART I: COMPREHENSIVE NEEDS ASSESSMENT (CNA)
PURPOSE: The CNA is a systematic process for determining and addressing needs, or "gaps" between current conditions and desired conditions or "wants". The
CNA process includes reviewing school data and prioritizing the needs of the school.
DATA SOURCES TO BE REVIEWED BY THE SLT:
Academic Achievement (MCA Reading and Math) ACCESS 2.0 - Progress towards EL Proficiency
Consistent Attendance Behavior
Student Demographics Graduation
School Climate Suspension
1. Describe your SLT’s process for reviewing the data:
Aug. 2nd partial team reviewed data and learned about the new ESSA
Aug 21st full leadership team reviewed data to look at strengths and challenges
Aug. 28th full licensed staff share out
Monthly STAR data and how it relates back to fall data & MCA data comparisons to determine how students are performing and focused instruction to
support student needs
2. Identify your school’s strengths and challenges.
The reading gap between FRL and Non FRL narrowed from 25.2% to 6%;
Special Education trend in reading continues to make gains over the past 4 years (27.5%, 33.3%, 45%, 51.9%)
5th Grade math is a challenge as they took a decline from last year (46.3%)
5th Grade reading increased from 65.2% to 80.6%
3rd Grade reading is a challenge as the scores declined from last year (62.9% to 56.7%)
Bi-lingual integration of signage throughout the School
3. Identify the student target group(s) and indicators identified for prioritized support. (see Page 2 – Student Target Groups).
All students: 5th Grade Math, 3rd Grade Reading
White Students
Free/Reduced Lunch (math)
Special Education (math status quo)
4. Based on the findings in questions 1-3, what are the prioritized needs that will ensure your school is working towards meeting the identified goals?
Math: Based on our 2018 MCA our FRL are underperforming compared to our Non-FRL (28.3% difference); Based on our 2018 MCA data both FRL and
Non FRL data is status quo with little growth over the last 4 years. 5 th grade had a significant decline this year in math
Reading: Based on our MCA data 3rd grade and 4th grade have a steady decline in proficiency. 5th Grade had an increase this year and we would like to
maintain
Creating signage throughout the school that is bilingual
PART II: ACTION PLAN
PURPOSE: Set SMART goals for each PRIORITY, determine the RATIONALE/WHY and explain how Equity is evident within the goal. Identify the
EVIDENCE BASED STRATEGIES/ACTION to achieve the goal, EXPECTATIONS/WHAT/HOW for the strategy, WHO is ultimately responsible,
RESOURCES needed to ensure the strategy is implemented with fidelity, the TIMELINE/WHEN to achieve the strategy and the
MEASUREMENT/MONITORING of progress towards meeting the strategy.
PRIORITY 1: EQUITY All schools will set an overarching Equity goal that must be embedded within the SIP priorities
PRIORITY 2: SUSPENSION All schools will set a SMART Suspension goal to reduce the number of suspensions.
PRIORITY 3: LITERACY All schools will set a SMART Literacy goal aimed at increasing student achievement.
PRIORITY 4: MATH All schools will set a SMART Math goal aimed at increasing student achievement.
PRIORITY 5: GRAD RATE Schools graduating students set a SMART Grad goal. Schools are encouraged to set a supporting Grad goal.
PRIORITY 1: EQUITY:
We commit to …
GUIDING QUESTIONS:
1. Describe how staff will be reintroduced to the Courageous Conversation protocol.
It will be introduced at a beginning level as we have 17 new staff members. Our leadership team has had some turn-over as well so we are
reviewing and putting into practice accepting multiple perspectives
2. What is the ‘look for’ evidence indicating that all staff are utilizing the Courageous Conversation protocol on an ongoing basis?
Staff will have access to the compass to name 4 agreements, 6 conditions. Having the protocol visual at meetings & in the staff lounge. Creating
safety in using the compass. Create the culture of listening to one another.
3. What is the ‘look for’ evidence indicating there is a deepening of the use of the Courageous Conversation protocol?
Hear the vocabulary being used in meetings, data conversations with ease. Each of us will be valuing multiple perspectives. The matter of
discussions may be more in depth. The courageous conversation becomes normalized.
4. What is the ‘look for’ evidence to ensure RACE remains part of the conversation?
The language being used….identifying who I am and where I am coming from (verbiage from the compass)
5. What professional development/support will staff need to engage in deepening their racial equity skill set?
First identifying yourself and the frame of mind that you are coming from, validating one another and their experiences and backgrounds
CLR revisit, courageous conversation, Restorative justice
6. How will classrooms and the rest of the school be authentically represented? What will this look like?
Making sure that everyone has a voice in the classroom and accepting the children as who they are. Take time to build relationships so you know
the strengths and challenges of your students. Being present as time allows at family functions
PRIORITY 2: SUSPENSION SMART GOAL:
In the fall of 2019, our school’s in and out of school suspension rate will decrease by__46___% from fall of 2018.
RATIONALE and evidence of Equity:
Evidence Based Responsible Person’s Measurement of
Expectations Resources/PD Timeline
Practice/Strategy Involved Progress
3) Implement PBIS. 3) Classroom teachers 2) Classroom teachers, 1) Review and reset 1) Monthly starting 1) Review disaggregated
Update Flow Chart and staff will PBIS Team and PBIS expectations, September 2018 Suspension Data
and Matrices implement PBIS Admin. Support training for new staff. monthly to make
with fidelity. Flow from District PBIS Time to update Flow necessary
Charts and Matrices Team as needed. Chart and Matrices. adjustments. Flow
will be updated. Chart /Matrices are
updated and
implemented.
Admin Walk-
Throughs.
3) Scaffolding learning 3) Students will 2) Classroom teachers, 2) Time and support 3) Fall 2018 2) Tier II & III
so that all kids can receive Core PBIS Team to develop and strategies are
participate in Core Instruction. implement Tier II developed and
Instruction Develop and & III strategies. implemented.
implement Tier II SPED Supervisor Admin Walk-
& III strategies as support Throughs.
needed.
3) Incorporating CLR 3) Students will be 3) Licensed Staff, 3) Conscious discipline 3) Monthly 3) Offense rates will
strategies i.e. buddy kept in the Grade Level partners, training, PBIS, CLR, decrease, students
breaks, conferencing classroom as much para-professionals, BRS, Restorative practices will be in the room
with teacher as possible. BSS, Non-licensed staff, more and not in the
Removal is administrator, academic hallway or in the
temporary with a coach BRS room
supervising adults
3) Teachers will use
3) CLR strategies will the CLR strategies
be used as a model that were modeled
for staff at each at meeting in the
staff meeting classroom
PRIORITY 3: LITERACY SMART GOAL:
In the fall of 2019, the percentage students proficient in grades 3-8 will increase from __66____% to ___74___% as measured by the MCA III.
RATIONALE and evidence of Equity:
Evidence Based Responsible Person’s Measurement of
Expectations Resources/PD Timeline
Practice/Strategy Involved Progress
1) Co-Teaching 1) Teachers will 1) Teachers, Admin, 1) On-going training, 1) Daily during the 1) Walk-Through data,
implement co- AC, Outside coaching, school year lesson plans
teaching every day trainers, District for mentoring, planning reflecting co-
with fidelity. All support time (subs or planning, evidence
students will extended time) of appropriate co-
participate in core teaching models,
instruction. language and
content goals posted
and connected to
the lesson(s)
2) Data Teams 2) Review student data 2) Classroom teachers 2) Data Team 2) E/O Wednesday 2) Increased alignment
/Standards Focus with a focus on meetings. Support during the school between initiatives,
grade level from Admin and year Classroom Walk-
standards; develop district as needed Throughs, teacher
common pedagogy, increased
assessments and student achievement
instructional
strategies through 6
Step or
Collaborative
Inquiry process
using DuFour’s
guiding questions
3) Data Days 3) Grade levels will 3) Classroom teachers, 3) Student data, 3) Select ½ days 3) Teaching will
participate data days Academic Coach, Standards & throughout the year encompass skills
throughout the year Administrator Benchmarks, that students need,
analyzing data and curriculum STAR scores will
prepare engaging resources increase
lessons for “What I
Need”
PRIORITY 4: MATH SMART GOAL:
In the fall of 2019, the percentage students proficient in grades 3-8 will increase from __64.9____% to _75_____% as measured by the MCA III.
RATIONALE and evidence of Equity:
Evidence Based Responsible Person’s Measurement of
Expectations Resources/PD Timeline
Practice/Strategy Involved Progress
1) Data Teams 1) Review student data 1) Classroom teachers 3) Data Team 1) E/O Wednesday 1) Increased alignment
/Standards Focus with a focus on meetings. Support during the school between initiatives,
grade level from Admin and year Classroom Walk-
standards; develop district as needed Throughs, teacher
common pedagogy, increased
assessments and student achievement
instructional
strategies through
the 6 Step or
Collaborative
Inquiry process
using DuFour’s
guiding questions
2) Differentiated 2) Students will take 2) Classroom teacher, 3) STAR data, 3) on-going 3) STAR data will
Instruction pre/post tests to Academic Coach pre/post tests, throughout the year increase, Competent
determine needs, TDAS, Media TDAS Coordinator examining at every on unit post tests
Teachers will Specialist unit
differentiate
according to need
3) Data Days 3) Grade levels will 3) Classroom teachers, 3) Student data, 3) Select ½ days 3) Teaching will
participate data days Academic Coach, Standards & throughout the year encompass skills that
throughout the year Administrator Benchmarks, student’s needs, STAR
analyzing data and curriculum scores will increase
prepare engaging resources
lessons for “What I
Need”
PRIORITY 5: GRAD RATE SMART GOAL:
In the fall of 2019, our 4-year graduation rate will increase by_____% from fall of 2018.
RATIONALE and evidence of Equity: We are not setting a goal because we do not graduate students. Our school will ensure that we are contributing to
the success of all students towards graduation.
Evidence Based Responsible Person’s Measurement of
Expectations Resources/PD Timeline
Practice/Strategy Involved Progress
1) AVID 1) Grade 4 & 5 will 1) Classroom Teachers 1) AVID strategies & 1) Throughout the 1) Students will have
continue to use AVID weekly school year agenda correctly filled
AVID strategies with out each day
students to promote 2) Students will learn &
career & college use strategies taught
readiness
2) College Promotion 2) Staff will be invited 2) Clearview Staff 2) College Clothing 2) Various Fridays 2) Students will
Days to wear their favorite throughout the year acknowledge college
college attire to attire, Staff will wear
promote college their shirts,
awareness sweatshirts, etc.