EDL 273 - Field Based Learning Assignment

Spring, 2018

The purpose of this assignment is for students to have an opportunity to learn about the development of a
responsive strategic school improvement plan using cycles of the Plan-Do-Study-Act process.

Part Ia: Plan – Collect and Chart Data to Assess the Current Situation

Assess Current Reality

Measure Data What do the data mean?

FAST Universal Growth chart from fall to spring -When looking at the Fall data for this
Screener on A math grades 2nd – 6th screener, there are many variables in
(Mathematics) what the outcome may be.
Grade Fall Winter Spring -Looking closely at the data, we make
2nd 42% 50% 57% out biggest gains from Fall to Winter.
3rd 65% 85% 82%
4th 78% 81% 89% -After second grade, our data sits in the
5th 83% 91% 86% upper 80%.
6th 80% 84% 91%

MAP Assessment MAP Math assessment -In three of the four years, our
Data proficiencies from grades 4-7 proficiencies have increased greater
(Mathematics) than 7% each year by the Spring.
Grade Fall Spring -4th grade had a 7% decrease from Fall
4th 79% 72% to Spring.
5th 76% 83%
6th 77% 86% - The district is in an upward
7th 83% 92% trend when speaking through
MAP data.

Iowa Assessments Grades 4-7 proficiency on Iowa - 4th through 7th grades are all
(Mathematics) Math Assessments. 84% or higher for proficient
and advanced students.
- Three out of four years, our
Grade Non Proficient/ non proficient students are less
Proficient Advanced than 10%
4th 16% 84% - From 4th to 5th grade, there is a
5th 9% 91% jump of 7% .
6th 7% 93%
7th 7% 93%

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

The data suggest that the current reality of students is at a good spot for mathematics. Across three data
sets, approximately 80% or more of the students continue to score proficient across seven buildings. The
students at Johnston are thriving on their math assessments and continue to grow each year.

2. What might be causing the current results?

Results may be caused by the teaching strategies being used in the classroom. Currently, the district is
hammering differentiation as a priority in ALL classrooms. By showing math in multiple ways, students
receive many chances to learn the material in a way that suits their learning style. Also, the MTSS
system is identifying some of those lower achieving students sooner; therefore we can get them the
proper supports earlier in their math education. What needs to be done though to grab that final 10%?
Part Ib: Plan – Define the Current Situation

1. What is the problem/opportunity for improvement and why are you selecting it?
Our scores are trending upward, but my fear is they become stagnant. The problem is we need to
make sure ALL students are performing at a proficient level in the field of mathematics.

2. How is this opportunity for improvement connected to the mission and vision of the school?
All means all. It is fantastic that a large majority of our students are testing in the proficient and
advanced range, but if all means all we need to get that final 10% to the level of proficiency. Portrait of
a learner, district mission, states that we must differentiate our lesson materials so that all students can
be reached. It is vital that we continue the great instructional practices with the majority, but we need to
see what other strategies can be used to reach all!

3. What is currently being done to address the issue?

Through MTSS, staff is identifying the students who need support. Those students then go to our
math interventionist during a time called math studio. MTSS data is based on previous
standardized test scores along with teacher recommendation. Some district assessment data can
be used to place students into Math studio, however you need three or more data points in order
for student to be considered for services.

4. What SMART goal(s) will you set for improvement?

To increase grades 4-7 proficiency percentages, according to map testing, from an average of 83.25% to at least
90% by the 2018-2019 Spring MAP assessment.

Part II: Do – Plan Improvement Strategies

1. What improvement (change) strategies will you implement in the next 45-60 days?

Staff development will be centered on differentiation within a classroom setting. Teachers will
be given presentations about the facts within differentiation, and also be put in a situation where
they can be apart of a differentiated classroom. Along with staff implementing differentiation,
we can look at CEI best practices from the state. What do these best practices look like in a
classroom setting? How can we bring them to life in our classrooms?

2. What professional development might be needed to prepare staff for the

implementation of this work?
Staff may need information on best practices and what is expected by the state for best practices.
With that, give specific information on how to differentiate and properly small group with
students. Show staff why this is important to reach ALL students within our school. CEI is a
common core mandated expectation for teachers who are currently in the field. There are still
some teachers who do not understand that CEI exist. Make a PD an opportunity to dive deeper
into the best practices.

3. What has caused you to select those strategies?

Teachers cannot reach the struggling students if they do not know how to. Provide the
professional development, along with resources to the teachers to implement these
strategies at a high level. This also gives the school an opportunity to give teachers a
point person whom the staff can ask questions if they need support implementing. Make
 this a non negotiable when presenting, this is an expectation so we can reach ALL
students.

4. By what method will you gather data to determine if the improvement strategies are
working?

Schools can first track the district assessment scores. Are the strategies being effective for our
district assessments? By getting into classrooms, leadership teams can monitor to see if teachers
are using the instructional strategies being taught within PD. MAP testing is the last test of the
year, so we will also monitor Iowa Assessments and FAST testing to track student growth and
proficiency according to those tests measures.
Teachers will dedicate time within the PLC work, with an administrator present, to
discuss how differentiation and small grouping is working in the classroom. It is also an
opportunity for teachers to discuss how they believe it is not working, or concerns that they have
about the best practice. Using the teachers around you, find a good balance of how to use
differentiation to reach all students.
 45-Day Action Plan:
Strategies for Improvement

Annual SMART Goal.

To increase grades 4-7 proficiency percentages, according to map testing, from an average of 83.25%
to at least 90% by the 2018-2019 Spring MAP assessment.

45-Day SMART Goal.

Provide staff with 2-3 professional developments about differentiation and best practices in order to
implement the strategies within classrooms.
Person(s)
Tactic Metric Goal Date
Responsible
Differentiated professional Professional development 100% of staff Wednesday Instructional
learning based on CEI best attendance. implements best PD. Leadership team
practices. (Including practices which
differentiation along with Staff participation based on include, but not 10/3, - Coaches
small grouping) poll data limited, to 10/17, - Principal
differentiation and 10/24
small grouping
Best practices conversation Note taking and observations 100% of staff is PLC once PLC
in PLC. by principal. proficient at a month Administrators
knowledge and
implementation of
best practice.
Implementation of Best Walkthroughs Best Practices are Continuous Teachers
Practices Observations being used hourly Principal
by 100% of the ILT
staff.
Progress Monitoring Data Wall Analyze data to find Thursday PLC
through district PLC log the students in need PLC’s
Assessments, IAS and Fast of assistance and to
predict our results
on MAP

Part III: Study – Determine the Effectiveness of the Plan

------You cannot complete this as you do not have any “real” data related to your plan.---

1. What data gives evidence of plan’s effectiveness?

2. What data gives evidence of plan’s lack of effectiveness?
3. Were all strategies implemented with fidelity? Why or why not?

Part IV: Act – Determine the Next 45 to 60 Day Action Plan Based on Your Results

------You cannot complete this as you do not have any “real” data related to your plan.---

1. What strategies will you continue in the next 45 to 60 day action plan? Why?
2. What strategies will you discontinue in the next 45 to 60 day action plan? Why?
3. What additional strategies will you add in the next 45 to 60 day action plan? Why?
4. How will you sustain improvements found to be effective?
 Pertinent Data

Added data for this PDSA would be to understand what system we currently have in place to
help the students at our school. The students who are in our math intervention classrooms are
picked out by the time they get to the middle school. 85% of our math intervention students are
placed by the start of their middle school career. This means that the elementary system is very
solid at catching the students whom need the extra help in the subject of math. The remaining
15% of students who enter the math intervention happen within the first three months of school
at the start of middle school. Those students who fall through the cracks in math are being caught
with this stable system. Now that those students are identified, we need to take it to the next level
of giving them the differentiation and best practices to get them to the proficient level.
 Reflection

This task was very difficult for me as I began. At Johnston, it is apparent that we

have a stable system in place throughout the Johnston elementary schools, when talking about

mathematics. We consistently have above 85% proficient in the field of math throughout the

middle school AND elementary schools within multiple measures. Unfortunately, we are

satisfied with these high percentages and teachers within the building whom believe it will never

get any higher. That is the reason that I chose this stable system to nit-pick. There is no question

that this system is fantastic, but how can it be better? Also, how do we know we are improving?

These are the difficult questions that we need to analyze to meet the mythical 100% proficiency.

My biggest struggle within this assignment was the action plans within the SMART goal.

It is difficult to find a balance of making a drastic change to improve student achievement versus

putting too much on teacher’s plates. A principal should never make teachers feel as if what they

are doing is not good. If teachers feel underappreciated, their work will depreciate and high

quality teachers will leave your building. How do you encourage teachers to improve their

already great instruction? My answer to that is, data. The data clearly shows that we are leaving

seven to fifteen percent of students behind. When broken down, that turns out to be over one

hundred students. OVER ONE HUNDRED STUDENTS are being left behind each year within

the fields of mathematics in the district. Yes, we successfully send thousands of students through

our system being proficient in the field of math, but lets elevate our game to send them ALL

through. If the mission and vision of our district is for ALL students to succeed, then

administration needs to point to the direction of the vision of Johnston schools. The only way to

reach all students is to bring our teaching to the next level in order to reach all. Praise the work
that your teachers are doing, but continue to give the teachers opportunities to continually

improve on their already great instruction.

The strategies to improve the system are muddy territories. I used terms such as

differentiate and small group. These are terms that majority of teachers already claim to be doing

in their classrooms all the time. But are they using these strategies appropriately? These best

practices can always be improved within any classroom. Even your best teachers can improve

their instructional practices; they may just need teaching on how to improve. Get your superstar

teachers into other teachers’ room so they can take ideas that they like or dislike about others

instructional practices. In some way or form, we need to get teachers to see that we continually

leave fifteen percent of students behind each year, and that is not acceptable.

In the end, this system is fantastic. Having eighty-five percent or better across the board

is something that many districts dream about. But when it is all said and done, is eighty-five

percent enough? Are we truly doing what is best for all students if we are leaving hundreds

behind each year? We teach growth-mindset to our students because it is a wonderful mindset to

have, so the teachers should practice what they preach. There is no mean to criticize teachers for

their current efforts, which would be silly. However, no teacher in the district should be satisfied

until all students succeed. We can achieve that by continually improving our instruction. Yes, the

work may be time consuming. Yes, the work may be difficult, but in the end, our customers are

the ones that matter. We need to satisfy all of our customers by adapting our teaching to

differentiate in order to reach ALL.