Allen Elementary School

School Improvement Plan

SY2021-2024
Felicia Thompson-Principal
Kathy Houston-Assistant Principal
Angela Brooks-Academic Coach
Data:
Review, Reflect, Refocus

Our Mission is to inspire and equip all students to

achieve unlimited potential.
Allen is a beacon of educational excellence where all are
known, valued, and inspired.
Key Questions For Data Collection
What data are you currently using
to monitor student achievement?
Is there data we used last year
that may not have been
effective?
Are there other data points that
we need to look at to increase
student achievement?
 As we REFOCUS, how will we progress at
Allen Elementary?

Classroom Implementation of
Instructional Goal (What does
collection, analyzing, and
implementation look like)
Determine solutions To Poor Reading Comprehension
1. Phonics: Students struggle with phonics.
Large group: introduce topics, strategies and practices through the reading series.
Small group: Use the data collected to focus on interventions. Use the Lexia practice to work on areas of weakness. Use the
Student Instructional Planning in Star Reading for small group work.
Independent Work: Use centers to work on Starfall.com. & Lexia to practice skills and reassess.
2. Fluency:
Large group: Model reading aloud to the students and share strategies.
Small groups: Leveled groups/ guided reading.
Practice Word list, fluency passages and repeated readings for interventions one on one once per week.
3. Parental Engagement: Communicate.
Send home letters to encourage the parents to read with their child nightly.
Use the red folder to document reading logs.
Use the parent teacher conference to document what the parent will do, and the student will do.
4. Retention:
To improve recall and retention practice repeated readings & Q/A as exit tickets.
Have student conferences to discuss meaning, lesson learned.
Writing can be used to show understanding of text, lessons learned and story elements.
Determine solutions to root causes Phonemic Awareness/phonics
• Define the problem - Students display an issue with phonemic awareness which affects all areas of reading
comprehension.
• Collect data - Lexia, Achieve, Star, Fountas and Pinnell, weekly reading comprehension tests, and IEP goal data
• Ask why? Factors led to problem - The factors that led to the problem are an inability to manipulate sounds,
lack of vocabulary, inability to read fluently, issues with decoding, blending and deletion of syllables and all
aspects of phonics to include phonemic awareness.
Factors that are root causes and are not symptoms - Weak phonics instruction in lower grades and a need for
better interventions and resources.
• Corrective actions - Better phonics based programs and use of small group instruction that are differentiated for
student’s needs based on assessment data results.
• Identify solutions that help - Implement phonics instruction training. Incorporate phonics instruction that is
built into reading instruction. Allow for more time for reading instruction.
• Implement solution - Reading instruction will include more phonics instruction and training be held for better
phonics instruction.
• Determine if you can use the solution with other problems - The solution would help in the area of reading in
general which will help all areas associated with reading comprehension.
Early Literacy Solutions to Fishbone
 Define the problem: Students have issues with the different aspects of phonics
 Collect Data: Star testing (Early Literacy); Lexia levels (red apples)
 Ask why; Factors: Not able to identify beginning, middle, ending sounds; how to
manipulate those sounds through deletion and substitution; identifying letters and their
different sounds; can’t identify how many sounds in a word;
 Determine factors: Poor instruction in phonics in the lower grades; poor resources that
do not enrich phonics instruction
 Corrective actions: implement small groups for struggling students in the different
areas of phonics; implementing interventions
 Identify solutions: Provide training in programs that are heavy in phonics instruction;
provide small group training and how to implement small groups for student success
 Implement the solution: Phonics instruction will include more small group instruction
for struggling areas, and needed training opportunities to increase phonics skills.
 Can you use this solution for other problems? Yes; phonemic awareness and
comprehension. Increased understanding in the different aspects of phonics will
increase their phonemic awareness, which in turn increases their ability to comprehend
what they read.
Early Literacy Solutions (Cont.)
 Define the problem: Parental Involvement
 Collect Data: Surveys, IC communication logs, parent surveys, class dojo
 Ask why; Factors: Parents either do not have the time to be as involved as
they’d like to be, or they do not care to be involved (education may not be
the first priority for them). Other parents may not be able to be involved
because of previous educational experience or level.
 Determine factors: We live in a Title 1 school district where parents are
struggling to focus on both education and working to live and provide
necessities for their children. Parents also have lack of technology at home,
and lack of reading materials. Also lack of time.
 Corrective actions: Provide an incentive to have parents attend workshops
or come to meetings; provide incentive to student like awards for
accomplishments
 Identify solutions: More ways to distribute information or attend meetings
or workshops held at the school.
 Early Literacy Solutions (Cont.)
 Implement solution: Offer workshops after work hours, during lunch hours, through zoom, or record
and post on YouTube.
 Can you use this solution for other problems? Increased parental involvement could increase
student engagement in the classroom. Parents being able to be involved in their child’s education will
lead to more incentives by them to their children to succeed.
 Define the problem: Retention (such as retaining information)
 Collect Data: Spiral Review; IXL skills assigned as practice; Tier Instruction; small group instruction
 Ask why; Factors: Students may not have the prior knowledge to build off of in order to retain new
information. Old information has to be retaught before the new information can be added. There is
not enough scaffolding or spiral review happening, making student refer to old skills and concepts to
keep them fresh in their brain.
 Determine factors: Pacing guide should be developed so that each unit builds off the one before;
More scaffolding between grades.
 Corrective actions: Increase spiral review; add interventions to struggling students; send home
review materials to be practiced at home.
 Identify solutions: Meet with teachers in other grade levels to determine where there is a need and
focus on those in the lower grades.
 Implement solution: Implement spiral review; small group learning at and individualized and
differentiated level. Make folders for individual students to practice what they are struggling in.
Solutions to Close Math Gaps
Fact Fluency (Can’t problem solve effectively when facts aren’t mastered)
 Daily use of Number Talks to build mental math strategies
 Regular fact practice to build automaticity
Problem Solving (Assessments are critically thinking based)
 Word problems and strategies taught/modeled/practiced daily
 Build from one step to multi-step
 Use math vocabulary to build concepts in order to identify use of appropriate operation
Retention/Lack of basic skills
 Regular use of spiral review to cement skills (Focusing specifically on heaviest weighted domains/Number sense)
 Vertical alignment (Planning across grade levels)
Parental Involvement
 Incentives for practicing at home
 Workshops to improve parent buy-in and knowledge of concepts
Assessments (On average a month of instructional time is lost collecting data.)
 Streamline assessments used – Star Math and IXL diagnostic are domain specific and generates each students’ strengths
and weaknesses in each area. IXL, specifically does this weekly. Teachers can use this data to guide instruction and
differentiate groups in place of pretests. Historically, the data given from pretests is not as useful as the data collected
from STAR and IXL.
 Use unit posttests for remediation/enrichment. This can be pulled into spiral review or problem solving practice.
Determine solutions to root causes Parent Engagement
• Define the problem -There is an inconsistency or a lack of parental engagement, specifically in the area of reading.
Parents are not participating on the school reading programs and are not reading with their children at home.
• Collect data - Reading logs, IC communication log, parent surveys, and Class dojo.
• Ask why? Factors led to problem - Parents are working to survive, Title 1 school, some students are home alone and
have no one to read to, some parents simply cannot read, and lack of motivation.
• Factors that are root causes and not symptom - Title 1 school, lack of books at home, and no parents are home.
• Corrective actions - More library programs, availability to books, make reading fun, encourage independent reading in
class.
• Identify solutions that help - Incentivize parental involvement, and award students for accomplishments, character
book study, dress up like your favorite character, character parade, encourage/ educate the importance of reading at
home.
• Implement solution - More ways to share information (Zoom, you-tube, Dojo, call in), flexible times to increase
parental involvement.
• Implement solution - Offer lunch and learns with flexible times. Also encourage participation with awards for students
and encourage cooperation. Educate parents and assist students on learning to love to read.
• Determine if you can use the solution with other problems - Increased parental involvement will increase student
academic achievement and relationships between families and teachers.
Solutions to Poor Writing Skills
Action Plan:
• Lack of Motivation
Ensure there is understanding of the prompt requested.
Choose topics that interest student when possible
Provide Writing Starters
Give quality feedback
• Organize Thoughts
Visual Components- Venn-Diagrams, Thoughts Webs, Hamburger Style, Oreo, Thinking Map
Modeling- Create examples in large group/small group, then gradual release
Small groups- teacher work with students in editing skills
• Lack of Ideas
Provide background information for those who need it
Explain how you personally relate, allowing students to understand how they may relate
Small groups- teacher work with students in editing skills
• Assessing
Provide students with detailed expectations (Rubric, Guidelines, etc)
Consistency in Frequency of a graded product
Small group/Individual conferences with writing samples
• Limited Vocabulary
Small group- Vocab Practice
• Struggle in Reading - Read prompts aloud.
Solutions to Self-Assessment Survey Item #5 Consequences for behaviors are clearly
defined
Inconsistencies
 Students will be given a consequence appropriate to the infraction.
 The consequence will be one that once the consequence is seen as a reward it will no
longer be used.
Administration
 Give the faculty a clear guideline of what consequences appropriately match a first
offense, second offense, and third offense.
Resources
 Provide training to the teacher on effective strategies that will work for the particular
offense.
Managing Class
 Teachers will provide clear expectations and understand the appropriate
consequences they can use to handle minor infractions.
Solutions to Self-Assessment Survey Item #5: Options exist to allow classroom
instruction to continue when problem behavior occurs
1. Define the problem: There was issues with PBIS not being done with fidelity. There was not enough instant
gratification and there was inconsistency with point structure from classroom to classroom.
2. Collect data: PBIS, office referrals, IC contact log, Dojo contact log
3. Ask why: PBIS is not being used with fidelity and there are inconsistencies with point structures between the
different classrooms and grade levels. There is also no room for instant gratification for students for following
expectations.
4. Determine root causes: Not enough training; PBIS may not work for their classroom, or they do not have faith;
Different mindsets about consequences.
5. Corrective actions: Create consistencies with point system; create clear expectations with clear positive or
negative consequence; Positive office referral
6. Identify solutions: Parent contact to describe PBIS expectations, rewards, negative consequences, etc.
7. Implement solution: More training for parents and teachers about PBIS and why it works; incentives for
teachers to use the PBIS strategies
8. Determine if you can use this solution with other problems: Parental involvement; Support from admin
Solutions to Self-Assessemt #7 : Options exist to allow classroom instruction
to continue when problem behavior occurs
• Define the problem: There was issues with PBIS not being done with fidelity. There was not enough
instant gratification and there was inconsistency with point structure from classroom to classroom.
• Collect data: PBIS, office referrals, IC contact log, Dojo contact log
• Ask why: PBIS is not being used with fidelity and there are inconsistencies with point structures
between the different classrooms and grade levels. There is also no room for instant gratification for
students for following expectations.
• Determine root causes: Not enough training; PBIS may not work for their classroom, or they do not
have faith; Different mindsets about consequences.
• Corrective actions: Create consistencies with point system; create clear expectations with clear positive
or negative consequence; Positive office referral
• Identify solutions: Parent contact to describe PBIS expectations, rewards, negative consequences, etc.
• Implement solution: More training for parents and teachers about PBIS and why it works; incentives
for teachers to use the PBIS strategies
• Determine if you can use this solution with other problems: Parental involvement; Support from
admin
Solutions to Self-Assessement #7 : Options exist to allow classroom
instruction to continue when problem behavior occurs (cont.)
• Define the problem: There is a lack of classroom management due to unclear
expectations, their appropriate consequences, and teachers creating a power struggle
between themselves and the students. There is a misuse in chain of command, either not
using it or overusing it.
• Collect data: Data referrals, PBIS, positive office referrals, IC parent contact, Dojo
• Ask why: Teachers have a lack of control in the classroom due to students not knowing the
expectations in the classroom and their appropriate consequences. There is
inconsistencies with use of chain of command; teachers are either overusing admin
support, or not using it enough. Teachers also put themselves in the middle of power
struggles.
• Determine factors: Complacency, Different ways of thinking, not wanting to change
• Corrective actions: observe other classroom teachers with great classroom management
• Identify solutions: training, incentivize less disruptions
• Implement solution: Provide classroom management training at the beginning, and middle
of the year. Set observations between teachers to view classroom management strategies.
• Determine if you can use this solution with other problems: Identifying behaviors, and
Behavior Strategies.
Climate & Culture Staff Survey May 2021
School Improvement Plan (SIP)
Instructional Goal #1
By May 2022, 100% of the Allen Elementary staff
will be trained in Personalized Learning, under the
Core Four area of Targeted Instruction in all content
areas with 85% of the staff implementing with
fidelity as measured by progress monitoring, walk-
throughs, and feedback.
 Instructional Goal Action Steps
Year One
• Teachers create heterogeneous/homogenous student groups based on data
consistently.
• Teachers review multiple sources of student data to identify instructional
needs of students.
• Teachers modifies delivery of lessons for more groups of students.

Year Two
• Teachers frequently update student groups based on multiple data sources of
factors.
• Teachers uses data to group or regroup students in the moment.
• A significant percentage of class time teacher modifies delivery of instruction
for each group of students based on student need.
 Instructional Goal Action Steps (cont.)
Year Three
• Teachers give students some choice and ownership over what groups they are
in and how long.
• Data is shared with student and they are able to make decisions about the
instructional needs.
• Students can articulate what instruction they are receiving and they have some
choice over that instruction.
School Improvement Plan (SIP)
Additional Instructional Goal
By May 2022, 100% of the Allen Elementary staff
will receive training in utilizing rigorous
instructional practices in all content areas with
85% fidelity as measured by digital progress
monitoring, administrative focus walks, peer/peer
observations, and lesson plans.
 School Improvement Plan (SIP)
Additional Goal Action Steps
• Create student data base with Fountas and Pinnell (F&P) Levels,
district assessments, and unit assessments. Update as
assessments are given and scored.
• Monitor lesson plans to ensure rigor and relevant lessons are being
taught with an emphasis on Gradual Release Model.
• Set Data PLC dates with detailed agendas to include weekly
formative assessment data information. In addition, MTSS data
meetings that will include data points that tie together student
growth.
School Improvement Plan (SIP)
Climate Goal
By May 2022, 100% of the Allen Elementary
staff will be trained in the Social Emotional
Learning (SEL) processes with 85% of the staff
fully implementing the processes with fidelity
as measured by progress monitoring, data
collection, and feedback.
 Climate Goal Action Steps
Year One
• Develop self-awareness and self-management skills to achieve school and life
success. (SEL)
• Teacher introduction to Second Step Curriculum (SEL)
• Teach and review PBIS expectations & rules to new staff and student
• SEL/PBIS Focus Walks
• Recognition (Teacher/Student)
• Analyze Data Entry and Analysis to improve student behavior
• Positive Office Referrals to increase positive student behavior
• Tier 2 strategies for repeat offenders
Year Two
• Use social-awareness and interpersonal skills to establish and maintain positive
relationships. (SEL)
• Teach and review PBIS expectations & rules to new staff and student
• Recognition (Teacher/Student)
• Teaching Of Behaviors
• Implement Tier 2 strategies for repeat offenders
• Continue to improve faculty commitment
• Classroom Evaluation (Yearly Review)
 Behavioral Goal Action Steps (cont.)
Year Three
• Demonstrate decision-making skills and responsible behaviors in personal, school, and
community contexts. (SEL)
• Teach and review PBIS expectations & rules to new staff and student
• Recognition (Teacher/Student)
• Teaching Of Behaviors
• Implement Tier 2 strategies for repeat offenders
• Continue to improve faculty commitment
• Classroom Evaluation (Yearly Review)
• School-wide Evaluation (Yearly Review)
Progress Monitoring Methods to include, but not
limited to:
 Lesson Plans
 Weekly Grade Level Meeting Notes
 Walkthroughs
 Progress Monitoring Materials
 MTSS meetings
 Observation Records
 Parent Conferences
 Data Room
 Monitor Lexile Levels
 Sign-in Sheets
 Graphs
 Weekly Achieve 3000 Lexile Progress Data
 Weekly Lexia Progress Data
 Monitor STAR, BAS, and DRA
 Formative and Summative Testing Results
 Weekly IXL Progress Data
Allen Eagles are SOARing into a NEW day!