Capstone Project

1. CapstoneProject Ellicott School District 22 Debbie Womack Regis University June 2012

2. Action Plan Rationale • In 2009, Ellicott School District 22 adopted the Write Tools Program, which was designed to assist in the increase of academic achievement in student writing. While the program had the potential to achieve this goal, the training and fidelity in implementation has not been achieved. • Yearly staff turnover, a prolonged and continual reduction in funding, and lack of strategic focus has greatly limited the effectiveness of the program since its adoption. • As a result, new staff did not receive initial program training, nor were update or follow-up trainings provided to returning staff. These factors prevented the full implementation and integration of the program across all content levels and grades throughout the district.

3. Action Plan Rationale Continued • The overall result was that administration and staff witnessed a fluctuation in CSAP and other assessment writing scores. • The professional development focus for the fall of 2011-12 was data retrieval, comprehension, usage, and dialogue for the purpose of writing campus and district Unified Improvement Plans (UIP). • Professional Development training for all Ellicott School District staff was provided by Mary Beth Romke, The Center for Transforming Learning & Teaching.

4. Action Plan Rationale Continued • In the Middle School’s 2011-12 UIP, the administration and staff identified writing and reading as priority challenges and through PLC discussions it was ascertained that strategies such as the revitalization of Write Tools for improving writing and reading scores needed to be implemented. • In February 2012, the district received a best practices grant, which would allow for renewed training and refocus in implementing the Write Tools program. Literacy and Language Arts teachers from all academic levels, K-12, would be selected to attend a Write Tools Training during the summer. That team, along with administrators, would be responsible for program implementation and fidelity. • The timing was apropos to the design of this action plan.

5. Action Plan Desired Outcomes • The desired outcome goals of this action plan will be to: • Develop an instructional framework for Ellicott Middle School in the areas of writing and reading (literacy) that will meet or exceed Colorado Academic Standards by the end of the 2012-2013 school year. • Develop an instructional scope and sequence in the curriculum maps for grades 6-8 in writing and reading (literacy) that will align with the new Colorado State Standards for content mastery and student achievement.

6. Action Plan Goals Continued • Develop a Timeline for Implementation • Develop a Possible Barriers List • Develop a Resource List • Develop a Task List • Develop a Communication Plan • Develop Program Evaluation, Assessment and Progress Monitoring tools • To be implemented by the Language Arts teachers in grades 6-8 during the 2012-13 school year under the supervision of the Ellicott Middle School Principal, Chris Smith, Director of Curriculum, Diane Garduno, and Debbie Womack, plan designer.

7. SMART GOALSStudent Achievement • By the end of the 2012-2013 school year, 60% of Ellicott Middle School students in grades 6-8 will score proficient and/or advanced in writing as measured on the 2013 TCAP exam. • By the end of the 2012-2013 school year, 72% of Ellicott Middle School students in grades 6-8 will score proficient and/or advanced in reading as measured on the 2013 TCAP exam.

8. Student AchievementEllicott Middle School Federal and State Expectations 2011 Federal and State Expectations 2011 School Results 1 yr. 3 yr. 1yr. 3yr. Writing 57.8% 58.3% 40.6% 42.0% Reading 71.4% 71.4% 51.9% 56.7% Source: CDE: Performance Framework

9. Middle School Student Achievement Trends in Writing Source: Ellicott Middle School UIP-2011-2012

10. Middle School Trend Analysis in Writing • The CSAP scores in writing at the 6th grade have consistently fluctuated since 2009 and are between 11% to 18% below the state average. • The CSAP scores in writing at the 7th grade have consistently fluctuated since 2009 and are between 13% to 25% below the state average. • The CSAP scores in writing at the 8th grade have consistently fluctuated since 2009 and are between 10% to 16% below the state average. Source: Ellicott Middle School UIP-2011-2012

11. Priority Performance Challenges and Root Cause for Ellicott Middle School in Writing • Priority Challenge: Students in all grade levels scoring proficient and advanced in writing has remained flat or has declined over the past three years, while the percentage of students who scored partially proficient or unsatisfactory has increased. • Root Cause: The Writing Curriculum is not implemented consistently by all teachers in all subjects because professional development priorities have not addressed the needs of new staff in terms of training them in the district’s writing curriculum.

12. Middle School Academic Growth in Writing 6th grade 8th grade 7th grade

13. Middle School Writing • Strengths • Saw some improvement in 2011 CSAP writing scores in grades 6 & 8 • Teachers are committed to improving writing in all content areas • Administration is making writing a priority • Challenges • There are gaps in writing skills across all grade levels • Middle School scores consistently do not meet Colorado CSAP scores in writing across all grade levels • Providing consistent and yearly training for staff is difficult due to reduced funding for professional development

14. Middle School Student Achievement Trends in Reading

15. Middle School Trend Analysis in Reading • The CSAP scores in reading at the 6th grade have consistently fluctuated since 2009 and are between 11% to 19% below the state average. • The CSAP scores in reading at the 7thgrade have consistently fluctuated since 2009 and are between 7% to 20% below the state average. • The CSAP scores in reading at the 8thgrade have consistently fluctuated since 2009 and are between 2% to 13% below the state average. Ellicott School 22 District UIP

16. Priority Performance Challenge and Root Cause for Ellicott Middle School in Reading • Priority Performance Challenge: The percent of students scoring proficient and advanced in CSAP reading has been inconsistent in all Middle School Grades since 2009. • Root Cause Analysis: Teachers have not received effective data analysis training so as to be able to consistently, systematically, and effectively change reading instructional methods.

17. Middle School AcademicGrowth in Reading 6th grade 8th grade 7th grade

18. Middle School Reading • Strengths • Reading across the grade levels is showing some improvement • Teachers are using data more to guide instruction • Professional development is being provided in reading and interpreting the data • Challenges • Improving comprehension skills • Improving vocabulary skills • Decreasing gaps in literacy • Increasing progress monitoring during the 2012-13 SY for students who score U or PP on the 2011 TCAP

19. Student DisciplineMiddle School

20. Middle SchoolStudent Discipline • Strengths • Students prefer to be at school during the day • Student problems are marginal compared to urban schools • The number of fights at the middle school is relatively low • Drugs and alcohol use is relatively minimal • Challenges • Classroom behavior: talking out, disrespect, not turning in work, off task behavior seems to be the largest problem • Students who are out of classrooms due to discipline issues lose valuable instructional time, which impacts achievement scores • Bus issues is the second largest problem

21. Budget • Strengths • The district has received a grant to increase professional development for teachers • The BOE has approved the addition of three full-time in Language Arts for the 2012-13 school year • The 2012-13 budget includes requests for additional teaching staff for the middle school • Challenges • Getting the proposed budget approved by the BOE • Making sure that all new staff receive the “Write Tools” training early enough in the school year so as to impact writing scores on the 2013 TCAP

22. Middle School Parent Involvement • Strengths • Booster Clubs • PTA • Coaching sports, clubs • Volunteer at the campus • Parent Surveys • Parent/Teacher Conferences • Fundraisers • Back to School Nights • SAC • DAC • School Board Meetings • Challenges • Parent Volunteers at school events • Developing a parent volunteer program • Finding a coordinator to run the parent volunteer program • Time needed to develop and implement a structured parent volunteer program • Engaging parents in the team approach to increase student achievement

23. Middle School Culture • Strengths • Teachers participate in monthly professional development days where training and PLC opportunities are provided • Teachers are offered opportunities to participate in leadership roles and committees • Teachers sponsor student activities and clubs • Teachers are assigned weekly duties • Teachers assist with roles for sporting events • There are monthly pot-luck lunches and teacher recognition awards • Monthly, the campus principals recognize students, teachers, and members of the community for their work to the board • Challenges • Everybody does a lot to meet the needs of the students to offer them a well-rounded school experience. • Getting all content areas to emphasize the importance of achievement writing and literacy to students • Teachers and staff feel the strain of all the responsibility • There is burn-out and many people view Ellicott as a transitional district for staff

24. Action Plan

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