McKenny School Improvement Plan (2019-20)

Automated Data Snapshot

Outcome 1: Be compassionate and kind.

  1. Be aware of and appreciate one’s similarities and differences with others.
  2. Listen well and cooperate with others.
  3. Demonstrate awareness of one’s own thoughts and emotions and how they impact behavior.
  4. Express emotions, thoughts and impulses in positive and beneficial ways.
  5. Resolve conflicts and repair relationships.

Metric

OSD Elementary Student Climate Survey questions 1-6  1.1, 1.2, 1.3, 1.4, 1.5

Goal

By June 2020, students will improve their ability to be compassionate and kind by having 90% of the entire student body identify as “Always and/or “Most of the Time” on the OSD Elementary Student Climate Survey. 

Action Plan

  • Administer OSD Elementary Student Climate Survey. 
  • Each classroom teacher will teach the Second Step curriculum in its entirety.
  • Monthly, students and staff volunteer at the Thurston County Food Bank.
  • McKenny school community will host an International Night to celebrate and understand cultures from around the world.
  • Classroom Buddies
  • Life Skills Assemblies - Life Skills taught will be those related to Student Outcome 1.
  • PBIS Recognitions - Golden Hawk, Positive Office Referral, Life Skills Tickets.
  • Targeted read alouds in class.
  • Specially designed instruction in social/emotional skills for students who qualify.
  • Opportunities for student service and leadership. 
  • Adult modeling of kind interactions.
  • Implementation of a McKenny Equity and Inclusion Team (adults).

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Outcome 2: Have the academic and life skills to pursue their individual career, civic and educational goals.

  1. Read, write and speak effectively for a wide range of purposes, including the interpretation and analysis of both literary and informational texts.
  2. Know and apply mathematics to a level of fluency that ensures a broad range of post-secondary opportunities and career choices.
  3. Use analytic and scientific principles to draw sound conclusions.
  4. Analyze multiple causal factors that shape major events in history.
  5. Exit with a personalized post-secondary transition plan for work, career and/or college, and complete the first steps toward achieving post-secondary goals before graduation.
  6. Develop and use conceptual understanding, exploring knowledge across a range of disciplines, and engage with issues and ideas that have local and global significance.
  7. Problem solve using both creative and critical thinking skills.
  8. Demonstrate continuous growth across the disciplines to meet or exceed academic learning standards and work toward graduation.
  9. Apply reliable information and systematic decision making to personal financial decisions.

Metric

Grade level teams will use one or more of the metrics below:

Wonders Assessments; Teacher Created Writing Prompts and Rubrics; MAP; IEP Goals

Goal

English Language Arts

Whole School Goal: 
By Spring of 2020, 82% of students will meet grade level ELA goals utilizing agreed upon assessments appropriate for each grade level.

Pre-K
By annual review dates occurring between October 2019 and May 2020, 75% of all student IEP goals in ELA will be met or exceeded as reported at the time of their annual IEP review.
 
Kindergarten
By May 2020, 70% of kindergartners will recognize 85% of lowercase letters and 85% of letter sounds. We will measure this using classroom data and end of unit Wonders assessments.

First Grade

  • By March 2020, 80% of first graders will read a minimum of 35 wcpm, as measured by end of year Wonders Fluency Assessment, and 40+ words read correctly in one minute in the Wonders sight word fluency diagnostic assessment.
  • By May 2020, first graders will score 80% on a Wonders’ common core writing rubric, effectively writing complete opinion, narrative, and informational pieces. Students will demonstrate writing using conventions, writer's craft, and writer’s applications.

 
2nd Grade

  • Reading: By March 2019, all second graders will meet the grade level expectation for reading fluency and/or make one years worth of academic growth proportionate to their fall reading level. For example, a second grader reading at a first grade fluency rate will improve by at least one grade level.
  • Writing: By May 2019, all second graders will improve their writing in the informative and expository types of paragraph writing. They will use a topic sentence, reasons, details or evidence and a conclusion. Paragraph will be assessed using a teacher created rubric.

 
3rd Grade

  • Reading: By March of 2020, all third graders will make fluency growth proportionate to their fall reading level.  This will be measured by the Wonders Fluency Passages.
  • Writing: By March of 2020, 80% of all third graders will be able to write a third grade proficient multi-paragraph essay that includes an introduction, details with text evidence and a conclusion.  The multi-paragraph essay will be assessed using a teacher created rubric.

 
4th Grade
By May 2020, 80% of fourth graders will meet their individual growth goals, as determined by NWEA norms, in comprehension and written response as demonstrated by MAP and/or Wonders Curriculum assessments.
 
5th Grade

  • Reading: By May 2020, 80% of fifth graders will meet their individual growth goals, as determined by NWEA norms, in comprehension and written response as demonstrated by MAP and or Wonders Assessments.
  • Writing: By May 2020, 80% of  fifth graders will be able to write multiple paragraphs about the same topic (each paragraph includes topic sentence, reasons, details or evidence and a conclusion). Paragraphs will be assessed using teacher created rubric.


Math

Whole School Goal:
By Spring of 2020, 85% of students will meet grade level Math goals utilizing agreed upon assessments appropriate for each grade level.

Pre-K 
By annual review dates occurring between October 2019 and May 2020, 75% of all student IEP goals in Math will be met or exceeded as reported at the time of their annual IEP review.
 
Kindergarten
By May 2020,  at least 80% of kindergartners will be able to recognize, write, and identify numbers from 0-20. We will measure this by the Bridges Number Corner checkup and various teacher created assessments.
 
1st Grade
By May 2020, 80% of first graders will accurately relate counting to addition and subtraction (1.0A.5), add and subtract within 20 (1.0A.6), and understand that two-digit numbers are an amount of 10's and 1's, as measured by Number Corner assessments given in October, January, March and May, as well as Bridges unit tests given monthly.

2nd Grade
By March 2019 all second grade students will make adequate growth on Critical Standards, as reflected by improving one Bridges Proficiency Level from pre to post test on Unit 2-6 assessments. Students who demonstrate high proficiency on pre-assessments will make growth through extension projects.
 
3rd Grade
By March 2020 all students will make adequate growth on Critical Standards, as reflected by improving one Bridges Proficiency Level from pre to post test on Units 2-6 assessments.  Students who demonstrate high proficiency on pre-assessments will make growth through extension projects and/or concept quest.
 
4th Grade
By May 2020, 80% of all students will improve individual scores by one Bridges level or more from pre to post assessment on each Bridges unit.
 
5th Grade
By May 2020, 80% of all students will improve one Bridges proficiency level and or meet grade level standard from the pre to post assessment in Bridges units 1-7.

Science

By June 2020, 70% of fifth grade students will generate evidence and solutions to problems, apply and generate scientific thinking, understand scientific explanations as taught through NGSS standards as measured by NGSS aligned assessments and/or Washington Comprehensive Assessment of Science (WCAS).

Action Plan

English Language Arts

Pre-K

  • Design and implement specially designed instruction for students with ELA goals on their IEP’s. 
  • Provide a literacy rich environment that is developmentally appropriate for all learners in the classroom and honors all communication attempts including approximations.

Kindergarten 

  • Strategies include, but not limited to, Wonders Reading materials, WonderWorks, WIN Time, Daily five and small group instruction.


1st Grade

  • Reading strategies include:  A running record will be given a minimum of four times per year; Daily 5 strategies of reading daily in student-chosen reading materials; Leveled reading groups using Wonders, (Special Education level, LAP level, approaching level, at level, and beyond level), setting fluency goals, and tracking individual growth.  Paraeducator support and reading corps member support.
  • Writing strategies include: Grade level collaboration regarding books and questions; six writing opportunities per year, using teacher created content, forms, and questions; comparing student work and outcomes in collaboration to guide instruction; a consistent writing rubric.

2nd Grade        

  • Reading Strategies Include: Weekly fluency practice, reading aloud to a partner, choral reading, setting individual fluency goals and tracking individual growth.
  • Writing Strategies include: weekly writing practice, teacher feedback and discussion, WIN groups and graphic organizers.

3rd Grade

  • Weekly fluency practice, reading aloud to a partner, choral reading, setting individual fluency goals and tracking individual growth.
  • Weekly writing practice, teacher feedback and discussion, WIN groups and graphic organizers. 

4th Grade

  • Strategies include: Differentiated instruction, WIN Time for all students, reading with partners and younger grade buddies, Wonders curriculum and novel studies

5th Grade

  • Research based writing across a variety of subjects (ELA, Science, Social Studies)
  • Use a variety of sources both common core and technologically based.
  • Daily writing practice with a focus on grammar and editing


Math

Pre-K 

  • Design and implement specially designed instruction for students with math goals
  • Provide a numeracy rich environment that is developmentally appropriate for all learners in the classroom and honors all communication attempts including approximations.

Kindergarten

  • Strategies may include but are not limited to Bridges, Number Corner, Home Connections,walk to math and workplaces. 

1st Grade

  • Strategies include: Use Bridges curriculum with a focus on fidelity; daily work in Units 1-8; consistent use of workplaces; use of intervention materials; and Number Corner activities.

2nd Grade

  • Strategies Include: Bridges lessons and practice book pages, small group re-teaching, work-place practice, skills practice and Number Corner lessons. 

3rd Grade

  • Bridges lessons and practice book pages, small group re-teaching, work-place practice, skills practice, Number  Corner lessons and Concept Quest.

4th Grade

  • Strategies include: Bridges lessons, small group re-teaching, Number Corner lessons and workplace activities, WIN Time for all students, Parent information night for supporting students at home.

5th Grade

  • Strategies include: Bridges lessons and practice pages, small group re-teaching, Number Corner lessons and workplace practice.
  • Daily math lessons on Bridges units.
  • Additional math lessons on Number Corner.
  • Small group instruction based on skill level. 
  • WIN intervention groups targeting specific skills.


Science

  • Teach NGSS-aligned FOSS units.
  • Align STEAM/Science Fair to STEM framework.
  • Collaborating across subject to incorporate science and critical thinking.
  • Use a variety of sources: Mystery Science, Online Videos (Crash Course Kids, Study Jams, Flocabulary, etc.) NGSS resources

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Outcome 3: Advocate for the social, physical and mental wellness of themselves and others and be hopeful about the future.

  1. Communicate effectively.
  2. Develop knowledge and skills to have healthy eating habits, have a healthy body image and access reliable health information and services.
  3. Be physically active and see athletics and exercise as health-enhancing behaviors.
  4. Understand and apply principles of sound mental and emotional health and learn to identify signs of emotional health concerns such as depression, anxiety and suicidal thinking in self and others.
  5. Understand how and when to seek supportive mental and emotional health resources for self and others.
  6. Cultivate healthy relationships that honor each person's personal preferences and boundaries.
  7. Identify and develop personal strengths and interests.
  8. Develop the skills and habits to assess the role of technology and social media in their lives and distinguish between healthy and harmful use.

Metric

OSD Elementary Student Climate Survey questions 7-10  3.1, 3.2, 3.3, 3.5, 3.8

Goal

By June of 2020, students will demonstrate their ability to advocate for a healthy body and mind. This will be shown through 90% of students responding “Most of the Time” or “Always” to questions 7-10 on the OSD Elementary Student Climate Survey.

Action Plan

  • Administer OSD Elementary Student Survey (grade level appropriate survey administration).
  • Each classroom teacher will teach the Second Step curriculum in its entirety.
  • Physical Education teacher to instruct students in appropriate grade level PE standards.
  • Individual participation in the Walk and Roll Program.
  • Partner with PTO members to facilitate Walk and Roll program by creating designated gathering/starting locations within our attendance area.
  • Participation in recess Running Club.
  • School wide Heart Challenge, Heart Association.
  • 5th grade teaches Human Growth and Development lessons (bodies growing and changing/HIV).
  • 5th grade attendance at outdoor school at Camp Cispus.
  • In our Preschool programs, staff members model and encourage healthy eating habits during class snack time. 

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Outcome 5: Discover their passions, be curious and love learning.

  1. Broaden their perspectives and seek out various opportunities to explore new ideas, particularly those areas that are unfamiliar or uncomfortable to find their interests.
  2. Experience failure, setbacks and disappointments as an expected and honored part of learning.
  3. Understand and demonstrate the value of service in their community and learning by doing.
  4. Pursue creative and artistic opportunities as a vocation and/or a form of lifelong enrichment.

Metric

Fall and Spring Elementary Student Survey

Goal

By June 2020, 100% of students will participate in one or more supervised activities, outside of core instruction, either at school or after school, as measured by the Fall and Spring Elementary Student Survey.
 
Examples could include:  STEAM activities, School Musical, Band/Strings, Choir, Science  BOB, 100 mile running club, Art club, Servant Leadership, Food Bank Volunteering, Martial Arts, Sports, Dance, Drama programs, Foreign Language, Community Service, Religious/Spiritual, International Night, Read-a-thon

Action Plan

  • Advertise and promote extracurricular activities via morning announcements, reader board, newsletters, posters/flyers.
  • Partner with PTO groups to bring in outside speakers or instructors.
  • Use of the Performing Arts Initiative as a way to spark interest.
  • Highlight student activities via announcements and school web site.

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