Principal Randy Koeppe Cottonwood Elementary School

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Cottonwood
Elementary
School
Principal Randy Koeppe
Continuous Advancement Plan for
Student Achievement
2013-2014
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Cottonwood Elementary School Staff
Principal
Randy Koeppe
Third Grade
Rebecca Baker
Nicole Barrier
Marilyn Bliss
Heidi Emmons
Soledad Montoya
Taryn Quenzer
Fourth Grade
Carol Fobair
Linda Hauser
Kelly Edwards
Brenda Lewis
Beth Rossiter
Fifth Grade
Erica Allred
Sara Bowers
Erin Cody
LaToya Lewy
Kimber Marquez
Laura Mineer
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Office Administrative
Assistants
Mickey Klimes
Marissa (Missy) Rolfes
Title I
Jessica Vocca –Teacher
Discovery Teachers
Jamie Williams- Health
Stephanie Earl- Library
Rex Barton –P.E.
Pam Costello- Music
Pat Streck- Aide
Custodians
Carol Vaughn- Aide
Dan Zuercher
Lynn Winslow- Coach
Arturo Valenzuela
Special Education
Kathy Hughes- Teacher
Nurse
Jami Hunter- Aide
Patty Knister
Rachel Morgan- Aide
OT/PT
Cafeteria
Sharon Wenger
Kathy Gant
Lisa Larez
Espy Anguiano
Resource & Success
Tina Banaszak
Ruby Brown –Teacher
Theresa Rodriguez
John Croslin –Aide
Michelle Williams
Speech
Vicky Pelphrey
Melanie Lohmiller
DATA
DEMOGRAPHICS
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Ethnic Demographics
Asian
0%
White
51%
ELL Population
English
Learner
18%
African
American
1%
Hispanic
46%
Regular
Ed
82%
Gender
Demographics
Pacific
Islander
0%
Mixed Races
0%
American
Indian
2%
Male
51%
Female
49%
Free and Reduced Lunch
Full
Paid
16%
Reduced
10%
Free
74%
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DATA
CES AIMS 3rd Grade % Meets and
Exceeds
CES AIMS 4th Grade % Meets and
Exceeds
100
100
90
76
80
67
70
60
54
67
72
76
60 60
2009/2010
90
2010/2011
50
70
60
5554
5050
55
5254
2010/2011
50
2011/2012
40
30
2011/2012
40
30
20
2012/2013
10
20
11
10
0
0
MATH
READING
MATH
READING
CES AIMS 5th Grade % Meets and Exceeds
100
90
70
60
50
2009/2010
82
7676
70
80
64
5553
48
50 52
47
2010/2011
2011/2012
41
40
2012/2013
30
20
10
0
MATH
4
2009/2010
75
7070
64
80
READING
WRITING
SCIENCE
2012/2013
SCHOOL GOAL 1:
CES will increase the amount of points in the B category (from 120 to
125) by increasing the Median Growth Percentile (Bottom 25%) in
reading and math from 49 to 52 as measured by the ADE School Letter
Grade Report from 2013-2014.
Strategy 1
Initiate the 90-minute reading block as defined by Move
on When Reading protocol.
Action Steps
1. Provide a minimum of 90 uninterrupted minutes of
reading instruction daily
2. Provide students with whole group reading
instruction daily
3. Provide small group reading instruction to students
daily
4. Utilize independent stations for reading
foundational practice
Strategy 2
Support frameworks that provide appropriate interventions
and extended learning services for all students.
Actions
1. Tier 2 & Tier 3 students will receive additional
instruction in reading and/or math from Title I
during the school day
2. Students consistently not making adequate
progress with interventions may be referred for ITeams
Strategy 3
Utilize assessments to determine instructional needs.
Action Steps
1.Teachers will use DIBELS, Galileo and Common
Assessments to drive instruction
2. Determine and utilize appropriate assessments
3. PLCs will be designated to analyze and review data
4. Teachers will remediate and enrich within their
classroom as needed
6. The current literacy goal will be measured using
Former DIBELS Benchmarks. Recommended
goals will also be analyzed to promote awareness of
the shift
Strategy 4
Provide timely and accurate data to determine
interventions at the school and individual level.
Actions
1. Students in 3rd through 5th grade will be tested
three times a year using DIBELS. This data
will be used to drive instructional services for
identified areas of need
2. Progress Monitoring will be determined and
implemented based upon an individual
student’s needs which may be twice a month
for intensive students and once a month for
strategic students
3. 3rd through 5th grade students will be assessed
in math and reading using Galileo
assessments
4. PLCs will meet quarterly to review student
data and determine interventions on an
individual level
Strategy 5
Ensure that personnel providing interventions are
qualified and effective.
Actions
1. CES supports the placement of highly
qualified teachers and paraprofessionals as
intervention teachers
2. Third grade teachers will receive professional
development on reading strategies
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SCHOOL GOAL 2:
CES will increase the amount of points in the B category (from 120 to
125) by increasing the percent passing AIMS, from 67% to 70%, of all
students in grades 3-5 (math and reading) as measured by the ADE
School Letter Grade Report from 2013-2014.
Strategy 1
Continue to implement and revise ELA Common Core
Frameworks and use data to drive instruction.
Action Steps
1. 3-5 teachers develop and implement common assessments
that are tied to Framework Performance Tasks
2. 3-5 teachers will embed common core foundational
standards
3. 3-5 teachers will have increased focus on oral reading
fluency within connected text.
4. Content teachers will be teachers of reading and writing –
Implement writing across the curriculum in grades 3-8
utilizing ELA Frameworks
5. Utilize the draft PARCC Writing Rubric
6. Teachers will utilize assessment data to monitor student
progress and drive instruction and provide remediation
and enrichment – Teach, Reteach, Enrich
7. Provide time for teachers to review data for planning for
teach, reteach and enrich
Strategy 2
Implement and develop curriculum based on the MATH Arizona
Common Core State Standards (ACCSS).
Action Steps
1. 3-5 teachers will continue to utilize, and refine, lessons
from the district approved ACCSS based inquiry math
program following the COCSD quarterly pacing guide.
Pacing guide may be adjusted, as needed, to meet power
standards and in-depth instruction
2. 3-5 teachers will continue usage of a district-wide daily
math fluency program and will report students' math
fluency progress weekly to site coordinator
3. 3-5 teachers will utilize and document common, formative
assessments aligned to the quarterly pacing/assessment
guide to monitor student progress, design instruction, and
for PLC collaboration. Pacing guide may be adjusted, as
needed, to meet power standards and in-depth instruction
4. A common Math Journal Framework will be created by
the Math Task Force
o All 3-5 students will utilize math journals
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Strategy 3
Professional development will be provided by COCSD
personnel and outside sources to ensure support for teachers
in their ability to plan and deliver effective instruction.
Action Steps
1. Teachers will actively participate in Instructional
Shifts
Professional
Development
(ie.
Key
Comprehension Routines, Close and Careful Reading,
Argument
Literacy,
Resource
Alignment,
Routine/Analytical/Narrative Writing, and research
project, Jr. Great Books)
2. Teachers will actively participate in professional
development directed towards common core
implementation, instructional models and technology
integration, common core standards, including
mathematical practices, PARCC frameworks, and
PARCC evidence tables
3. Teachers will actively participate in additional
professional development opportunities as determined
through campus plans.
4. Professional development implementation will be
assessed through teacher evaluations, teacher self–
assessment, coaching conferences/observations, signin sheets, and/or principal observation
SCHOOL GOAL 3:
Thirty percent of the CES students in the ELD program will reclassify as
Proficient as measured by the 2014 AZELLA, thereby receiving the
additional 3 points for ELL Reclassification.
Strategy 1: Establish an extended day reading program
that focuses on 3rd grade ELL students to increase the
amount of points in the B category by 3 points as
determined by the ADE school letter grade and reclassify
30% of the ELL population.
1. Students will receive an extra 45 minutes of
instruction in reading afterschool on Monday,
Tuesday, Thursday, and Friday.
2. ELL teachers will instruct English language
learners in the ELA Common Core Standards
using the district approved ELA Frameworks.
3. ELL students will be monitored by the Galileo
Benchmark assessments through out the 20132014 school year.
4. Indicator: Evaluation of program effectiveness
will be measured by the increase of student
achievement on the Galileo Benchmarks and
AIMS results.
Strategy 2
Group English learners by proficiency levels as much as
possible
Action Steps
1. When the district receives spring AZELLA
results, students will be grouped, keeping
proficiency levels in mind. These group lists will
be provided to the principal in order to form SEI
classes and ILLP clusters.
2. Any deviations from traditional SEI and ILLP
scenarios as dictated by state models must be
reported to ADE-OELAS by the district, so that
permission may be granted for exceptional
student placements.
Strategy 3
Provide high-quality, English Language Learner Programspecific Professional Development
Action Steps
1. Provide Engineering is Elementary Professional
Development – APS/Science Center.
2. Provide coaching support to address math needs APS/Science Center.
3. Participation in professional development activities
will be documented with sign-in sheets, agendas,
and trainer evaluations.
Strategy 4
Provide additional instructional time for mathematics for
English learners.
Action Steps
1. Evaluate the potential for an extended school day
for English learners in order to provide
mathematics instruction beyond the 30-minute
block already available to teachers after the 4-hour
model is in place.
2. Determine funding, staffing, and transportation
needs for such a program.
3. Communicate the need for extended day to all
stakeholders.
4. Acquire necessary supports to implement an
extended day model.
5. Implement extended day mathematics instruction
for English learners, and monitor its progress with
assistance from mathematics experts within the
district.
6. Identify students’ eligibility for participation based
on their most recent Galileo scores.
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PARENT INVOLVEMENT:
Strategies to involve parents and community.
CES will increase parent participation on campus by increasing parent involvement
opportunities throughout the 2013-2014 academic year.
Strategy 1: CES teachers, in grades 3 through 5,
will host grade level curriculum student/parent
involve-ment nights.
Action Steps:
CURRICULUM NIGHT
1. Third grade- Family and Traditions
2. Fourth grade- February: Happy Birthday,
Arizona!
3. Fifth grade–Science
4. Title 1 staff will incorporate parent
involvement activities with morning and
night opportunities through: Read Across
America Day and Title 1 Parent Night.
5. CES administrative staff will use school
messenger to notify parents of various
activities/news.
6. CES staff will evaluate the effectiveness
of parent involvement through attendance
and sign in sheets.
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Strategy 2: As a grade level, in coordination with the
music program, CES teachers in grades 3rd through 5th
will each host an evening musical performance.
Action Steps:
MUSICAL PERFORMANCE
1. Third grade- Christmas Program
2. Fourth grade –Recorder Concert
3. Fifth grade-Veteran’s Day Program
4. CES administrative staff will use school
messenger to notify parents of various
activities/news.
5. CES staff will evaluate the effectiveness of
parent involvement through attendance and sign
in sheets.
Steering Committee 2013
Rebecca Baker – Teacher 3rd
Nicole Barrier – Teacher 3rd
Ruby Brown – Teacher Resource/ Success
Randy Koeppe – Principal
Linda Harrison – Parent
Brenda Lewis – Teacher 4th
Kimber Marquez – Teacher 5th
Laura Mineer – Teacher ELL 5th
Beth Rossiter – Teacher 4th
Lynn Winslow – Instructional Coach
Jessica Vocca – Reading Specialist/ Title 1
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COTTONWOOD ELEMENTARY SCHOOL
1 N. Willard St.
Cottonwood , AZ86326
http://ces.cocsd.schoolfusion.us/