BRIDGEWAY ELEMENTARY

2003-2005

SCHOOL IMPROVEMENT PLAN

Goal 1: Students demonstrate significant improvement in their understanding and application of the Show-Me Standards.

Target	Indicator
A. All students are proficient readers.	· All students in grade 3 will score proficient (4) or advanced (5) on the MAP Communication Arts assessment by spring 2005. Bridgeway should incrementally improve toward this goal, with spring 2002 MAP data serving as the baseline.

MSIP Standard	Action Step Number	Action Step	Person(s) Responsible	Start Date	Projected Completed Date	Status Ö=Complete
8.2 The district has an ongoing, written Comprehensive School Improvement Plan (CSIP) which directs the overall improvement of its educational programs and services. Standards and Indicators Manual, p.29	1	Staff development to insure teacher growth and implementation of Differentiated Instruction for reading.	All Bridgeway staff members	Fall 2003	Spring 2005
	2	Reading Recovery teacher and Reading Specialist will continue push-in and pull-out services with at-risk students.	Reading Specialists, Classroom teachers, Instructional Specialist, Principal	Fall 2001	Spring 2005
	3	Research and implement the addition of reading enrichment classes for students exceeding grade level reading expectations.	Classroom teacher, Paraprofessionals, Reading Specialists, Instructional Specialist, Principal	Winter 2004	Spring 2005
	4	Continue after school Title I tutoring program for at-risk students.	Paraprofessionals, Classroom teachers, Instructional Specialist, Principal	Fall 2001	Determined by annual funds.
	5	Continue additional support for early literacy at-risk students in reading using Title I funds.	Title I paraprofessional, Classroom teachers, Reading Specialist, Instructional Specialist, Principal	Fall 2002	Determined by annual funds

Goal 1: Students demonstrate significant improvement in their understanding and application of the Show-Me Standards.

Target	Indicator
B. Students are responsible citizens.	· Positive office referrals increase · Community Service involves 100% of K-5 students

MSIP Standard	Action Step Number	Action Step	Person(s) Responsible	Start Date	Projected Completion Date	Status Ö=Complete
8.2 The district has an ongoing, written Comprehensive School Improvement Plan (CSIP) which directs the overall improvement of its educational programs and services. Standards and Indicators Manual, p.29	1	Conduct Community Service project at every grade level.	Students, staff, parents, and community members	Fall 2003	Spring 2005
	2	Implement Principal recognition of good citizen’s award for students.	Students, staff, Principal	Fall 2003	Spring 2005
	3	Students will set individual quarterly goals to improve academic achievement.	Students, Classroom teachers, Principal, Parents	Fall 2003	Spring 2005

Goal 1: Students demonstrate significant improvement in their understanding and application of the Show-Me Standards.

Target

Indicator

C. Student academic achievement will improve in all content areas.

· All students in grades 3 and 4 will score proficient (4) or advanced (5) on the MAP by spring 2005. Bridgeway should incrementally improve toward this goal, with spring 2002 MAP data serving as the baseline. · All students in grades 2, 4, and 5 will score proficient (4) or advanced (5) on the Terra Nova by the end of grade 5 by spring 2005. Bridgeway should incrementally improve toward this goal, with 2002 Terra Nova data serving as the baseline.

MSIP Standard	Action Step Number	Action Step	Person(s) Responsible	Start Date	Projected Completion Date	Status Ö=Complete
8.2 The district has an ongoing, written Comprehensive School Improvement Plan (CSIP) which directs the overall improvement of its educational programs and services. Standards and Indicators Manual, p.29	1	Staff Development on Differentiated Instruction to research and implement instructional strategies that improve student achievement.	All Staff Members	Fall 2003	Spring 2005
	2	Utilize four additional early dismissal days for teacher/department collaboration. These days will assist teachers in developing and implementing differentiated instructional strategies in the classroom.	All Staff Members	Fall 2003 (pending board approval)	Spring 2005
	Action Step Number	Action Step	Person(s) Responsible	Start Date	Projected Completion Date	Status Ö=Complete
	3	Research the implementation of math software that can enrich and provide extra practice in math, based on data and teachers’ forum on discussion of students’ math needs.	All Staff Members	November 2003	Spring 2004
	4	Continue implementation of Step up to Writing in all grade levels.	All Staff Members	Fall 2003	Spring 2005
	5	Implement staff book talk in the area of Differentiated Instruction.	All Staff Members	Fall 2003	Spring 2005
	6	Implement Year IV of Literacy Project	All Staff Members	Fall 2003	Spring 2004
	7	Utilize technology while implementing differentiated products of student work.	Students and staff members	Fall 2003	Spring 2005

Goal 1: Students demonstrate significant improvement in their understanding and application of the Show-Me Standards.

Target	Indicator
D. Foster high levels of parental/ community involvement in academic and social activities.	Increase participation in educational/social activities

MSIP Standard	Action Step Number	Action Step	Person(s) Responsible	Start Date	Projected Completion Date	Status Ö=Complete
8.2 The district has an ongoing, written Comprehensive School Improvement Plan (CSIP) which directs the overall improvement of its educational programs and services. Standards and Indicators Manual, p.29	1	Provide opportunities for parents to become educated on the implementation of Differentiated Instruction and how it affects students learning.	All staff members, parents, community	Winter 2004	Ongoing
	2	Improve Bridgeway’s Website to include student work, PTA events, and educational sites.	All staff members, ITS, PTA	May 2003	Ongoing
	3	Utilize parents in the classroom for encouragement, motivation, and role models for Bridgeway students.	Students, parents, community, classroom teachers.	Fall 2003	Spring 2005

Additional Activities Not Included As Part Of The Updated Plan

The following activities are being implemented that support the goal and targets of the Bridgeway School Improvement Plan but are not included as part of the updated plan.

Goal 1: Students demonstrate significant improvements in their understanding and application of the Show-Me Standards.

All students are proficient readers.

• Accelerated Reader, Grades 1-5
• SRI Testing, Grades 1-5
• DRA Testing Grade 1
• 6 Hour Reading incentive
• Continue flexible grouping
• Read across America week
• Building-wide reading incentive programs…Step Out to Reading
• RADS

Students are responsible citizens.

• Boys Town Social Skills
• Student Planners in Grades 1-5
• Donohue Paper Recycling Program
• Red Ribbon Week
• Monitor Rates of Attendance, Suspension, and Office Referrals
• Food Drive
• Character Plus
• STARS mentoring (PHS Students Taking Action Reaching Students)
• Sunshine Club

Foster high levels of parental/community involvement in academic and social activities

• Newspaper Fridays
• Grandparent’s Week
• OASIS Tutoring
• STAR Tutoring
• Maintain School Improvement Team
• PTA Events; Spaghetti Dinner, Chili Supper, Movie Night, Fun Fair, and Skate Nights
• Meet the Teacher Night
• Kindergarten Round-up
• Parent Coffee

Student achievement will improve in all content areas.

• Literacy Project Year 1 and 2
• Student Awards Night
• Science Fair
• Art Show

Research That Supports Action Steps From 2003-2005

Allan, Karen. Tips for Managing the Differentiated Classroom. Missouri Innovation in Education, January 2003, volume 30, No 3.

Educational Research Service. “Multiyear Assignment of Teachers to Students.” The Informed Educator Series, 1998.

http://naesp.org/comm/po399a.htm. “Multiage and Looping: Borrowing from the Past’.

Grant, Jim, Johnson, Bob, & Irv Richardson (1996). The Looping Handbook. Peterborough, New Hamshire: Crystal Springs Books.

Ismat, Abdal-Haqq. “Making Time for Teacher Professional Development.” ERIC Digest, ERIC Clearinghouse on Teaching and Teacher Education, Washington, D.C., ED400259, 1996.

Jeanroy, don. The Results of Multiage Grouping. The School Administrator. January 1996.

Marzano, R.J., Pickering, D.J. & Pollock, J.E. (2001). Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: McREL.

Marzano, R..J., Norford, J.S., Paynter, D.E., Pickering, D.J. & Gaddy, B.B. (2001). A Handbook for Classroom Instruction that Works. Alexandria, VA: McREL.

Marzano, R.J. (2003). What Works in Schools: Translating Research into Action. Alexandria, VA: ASCD.

McAdamis, Sue. Instructional Paths that Ensure Learning for all Students. Missouri Innovation in Education, January 2003, Volume 30,No.3.

Miller, Bruce A. A Basic Understanding of Multiage Grouping. The School Administrator, January 1996.

Missouri Department of Elementary and Secondary Education. “Missouri Assessment Program, HIGHEST-PERFORMING SCHOOLS, Top Ten Schools in Percent of Students Scoring at the ‘Proficient’ and ‘Advanced’ Levels (average of years since mandatory administration).” February 2001.

Tomlinson, Carol Ann (1999). The Differentiated Classroom : Responding to the Needs of All Learners. Alexandria, VA: ASCD.

Tomlinson, Carol Ann (2001). How to Differentiate Instruction in Mixed-Ability Classrooms (2^nd ed.). Alexandria, VA: ASCD.

Tomlinson, Carol Ann & Allan, Susan, Demirsky (2002). Leadership for Differentiating Schools & Classrooms. Alexandria, VA: ASCD.

Vann, Allan. “Looping: Looking Beyond the Hype.” NAESP-Principal Magazine, May 1997.

www.ed.gov/databases/ERIC_Digests/ed429330.html. “Implementing Looping.” (ERIC Digest, Number 123)

www.lab.brown.edu/public/pubs/ic/looping.html. “Looping: Supporting Student Learning Through Long-Term Relationships.”

Workshops

· Literacy Project Years 1-3 (sponsored by Pattonville School District)

· Balanced Literacy Training Grade K-3 (sponsored by Pattonville School District)

· Bridgeway teachers attended numerous workshops that support the plan: Differentiated Instruction, Ruby Payne,

And staff development days to discuss implementation of differentiated instruction and meeting the needs of our students.

· Video series, Differentiated Instruction in Classrooms that Work.

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