Csip 2013-2014 Goal 1

Dubuque Community School District
District, School and Individual School Improvement Plan

2013-2014
School: ___Eleanor Roosevelt Middle School_______ Teacher __________________
Comprehensive
School
Improvement Goal
Program Emphasis
Part 1
What do you
want your
students
to know?
Goal 1: Classroom-based Approaches to Learning for High Academic Achievement

Increase the number of K-12 students who improve their performance in areas of core academic learning through classroom based
efforts. These efforts will focus on:
Prevention of academic based problems
Intervention as problems are noted
Enhancing motivation in the classroom
Establishing the process for engaging all students through classroom instruction
Establishing the process for engaging all students through independent practice. (i.e. Homework)
Reading
Mathematics
Operation Get It Done
Assessment for Learning
Authentic Intellectual Work
Twenty-First Century Learning Program
What is your new

learning for 20132014?
(TEACHER
LEARNING)
Individual Teacher/Administrative Improvement Plan

Effectively reporting student achievement.
Using formative assessment to enhance student learning.
Providing meaningful practice of content and skills to enhance student learning. (i.e. homework)
Using learning targets to focus on important content.
Using technology to enhance learning.
Motivating student and enlisting parent support to see that homework is done by the student in a
regular and timely manner.
Provide peer feedback on lesson plans, assessments, and instructional methods in relation to student
learning and academic achievement, as modeled by the AIW format.
Generate learning opportunities that allow students to develop authentic learning tasks and utilize
technology in their learning.
Other.

2013-2014
(Curriculum)
Iowa Core
Curriculum Outcome
Alignment
Iowa Teaching/
Administrative
Standards Embedded
as Part of This Plan
Comprehensive School
Improvement Goal
Program Emphasis
Building District, School and Classroom Leadership

Understanding and Implementing Learning Supports
Understanding and Implementing Continuous School Improvement
Understanding and Using Data to Ensure Alignment of Curriculum, Assessment and Instruction
Understanding and Using the Iowa Professional Development Model
Understanding and Implementing the Characteristics of Effective Instruction
Understanding and Implementing the 21st Century Skills
Support for implementation of the school/district achievement goals.

Competence in content knowledge
Competence in planning and preparing for instruction.
Strategies to deliver instruction that meet the multiple learning needs of the students.
Variety of methods to monitor student learning
Competence in classroom management
Professional growth
Professional responsibilities established by the school district.

Increase the number of K-12 students who improve their performance in areas of core academic learning through classroom
based efforts. These efforts will focus on:
READING
MATHMATICS

2013-2014
Part 2
How will you
know you
know it?
(Assessment)
Trajectory of
Accountability Data
and/or other Data
Source
Longitudinal Progress
Toward the
Accountability Data
and/or other Data
Source

Reading. The NCLB reading performance target for students is set at 100 percent proficiency.
Mathematics. The NCLB mathematics performance target for students is set at 100 percent
proficiency.
50% of our students will meet their target RIT growth on spring reading, math, and combined
science MAP tests.
Improvement on teacher developed formative and summative content/skill assessments.
Baseline data on teacher use of pre-test and post-test student performance.
100% of students regularly submit quality homework on time.
Other (as selected by teacher) to address specific improvement initiative.
Reading. Student progress in reading needs to equal or exceed one year of growth based on the
students previous years reading achievement.
Mathematics. Student progress in mathematics needs to equal or exceed one year of growth
based on the students previous years mathematics achievement.
Refer to ITP scores on following pages listing FAY performance.
Homework progress to be measured for baseline data.
Other

2013-2014
Annual Full Academic Year (FAY) Proficiency by Subgroup Grade 6-7-8

ITP: 2012-2013
READING
Group
All students
Female
Male
IEP
Non-IEP
Asian
African American
Hispanic/Latino
Pacific Islander
Two or more ethnicities
White
504 plan
non-504 plan
free/reduced
non-free/reduced
gifted & talented
Total Count Proficient = 761
Total Count Tested = 1,104
Total % Proficient = 68.93
6th grade
7th grade
8th grade
Count
Proficient
260
122
138
15
245
7
1
6
1
10
235
6
254
38
222
127
%
Proficient
70.65
71.35
70.05
28.30
77.78
77.78
20.00
66.67
100.00
76.92
71.00
75.00
70.56
51.35
75.51
92.03
Total
Students
tested
368
171
197
53
315
9
5
9
1
13
331
8
360
74
294
138
Count
Proficient
239
127
112
13
226
8
1
6
1
7
216
3
236
38
201
131
%
Proficient
67.51
69.78
65.12
23.64
75.59
100.00
12.50
75.00
100.00
70.00
67.71
75.00
67.43
41.76
76.43
95.62
Total
Students
tested
354
182
172
55
299
8
8
8
1
10
319
4
350
91
263
137
Count
Proficient
262
141
121
9
253
4
2
7
0
6
243
3
259
38
224
159
%
Proficient
68.59
71.57
65.41
18.37
75.98
66.67
33.33
87.50
NA
60.00
69.03
60.00
68.70
48.72
73.68
92.98
Total Students
tested
382
197
185
49
333
6
6
8
0
10
352
5
377
78
304
171

2013-2014
ITP: 2012-2013
MATH
Total % Proficient = 81.39 %
6th grade
7th grade
8th grade
Group
All students
Female
Male
IEP
Non-IEP
Asian
African American
Hispanic/Latino
Pacific Islander
White
504 plan
non-504 plan
free/reduced
non-free/reduced
Count
Proficient
289
132
157
19
270
7
2
7
1
12
260
6
283
41
248
%
Proficient
78.32
77.19
79.29
35.19
85.71
77.78
40.00
77.78
100.00
92.31
78.31
75.00
78.39
55.41
84.07
gifted & talented
132
95.65
Total
Students
tested
369
171
198
54
315
9
5
9
1
13
332
8
361
74
295
138
Count
Proficient
300
154
146
28
272
8
2
7
1
9
273
3
297
61
239
%
Proficient
84.75
84.62
84.88
50.91
90.97
100.00
25.00
87.50
100.00
90.00
85.58
75.00
84.86
67.03
90.87
Total
Students
tested
354
182
172
55
299
8
8
8
1
10
319
4
350
91
263
137
100.00
137
Count
Proficient
312
161
151
18
294
6
1
6
0
7
292
3
309
43
269
172
%
Proficient
81.25
81.31
81.18
35.29
88.29
100.00
16.67
75.00
NA
70.00
82.49
60.00
81.53
55.13
87.91
Total
Students
tested
384
198
186
51
333
6
6
8
0
10
354
5
379
78
306
100.00
172

2013-2014
ITP: 2012-2013
SCIENCE
Group
All students
Female
Male
IEP
Non-IEP
Asian
African American
Hispanic/Latino
Pacific Islander
White
504 plan
non-504 plan
free/reduced
non-free/reduced
gifted & talented
Total %Proficient = 75.00 %
6th grade
7th grade
8th grade
Count
Proficient
287
134
153
25
262
8
1
5
1
10
262
6
281
47
240
133
%
Proficient
77.78
78.36
77.27
46.30
83.17
88.89
20.00
55.56
100.00
76.92
78.92
75.00
77.84
63.51
81.36
96.38
Total
Students
tested
369
171
198
54
315
9
5
9
1
13
332
8
361
74
295
138
Count
Proficient
235
117
118
21
214
7
1
7
1
9
210
4
231
44
191
131
%
Proficient
66.38
64.29
68.60
38.18
71.57
87.50
12.50
87.50
100.00
90.00
65.83
100.00
66.00
48.35
72.62
95.62
Total
Students
tested
354
182
172
55
299
8
8
8
1
10
319
4
350
91
263
137
Count
Proficient
309
153
156
21
288
5
3
6
0
7
288
2
307
46
263
170
%
Proficient
80.26
77.66
82.98
40.38
86.49
83.33
50.00
75.00
NA
70.00
81.13
40.00
80.79
58.97
85.67
98.27
Total
Students
tested
385
197
188
52
333
6
6
8
0
10
355
5
380
78
307
173

2013-2014
Evaluation Questions
to Measure Success
Intermediate and Final
Outcomes of the Goal)
Data and/or
Assessment Artifacts
as a Result of this Plan
Are students demonstrating a closing of the gap of learning between what they know and what
they should know?
By how much did the gap close or grow?
Have students shown improvement in the Iowa Test Program Full Academic Year score?
In which areas, grades, and cohorts did improvement occur and by how much?
Have 50% of our students met their target RIT growth on the spring reading, math, and
combined science MAP tests?
What was the actual results of the MAP test target growth?
Are teachers and students using technology more frequently in the classroom?
How has technology been used in the classrooms?
How are teachers preparing students with 21st Century Skills?
Formative Assessments
Summative test reports
MAP test scores
ITP test scores
Homework completion data gathered weekly.
Surveys of technology use.
Annual Progress
Review (APR) of the
Evaluation Questions,
Spring 2014
What does the data
say?
How well did you
meet the learning
goal?
As a result of the
learning, where will
you go next?

2013-2014
Comprehensive School
Improvement Goal
Program Emphasis
Part 3
What are you
going to do about
it?
(Instruction)

Increase the number of K-12 students who improve their performance in areas of core academic learning through classroom
based efforts. These efforts will focus on:
READING
MATHMATICS
Summarize Project
Activities to Respond to
Data including Reference to
the Evidence Base
Who Will Receive

Information as a Result of
Your Work?

Fall and spring MAP tests will be administered and scores recorded.
Teachers will continue use of the Seven Strategies for Learning study guide to develop
quality formative assessments.
Frequent formative assessment of students skills will be conducted.
IDM time in the school day to work with students having learning needs.
Incorporate technology in the delivery of instruction and receiving of student work.
Incorporate Project Get It Done procedures to enhance student completion of homework
with quality.
Student and parent
Teacher
PLCs
Principal
School Site Council
District Central Administration

2013-2014
Date of Initial Review of
ITPDP
Teacher Signature
Administrator Signature
Date of Annual Review of

ITPDP
Teacher Signature
Administrator Signature
Comments:

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Dubuque Community School District

District, School and Individual School Improvement Plan

Goal 1: Classroom-based Approaches to Learning for High Academic Achievement

What is your new

Individual Teacher/Administrative Improvement Plan

Dubuque Community School District

Building District, School and Classroom Leadership

Support for implementation of the school/district achievement goals.

Goal 1: Classroom-based Approaches to Learning for High Academic Achievement

Dubuque Community School District

Individual Teacher/Administrative Improvement Plan

Dubuque Community School District

Annual Full Academic Year (FAY) Proficiency by Subgroup Grade 6-7-8

Total Count Proficient = 761

Total Count Tested = 1,104

Total % Proficient = 68.93

Dubuque Community School District

Total Count Proficient = 901

Total Count Tested = 1,107

Total % Proficient = 81.39 %

gifted & talented

Dubuque Community School District

Total Count Proficient = 831

Total Count Tested = 1,108

Total %Proficient = 75.00 %

Dubuque Community School District

Dubuque Community School District

Goal 1: Classroom-based Approaches to Learning for High Academic Achievement

Who Will Receive

Individual Teacher/Administrative Improvement Plan

Dubuque Community School District

Date of Annual Review of

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