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

2. Communication Plan SMART GOALS 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. Objective: To communicate to all stakeholders in a timely and effective manner the learning structures that are designed to increase the academic achievement of students in the Ellicott School District. Communication Methods and Structure: *Meetings and trainings will be: Timely, Simple, Focused, with Scheduled follow- ups *Data Collection, Analysis, Discussion, Dissemination, Guide instruction to increase student growth and achievement *E-mails, Newsletters, Phone calls, Face-to-face, Printed materials Follow E4: Everyday, Everyone, Excellence, Ellicott Internal communication structure District * Superintendent *Director of Curriculum *Leadership Team Campus * Administration * Staff * Students External communication structure as needed *Parents *Parent Organizations *Accountability Groups *Community Members

3. 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.

4. 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.

5. 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.

6. Action Plan Desired Outcomes The desired outcome goals of this action plan will be to:  Meet SMART Goals of:  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.  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 pacing guide in the Focal Point© 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.  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. Action Plan Month 2012-13 Activities Persons(s) Responsible ResourcesBarriersTasks/Interventions Evidence of Success June 13- 14, 2012 6/13/12: Focal Point©: Curriculum Mapping Administrator Training 6/14/12 Focal Point©: Curriculum Mapping Teacher Training Campus Principals Assistant Principals Curriculum Director Instructional Staff District Leadership Team Best practices grant funds, Administration and instructional staff Redesigning the master schedule at the Middle School to allow for 2 LA classes per day Being able to utilize existing curriculum maps and incorporating them into the new mapping program Task: Administration and staff will incorporate existing curriculum maps with the new Focal Point© maps that have been aligned with the new CO state standards Intervention: Meet with principal and registrar about the master schedule New curriculum maps aligned with new CO standards that includes a well- developed writing and reading pacing guide Middle School Language Arts will have 2 classes per day (completed) Attend Focal Point© trainings (completed) July 2012 Write Tools training with Kristy Lyles; Date: TBA Develop Curriculum Maps with instructional scope and sequence that align to new CO standards Review researched- based literacy strategies Curriculum Director Language Arts teachers Other selected staff Best Practices grant funds Stipends for teachers Write Tools materials Researched-based literacy strategies Availability of staff for summer training dates to justify costs for training Time to fully evaluated literacy strategies Curriculum Director and Teachers will receive a comprehensive training in the use of Write Tools Schedule Write Tools training for Sept. 2012 Completed maps for writing and literacy instruction Weekly and monthly writing prompts with rubrics List of mastery of skills grades 6-8

8. Action Plan Month 2012-13 Activities/Strategies Persons(s) Responsible ResourcesBarriersTasks/Interventions Evidence of Success Aug. 2012 New Staff Development (8/2-3/12) All returning Staff Development (8/7-9/12) Introduce Middle School writing and reading plan Introduce Middle School writing and reading maps with instructional scope and sequence Curriculum Director Campus Principal Leadership team District Professional Development funds District Leadership team Time to articulate the plan to staff Not having all maps and plan components completed by Aug. 1 Task: Assimilate new staff to district expectations Task: Introduce the Middle School writing and reading plan Intervention: Provide adequate data to show need Plan is ready for staff presentation Curriculum Maps and resources ready for implementation Sept. 2012 Write Tools training provided to new staff and all returning staff Review existing district 1 st quarter exams to make changes and align with new CO standards NWEA (MAPS) testing, Review 2012 TCAP data Adjust maps to address gaps and enrich student learning Curriculum Director Campus Principal Middle School Language Arts teachers Leadership team Best Practices grant funds Staff 2012TCAP Data 2012 NWEA Data New Curriculum Maps Write Tools program Literacy resources Time for staff to meet, for data dialogue Time to work on curriculum maps Pacing Guide Task: Provide Write Tools training Task: Review 2012 TCAP and NWEA data Task: Evaluate data Task: Work on curriculum maps Intervention: Provide time to review and discuss data Middle School Language Arts staff meets for two hours weekly to discuss, evaluate, make changes (TBA) Have data dialogue sessions and work on curriculum maps (TBA)

9. Action Plan Month 2012-13 Activities/Strategies Persons(s) Responsible ResourcesBarriersTasks/Interventions Evidence of Success Oct.- Dec. 2012 Write Tools implementation Weekly lesson plans that demonstrate how Write Tools is being implemented Monthly PLC meetings (10/19, 11/9, 12/14) to discuss writing and literacy Work on curriculum maps for 2 nd semester Principal Curriculum Director Leadership Team Middle School LA Teachers Write Tools program Literacy resources TCAP Data NWEA (MAPS) Data Lesson Plans Curriculum maps Chart Paper, Markers Time for PLC meetings Teachers not using data to guide instruction Time for lesson planning Task: Discuss lesson plans with teachers Task: Teachers are progress monitoring monthly Intervention: One-half day PLC to review data, assess progress, challenges, and needed changes for 2 nd semester Teachers are using data to drive instruction Collected progress monitoring data is demonstrating growth Jan- March 2013 Weekly Lesson Plans for writing and literacy PLC meetings (1/18, 2/15, 3/8) TCAP Exam Principal Curriculum Director Leadership Team Middle School LA Teachers Write Tools program Literacy resources TCAP Data NWEA (MAPS) Data Lesson Plans Curriculum maps Time for PLC meetings Task: Use data to guide instruction Intervention: Set specific time during PLC days to have discussions with Middle School LA teachers Progress monitoring shows growth Jan. NWEA (MAPS) exam demonstrates improvement in writing and literacy

10. Action Plan Month 2012- 13 Activities/Strategies Persons(s) Responsible ResourcesBarriers Tasks/ Interventions Evidence of Success April- May 2013 Weekly Lesson plans that demonstrate literacy strategies and implementation of Write Tools Review Curriculum maps pacing guides during PLC meetings Principal Curriculum Director Leadership team Middle School LA teachers Write tools program Researched-based literacy strategies NWEA (MAPS) data Progress Monitoring data Time at end of year Energy levels of teachers Task: Weekly discussions with Middle School LA teachers Intervention: Provide 1 day for review of program evaluation and plan for next school year Student growth in literacy and writing Student achievement in literacy and writing as demonstrated in collected data SMART goals met (Results in August) Successful implementation of Write Tools with fidelity by all stakeholders Successful completion of all tasks

11. Student Achievement Ellicott 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

12. CSAP Content CSAP WRITING Grade Level 2009 EMS 2009 CO Dif. 2010 EMS 2010 CO Dif. 2011 EMS 2011 CO Dif. 6th Grade 42% 60% -18% 45% 57% -12% 51% 62% -11% 7th Grade 39% 61% -22% 45% 58% -13% 34% 59% -25% 8th Grade 42% 52% -10% 39% 55% -16% 41% 55% -14% Middle School Student Achievement Trends in Writing Source: Ellicott Middle School UIP-2011-2012

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

14. 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.

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

16. 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

17. Middle School Student Achievement Trends in Reading CSAP Content CSAP READING Grade Level 2009 EMS 2009 CO Dif. 2010 EMS 2010 CO Dif. 2011 EMS 2011 CO Dif. 6th Grade 61% 72% -11% 53% 72% -19% 58% 71% -13% 7th Grade 52% 67% -15% 61% 68% -7% 47% 67% -20% 8th Grade 62% 64% -2% 60% 68% -8% 54% 67% -13%

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

19. 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.

20. Middle School Academic Growth in Reading 6 th grade 7 th grade 8 th grade

21. 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

22. Student Discipline Middle School

23. Middle School Student 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

24. 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

25. 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

26. 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