1. ERICALANE School IMPROVEMENT PLAN
1. Initial Data and Analysis
2. Clarify Data and Needs
Annual Yearly Progress
(AYP)
Partnership for Assessment of Readiness for College and Careers (PARCC)
Key Instructional Processes (Data)
Causes & Contributing Factors
Brainstorming with Stakeholders
Collect More Data
Questions
Narrow to
High Impact Factors
Priority Needs
3. Action Plan

2. 3. Action Plan 4. Calendar High Impact Factors Activities People
Staff Development
What Kind of Evidence for Attainment?
Annual Objectives
Collect Data to Monitor Progress
Action Strategies
4. Calendar

3. 1. Initial Data & Analysis
Annual Yearly Progress
(AYP)
Partnership for Assessment of Readiness for College and Careers (PARCC)
*The only subgroup who are performing well are Asians (70%).
*There is a Black/ White achievement gap (i.e. 3rd grade W, 51%; 3rd grade AA 36%).
*Whites (as a group) score second to Asians.
Black/Latinos (37%) comparable in scores (both declined after 3rd grade 28% B 28% L)
*Student attendance poses a problem regarding test scores.
*Behavior management pose problems in the classroom.

4. Safety (physical, emotional) Parental involvement Community support
Questions
Are there enough teachers of color for AA students to find identity?
Are there adequate culturally responsive teaching practices?
What is the percentage of racial groups in SPED?
How do we convince veteran teachers to utilize technology in classroom’s?
How can the school and the community at-large address school safety?
Are 4th grade teachers ineffective in their skill set or are lower grade teachers not instilling the desire in students to learn at a higher level?
Priority Needs
Safety (physical, emotional)
Parental involvement
Community support

5. 2. Clarifying Data & Needs
*4th grade was a low point for most categories of students
Subgroups:
*Title 1 students do worse than either of the racial categories
*SPED and LEP also do not perform well
*Girls outperform Boys in lower grades and also fall more behind in 4th grade than boys.
*Some students have limited resources at home
*As students progress throughout the grade levels test scores decline.
Key Instructional Processes (Data)
Causes and Contributing Factors
Poverty - Some students have limited resources at home.
There is a rise in number of Section 8 housing residents.
High migratory population due to economic hardship.
Unreliable working phone numbers.
More students living in traumatic circumstances
Parents are ashamed of their circumstances and do not reach out to the teacher
Teachers do not know how to communicate cross- culturally.
Citizenship status is unstable
Language barriers

6. Brainstorming with Stakeholders
Narrow to High Impact Factors
Stakeholder involvement
Data-driven Instruction
School Climate/Culture

7. 3. Action Plan Annual Objectives
Make AYP by increasing PARCC scores in each category by 35%%
Close the achievement gap between AA and White; Asians and Whites; Latino and White
Use a School Climate Survey to gauge the progress of interventions
Action Strategies
Close the achievement gap between AA and White; Asians and Whites; Latino and White

8. Action Strategies
Bridge the gap students is chronic absences using reading inter-inventions, lunch bunch for makeup work
Build stronger mentorships (grade level collaboration, co-teaching with related services
Provide additional support for students (tools, technology, techniques)
Closely monitor the effective use of technology in the classroom
improve relationship (communication) between teachers and parents
mission/vision readjustment
Increase informal/formal class visits
Increase peer to peer training teachers in technology.
Classroom monitoring.
Constructive feedback to students.
Divide long term goals into short term goals (more manageable)
Require teachers to communicate with parents each week.
Include cultural sensitivity training in the school professional development schedule
People Teachers will Utilize more effective teaching strategies. Support teachers with assistance plan (if needed) especially for novice teachers. Grade Chairs will Increase peer observations. Teachers will Use appropriate assessments in formative test. Teachers will Use formative test evaluations for further initiatives. students will be included in IEP meetings. teachers will be trained on how to more effectively use an IEP goal tracker in order to meet the needs of these students teachers will collaborate with the school’s behavior specialist and school psychologist to better understand how to deal with students with certain issues. Make PTA meetings more welcoming to lower income families

9. Activities Utilize more effective teaching strategies.
Support teachers with assistance plan (if needed) especially for novice teachers.
Increase peer observations.
Use appropriate assessments in formative test.
Use formative test evaluations for further initiatives.
Include students in IEP meetings.
Train teachers on how to more effectively use an IEP goal tracker
Encourage teachers to collaborate with the school’s behavior specialist and school psychologist to better understand how to deal with students with certain issues.
Make PTA meetings more welcoming to lower income families
Require teachers to initiate contact with parents 2X each week.
Use incentives to increase student motivation.
Use better teaching aides (visual aides) during classroom instruction.
Divide long term goals into short term goals (more manageable)

10. Staff Development (Topics)
How to Use Incentives to Increase Student Motivation. Use better teaching aides (visual aides) during classroom instruction.
How to use technology more effectively in your classrooms
Aligning my Teaching with the new CORE Curriculum
Continuing professional development programs.
4. Calendar