School Improvement Plan

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School Improvement Plan 2021-2022

Anne Sullivan Elementary School 3701 East 3rd Street Sioux Falls SD, 57103

https://www.sf.k12.sd.us/anne-sullivan/home

Nikkie Duin, Principal

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School Narrative - School Overview

The Sioux Falls School District and the City of Sioux Falls agreed to combine resources in the early 1990’s and construct an elementary school and a community center in northeast Sioux Falls. In 1994, Anne Sullivan Elementary and the Kenny Anderson Community Center were nestled between the Oakview Public Library and Washington High School. The school mission - together we will develop a nurturing community committed to the academic success of each student - creates the bedrock from which all staff build relationships to help students meet and exceed their potential.

Anne Sullivan Elementary is a Title I school that educates around 600 students from preschool through 5th grade. Students from Anne Sullivan come from diverse backgrounds and speak one or more of 25 different languages. Over 250 K-5 students participate in English Learner (EL) classes taught by 4.5 Full Time Equivalent (FTE) teachers. A cultural fair is held in the fall that provides students and families an opportunity to share their cultural foods, dress, dance, heritage, customs and more. Anne Sullivan also hosts “Parent University” sessions that welcome parents into the school to learn about the educational experience in which their children are engaged. Anne Sullivan Elementary was recently identified as a National Title I Distinguished School for its work with diverse populations.

Several programs and support staff provide students with specific instruction and/or help to meet basic needs.. Three blended Title I/Head Start/Special Education Early Childhood rooms serve our young learners ages 3-5. One of these classrooms dedicates a morning to preschool students with autism. Our special education department consists of 3.5 FTE teachers. A 0.5 Tier II teacher supports students with behavioral/emotional needs. A .875 FTE behavior facilitator supports Tier II students by bridging the classroom environment with Tier II lessons. A 1.0 FTE counselor teaches social emotional lessons in the classroom and assists students with emergencies when needed. A 1.0 FTE Success Coordinator meets with small groups of students to develop social skills as well as support students across the building as the need arises. A 1.0 FTE liaison assists students and families who speak English as a Second Language and a 0.5 FTE social worker supports students and families with basic needs.

Other supports and activities help to increase our students’ educational experience. Anne Sullivan Elementary has a long-standing relationship with the City of Sioux Falls. The school works closely with the Oak View Public Library and parks department to create a variety of community experiences for students. ASE fourth graders entertain employees of the City Center with caroling during the holidays; student artwork is displayed throughout City of Sioux Falls departmental offices; and the school participates in a Valentine’s Day card exchange. Several Washington High School teaching pathway students visit Anne Sullivan weekly to work with our

students and teachers to experience the teaching profession. The student council organizes school wide activities in an effort to

build a sense of community and provide students with the opportunity to give back. The largest activity is a competitive food drive for

Feeding South Dakota (a.k.a. “Soup”er Bowl) with another elementary school. A gentleman's luncheon is held in the fall and a ladies’

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luncheon in the spring at the Kenny Anderson Community Center to provide students with a formal dining experience and learn proper table etiquette.

SD Report Card - School Results

Student Performance Student Progress EL Progress School Environment

School Year ELA Multi Year Prof. Rate

Math Multi Year Prof. Rate

Science Student Prof. Rate

ELA Student Progress Rate

Math Student Progress Rate

% of Students on Track

% of Students Exited

Attendance Rate

Chronic Absenteeism Rate

2017-18 30.00 27.00 27.00 34.00 38.00 39.0 6.0 96.00 7.00

2018-19 31.0 24.0 15.0 43.0 33.0 60.0 9.0 93.0 11.0

2019-20 NA* NA* NA* NA* NA* 57.0 7.0 NA* NA*

Student Performance - District and School Results

2017-18 2018-19 2019-20 2020-21

District School District School District School District School

KG Students On Track for Success

% of students that met or exceeded Phonological Awareness and Phonics/Word

Recognition as measured on the spring MAP Reading Fluency assessment NA NA NA NA NA NA 33

% of students at the 41st percentile or above as measured on the spring MAP

Growth Math assessment (Avg, HiAvg, Hi categories) 61 39 60 31 NA NA 70 43

1st Graders on Track for Success

% of students that met Phonological Awareness and Phonics/Word Recognition

as measured on the spring MAP Reading Fluency assessment NA NA NA NA NA NA 37

% of students at the 41st percentile or above as measured on the spring MAP

Growth Math assessment (Avg, HiAvg, Hi categories) 62 42 59 36 NA NA 58 41

2nd Graders on Track for Success

% of students that met or exceeded Accuracy and Literal Comprehension as

measured on the spring MAP Reading Fluency assessment NA NA NA NA NA NA

% of students at the 41st percentile or above as measured on the spring MAP

Growth Math assessment (Avg, HiAvg, Hi categories) 72 49 71 60 NA NA 66 48

3rd Graders on Track for Success

% of 3rd grade students proficient in ELA 43.9 32 43.5 34 NA NA 43 29

% of 3rd grade students proficient in math 50.9 25 48.8 21 NA NA 49 28

4th Graders on Track for Success

% of 4th grade students proficient in ELA 45.5 20 46.1 26 NA NA 42 21

% of 4th grade students proficient in math 44.8 20 43.6 23 NA NA 43 13

5th Graders on Track % of 5th grade students proficient in ELA 49.1 36 51.3 33 NA NA 49 40

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for Success % of 5th grade students proficient in math 39.2 32 39.2 28 NA NA 34 17

Attendance % of students chronically absent (K-8 measure) 17 7 18 11 NA NA

EL % of students on track (K-12 measure) % of students making 0.5 growth 31 39 46 60 42 48 55

Data Narrative - Areas of Improvement MATH

Kindergarten math improved by 12%. This is due to data tracking through the use of ESGI and small group instruction using Bridges Intervention materials. We will continue to increase this proficiency by utilizing What I Need (WIN) time and creating fact fluency goals.

First grade math improved by 5%, this is due to the increased use of individualized Dreambox lessons assigned to students. They also implemented Bridges math Instruction. We will continue to increase this proficiency by utilizing WIN time and creating fact fluency goals.

Second grade math scores decreased from 60% proficient to 48% proficient. We plan to address this deficit by assigning individualized Dreambox lessons, focusing on 2 Bridges intervention modules, and creating fact fluency goals. We will also utilize WIN time to teach students at their Zone of Proximal Development.

Third grade math scores improved by 7%. This is due to small group Bridges instruction and conscious pacing with the Instructional Framework. We will continue to increase proficiency by assigning individualized Dreambox lessons, focusing on Bridges intervention modules, and creating fact fluency goals. We will also be utilizing WIN time.

Fourth and fifth grade students decreased proficiency by 10% and 11%, respectively. We plan to increase this deficit by assigning individualized Dreambox lessons, focusing on 2 Bridges intervention modules, and creating fact fluency goals.

We will also utilize WIN time to teach students at their Zone of Proximal Development.

ELA

The kindergarten and first grade students took the MAP fluency assessment this spring. Based on the fluency MAP data,

it has been determined that phonological awareness is a need for students in kindergarten and first grades. Kindergarten

showed growth in foundational skills; however, that growth was not sustained in first grade. This data tells us that

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students in kindergarten and first grade need a deeper understanding in phonological awareness therefore we will instruct students in these foundational skills by using the Heggetry curriculum. Our first grade SIPPS Interventionist taught a total of 39 students and 23 graduated out of SIPPS. This instruction has been vital to our students’ growth.

The second grade students were assessed with the MAP reading assessment; however, the District is moving to using the MAP fluency assessment. Our second grade SIPPS interventionist taught 54 students throughout the year and 33

students graduated from SIPPS. This intervention is integral to our students’ reading success.

Our third grade South Dakota ELA assessment scores increased from 34% proficient to 29% proficient. This data tells us that our students in third grade need more direct instruction in the areas of comprehension and writing while citing

evidence in informational texts. Our plan to increase proficiency in third grade includes using the South Dakota ELA interim assessments, running records, and SIPPS instruction.

Our fourth grade South Dakota ELA assessment scores decreased from 26% proficient to 21% proficient. The data shows us that our students in fourth grade need more direct instruction in the areas of comprehension and writing while citing evidence in informational texts. Our plan to increase proficiency in third grade includes using the South Dakota ELA interim assessments, running records, and SIPPS instruction.

Our fifth grade improved by 7% on the South Dakota ELA assessment. Both fourth and fifth grade teachers implemented SIPPS this year and they plan to build in more comprehension skills in a small group to build upon SIPPS decoding skills.

Fifth grade used targeted comprehension lessons in addition to SIPPS this year. Another reason for the increase in proficiency in the area of ELA for 5th grade was the use of the South Dakota ELA interim assessments. The 5th grade teachers had one-on-one conferences with each student to identify their strengths and areas of growth based on the interim assessments.

English Learners

We had an increase of 17 to 24 students who exited EL based on the WIDA ACCESS assessment. Additionally, 55% of

students experienced a 0.5 or more composite score growth for the 20-21 year. One of the contributing factors to this

success was admin intentionally tracking speaking, visuals, and background knowledge when observing classroom

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lessons. The EL teachers utilized Finish Line instruction for grades two and four. Another key component to our students’

success was double dipping the EL cohort group of students.

The lasting impact of the Covid pandemic could be a contributing factor in the lack of growth in both areas of math and ELA. Students missed a full quarter of instruction in the spring of 2020 and, upon returning to school, 18.5% of students missed 10 or more days of school due to Department of Health absences related to the Covid pandemic.

Action Plan PDSA Objective: Description of the Goal(s)

All students will improve their reading skills.

What is the intended outcome? What are the indicators of success?

Kinder: By May 2022, we will increase our current reality (43%) of

kindergarten students that met or exceeded Phonological Awareness and Phonics/Word Recognition as measured on the spring MAP reading fluency assessment.

First: By May 2022, we will increase our current reality (41%) of 1st grade students that met Phonological Awareness and Phonics/Word

Recognition as measured on the spring MAP reading fluency assessment.

Second: In fall 2021, ___% of 2nd grade students met or exceeded Accuracy and Literal Comprehension as measured on the spring MAP reading fluency assessment. By June 2022, we will increase our

percentage of 2nd grade students that will meet or exceed Accuracy and Literal Comprehension.

By May 2022, we will increase our current reality (30%) of students who met reading proficiency for students in grades 3rd-5th grade as

measured by the SD ELA assessment.

By May 2022, we will increase our current reality (55%) of students who have made an overall 0.5 growth as measured by the WIDA ACCESS

● Reading MAP scores in fall, winter, and spring

● K-1 Heggerty assessments

● 3-5 SD reading interim assessments

● 2-5 running records (accuracy, rate)

● SIPPS will be assessed (frequency is based on the level)

● Grade level rubrics aligned to the ELA curriculum

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assessment.

PLAN

Tasks for Implementation Target Dates

● K-2 students who are below proficiency in foundational skills will receive SIPPS instruction.

● K-2 SIPPS weekly data review during collaboration and benchmark assessment tracking

● 3-5th Students grade below the 41st percentile based on the Reading MAP Assessment will receive SIPPS instruction

● 3-5 SIPPS bi-weekly data review during collaboration

● K-1 students will receive daily Heggerty instruction ● K-1 Heggerty assessments: 3 or more times per year

● Students will actively participate in academic goal setting that will be tracked in their individual data binders

● MAP: September, December, April

● SD 3-5 reading interim assessments - End of 1st semester &

middle of 2nd semester

● 2-5 Running Records - monthly

● Administrator/instructional coach team will establish a culture of data-driven, student-centered coaching cycles for continuous improvement

○ Communicate the value of intentional coaching cycles through staff testimonials

○ Create structures such as public schedules and coaching forms to document student and teacher learning

● Weekly meetings to discuss student-centered coaching cycles and student growth

● Students will participate in WIN (What I Need) time during a designated intervention/extension time

● WIN intervention/extension

DO Documentation of Implementation: Google Forms for data input

STUDY

Summary of the Implementation and Outcomes:

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ACT

Describe the next steps of the implementation based on the outcomes of this cycle:

Action Plan PDSA Objective: Description of the Goal(s)

All students will improve their math skills.

What is the intended outcome? What are the indicators of success?

By May 2022, we will increase our current reality of 19% math proficiency for students in grades 3rd-5th as measured by the SD math assessment.

Kinder: By May 2022, we will increase our current reality of 43%

proficient kindergarten students who are at the 41%ile or higher on the MAP math assessment.

First: By May 2022, we will increase our current reality of 41% proficient first grade students who are at the 41%ile or higher on the MAP math assessment.

Second: By May 2022, we will increase our current reality of 48%

proficient second grade students who are at the 41%ile or higher on the MAP math assessment.

Third: By May 2022, we will increase our current reality of 28% proficient third grade students who are at the 41%ile or higher on the MAP math assessment.

● Math MAP scores in fall, winter, and spring

● 3-5 SD math interim assessments at the end of semester 1 and middle of semester 2

● Monthly benchmark math assessments

● Weekly fact fluency assessments

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Fourth: By May 2022, we will increase our current reality of 13%

proficient fourth grade students who are at the 41%ile or higher on the MAP math assessment.

Fifth: By May 2022, we will increase our current reality of 17% proficient fifth grade students who are at the 41%ile or higher on the MAP math assessment.

PLAN

Tasks for Implementation Target Dates

● K-5 students grade below the 41st percentile in math based on the MAP math assessment will receive Bridges instruction

● Bridges instruction will be done daily after placement assessment is given.

● Students will actively participate in academic goal setting that will be tracked in their individual data binders

● MAP Math: September, December, April

● SD 3-5 math interim assessments - End of 1st semester & middle of 2nd semester

● Fact fluency weekly tracking

● Administrator/Instructional Coach Team will establish a culture of data-driven, student-centered coaching cycles for continuous improvement

○ Communicate the value of intentional coaching cycles through staff testimonials

○ Create structures such as public schedules and coaching forms to document student and teacher learning

● Weekly meetings to discuss student-centered coaching cycles and student growth

● Students will participate in WIN (What I Need) time during a designated intervention/extension time

○ Intentional instruction based on student results in benchmark assessment.

● WIN (What I Need) intervention/extension occurs daily at each grade level

● Students will engage in and learn from assigned targeted lessons within Dreambox to support math growth

● Assigned targeted lessons within Dreambox to support Math growth - bi-weekly

DO

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Documentation of Implementation:

STUDY Summary of the Implementation and Outcomes:

ACT

Describe the next steps of the implementation based on the outcomes of this cycle:

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Title I Schoolwide Plan Components

Completing the following 3 Components aligns your School Improvement Plan with the Title I Schoolwide Plan required by the South Dakota Department of Education (DOE), allowing your School Improvement Plan to be submitted to the DOE in lieu of the

Schoolwide Plan template.

Component 2: §1114(b) (7)(A)(i) Provide a description of schoolwide reform strategies, that may include interventions that provide opportunities for all children, including each of the subgroups of students (as defined in section 1111(c)(2)) to meet the challenging state academic standards.

NOTE: If federal funds will be used to provide food for family engagement activities the school MUST include why it is necessary and reasonable to do this in the Schoolwide plan. If providing food removes a barrier to involving parents and family members in the education of their children and you can justify this then it is reasonable and necessary.

Provide information on how the selected strategies will increase student achievement in underperforming subgroups, if applicable.

Include a description of how the reform strategies will be evaluated for effectiveness. Evidence-based research strategies are based on identified needs and designed to raise the achievement level of all students on content standards.

Narrative: A focus of the Schoolwide program at Anne Sullivan is early intervention. Preschool slots are funded by Title I to supplement the Head Start and Special Education Preschool program. A specialized preschool classroom was added in the 2017-2018 school year to serve students with autism. Class size reduction in kindergarten and first grade allows teachers to spend more time with students individually and in small groups. The English Learner (EL) program supports the language acquisition of students who speak English as a Second Language. Students are identified for the EL program by their WIDA Screener score. Students exit the EL program when their ACCESS composite score is 5.0 or above. The EL ACCESS composite score consists of speaking, listening, writing, and reading.

Budget Implications:

● Purchase Finish Line Program for additional grades

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Benchmark/Evaluation

● EL Students will be assessed in the areas of writing and speaking using Finish Line three times a year or more.

Component 3: §1114(b) (7)(A)(ii)

Provide a description of schoolwide reform strategies being implemented that: 1) use methods and instructional strategies that strengthen the academic program in the school; 2) increase the amount and quality of learning time; and 3) help provide an enriched and accelerated

curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education.

NOTE: If federal funds will be used to provide food for family engagement activities the school MUST include why it is necessary and reasonable to do this in the Schoolwide plan. If providing food removes a barrier to involving parents and family members in the education of their children and you can justify this then it is reasonable and necessary.

Include a description of how the reform strategies will be evaluated for effectiveness. These strategies should be evidence-based and strengthen and enrich the academic program.

Narrative

Teachers at Anne Sullivan Elementary focus on tier I core instruction to provide all students with access to grade level content and standards. Assessments are administered frequently to identify areas of need, guide teachers in planning the next steps of instruction, and report progress to parents. Research-based instructional strategies are discussed and shared during staff meetings and collaborative sessions. Prior to the school year, a class schedule is developed, which includes: 90-minute uninterrupted learning block for Language Arts and a 45-60 minute grade-level intervention time.

Classroom teachers began using the Center for the Collaborative Classroom and SPED began Leveled Literacy

Intervention (LLI) beginning in the 2017-18 school year. Daily 45-60 minute grade-level intervention blocks provide students targeted instruction according to their specific reading and math needs. Bridges math intervention began in the 2020-2021 school year to support students who struggle with mathematical concepts. EL, SPED, and SIPPS

teachers pull out/push in during the grade level intervention sessions. Teachers provide enrichment activities for those

students who master targeted grade level standards.

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An instructional coach provides job-embedded professional development, particularly focusing on teachers in their first 3 years of teaching. The instructional coach also provides support to veteran teachers through 4-6 week coaching cycles.

Budget Implications:

● Collaborative Classroom student and teacher materials

● Leveled Literacy Intervention (LLI) student and teacher materials

● SIPPS reading interventionist

● Bridges math intervention

● Heggerty Curriculum (K-1)

● Instructional coach

Benchmark/Evaluation:

● Collaborative classroom has unit assessments throughout the year.

● SIPPS reading skills are assessed through benchmark assessments.

● Bridges implementation includes progress monitoring assessments (every 5 lessons)

● Heggerty curriculum will have teachers assess students three times a year.

● Instructional coach effectiveness will be shown through Student-Centered Coaching documentation and data collection.

Component 4: §1114(b) (7)(A)(iii)

Provide a description of schoolwide reform strategies that the school is implementing to address the needs of all children in the school, but particularly the needs those at risk of not meeting the challenging state academic standards, through activities which may include—

§ Counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve

students’ skills outside the academic subject areas;

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§ Preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical education programs and broadening secondary school students’ access to coursework to earn postsecondary credit while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools);

§ Implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.);

§ Professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data from academic assessments, and to recruit and retain effective teachers, particularly in high-need subjects; and

§ Strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs.

§ If programs are consolidated, the specific state educational agency and local education agency programs and other federal programs that will be consolidated in the schoolwide program need to be described in the narrative.

Evidence: Evidence-based research strategies or activities could be student support services; behavior intervention systems; tiered systems of support; teacher recruitment and/or retention activities; or other activities as appropriate. Include a description of how the reform strategies will be evaluated for effectiveness.

Narrative:

Anne Sullivan students are supported by several evidence-based research strategies and/or activities. The BASE

(Behavior, Academic, Social, Emotional) team consists of a counselor, success coordinator, tier II teacher, behavior

facilitator, principal, and dean of students. BASE team members have specific roles, but collectively they instruct

behavioral/social skills to small groups, respond to student situations due to behavior, social, or emotional concerns,

provide individual or small group counseling sessions, assist teachers with strategies and plans that help students

remain in the classroom, connect students and families to outside resources, and assist with attendance. A success

coordinator intervenes with students who have significant social emotional tendencies, working on strategies to improve

behavior and help minimize the impact on the classroom as a whole. A tier II teacher holds classes for students who

have difficulty with social and emotional behaviors. The length and frequency of tier II classes are student specific and

based upon needs. A behavior facilitator acts as a bridge between the tier II classroom and regular education/SPED

classrooms by providing follow through support. A social worker follows up with students who have attendance issues

or other non-academic needs that are interfering with learning. A school liaison facilitates communication, information,

and resources between the school and families who speak English as a second language. A dental van will provide dental

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services, with parent permission, to students with dental needs in an attempt to minimize tooth pain through, thus increasing attention and focus on academic tasks.

The school has partnerships with the Avera Family Wellness Program and Southeastern Behavioral Health. Both

agencies provide assistance to not only the students with behavioral and emotional needs, but also their families. Early Childhood Special Education students are/ referred to the Avera Family Wellness Program through a teacher referral process. The Avera Family Wellness Program works with qualified preschool students until they exit elementary school.

kindergarten through 5

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graders are referred to Southeastern Behavioral Health by a teacher, BASE member or parent request.

Professional development is embedded throughout the day during formal/informal collaboration. Instructional

practices are reviewed within teams through an analysis of student data. All staff at Anne Sullivan Elementary have been trained in the Well-Managed Schools Boys Town model, which is revisited periodically to ensure consistent

implementation.

In addition to the instruction that takes place in the classrooms, there is also a dedicated intervention time where students are grouped according to results on formative assessments. All students have additional time to master essential standards, skills, and targets. During this time teachers and other support staff (i.e. EL, SPED, etc.) provide targeted instruction to students at a particular grade level. English Language teachers provide small group instruction within the classroom, or in a separate small group setting, to help students progress with their language, thereby providing background knowledge from which to develop core academic skills/concepts. Special Education and SIPPS teachers also provide targeted and specialized instruction based upon specific student needs.

An attendance team (administration, clerical, nurse, social worker, counselor, success coordinator, and school liaison) was enhanced in May 2017 to focus on improved student attendance. COVID has restricted the school’s ability to

accurately and effectively track student attendance, thus attendance awards were not given for the 20-21 school year. In extreme attendance concerns not due to the pandemic, families are held accountable when lacking consistency in

sending their child to school without a valid reason. These families are served with a “Failure to Send” warrant.

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Transition meetings are held for students who transition from Early Childhood to kindergarten and are on an IEP.

Sending and receiving teachers, parents, and staff discuss the strengths and needs of each student to improve the

student’s transition from Early Childhood to kindergarten. Early Childhood teachers also provide a spring building tour for ECSE students transitioning to kindergarten in the fall. Typically, each spring, 5

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grade students visit their respective middle school for a scheduled visit. COVID precautions did not allow for these visits in the 20-21 school year. However, counselors from a local middle school were able to visit 5

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graders to answer questions and share expectations. New for the spring of 2018, the principal of Whittier Middle School, of which we are a feeder elementary school, will meet with the Anne Sullivan principal, administrator intern, gifted education teacher, and BASE team to identify specific student needs. 5th grade students have the opportunity to participate in monthly Career Cafes during their lunch/recess time.

Guest speakers (civil engineers, weather forecasters, nurses, police, dentists, morticians, bankers, coders, etc.) share their expertise and answer student questions. Career Cafes help students develop an understanding of potential interests and careers.

All staff had the opportunity to participate in an online trauma-informed course through Educational Impact during the 2019-2020 school year to improve perspective and develop strategies when working with students who have

experienced trauma.

Twenty-four staff members participated in the book study on “Leader in Me” in the summer of 2021. In the fall of 2021, Anne Sullivan Elementary implemented the 7 Habits of Leader in Me. The first semester of implementation was about staff learning, understanding, and internalizing the habits into their own lives. Staff professional development was centered around the LIM online modules. During the second semester, staff began introducing the habits to students via classroom video lessons and administrator weekly messages. Students are able to earn positive Leader in Me tickets, which enters them into a grade level, weekly drawing. Students have continual opportunities to showcase their geniuses and participate in leadership roles. Leader in Me promotes a positive culture of student leaders who are accountable for their learning.