School Improvement Plan

Vision:

At the Jane E. Tuitt Primary School, we strive to sustain a learning community where students are consistently challenged and engaged in a pursuit of academic and social excellence in an environment that is safe and respectfully nurtures the whole child.

Values:

Be Respectful! Be Responsible! Be Safe! (PBIS)

Mission:

Our school faculty will foster a climate that ensures each child is a lifelong learner who has twenty-first century skills.  We will accomplish this by implementing high quality academic and social programs that support the diverse needs of each student.  Through ongoing professional development and data analysis, we will continue to refine our techniques.  By maintaining the common core standards, participating in collaborative planning, and inviting family involvement, we will soar to excellence!

• Goal 1: Each student, by the end of kindergarten, will be socially, emotionally, and academically prepared for learning success.

Performance Measure(s)

Performance Indicator: Percentage of students on grade level in math at the end of kindergarten.

Data Source: iReady

Baseline Year: 22-23 EOY

Baseline: 34%

Target Date: 23-24 EOY

Target: 40%

Actual: 37%

Target Date: 24-25 EOY

Target: 45%

Actual:

Target Date: 25-26 EOY

Target: 50%

Actual:

Performance Indicator: Percentage of students on grade level in reading at the end of kindergarten.

Data Source: iReady

Baseline Year: 22-23 EOY

Baseline: 52%

Target Date: 23-24 EOY

Target: 55%

Actual: 54%

Target Date: 24-25 EOY

Target: 58%

Actual:

Target Date: 25-26 EOY

Target: 62%

Actual:

Performance Indicator: Percentage of students performing at an average or higher developmental age in cognitive domain by the end of kindergarten as measured by the LAP3.

Data Source: LAP3 (results by June)

Baseline Year: 22-23 EOY

Baseline: 58.1%

Target Date: 23-24 EOY

Target: 60%

Actual: 51.6%

Target Date: 24-25 EOY

Target: 62%

Actual:

Target Date: 25-26 EOY

Target: 64%

Actual:

Performance Indicator: Percentage of students performing at an average or higher developmental age in fine motor domain by the end of kindergarten as measured by the LAP3.

Data Source: LAP3 (results by June)

Baseline Year: 22-23 EOY

Baseline: 95.5%

Target Date: 23-24 EOY

Target: 96%

Actual: 93.9%

Target Date: 24-25 EOY

Target: 97%

Actual:

Target Date: 25-26 EOY

Target: 98%

Actual:

Performance Indicator: Percentage of students performing at an average or higher developmental age in gross motor domain by the end of kindergarten as measured by the LAP3.

Data Source: LAP3 (results by June)

Baseline Year: 22-23 EOY

Baseline: 97.7%

Target Date: 23-24 EOY

Target: 98%

Actual: 93.8%

Target Date: 24-25 EOY

Target: 99%

Actual:

Target Date: 25-26 EOY

Target: 100%

Actual:

Performance Indicator: Percentage of students performing at an average or higher developmental age in personal/social domain by the end of kindergarten as measured by the LAP3.

Data Source: LAP3 (results by June)

Baseline Year: 22-23 EOY

Baseline: 93.3%

Target Date: 23-24 EOY

Target: 95%

Actual: 97%

Target Date: 24-25 EOY

Target: 97%

Actual:

Target Date: 25-26 EOY

Target: 99%

Actual:

Performance Indicator: Percentage of students performing at an average or higher developmental age in pre-writing domain by the end of kindergarten as measured by the LAP3.

Data Source: LAP3 (results by June)

Baseline Year: 22-23 EOY

Baseline: 86.4%

Target Date: 23-24 EOY

Target: 90%

Actual: 84.4%

Target Date: 24-25 EOY

Target: 93%

Actual:

Target Date: 25-26 EOY

Target: 96%

Actual:

Performance Indicator: Percentage of students performing at an average or higher developmental age in self-help domain by the end of kindergarten as measured by the LAP3.

Data Source: LAP3 (results by June)

Baseline Year: 22-23 EOY

Baseline: 80%

Target Date: 23-24 EOY

Target: 85%

Actual: 87.9%

Target Date: 24-25 EOY

Target: 90%

Actual:

Target Date: 25-26 EOY

Target: 95%

Actual:

Performance Indicator: Percentage of students performing at an average or higher developmental age in the language domain by the end of kindergarten as measured by the LAP3.

Data Source: LAP3 (results by June)

Baseline Year: 22-23 EOY

Baseline: 68.2%

Target Date: 23-24 EOY

Target: 74%

Actual: 51.5%

Target Date: 24-25 EOY

Target: 80%

Actual:

Target Date: 25-26 EOY

Target: 84%

Actual:

• Goal 2: Each student, in grades one through four, will show incremental growth in reading and math toward grade level mastery.

Performance Measure(s)

Performance Indicator: A reduction in the percentage of students who are chronically absent (unexcused or excused absences). (% of students who have missed more than %10 of days in said SY)

Data Source: Attendance data

Baseline Year: 22-23 SY

Baseline: 41%

Target Date: 23-24 SY

Target: 35%

Actual:

Target Date: 24-25 SY

Target: 30%

Actual:

Target Date: 25-26 SY

Target: 25%

Actual:

Performance Indicator: Percentage of students that met or exceeded their growth targets in English language arts/literacy.

Data Source: AMIRA

Baseline Year: 22-23 EOY

Baseline:

Target Date: 23-24 SY

Target:

Actual:

Target Date: 24-25 SY

Target:

Actual:

Target Date: 25-26 SY

Target:

Actual:

Performance Indicator: Percentage of students that met or exceeded their growth targets in English language arts/literacy.

Data Source: Reading Eggs

Baseline Year: 22-23 SY

Baseline:

Target Date: 23-24 SY

Target:

Actual:

Target Date: 24-25 SY

Target:

Actual:

Target Date: 25-26 SY

Target:

Actual:

Performance Indicator: Percentage of students that met or exceeded their growth targets in English language arts/literacy.

Data Source: SBAC (Reading)

Baseline Year: 22-23 EOY

Baseline: 26.1%

Target Date: 23-24 EOY

Target: 35

Actual: 24.6%

Target Date: 24-25 EOY

Target: 37

Actual:

Target Date: 25-26 EOY

Target: 39

Actual:

Performance Indicator: Percentage of students that met or exceeded their growth targets in English language arts/literacy. Note: 12/4/2023 Baseline data for this indicator is missing, because it was added as we made changes to our goals after our SIP feedback meeting on 11/16/2023. At that time access to iReady was unavailable.

Data Source: iReady

Baseline Year: 22-23 EOY

Baseline:

Target Date: 23-24 SY

Target:

Actual:

Target Date: 24-25 SY

Target:

Actual:

Target Date: 25-26 SY

Target:

Actual:

Performance Indicator: Percentage of students that met or exceeded their growth targets in Math.

Data Source: SBAC (Math)

Baseline Year: 22-23 EOY

Baseline: 26.1%

Target Date: 23-24 EOY

Target: 30

Actual: 18.5%

Target Date: 24-25 EOY

Target: 33

Actual:

Target Date: 25-26 EOY

Target: 35

Actual:

Performance Indicator: Percentage of students that met or exceeded their growth targets in Math. Note: 12/4/2023 Baseline data for this indicator is missing, because it was added as we made changes to our goals after our SIP feedback meeting on 11/16/2023. At that time access to iReady was unavailable.

Data Source: iReady

Baseline Year: 22-23 EOY

Baseline:

Target Date: 23-24 EOY

Target:

Actual:

Target Date: 24-25 EOY

Target:

Actual:

Target Date: 25-26 EOY

Target:

Actual:

Performance Indicator: Percentage of students who are identified as English learners that demonstrate growth on English language proficiency.

Data Source: ACESS 2.0 assessment results

Baseline Year: 22-23 EOY

Baseline: 5.2%

Target Date: 23-24 EOY

Target: 6

Actual:

Target Date: 24-25 EOY

Target: 7

Actual:

Target Date: 25-26 EOY

Target: 8

Actual:

• Goal 3: By the end of fourth grade, students will be no more than one grade level below.

Performance Measure(s)

Performance Indicator: Percentage of students performing on grade level in Math.

Data Source: iReady

Baseline Year: 22-23 EOY

Baseline: 17.2

Target Date: 23-24 EOY

Target: 20%

Actual:

Target Date: 24-25 EOY

Target: 22%

Actual:

Target Date: 25-26 EOY

Target: 24%

Actual:

Performance Indicator: Percentage of students performing on grade level in Reading.

Data Source: iReady

Baseline Year: 22-23 EOY

Baseline: 30.7%

Target Date: 23-24 EOY

Target: 33%

Actual:

Target Date: 24-25 EOY

Target: 36%

Actual:

Target Date: 25-26 EOY

Target: 40%

Actual:

Performance Indicator: Percentage of students that met or exceeded standards in English language arts/literacy.

Data Source: Smarter Balanced English Language Arts

Baseline Year: 22-23 EOY

Baseline: 11.8%

Target Date: 23-24 EOY

Target: 13%

Actual:

Target Date: 24-25 EOY

Target: 15%

Actual:

Target Date: 25-26 EOY

Target: 20%

Actual:

Performance Indicator: Percentage of students that met or exceeded standards in math.

Data Source: Smarter Balanced Math

Baseline Year: 22-23 EOY

Baseline: 7.4%

Target Date: 23-24

Target: 10%

Actual:

Target Date: 24-25

Target: 12%

Actual:

Target Date: 25-26

Target: 14%

Actual:

• Goal 4: To improve the employees' proficient ratings.

Performance Measure(s)

Performance Indicator: Of the employees evaluated, the percentage of employees that received a performance rating of proficient or above on their annual evaluation. (Teachers, Counselor, Librarian, Monitor and Paraprofessionals)

Data Source: TalentEd

Baseline Year: 22-23 SY

Baseline:

Target Date: 22-23SY

Target: 70%

Actual:

Target Date: 23-24 SY

Target: 72%

Actual:

Target Date: 24-25 SY

Target: 74%

Actual:

Performance Indicator: Percentage of employees evaluated. (Teacher and Paraprofessionals only)

Data Source: TalentEd

Baseline Year: 22-23 SY

Baseline: 100

Target Date: 23-24 SY

Target: 100

Actual: 100

Target Date: 24-25 SY

Target: 100

Actual:

Target Date: 25-26 SY

Target: 100

Actual:

Performance Indicator: Percentage of employees who were satisfactory or higher on Employee Time and Attendance. (Teacher and Paraprofessionals only)

Data Source: TimeForce

Baseline Year: 22-23 SY

Baseline:

Target Date: 23-24 SY

Target: 93%

Actual:

Target Date: 24-25 SY

Target: 94%

Actual:

Target Date: 25-26 SY

Target: 95%

Actual:

• Goal 5: To increase the number of parent participants and services.

Performance Measure(s)

Performance Indicator: Increase parent attendance at beginning of the year and pre-orientations.

Data Source: Orientation sign-in

Baseline Year: 22-23 SY

Baseline: 50%

Target Date: 23-24 SY

Target: 60%

Actual:

Target Date: 24-25 SY

Target: 70%

Actual:

Target Date: 25-27 SY

Target: 80%

Actual:

Performance Indicator: Increase parent attendance for parent/teacher conferences throughout the year.

Data Source: Parent Conference Sign-in Sheet

Baseline Year: 22-23 SY

Baseline: 50%

Target Date: 23-24 SY

Target: 60%

Actual:

Target Date: 24-25 SY

Target: 70%

Actual:

Target Date: 25-26 SY

Target: 80%

Actual:

Performance Indicator: Increase parent involvement in PTA.

Data Source: PTA sign-in sheet

Baseline Year: 22-23 SY

Baseline: 20%

Target Date: 23-24 SY

Target: 30%

Actual:

Target Date: 24-25 SY

Target: 40%

Actual:

Target Date: 25-26 SY

Target: 50%

Actual:

• Goal 6: To strengthen the relationship with sponsors and community partnerships with the increased number of in-person contributions of time and services separate from the monetary donations and contributions to be made in the school year.

Performance Measure(s)

Performance Indicator: Increase the number of extra curricular activities offered to students by community members.

Data Source: Student Participation sign-in log

Baseline Year: 22-23 EOY

Baseline: 35

Target Date: 23-24 EOY

Target: 40

Actual:

Target Date: 24-25 EOY

Target: 45

Actual:

Target Date: 25-26 EOY

Target: 50

Actual:

Performance Indicator: Increase the number of volunteers who come in to support classroom instruction.

Data Source: Daily sign-in sheet

Baseline Year: 22-23 EOY

Baseline: 5%

Target Date: 23-24 EOY

Target: 10%

Actual:

Target Date: 24-25 EOY

Target: 15%

Actual:

Target Date: 25-26 EOY

Target: 20%

Actual:

Performance Indicator: Quarterly meetings with stakeholders to identify goals and objectives.

Data Source: Agenda/Meeting Minutes

Baseline Year: 22-23 EOY

Baseline: 25%

Target Date: 23-24 EOY

Target: 50%

Actual:

Target Date: 24-25 EOY

Target: 75%

Actual:

Target Date: 25-26 EOY

Target: 100%

Actual:

Data Review:

Needs Assessments, Accreditation Reports, Similar Feedback:

The faculty and staff are quite knowledgeable of the student body. They work closely, as able, to inform parents and families of their students' strengths, weaknesses and needs for support. Additional time beyond the academic blocks is provided for intensive and individualized intervention for struggling learners. Our community partners support our efforts to enhance learning and collaborate on varied projects.  The (school-wide) instructional team has not been implementing scheduled reviews of pre- and post- assessments to set intervention goals. Therefore, timely actions are not established to meet learning goals or, more specifically, social and behavioral goals. Clear alignment is needed with district expectations and the resources provided to ensure achievement and supplemental services. All teachers have also not received ongoing training in ways to ensure curriculum is implemented with fidelity. Moreover, the leadership roles need to be clearly defined and supported to ensure regular monitoring and support of instruction as well as timely feedback to improve instruction. Lastly, all can benefit from training to address creative and innovative ways to work with families. District practices are not clearly aligned and, at times, defined. Therefore, practices are implemented though not always with integrity or consistency. Time for data review and monitoring is not always available. Appropriate resources are at times lacking while there may be an excess in another area. A reliable schedule is needed for schools which provide time for data review and planning. It ought to also include training and time for collaboration and paperwork.

Student Outcome Data:

There is clear and consistent performance growth for most students from the beginning of year to the end. Unfortunately, those students show lower performance scores year after year until the fourth grade. One thing to which this can be attributed is the onset of COVID and the absence of in-person learning. A majority of students did not do well with virtual engagement. Many were distracted while others did not attend at all. With the return of students to in-person learning, an improvement in student pass-fail data was evident. In addition, there was a decline in the student population which has begun to increase once again. With this increase in students, there has been a huge spike in the number of ELs to a level of 72%. These students, as evident in the WIDA scores, and current enrollment data show little to no familiarity with the English Language.  There has also been significant movement as students travel to and from the Caribbean isles and the U. S. mainland.

As we reviewed our data, we found it interesting that, the iReady Reading scores show greater levels of mastery than iReady Math in grade levels but at the overview of the school the Math score is better than the Reading. Moreover, with regards to SBAC scores, math seems to exceed Reading as students advance in grade. This all seems to imply that there is much work to be done to get our students back on track to steady and consistent progress. The task is a great one and cannot be done alone. All families, communities and the larger environment must assist in efforts to recoup some of the lost time with strategic and intentional work.

Our Leadership Team’s progress in fully implementing Indicators and meeting Objectives:

Our team has worked diligently this school year (2022-2023) on the school improvement plan.  In our initial submission, we projected completion dates for this school year; however, upon receiving feedback we have been modifying and changing dates.   Though progress has been made on the plan, the actions to begin implementing the plan will begin in the upcoming year.

Strategy 1/Effective Practice: Real-World Curriculum – Schools provide well-rounded, relevant educational experiences to all students

S-P1.S1.07

All teachers use evidence-based instructional materials that are individualized to the needs of students receiving intervention instruction.(7128)

S-P1.S1.11

School Leaders ensure grade level meetings are used for developing and/or reviewing instructional plans based on assessment data.(7130)

S-P1.S1.28

The school provides additional time beyond the 90–120-minute block to provide intensive and individualized intervention for struggling readers within multi-tiered system of support framework.(7134)

Strategy 2/Effective Practice: Communication—Families are authentic partners in the operations, teaching and learning aspects of the education system.

S-P3.S2.01

The school Leadership Team provides ongoing mechanisms for families and the community to be meaningfully engaged in decisions that impact school improvement and school environment.(7082)