The Lancaster City Schools are committed to increasing learning for all students.
Vision: A community focused on student achievement
Mission: To prepare students of all ages to meet academic, social, civic, cultural, and employment needs of the 21st Century
Our focus on continually improving the achievement of its students results in Continuous Improvement Plans or (CIP) at the district and building level. These continuous improvement plans start with a review of demographic and achievement data. All buildings are to identify strengths and target opportunities for improving student achievement.
Medill’s CIP plan may be found on the building web site with the building report card. Data will be collected from the short cycle assessments, and the district is working to create online data collection and presentation methods. Grade analysis from each quarter is also available from the district computer system. It is hopeful a comparison of data can be made with the integration of technology programs.
Attendance reports may also be obtained online, and action steps taken with habitual tardy or absent students include, in order of initiatives: Call parent whenever student is absent and school is not contacted, phone calls/meetings with parents of chronically absent students, district attendance letters sent at 5, 8, and 12+ days (policy only requires first letter at 8 days), involvement of social worker and nurse – including home visits, involvement of Children Services and or Health Department, and involvement of courts. Medill has always exceeded the required state attendance rate of 93% since its inception, attaining 96.1% during 2007-2008 (district average 94.5%, state average 94.2%).
Building Action Plan
The following sections will be presented in Medill’s Continuous Improvement Plan:
1. Building Strengths
2. Building Areas for Improvement
5. Semester Check
6. Results expected
7. Link to District CIP
· Medill students met 8 out of 10 state standards, including 5th grade social studies which was the most difficult area for all 5th graders in the state.
· Medill has passed more areas of the state proficiency and achievement tests than any other elementary 9 out of the past 12 years, being in second place the remaining three years.
· Medill was recognized as "Effective" on the state report card, achieving this rating since the inception of state designations six years ago. Medill received the only effective rating in the district during the first year of the designations.
· Medill met Adequate Yearly Progress (AYP) targets in reading and math, even though the poverty rate has quadrupled during the past 12 years (currently 44%).
· Medill special education students passed the OAT in May, 2008 at 75.0% in reading and 81.3% in math.
Building Areas for Improvement
· Medill’s fifth grade science and math passage rates barely missed the 75% cut by one student, but were above the state averages.
· Staff members continue to focus on item analysis data to determine the performance of students on individual items. Short answer and extended response items continue to be more difficult, as revealed by trends across the state.
· Due to the increase in the number of economically disadvantaged students, Medill is implementing Targeted Assistance Title I services. This assistance is being focused in grades 3-5, and grade 1, for reading and math based on assessment data.
¨ Continuing to meet AYP in reading and math, including for subgroups
¨ Passing all 10 elementary indicators
¨ Increasing student achievement in all quartiles as revealed by value added data
¨ Create plan to meet the needs of new English as a Second Language (ESL) population.
· Reading and math Personal Learning Communities (PLC’s) will continue to meet to review data, previous released test items, half-length practice tests, and individual student data. These vertical teams allow teachers to plan across grade levels.
· Item analysis will reveal which areas need realignment with the Academic Content Standards, and research-based practices will be the focus of interventions.
· At-risk students will be assisted by the Title I instructor, based on pre-assessments and previous OAT data.
· Data will continue to drive instructional decisions using best practice research based strategies.
Results we expect
· Medill will receive a positive value added score, indicating a year’s growth in reading and math (data only available in grades 4 and 5).
· Staff members will have targeted areas identified to improve student achievement, based on data analysis.
Elementary Building CIP Timeline
Professional Learning Communities (PLC)
- Review 2007-08 data
- Review grade card
- Review released tests
- Review Item Analysis
|OAT data and Academic Content Standards
Continue PLC Meetings and review online assessments. Attend professional development activities with CIP money (voted by staff members)
- Review OAT data
- Align curriculum and assessments
- Obtain and share instructional strategies
- Review value added data
|OAT data, Academic Content Standards, Study Island Benchmark Data, instructional sharing – including professional development activities.
- Begin planning for 09-10, based on May 09 OAT
- Plan summer professional development activities (SIRI, OMAP)
|OAT data, Academic Content Standards, professional development targeted assistance.