School Improvement Plan

Pine Lake’s SIP 21-22 Action Plan supported successful implementation of three main actions:

1. Tier One i-Ready Implementation
2. ELA (English Language Arts) Staff Cohort/Whole staff Professional Development focused on Reading
3. MTSS (Multi-Tiered System of Support) T1 system development at the building level

Tier One I-Ready Implementation and ELA Staff Cohort/Whole Staff Professional Development Focus on Reading:

Pine Lake implemented i-Ready school-wide in the 21-22 school year. The administration of the diagnostic assessment and classroom use of the tool was a new practice at Pine Lake and required school-wide planning and professional development for effective implementation. Professional development included focus on literacy data and classroom interventions for reading. The successful Tier 1 implementation of i-Ready hinged on the engagement and leadership of Pine Lake’s ELA team. Through focused PD and collaboration, ELA staff engaged students in i-Ready use in classrooms and recovery services. ELA teachers met in grade level teams to monitor and plan for the use of i-Ready throughout the school year. As staff learned more about the tool, regular use of i-Ready in conjunction with other reading resources was observable in ELA classes. As one 8th grade teacher saw student engagement in i-Ready as a barrier, she created a unique ‘Route 66’ incentive plan to motivate use. In the 21-22 school year, i-Ready use was not common practice school-wide. 80% of ELA teachers routinely used i-Ready tools and/or individual learning paths as classroom intervention.

• ELA staff trained by i-Ready trainer in proctoring the diagnostic assessment- 9/21
• School-wide assessment of students in the i-Ready diagnostic- 9/21, 1/22, 4/22
• ELA staff Student Growth Goals focus on identified students not at grade level with i-Ready data as a building measure.
• i-Ready PD series in ELA Department meetings- 10/21, 12/21, 1/22
• i-Ready PD for whole staff- 1/22, 3/22, 5/22
• ELA/Special Education staff collaboration/i-Ready use in co-taught ELA sections (Grade 7, Grade 8) and Study Skills (ELA) class/i-Ready use in Special Education Recovery Services- 10/21-6/22

Tier 1 MTSS System Development:

Through re-structured Multi-Tiered Systems of Support, Pine Lake’s building practices represented progress towards Tier 1 MTSS implementation. Pine Lake admin structured decision-making on achievement data, student survey data, and student voice to guide school-wide action and PD. Canvas access and use, along with access to computers during the school day in the 1:1 pilot, created a more equitable learning culture at school, allowing for effective academic intervention and accessible and clear expectations. During the transition into and out of remote learning, Pine Lake staff worked to build a strong Tier 1 foundation of school beliefs and informed and responsive instructional practices to support equitable outcomes for all students. Throughout the school year, staff used Tier 1 strategies to teach and reteach beliefs, behavior and academic expectations and reinforce positive behaviors. Supports related to this action:

• Student Data Review/Data Training at staff meeting- 8/2021, 11/21, 2/22
• Restructured Tier 1, 2, 3 Leadership Teams- Monthly Data Review and action planning
• GLAD strategies (supporting struggling readers in all classes) PD at staff meeting- 2/22
• Study Skills-ELA Elective offered as T2 support each Tri 21-22
• Learning Ally Access- 83 students accessed LA in 21-22 school year
• Co-taught courses in ELA and Math (Grade 7, Grade 8)

The Tier 1 implementation of i-Ready at Pine Lake had a positive impact on learning. Reviewing the data from the fall 2021 diagnostic to the spring 2022 diagnostic indicates growth from 70% of students at grade level to 76%. A reduction of 5% of students performing more than one grade level below also indicates growth. Data from the student diagnostic demonstrates disproportionality for subgroups of students at Pine Lake.

GRADE LEVEL PERFORMANCE ON I-READY AND SBA (SMARTER BALANCED ASSESSMENT) ELA (FROM FALL 2021 TO SPRING 2022):

• Grade 6:
  • i-Ready- students at or above grade level increased by 4%.
  • SBA ELA- students at or above grade level decreased by 5.1%
• Grade 7:
  • i-Ready- students at or above grade level increased from by 10%
  • SBA ELA- students at or above grade level increased by 9.8 %
• Grade 8:
  • i-Ready- students at or above grade level increased by 1%
  • SBA ELA- students at or above grade level increased by 13%

SUBGROUP PERFORMANCE ON I-READY/ SBA ELA (FROM FALL 2021 TO FINAL 2022):

• Black or African American
  • I-Ready- students at or above grade level decreased by 6%
  • SBA ELA - no change
• Hispanic/Latinx
  • i-Ready- students at or above grade level decreased by 4%
  • SBA ELA- students at or above grade level decreased by 8%
• Special Education
  •  i-Ready- students at or above grade level increased by 12%
  • SBA ELA- students at or above grade level decreased by 4.7%

PD focused on i-Ready has had a positive impact on staff engagement and student access to i-Ready. All ELA staff members used i-Ready data to develop and monitor student growth goals in the 21-22 school year. At each grade level, ELA staff collaborated on the use of i-Ready or other reading supports to provide a strong Tier 1 system of reading instruction and intervention for students. Grade levels made progress toward common practice in the tool's use. Staff developed online reading activities beyond 8th grade level to allow for class-wide reading intervention by accessing Newsela and Actively Learn resources.

A foundation to the MTSS work at Pine Lake is our school belief in community. Relationship-building and background knowledge about students was critical to student engagement, learning progress and addressing disproportionality. A focused SEL (Social Emotional Learning) program in Tuesday Homeroom class, along with clear school-wide and classroom expectations, supported student connection and success at school. Increased data awareness and use by staff improved individual learning supports via instructional access and additional staff support. When reflecting on the disproportionality listed above for subgroups, Pine Lake staff recognize this as an area for focus and change.

Use of i-Ready as a reading support allowed learners to access instruction and material at the appropriate learning level based on diagnostic performance. This targeted support delivered at each learner’s level supported individual learning progress for some but not all students. Via i-Ready and other supplemental learning tools, teachers were better able to support learning variability in literacy. The i-Ready tool was an important reading support throughout the recovery services provided to students receiving special education services and was also used to supplement the Study Skills elective class. In the 21-22 school year, ELA staff were in year one of implementation of the i-Ready tool. There was high variability from class to class in use as teachers learned more about the resource.

Pine Lake will continue implementing i-Ready and professional development in reading and literacy. Continuing the use of i-Ready will allow all staff to move from awareness of the tool to fully implementing the features of the program. So, as we collect more data about student performance over time, staff and admin will be able to identify appropriate professional development focus to improve consistent application and effective practice. Teacher and student feedback about i-Ready is positive and at this early stage in program use, Pine Lake has much progress to make in the implementation of the tool.

As Pine Lake moves through the Tiered Fidelity Inventory process, we will continue to revise MTSS to support PBSES (Positive Behavior and Social Emotional Support) and classroom instructional practices. MTSS systems support equity and learning progress for students which creates successful schools.