Literacy Collaborative Continuous

Improvement Plan

Oak Ridge Elementary

4350 Johnny Cake Ridge Road, Eagan MN 55122
651-683-6970
Cindy Magnuson, Principal
Donald Backner, Assistant Administrator
Becca Deltour, MTSS Coach
Anissa Parsons/Laurie Anderson, Tier 2 Lead
Beth Anderson, Tier 3 Lead

2015-16
Literacy Team Members

Cindy Magnuson Principal

Donnie Backner, Assistant Administrator
Becca Deltour MTSS Lead
Beth Anderson Tier 3 Lead
Jayne Walrath, Kindergarten
Sandy Westrum,1st grade
Kendyl Molda, 2nd grade
Beth Rocheford,3rd grade
Angie Schlede, 4th grade
Courtney Norman, 5th grade
Laurie Anderson, LLI & Title 1 Lead
Jody Paulsen, GT
Laura Ross, Special Education
MaryAnne Kuehn, Specialist
Karla Bisco, Magnet TOSA

2016-17
Literacy Team Members

Cindy Magnuson, Principal

Donnie Backner, AA
Karla Bisco, Magnet Tosa
Becca Deltour, MTSS Coach
Beth Anderson Tier 3 Lead
Abby Herman, Kindergarten
Tracie Bosch/Lynette Tejara, 1st grade
Julie Biersack, 2nd Grade
Beth Rocheford, 3rd grade
Jenna Jacobson, 4th grade
Mandy Poke, 5th grade
Anissa Parsons, LLI & Title Lead
Bridget Coleman, EL
Katie McPherson, Special Education
Jody Paulsen, GT & Lead Math Teacher

Table of Contents
1. Introduction to school (includes description of school, demographic data,
enrollment, background on Literacy Collaborative implementation)
A. SchoolDemographics
B. BackgroundonLiteracyCollaborativeImplementation

2. Summary of Goals (
Note: This section is completed as part of the needs
assessment process)
3. Needs Assessment and Gap Analysis of Data from 2015-16 School Year
A. Systems Analysis
a. School Climate: Enablers (strengths) and Barriers (growth
opportunities) data
b. School Climate: Student Management Data: (i.e. referrals, ISS /
OSS rates rates, school climate survey - parents/students/staff,
safety, personalization, school connection survey data, etc.)
B. MCA Trend Data Summary (Preliminary)
a. Substrands
C. WBWF
a. Trend data
b. Preliminary results
D. BAS / OS /HFW
a. Student group results and grade level results
b. Root Cause
E. Q Comp Site Goal Result (preliminary)
a. Student achievement goal
b. Equity target goal
c. Equity program goal
F. ACCESS Data
a. Trend data
b. Preliminary results
4. SMART Goals / Action Plan / Evaluation Plan for 2016-17

1. Introduction to school
(includes description of school, demographic data, enrollment, background on Literacy
Collaborative implementation)
Principals have the ACCESS preliminary data through

their district shared folder in the "Assessment Center Data Folder/2015-16/ACCESS"

and
MDE Minnesota Report Card
A. Oak Ridge Elementary School Demographics:
Oak Ridge is an elementary school
located in Eagan, Minnesota and is part of the Rosemount, Apple Valley, Eagan
School District. The student enrollment for the 2015-2016 school year was
566
K
5. Oak Ridge has a
50.9%
free and reduced lunch population. The school offers
an afternoon preschool program, 4 full day kindergarten classrooms, Reading
Recovery, Literacy Lessons, Schoolwide Title 1, Gifted Talented, Young Scholars,
Special Education, two centerbased special education programs for students
with autism, and English Language instruction.
15.9%
of the students are in
Special Education and 12% of the school population are English Language
Learners. The ethnic groups represented include Native American 1.6%, Asian
12.4%, Hispanic 8.8%, Black 35.3% and White 41.9%.

Year

Enrollment

EL

SpEd

CB-EBD

CB-DCD

FR

GT

2013-14
2014-15
2015-16

566

2%

15.9%

50.9%

2016-17

B. Background on Literacy Collaborative Implementation

a. In 1992-93 Oak Ridge first began Reading Recovery implementation
b. 20112012
i.
4LLIteachersweretrainedintheGreen/BlueSystemoverthecourseof
theschoolyear

c. 2012-2013
i.
ii.
iii.

The summer of 2012 teachers were trained in the BAS

Rebecca Deltour was hired as the OR MTSS Lead Teacher/Coach.
Rebecca Deltour participated in 450 hours of postgraduate
professional development as a part of the first cohort of coaches
trained.

d. 2013-2014
i.
The school conducted a book study on?
ii.
Teachers participated in _____
iii.
Rebecca began coaching in intermediate classrooms.
iv.
A team of district teachers created the community unit, author unit,
and illustrator unit, and teachers were trained in the summer of
2013.

e. 2014-2015
i.
Teachers began their initial implementation of the pilot units.
ii.
Rebecca took a full year of Reading Recovery Training while
preparing to move to a primary classroom in 2015-2016
iii.
Teachers had to share materials.

iv.
v.
vi.

Beth Anderson received 100 hours of training as a Tier 3 Lead

Teacher and began implementing Tier 3 interventions.
District teachers received summer training on integrating
geography across all units and citizenship into the community unit.
Tier 2 Interventionists began schoolwide scheduling of
interventions after each BAS administration

f. 2015-2016
i.
Oak Ridge became a School Wide Title One school and achieved
Celebration status from MDE.
ii.
Oak Ridge teacher staff development had a focus on student
writing.
iii.
Book Studies on two books, Wondrous Words and Guiding K-3
Writers to Independence took place.
iv.
Oak Ridge began their planning to become a Magnet School.
v.
Beth Anderson began training other teachers in the building how to
implement Tier 3 interventions
vi.
Tier 2 Interventionists began schoolwide data analysis and
planning for interventions and progress monitoring after each BAS
administration.
vii.
Teachers received all units with the exception of two units (second
and third)
viii.
Literacy Lessons began at Oak Ridge for select students.
ix.
LLI Training was expanded to include more interventionists
x.
Oak Ridge staff participated in Inquiry Teaching and Learning
professional development.
xi.
K-2 Teachers entered AVMR data into i-cue.
xii.
Staff were offered many opportunities for staff development
through Sunrise Sessions (Tier 3 Interventions, Questioning,
Teacher Language )
xiii.
Clerks were trained in High Frequency Word Assessment and Tier 3
Interventions.
g. 2016-2017
i.
Teachers will receive two days of professional development during
the school year on earth science
ii.
Teachers will receive additional extensive standards training
iii.
Teachers will also learn more about understanding by
design/inquiry

iv.
v.
vi.
vii.
viii.

Teachers will learn interactive science notebooking

Teachers will learn how to close down their reading and writing
workshop and open up a science workshop
Leadership teams will be trained on PLCs
Schools will enhance weekly PLCs with guides on the side
Schools will do a book study on
Collaborative Teams that
Transform Schools: The Next Step in PLCs

2. Summary of 2016-17 Goals

(
Note: This section is completed as part of the needs assessment process)
Category

Goal

A. Systems Analysis
a
. School Climate
(Based on Enablers and Barriers.
Has to do with adult climate)
b.
Student Self- Management
(i.e. school climate survey parents/students/staff, safety,
personalization, school
connection survey data, referrals,
ISS / OSS rates, etc.)

a.School Climate Goal

By the end of 2016-17 we will operate all school
teams in a PLC format in order to enhance
collaboration, increase communication, and
strengthen consistency across all settings and
levels of the MTSS Model and in effect raise
student achievement and close gaps for all
learners.
Building Instructional Leaders will participate in
a yearlong training and book study and lead their
teams to operate in a common PLC format with
common forms, roles, and student-based
outcomes. Work will be focused around
students and student-learning.
We will target our specific barriers by clearly
communicating and linking all PD, PLCs as we
work to address these and share growth. ( For
example, staff having electronic and paper
copies of enablers and prioritized barriers,
Leader in Me
training and implementation.)
b. Staff and Student Self- Management Goals
Increase student leadership capacity and ability
to self-manage behavior in the classroom and
non-classroom settings by teaching strategies
and using common language through
Community Unit of Study and applying
Leader in
Me
7 Habits.

B. Achievement gap
reduction part 1:
(WBWF achievement gap focus
goals )
a. Overarching Goal
b. Students of color
c. EL
d. SpEd
Actuals will be filled in once
accountability tests go from
preliminary to actual results.

Overarching Goal
The percentage of
all students
enrolled October 1 in
grades 3-5 at Oak Ridge who earn an achievement
level of Meets the Standards or Exceeds the
Standards in Reading on all state accountability
tests (MCA and MTAS) will increase from
54.0%
in
2016 to
71.2%
in 2017.
Students of Color Goal:
The percentage of
students of color
enrolled
October 1 in grades 3-5 at Oak Ridge who earn an
achievement level of Meets the Standards or
Exceeds the Standards in Reading on all state
accountability tests (MCA and MTAS) will increase
from the
48.2%
in 2016 to
63.2%
goal in 2017.
EL Goal:
The percentage of
all EL students
enrolled October
1 in grades 3-5 at Oak Ridge who earn an
achievement level of Meets the Standards or
Exceeds the Standards in Reading on all state
accountability tests (MCA and MTAS) will increase
from
0.0%
in 2016 to
37.2%
goal in 2017.
SpEd Goal:
The percentage of
all Special Education students
enrolled October 1 in grades 3-5 at Oak Ridge who
earn an achievement level of Meets the Standards
or Exceeds the Standards in Reading on all state
accountability tests (MCA and MTAS) will increase
from
17.1%
in 2016 to
48.8%
in 2017.

D. Achievement gap reduction:

One equity program goal
(i.e.underrepresentation/overrepre
sentation in specific programs,
parent involvement, student
referrals)

Equity Program Goal

Current Reality:
Disproportionality in referral
Disproportionality in time spent out of
classroom
Dispro special education
Achievement data
Increased time spent in engaged learning
Reduction of time spent out of classroom
Coaching/QComp focus on % of time

teacher/student talk
What does engaged learning look/sound like?
Interactive modeling

Q Comp Schoolwide Student

Achievement Goal
(for MDE)
-Elementary schools can use MCA
math or reading
or MAP math; middle schools use
MCA math or reading; high schools
can use MCA math or reading, or
ACT.
*Please fill out Q Comp Goal
Reflection (questions below)
Read Well by Grade Three
(Elementary only)
- Text level goals for each
grade level, K-5

The percentage of
all students
enrolled October 1 in
grades 3-5 at Oak Ridge who earn an achievement
level of Meets the Standards or Exceeds the
Standards in Reading on all state accountability
tests (MCA and MTAS) will increase from
54.0%
in
2016 to
71.2%
in 2017.