Draper Elementary

Continuous School Improvement

CSIP

Draper Elementary

Tamra Baker

2006-2009

School Community Profile Data

Disaggregated Demographic Data (Where Applicable)
Enrollment 645
Socioeconomic Status Approximately 9% free and reduced lunch
Ethnicity 95% Caucasian
< 1% African American
< 1% Native American
< 1% Asian
< 2% Hispanic
< 1% Pacific Islander
ELL < 2% ELL
Special Education 8% Special Education
Additional Demographic Data
School mobility rate is 24.3%
Attendance is 95%, with many students using absenteeism for vacation leave.
1 principal, 23.5 certificated teachers, 1 half-time Speech/Language Pathologist, 1 half-time counselor, 1 literacy facilitator, 1 BYU intern facilitator, 2 BYU Clinical Faculty Advisors
Achievement Data (Disaggregated where possible)
C.R.T See Attached
D.W. A. See Attached
Additional Performance Data
(NCLB and UPASS reports, additional reading test results, etc.)
See Attached
DIBELS
School Culture Data
Attendance 95% with many absences for vacation
Discipline No school wide discipline plan, but will be implemented with new plan.
Survey Results Parent Survey results attached

School Community Profile

Using the community school profile data, provide a narrative of describing your school community.

Draper Elementary has served its community in Jordan School District for over a century in South Salt Lake County. The school population is approximately 650 students on a three track year-round elementary calendar. We enjoy a spacious play area with an outdoor classroom. We have a partnership with the Draper Visual Arts Foundation, and we display an extensive art collection with over 100 original art objects, including an original Norman Rockwell painting.

Our school community is a mixture of semi-rural neighborhoods with middle to upper-middle income suburban housing developments. Less than one percent of our students speak English as a Second Language. About nine percent of our students are on Free/Reduced school lunch programs.

Our school enjoys an especially strong Parent Teacher Association (PTA) with many volunteers and funds for many programs. We have many ways for families to be involved in our school: monthly Dads and Donuts, Super Literacy Saturday (highlighting authors and reading/writing connections), Fun Run, Family Literacy Nights (every Tuesday night in the Media Center), Movie Nights, SEP conferences twice a year, Home Reading Program (with Dog Tag awards), website, weekly class newsletters, student planners, STAR reading tutors, and many more. In addition to the PTA, the school also has an active School Community Group that meets bi-monthly.

Draper Elementary is one of nine schools in the Brigham Young University/Jordan School District Partnership. Our school provides teacher preparation opportunities for prospective early childhood (kindergarten through third grade) and elementary education major teachers in training. We work closely with BYU personnel to ensure quality learning experiences based on research-proven practices for incoming teaching professionals. Our faculty provides excellent classroom researched-based instruction for our students, as well as, mentoring our future teachers. BYU provides inservice for our faculty and keeps the school on the cutting edge of educational research and learning/assessment theory.

Critical Needs and Self-Examination Summary

List your school’s most critical needs.

Fully adopt comprehensive balanced literacy practices in every classroom K-6.
Improve mathematical problem solving and computation application.
Establish a safe, caring school atmosphere.
Expand science understanding and content vocabulary.

Describe your school-wide efforts for on-going self-examination.

Draper Elementary uses a wide variety of self-assessments
including, but not limited to:

Professional learning communities based on the questions:

“What do we want the students to learn?” “How will we know if they have learned it?” “What will we do if they don’t learn it OR already know it?” “What strengths, weaknesses, and opportunities do we have to better serve our students’ learning?” “What evidence are we willing to accept as an assessment of how our learning community is progressing?”

Formal testing such as CRT, IOWA, DWA, DRP, DRA and other informal reading inventories and authentic assessments.
Surveys
Additional data gathering as deemed appropriate for student growth and program analysis.
Informal discussions with our PTA and School Community Council.

Draper Elementary’s mission is to prepare all students to be enthusiastic, responsible, life-long learners who achieve to the best of their abilities and are prepared for the challenges of a global society.

1.We believe all students should be learning on their individualized instructional level in language arts and mathematics, using all components of Comprehensive Balanced Literacy and Balanced Numeracy.

2. We believe in a strong partnership between students, parents, school, and community to ensure the best educational environment for children.

3. We believe in a safe, productive work environment for students and staff with the integration of the Jordan District Character Traits as our Code of Conduct.

4. We believe in engaging in the fine arts to further our creativity and problem solving skills.

5. We believe the goal of any quality school is more students doing better school work.

6. We believe some of our greatest joys in life can come from serving other people. Where much is given, much should be expected.

CSIP ACTION PLAN

10/31/06

Goal 1: 90 % of all students on grade level in three years as measured by guided reading levels and will be writing at a proficient level using grade specific rubrics.

The school’s critical need is to have more students reading and writing at grade level. Comprehensive Balanced Literacy (CBL), when all components are used, is the best instruction for a solid Tier 1 literacy program. We are using CBL strategies (Houghton Mifflin’s Early Success and SOAR, along with Benchmark Phonics) as our intervention Tier II model for at risk students not identified through referral and testing for special education services. Tier III strategies are being enhanced for the few students still identified as learning disabled and not making progress with the use of Wilson Language intensive tutoring (pilot program first year, expansion second and third years). Technology is integrated into instruction using the mobile laptop lab, computer lab, classroom technology, and instruction using multimedia projectors.

Our data analysis included evaluation of CRT data, guided reading levels, DIBELS, and additional assessments. This data indicates we need to improve the following areas of student learning:
Lower grades deficiencies: Additional phonics/decoding strategies, reading comprehension, vocabulary development, listening skills and more writing opportunities
Upper grades deficiencies: Additional practice in expository writing, listening skills, and more guided small group practice on individualized reading level

Our most critical need in literacy is the full implementation of a tiered literacy program based on CBL framework with intensive reading/writing intervention for all identified at risk students, and open ended instruction that supports our gifted and talented students.