Plan for Continuous Improvement (PCI) Virginia Beach City Public Schools Compass to 2020: Charting the Course

Transcription

1 School: Diamond Springs Elementary School Year(s): (2 year plan) Date of Plan: VBCPS Goals 1. High Academic Expectations (Literacy and Numeracy) Compass to Multiple Pathways (Approach to personalized learning) 3. Social Emotional Development (SE learning strategies, RSN behavior) 4. Culture of Growth & Excellence (Build capacity of staff) At Diamond Springs Elementary, we work and play in a pro-active way. School Mission Data Summary Describe in detail the items selected for inclusion (Reading, Math, Discipline, Graduation Rate, Academics, Attendance, etc.) Reading: Our 2015/2016 goal was for 95% of Kindergarten students to be at or above a DRA2 Independent Level 3 by the end of the year. 96.1% of Kindergarten students were at or above a DRA2 Independent Level 3 by the end of the school year. Level 1 or below Level 2 Level 3-4 Level 6 or above % 2.5% 49.5% 46.6% 281 students For First Grade students, our 2015/2016 goal was for 90% of students to be at a DRA2 Independent Level 16 by the end of the school year. 88.9% of First Grade students were at a DRA2 Independent Level 16 or above. Level 12 or below Level 14 Level Level 24 or above % 8% 58.6% 30.3% 287 Students Math: Our goal in Math for the 2015/2016 school year was for 90% of First Grade students to score 85% or above on the end-of-the-year Math Assessment. 88% of students scored an 85% or above on the assessment. Therefore, we missed our goal by 2% BOY 44% average Mid- 75% average Year Endof-Year 88% average Page 1 of 12

2 Discipline: Our goal for the 2015/2016 school year was 92% of Kindergarten and First Grade students to demonstrate good citizenship by receiving a P or AP in Citizenship on the 4 th Quarter report card. 84.4% of Kindergarten students and 96.5% of First Grade students reached the goal. The overall percentage for both grades was 90%. Therefore, we missed our goal by 2%. Kindergarten Fourth Quarter Report Card 2015/2016 N DP P AP % 12.1% 52.7% 31.7% 281 First Grade Fourth Quarter Report Card 2015/2016 N DP P AP % 2.8% 61.3% 35.2% 287 Student Learning Outcomes Literacy Numeracy Choice SMART Goals Kindergarten: By June of 2016, 95% or more of Kindergarten students will be reading at an independent DRA2 Level 3/instructional DRA2 level 4 or above. First Grade: By June of 2016, 90% or more of First Grade students will reading at an independent DRA2 Level 16/instructional DRA2 level 18 or above. Kindergarten: By June of 2017, 95% or more of Kindergarten students will be reading at or above an independent DRA2 Level 3/instructional DRA 2 level 4. First Grade: By June of 2017, 90% or more of First Grade students will reading at or above an independent DRA2 Level 16/instructional DRA2 level 18. First Grade: By June of 2016, 90% or more of First Grade students will score 85% or higher on the end-of-the-year Math Assessment. Kindergarten: By June of 2017, 90% of Kindergarten students will score between 12 and 14 points (with 14 points being the maximum score) on end-of-the year math section of the EDK assessment. First Grade: By June of 2017, 90% or more of First Grade students will score 85% or higher on the end-of-the-year Math assessment. Discipline: For the 2015/ th Quarter Report Card, 92% of Kindergarten and First Grade students will demonstrate good citizenship as evidenced by an average of P (Proficient) or above (AP -Advanced Proficient) in citizenship. Page 2 of 12

3 Kindergarten: For the 2016/ th Quarter Report Card, 90% of Kindergarten students will demonstrate good citizenship as evidenced by a P (Proficient) or above (AP Advanced Proficient) in Citizenship. First Grade: For the 2016/ th Quarter Report Card, 95% of First Grade students will demonstrate good citizenship as evidenced by a P (Proficient) or above (AP Advanced Proficient) in Citizenship. Page 3 of 12

4 Duplicate and increase as necessary to address each of the Goal areas. Literacy: Intermediate Measures (i.e. Reading Quarterly Assessments, DRA, SRI) DRA2 - Developmental Reading Assessment Imagine Learning Reports Report Card Data PALs Assessment EDK - Extended Day Kindergarten Assessment Strategies Literacy work stations VBCPS Teaching and Learning Framework Collaboration Analysis of student work and report cards Individualized Teacher Support ImagineLearning program Student goal-setting Tiered Support (students) Inquiry stations integrating technology Numeracy: Intermediate Measures (i.e. Math Quarterly Assessments, Exemplars, SMI) Comprehensive Math Assessments (First Grade) Report Card Data Common Summative Assessments Exemplars EDK Extended Day Kindergarten Assessment TenMarks Assessments (Grade One) Strategies Math work stations Small group instruction Collaboration Analysis of student work and report cards Problem-solving exemplars Math strategies and activities during morning announcements Individualized Teacher Support TenMarks program Tiered Support (students) Inquiry stations integrating technology Choice: Intermediate Measures (i.e. Monthly Discipline Data, Attendance Data, Graduation Rate) Report Card Citizenship Grades Number of referrals Monthly discipline data Citizenship Scoreboards Strategies Leader in Me program Distinguished Young Gentlemen s Club Young Ladies of Excellence Club Student goal-setting Student Response Team to include Behavior Support Team Page 4 of 12

5 State Goal: Students will meet or exceed the SOL pass rate of 75% for English (Reading) VBCPS/Division Goal: High Academic Expectations (Literacy) SMART Goal: : By June of 2017, 95% of Kindergarten students will be reading at an independent DRA2 Level 3, and 90% of First Grade students will reading at an independent DRA2 Level 16. Action Steps (List each action step on a separate line) Literacy Work Stations: Continue to create and use literacy work stations daily in classrooms to complement whole group instruction and differentiate small group instruction Teaching and Learning Framework: Continue to use the Framework during weekly collaborative sessions Collaboration: Teachers will continue to participate in twice a month collaboration sessions and monthly PLCs using the state standards, VBCPS curriculum and pacing guides to plan instruction and assessment Analysis of Student Work and Report Cards: Student work and report card data will continued to be reviewed during PLCs and collaboration to analyze strengths and weaknesses and to develop instructional strategies based upon findings Individualized Teacher Support: /instructional coaches will continue to meet with select teachers Timeline (List month and year to start addressing action step) Person(s) Responsible Teachers Teachers, ITS, LMS, Teachers, ITS, LMS,, Teachers, ITS, LMS, Gifted Resource Specialists Teachers, Action Step Completed (List month and year) Professional Development (Provide a brief description of PD needs) Teachers, and Classroom Teachers will share ideas and plans for classroom work stations Debbie Diller Growing Independent Learners book study Fall 2016 Weekly Collaboration Meetings Session with Teaching and Learning to train staff in the analysis of student work -TBD Page 5 of 12

6 whose students demonstrate proficiency below grade level standards to analyze data, discuss strategies and promote learning Imagine Learning: Students will continue to use Imagine Learning 4 times per week for personalized instruction to strengthen reading skills. Quarterly reports will be utilized for differentiation and reinforcement. Student Goal-Setting: Continue with goal-setting and student-led conferences to establish reading goals and to track individual progress in writing and oral language Tiered Support: Identified students will be supported by instructional staff through small group instruction Inquiry Stations: Development and implementation of personalized learning stations to develop critical thinking December 2016 ITS, Teachers, Classroom teachers, Teachers, Classroom teachers, ITS, LMS, Gifted Resource Specialists, Continue with monthly training with Lighthouse Team DO CHECK Action Plan Review Cycle: Findings Based on Review of the Action Plan (Describe progress made toward meeting the goal based on the immediate measures) DRA2 Data 2016/2017 Beginning of the Year Scores Kindergarten Level Pre A Level Level 2 A/ % 48% 9% 5% 239 students Level 3 or above Adjustments or Improvements (Describe any changes to the plan that may be necessary for progress to be made toward meeting the goal) Page 6 of 12

7 First Grade Level 3 or under Plan for Continuous Improvement (PCI) Level 4 Level 6-8 Level 10 or above % 23% 19% 27% 267 students EDK Beginning of the Year Data Kindergarten Only Score # of Students Percentage 38% 54% 8% 256 students tested PALs Beginning of the Year Data 258 Kindergarten students tested 33 or 13% identified 32 First Grade students tested 5 or 16% identified State Goal: Students will meet or exceed the SOL pass rate of 70% for Mathematics VBCPS/Division Goal: High Academic Expectations (Numeracy) SMART Goal: By June of 2017, 90% of First Grade students will score 85% or higher on the end-of-the-year Math Assessment. Action Steps (List each action step on a separate line) Math Work Stations: Continue to create and use math work stations daily to complement whole group instruction and differentiate small group learning Small Group Instruction: Continue daily small group Timeline (List month and year to start addressing action step) Person(s) Responsible Math Specialists, Math Specialists, Action Step Completed (List month and year) Professional Development (Provide a brief description of PD needs) Math Coach and Classroom Teachers will share ideas and plans for classroom work stations Page 7 of 12

8 instruction for differentiation Collaboration: Teachers will continue to participate in twice a month collaboration sessions and monthly PLCs using the state standards, VBCPS curriculum and pacing guides to plan instruction and assessment Analysis of Student Work and Report Card Data: Student work and report card data will continued to be reviewed during PLCs and collaboration to analyze strengths and weaknesses and to develop instructional strategies based upon findings Math Exemplars: Continue to utilize math exemplars at least once a month to develop problem-solving skills Morning Announcement Math Mini-lessons: Continue math mini-lessons presented twice a week during morning announcements Individualized Teacher Support: /instructional coaches will continue to meet with select teachers whose students demonstrate proficiency below grade level standards to analyze data, discuss strategies and promote learning Ten Marks: Students will continue to use Ten Marks for personalized learning to develop math skills Tiered Support: Identified students will be supported by instructional staff November 2016 Math Specialists, ITS,, Math Specialists, ITS, LMS, Gifted Resource Specialists Math Specialists, Gifted Resource Specialists, Math Specialists, Math Specialists, Math Specialists, ITS, Classroom teachers, Math Specialists, Page 8 of 12

9 through small group instruction Inquiry Stations: Development and implementation of personalized learning stations to develop critical thinking December 2016 Classroom teachers, ITS, LMS, math Specialists, Gifted Resource Specialists, DO CHECK Action Plan Review Cycle: Findings Based on Review of the Action Plan (Describe progress made toward meeting the goal based on the immediate measures) EDK Data: 259 kindergarten students took the EDK at the beginning of the school year. At this time, 7 out of 259 students, or 2.7% of students, have achieved a score of 12 or above (out of 14 possible points) on the math portion of the EDK. BOY Mid-Year End-of- Year 12 or above 7 Total Number of Students 259 Percentage Meeting EOY Goal 2.7 % Adjustments or Improvements (Describe any changes to the plan that may be necessary for progress to be made toward meeting the goal) First Grade Math Benchmark Data: The baseline assessment was administered to 265 first grade students in. The overall average for all students was 29.3%. Only 1 student scored above an 85%. The vast majority of the students scored between 10% and 39% correct, which represents 212, or 80%of the students. Page 9 of 12

10 Students scoring 85% or above Total Number of Students Percentage of Students Meeting EOY Goal BOY Mid-Year End-of- Year % A very significant percent of the students (96%) do not understand the concept of equality. The next most missed questions involved understanding and recording fractional parts at 93%. Also a large portion of the students (92%) were unable to count coins. Lastly, the data shows a large percentage of the students (90%) cannot tell time proficiently at this time. State Goal: N/A VBCPS/Division Goal: Social-Emotional Development SMART Goal: For the 2016/ th Quarter Report Card, 90% of Kindergarten and 95% of First Grade students will demonstrate good citizenship as evidenced by an average of P(Proficient) or above (AP-Advanced Proficient) in citizenship Action Steps (List each action step on a separate line) Leader in Me Program: Continue Leader in Me program to teach leadership skills through the 7 Habits and Citizenship Scoreboards will be used to track and document progress Timeline (List month and year to start addressing action step) Person(s) Responsible Lighthouse Team, Action Step Completed (List month and year) Professional Development (Provide a brief description of PD needs) Facilitators will participate in on-line training Leader in Me Book Study-Monthly Meetings-Teams will present each chapter Page 10 of 12

11 Distinguished Young Gentlemen and Young Ladies of Excellence Clubs: Continue monthly meetings to teach social skills and acceptance of others Student Goal-Setting: Continue with goalsetting and student-led conferences to establish citizenship goals and to track individual progress in behavior Student Response Team: Continue to support teachers to identify behaviors needing correction and design plans to address and improve inappropriate, repetitive behaviors August 2016 DYG and YLOE Team Leaders, Guidance Counselor, SRT members, SRT Training August 2016, Winter 2016/2017, March 2017 DO CHECK Action Plan Review Cycle: Findings Based on Review of the Action Plan (Describe progress made toward meeting the goal based on the immediate measures) Citizenship 1 st Quarter 1 st Grade Citizenship Scores Quarter 1 N DP P AP % 7.6% 66.4% 24.8% 262 students 91.2% of first grade students received a P or AP in Citizenship for the 1 st Quarter. Adjustments or Improvements (Describe any changes to the plan that may be necessary for progress to be made toward meeting the goal) Kindergarten Citizenship Scores Quarter 1 N DP P AP % 7.5% 66.5% 25.5% Page 11 of 12

12 239 students 92% of kindergarten students received a P or AP in Citizenship for the 1 st Quarter. Page 12 of 12