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

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1 School: Landstown Elementary School School Year(s): (2 year plan ) Date of Plan: October 15, 2015 VBCPS Goals 1. High Academic Expectations Compass to Multiple Pathways 3. Social Emotional Development 4. Culture of Growth & Excellence The mission of Landstown Elementary is to build a partnership among students, parents, School Mission teachers, and community that provides a comprehensive, high quality, and rigorous education that enables all students to meet the challenges of the 21st century. Data Summary Overall School Data: Landstown Elementary had a very successful school year. All AMOs were met and the school met state accreditation. Literacy Data: The Developmental Reading Assessment was used to gather beginning of the year data for students in grades kindergarten third. In fourth and fifth grade, the Scholastic Reading Inventory was used to collect data. The following charts display the percentages of students reading on, above, or below grade level (rounded to nearest percentage): Fall 2015 Kindergarten Reading Proficiencies *VBCPS does not identify a beginning of the year benchmark Level 0 Level A Level 1 Level 2 Level 3+ 65% 7% 14% 8% 6% Fall DRA Reading Proficiencies Grade level % Below Grade % Above Grade % On Grade Level Level Level 1st Grade 15% 30% 55% 2nd Grade 25% 14% 61% 3rd Grade 26% 15% 59% Fall SRI Reading Proficiencies Grade level % Below Grade % Above Grade % On Grade Level Level Level 4th Grade 31% 44% 24% 5th Grade 23% 47% 31% Numeracy Data: A beginning of the year Exemplar was used to gather beginning of the year numeracy data for students in grades kindergarten fifth. Each grade level developed a rubric to assess the proficiency of student work and scoring was done through calibration at each grade level. The following charts display the percentages of students performing at the novice, developing, proficient, and advanced proficient levels (rounded to nearest percentage): Page 1 of 8

2 Fall 2015 Exemplar Performance Proficiencies *Emphasis was placed on the written communication element Grade Level Novice Developing Advanced Proficient Proficiency Proficient Kindergarten 36% 54% 11% 0% 1st 91% 6% 3% 0% 2nd 20% 25% 4% 0% 3rd 90% 10% 0% 0% 4th 63% 33% 6% 0% 5th 7% 76% 17% 0% Choice Data: Though Landstown Elementary met all Federal AMOs and State Accreditation, the special education subgroup has been an area of academic focus during the previous two school years. With continued increases to AMOs, it is essential for Landstown s special education subgroup to continue to make academic progress. The following chart shows Landstown s special education performance in reading and mathematics on the Standards of Learning assessments. Additionally, the newly identified benchmarks have been identified SOL Special Education Subgroup Performance LES Passrate Benchmark Benchmark % Change Mathematics 57% 78% 65% 8% Reading 54% 63% 66% 12% During the school year, the number of students who will be participating in VAAP testing has decreased. These students will now be taking the SOLs and will ultimately affect the overall subgroup performance of the building. Page 2 of 8

3 Student Learning Outcomes Literacy SMART Goals By June 2016, 100% of students in grades K-5 will be reading on grade level, or will make the equivalent of one year and three months worth of growth over the course of the school year, as determined by the DRA2 (K-3) or SRI (4&5). Numeracy By June 2016, 100% of students in grades K-5, will perform in the proficient or advance proficient level, or show at least one level of increased proficiency, as measured by the communication portion of the grade level exemplar rubric. Choice By June 2016, the pass rate for students with disabilities will increase by a minimum of 10% as measured by the Standards of Learning tests. Literacy: Intermediate Measures Strategies DRA2 SRI DSA VBCPS Quarterly Language Arts assessments Running Records Implement the VBCPS Teaching and Learning Framework Use the VBCPS unpacked curriculum documents to effectively plan, teach, and assess instruction Use data walls to document student progress and identify areas where additional support is needed Use data sheets to chart student progress in Language Arts (DRA/SRI, DSA) Use data to inform small group reading instruction and differentiated literacy centers Develop/Use common formative and summative assessments Involvement of at weekly PLC meetings Numeracy: Intermediate Measures Strategies Exemplars VBCPS Quarterly Math assessments SMI Implement the VBCPS Teacher and Learning Framework Use the VBCPS unpacked curriculum documents to effectively plan, teach, and assess instruction Use student work data wall to display vertical articulation of expected growth Use data to inform small group mathematics instruction Implement math congress, number talks, and accountable talk in K-5 classrooms Page 3 of 8

4 Involvement of at PLC meetings bi-weekly (shared coach) Choice: Intermediate Measures Strategies VBCPS Quarterly assessments DRA SRI SMI Running Records IEP Review Implement the VBCPS Teacher and Learning Framework Use the VBCPS unpacked curriculum documents to effectively plan, teach, and assess instruction Use CoTeaching Models within inclusion classrooms Involvement of Compliance Specialist during creation/revision of IEPs State Goal: Students will meet or exceed the SOL pass rate of 75% for English and Reading VBCPS/Division Goal: Goal One- High Academic Expectations (Literacy) SMART Goal: By June 2016, 100% of students in grades K-5 will be reading on grade level, or will make the equivalent of one year and three months worth of growth over the course of the school year, as determined by the DRA2 (K-3) or SRI (4&5). Action Steps Timeline Person(s) Responsible T&L Framework: Framework will be consistently used during collaborative planning. PLCs: will use PLCs weekly to evaluate student work samples and effectively engage in improving instructional strategies Small Group Reading and Differentiated Literacy Centers: will use data to inform small group reading instruction and differentiated literacy centers. Data Wall: Use and implement data wall to monitor student October 2015 November 2015 ITS LMS Action Step Completed Professional Development received PD on the T&L framework during mandatory training. provided additional information during pre-service week. The RRT will provide ongoing professional development during collaboration about small group reading practices. Page 4 of 8

5 progress in reading and identify areas of concern/need. Data Collection: Collect and use student data to monitor student progress and identify areas of concern/need Learning Walks: and reading specialists will complete learning walks to provide feedback to teachers and ensure a balanced literacy approach is being delivered October 2015 TST The RRT will train teachers to implement intervention plans and monitor student progress PD sessions will be planned based on data gathered during learning walks Immediate needs will be addressed during PLCs State Goal: Students will meet or exceed the SOL pass rate of 70% for math VBCPS/Division Goal: Goal One- High Academic Expectations (Numeracy) SMART Goal: By June 2016, 100% of students in grades K-5, will perform in the proficient or advance proficient level, or show at least one level of increased proficiency, as measured by the communication portion of the grade level exemplar rubric. Action Steps Timeline Person(s) Responsible T&L Framework: Framework will be consistently used during collaborative planning. PLCs: will use PLCs bi-weekly to evaluate student work samples and effectively engage in improving instructional strategies DDIPP: will use DDIPP to analyze student work and calibrate proficiency ITS LMS GRT Action Step Completed Professional Development received PD on the T&L framework during mandatory training. provided additional information during preservice week. to provide training on accountable Page 5 of 8

6 expectations on exemplars and common assessments Student Work Data Wall: Display student work samples across grade levels to identify vertical articulation of exemplar communication Learning Walks: and math coach will complete learning walks to provide feedback to teachers and identify instructional best practices and needs Small Group Math Instruction: will use data to inform small group math instruction. Accountable Talk, Math Congress, and Number Talks: will provide students the opportunity to communicate their mathematical thinking Plan for Continuous Improvement (PCI) November 2015 October 2015 GRT talk, math congress, and number talks during PLCs and GRT will provide staff with Metacognition PD to reinforce higher order mathematical skills will provide ongoing professional development during PLCs to support small group math instruction ITS will provide monthly PD on technology integration that supports best instructional practices. State Goal: Students will meet or exceed the SOL pass rate for the special education subgroup of 65% for math and 66% for English and Reading. VBCPS/Division Goal: Goal One- High Academic Expectations (Literacy & Numeracy) SMART Goal: By June 2016, the pass rate for students with disabilities will increase by a minimum of 10% as measured by the Standards of Learning tests. Action Steps Timeline Person(s) Responsible T&L Framework: Framework will be consistently used Action Step Completed Professional Development received PD on the T&L Page 6 of 8

7 during collaborative and individual planning. CoTeaching Model: SPED teachers will follow a coteaching model within inclusion classrooms to optimize instruction for students IEP Creation and Review: SPED teachers along with Compliance Specialist will ensure all students are working towards appropriate goals with acceptable accommodations. Compliance Specialist framework during mandatory training. provided additional information during preservice week. Compliance specialist provides coaching to SPED teachers to ensure integration of coteaching model. All teachers received PD on referral process from administration and compliance specialist to support identification of students needing additional instructional support Compliance specialist provided training to SPED teachers on appropriate goal writing and IEP revisions Compliance specialist provided training to all staff members on Educational Report writing Page 7 of 8

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