Part A: School Improvement Planning

Part A: School Improvement Planning 2010-2011 Strategic Goal(s): X Goal 1 Goal 2 Goal 3 Goal 4 Goal 5 SIP Goal: Increase student achievement in writing. Demonstrate consistency across all membership groups, as measured through county benchmarks and state testing. SIP Objective (SMART - Specific, Measurable, Attainable, Realistic, Timebound): By the end of the school year, 95% of students will be on or above the county writing benchmark (3-4 on the ACPS Individual Writing Assessment Tool). In addition, 95% of the fifth grade students will pass the Virginia Standards of Learning for Writing Test. Supporting Data / Gap Evidence: 5 th grade Virginia Standards of Learning Writing Test results- Total passing 2009-2010 92.2 2008-2009 89.2 2007-2008 93.5 Anticipated Obstacles: Variance in using new ACPS Individual Writing Assessment Tools. Commitment to time needed for Professional Learning Communities and vertical review of rubric scoring. Teachers having the time to analyze student writing and rubric expectations. Commitment to common pacing of instructional units to allow for rich Professional Learning Community conversations around student writing. PLAN Key Performance Indicators (Measurable Outcomes): ACPS Seasonal Benchmark Scores- looking at both holistic and trait scores 5 th grade Virginia State Standards of Learning for Writing Test KPI Data (Quantitative - Using a number or percentage) Indicating Progress Towards SIP Goal: 1. 95% pass rate of seasonal (Being a Writer aligned) writing benchmarks Q1 KPI Data Q2 KPI Data Q3 KPI Data Q4 KPI Data Seasonal assessment completed at the end of Nov. according to ACPS Literacy Timeline A total of 476 students in grades 1-5 were assessed using BAW alignment with 450 students meeting the A total of 470 students in grades 1-5 were assessed using BAW alignment with 429 students meeting the A total of 467 students in grades 1-5 were assessed using BAW alignment with 393 students meeting the STUDY 1

2. 95% pass rate of 5 th grade Virginia State Standards of Learning Test Available at the end of the 2011 school year benchmark (95%). benchmark (91%). benchmark (84%). Kindergarten had an end-of-the-year BAW assessment with a total of 574 students in grades K-5with 494 meeting the benchmark (86%). Available at the end of the 2011 school year Available at the end of the 2011 school year A total of 76 students were given the SOL writing assessment with 69 students passing (90.8%-43 pass/proficient (56.7%), and 26 pass/advanced (34.2%). Key Q1 Progress on Q2 Progress on Q3 Progress on Q4 Progress on 1. All grade level team members will commit to common pacing (same week-same lessons) and periodic PLC discussion of writing. All students will participate in Being a Writer weekly; adhering to the number of days for your grade level. (K-3 days per week; 1 st - 3 or 4 days per week; 2 nd -5 th - 4 days per week) 2. Kindergarten, 2 nd grade, and 5 th grade teachers will present focus issues for vertical professional dialogue on Magnification Day Weekly PLC meetings confirm alignment of pacing and time scheduled for Being a Writer has been honored. K-5 teachers have participated in Vertical Team meetings and discussions to score Weekly PLC meetings confirm alignment of pacing and time scheduled for Being a Writer has been honored. K-5 teachers participated in a Vertical Team meeting to complete a rubric review Weekly PLC meetings confirm alignment of pacing and time scheduled for Being a Writer has been honored. K-5 teachers participated in a Western Feeder Pattern Professional Weekly PLC meetings confirm alignment of pacing and time scheduled for Being a Writer has been honored. K-5 teachers participated in reading, math, technology, and fine art Magnification DO & STUDY & 2

3. Instructional coaches and staff members will be utilized for modeling and support of writing strategies. 4. All teachers will incorporate writing across the curriculum being mindful of all opportunities such as morning messages, Daily Language Review, etc. writing pieces using the ACPS rubric and sharing effective Being a Writer lessons and strategies. Each grade level team met with Being a Writer consultant, Isabel McLean as a follow up to initiating the program. Instructional coaches have supported Being a Writer by participating in PLC grade level discussions and providing direct support with new staff. All teachers in various ways have incorporated writing across the curriculum such as, Morning Messages, Interactive Notebooks, problem solving explanations in math and common exit slips. to align scoring practices and discussed BAW supplementary materials led by lead coach, Cyndi Wells, and teacher Wendy Eckerle. Cyndi Wells and Wendy Eckerle led school-wide session on the use of support materials to teach specific strategies of skills. All teachers in various ways have incorporated writing across the curriculum such as, Morning Messages, Interactive Notebooks, problem solving explanations in math and common exit slips. Additional strategies will be shared during the midyear review process. Development Workshop. Teachers met in grade level and cross grade level teams to share effective strategies. Instructional Coaches supported the Western Feeder Pattern Professional Development Workshop by planning and participating. From these discussions, coaches planned follow up observations and opportunities in other schools were made available. All teachers in various ways have incorporated writing across the curriculum such as, Publishing House, culminating projects, journal writing, and applying BAW functioning skills through science. Days. Professional development focus for BAW was a reflection on 2010-11 implementation and planning for 2011-12. Instructional Coaches supported Publishing House/Author Share and the BAW professional development reflections. All teachers in various ways have incorporated writing across the curriculum such as research projects, published works, biographies, and public speaking. ACT 3

Part A: School Improvement Planning 2010-2011 Strategic Goal(s): Goal 1 X Goal 2 Goal 3 Goal 4 Goal 5 SIP Goal: Improve student achievement in mathematics in all membership groups by increasing early intervention and improved classroom instruction. SIP Objective (SMART - Specific, Measurable, Attainable, Realistic, Timebound): Increase math SOL scores overall pass rate in each grade level by 2% while increasing the advance pass rate by 10% overall. Supporting Data / Gap Evidence: The 2009-2010 SOL data showed a pass rate of 96% overall and an advanced pass rate of 65%. PLAN Anticipated Obstacles: Scheduling of time for teacher professional training (SchoolNet, Activeboard). Need for more consistent and collaborative unit planning and assessment analysis. Adequate time for re-teaching and interventions during the school day. Key Performance Indicators (Measurable Outcomes): KPI Data (Quantitative - Using a number or percentage) Indicating Progress Towards SIP Goal: 1. The percentage of students in grades 2-5 that will achieve 90% on common quarterly assessments will increase by 2%. 2. The percentage of children who are marked on grade level in grades K-5 will increase by 2%. Q1 KPI Data Q2 KPI Data Q3 KPI Data Q4 KPI Data 1 st Quarter common assessments provided baseline data on which to measure progress Baseline data indicates 257 out of 273 students were on grade level in A total of 374 students in grades 2-5 with 223 students achieving at least 90%. This is a 59.6% achievement of at least 90% on common quarterly assessments. Data indicates 549 out of 583 students were on grade level in grades A total of 373 students in grades 2-5 with 216 students achieving at least 90%. This is a 57.9% achievement of at least 90% on common quarterly assessments. Data indicates 552 out of 580 students were on grade level in grades A total of 367 students in grades 2-5 with 351 students achieving on or above grade level. Data indicates 552 out of 574 students were on grade level in grades STUDY 4

grades 3-5 K-5 (94.2%). K-5 (95.2%)> K-5 (96%). Key Q1 Progress on Q2 Progress on Q3 Progress on Q4 Progress on 1. PLC s will focus on collaborative analysis and alignment of grade level mathematics curriculum through the adjusted math SOL s vertical discussions will increase awareness of each strand, Kindergarten through Fifth grade. 2. PLC members will submit data prior to bi-weekly data discussion meetings in order to focus on strategy development for identified student populations. 3. To build on best practice of instruction in the classroom, students who do not meet grade level benchmarks need to be accommodated using a year long math camp model. Math camp utilizes four basic elements for success: Targeted math instruction (to include SPED support and VGLA and VAAP Grade level PLC meetings align curriculum, instruction, pacing and common assessments. Results of common assessments are used to share strategies and plan interventions. Math Camp model has been utilized by Intervention Specialists and classroom teachers. Grade level PLC meetings align curriculum, instruction, pacing and common assessments (formative and summative). Using a common data template, results implemented strategies are shared for the purpose of measuring effectiveness. Math Camp model has been utilized by Intervention Specialists and classroom teachers. Funds allotted for interventions were divided among grades 2-5 to support additional interventions (after school tutoring, ELT). Grade level PLC meetings align curriculum, instruction, pacing and common assessments (formative and summative). and results were shared during midyear review in grade level and vertical team discussions. Math Camp model has been utilized by Intervention Specialists. Continued use of allotted funds provided supports for identified students for the 3 rd quarter. The GRT by grade level coteaches and provides extension activities for Grade level PLC meetings align curriculum, instruction, pacing and common assessments (formative and summative). Data was reviewed for interventions needed to meet end-of the-year benchmarks. Tutors, ELT, and small groups in the classroom were strategies utilized to support all students in meeting end-of-theyear benchmarks. DO & STUDY & 5

candidates) Re-teaching and practice of non-proficient skills in addition to classroom instruction Utilizing classroom, RTI and gifted resource teachers to improve instruction, intervention and extension during the school day Clear identification of students nearing proficiency, nonproficient and nearing advanced pass for math camp membership 4. All teachers will participate in staff development opportunities to improve skills with differentiating instruction in the classroom All teachers have participated in Magnification Days that include all facets of instruction including the components of rigor, relevance and relationships: Responsive Classroom, classroom management, use of physical space, instructional strategies, cross curricular training. Staff development opportunities during 2 nd quarter included: SchoolNet Webpage design Active Board ipod touches Incorporating art Assessment Development Team Building volleyball Curriculum based measurement Responsive Classroom continued GradeSpeed RTI Professional Resources students. All teachers participated in a Western Feeder Pattern Professional Development Workshop. Teachers met in grade level and cross grade level teams to share effective strategies. Staff participated in opportunities to review and implement Reflex, and various ipod applications. ACT 6

5. All teachers will develop strategies to increase parent participation, and improve opportunities for supporting student learning that extends beyond the school day. All grade levels have participated in parent conferences. Grade level family experiences are being planned. 3 rd & 4 th grade teams each provided a math night to share with parents how they can support instruction. Parents have opportunities to support math beyond the school day through 24 challenge, ipod training, and access to math resources using websites. Information was shared with parents including test taking and problem solving strategies. Parents supported students directly to ensure strategies were obtained. 7

Part A: School Improvement Planning 2010-2011 Strategic Goal(s): Goal 1 Goal 2 X Goal 3 Goal 4 Goal 5 SIP Goal: Brownsville Elementary School will build a caring community of learners by promoting empathy, kindness, and proactive discipline. SIP Objective (SMART - Specific, Measurable, Attainable, Realistic, Timebound): By the Spring of 2011 School Climate Survey, more than 70% of students will report that they have not been bullied in the past month at Brownsville. Supporting Data / Gap Evidence: In the Spring 2010 School Climate Survey, 64.5% of students reported that they have not been bullied in school in the past month. Anticipated Obstacles: Time to organize and plan effectively for class meetings and staff development. 100% staff support of all Key PLAN Key Performance Indicators (Measurable Outcomes): 1. Olweus Tracking Survey to be administered to classroom teachers 2. School Climate Survey to be administered to students 3. Climate Review Questionnaires to be administered to families and adults in the building KPI Data (Quantitative - Using a number or percentage) Q1 KPI Data Q2 KPI Data Q3 KPI Data Q4 KPI Data Indicating Progress Towards SIP Goal: 1. Olweus Tracking Survey N/A Survey administered to the entire faculty. A total of 24 responses were received. As a result of the data, Marc Dawkins and Carol Ziemer will meet with teams to support class meetings that address overall school climate. Marc Dawkins and Carol Ziemer have completed K-5 grade level PLC to discuss and offer help with class meetings. Administered to all staff 1 st week in June. STUDY 8

2. School Climate Survey Given in October 2010 All students identified 3 or more times were interviewed by the guidance counselor. With this information, the guidance counselor established small group and individual counseling. Given in April 11-22 nd, 2011 Data reviewed with all PLC teams led by Marc Dawkins and Carol Ziemer. Staff and students suggestions were recorded and reviewed by Olweus Committee. 3. Climate Review Questionnaires N/A N/A Administered staff climate survey to all staff in February. Reviewed all exit slips from parent involvement nights (Back-to-School, Math Nights, Orientation). Data recently received and was reviewed by school team members. Plans for feedback implementation will be written by the 2011-12 SIP team. Key Q1 Progress on Q2 Progress on Q3 Progress on Q4 Progress on 1. 100% or classrooms will participate in a guidance lesson introducing The Bucket-Filling Program 2. 100% of teachers will use Bucket Filling language and encourage empathy and kindness 100% classroom participation 100% participation as evidence by: Morning Messages Guidance Lessons Quarterly Grade Level Completed Completed Completed with Kindergarten follow up. Quarterly Celebrations Teacher Shout Outs School Spirit Days partnered with Community Service Quarterly Celebrations School wide bucket filling notes to Japan Daily bucket messages on morning Incorporated Volunteer Appreciation into Bucket Filling Program (100% of students participated) DO & STUDY & 9

3. Address bully prevention hot spots using the Olweus program 4. Continued implementation of the Aggressive Behavior plan 5. 100% of Olweus committee members will be trained in the Olweus Bullying Program. Celebrations Teacher Shout Outs Individual Recognition for Bucket Filling Grade Level PLC Bulletin Boards Parent Information in Newsletter Bus driver meeting was held for management. Increased supervision of arrival and dismissal. School climate team reviewed protocols, made revisions, and presented plan during pre-school service week to faculty. Continued implementation of plan to reduce peer to peer aggression. Training occurred in October and November 2010 Expanding 5 th grade roles as leaders Marc Dawkins met with faculty to review School Climate Survey results and address faculty response (1/6/11). Discipline referrals have declined (52% 1 st quarter to 48% 2 nd quarter with 114 total for the year thus far) Consistent message of expectations is given through morning announcements, grade level meeting, and Morning Meetings. announcements Bulletin boards Common bucket filling language used throughout the school Olweus Committee has discussed and prepared a plan to train TA s in the on-the-spot interventions. -Reviewed aggressive behavior plan with 3-5 grade level teams. -Grade 5 implemented a short form for minor infractions and discipline data records. Completed Completed Completed End of year school assembly focused on Bucket Filling Continued Daily Bucket Filling announcements Olweus Committee & PLC reviewed hot spot data. TA training being designed for August 2011. Short form data is being tracked. Both teachers and students report a reduction of weekly misbehavior. ACT 10

6. 100% of faculty members will participate in an Olweus Bullying Program inservice 7. Continue to increase training of Responsive Classroom Olweus committee is preparing for in-service. Sessions have been offered at each Magnification Day covering topics that are applicable to what level of training teachers have received. Six teachers participated in Responsive Classroom overview sessions during Making Connections at Cale (Abell, Campbell, Whitlock, Davis, Maclay, Fuller). Marc Dawkins partnered with guidance counselor, Carol Ziemer provided in-service for entire faculty (12/9/10). Class meeting training was offered through Magnification Days by Carol Ziemer and Bethany Robinson. Components of incorporating Responsive Classroom shared through Magnification Days (Oct. & Nov.) Wendy Eckerle attended Greer Elementary school-wide assembly to be shared with faculty. Olweus Committee continues to complete The Olweus Bullying Prevention Coordinating Committee Workbook in preparation for full staff training. Wendy Eckerle led a Magnification Day session on school-wide morning meeting as seen at Greer. Western Feeder Pattern Professional Development Day opened with all participants engaged in morning meeting. Olweus Committee meets bi-weekly and continues to complete Olweus Committee notebook. Fifteen staff members are registered for summer Responsive Classroom1 and 2 training (June 27-July 1 st and August 1-5). 11

School Scorecard Part B of School Improvement Planning 2010 2011 Instructions: In the yellow fields highlighted below, please fill in the school s progress towards Division-level performance indicators by the following dates for each quarter (<insert dates>). For questions regarding how to calculate your school s progress, please contract Chris Gilman via email at cgilman@k12albemarle.org or by calling the Department of Accountability, Research and Technology at 434-872-4569. Goal 1: Prepare all students to succeed as members of a global community and in a global economy Priority 1.1: Implement the Framework for Quality Learning, the Division s curriculum, assessment, and instruction model, in all learning communities. KPI: 100% of all teachers (individually and/or as represented by PLC teams) will upload a unit, resource, lesson, or assessment to SchoolNet that reflects project-based learning, mid-to-high-level Bloom s, Marzano s strategies, and/or engaging qualities Q1 Q2 Q3 Q4 (Enter school progress towards Division-level performance indicator for each quarter.) 100% 100% 100% 100% KPI: 65% of classroom walkthroughs will report evidence of middle to high levels of Bloom s Q1 Q2 Q3 Q4 (Enter school progress towards Division-level performance indicator for each quarter.) 44% 67% 54% 59% Priority 1.2: Assess level of student engagement in learning communities, identifying and enhancing practices connected to high levels of student engagement. KPI: No more than 5% of students will be chronically absent (missing 10% of school days) at each quarter Q1 Q2 Q3 Q4 (Enter school progress towards Division-level performance indicator for each quarter.) 7.3% 14.1% 9% 8.1% KPI: 55% of classroom walkthroughs will report evidence of more than one engaging quality Q1 Q2 Q3 Q4 (Enter school progress towards Division-level performance indicator for each 12

74.5% 70% 72.7% 63% quarter.) Goal 2: Eliminate the Achievement Gap Priority 2.0: Through common rigorous assessments and use of high-yield instructional strategies all students will meet high expectations for performance and achievement as measured by: KPI: 100% of K-12 courses in reading and math will use rigorous common (minimum - at the school level) quarterly assessments Q1 Q2 Q3 Q4 (Enter school progress towards Division-level performance indicator for each quarter.) 100% 100% 100% 100% KPI: 95% of students will demonstrate proficiency on common quarterly assessments (i.e. PALS, DSA, feeder pattern math assessments, MAP, etc.) Q1 Q2 Q3 Q4 (Enter school progress towards Division-level performance indicator for each quarter.) 91.7% 91.6% 91.0% 96% KPI = Key Performance Indicator 13