School Improvement & Innovation Plan

Outcome Goals for the School Year

School Innovation and Improvement Plan At-a-Glance

  • 2018-2019

  • Daniels Run Elementary School

  • Region 5

 

End of Year SMARTR Outcome

To effectively utilize the RI process in order to strengthen core instruction, determine students’ specific need(s), then plan and implement appropriate interventions.

 

Universal Screener: Students who score below the 40th percentile will make at least one year’s growth in their DRA level or show growth on the SOL, MRA, or math common assessment.

 

Universal Screener:  We will decrease the raw number of K-6 students who are below grade level on the Universal Screener by at least 30% in reading and by at least 40% in math.      

 

Strategy 1

Improve core instruction in academics and behavior.

  1. Embed ongoing professional development (through Tuesday Tinkers and CLTs)  that supports (best practices for literacy and math workshop ) word study and math tasks and problem solving.
  2. Identify enduring understandings in pacing guides embedded across units.
  3. Create a focus at CLTs on best practices that support second language learners and special education students.

Implement quarterly professional development related to school wide behavior support plan and Chronic Behavior Data (CBD) form.

 

Strategy 2

Analyze data in a continuous loop between RI CLTs and Core Team to impact core instruction and intervention.

  1. Classroom teachers will analyze Tier 1 data and student work at RI CLTs and identify students who require additional reteaching.
  2. RI Core Team will discuss Tiers 2 and 3 data from progress monitoring and provide feedback to teams in order to determine effectiveness of interventions.
  3. Conduct diagnostic assessments on identified students to strategically inform instruction in both reading and math
  4. Reflect on the RI rubric with each team at the end of the 1st and 3rd quarters to improve our processes.

 

Strategy 3

Provide targeted instruction and intervention in literacy, math, and behavior.

  1. Begin intervention for identified students in September 2018.
  2. Provide professional development for methods of progress monitoring and uniform documentation.
  3. Identify evidence based programs and strategies and create a resource map in order to determine training/program needs.
  4. Build capacity of staff by encouraging one staff member per grade level to be trained in either a math or literacy program.
  5. SpEd and classroom teachers will review and monitor IEP progress goals quarterly for mastery.
  6. Interventions and SpEd goals will be revised and addended as students master skills. 

 

End of Year SMARTR Outcome

Student Ownership of Learning - By June 2019, all students will achieve at least one goal from a self-identified POG skill or P2 trait using the Growth Mindset Staircase. 

 

Strategy 1

  1. Staff will participate in P2 PD including the P2 101 implementation videos.
  2. Staff will participate in ongoing POG PD including during staff meetings, POG CLTs, and FCPS academy courses.

Staff will become more familiar with growth mindset (video, staircase, and additional resources).

 

Strategy 2

  1. During the first September POG CLT, Chris and Vicky will support staff in determining how their students will set goals and create action plans by the end of the first quarter. Additionally, staff will determine how students/teachers will measure progress using the Growth Mindset Staircase.
  2. Staff will implement weekly P2 lessons in order to aid students in noticing, naming and reflecting on specific P2 traits which could be used in goal-setting.
  3. Staff will implement Goal Directed and Resilient Individuals and additional POG attributes into their classroom instruction.

Staff will provide multiple opportunities and avenues to display and reflect on student goals including visuals for students, reflecting with buddy classes, classroom discussions, and daily/weekly reflection journals.

 

Strategy 3

Critical and Creative Thinking - By June 2019, 100% of students will demonstrate increased proficiency in 2 out of 3 identified creative and critical thinking skills that grade level teams choose as measured by POG CCT Self-Assessment and the FCPS POG Teacher Scoring Guide.

 

Strategy 1

All instructional staff will participate in bi-weekly (every other week) Portrait of a Graduate CLT’s focused on embedding at least 3 Critical and Creative Thinking skills into instruction and assessment practices.

Action(s)

  1. At the second POG CLT, teams will explore and understand the Critical and Creative Thinking attribute and the associated skills. Teams will be directed to the Portrait of a Graduate website (http://fcpsnet.fcps.edu/is/BestPractices/pog.html) that contains resources for both teachers and students.
  2. At the fourth POG CLT, teams will focus specifically on resources to develop Critical and Creative Thinking skills to students.
  3. At subsequent bi-weekly POG CLTs, teams will continue to reflect and refine their incorporation of the POG attributes.

CTs will discuss, analyze and reflect on student self-assessment trends and themes and plan for instructional next steps.

 

Strategy 2

All instructional staff will intentionally support all students in the acquisition and conceptual understanding of POG language in all curricular areas.

Action(s)

  1. Instructional staff will utilize POG Introductory lessons, anchor charts/visuals, POG reflection questions, and/or student language stems.
  2. Instructional staff will have the opportunity to observe or receive support from colleagues with implementing POG.

Strategy 3

All instructional staff will be involved in ongoing communication about our school wide Creative and Critical Thinking skills initiative.

  1. Classroom teachers will send home quarterly POG self-assessments with all students in their report card envelopes.
  2. Specialists will communicate to families how they are incorporating CCT skills in each grade level on a quarterly basis (see template).
  3. Administration will feature POG attributes in the weekly parent newsletter.
  4. POG information will be included on our school website.

Classroom teachers can provide families with POG resources to support what the attributes are, how they are being explicitly taught and reflected on in the classroom, and suggestions for how to support POG at home.