Plan for Continuous Improvement

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1 Plan for Continuous Improvement School Name: BETTIE F WILLIAMS ELEMENTAR Y SCHOOL Date: 9/16/2014 Section II: Action Plan What outcomes do we want for our students? PLAN Student gfedcb Academic proficiency Learning gfedcb Communication and collaboration Outcome Area: gfedcb Global awareness, independence, responsibility, citizenship gfedcb Critical and creative thinking, innovation, problem solving SMART Goal: By the end of school year, increase the Reading SOL pass rate by 6 points for the students in fourth and fifth grades combined to 75% as measured by the spring SOL Reading test results. How will we know if students are achieving the desired outcomes? Intermediate Measures (List the informal and formal assessments that will be used to demonstrate progress toward meeting the goal.) DRA DSA Quarterly Common Assessments Checkpoints (Indicate how frequently the intermediate measures will be gathered, e.g., weekly, biweekly, monthly, bimonthly, per unit, quarterly.) 3 times a year 2 times a year 3 times a year Point Person or Group (Identify who is responsible for gathering and reporting the intermediate measures.) Classroom Teacher DSS How will students achieve the desired outcomes? How will we involve parents and the community to help students achieve the outcomes? Strategies (Describe briefly what will be done to accomplish the goal and with which of the division strategic objectives each strategy aligns.) Evidence of Implementation (Describe how you will determine if each strategy is implemented as planned.) Point Person or Group (Identify who is responsible for implementing the strategy and gathering the evidence.)

2 Language Arts teachers will meet weekly with the to unpack language arts standards, plan for instruction, analyze student work, and develop assessments. The work will be centered around four focus questions. (What do we want students to learn? How will we know they are learning? What will we do when they already know? What will we do when they don't know?) All Language Arts teachers will conduct Shared Inquiry in their classrooms through the resources from the Junior Great Books Curriculum. Students will practice close reading as they analyze character traits, feelings, and motives within the stories. Their annotations will be used as they participate in a Shared Inquiry discussion based upon an interpretative question about the text. They will also compose individual responses to interpretive questions, using text evidence to support their arguments. Reading Specialists and Title I Teachers will coach language arts teachers, modeling, coteaching, providing feedback, and collaborating about how instruction is producing student achievement. Language Arts Weekly Agendas and CLC Collaboration Notes Coaching notes Language Arts Teachers Language Arts Teachers The 21st Century Afterschool Program will be made available to select Tier Two and Tier Three students to receive remediation in reading, math, and science 21st Century attendance 21st Century learning notebooks 21st Century Director Afterschool Tutors 21st Century Director Academic Coordinator Leadership Team

3 Teachers will track student data and methods of remediation on Tier Two and Tier Three students through Responsive Plans and will meet monthly to collaborate with other classroom teachers about remediation strategies. Teacher Data Notebooks Teachers will spend at least sixty minutes a day (per class) in small group reading instruction, supporting students in their use of decoding and comprehension strategies to monitor comprehension. Students will read independently for at least 20 minutes daily and use Edmodo, Socrative, or a response journal as a means of reflection of writing and literature instruction. Student Response Journals Teachers will be trained in the development and use of close reads and will include them in whole group and small group instruction. Teachers will provide direct instruction in word study and vocabulary at least three times/week. Teachers will participate in Quarterly Reading Data Meetings to track student progress. Each quarter, the literacy team will meet for an extended collaboration session to do a grade level data stepback. After this meeting, skill flex groups will be created to provide remediation for struggling students in specific areas of deficit. data reports DSS

4 Teachers will use observations during summative assessments, along with student scores to track student stamina on text-dependent assessments. This information will be used to conference with students about comprehension monitoring strategies used during testing. Goals will be set after each test for an increase in stamina while testing - more answers correct within one day of testing. Students and parents will participate in two literacy nights where reading will be celebrated and reading strategies will be explained to parents. Student goal sheets and stamina graphs Literacy Night Invitations Reading Committee Professional Development Needed Provide a description of the professional development needed to carry out the strategies and achieve the goal. Activity Description Include the list of presenters, a specific description of the activity, and the location. Language Arts Boot Camp - A close look at the systems of instruction we have in place at BFW. Time will also be given to the first unit in 4th and 5th grade language arts. Desired Outcomes List the desired outcomes from this activity. Teachers should be aware of school goals in literacy and commit to the learning structures in place as we begin the new year. Date of Activity Time of Activity Number of Hours 8/21/2014 9:00:00 AM 3 Makeup Plans August 28, 2014 afterschool Professional Development Needed Provide a description of the professional development needed to carry out the strategies and achieve the goal. Activity Description Include the list of presenters, a specific description of the activity, and the location. Word Study Instruction for Syllable Affixes and Derivational Constancy Desired Outcomes List the desired outcomes from this activity. Teachers will explore in depth the features in Syllable Affixes and Derivational Constancy. They will learn strategies that will help them provide effective instruction. They will also see how the development in these word

5 study stages can also benefit students' understanding of syllabication and application in decoding multisyllablic words. Date of Activity Time of Activity Number of Hours 9/23/2014 3:00:00 AM 2 Makeup Plans Professional Development Needed Provide a description of the professional development needed to carry out the strategies and achieve the goal. Activity Description Include the list of presenters, a specific description of the activity, and the location. Instructional Strategies for Struggling Readers (Part I - decoding practice; Part II - fluency practice) Desired Outcomes List the desired outcomes from this activity. Teachers will use current data to identify students needing remediation in decoding and fluency. They will explore which strategies will work the best for the needs represented by the data. Date of Activity Time of Activity Number of Hours 10/2/2014; 10/9/2014 3:00:00 PM each night Makeup Plans Critical Resources Needed Provide a list of the budget requirements and describe the assistance needed from central office departments to carry out the strategies and achieve the goal. Please identify the central office departments by name. Time Designated for *Weekly collaborative planning during grade level CLC meetings to discuss objectives, assessments, and student work *Collaboration between individual teachers and members to plan instruction *Collaboration between teachers on different grade levels to plan for intervention strategies for Tier Two and Tier Three students *Vertical planning between 3 rd and 4 th grades to analyze student work and collaborate on consistency of instruction from one grade level to the next. (Substitutes needed for fourth grade teachers) *Title I Parent Meetings *Reading Nights DO Action Plan Review Cycle: Weekly gfedcb Biweekly gfedcb Monthly gfedcb Bimonthly gfedcb How will we respond if students are not achieving the desired outcomes or have already

6 achieved the desired outcomes? CHECK Findings Based on the Ongoing Review of the Action Plan (Describe the extent to which the strategies are being implemented and progress is being made toward meeting the goal based on the intermediate measures.) ACT Adjustments or Improvements (Describe any changes to the plan that may be necessary for progress to be made toward meeting the goal.) What outcomes do we want for our students? PLAN Student gfedcb Academic proficiency Learning gfedcb Communication and collaboration Outcome Area: gfedcb Global awareness, independence, responsibility, citizenship gfedcb Critical and creative thinking, innovation, problem solving SMART Goal: By the end of school year, increase the Science SOL pass rate by 19 points for the students in fifth grade to 80% as measured by the spring SOL Science test results. How will we know if students are achieving the desired outcomes? Intermediate Measures (List the informal and formal assessments that will be used to demonstrate progress toward meeting the goal.) End-Of-Unit Common Assessments Checkpoints (Indicate how frequently the intermediate measures will be gathered, e.g., weekly, biweekly, monthly, bimonthly, per unit, quarterly.) after each unit Point Person or Group (Identify who is responsible for gathering and reporting the intermediate measures.) DSS How will students achieve the desired outcomes? How will we involve parents and the community to help students achieve the outcomes? Strategies (Describe briefly what will be done to accomplish the goal and with which of the division strategic objectives each strategy aligns.) Teachers will participate in halfday collaboration with instructional specialists from curriculum and instruction to unpack science objectives monthly. Evidence of Implementation (Describe how you will determine if each strategy is implemented as planned.) Collaboration Agendas Point Person or Group (Identify who is responsible for implementing the strategy and gathering the evidence.)

7 Teachers will collaborate biweekly with the Science Lead teacher to plan for instruction, analyze student work, and develop assessments. The work will be centered around four focus questions. (What do we want students to learn? How will we know they are learning? What will we do when they already know? What will we do when they don't know?) Students will use the scientific method to participate in a schoolwide science fair. Collaboration Agendas Students will take common assessments after each unit. Fourth grade SOL's will be embedded throughout the year in the unit common assessments. assessment data Teachers will track data from science common assessments on a Data Wall. Student data points will be monitored throughout the year, resulting in collaboration and implementation of strategies that accelerate student growth. Teachers will participate in Quarterly Science Data Meetings to Track Student Progress. Each quarter, teachers will meet for an extended collaboration session to do a grade level data stepback. After this meeting, skill flex groups will be created to provide remediation for struggling students in specific areas of deficit. Data Wall assessment data DSS

8 Select tier two and tier three students will participate in the 21 st Century Program afterschool to receive remediation in reading, math, and science. 21 st Century attendance records 21 st Century Coordinator 21 st Century Tutoring Teachers Academic Coordinator 21 st Century Coordinator 21 st Century Tutoring Teachers Students will participate in a Science Lab (Room 204) throughout the year, using Inquiry to explore concepts that will be introduced through each unit of science Science Teachers Dr. Jenny Sue Flannagan (Regent University) Science Teachers Professional Development Needed Provide a description of the professional development needed to carry out the strategies and achieve the goal. Activity Description Include the list of presenters, a specific description of the activity, and the location. Modeling of Inquiry and the Scientific Method in the Science Lab with Dr. Jenny Sue Flannagan. (Regent University) Desired Outcomes List the desired outcomes from this activity. Teachers will observe Dr. Flannagan using Inquiry and the Scientific Method to help students investigate the matter unit in science. After working with students, Dr. Flannagan will debrief with the teachers about the process of inquiry and the benefits of its results. Date of Activity Time of Activity Number of Hours 9/19/2014 8:00:00 AM 2.5 Makeup Plans Critical Resources Needed Provide a list of the budget requirements and describe the assistance needed from central office departments to carry out the strategies and achieve the goal. Please identify the central office departments by name.

9 Time Designated for *Bi-Weekly collaborative planning during grade level CLC meetings to discuss objectives, assessments, and student work, facilitated by a curriculum and instruction specialist *Collaboration between teachers on different grade levels to plan for intervention strategies for Tier Two and Tier Three students *Modeling and coaching teachers in the use of inquiry in the Science Lab with Dr. Jenny Sue Flannagan DO Action Plan Review Cycle: Weekly gfedcb Biweekly gfedcb Monthly gfedcb Bimonthly gfedcb How will we respond if students are not achieving the desired outcomes or have already achieved the desired outcomes? CHECK Findings Based on the Ongoing Review of the Action Plan (Describe the extent to which the strategies are being implemented and progress is being made toward meeting the goal based on the intermediate measures.) ACT Adjustments or Improvements (Describe any changes to the plan that may be necessary for progress to be made toward meeting the goal.) PLAN Student Learning Outcome Area: gfedcb gfedcb gfedcb gfedcb What outcomes do we want for our students? Academic proficiency Communication and collaboration Global awareness, independence, responsibility, citizenship Critical and creative thinking, innovation, problem solving SMART Goal: By the end of school year, increase the Math SOL pass rate by 5 points for the students in fourth and fifth grade to 85% as measured by the spring SOL Math test results. How will we know if students are achieving the desired outcomes? Intermediate Measures (List the informal and formal assessments that will be used to demonstrate progress toward meeting the goal.) SMI Quarterly Common Assessments Checkpoints (Indicate how frequently the intermediate measures will be gathered, e.g., weekly, biweekly, monthly, bimonthly, per unit, quarterly.) 2 times a year 3 times a year Point Person or Group (Identify who is responsible for gathering and reporting the intermediate measures.) Administrators How will students achieve the desired outcomes? How will we involve parents and the community to help students achieve the outcomes?

10 Strategies (Describe briefly what will be done to accomplish the goal and with which of the division strategic objectives each strategy aligns.) Teachers will meet weekly with Math Coaches to unpack objectives, plan for instruction, analyze student work, and develop assessments. The work will be centered around four focus questions. (What do we want students to learn? How will we know they are learning? What will we do when they already know? What will we do when they don't know?) Math specialists will coach teachers, modeling, co-teaching, providing feedback, and collaborating about how instruction is producing student achievement. Evidence of Implementation (Describe how you will determine if each strategy is implemented as planned.) Math Weekly CLC Agendas and Meeting Notes schedule and anecdotal notes Point Person or Group (Identify who is responsible for implementing the strategy and gathering the evidence.) Teachers will participate in peer observations and learning walks throughout the year to observe a variety of instructional and management strategies that can be implemented in their classrooms. Students will practice using multiple representations to solve open-ended problems in whole group and small group instruction. Learning Walk schedules Selected students will participate in an Intervention Lab to receive additional practice in math skills and strategies. Intervention lab schedule and student work Intervention Lab Tutor Intervention Lab Tutor

11 The 21st Century Afterschool Program will be made available to select Tier Two and Tier Three students to receive remediation in reading, math, and science. 21st Century tutoring attendance 21st Century student learning notebooks 21st Century Coordinator Tutoring Teachers 21st Century Coordinator Tutoring Teachers Academic Coordinator Professional Development Needed Provide a description of the professional development needed to carry out the strategies and achieve the goal. Activity Description Include the list of presenters, a specific description of the activity, and the location. Math Boot Camp - A close look at the systems of instruction we have in place at BFW. Time will also be given to the first unit in 4th and 5th grade math. Desired Outcomes List the desired outcomes from this activity. Teachers ready to begin strong instruction the first week of school. 8/21/2014 Date of Activity Time of Activity Number of Hours Makeup Plans Critical Resources Needed Provide a list of the budget requirements and describe the assistance needed from central office departments to carry out the strategies and achieve the goal. Please identify the central office departments by name. Time Designated for *Weekly collaborative planning during grade level CLC meetings to discuss objectives, assessments, and student work *Collaboration between individual teachers and to plan instruction *Collaboration between teachers on different grade levels to plan for intervention strategies for Tier Two and Tier Three students *Vertical planning between 3 rd and 4 th grades to analyze student work and collaborate on consistency of instruction from one grade level to the next. (Substitutes needed for fourth grade teachers) *Title I Parent Meetings DO Action Plan Review Cycle: Weekly gfedcb Biweekly gfedcb Monthly gfedcb Bimonthly gfedcb How will we respond if students are not achieving the desired outcomes or have already achieved the desired outcomes? CHECK Findings Based on the Ongoing Review of the Action ACT Adjustments or Improvements (Describe any changes to the plan that may be necessary for progress to be made toward

12 Plan (Describe the extent to which the strategies are being implemented and progress is being made toward meeting the goal based on the intermediate measures.) meeting the goal.)

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