School: Pembroke Elementary School School Year(s): 2015-2016 Date of Plan: October 22, 2015 VBCPS Goals 1. High Academic Expectations (Literacy and Numeracy) Compass to 2020 2. Multiple Pathways (Approach to personalized learning) 3. Social Emotional Development (SE learning strategies, RSN behavior) 4. Culture of Growth & Excellence (Build capacity of staff) Pembroke Elementary School in partnership with parents and community, is dedicated to School Mission fostering academic success in a multicultural learning environment by providing a variety of relevant experiences that accommodate individual learning styles through developmentally appropriate instruction. Data Summary Literacy: In order to help determine how to raise our proficiency rates in grades 3-5, we analyzed three years of PALS and DRA data for grades 1-3, which shows a need for improved grade-level proficiency rates overall. We also analyzed three years of SRI data for grades 3-5. This data also shows the need for improved gradelevel proficiency rates. Additional data that supports our goal is the Spring 2015 SOL 3 rd grade Reading score of 74.65%, which is slightly below 75% for accreditation. Spring DRA grades 1-3: Percent of Students Proficient or Above Grade Level/Year 2013 2014 2015 1 68% 57% 58% 2 70% 63% 63% 3 38% 53% 55% Spring SRI grades 3-5: Percent of Students Proficient or Above Grade Level/Year 2013 2014 2015 3 43% 69% 59% 4 42% 89% 78% 5 85% 92% 60% Spring PALS K-2: Percent of Students Identified Grade Level/Year 2013 2014 2015 K 10% 16% 15% 1 11% 21% 44% 2 20% 10% 22% Page 1 of 10
Math: According to the Spring 2015 Mathematics SOL, grade levels scored low in the reporting category of Computation and Estimation. After a review of SDBQ data, by grade levels, it was determined the areas of focus for the Multi-step should continue to be Problem Solving Common Assessments for 2015-2016. Last year, Multi-step Problem Solving Common Assessments had been administered in all grade levels. There has been a notable increase in the category 2 (Computation and Estimation) mean score for Grade 3 from the 2014 to the 2015 SOL data. Teachers attribute this increase to the focus being placed on problem solving in all grade levels, particularly the work done in grades K-2 last year. Spring SOL s grades 3-5: Category 2 Mean Scores for (Computation and Estimation) Grade Level/Year 2014 2015 3 33 36 4 38 37 5 37 37 The focus on Computation and Estimation will continue this year. Although there was an increase in third grade, an improvement in all grade levels is expected. With the continued focus on Number Talks and Problem Solving in the lower grades, it is anticipated that the Computation and Estimation mean scores will increase to 37 or higher. Page 2 of 10
Technology: At the beginning of this school year, teachers were given the Technology Integration Continuum to use as a tool to evaluate their current individual level of technology integration. According to the self-reported ratings on the Technology Integration Continuum, Pembroke staff rated themselves as follows: Pembroke - K-5 School Data Technology Integration Continuum Teaching Emerge Extend Empower Parent and Student Communication 9 12 2 Presentations 5 18 0 Productivity 5 18 0 Tech Opportunities 11 11 1 Innovation 5 17 1 Professional Growth 10 12 1 Total 45 88 5 Percent 32% 64% 4% Learning Emerge Extend Empower Thinking Skills 13 10 0 Collaboration 6 15 2 Skill acquisition 8 14 1 Presentations 15 8 0 Research/ Info. Literacy 10 13 0 Total 52 60 3 Percent 45% 52% 3% Teaching and Learning Emerge Extend Empower 97 148 8 38% 59% 3% With a 38% overall rating in the Emerge category and only a 3% overall rating in the Empower category, this data indicates that there is an opportunity for growth in the Extend and Empower categories for both Teaching and Learning. Page 3 of 10
Student Learning Outcomes Literacy Numeracy Choice SMART Goals By June 2016, 100% of students in each of the grades, 3-5, will read on grade level by earning proficiency or higher on the SRI or will show a minimum of one year s Lexile growth (100L) over the course of the school year. By June 2016, 85% of students in each of the grades, K-5, will demonstrate proficiency or higher on the Multi-Step Problem Solving Common Assessment using the appropriately aligned scoring rubric. By June 2016, K-5 teachers will increase their combined Teaching and Learning self-assessment ratings on the Technology Integration Continuum by 15% in both the Extend and Empower categories for teaching and learning. Page 4 of 10
Duplicate and increase as necessary to address each of the Goal areas. Literacy: Intermediate Measures (i.e. Reading Quarterly Assessments, DRA, SRI) Division Language Arts Assessment for grades 2-5 Q1: 10/26-11/23 (2-5) Q2: 1/22-2/19 (2-5) Q3: 4/5-5/3 (3-5) Q4: 5/2-6/17 (grade 2 only) Lexile growth on Achieve3000 (3-5) Mid-year DRA 1/4-1/22 (1-5 below grade level) Mid-Year SRI 1/4-1/22 (3-5) Strategies Analyze data during grade level collaboration to inform instruction and address intervention needs. To provide purposeful dialogue and lesson planning which is datadriven in response to students needs and data. Implementation of Achieve 3000. Students will complete one-two articles per week. Teachers will monitor Lexile growth and standards mastery monthly during collaboration. Use a data wall to document student progress. Update and analyze data wall to inform instruction. Introduce SRI test-taking tips before Mid-Year testing. Numeracy: Intermediate Measures (i.e. Math Quarterly Assessments, Exemplars, SMI) Multi-step Problem Solving Common Assessments grades K-5 Baseline Data ~ October Mid-Year Data ~ January End of the Year Data ~ May/June Division Math Assessments for grades 2-5 Q1: 10/26-11/23 (2-5) Q2: 1/22-2/19 (2-5) Q3: 4/5-5/3 (3-5) Q4: 5/2-6/17 (grade 2 only) Strategies Analyze data during grade level collaborations to inform instruction and address intervention needs. Teachers will use this information to differentiate instruction and address specific student needs. Analyze data during grade level collaborations to inform instruction and address intervention needs. To provide purposeful dialogue and lesson planning which is datadriven in response to students needs and data. Page 5 of 10
Choice: Intermediate Measures (i.e. Monthly Discipline Data, Attendance Data, Graduation Rate) Technology Integration Continuum Surveys Baseline August 2015 Mid-year January 2016 End of year May 2016 Program implementation for Achieve 3000 Core Clicks TenMarks Learning Walks (Looking for Integrated Technology) Strategies Analyze and utilize the Technology Integration Continuum data during grade level collaborations to determine focus areas for teaching and learning. Monitor monthly student usage and student performance through the data reports (Achieve 3000, Core Clicks, and TenMarks). Using a graphic organizer the and administrator will reflect and debrief learning walk findings during collaborations. State Goal: Students will meet or exceed the SOL pass rate of 75% for English Reading VBCPS/Division Goal: 1. High Academic Expectations (Literacy and Numeracy) 2. Multiple Pathways (Approach to personalized learning) 3. Social Emotional Development (SE learning strategies, RSN behavior) 4. Culture of Growth & Excellence (Build capacity of staff) SMART Goal: By June 2016, 100% of students in each of the grades, 3-5, will read on grade level by earning proficiency or higher on the SRI or will show a minimum of one year s Lexile growth over the course of the school year. Action Steps (List each action step on a separate line) K-5 Data Wall: (DRA, SRI, Achieve Level Set, SOL, Word Study Stages, and TOPA): Use and implement to assess and monitor student progress. Quarterly Assessments: Analyze and utilize data to plan effective literacy Timeline (List month and year to start addressing action step) Midyear Update January 2016 grades 2-5 Q1: 10/26-11/23 (2-5) Q2: 1/22-2/19 Person(s) Responsible Reading Specialists Reading Specialists Action Step Completed (List month and year) Professional Development (Provide a brief description of PD needs) PD for K-3 on small group reading September 4, 2015 PD Book Study: The Next Steps in Guided Reading by Jan Richardson- October 1 Nov. 5. Page 6 of 10
instruction and/or remediation/enrichment Collaboration: Teachers will participate in weekly collaboration to effectively plan, deliver, and assess instruction. (2-5) Q3: 4/5-5/3 (3-5) Q4: 5/2-6/17 (grade 2 only) May 2016 Reading Specialists Goal Setting and Descriptive Feedback: Teachers will work with students setting reading goals, reflecting on progress, and providing specific and actionable steps to reach the final reading goal of proficiency or higher. May 2016 Reading Specialists State Goal: Students will meet or exceed the SOL pass rate of 70% for Math. VBCPS/Division Goal: 1. High Academic Expectations (Literacy and Numeracy) 2. Multiple Pathways (Approach to personalized learning) 3. Social Emotional Development (SE learning strategies, RSN behavior) 4. Culture of Growth & Excellence (Build capacity of staff) SMART Goal: By June 2016, 85% of students in each of the grades, K-5, will demonstrate proficiency or higher on the Multi-step, Problem Solving Common Assessment using the appropriately aligned scoring rubric. Action Steps (List each action step on a separate line) Quarterly Assessments: Analyze and utilize data to plan effective math instruction and/or Timeline (List month and year to start addressing action step) Grades 2-5 Q1: 10/26-11/23 (2-5) Q2: 1/22-2/19 Person(s) Responsible Math Specialist Action Step Completed (List month and year) Professional Development (Provide a brief description of PD needs) PD on Small Group Math Instruction September 24, 2015 Page 7 of 10
remediation/enrichment with a focus on multistep, problem solving. Collaboration: Teachers will participate in collaboration twice a month to effectively plan, deliver, assess instruction, analyze data and student work. (2-5) Q3: 4/5-5/3 (3-5) Q4: 5/2-6/17 (grade 2 only) May 2016 Math Specialist PD TenMarks (Grades 1-5): Differentiated Computer Program aligned with VDOE - October 13, 2015 Goal Setting and Descriptive Feedback: Teachers will work with students setting math goals, reflecting on progress, and providing specific and actionable steps to reach the final goal. Modeling, co-teaching and observing lessons using best practices with a focus on Number Talks, Differentiated Small Group Instruction and UPSC. Analyzing the Data from the Common Assessment using a rubric, student work will be calibrated during collaborations after each assessment is given. November 2015 May 2016 May 2016 January 2016 May/June 2016 Math Specialist Math Specialist Math Specialist Page 8 of 10
State Goal: N/A VBCPS/Division Goal: 1. High Academic Expectations (Literacy and Numeracy) 2. Multiple Pathways (Approach to personalized learning) 3. Social Emotional Development (SE learning strategies, RSN behavior) 4. Culture of Growth & Excellence (Build capacity of staff) SMART Goal: By June 2016 K-5 teachers will increase their overall self-assessment ratings on the Technology Integration Continuum by 15% in the Extend and Empower categories. Action Steps (List each action step on a separate line) Provide collaborations twice a month and optional after school sessions to support the effective integration of technology into teaching and learning. Timeline (List month and year to start addressing action step) to May 2016 Person(s) Responsible Action Step Completed (List month and year) Professional Development (Provide a brief description of PD needs) Ongoing training during collaboration as needed. Model, co-teach, and observe lessons that effectively integrate instructional technology. Conduct one learning walk per quarter to determine areas of opportunity with instructional technology. to May 2016 Page 9 of 10
Teachers will implement new online programs: TenMarks for math in 1 st -5 th grade, Achieve 3000 for Reading in 3 rd 5 th, Core Clicks for reading in K-2 nd grade, and Defined STEM K-5th. May 2015 Math Coach Reading Specialists Achieve 3000 overview 9/23/2015 TenMarks overview 10/13/2015 and 10/19 Core Clicks October/November 2015 Defined STEM training November 2015 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) Adjustments or Improvements (Describe any changes to the plan that may be necessary for progress to be made toward meeting the goal) Page 10 of 10