fairfax county public schools school innovation and … · 2018-08-09 · 2. all grade level...

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Fairfax County Public Schools

School Innovation and Improvement Plan

2018 – 2019

Navy Elementary

Region One

Jon Coch, Principal

Collaborative Team Cycle

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Table of Contents (Ctrl+Click to take you there!)

• School - Reading

• School – Math

• School – All Subjects

• Kindergarten - Reading

• Kindergarten - Math

• Kindergarten - PBL

• First - Reading

• First Grade - Math

• First Grade - PBL

• Second Grade - Reading

• Second Grade - Math

• Second Grade - PBL

• Third Grade - Reading

• Third Grade - Math

• Third Grade- PBL

• Fourth Grade – Reading

• Fourth Grade - Math

• Fourth Grade – Blended Learning

• Fifth Grade - Reading

• Fifth Grade - Math

• Fifth Grade - PBL

• Sixth Grade – Math

• Sixth Grade – Reading

• Sixth Grade - PBL

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BELIEFS, MISSION AND VISION STATEMENTS

FAIRFAX COUNTY PUBLIC SCHOOLS—BELIEFS

Each student is entitled to an excellent education that meets his or her individual needs.

Effective educators are essential to student success.

We thrive in a vibrant, healthful, safe, enriching, and respectful environment.

A well-rounded education enables students to lead productive, fulfilling, creative and culturally rich lives.

A successful education system fosters effective communication, critical thinking, creativity and collaboration.

A dynamic partnership among students, parents, educators and with the community is critical to meet student needs and provide

enriching experiences.

Families play a fundamental role in their children’s education.

Our diversity is a strength that creates resilient, open and innovative global citizens.

High expectations inspire high performance.

An educated citizenry sustains our economy and our system of self-governance.

Self-motivation and personal responsibility are keys to future success.

Early childhood education is crucial to school readiness and future success.

Reading proficiency by third grade is critical for the academic success of all students.

FAIRFAX COUNTY PUBLIC SCHOOLS—MISSION STATEMENT

Fairfax County Public Schools inspires and empowers students to meet high academic standards, lead ethical lives, and be

responsible and innovative global citizens.

FAIRFAX COUNTY PUBLIC SCHOOLS—VISION STATEMENT

Looking to the Future

FCPS prepares all students for the world of the future by giving them a broad spectrum of opportunities to prepare for education

and employment beyond high school. All graduates are productive and responsible members of society, capable of competing in

the global economy and motivated to pursue learning throughout their lifetimes.

Commitment to Opportunity

FCPS values its diversity, and acknowledges that all people contribute to the well-being of the community. FCPS provides

opportunities for all its students and employees to grow educationally, personally, and professionally.

Community Support

Fairfax County embraces its schools. Businesses and community members generously volunteer their time and resources to help

students. Schools are integrated into the fabric of the community, and residents take pride in their schools. The success of FCPS

draws businesses to Fairfax County. Citizens support the financial and capital needs of the school system.

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Achievement

Fairfax County students achieve at high levels in all core areas and across a broad spectrum of pursuits. FCPS values a well-

rounded education that goes beyond basics, and encompasses the arts, technology, communication, and critical thinking skills in

preparation for the work of the world. FCPS provides a breadth and depth of opportunities to allow all students to stretch their

capabilities and pursue their passions.

Accountability

FCPS is accountable for the academic achievement of all students. FCPS measures academic progress, to ensure that all students,

regardless of race, poverty, language or disability, will graduate with the knowledge and skills necessary for college and/or

employment. FCPS spends money wisely. FCPS directs funds to the classroom, and finds ways to improve performance across the

spectrum of academic programs and business processes.

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SCHOOL—VISION STATEMENT

Our vision is to become an exceptional 21st century school community in which all students will achieve, and then exceed state

standards. This will create informed, self-sufficient and productive citizens, educated decision makers, and responsible adults.

SCHOOL—MISSION STATEMENT

We create in collaboration with parents, a safe, nurturing, and supportive environment that enables our students to learn to their fullest

potential. This community of trust enables all to accept our individual differences and to promote an integrated curriculum where

students take pride in the ownership of their learning, growth, and community.

SCHOOL—CORE VALUES/BELIEFS

Each child is important and has the right to a free, safe and appropriate education. Our students are treated with respect and

encouraged to respect others. We believe that all students have the ability to learn. With high expectations for achievement, each

child can realize his or her full academic potential.

Excellent teachers are vital for student success. Learning takes place when instruction is geared to meet student needs. Our staff will

engage in continuous professional growth and development.

When positive home/school partnerships are formed, student achievement rises. We believe that acceptance of our increasingly

diverse community provides students with the ability to understand and build friendships with those of other cultures.

For information on special programs at Navy Elementary School, please refer to the School Profile:

http://schoolprofiles.fcps.edu/schlprfl/f?p=108:50:::::P0_CURRENT_SCHOOL_ID:332

http://schoolprofiles.fcps.edu/schlprfl/f?p=108:50:::::P0_CURRENT_SCHOOL_ID:332

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COMMITTEE MEMBERS

Name Position

Jon Coch Principal

Molly Booe and Faye Cofer Assistant Principals

Jennifer Genus Parent/Community Member

Jennifer Genus Kindergarten

Christina DePorter First Grade

Chrissy Baram Second Grade

Brooke Henderson Third Grade

Emily Meehan Fourth Grade

Stephanie Drost Fifth Grade

Mark Cohen Sixth Grade

Donna Waybright Reading Specialist

Stacey Sinclair S.B.T.S.

Lorraine Marshall Guidance Counselor

James Marotta Special Education Lead

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TIMELINE OF SIP COMMITTEE MEETINGS

Date of Meeting Committee/Subcommittee Administrator Scheduled to Attend

August 9, 2018 Committee Jon Coch, Molly Booe, Faye Cofer

August 13, 2018 Subcommittee Jon Coch, Molly Booe, Faye Cofer

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STUDENT ACHIEVEMENT GOAL—ACADEMICS

STUDENT ACHIEVEMENT GOAL: All students will be literate, able to obtain, understand, analyze, integrate, communicate and apply

knowledge and skills to achieve success in school and in life. Academic progress in the core disciplines

will be measured to ensure that all students, regardless of race, poverty, language or disability, will

graduate with the knowledge and skills necessary for college and/or employment, effectively

eliminating achievement gaps.

Check all sub-goal(s) that apply to this school improvement plan objective.

1.1. Achieve their full academic potential in the core

disciplines of:

1.1.1. English language arts.

1.1.2. Mathematics.

1.1.3. Science.

1.1.4. Social studies.

1.2. Communicate in at least two languages.

1.3. Explore, understand, and value the fine and practical

arts.

1.4. Understand the interrelationship and interdependence of

the countries and cultures of the world.

SUMMARY OF SMARTR OUTCOMES

Academic Area: READING LEVEL: SCHOOL

CLOSE THE GAP RAISE THE BAR CONTEXTUAL COMPARISON INDIVIDUAL GROWTH

End of Year SMARTR Outcome

Our SWD will improve from a 79% to a 80% on reading SOL in grades 3-6.

Strategies

1. Students in grades 3-6 will set personal reading goals.

2. In CLT meetings, teachers will review data and discuss strategies to support students’ strengths and needs.

3. The Reading Teacher will attend grade level CLT meetings, twice a month, to provide professional development and/or serve as a resource.

4. All teachers will be trained to administer the DRA at their specific grade level.

5. Reading Resource Teacher provides small group reading instruction.

Action(s)

1. Special Education Teachers will incorporate progress monitoring on students’ performance throughout the year.

2. Special Education Teachers will develop intervention plans that target areas of needs.

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3. All grade level teachers and instructional assistants participate in professional development during the CLT meetings with the Reading Teacher.

4. SPED teachers will incorporate evidence-based reading programs.


Academic Area: MATH LEVEL: SCHOOL



All Subgroups will continue to achieve 80% or higher on the Math SOL.

Strategies

1. Students will engage in the school-wide Math CueThink Program.

2. Identify students in each of the Subgroups.

3. Teachers implementing Guided Math in their instruction.

Action(s)

1. Students will review and be remediated on specific skills for mastery.

2. Teachers will increase the number of online assessments administered throughout the year.

3. Teachers will incorporate strategies to address areas of student need, ie- problem solving and technology enhanced questions.

4. Math Resource Teacher supports classroom teachers by modeling math workshop and providing professional development using the new pacing

guide.

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Academic Area: ALL SUBJECT AREAS LEVEL: SCHOOL



100% of the students in grades K-6 will complete 4 PBL units which consist of the essential components and blended learning.

Strategies

1. Teachers participated (over 90% staff completed) in PBL training focusing on the Essential Components.

2. Specific teachers are implementing action research on PBL projects.

3. SBTS and Admin are collaborating with grade level teams to implement PBL units.

4. Pyramid is piloting PBL/Capstone program for FCPS.

Action(s)

1. Specific teachers have been trained by the Buck Institute for Education this summer.

2. All grade level teachers complete 3-4 PBL units by the end of the year. PBL classrooms implement 8-10 PBL units throughout the year.

3. Implemented FCPS Onboard in Grades 3-6. All students in these grade levels will take home a laptop.

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Academic Area: PBL Level: Kindergarten

INSERT END OF YEAR SCHOOL-LEVEL SMARTR OUTCOME

85% of our students will demonstrate proficiency indicated by an overall score of a 3 or 4 on the communication rubric.



Baseline/Initial Outcome Interim Goal(s) Interim Goal(s)- As Needed End of Year SMARTR Outcome

100% of students will participate in

PBL projects with a focus on

communication.

100% children will have

participated in 2 PBL projects

with a focus on communication.

75% of our students will

demonstrate proficiency indicated

by an overall score of a 3 or 4 on

the communication rubric.

85% of our students will demonstrate

proficiency indicated by an overall

score of a 3 or 4 on the communication

rubric.

Strategy 1

Action(s)

1. Teachers and IA’s have been trained in PBL.

2. During CLT’s teachers will collaborate to create rubrics for assessing students during PBL projects.

3. Teachers will role play and model what good communication looks like.

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Academic Area: Reading Level: 1st


85% of our students will demonstrate proficiency indicated by an overall score of a 3 or 4 on the creativity rubric




100% of students will participate in at

least 4 PBL projects during the 2018-

2019 school year with a focus on

creativity.



score of a 3 or 4 on the creativity rubric.

Strategy 1

Action(s)

1. At CLT’s teachers will have ongoing discussions in order to plan, collaborate, and reflect on each PBL unit.

2. Students will be given opportunities to get comfortable with technology to support the PBL units.

3. Students will be introduced to the 4 C’s with practice before a project is assessed.

4. Students will be shown and given an explanation of the rubric they will be evaluated on at the beginning the project.

5. Students will have an opportunity to work on at least 4 PBL projects throughout the 2018-2019 school year.

6. Teachers will implement a student-led model into Social Studies this year to support PBL.

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Academic Area: PBL Level: Second

80% of our students will demonstrate proficiency indicated by an overall score of a 3 or 4 on the social studies PBL rubrics on collaboration.



Baseline/Initial Outcome Interim Outcome Interim Outcome- As Needed End of Year SMARTR Outcome

All 2nd grade students will participate

and collaborate on at least 3 PBL units

and will be assessed on communication

using a rubric to establish a baseline.



score of a 3 or 4 on the social studies

PBL rubrics on collaboration.

Strategy 1:

Introduce students to what a good collaborator looks like

Action(s)

1. Plan for collaboration “skits” that will help students to recognize and practice good collaboration skills that they will be able to implement into their

PBL groups.

2. Students will be shown and given an explanation of the collaboration rubric they will be working with at beginning of each PBL project.

Expectations of how to be a good collaborator should be clear.

3. At CLT’s, teachers will collaborate, plan, and reflect on each PBL unit.

Strategy 2:

Utilize PBL end of project rubrics for formative assessments.

Action(s)

1. Discuss with students strategies to get a 3 or 4 on the collaboration rubric.

2. Students will self-assess their collaboration with a check/discussion at the end of the projects.

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Academic Area: Reading Level: THIRD GRADE


By the end of the 2018-2019 school year, 75% of students with disabilities and the sub group of black students will pass the 3rd Grade Reading

SOL.




100 percent of the students will take

the Fall eCART.

By the end of the 2018-2019 school

year, 75% of students with

disabilities and the sub group of

black students will pass the 3rd

Grade Reading SOL.

Strategy 1:

We will give the DRA to students with disabilities and who are economically disadvantaged in order to determine reading levels and reading groups

Action(s)

1. Analyze DRA strengths and weaknesses to determine guided reading groups and student areas of weakness as a team.

2. Integrate technology to enrich Language Arts curriculum (MyOn/Database/SMARTboard lessons)

3. Implement PBL to strengthen reading comprehension and writing skills.

Strategy 2

We will analyze last year’s Reading SOL test question breakdown to focus instruction on areas of need throughout the quarter.

Action(s)

1. Analyze the SOL reading scores test question breakdown from EDSL together at a CLT.

2. Integrate test taking strategies with exit tickets, online resources, technology enhanced items, SMART board lessons throughout the year.

3. Provide targeted instruction on skills that show weakness especially supporting details in fiction and non-fiction text and inferencing, critical

thinking skills.

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Academic Area: Math Level: THIRD GRADE


By the end of the 2018-2019 school year, 75% of students with disabilities and sub group of black students will pass the Plain English 3rd Grade Math SOL.




100% of the students will take the Fall

eCART assessment.


year, 75% of students with disabilities

and sub group of black students will

pass the Plain English 3rd Grade Math

SOL.

Strategy 1:

We will structure our math blocks using math workshop.

Action(s)

1. Use a beginning of the year pre-assessment, to flexibly group students based on ability.

2. Integrate technology to enrich math curriculum (MyOn/Database/SMARTboard lessons).

3. Implement a spiral review into daily math workshop.

4. Focus on math language throughout the year, in all units, that is reflected in the Plain English version of the 3rd Grade Math SOL.

Strategy 2:

We will give and analyze math horizon assessments to find areas of weakness for those students in Gap Group 1.

Action(s)

1. Analyze Horizon assessment data.

2. Integrate test taking strategies with exit tickets, online resources, technology enhanced items, SMART board lessons throughout the year.

3. Provide targeted instruction on multi-step questioning, especially with addition and subtraction, multiplication and division.

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Academic Area: PBL 2017-2018 Level: THIRD GRADE


By the end of the 2018-2019 school year, 85% of our students will demonstrate proficiency in the area of collaboration indicated by a score 3 or 4 on the

Portrait of a Graduate rubric.




100% of 3rd grade students will

complete at least 1 PBL project that

focuses on collaboration.


year, 85% of our students will

demonstrate proficiency in the area of

collaboration indicated by a score 3 or 4

on the Portrait of a Graduate rubric.

Strategy 1:

Implement at least 1 PBL project per quarter that focuses on collaboration.

Action(s)

1. Students will be shown and given an explanation of the rubric they will be evaluated on at the beginning the project.

2. Classes will complete the collaboration lesson provided on eCart to help students understand the POG rubric.

3. All classes will implement collaboration lessons throughout the first six weeks of school, so students are clear about expectations and skills

necessary.

4. At CLT’s teachers will have ongoing discussions in order to plan, collaborate, and reflect on each PBL unit.

Strategy 2:

Students will have opportunities to self-reflect, share, and revise during project work times.

Action(s)

1. Students will be given checklists and reflection questions to think about participation and collaboration skills on the PBL project.

2. Students will be given opportunities to set collaboration goals for future PBL projects.

3. Teacher feedback and check-ins will happen with individuals and groups using the final rubric as our guide.

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Academic Area: Reading Level: 4th Grade

Students with disabilities will reach a pass rate of 80% or higher on Reading by the end of the 2018-2019 school year.




We will give 100% of Students with

disabilities students the DRA (or

alternate benchmark assessment) as

way to gauge their current reading

level. Students will also participate in

the eCART BOY Reading Assessment

in order to set a standard for

instruction.

The passing rate of Students with

Disabilities on the 4th grade Reading

SOL will increase to 80% or higher.

Strategy 1:

Give the DRA (or alternate benchmark assessment) to measure the current reading level of our Students with Disabilities population. This will give us an

understanding of their areas of weakness that we need to specifically target to help our SWDs population pass the Reading SOL.

Action(s)

1. Give the DRA, or alternate benchmark assessment, and analyze results as a team during common planning time.

2. Mini lessons throughout the quarter to address skills based on what students struggled with on the DRA.

3. Assessments throughout the year to measure growth of targeted skills based on DRA struggles.

4. We will give a DRA progress monitoring at the end of every quarter.

5. Provide more opportunities for students to work on word analysis strategies and word reference materials.

Strategy 2:

Give the 4th Grade Reading BOY eCART Assessment to measure grade level reading comprehension of our Students with Disabilities population. This will

give us a baseline for the current comprehension level of our SWDs population compared to their grade level peers.

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Academic Area: Math Level: 4th Grade

Students with disabilities will reach a pass rate of 80% or higher on Math by the end of the 2018-2019 school year.




100% of students will participate in the

eCART BOY Math Assessment in

order to set a standard for instruction.

The passing rate of students with

disabilities taking the 4th grade Math

SOL will have a pass rate of 80% or

higher.

Strategy 1:

Give the Universal Screener (or alternate benchmark assessment) to measure the current math level of our students with disabilities student population. This

will give us an understanding of their areas of weakness that we need to specifically target to help our students with disabilities.

Action(s)

1. Give the Universal Screener and analyze results as a team during common planning time.

2. Math Workshop to provide focus lessons, stations and teacher-led instruction to all students.

3. Assessments throughout the year to measure growth of targeted skills based on Universal Screener data.

4. We will give eCart assessments for end of unit assessments as well as county assessments.

5. Provide more opportunities for students to work on probability, statistics, patterns, functions and algebra.

Strategy 2:

Give the 4th Grade Math BOY eCART Assessment to measure grade level math strategies of our Students with Disabilities student population. This will give

us a baseline for the current math level of our SWD student population compared to their grade level peers.

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Academic Area: Blended Learning Level: 4th Grade

All 4th grade students will participate in a Blended Learning unit using their 1:1 technology to promote higher level thinking skills and Portrait of a

Graduate skills.




We will prepare our students by

practicing in a Blended Learning unit

with our 1:1 technology and

incorporate Portrait of a Graduate

skills.

100% of 4th grade students will

participate in a Blended Learning unit

by the end of the school year to

promote higher level thinking skills and

Portrait of a Graduate skills.

Strategy 1:

We will prepare our students for their Blended Learning unit by encouraging them to work collaboratively during curriculum activities. This will give us an

understanding of their abilities and weaknesses so that we can better prepare them for their projects.

Action(s)

1. During Quarter 1, we will introduce students to Blended Learning and set up our classrooms for 1:1.

2. During the school year, teachers will ask students to reflect on Blended Learning and purposeful integration of technology within a unit.

3. Teachers will assess students based on their Blended Learning unit they participated in.

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Academic Area: Language Arts Level: FIFTH GRADE


5th grade students with disabilities will pass the Reading SOL with a pass rate of 80% or greater.




80% of students with disabilities will

pass the quarter one eCart reading

assessment.

80% of 5th grade SWD taking the

Reading SOL will pass.

Strategy 1

Analyze Assessment Results

Action(s)

1. Teachers will analyze results of the quarter one eCart reading assessment and identify areas in need of improvement.

Strategy 2

Differentiation

Action(s)

1. Students will participate in leveled guided reading groups. Groups will be adjusted as needed.

2. Students will participate in teacher led small groups based on targeted skills identified from Ecart results during Dolphin time.

3. Students with disabilities will be integrated into the general education classroom when possible through the co-teaching model.

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Academic Area: Mathematics Level: FIFTH Grade


5th grade students within the subgroups of disability and black students will pass the Math SOL with an 80% pass rate.




5th grade considers 66% and above as

passing on the Ecat assessment.

At least 70% of the students within the

subgroups of disability and black

students will pass the end of the first

quarter math eCART test.

5th grade students within the subgroups

of disability and black students will

pass the Math SOL with an 80% pass

rate.

Strategy 1

Analyze Assessment Results

Action(s)

1. Teachers will analyze results of Quarter 1 eCART Mathematics assessments and identify areas in need of improvement.

2. Teachers will analyze results of the Quarter 1 eCART mathematics assessment and identify areas of strength.

3. Teachers will look at the results of students with disabilities and black students in particular to evaluate areas in need.

Strategy 2

Differentiation

Action(s)

1. Teachers will utilize small group instruction based on pre-assessment results in order to meet the individual student needs.

2. Teachers will utilize Number Talks as an extension of current concepts being taught.

3. Students with disabilities will be integrated into the general education classroom when possible.

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Academic Area: Project Based Learning Level: FIFTH GRADE


Students in 5th grade will participate in PBL’s that focus on student self-assessment on creative and critical thinking.




Teachers will teach lessons on creative

and critical thinking and students will

reflect on their growth.

While working in PBL’s students will

reflect on their growth of their abilities

of thinking creatively and critically

utilizing the FCPS Portrait of a

Graduate Rubric.

Strategy 1

Action(s)

1. Introduce and use FCPS PoG Creative and Critical Thinking Rubric.

2. Implement lessons during Quarter 1 that incorporate Creative and Critical Thinking.

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Academic Area: Reading LEVEL: 6th Grade

END OF YEAR SCHOOL-LEVEL SMARTR OUTCOME

At least 80% of the students with disabilities will pass the sixth grade SOL reading test.




At least 70% of the students with

disabilities will pass the first quarter

reading horizon test.


disabilities will pass the sixth grade

SOL reading test.

Strategy 1:

Emphasis on reading comprehension through instruction and assessment of prediction of an appropriate text heading / main idea questions.

Action(s)

1. Mini lessons in language arts blocks

2. Weekly homework to enforce concepts

3. Small group pull-out during Dolphin Time to work with students who still don't adequately understand concepts.

4. Create Q3 assessment during April 2019 CLT to assess this standard and new concepts covered in Q3 along with reassessing deficiencies from Q2

eCART.

5. Analyze beginning of the year assessment.

6. CARS and STARS/Just Words reading program done through special education classes.

Strategy 2:

Emphasis on reading comprehension through instruction and assessment of figurative language questions.

Action(s)

1. Introduction of figurative language early in the year.

2. Explicit instruction in similes and metaphors.

3. Putting figurative language on morning warmups.

4. Grade-wide emphasis on poetry and poetic structures.

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Academic Area: Math Level: 6th Grade


We will have at least an 80% pass rate for math on the end of year SOL test for students with disabilities.





disabilities will pass the end of first

quarter math Horizon test.

We will have at least an 80% pass rate

for math on the end of year SOL test for

students with disabilities.

Strategy:

We need to look at data

Action(s)

1. Teachers will analyze results of Quarter 1 eCART Mathematics assessments and identify areas in need of improvement.

2. Teachers will analyze results of the Quarter 1 eCART mathematics assessment and identify areas of strength.

3. Teachers will look at the results of students with disabilities in particular to evaluate areas in need.

Strategy:

Assess to determine student progress.

Action(s)

1. Teachers will utilize small group instruction based on pre-assessment results in order to meet the individual student needs.

2. Teachers will utilize “Number Talks” as an extension of current concepts being taught

3. Students with disabilities will be integrated into the general education classroom.

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Academic Area: PBL Level: 6th Grade


85% of students will achieve a proficient or higher rating on a rubric measuring higher level thinking skills.




Discuss subject areas, goals, timelines

and questions for PBL units.

85% of students will achieve a

proficient or higher rating on a rubric

measuring higher level thinking skills.

Strategy 1

Action(s)

1. Create similar rubrics to familiarize students with expectations when completing a PBL unit.

2. Teachers will teach lessons on collaboration and problem solving during quarter 1 in order to prepare students for project based learning.

3. Lessons with Kristen Scudder, AART, on the PBL process and implementation.

fairfax county public schools school innovation and … · 2018-08-09 · 2. all grade level...

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