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Hollymead Elementary School SIP 2013-2015

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Hollymead Elementary School Improvement Plan

Period Covered Mo/Yr – Mo/Yr

Original Submission September 2013

Updated Third quarter/April 10, 2014

School Improvement Team Principal Nancy Teel

Assistant Principal Representative Amy Morris

Instructional Representative Jo Kohlmann, Patricia Shifflett, Leslie Anderson, Angel Feero, Terry Gallagher, Sarah LaPrade, Warren Meehan, Ann Lancaster

Instructional Support Representative

Teacher Assistant Representative

Parent Representative Julie Boyer

Community Representative

Student Representative

*Add to list as needed. Each group may have more than one representative.

School Mission Statement


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GOAL 1: CUSTOMER FOCUS

1.1 PLAN – Identify Focus Areas

We will reduce percentage of students being bullied in the cafeteria and at recess by 10% by 2014. GAP Evidence: Spring 2013 Safe School Survey Results:

Cafeteria and outside were hot spots for bullying

Bullying reported in cafeteria: Hollymead 3rd grade 27%; 4th grade 43%; and 5th grade 39% compared to Albemarle/Charlottesville: 3rd grade 30%; 4th grade 30% and 5th grade 27%

Bullying reported outside: 3rd grade 50%; 4th grade 43%; and 5th grade 41% compared to Albemarle/Charlottesville: 3rd grade 49%; 4th grade 41%; and 5th grade 37%

1.2 DO – Implement the Plan

Support teachers in developing and implementing Responsive Classroom strategies

Nancy Teel Amy Morris

1. Model and discuss Responsive Classroom strategies during faculty meetings

2. Monthly Schoolwide morning meetings to encourage community.

Provide consistent and supportive adult supervision during lunch and recess


1. Create lunch schedule where one grade level is in the cafeteria at a time to reduce numbers and allow for better adult supervision and interactions with students

2. Four corner supervision of students during recess.

3. Class meetings to discuss recess issues

1.3 STUDY – Understand Results

Performance Indicator Source Frequency Desired Result

Spring 2014 Safe Schools Survey – cafeteria and outside bullying

Safe Schools Once Decreasing trend <reported on Spring 2013 Safe Schools Survey results

Grade level created surveys to measure safe environment

PLC 3 times Decreasing trend < baseline data from

All Hollymead Elementary School students will be in a safe learning

environment where they are accepted and welcomed.


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Discipline Referrals Office Quarterly Decreasing trend<10 referrals

1.4 ACT – Make Adjustments

Q1 Schedule modification: one grade level per lunch period resulting in reduction in noise level and increase in space to move

We’ve had 3 schoolwide morning meetings in the first quarter led by RC committee

Grade levels developed surveys and presented to administration. Some grade levels are making changes based on feedback.

0%

10%

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3rd grade 4th grade 5th grade

Spring 2013 Student Reported Bullying

Cafeteria

Recess

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1

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5

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10

First Quarter SecondQuarter

Third Quarter FourthQuarter

Discipline Referrals

Discipline Referrals


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Q2 Parents report enjoying having lunch with their children due to the decrease in noise and the less crowded conditions.

We’ve had two schoolwide meetings – one led by the RC committee and one by SCA

Every grade level has administered their safe learning environment survey and we are in the process of analyzing results.

Safe Schools Victim Identification Survey: one student was identified by 5 peers as a victim of bullying; last year this revealed 5 students identified by 5 peers as a victim of bullying.

Q3 We had a schoolwide morning meeting each month in the 3rd quarter. Students are often leading the different activities.

Every faculty meeting begins with a greeting and then an activity and/or share

Discipline referrals held steady at 5 for the quarter.

Q4


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GOAL 2: OPERATIONS FOCUS


The Spring 2014 Safe School Survey will show 10% fewer students saying “School is boring”. GAP Evidence: Thirty percent of our third through fifth graders indicated that “school is boring” on the Spring 2013 Safe Schools Survey.


Implementation of performance tasks and assessments will challenge and engage students


1. Every grade level will develop and implement a performance task; this is in additional to the ACPS required performance assessment; there will be opportunities for scoring at the PLC and faculty level

2. Develop a student survey to measure engagement.

Support teachers in developing performance tasks and assessments through professional development opportunities.


1. Pre-school week will feature maker activities.

2. STEM workshops will be offered to all teachers

3.Teachers will display examples of performance tasks including rubric, general directions, representations of work during the February school based PD day.



1.10% fewer students reporting “school is boring” on the 2014 Spring Safe School Survey

Safe Schools Once (in the Spring)

Decreasing trend <reported on Spring 2013 Safe Schools Survey results

2.Progress on the staff generated engagement survey.

PLC 3 times Decreasing trend

All Hollymead Elementary School students will be engaged in meaningful

and rigorous work while having opportunities to use contemporary learning

spaces and supportive technologies.


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Q1 No data available. During pre-school teachers participated in workshops using MakeyMakeys and Little Bits. We have analyzed the data from the Spring 2013 Safe School Survey. We are developing appropriate surveys for each grade level through PLC and PD days.

Q2 No data available on the Spring 2014 Safe School Survey. It has been decided to add questions about engagement in the teacher created climate survey. Grade levels have done that and had the goal of administering it once during the second quarter. The questions asked around engagement are about work being interesting and challenging. The results are in the graph above. Some grade levels are seeing a need to reword some of their questions.

Q3 No data available on the Spring 2014 Safe School Survey. The survey window is the next two weeks and the data will be reported in the 4th quarter. PLC groups have been working on wording for questions referring to engagement and challenge. All grade levels now have at least one survey result and are having discussions with students about the results. The results are in the above graph. In February during our school based professional development day every grade level displayed and explained one of their performance task or projects. There was rich conversation about the pros and cons of this type of work.

Q4

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20%

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K 1 2 3 4 5

My teacher gives me interesting and challenging work.

December

March

May


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GOAL 3: WORKFORCE FOCUS


Fifth graders will improve Math SOL test scores by 10% over the next two years.

GAP Evidence: In the Spring of 2013 fifth grade math scores fell to 75% as compared to 83.7% the year before.


Collaboration with teachers of mathematics and exploration of supplemental materials

Sarah LaPrade, Sarah Parsley, Terry Gallagher, Rebecca Brown and Keary Pieczynski

1. Sarah LaPrade is teaching an Investigations course offered in Opportunities along with another fifth grade teacher

2. Explore supplemental materials to extend Investigations.

3.Explore problem solving strategies.

Provide opportunities for students to express their mathematical thinking.

Sarah LaPrade, Sarah Parsley, Terry Gallagher, Rebecca Brown and Keary Pieczynski

1. Read and discuss Number Talks as a professional development group and a PLC.

2. Implement strategies from Number Talks.



1.Pre and post assessments for each math unit. Investigations; Schoolnet; teacher made

Each Unit Post tests higher than pre tests to demonstrate learning

2.Analysis of data from pre and post Sarah LaPrade Each unit Increasing effect size

Hollymead fifth grade students will improve in their mathematical thinking.


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assessments and effect size.

Insert graphical representation of performance indicators over time


Q1 One unit complete in the first quarter with a pre and post test. A lot of time was also spent on multiplication and division strategies.

First unit: 1. Group 1: effect size was 0.45 2. Group 2: effect size was 2.10

It is thought the second groups’ effect size is large because they are not risk takers so they did not even attempt some of the questions on the pre-test.

Q2 3 units complete in the second quarter with pre and post tests.

Units 2-4 effect size ranged from .46 to .70

Midyear assessments: 27% of fifth graders fell below the 70% expectations for the assessment. This was particularly disappointment as all the material had been covered during the first semester. This will be analyzed and skills lacking will be retaught.

Q3 Fourth graders created podcasts explaining the strategies they used to solve mathematical problems. The plan is to repeat this at least one more time to show evidence of students’ growth in mathematical vocabulary when explaining strategies.

Q4

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