Plan for Continuous Improvement

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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

Learning Outcome Area:

Academic proficiency

Communication and collaboration

Global awareness, independence, responsibility, citizenship Critical and creative thinking, innovation, problem solving g

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SMART Goal:

By the end of 2014-2015 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.)

Checkpoints

(Indicate how frequently the intermediate measures will be gathered, e.g., weekly, biweekly,

monthly, bimonthly, per unit, quarterly.)

Point Person or Group

(Identify who is responsible for gathering and reporting the intermediate

measures.)

DRA

DSA

Quarterly Common

Assessments

3 times a year

2 times a year

3 times a year

Literacy Team

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.)

(Identify who is responsible for implementing the strategy and

gathering the evidence.)

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b fedcbg gfedcb cbgdef gfedcb Implementation:

Gathering Evidence:

Literacy Team Classroom Teachers

Literacy Team

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Language Arts teachers will meet weekly with the Literacy Team 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?)

Language Arts Weekly Agendas and CLC Collaboration Notes

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b fedcbg dcbefg gfedcb gfedcb 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.

Learning Walks Implementation:

Language Arts Teachers Literacy Team

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b fedcbg dcbefg gfedcb gfedcb Reading Specialists and Title I Teachers will coach language arts teachers, modeling, co- teaching, providing feedback, and collaborating about how instruction is producing student achievement.

Coaching notes Learning Walks

Implementation:

Literacy Team Classroom Teachers

Literacy Team

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b fedcbg dcbefg gfedcb gfedcb 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

Implementation:

21st Century Director Afterschool Tutors

21st Century Director Academic Coordinator Literacy Team

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Classroom Teachers Leadership Team

Administration

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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

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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.

Classroom Teachers Literacy Team

Administration Literacy Team

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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.

Learning Walks

Student Response Journals

Implementation:

Classroom teachers Literacy Team

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b fedcbg dcbefg gfedcb gfedcb Teachers will be trained in the development and use of close reads and will include them in whole group and small group instruction.

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b fedcbg dcbefg gfedcb gfedcb Teachers will provide direct instruction in word study and vocabulary at least three times/week.

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b fedcbg dcbefg gfedcb gfedcb 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 Learning Walks

Implementation:

Administration Classroom teachers Literacy Team DSS

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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.

Student goal sheets and stamina graphs

Implementation:

Classroom teachers

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b fedcbg dcbefg gfedcb gfedcb Students and parents will participate in two literacy nights where reading will be celebrated and reading

strategies will be explained to parents.

Literacy Night Invitations Implementation:

Literacy Team Reading Committee

Literacy Team

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

Word Study Instruction for Syllable Affixes and Derivational Constancy

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

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study stages can also benefit students' understanding of syllabication and application in decoding multisyllablic words.

9/23/2014 3:00:00 AM 2

Makeup Plans

Instructional Strategies for Struggling Readers (Part I - decoding practice; Part II - fluency practice)

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.

10/2/2014; 10/9/2014 3:00:00 PM 3 - 1.5 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 Literacy Team 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 Biweeklydcbegf Monthlydbcefg Bimonthlygfedcb

How will we respond if students are not achieving the desired outcomes or have already

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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

SMART Goal:

By the end of 2014-2015 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.

the goal.)

Checkpoints

measures.)

End-Of-Unit Common

Assessments

after each unit

Classroom Teachers

Science Lead Teacher

DSS

Strategies

aligns.)

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b fedcbg dcbefg gfedcb gfedcb Teachers will participate in half- day collaboration with

instructional specialists from curriculum and instruction to unpack science objectives monthly.

Collaboration Agendas Implementation:

Classroom Teachers Science Lead Teacher

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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?)

Collaboration Agendas

Science Lead Teacher

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b fedcbg dcbefg gfedcb gfedcb Students will use the scientific method to participate in a school- wide science fair.

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b fedcbg dcbefg gfedcb gfedcb 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 Implementation:

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b fedcbg dcbefg gfedcb gfedcb 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.

Data Wall Implementation:

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b fedcbg dcbefg gfedcb gfedcb 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.

assessment data Implementation:

Classroom Teachers Science Lead Teacher DSS

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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 Learning Walks

21^st Century Coordinator 21^st Century Tutoring Teachers

Administration

Academic Coordinator 21^st Century Coordinator 21^st Century Tutoring Teachers

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b fedcbg dcbefg gfedcb gfedcb 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

Learning Walks

Implementation:

Science Teachers Science Lead Teacher Dr. Jenny Sue Flannagan (Regent University)

Science Teachers Science Lead Teacher

Modeling of Inquiry and the Scientific Method in the Science Lab with Dr. Jenny Sue Flannagan. (Regent University)

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.

9/19/2014 8:00:00 AM 2.5

Makeup Plans

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*Bi-Weekly collaborative planning during grade level CLC meetings to discuss objectives, assessments, and student work, facilitated by a curriculum and instruction specialist

*Modeling and coaching teachers in the use of inquiry in the Science Lab with Dr. Jenny Sue Flannagan

How will we respond if students are not achieving the desired outcomes or have already achieved the desired outcomes?

Plan

meeting the goal.)

PLAN Student

SMART Goal:

By the end of 2014-2015 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.

the goal.)

Checkpoints

measures.)

SMI

Quarterly Common

Assessments

2 times a year

3 times a year

Math Specialists

Classroom teachers

Administrators

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Strategies

aligns.)

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b fedcbg dcbefg gfedcb gfedcb 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 Weekly CLC Agendas and Meeting Notes

Implementation:

Math Specialists Classroom Teachers

Math Specialists

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b fedcbg dcbefg gfedcb gfedcb Math specialists will coach teachers, modeling, co-teaching, providing feedback, and

collaborating about how

instruction is producing student achievement.

Math Specialists schedule and anecdotal notes

Implementation:

Administration

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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.

Learning Walk schedules Implementation:

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b fedcbg dcbefg gfedcb gfedcb Students will practice using multiple representations to solve open-ended problems in whole group and small group

instruction.

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Selected students will participate in an Intervention Lab to receive additional practice in math skills and strategies.

Intervention lab schedule and student work

Implementation:

Intervention Lab Tutor Math Specialists

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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 Gathering Evidence:

21st Century Coordinator Tutoring Teachers

21st Century Coordinator Tutoring Teachers Academic Coordinator

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.

Teachers ready to begin strong instruction the first week of school.

Date of Activity Time of Activity Number of Hours 8/21/2014

Makeup Plans

*Weekly collaborative planning during grade level CLC meetings to discuss objectives, assessments, and student work

*Collaboration between individual teachers and Math Specialists to plan instruction

*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

How will we respond if students are not achieving the desired outcomes or have already achieved the desired outcomes?

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Plan

meeting the goal.)