Post on 09-Dec-2021
Courthouse Road ElementarySchool Improvement Plan
2019-2022Mrs. Marcie Fields, Principal
Miss Diane Muldowney, Assistant PrincipalSchool Leadership Team
Erica SmithJennifer Winfree-Harbour
Allison EltringhamKatie Tulloss
Sara JettKaty Cicholski
Rebecca EgelandKathy Dyson
Erin ShaffermanMelissa Kuty
Kristina WelshKim Ragaini-Smith
Brittany VickLisa Malik
Marsha DameronSarah ShermanJessica CookGretchen StottAbby Hayden
Tony NaccaratoCourtney Simmons
Tiffany BogdenKristian Sullivan
Sean PetersJessica Hofer
Kristal Ellsworth
School Planning TeamsPlanning teams included guided and specific feedback from the faculty and staff facilitated by the school improvement team.
COURTHOUSE ROADMISSION * VISION * CORE VALUES
We, Courthouse Road Elementary School, are committed to maximizing student potential.
We build RIGOR, RELEVANCE, RELATIONSHIPS and RESULTS.● High Expectations (RIGOR)● Meaningful Learning Experiences (RELEVANCE)● Family and Student Engagement (RELATIONSHIPS)● High Quality Instruction (RESULTS)
Definitions DEVELOPED by CHRES STAFF:Courthouse Road Definition of Problem Solving as developed by 2016-17 Faculty:PROBLEM SOLVING is a fluid process where our Courthouse Road students take risks and use their critical thinking skills toarrive at solutions to authentic cross curricular tasks in a variety of ways.
Courthouse Road Definition of Inquiry Based Instruction as developed by the 2015-16 Faculty:INQUIRY BASED INSTRUCTION is a process in which teachers facilitate critical thinking through posing questions and/orproblems that engage students in their learning. Students learn to use their schema, ask questions, investigate, gatherevidence, observe, analyze, draw conclusions, and solve real world problems. Students are then empowered through deeperunderstanding as shown through their communication and opportunity to share their thinking.
COURTHOUSE ROAD EXECUTIVE SUMMARY:
Courthouse Road Elementary is a centrally located elementary school in Spotsylvania County. Our Core Values include astrong partnership of teachers, administrators, parents and community that believe in RIGOR, RELEVANCE,RELATIONSHIPS and RESULTS. At Courthouse Road, we believe that Cardinals should be “Respectful, Responsible, andProductive”, and we believe that we should “Always GO the Extra Mile” to do what is right. All staff are expected to modeland promote the practice of citizenship through OUR CARDINAL ESSENTIALS. As these are the expectations for our schoolcommunity. The expectation for our staff is to effectively engage our school community. All staff members are to focus onpromoting effective communication within the classroom and within the community. Teachers are to know the curriculum andto teach it in effective and engaging ways in an effort to promote critical, flexible thinking skills.
Our School Improvement Plan is our lesson plan for success. It is developed as a part of our shared leadership model by ourSchool Improvement Team. The Planning Teams that provided key information to our School Improvement Team consist ofFaculty Professional Learning Communities, This is a continuous process as our Professional Learning Groups will continue toprovide specific guided feedback to our School Improvement Team in an effort to continuously develop this fluid document.
After careful analysis of our school’s student performance data from 2020-21, school faculty teams determined the following tobe areas of focus through the incorporation of our School Improvement Goals and Action Steps.
SOLs Areas of Focus from the 2020-2021 School Year
Kindergarten
Math Reading History Science
● Identify the number before, without counting,when given any number between 1 and 10.
● Recognize and describe with fluencypart-whole relationships for numbers up to 5;and investigate and describe part-wholerelationships for numbers up to 10.
● Model and solve single-step story and pictureproblems with sums to 10 and differenceswithin 10 - focus on missing addend
● Recognize the attributes of a penny, nickel,dime, and quarter and identify the number ofpennies
equivalent to a nickel, adime, and a quarter.
● Investigate the passage of time by reading andinterpreting a calendar. - They seem tostruggle more with the days of the week.
● Phonological Awareness- ID, segment, blend,speech sounds - Need lots of help withsyllables
● Basic Phonetic Principles - Major lack oftracking print / Demonstrate a speech-to-printmatch
through accuratefinger-point reading infamiliar text that includeswords with more than one syllable.
● Expand vocabulary/word meanings
● Print in manuscript - Lots write from bottom totop and need help with letter formation,especially virtual students
● Write in a variety of forms - need morepractice with this
● Conduct research to answer questions or solveproblems - just not a lot of practice with this
● Demonstrate skills for historical thinking,geographical analysis,economic decision making,and responsible citizenshipby - viewing artifacts /gathering and classifyinginformation, sequencingevents / asking appropriatequestions to solve aproblem / comparing andcontrasting people, places,or events / recognizingdirect cause-and-effectrelationships / using adecision-making model tomake informed decisions /developing fluency incontent vocabulary andcomprehension of oral,written, and visual sources;
● Local community
● Demonstrate an understanding of scientific andengineering practices
**Experiments and investigations were lacking due tolimited time with students.
1st Grade
Math Reading History Science
● Fact fluency● Place value and grouping● Story problems (missing addend, comparing-
how many more)● Using addition/subtraction strategies● Communication of math thinking● Coins- identifying the coin and its value
● Writing- usage/mechanics, descriptive words,Narrative/stories/how-to, stamina
● Spelling high frequency words● Fluency● Vowel teams and diphthongs● Reading stamina
● Skills Standard (1.1)○ Using and create graphs and
pictures○ Using artifacts○ Asking appropriate questions to
solve a problem○ Developing fluency and content
vocabulary
● Skills Standard (1.1)○ Planning and carrying out
investigations○ Asking questions and defining
problems○ Constructing and critiquing
conclusions and explanations○ Developing and using models
2nd Grade
Math Reading/Writing Social Studies Science
fact fluencycomputation/double digit (regrouping)multi step story problemsingle step( deciding addition or subtraction)growing number patternsequality and inequality
vowel teamssilent estaminamain ideaaffixessentence constructionediting and adding detailreading fluency
Famous AmericansNative American Tribesvocabulary
Vocabularyscientific method process
3rd Grade
Math Reading History Science
● Fact Fluency (addition, subtraction,multiplication, and division)
● Multi-step word problems● Subtracting 4 digit numbers with
regrouping and across zeros● Naming polygons based on number of
sides.● Fractions on a number line, mixed
numbers/improper, comparing fractionswith unlike denominators.
● Money-Subtracting across zero/makingchange, multi step money problems.
● Rounding a number to three differentplace values.
● Reference materials (guide words)● Suffixes● Main Idea/Supporting Details● Nonfiction Text features (headings,
captions)● Inferencing and making predictions● Sentence structure with correct grammar
and punctuation.● Editing/revising● Stamina when reading.● Research writing
● Social studies topics were taught throughexposure and less application.
● Students need practice with applyingvocabulary vs. memorizing vocabulary.
● Needs additional practice with human,natural and capital resources vocabulary.
● Scientific method● Science topics were taught through
exposure and less application.● Students need practice with applying
vocabulary vs. memorizing vocabulary.
4th Grade
Math Reading History Science
● Fractions are always a weakness,especially due to lack of manipulativesthis year.
● Fraction/Decimal equivalents● Decimal Place Value● Place Value● Factors/multiples (more the concept)● Critical Thinking Skills
● Stamina is a continued need for growth.While it is not an SOL it is lacking.Students focus for a limited time.
● Richer discussion about text in smallgroups is needed in all areas ie: contextclues, inferencing, drawing conclusionsand author’s opinion.
● Writing proved to be a major deficit forstudents this year. The students workedprimarily on computers and struggledwith remembering capitals andpunctuation. Handwriting proved to be abetter source of practice, however,writing proves to be a weakness withinthis year's grouping.
● The students did very well on Historyassessments. They needed more time toapply the higher thinking skills questionsthat were asked for example, quotesabout roles and who might have saidthem.
● They also needed more time to processvocabulary within the content and applyit rather than memorize it.
● A deeper understanding and time toexplore the Civil War, Reconstruction,Civil Rights Movements, and the20th-21st century.
● Due to lack of hands-on experiments,vocabulary for the scientific method wasweak. (4.1)
● In general they understood the concepts,but struggled with higher level thinkingand vocabulary skills.
Instructional Strategies
Complete with the strategies that your team wants to ensure the team before you is teaching.
1st Grade (to share with kindergarten)
Math Reading
● Money- identifying coins● Part-part-whole/working number● Place Value/Grouping- by tens (hands on activities)● Counting forward orally by ones to 100● Writing numerals (reversals)● One to one correspondence
● Structured Literacy● Continue to use Heggerty/Phonemic Awareness- segmenting and blending● Sound Walls● Firm Concept of Word● Writing- Usage/Mechanics (capitalization, always capitalize the word I,
punctuation)● High frequency words (read and spell)● Fundations verbal pathways
2nd Grade (to share with 1st grade)
Math Reading/Writing
We think that 1st grade does a wonderful job at introducing the concepts so that we can build upon them.
Things to concentrate on:Fact fluency strategiesplace value with manipulativesvocabulary for subtraction words
1st grade is such a huge year of growth for reading, we are thankful when students come to us on grade levelbut we understand you have to get them from D-J (sometimes an A)
Things to concentrate on:HeggertyStructured literacytapping out strategieswrite more often in all content areasusage and mechanics (editing a sentence)
3rd Grade (to share with 2nd grade)
Math Reading
● Escalator/Tree/Number Line Method of rounding THEN rhyming.● Addition and subtraction fluency● Addition and subtraction with regrouping.● Common vocabulary (sum vs. difference, estimating, about)● Telling Time (hour and minutes hands, times that are closer to the next hour ex. 3:45-where
should the hour hand be?)● Place Value - place value vs. value (worth)
● Breaking down paragraphs or pages to visualize and summarize what is going on. (Doodle story)This would be a good intro to help us with hashtagging.
● Justifying answers by finding the evidence in the text.● Four square model for planning writing.● Parts of speech vocabulary● Test taking strategies (introduce slash the trash-crossing off obvious wrong answers)
4th Grade (to share with 3rd grade)
Math Reading
● Box Method for multiplication● Regrouping (not borrowing) (*across zeros)● Improper/mixed fraction visuals● Telling Time● Word Problems (multistep and with extra words)● Key words (sum, difference, product)● Fractions with unlike denominators (how do you do this?)
○ Benchmark of ½○ Multiples (using set model)
● Hashtags for titling paragraphs for main idea and inferencing practice.● Work on a variety of passages and text (poetry, flyers, fiction, nonfiction, etc)● Visualizing and discussion of paragraphs to assist in re-telling● Daily Phonics Lessons/Structured Literacy● Exposure and instruction to grade level curriculum as well as leveled readers for independent
reading.● Practice building passage length to build stamina
5th Grade (to share with 4th grade)
Math Reading
● Egg Carton Fractions (Models to represent the different fractions)● Models to represent sum/difference of fractions when given numbers● Ratio Tables (To find the Numerator and Denominator in order to add/sub unlike denominators)● Traditional Algorithm and Box Method for multiplication● Traditional Algorithm and Big 7 for Division● Line up places/decimals (Vertically) to compare numbers● Multiplication Facts
● Highlighting text proof● Higher level questioning (inferencing, author’s viewpoint, visualizing, summarizing, drawing
conclusions)● Structured literacy● Using many different types of texts to teach skills (functional text, poems, fiction and nonfiction)● Sticky note thinking while independent reading (metacognitive strategies)● Building stamina with reading passages (yes 4th grade!!!)
Rigor, Relevance, Relationships, ResultsKEY OBJECTIVES IN THE SCHOOL PLAN :
● All staff will build and foster positive relationships with their students and effectively engage our Courthouse RoadFamilies.
● All staff will set and communicate high expectations for students in all areas (to include: high level instruction andbehavior).
● All staff will develop and implement instructional strategies to address various levels of underperforming standards whileincorporating solid communication strategies.
LONG TERM: All students will feel safe, happy and have the desire to learn.
Short Term Goal 1: All Staff will build and continue to improve an engaging environment with staff, families, and communitythat is based upon positive relationships and communication as evidenced through student tiered surveys and parent surveysgiven at the end of the first (October 8th) and third quarters (March 11th). Baseline will be established and data will bemonitored for growth. The goal is that 100% of our community feel that Courthouse Road Elementary school provides positiverelationships and communication that promotes success.
LONG TERM: All students will develop background knowledge through the content and experience opportunities tomaster all standards through the synthesizing of information and the communication of their thinking.
Short Term Goal 2: With All instructional stakeholders present, staff will 100% fully participate in collective learning throughPROFESSIONAL LEARNING COMMUNITIES in an effort to develop, utilize, and analyze well constructed plans andinstructional strategies that promote solid instruction and communication of student thinking in all content areas as evidencedby documented FLEX forms and pre and post survey information from our instructional staff.
LONG TERM: All students will read and comprehend on or above grade level.
Short Term Goal 3: All students will solidify literacy foundational skills specifically in the areas of structured literacy toinclude more advanced word analysis and morphemic structure and writing at the sentence level across the curriculumas evidenced by the following: We will decrease the number of students identified as needing tier 2 intervention in gradesKg - 2nd overall by 15%. 85% of students overall will be within the grade level range according to STAR by the end ofthe year. (The Special Education team is currently working on another tier of this goal for SWD students. This will beincorporated and added into this plan prior to quarter one review.)
LONG TERM: All students will master all mathematical concepts on or above grade level.
Short Term Goal 4: All Students will solidify foundational skills in numeracy specifically in the areas of addition andsubtraction, fact fluency, and problem solving as evidenced by 90% mastery on all three strands using the k-2 reportcard for primary. Grades 3-5 will demonstrate mastery on all three strands to include also multiplication as evidencedby 90% of students demonstrating mastery through REFLEX Math. Problem Solving mastery will be evidenced by90% mastery on the I Ready Assessment. SWD students will demonstrate math fact mastery using the On Cloud NineLadder. Growth will be measured using quick checks. (The Special Education Team is working on this tier of the goal forSWD students. This will be incorporated and added into this plan prior to quarter one review.)
Short TermGoal 1: All Staff will build and continue to improve an engaging environment with staff, families, and communitythat is based upon positive relationships and communication as evidenced through student tiered surveys and parent surveysgiven at the end of the first (October 8th) and third quarters (March 11th). Baseline will be established and data will bemonitored for growth. The goal is that 100% of our community feel that Courthouse Road Elementary school provides positiverelationships and communication that promotes success.
ACTION STEPS Goal 1:Actions Step Person
ResponsibleResources Needed Target Date for
CompletionEvaluation Review
10/21Review12/21
Review3/22
Review5/22
All Staff willpromote,
enforce, andincorporate the
CardinalEssentials as a
way forstudents to
demonstrate“Going theExtra Mile”
throughannouncements,
social skillgroups, and
morningmeetings.
All Staff Cardinal Essentials
The Announcements
Chapter resourcesfrom The Essential 5
Daily beginningAug. 07
StudentBehavior-
decrease inreferralnumbers
StudentEngagement
AssessmentResults
Staff willprovide all
students withtwo one week
sessions ofschool widestructured
group
Counselors
ClassroomTeachers
Cardinal Essentials
Zones of Regulation
Mindfulness Strategies
Games
May 27 StudentBehavior-
decrease inreferralnumbers
StudentEngagement
experience in“playing
games” topromote all
Goal 1initiatives.
AssessmentResults
All staff willutilize theresponsiveclassroommodel of
incorporatingmorningmeetings,greetings,
group activities,and morningmessages in
their morningroutines..
All Staff Lesson Plans August 07 StudentBehavior-
decrease inreferralnumbers
StudentEngagement
AssessmentResults
All staff willutilize and
incorporate theZones of
Regulation andutilize a
classroombreak space in
their classroom.
All Staff Counselor Support August 07 StudentBehavior-
decrease inreferralnumbers
StudentEngagement
AssessmentResults
Training on theZones of
Regulation fornew teachers.
Admin
Counseling
.
Scheduled smallgroup meetings in
August
All Staff willengage thecommunity.
Teachers willprovide parents
with specificinformation asto what to ask
their child(could be aboutessential of theweek or subjectmatter related).
Thiscommunication
will beprovidedweakly tofamilies
InstructionalStaff
Begin first week ofschool August 7th
week
All Staffmembers willparticipate in
MorningAnnouncementsthrough Emojis
TeachSupport
All Staff
Begin inSeptember
Staff Memberswill utilize
positivereferrals for
students
All Staff
Admin forannouncements
Begin inSeptember
recognition ofEssentials
SpecialEducation Staffwill collaborate
to develop asession for
parents to meetwith special
education/general educationteacher teams
to sharescaffolding
strategies andschool/home
informationalsupports
All Staff
Sped TeamMeetings forideas
Begin inSeptember
Short Term Goal 2: With All instructional stakeholders present, staff will 100% fully participate in collective learning throughPROFESSIONAL LEARNING COMMUNITIES in an effort to develop, utilize, and analyze well constructed plans andinstructional strategies that promote solid instruction and communication of student thinking in all content areas as evidencedby documented FLEX forms and pre and post survey information from our instructional staff.
ACTION STEPS Goal 2:Action Step Person
ResponsibleResources
NeededTarget Date
forCompletion
Evaluation Review10/21
Review2/22
Review4/22
Review5/22
All InstructionalStaff will work
together quarterlyfor curriculum “big
picture”mappingwork noticing
patterns acrosscontent for all 4
quarters ofinstruction.
PLC TeamsAdmin
CurriculumFramework
QuarterlybeginningAugust 7
Walk thrusLesson Plans
PLC Teams will meetweekly to focus on
the “ 5 DrivingQuestions” to ensure
emphasis is put onbecoming an expert
noticer...lookingmore deeply at
student learning andexpert instruction.
Teams will have datacollection
conversations todrive instruction.
PLC TeamsAdmin
CurriculumFramework
CurriculumMaps
Weeklybeginning Aug
07
Walk thrusLesson Plans
PLC meeting minutes
PLC Teams willwork to develop
purposeful agendas.
PLC Teams CurriculumFramework/
Weeklybeginning
August 30th
Walk thrusLesson Plans
PLC meeting minutes
Facilitators andActivators will meet
with theInstructional Coach
weekly to reviewagenda and collectnecessary resources
to enrich thediscussion.
Activatorsand
Facilitators
InstructionalCoach
Admin.
CurriculumMaps
Short Term Goal 3: All students will solidify literacy foundational skills specifically in the areas of structured literacy toinclude more advanced word analysis and morphemic structure and writing at the sentence level across the curriculumas evidenced by the following: We will decrease the number of students identified as needing tier 2 intervention in gradesKg - 2nd overall by 15%. 85% of students overall will be within the grade level range according to STAR by the end ofthe year. (The Special Education team is currently working on another tier of this goal for SWD students. This will beincorporated and added into this plan prior to quarter one review.)
Action Step PersonResponsible
ResourcesNeeded
Target Datefor
Completion
Evaluation Review10/21
Review2/22
Review4/22
Review5/22
K-2 Vertical TeamCommittee has beendeveloped and willmeet with a focus onstructured literacy,spelling, handwritingand phonics.
InstructionalStaff
CurriculumFramework
Lesson plans
LETRSTraining
CurriculumMap
May 27th Walk Thrus
Observations
Lesson Plans
Assessment Data
3-5 Vertical Team Instructional Curriculum May 27th Walk Thrus
Committee has beendeveloped and willmeet with a focus onstructured literacy,word analysis, andmorphemicstructure.Writing Revolution
Staff Framework
Lesson plans
LETRSTraining
CurriculumMap
Observations
Lesson Plans
Assessment Data
Literacy PDs willmeet monthly tofocus on data and theapproach for datacollection andanalysis for use in thePLCs.
InstructionalStaff
CurriculumFramework
Lesson plans
LETRSTraining
CurriculumMap
May 27th Walk Thrus
Observations
Lesson Plans
Assessment Data
All instructional staffshould consistentlywork on explicitlyteaching handwritingand letter formationusing consistentverbal pathwaysfrom K-5.
InstructionalStaff
CurriculumFramework
Lesson plans
LETRSTraining
CurriculumMap
May 27th Walk Thrus
Observations
Lesson Plans
Assessment Data
Instructional staffshould consistentlyreinforce instructionthrough writing sothat students candemonstrate
InstructionalStaff
CurriculumFramework
Lesson plans
LETRS
May 27th Walk Thrus
Observations
Lesson Plans
understanding,synthesis andapplication ofcontent.
Training
CurriculumMap
Assessment Data
Short Term Goal 4: All Students will solidify foundational skills in numeracy specifically in the areas of addition andsubtraction, fact fluency, and problem solving as evidenced by 90% mastery on all three strands using the k-2 reportcard for primary. Grades 3-5 will demonstrate mastery on all three strands to include also multiplication as evidencedby 90% of students demonstrating mastery through REFLEX Math. Problem Solving mastery will be evidenced by90% mastery on the I Ready Assessment. SWD students will demonstrate math fact mastery using the On Cloud NineLadder. Growth will be measured using quick checks. (The Special Education Team is working on this tier of the goal forSWD students. This will be incorporated and added into this plan prior to quarter one review.)
Action Step PersonResponsible
ResourcesNeeded
Target Datefor
Completion
Evaluation Review10/21
Review2/22
Review4/22
Review5/22
K-2 Vertical TeamCommittee has beendeveloped and willmeet with a focus onK-2 VerticalDiscussion ofassessment data andcommon vocabularyand instructionalstrategies.
InstructionalStaff
CurriculumFramework
Lesson plans
CurriculumMap
ON CLOUDNINE MATH
May 27th Walk Thrus
Observations
Lesson Plans
Assessment Data
3-5 Vertical TeamCommittee has beendeveloped and willmeet with a focus onsharing FACTS(FormativeAssessment Ideasthat promote athinking classroom)in addition tocommon vocabularydiscussions.
InstructionalStaff
CurriculumFramework
Lesson plans
CurriculumMap
Mathematics:FormativeAssessments
May 27th Walk Thrus
Observations
Lesson Plans
Assessment Data
Math PDs will meetmonthly to focus onthe explicit teachingof number formationand number senseusing consistentverbal pathways(visualizing/verbalizing) andnumber talks ( K-2)and with a focus (3-5)on formativeassessments/Productive talk tocreate thinkingclassrooms.
InstructionalStaff
CurriculumFramework
Lesson plans
On CloudNine Math
MathematicsFormativeAssessments
CurriculumMap
May 27th Walk Thrus
Observations
Lesson Plans
Assessment Data
All instructional staffshould consistentlywork on problemsolving opportunitiesthrough exemplarwork so that mathinstruction isreinforced through
InstructionalStaff
CurriculumFramework
Lesson plans
Training
Curriculum
May 27th Walk Thrus
Observations
Lesson Plans
Assessment Data
Courthouse Road Cardinals “Go the Extra Mile” to be Productive, Respectful and Responsible.The Cardinal Essentials are specific expectations to achieve results!
CARDINAL ESSENTIALS
RESPECTFUL
*We are Humble!● Always congratulate and uplift others.● Never ask for a reward!● Go out of your way to make others feel better!● If you win, DO NOT brag! If you lose, DO NOT show anger!
*We are the Best we can be!● Know the names of your Cardinal Family and greet them appropriately● When meeting new people, shake their hands and repeat their name.● Hold the door for others! Never let a door close on them!● If someone drops something, pick it up!● Be a good listener and respect others' comments and opinions.● Make Eye Contact.● Always say thank you!
RESPONSIBLE
*We are the Best we can be!● Always be HONEST!
● Learn from mistakes and move on!● Always be POSITIVE!● Always pick up around you and be responsible for your space (to include cafeteria and bathroom)! It is a representation of YOU!
PRODUCTIVE
*We are the Best we can be!● In the Hallway, walk, quickly, quietly (voice level 0), and to the right of the hallway.● During conversations, ask questions and answer in complete sentences● During Transitions, be SWIFT, QUIET, and ORDERLY!● When another adult is present, all rules apply!● Take school-wide drills and precautions seriously!