education.fcps.org · Web viewThe lowest scoring student groups are EL 41.6%, SpEd at 26.7%, FARM...

School: Monocacy Elementary School Principal: Troy Barnes School Year: 2018-2019 Date Plan was Approved: September 29, 2018

Frederick County Public Schools, 2018

School Improvement Process (SIP) Planning: Whether at the school or district level, SIP is an ongoing, cyclical process that takes into consideration multiple measures, both quantitative and qualitative, to address student achievement needs. Schools use "big data" (proficiency

percentages, trends, comparisons, correlations) to start the conversation and connect to "small data" (details, events, human relationships, and narratives) to strategically prioritize needs, establish measurable improvement goals, and identify high yield improvement strategies that will be

employed. A well aligned Professional Learning plan is an integral piece to any SIP plan. Continuous improvement implies the ongoing monitoring of progress (input) and the fluid and dynamic nature of responding (output).

Strategic Alignment: The systemic priorities of student achievement and school culture will be aligned to the FCPS Strategic Plan Priorities to guide each school’s SIP planning. School administrators together with teacher leaders will review achievement, perceptual, observational, and other data to determine school improvement targets, identify high leverage strategies that will be implemented, and monitor progress toward achieving the desired outcomes. These priorities align directly to the system’s Aspirational Goals that include: Student Achievement, Effective and Engaged Staff, Resource Allocation, Family and Community Involvement and Health and Safety. Periodically throughout the school year, each school’s SIP leadership group will engage the entire staff by reviewing the systemic goals and priorities, sharing the SIP plan as it evolves, and providing support as staff implement the SIP actions. Staff input is important throughout the entire SIP cycle.

School Summary Data Including Demographics:

Aligned Strategic Plan Priorities:

● Priority 5: FCPS will provide equitable distribution of all resources based on the varied needs of students and schools.

● Priority 6: FCPS will promote clear communication and transparency in allocation of resources.

Title I School MSDE Identifier

Targeted Assistance Yes/No 2018-19 Targeted Assistance School

Yes/No

School Wide Yes/No 2018-19 Comprehensive School Yes/No


Suggested SIP Team Membership: During the school year, students, administrators, parents, community members, teacher and other staff leaders will serve on the SIP team. Teacher leader positions will be determined as allocated.

Chair(s): Justine Freimanis Students (HS): Principal: Troy BarnesParents: Jim Blaney, Timika Thrasher, Arynne Dahl, Krystal LowryAssistant Principal(s): Laura Gilmer Community Members: TBD

Teacher Leader Positions: Justine Freimanis

TitleEEV Rep Teacher Name(s)

Responsibility related to SIP Plan (Be brief)

Special Education teacher Rose Kraft SpEd rep

EL teacher Andrea Fogle EL rep

Kindergarten teacher Hannah Creswell K team leader

Grade 1 teacher Kathleen Snyder 1 team leader

Grade 2 teacher Melanie Weddle 2 team leader

Grade 3 teacher KImberly Baugher 3 team leader

Grade 4 teacher Elisa Poland McMahon 4 team leader

Grade 5 teacher Jessica Wise 5 team leader

EL teacher Michelle Silver

Social Committee leader

Music teacher Anna Claire Ayoub Arts Integration Committee


leader

10 month secretary Michele O’Connor

Volunteer Committee leader

Guidance Counselor Christy DeFrancePBIS committee leader

School Support teacher Tara Study

Attendance Committee leader

Media Specialist Emily Nauman

Technology Committee leader

Math Specialist 2nd - 3rd Chrissy Eyler Internship

Math Specialist K - 1st X Lindsay Hoffman Internship

Calendar of SIP Activities & Progress Monitoring

Meeting Date/Time (Fill in the dates for your school meetings. You may have multiple dates for each agenda item.)

Agenda Items (These are suggested agenda items, you should add and modify to match your meeting.)

Dates and timelineJuly/August

July 10: SIP team (half day) Norms, Team Strengths, CNA overview and Root Cause Analysis

August 10 SIP full day retreat

● SIP Overview…..Group Norms, Responsibilities and Purpose

● CNA Overview● Root Cause Analyze ● Team Building● SMART Goals● Strategies● Update/develop the SIP Plan


August 13 Admin team: Goals and Strategies

August 15 Half day SIP team 1:00-4:00

August 24 share with the Staff (DRAFT)

August 24 ● SIP team members share SIP Plan with their teams of teachers

● Gather feedback

August 31st ● Root Causes and SMART Goals Shared with Community (Newsletter Q1)

September 5 ● SIP team reviews feedback and makes adjustments● High Yield Strategies ● Obtain staff approval of plan

September 12 staff meeting ● Share calendar of SIP Activities and Progress Monitoring Plan with staff

● SIP Shared with All Staff

Every PL MeetingDecember 12March 13

● Monitor SIP plan and Review Progress● Share updates with staff

June 5 ● Determine the goal success and next steps and plan fo the next year.

Priority Area: Culture and ClimateAligned Strategic Plan Priorities:

● Priority 7: FCPS will encourage and sustain collaborations with families and the entire community to support student success.

● Priority 8: FCPS will equip staff with the knowledge and tools necessary to be positive ambassadors who build support for our goals and initiatives.


● Priority 9: FCPS will promote and maintain a safe and respectful environment.

● Priority 10: FCPS will foster personal well-being and health among students and staff through increased awareness and engagement on these topics.

Assessing Needs-Analyze Data: Attendance -

● Overall attendance rate for Pre-K and K is 94.45%● Overall attendance rate for 1st-5th grade is 95.21%● Overall for K-5 was 95.6% , MOES fell 13th from the bottom and ahead of 3 other Title 1 schools● According to print out for grade 1-5, Last year attendance was 95.7% which is a decrease of 0.1%● Subgroups lower than the school average: white and native hawaiian/pacific islander● MOES has 60 students missing 18 or more days of school● MOES has 24 students missing between 15-17 days

Based on the above data, there needs to be targeted focus with students and families who are are listed with chronic absenteeism. We had a flu epidemic from February to March. This resulted in more than 10% of our students and staff being out of school with a flu diagnosis. Approximately 20 families took advantage of the 5 days of vacation. This has an impact of only allowing three additional missed days before the child reaches 96% overall attendance. Meetings were held throughout the school year with families whose students were illegally absent from school 10+ days. The guidance counselor and assistant principal meet with families who reached 10-15 days of unexcused absences. The principal met with families with 15+ days of unexcused absences. Our attendance team met monthly to review attendance procedures, students accumulating absences and an attendance committee instituted monthly incentives to recognize positive attendance. Our guidance counselor also held morning check ins for students who exhibited poor attendance patterns. In addition we invited parents in to celebrate students showing improvement in their attendance and provided lunch. The efforts did not result in a positive increase in students attending school more than 96% of the year, and did not impact the 60 students missing 18+ days of school. Two families were also sent to the State’s Attorney for ongoing/historical attendance issues. One student was retained for excessive absences.

Discipline -


● 164 Incident reports ● K - 9 students had reports

1st - 10 students had reports 2nd - 6 students had reports 3rd - 6 students had reports 4th- 16 students had reports 5th - 25 students had reports

● 4 students with 13 or more reports● Referrals:94 referrals - increase of 10 from last year

○ Highest Physical aggression of any kind 32.3% (21 referrals)○ Disrespect (8)○ Bullying (9)

Suspensions:● 28 days● 9 students (5/9 Sped, 5/9FARM, 5/9 AA, 1/9 His, 3/9 White)

Increase from last year-More physical violent act and a greater need for emotional supports that we could provide.

Based on the data review above a few needs are identified as possible areas of focus. We instituted two recesses for students to get more physical activity throughout the school day. There was an increase in office referrals received at recess by 100% from the previous school year. More structure, supervision, and adequate space must be provided to increase the positive interactions of students at recess. PBIS lessons need to focus on understanding emotions (as well as small and individual sessions using the Zones of Regulation), so that students can verbalize their feelings instead of physically demonstrating them. PBIS lessons need to focus on empathy, conflict resolution, involving all members to participate, and appropriate rules for recess games/activities. The PBIS team began to implement the “7 Habits of Healthy Kids”, which will become a basis for our lessons this year. The PBIS team began monthly celebrations recognizing positive behaviors in April. These monthly celebrations will begin at the end of September this year. Cultural proficiency and trauma informed decision making will be emphasized and professional learning will be provided throughout the 2018-2019 school year. Several students (6) required supports through Brooke Lane outpatient hospitalization during the 2017-2018 school year. 1 student was admitted to RICA from May through the end of the school year. 1 L4L student required daily interventions and removal from class resulting in a loss of ability to provide students with proactive class lessons and small group/independent instruction.


Perceptual Survey - Climate

● Overall staff perception - 66% which is a decrease from last year (16-17 Teacher 68%, Non Instructional 70%)● (Staff) Positive Colleagues - 46%● 30.5% of staff are not optimistic that our school can improve● MOES has a positive environment - 55.3%● Students respect from other students 57.5%

Staff feel that not everyone was invested into the team. There needs to be 100% buy-in to our shared vision and everyone must be responsible and accountable for the results. Negative talk existed with some colleagues in the form of complaining, not being respectful to other colleagues, and talking about students in an unproductive manner. We have dedicated our vision and focus to creating a shared vision, responsibility, and accountability with 100% buy-in. Moving to our CST model has all available staff focused on teaching and learning. Staff feel overwhelmed and are seeking frequent communication.

Curriculum and Instruction:● Overall staff perception of curriculum and instruction is 57% - consistent in previous years● Staff: Feedback on role 43.4% ● Staff: Teachers ability to change to meet student needs - 57.9%● Students: Connected to teacher -55.6% ● Students: teachers allow creativity - 55.6%

More emphasis must be placed on administration to be in classrooms daily and to provide staff with positive and constructive feedback. Administration will focus on writing notes to every staff member on a regular basis (at least 15 weekly). We will look for the implications from professional learning on instructional practices. Teachers must feel as valued members of the observation and evaluation process. This will continue to be a collaborative process. Staff want more resources to meet the various needs of their learners. This will be provided through Title I funding and the move to CST. Teachers have their unique abilities and creativity. This must be captured and opportunities provided to capitalize on these strengths through teaching the curricula and standards.

Engagement and Communication:


● Families - informed on safety - 57.8%● Families - informed on progress - 65.6%● Students: Excited to participate - 54.6%● Students: interested in class - 69.6%

Families are concerned with the world that our students live in. They want to see additional measures put into place to ensure the safety of our students and their precious gifts. Parents are seeking more information on how to assist their child at home, progress in academic and behavior areas (outside of progress reports and report card time). They want to be informed on their child’s progress throughout the school year. Two grade levels will be instituting HAC this year, which will help parents in monitoring their child's performance regularly. Student engagement is a primary concern. Students are seeking more collaborative opportunities and want to participate in real-world learning opportunities that are project-based. Student engagement is our primary targeted areas in regards to our teaching and learning. Enhanced use of technology to improve and enhance teaching and learning are also needed, as the computer has replaced the worksheet in many instances. This has not proven to be acceptable means of engaging students. Title I family engagement nights will focus on providing parents with tools to assist their children at home, as well as providing resources for monitoring their child’s academic progress.

Leadership and PD● Staff: decisions with teacher input - 40.8%● Staff - learn from leaders - 55.4%● Relevance of PD - 48.7%● Value of PD - 50% ● Input of PL - 58.1%

Staff are seeking professional learning based on their individual needs and based on the needs of their students. Our PL model will allow for more time to use data to drive professional learning opportunities. Focus through the CST model will allow us to provide more targeted support, collaboration, communication, and embedded professional learning through modeling and co-teaching. Administrators need to be visible and interactive within classrooms on a daily basis. Staff are looking for more opportunities to engage with administrators about their classroom performance. Admin have created a schedule to provide involvement at every PL meeting, and visitations to classrooms on a daily basis with feedback ongoing for staff.


Safety, Health and Wellness● Decrease by 2.5% in overall staff feelings (88.5% last year to 86% this year)● Students fear of being bullied - 65.6% fear it ● Students feel that teachers understand you as a person - 72%

Yoga and Abs, Core and More were provided to staff in the winter and spring. Staff feel overworked and struggle with the home-work balance. An increase in mindfulness activities for staff and students are a daily routine during our circle time. We will continue to find what to take off of teachers’ plates so that they can focus on teaching and learning. The collaborative efforts through the CST model will provide the shared ownership and responsibility of teaching and learning. Student-student conflict increased during recess activities making students see and feel a threat of bullying. Additional supports are being put in place during recess including; decreasing recess by 10 minutes, supervision, engagement of staff during physical activities, and instruction on conflict resolution and use of daily morning circles.

AnalysisIf the staff culture improves, we will also see a positive increase in student and family engagement, attendance, and a decrease in referrals.

Assessing Needs-Synthesize Data and Identify Strategic Content (link to optional resources) : Based on the data review, a culture of belief and positivity needs to be built amongst the staff and students. The team may need to examine the cultural proficiency and next steps in PBIS to see what strategy could be put in place to address both. In some respects, the positive environment may be impacting the student culture as well.


Root Cause Analysis The team completed a Fishbone activity for school culture and climate to determine root cause. The effect was only 55.6% of students feel connected to teachers. Only 55.3% of staff feel MoES has a positive environment. The root cause was determined to be a lack of “buy in” to a shared vision in which all individuals have ownership and are accountable to carry out the vision.

Theory of Action: (Culture and Climate)

If we have positive, respectful and open communication/feedback then there will be buy in from all staff with shared accountability. If we demonstrate shared values, accountability and ownership, the school culture and climate at Monocacy will improve in all areas.

Planning and Implementation- Setting Goals: Giving consideration to FCPS System Achievement Targets, prioritize and set no more than 3 measurable goals to improve teaching and learning. (Please use Quantitative data for progress monitoring of goals)

Goal 1: Culture and Climate Data Collection sheetDuring the 2018-2019 school year, increase the favorability of all staff from 66% to a minimal favorability of 70% on the overall culture and climate section of the perceptual survey and 75% by the end of the school year on the ESSA/school survey (questions developed from SASI with direct correlation to perceptual survey).

Progress monitoring for goal 1 checkpoint 1:Perceptual survey in November from 66% to 70%. November 2018: Less than 50 students missing 5+ days of school.November: < 20 office referrals (with less than 6 referrals for physical behaviors)


Kathy Prichard, 09/29/18,

I added a sentence here. Do you agree?

Progress monitoring for goal 1 checkpoint 2:In January/Feb the school gives a climate survey again with the goal of earning a 72.5%. February 2019: Less than 50 students missing 10+ days of school.February: <40 office referrals (with less than 12 referrals for physical behaviors)

Progress monitoring for goal 1 final:For checkpoint 3 the goal is to earn a favorability of at least 75% in the area of culture and climate (staff) on the ESSA survey or school survey.April: Less than 50 students missing 15+ days of school.April: <60 office referrals (with less than 20 referrals for physical behaviors)

Goal 2 (Health & Wellness - physical): During the 2018-2019 school year students will have the opportunity to participate in 1 additional 20 minute block per week of physical activity Data Collection Sheet

Progress monitoring for goal 2 checkpoint 1: End of quarter 1 - survey did you participate - did you offer yes or no - 70% will identify that 1 additional block was offered.

Progress monitoring for goal 2 checkpoint 2: End of quarter 2 - 75% of students will identify that the time was offered on a school created survey.

Progress monitoring for goal 2 final: End of quarter 3 - 80 % of students will identify that the time was offered on a school created survey.

Goal 3 (Health & Wellness - nutrition/education promotion): During the 2018-2019 school year we will increase favorability on the student


section of the perceptual survey (safety, health and wellness) from 78% to 82% and 85% on the end of the school created survey.

Progress monitoring for goal 3 checkpoint 1: Perceptual survey - 82%

Progress monitoring for goal 3 checkpoint 2: Student survey in conjunction with physical survey-83.5%

Progress monitoring for goal 3 final: Student survey in conjunction with physical survey or ESSA - 85% by the end of the year.

Goal 4 (Health & Wellness - any area that promotes wellness): During the 2018-2019 school year there will be an increase in opportunities for families to get resources for extra curricular experiences including sports, mental and counseling resources from 1 to 3 times per year. (Title 1)

Progress monitoring for goal 6 checkpoint 1: Hold 1 Event: Fall event ( block party): SANE from Event

Progress monitoring for goal 6 checkpoint 2: Hold at least 2nd Event: STEAM Night and Resilient Night: SANE from Event

Progress monitoring for goal 6 final: Hold at least 3rd Event: Transition Night: SANE from Event

Goal 5- Family Engagement (required for STAR Schools Only): During the 2018-2019 school year we will have proportionate representation of all neighborhoods at our after school events (<10% difference between enrollment from neighborhood and family participation at after school events).Amber Meadows – 35% come from Amber MeadowsApplegate and Country Hills – 28% ( boundaries were drawn they each have ½ of the Heather Ridge Drive apartments in Country Hills and the Other half in Applegate ( the G4 bus run) –Clover Hill – 4.5%Out of District – 3.5%North Crossing – 14%


Willow brook- 15%

2017-18 Spring Data on Neighborhoods29% Amber Meadows 13% Applegate13% Country Hills/Heather Ridge Drive19% Willowbrook11% North Crossing15% OtherTotal: 233 Families

Progress monitoring for goal 5 checkpoint 1: Using the SANE documents from 1st quarter (sign in sheets), attendance will be proportionate to the percent of families from each neighborhood with no more than a 15% discrepancy between the percent of families in attendance from each neighborhood and the actual % of families from that neighborhood.

Progress monitoring for goal 5 checkpoint 2: Using the SANE documents from 2nd quarter (sign in sheets), attendance will be proportionate to the percent of families from each neighborhood with no more than a 12% discrepancy between the percent of families in attendance from each neighborhood and the actual % of families from that neighborhood.

Progress monitoring for goal 7 final: Using the SANE documents from 3rd quarter and 4th quarter (sign in sheets), attendance will be proportionate to the percent of families from each neighborhood with no more than a 10% discrepancy between the percent of families in attendance from each neighborhood and the actual % of families from that neighborhood.

NOTE: Evidence of Growth/Progress Monitoring (Local Assessment Measures are most appropriately used for Progress Monitoring vs. Achievement Targets)

High Yield Strategies Aligned to Systemic Leader(s) Responsible

Checkpoint 1 Progress Notes

Checkpoint 2 Progress Notes (qualitative

Final Progress Notes (qualitative


Troy Barnes, 09/26/18,

Adding % from each community. Waiting for facilities report.

(link to optional resources) Initiatives (*including Title I)

for Implementing

Strategy

(qualitative description) description) description)

Strategy:Restorative Practices (“Restorative Circles in Schools” by Bob Costello) Goal 1 PBIS Team

Tool: Informal Observations on the percent of classes conducting daily circles with mindfulness activities.



Strategy: School-Wide Consistent Implementation of PBIS (7 Habits of Healthy Kids)

Priority 9 PBIS Team

Tool: Monthly PBIS Lesson Plans: 1 Habit per month



Family Engagement: Eliminating Barriers to Participation Priority 7 (Title I) Volunteer

Committee

Family Involvement Committee

Attendance Committee

Tool: SANE Tool: SANE Tool: SANE


Engage students and families, recognize achievements, personalized outreach, and monitoring of attendance.

Priority 7 (Title I)

Cultural Proficiency

Priority 9

Priority 10

PPW

Administration

Classroom Teachers

Attendance Committee

Tool: Attendance Data Tool: Attendance Data Tool: Attendance Data

Priority Area: Student Achievement-Teaching and LearningAligned Strategic Plan Priorities:

● Priority 1: FCPS will provide each and every student high quality instruction that fosters inquiry, creative thinking, complex problems solving, and collaboration.

● Priority 2: FCPS will raise achievement for all students and eliminate achievement gaps.

●

Assessing Needs-Analyze Data: Review your school's Progress Report data. Consider your school's performance in relation to others in the county. Consider any trends that are occurring. Consider how all of the teaching and learning measures interact. Examine the effectiveness of school processes and instructional strategies to ensure that they result in high expectations for all students and teachers and create a culture of continuous learning. Consider root causes that are within your control.

ELA Local Assessments ( reading on grade level)


● Kindergarten - 74.1% Highest OGL Asian 100%, White 80%, Lowest OGL 33.3% SpEd and Farm● Grade 1 - 75%● Grade 2 - 71%● Grade 3 - 78.7%● Grade 4 - 66.7%● Grade 5 - 62.8%

Highest student groups are Asian at 100% and White at 79.6.%. The lowest scoring student groups are EL 41.6%, SpEd at 26.7%, FARM at 61.7% on grade level according to the Reading Benchmark Assessment.Grades 1st through 5th. Students receiving intervention support are not making sufficient progress towards closing the achievement gap. Interventions have increased or maintained the achievement gap in regards to students reading on grade level according to Fountas and Pinnell Benchmark Assessments. The in-class support for students through the maximization of reading specialists, math specialists, EL teachers, and special education teachers will serve to improve the quality of intervention supports, a connection between grade level concepts, skill, curricula with intervention outcomes. The in the classroom support will also provide coaching, collaboration, and regular communication to ensure that all students are making significant progress towards meeting grade level expectations.

PARCC 2018-19:● In 2016-2017 - 34.30% and in 2017-2018 -- 39.4% which is an increase of 5.1%● Grade 3 - 45% ● Grade 4 42%● Grade 5 - 33%

Highest student group is Asian at 87.5% and White at 50.5.%. The lowest scoring student groups are EL 7.9%, SpEd at 8.5%, FARM at 26.7% on PARCC reading assessment. An increased focus on writing about reading helped to improve our students’ performance on the PARCC ELA Assessment, especially since the assessment now counts for 50% reading and 50% writing. This will continue to be an emphasis in our instruction and professional learning for ELA. Students receiving EL and Special Education Services must be held accountable for the grade level standards with structures, scaffolds, accommodations, modifications, and supports put into place for them to achieve the grade level expectations.

In order for students in grades 3rd - 5th to earn a level 4 or 5 on PARCC ELA, they must be reading on or above grade level. It is imperative that we focus on all students in grades Kindergarten through 5th grade in promoting their reading skills and in meeting grade level expectations. Only one student earned a 4/5 reading at a level below grade level expectations during the 2017-2018 PARCC ELA administration.

Math Local Assessment:


Quarterlies - Q3Grade 1 - 74%Grade 2- 67.8%Grade 3 - 70.5%Grade 4 - 59.7%Grade 5 - 66.3%

● 1st grade no achievement gap● SPED (52.94%), EL (57.38%), and FARM (56.12%) lowest average for all grades in all quarters on Quarterly Assessments● Highest Student Groups: Asian (86.2%) and White (74.1%) average on Quarterly Assessments

When reviewing math quarterly averages with those students who scored a 4 or 5 on the PARCC assessment; the average score to meeting or exceeding PARCC expectations was 80%. Students must be provided with opportunities to be engaged in high level discussions, problem types, analysis, and explanations of their work. Our instruction must focus on the standard, provide scaffolds for all students to reach the standard, contain real-world application of contextual problems, and centered around a common language for students to read, understand, and solve complex problems. The same testing expectations for state-assessments must be applied to quarterly assessments to ensure the validity and reliability of the assessments and data collected to drive effective and efficient mathematical practices. PARCC: Overall 36% in 2016-2017 and 30.5% in 2017-2018 which is a decrease 5.5%Current grade 3 - (4/5) - 33.7%, Grade 4 (27%), Grade 5 - (33%)White 46.2%, Exited EL Students 35%, EL 7.9%, SPED 6.4%, FARM 16.4%Positive - 33.3% are at a level 3, level 3 for SPED 16.7%

Overall there was a significant decrease in our math performance on the PARCC Assessment. Professional learning shifted towards a higher focus on reading as that was an increased need. However, we ended up dropping in math to increase in reading. A concentrated effort must be made on providing meaningful, engaging and student-teacher centered professional learning based on data and team/individual needs. Moving to a compartmentalized model in grades 4 and 5 will allow teachers to receive content professional learning weekly, gain a deep understanding of the content standards, and to plan engaging lessons that connect what the students can do and the grade level expectations. A common language was developed towards the end of the school year to consistently teach solving word problems and to help students to think analytically and critically on the problems. In order for students in grades 3rd - 5th to earn a level 4 or 5 on PARCC Math, they must average at least a 75% on the benchmark assessments. It is imperative that we focus on all students in grades Kindergarten through 5th grade in promoting their math skills and in meeting grade level expectations.


Assessing Needs-Synthesize Data and Identify Strategic Content (link to optional resources): In the area of PARCC reading, increase in all students by 5%. In local reading assessments, students have maintained progress but are not meeting county expectations. EL, FARM, and SpEd students are an area of focus.In Math PARCC, a 5.5% decrease from last year. EL, FARM, and SpEd are students groups of focus. Math quarterly assessments are approaching some county averages in some grades but there is a discrepancy between math local assessments and PARCC results. In order for students in grades 3rd - 5th to earn a level 4 or 5 on PARCC ELA, they must be reading on or above grade level. It is imperative that we focus on all students in grades Kindergarten through 5th grade in promoting their reading skills and in meeting grade level expectations. Only one student earned a 4/5 reading at a level below grade level expectations during the 2017-2018 PARCC ELA administration. In order for students in grades 3rd - 5th to earn a level 4 or 5 on PARCC Math, they must average at least a 75% on the benchmark assessments. It is imperative that we focus on all students in grades Kindergarten through 5th grade in promoting their math skills and in meeting grade level expectations.

Root Cause Analysis The team went through 2 fishbones activities. to drill down the root cause for Teaching and Learning. On July 10, the team began with the effect “our academic scores have not improved significantly over the past 3 years.” We drilled down to student engagement but needed to further clarify. On August 10, we completed another fishbone with the effect “inconsistent student engagement in all MoES classrooms”. The team determined root cause to be a combination of two components; teachers are not consistently using data to drive instructional decisions and are not including reflection, both student and teacher, as part of lesson planning and implementation.


Theory of Action: Teaching and Learning

If we have consistent language (understanding the curriculum from a student based place) and in reflection in our instruction with our students, ourselves and our teams, then students will be engaged in the learning process.

Planning and Implementation- Setting Goals: Giving consideration to FCPS System Achievement Targets, prioritize and set no more than 3 measurable goals to improve teaching and learning. (Please use Quantitative data for progress monitoring of goals)

Goal 1: During the 2018-2019 school year increase the favorability of staff on perceptual survey in the area of professional development from 60% to a minimum favorability of 65% and in curriculum and instruction from 57% respectfully to a minimum favorable rating of 65% on the perceptual survey. By the end of the year a favorability of at least 70% in both areas measured by ESSA/School survey (SASI survey aligned to perceptual survey questions for accurate correlation). Data Collection Sheet

Progress monitoring for goal 1 checkpoint 1: Professional development will measure 65% favorability and curriculum/instruction will be 65% favorability based on the November Perceptual survey results.

Progress monitoring for goal 1 checkpoint 2: Professional development will measure 67% favorability and curriculum/instruction will be 67% favorability based on the school created survey.

Progress monitoring for goal 1 final: Professional development will measure 70% favorability and curriculum/instruction will be 70% favorability based on the EOY/ESSA survey.

Goal 2: During the 2018-2019 school year Increase the percent of students earning a 4 or 5 on the PARCC assessment in reading for all students from 38.6% to 42.0%

● Increase SpEd earning a 4 or 5 on PARCC ELA from 8.5% to 14.2%● Increase EL earning a 4 or 5 on PARCC ELA from 7.9% to 20.2%● Increase FARM earning a 4 or 5 on PARCC ELA from 26.7% to 32%

Subgoal #1: In order for students in grades 3rd - 5th to earn a level 4 or 5 on PARCC ELA, they must be reading on or above grade level. It is imperative that we focus on all students in grades Kindergarten through 5th grade in promoting their reading skills and in meeting grade level


expectations. Only one student earned a 4/5 reading at a level below grade level expectations during the 2017-2018 PARCC ELA administration. Therefore during the 2018-2019 school year we will increase the percent of students reading on grade level in grades K-5th from 71.4% to 75%.

● Increase SPED OGL % from 26.7% to 40%● Increase EL OGL % from 41.6% to 50%● Increase FARM OGL % from 61.7% to 70%

Data Collection Sheet

Progress monitoring for goal 2 checkpoint 1: Fall/First administration - Benchmarks -● 70% of all our students 1-5 will be reading on grade level● 25% of SpEd students will be reading on grade level● 35% of EL students will be reading on grade level● 60% of FARM students will be reading on grade level

Progress monitoring for goal 2 checkpoint 2: Second administration - benchmarks - ● 72.5% of all our students K-5 reading on grade level● 35% of SpEd students will be reading on grade level● 40% of EL students will be reading on grade level● 65% of FARM students will be reading on grade leve

Progress monitoring for goal 2 final: Final administration - benchmarks and PARCC● 75% of all our students K-5 on benchmarks ● 42% scoring at a level a level 4 or 5 on PARCC; FARM 32%, SPED 14.2%, and EL 20.2%● 40% of SpEd students will be reading on grade level● 50% of EL students will be reading on grade level● 70% of FARM students will be reading on grade level

Goal 3: During the 2018-2019 school year Increase the percent of students earning a 4 or 5 on the PARCC assessment in math from a 30.9% to 40.8%.

● Increase SpEd earning a 4 or 5 on PARCC Math from 6.4% to 20.9%● Increase EL earning a 4 or 5 on PARCC Math from 7.9% to 22.6%● Increase FARM earning a 4 or 5 on PARCC Math from 16.4% to 30.2%


Subgoal #1: In order for students in grades 3rd - 5th to earn a level 4 or 5 on PARCC Math, they must average at least a 75% on the benchmark assessments. It is imperative that we focus on all students in grades Kindergarten through 5th grade in promoting their math skills and in meeting grade level expectations. Therefore during the 2018-2019 school year we will increase the percent of students scoring at least 75% on the math quarterly assessment from 30% in 2017-2018 to 60% in 2018-2019.

● Increase SPED OGL % from 10% to 30%● Increase EL OGL % from 15% to 35%● Increase FARM OGL % from 30% to 50%

Data Collection Sheet

Progress monitoring for goal 3 checkpoint 1: ● 40% of all students 1-5 at the end of quarter 1 will score 75% or higher on math benchmarks● 10% of SpEd students will score 75% or higher● 10% of EL students will score 75% or higher● 30% of FARM students will score 75% or higher

Progress monitoring for goal 3 checkpoint 2: ● 50% of all students 1-5 at the end of Quarter 2 ( second administration) will score 75% or higher on math benchmarks● 20% of SpEd students will score 75% or higher● 25% of EL students will score 75% or higher● 40% of FARM Students will score 75% or higher

Progress monitoring for goal 3 final: ● 60% of all students 1-5 at the end of the third administration will score 75% or higher on math benchmarks ● 40.8% on PARCC● 30% of SpEd students will score 75% or higher and 20.9% will score a 4 or 5 on PARCC Math● 35% of EL students will score 75% or higher and 22.6% will score a 4 or 5 on PARCC Math


● 50% or FARM students will score 75% or higher and 26.7% will score a 4 or 5 on PARCC Math

NOTE: Evidence of Growth/Progress Monitoring (Local Assessment Measures are most appropriately used for Progress Monitoring vs. Achievement Targets)

High Yield Strategies(link to optional resources)

Aligned to Systemic Initiatives(*including

Title I)

Leader(s) Responsible for Implementing

Strategy


description)


description)

Final Progress Notes (qualitative description)


Strategy:Professional Development delivered through the ALP framework

Priority 1

Priority 2

Title 1 funds

CST Providers

Tool: ALP Plans Tool: ALP Plans Tool: ALP Plans

Strategy:SIOP (Sheltered Instruction Observation Protocol)

Priority 1

Priority 2

EL Teachers

Classroom Teachers

Tool: Informal Observation Recording Tool



Strategy:Grade Level Specific and Data Driven Professional Learning to focus on Individualized Instruction that meets to diverse learning needs of students.

Priority 1

Priority 2

Title I

CST Providers

Administration

Tool: SANE Tool: SANE and ALP analysis Tool

Tool: SANE and ALP analysis Tool

Strategy:Collaborative Planning Sessions between service providers and classroom teachers.

Priority 1

Priority 2

Priority 8

Title I

CST Providers

Classroom Teachers

Tool: Informal Observations Recording Tool

Tool: Informal Observations Recording Tool and ALP Analysis Tool

Tool: Informal Observations Recording Tool and ALP Analysis Tool


Strategy:Student Agency through ALP planning and reflection/goal-setting.

Priority 1

Priority 2

Administration

Classroom Teachers

Tool: Goal Setting 4th - 5th sheets

Tool: Goal Setting 2nd - 5th sheets

Tool: Goal Setting 1st - 5th sheets

Professional Learning

● Aligned Strategic Plan Priorities:●

Priority 3: FCPS will implement strategies to ensure a high quality and diverse workforce.

●● Priority 4: FCPS will support all staff by providing ongoing opportunities to grow as professionals throughout their career.

The Standards for Professional Learning define the elements that must be in place for professional learning to have a meaningful impact on teacher practice and student achievement. These standards outline the seven core elements that need to be in place for professional learning to be effective:

1. Learning Communities - Educators in a building are committed to professional growth and collective responsibility in the context of shared goals.2. Leadership - Leaders in a building build capacity and advocate for and support professional learning. 3. Resources - Resources, including human, fiscal, material, technology, and time, are available and allocated effectively. 4. Data - Information about student and educator performance is collected to plan, assess, and evaluate professional learning. 5. Learning Designs - Professional Learning is conducted in ways that is consistent with research on how adults learn best. 6. Implementation - Professional Learning is conducted in ways that is consistent with research on change and includes sustained support. 7. Outcomes - Student outcomes and educator learning are clearly linked and are consistent with system goals and priorities.


These standards work in conjunction with each other to produce lasting change in educator practice and an increase in student achievement.

Professional Learning CalendarOption 1: Insert link: https://docs.google.com/document/d/1EnqaEvOKi8_OiMV58pwUuvOzU-rAd3J9-dpNuYs1MSQ/edit_______________________________________


education.fcps.org · Web viewThe lowest scoring student groups are EL 41.6%, SpEd at 26.7%, FARM...

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Transcript of education.fcps.org · Web viewThe lowest scoring student groups are EL 41.6%, SpEd at 26.7%, FARM...