Elephant’s Fork School Improvement Plan

Where we have been and where we are going

AYP Reading Results2009 2010 2011

Grade 1** 89 91 87

Grade 2** 54 92 65

Grade 3 58 74 68

Grade 4 82 85 85

Grade 5 84 94 80

Grades 3-5(Combined)* 76 84 78

Notes: 1. *AYP Benchmarks: 2009 (81%), 2010 (>81%), 2011 (86%) and 2012 (91%)2. **Grades 1 & 2 reflects local SOL results

AYP Writing Results2009 2010 2011

Grade 5 82 91 82

AYP Math Results2009 2010 2011

Grade 1** 88 85 97

Grade 2** 80 84 87

Grade 3 63 86 90

Grade 4 81 79 90

Grade 5 82 94 89

Grades 3-5(Combined)* 76 87 90

Notes: 1. *AYP Benchmarks: 2009 (79%), 2010 (>79%), 2011 (85%) and 2012 (90%)2. **Grades 1 & 2 reflects local SOL results

All

Black

White

Economically Disadvantaged

English

Met AYP

Math

Met AYP

  

English

Met AYP

Math

Met AYP

  

English

Met AYP

Math

Met AYP

  

English

Met AYP

Math

Met AYP

2009

76 N

76 N

72 N

72 N

87 TS

90 TS

*69 SH

*72 SH

2010 84 Y

87 Y

*79 SH

85 Y

100 TS

91 TS

*78 SH

85 Y

2011 78 N

90 Y

71 N

86 Y

100 TS

100 TS

74 N

85 Y

AYP 3 Year History

Notes: 1. Y = Met AYP; N = Didn’t Meet AYP; TS = Too Small (Subgroup less than 50 student)2. *Met AYP using the Safe Harbor (SH)

Strategies to Increase Student Achievement and Teacher Capacity

• Weekly Grade Level Meetings with a focused agenda dictated by data and/or school improvement initiatives

• Monthly Staff and Paraprofessional Meetings

• Monthly Leadership and Data Team Meetings

Strategies to Increase Student Achievement and Teacher Capacity

• Monthly Professional Development

• Local Academic Review and School Improvement Plan

• State Monitoring through the Center for Innovation and Improvement (VDOE) Website

Addressing the gaps (Local School Improvement Plan)

• Continue Reading Rotations

• Continue No Worksheet Day

• Create and Analyze Data from Common Assessment

• Use formative assessments to guide instruction

Academic Review- Strengths

• Maintains a safe and orderly environment for learning

• Seeks and uses community resources to support the school’s improvement initiatives and raise student achievement

• Focuses team planning and collaboration on the school’s improvement planning initiatives and goals for student achievement

Strengths• Provides opportunities for those affected by organizational

changes to have the input into the development of expectations and procedures related to the changes.

• Includes theory, demonstration, practice with feedback, and coaching in the school’s professional development programs and activities.

• Collects and compiles individual student performance data to identify students’ strengths and needs, plan instruction, and monitor individual student progress over time.

Essential Actions to Facilitate School Improvement

• Seek input from staff, students, community members and other stakeholders in developing and implementing processes as well as making implementation decisions

• Provide differentiated instruction based on student

needs

• Disaggregate data by student subgroups and identifies patterns needing attention

Essential Actions to Facilitate School Improvement

• Establish and implement a system for monitoring instructional practices to ensure maximum utilization of classroom time, and to provide written feedback to teachers in the areas of curriculum alignment, student engagement, differentiation of instruction, and appropriate assessments.

• Research alternative scheduling practices to maximize instructional time.

• Develop a system for monitoring instruction that includes documenting instructional practices used collecting and reporting baseline data and providing feedback and support to teachers.

State Improvement Indicators• Team Structure - The school’s Leadership Team will regularly look at

school performance data and aggregated classroom observation data and use that data to make decisions about school improvement and professional development needs.

• Principal’s Role – The principal will spend at least 50% of his/her time working directly with teachers to improve instruction, including classroom observations.

• Periodic Assessment - Instructional Teams will review the results of unit pre-/post-tests to make decisions about the curriculum and instructional plans and to "red flag“ students in need of intervention (both students in need of tutoring or extra help and students needing enhanced learning opportunities because of their early mastery of objectives).

State Improvement Indicators• Periodic Assessment – Yearly learning goals will be set for the

school by the Leadership Team, utilizing student learning data • Periodic Assessment - Instructional Teams will review the

results of unit pre-/post-tests to make decisions about the curriculum and instructional plans and to "red flag" students in need of intervention (both students in need of tutoring or extra help and students needing enhanced learning opportunities because of their early mastery of objectives).

• Instruction – Parent Communication / Homework- All teachers will maintain a file of communication with parents.

Professional Development • 2008-09

– Reading First Grant (K-2)– Creating Literacy Groups– Ron Nash (Classroom Management)– Interactive Notebook Training (All subjects)

• 2009-10– Reading First Grant (K-2) Last year of the grant– Simply Achieve, Inc.– Interactive Notebook Training– Lock In with Teachers (Friday Evening- April) 45 day Plan for SOL

Review– Accelerated Reading Training and Formulation of Goals and

Objectives

Professional Development• 2010-11

• Formative Assessment, Creating Common Assessments, Guided Reading

• Marcia Tate – 20 Ways to Increase Your Child’s Brain Power

• Understanding Autism

• Effective Schoolwide Discipline

Professional Development2010-11, cont.

• Response to Intervention

• Lock In with Teachers (Friday Evening- April) 45 day Plan for SOL Review

• Teacher Leader Training and Formative Assessment (VADOE)

• Accelerated Reading Training and Formulation of Goals and Objectives

Professional Development

2011-12• Guided Writing• Guided Reading• Formative Assessment

Planning Ahead• Incorporate recommendations from Literacy

Team (SAO)

• Differentiate Grade Level Meeting weekly as dictated by student data

• Facilitate conversations with each teacher to ensure that all interventions are implemented

• Participate in Academic Review Follow-up – February 13, 2012