fairfax county public schools school innovation and … · 2018-08-09 · 2. all grade level...
TRANSCRIPT
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Fairfax County Public Schools
School Innovation and Improvement Plan
2018 – 2019
Navy Elementary
Region One
Jon Coch, Principal
Collaborative Team Cycle
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Table of Contents (Ctrl+Click to take you there!)
• School - Reading
• School – Math
• School – All Subjects
• Kindergarten - Reading
• Kindergarten - Math
• Kindergarten - PBL
• First - Reading
• First Grade - Math
• First Grade - PBL
• Second Grade - Reading
• Second Grade - Math
• Second Grade - PBL
• Third Grade - Reading
• Third Grade - Math
• Third Grade- PBL
• Fourth Grade – Reading
• Fourth Grade - Math
• Fourth Grade – Blended Learning
• Fifth Grade - Reading
• Fifth Grade - Math
• Fifth Grade - PBL
• Sixth Grade – Math
• Sixth Grade – Reading
• Sixth Grade - PBL
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BELIEFS, MISSION AND VISION STATEMENTS
FAIRFAX COUNTY PUBLIC SCHOOLS—BELIEFS
Each student is entitled to an excellent education that meets his or her individual needs.
Effective educators are essential to student success.
We thrive in a vibrant, healthful, safe, enriching, and respectful environment.
A well-rounded education enables students to lead productive, fulfilling, creative and culturally rich lives.
A successful education system fosters effective communication, critical thinking, creativity and collaboration.
A dynamic partnership among students, parents, educators and with the community is critical to meet student needs and provide
enriching experiences.
Families play a fundamental role in their children’s education.
Our diversity is a strength that creates resilient, open and innovative global citizens.
High expectations inspire high performance.
An educated citizenry sustains our economy and our system of self-governance.
Self-motivation and personal responsibility are keys to future success.
Early childhood education is crucial to school readiness and future success.
Reading proficiency by third grade is critical for the academic success of all students.
FAIRFAX COUNTY PUBLIC SCHOOLS—MISSION STATEMENT
Fairfax County Public Schools inspires and empowers students to meet high academic standards, lead ethical lives, and be
responsible and innovative global citizens.
FAIRFAX COUNTY PUBLIC SCHOOLS—VISION STATEMENT
Looking to the Future
FCPS prepares all students for the world of the future by giving them a broad spectrum of opportunities to prepare for education
and employment beyond high school. All graduates are productive and responsible members of society, capable of competing in
the global economy and motivated to pursue learning throughout their lifetimes.
Commitment to Opportunity
FCPS values its diversity, and acknowledges that all people contribute to the well-being of the community. FCPS provides
opportunities for all its students and employees to grow educationally, personally, and professionally.
Community Support
Fairfax County embraces its schools. Businesses and community members generously volunteer their time and resources to help
students. Schools are integrated into the fabric of the community, and residents take pride in their schools. The success of FCPS
draws businesses to Fairfax County. Citizens support the financial and capital needs of the school system.
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Achievement
Fairfax County students achieve at high levels in all core areas and across a broad spectrum of pursuits. FCPS values a well-
rounded education that goes beyond basics, and encompasses the arts, technology, communication, and critical thinking skills in
preparation for the work of the world. FCPS provides a breadth and depth of opportunities to allow all students to stretch their
capabilities and pursue their passions.
Accountability
FCPS is accountable for the academic achievement of all students. FCPS measures academic progress, to ensure that all students,
regardless of race, poverty, language or disability, will graduate with the knowledge and skills necessary for college and/or
employment. FCPS spends money wisely. FCPS directs funds to the classroom, and finds ways to improve performance across the
spectrum of academic programs and business processes.
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SCHOOL—VISION STATEMENT
Our vision is to become an exceptional 21st century school community in which all students will achieve, and then exceed state
standards. This will create informed, self-sufficient and productive citizens, educated decision makers, and responsible adults.
SCHOOL—MISSION STATEMENT
We create in collaboration with parents, a safe, nurturing, and supportive environment that enables our students to learn to their fullest
potential. This community of trust enables all to accept our individual differences and to promote an integrated curriculum where
students take pride in the ownership of their learning, growth, and community.
SCHOOL—CORE VALUES/BELIEFS
Each child is important and has the right to a free, safe and appropriate education. Our students are treated with respect and
encouraged to respect others. We believe that all students have the ability to learn. With high expectations for achievement, each
child can realize his or her full academic potential.
Excellent teachers are vital for student success. Learning takes place when instruction is geared to meet student needs. Our staff will
engage in continuous professional growth and development.
When positive home/school partnerships are formed, student achievement rises. We believe that acceptance of our increasingly
diverse community provides students with the ability to understand and build friendships with those of other cultures.
For information on special programs at Navy Elementary School, please refer to the School Profile:
http://schoolprofiles.fcps.edu/schlprfl/f?p=108:50:::::P0_CURRENT_SCHOOL_ID:332
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COMMITTEE MEMBERS
Name Position
Jon Coch Principal
Molly Booe and Faye Cofer Assistant Principals
Jennifer Genus Parent/Community Member
Jennifer Genus Kindergarten
Christina DePorter First Grade
Chrissy Baram Second Grade
Brooke Henderson Third Grade
Emily Meehan Fourth Grade
Stephanie Drost Fifth Grade
Mark Cohen Sixth Grade
Donna Waybright Reading Specialist
Stacey Sinclair S.B.T.S.
Lorraine Marshall Guidance Counselor
James Marotta Special Education Lead
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TIMELINE OF SIP COMMITTEE MEETINGS
Date of Meeting Committee/Subcommittee Administrator Scheduled to Attend
August 9, 2018 Committee Jon Coch, Molly Booe, Faye Cofer
August 13, 2018 Subcommittee Jon Coch, Molly Booe, Faye Cofer
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STUDENT ACHIEVEMENT GOAL—ACADEMICS
STUDENT ACHIEVEMENT GOAL: All students will be literate, able to obtain, understand, analyze, integrate, communicate and apply
knowledge and skills to achieve success in school and in life. Academic progress in the core disciplines
will be measured to ensure that all students, regardless of race, poverty, language or disability, will
graduate with the knowledge and skills necessary for college and/or employment, effectively
eliminating achievement gaps.
Check all sub-goal(s) that apply to this school improvement plan objective.
1.1. Achieve their full academic potential in the core
disciplines of:
1.1.1. English language arts.
1.1.2. Mathematics.
1.1.3. Science.
1.1.4. Social studies.
1.2. Communicate in at least two languages.
1.3. Explore, understand, and value the fine and practical
arts.
1.4. Understand the interrelationship and interdependence of
the countries and cultures of the world.
SUMMARY OF SMARTR OUTCOMES
Academic Area: READING LEVEL: SCHOOL
CLOSE THE GAP RAISE THE BAR CONTEXTUAL COMPARISON INDIVIDUAL GROWTH
End of Year SMARTR Outcome
Our SWD will improve from a 79% to a 80% on reading SOL in grades 3-6.
Strategies
1. Students in grades 3-6 will set personal reading goals.
2. In CLT meetings, teachers will review data and discuss strategies to support students’ strengths and needs.
3. The Reading Teacher will attend grade level CLT meetings, twice a month, to provide professional development and/or serve as a resource.
4. All teachers will be trained to administer the DRA at their specific grade level.
5. Reading Resource Teacher provides small group reading instruction.
Action(s)
1. Special Education Teachers will incorporate progress monitoring on students’ performance throughout the year.
2. Special Education Teachers will develop intervention plans that target areas of needs.
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3. All grade level teachers and instructional assistants participate in professional development during the CLT meetings with the Reading Teacher.
4. SPED teachers will incorporate evidence-based reading programs.
SUMMARY OF SMARTR OUTCOMES
Academic Area: MATH LEVEL: SCHOOL
CLOSE THE GAP RAISE THE BAR CONTEXTUAL COMPARISON INDIVIDUAL GROWTH
End of Year SMARTR Outcome
All Subgroups will continue to achieve 80% or higher on the Math SOL.
Strategies
1. Students will engage in the school-wide Math CueThink Program.
2. Identify students in each of the Subgroups.
3. Teachers implementing Guided Math in their instruction.
Action(s)
1. Students will review and be remediated on specific skills for mastery.
2. Teachers will increase the number of online assessments administered throughout the year.
3. Teachers will incorporate strategies to address areas of student need, ie- problem solving and technology enhanced questions.
4. Math Resource Teacher supports classroom teachers by modeling math workshop and providing professional development using the new pacing
guide.
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SUMMARY OF SMARTR OUTCOMES
Academic Area: ALL SUBJECT AREAS LEVEL: SCHOOL
CLOSE THE GAP RAISE THE BAR CONTEXTUAL COMPARISON INDIVIDUAL GROWTH
End of Year SMARTR Outcome
100% of the students in grades K-6 will complete 4 PBL units which consist of the essential components and blended learning.
Strategies
1. Teachers participated (over 90% staff completed) in PBL training focusing on the Essential Components.
2. Specific teachers are implementing action research on PBL projects.
3. SBTS and Admin are collaborating with grade level teams to implement PBL units.
4. Pyramid is piloting PBL/Capstone program for FCPS.
Action(s)
1. Specific teachers have been trained by the Buck Institute for Education this summer.
2. All grade level teachers complete 3-4 PBL units by the end of the year. PBL classrooms implement 8-10 PBL units throughout the year.
3. Implemented FCPS Onboard in Grades 3-6. All students in these grade levels will take home a laptop.
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Academic Area: PBL Level: Kindergarten
INSERT END OF YEAR SCHOOL-LEVEL SMARTR OUTCOME
85% of our students will demonstrate proficiency indicated by an overall score of a 3 or 4 on the communication rubric.
SUMMARY OF SMARTR OUTCOMES
CLOSE THE GAP RAISE THE BAR CONTEXTUAL COMPARISON INDIVIDUAL GROWTH
Baseline/Initial Outcome Interim Goal(s) Interim Goal(s)- As Needed End of Year SMARTR Outcome
100% of students will participate in
PBL projects with a focus on
communication.
100% children will have
participated in 2 PBL projects
with a focus on communication.
75% of our students will
demonstrate proficiency indicated
by an overall score of a 3 or 4 on
the communication rubric.
85% of our students will demonstrate
proficiency indicated by an overall
score of a 3 or 4 on the communication
rubric.
Strategy 1
Action(s)
1. Teachers and IA’s have been trained in PBL.
2. During CLT’s teachers will collaborate to create rubrics for assessing students during PBL projects.
3. Teachers will role play and model what good communication looks like.
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Academic Area: Reading Level: 1st
INSERT END OF YEAR SCHOOL-LEVEL SMARTR OUTCOME
85% of our students will demonstrate proficiency indicated by an overall score of a 3 or 4 on the creativity rubric
SUMMARY OF SMARTR OUTCOMES
CLOSE THE GAP RAISE THE BAR CONTEXTUAL COMPARISON INDIVIDUAL GROWTH
Baseline/Initial Outcome Interim Goal(s) Interim Goal(s)- As Needed End of Year SMARTR Outcome
100% of students will participate in at
least 4 PBL projects during the 2018-
2019 school year with a focus on
creativity.
85% of our students will demonstrate
proficiency indicated by an overall
score of a 3 or 4 on the creativity rubric.
Strategy 1
Action(s)
1. At CLT’s teachers will have ongoing discussions in order to plan, collaborate, and reflect on each PBL unit.
2. Students will be given opportunities to get comfortable with technology to support the PBL units.
3. Students will be introduced to the 4 C’s with practice before a project is assessed.
4. Students will be shown and given an explanation of the rubric they will be evaluated on at the beginning the project.
5. Students will have an opportunity to work on at least 4 PBL projects throughout the 2018-2019 school year.
6. Teachers will implement a student-led model into Social Studies this year to support PBL.
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Academic Area: PBL Level: Second
80% of our students will demonstrate proficiency indicated by an overall score of a 3 or 4 on the social studies PBL rubrics on collaboration.
SUMMARY OF SMARTR OUTCOMES
CLOSE THE GAP RAISE THE BAR CONTEXTUAL COMPARISON INDIVIDUAL GROWTH
Baseline/Initial Outcome Interim Outcome Interim Outcome- As Needed End of Year SMARTR Outcome
All 2nd grade students will participate
and collaborate on at least 3 PBL units
and will be assessed on communication
using a rubric to establish a baseline.
80% of our students will demonstrate
proficiency indicated by an overall
score of a 3 or 4 on the social studies
PBL rubrics on collaboration.
Strategy 1:
Introduce students to what a good collaborator looks like
Action(s)
1. Plan for collaboration “skits” that will help students to recognize and practice good collaboration skills that they will be able to implement into their
PBL groups.
2. Students will be shown and given an explanation of the collaboration rubric they will be working with at beginning of each PBL project.
Expectations of how to be a good collaborator should be clear.
3. At CLT’s, teachers will collaborate, plan, and reflect on each PBL unit.
Strategy 2:
Utilize PBL end of project rubrics for formative assessments.
Action(s)
1. Discuss with students strategies to get a 3 or 4 on the collaboration rubric.
2. Students will self-assess their collaboration with a check/discussion at the end of the projects.
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Academic Area: Reading Level: THIRD GRADE
INSERT END OF YEAR SCHOOL-LEVEL SMARTR OUTCOME
By the end of the 2018-2019 school year, 75% of students with disabilities and the sub group of black students will pass the 3rd Grade Reading
SOL.
SUMMARY OF SMARTR OUTCOMES
CLOSE THE GAP RAISE THE BAR CONTEXTUAL COMPARISON INDIVIDUAL GROWTH
Baseline/Initial Outcome Interim Outcome Interim Outcome- As Needed End of Year SMARTR Outcome
100 percent of the students will take
the Fall eCART.
By the end of the 2018-2019 school
year, 75% of students with
disabilities and the sub group of
black students will pass the 3rd
Grade Reading SOL.
Strategy 1:
We will give the DRA to students with disabilities and who are economically disadvantaged in order to determine reading levels and reading groups
Action(s)
1. Analyze DRA strengths and weaknesses to determine guided reading groups and student areas of weakness as a team.
2. Integrate technology to enrich Language Arts curriculum (MyOn/Database/SMARTboard lessons)
3. Implement PBL to strengthen reading comprehension and writing skills.
Strategy 2
We will analyze last year’s Reading SOL test question breakdown to focus instruction on areas of need throughout the quarter.
Action(s)
1. Analyze the SOL reading scores test question breakdown from EDSL together at a CLT.
2. Integrate test taking strategies with exit tickets, online resources, technology enhanced items, SMART board lessons throughout the year.
3. Provide targeted instruction on skills that show weakness especially supporting details in fiction and non-fiction text and inferencing, critical
thinking skills.
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Academic Area: Math Level: THIRD GRADE
INSERT END OF YEAR SCHOOL-LEVEL SMARTR OUTCOME
By the end of the 2018-2019 school year, 75% of students with disabilities and sub group of black students will pass the Plain English 3rd Grade Math SOL.
SUMMARY OF SMARTR OUTCOMES
CLOSE THE GAP RAISE THE BAR CONTEXTUAL COMPARISON INDIVIDUAL GROWTH
Baseline/Initial Outcome Interim Outcome Interim Outcome- As Needed End of Year SMARTR Outcome
100% of the students will take the Fall
eCART assessment.
By the end of the 2018-2019 school
year, 75% of students with disabilities
and sub group of black students will
pass the Plain English 3rd Grade Math
SOL.
Strategy 1:
We will structure our math blocks using math workshop.
Action(s)
1. Use a beginning of the year pre-assessment, to flexibly group students based on ability.
2. Integrate technology to enrich math curriculum (MyOn/Database/SMARTboard lessons).
3. Implement a spiral review into daily math workshop.
4. Focus on math language throughout the year, in all units, that is reflected in the Plain English version of the 3rd Grade Math SOL.
Strategy 2:
We will give and analyze math horizon assessments to find areas of weakness for those students in Gap Group 1.
Action(s)
1. Analyze Horizon assessment data.
2. Integrate test taking strategies with exit tickets, online resources, technology enhanced items, SMART board lessons throughout the year.
3. Provide targeted instruction on multi-step questioning, especially with addition and subtraction, multiplication and division.
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Academic Area: PBL 2017-2018 Level: THIRD GRADE
INSERT END OF YEAR SCHOOL-LEVEL SMARTR OUTCOME
By the end of the 2018-2019 school year, 85% of our students will demonstrate proficiency in the area of collaboration indicated by a score 3 or 4 on the
Portrait of a Graduate rubric.
SUMMARY OF SMARTR OUTCOMES
CLOSE THE GAP RAISE THE BAR CONTEXTUAL COMPARISON INDIVIDUAL GROWTH
Baseline/Initial Outcome Interim Outcome Interim Outcome- As Needed End of Year SMARTR Outcome
100% of 3rd grade students will
complete at least 1 PBL project that
focuses on collaboration.
By the end of the 2018-2019 school
year, 85% of our students will
demonstrate proficiency in the area of
collaboration indicated by a score 3 or 4
on the Portrait of a Graduate rubric.
Strategy 1:
Implement at least 1 PBL project per quarter that focuses on collaboration.
Action(s)
1. Students will be shown and given an explanation of the rubric they will be evaluated on at the beginning the project.
2. Classes will complete the collaboration lesson provided on eCart to help students understand the POG rubric.
3. All classes will implement collaboration lessons throughout the first six weeks of school, so students are clear about expectations and skills
necessary.
4. At CLT’s teachers will have ongoing discussions in order to plan, collaborate, and reflect on each PBL unit.
Strategy 2:
Students will have opportunities to self-reflect, share, and revise during project work times.
Action(s)
1. Students will be given checklists and reflection questions to think about participation and collaboration skills on the PBL project.
2. Students will be given opportunities to set collaboration goals for future PBL projects.
3. Teacher feedback and check-ins will happen with individuals and groups using the final rubric as our guide.
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Academic Area: Reading Level: 4th Grade
Students with disabilities will reach a pass rate of 80% or higher on Reading by the end of the 2018-2019 school year.
SUMMARY OF SMARTR OUTCOMES
CLOSE THE GAP RAISE THE BAR CONTEXTUAL COMPARISON INDIVIDUAL GROWTH
Baseline/Initial Outcome Interim Goal(s) Interim Goal(s)- As Needed End of Year SMARTR Outcome
We will give 100% of Students with
disabilities students the DRA (or
alternate benchmark assessment) as
way to gauge their current reading
level. Students will also participate in
the eCART BOY Reading Assessment
in order to set a standard for
instruction.
The passing rate of Students with
Disabilities on the 4th grade Reading
SOL will increase to 80% or higher.
Strategy 1:
Give the DRA (or alternate benchmark assessment) to measure the current reading level of our Students with Disabilities population. This will give us an
understanding of their areas of weakness that we need to specifically target to help our SWDs population pass the Reading SOL.
Action(s)
1. Give the DRA, or alternate benchmark assessment, and analyze results as a team during common planning time.
2. Mini lessons throughout the quarter to address skills based on what students struggled with on the DRA.
3. Assessments throughout the year to measure growth of targeted skills based on DRA struggles.
4. We will give a DRA progress monitoring at the end of every quarter.
5. Provide more opportunities for students to work on word analysis strategies and word reference materials.
Strategy 2:
Give the 4th Grade Reading BOY eCART Assessment to measure grade level reading comprehension of our Students with Disabilities population. This will
give us a baseline for the current comprehension level of our SWDs population compared to their grade level peers.
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Academic Area: Math Level: 4th Grade
Students with disabilities will reach a pass rate of 80% or higher on Math by the end of the 2018-2019 school year.
SUMMARY OF SMARTR OUTCOMES
CLOSE THE GAP RAISE THE BAR CONTEXTUAL COMPARISON INDIVIDUAL GROWTH
Baseline/Initial Outcome Interim Goal(s) Interim Goal(s)- As Needed End of Year SMARTR Outcome
100% of students will participate in the
eCART BOY Math Assessment in
order to set a standard for instruction.
The passing rate of students with
disabilities taking the 4th grade Math
SOL will have a pass rate of 80% or
higher.
Strategy 1:
Give the Universal Screener (or alternate benchmark assessment) to measure the current math level of our students with disabilities student population. This
will give us an understanding of their areas of weakness that we need to specifically target to help our students with disabilities.
Action(s)
1. Give the Universal Screener and analyze results as a team during common planning time.
2. Math Workshop to provide focus lessons, stations and teacher-led instruction to all students.
3. Assessments throughout the year to measure growth of targeted skills based on Universal Screener data.
4. We will give eCart assessments for end of unit assessments as well as county assessments.
5. Provide more opportunities for students to work on probability, statistics, patterns, functions and algebra.
Strategy 2:
Give the 4th Grade Math BOY eCART Assessment to measure grade level math strategies of our Students with Disabilities student population. This will give
us a baseline for the current math level of our SWD student population compared to their grade level peers.
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Academic Area: Blended Learning Level: 4th Grade
All 4th grade students will participate in a Blended Learning unit using their 1:1 technology to promote higher level thinking skills and Portrait of a
Graduate skills.
SUMMARY OF SMARTR OUTCOMES
CLOSE THE GAP RAISE THE BAR CONTEXTUAL COMPARISON INDIVIDUAL GROWTH
Baseline/Initial Outcome Interim Goal(s) Interim Goal(s)- As Needed End of Year SMARTR Outcome
We will prepare our students by
practicing in a Blended Learning unit
with our 1:1 technology and
incorporate Portrait of a Graduate
skills.
100% of 4th grade students will
participate in a Blended Learning unit
by the end of the school year to
promote higher level thinking skills and
Portrait of a Graduate skills.
Strategy 1:
We will prepare our students for their Blended Learning unit by encouraging them to work collaboratively during curriculum activities. This will give us an
understanding of their abilities and weaknesses so that we can better prepare them for their projects.
Action(s)
1. During Quarter 1, we will introduce students to Blended Learning and set up our classrooms for 1:1.
2. During the school year, teachers will ask students to reflect on Blended Learning and purposeful integration of technology within a unit.
3. Teachers will assess students based on their Blended Learning unit they participated in.
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Academic Area: Language Arts Level: FIFTH GRADE
INSERT END OF YEAR SCHOOL-LEVEL SMARTR OUTCOME
5th grade students with disabilities will pass the Reading SOL with a pass rate of 80% or greater.
SUMMARY OF SMARTR OUTCOMES
CLOSE THE GAP RAISE THE BAR CONTEXTUAL COMPARISON INDIVIDUAL GROWTH
Baseline/Initial Outcome Interim Outcome Interim Outcome- As Needed End of Year SMARTR Outcome
80% of students with disabilities will
pass the quarter one eCart reading
assessment.
80% of 5th grade SWD taking the
Reading SOL will pass.
Strategy 1
Analyze Assessment Results
Action(s)
1. Teachers will analyze results of the quarter one eCart reading assessment and identify areas in need of improvement.
Strategy 2
Differentiation
Action(s)
1. Students will participate in leveled guided reading groups. Groups will be adjusted as needed.
2. Students will participate in teacher led small groups based on targeted skills identified from Ecart results during Dolphin time.
3. Students with disabilities will be integrated into the general education classroom when possible through the co-teaching model.
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Academic Area: Mathematics Level: FIFTH Grade
INSERT END OF YEAR SCHOOL-LEVEL SMARTR OUTCOME
5th grade students within the subgroups of disability and black students will pass the Math SOL with an 80% pass rate.
SUMMARY OF SMARTR OUTCOMES
CLOSE THE GAP RAISE THE BAR CONTEXTUAL COMPARISON INDIVIDUAL GROWTH
Baseline/Initial Outcome Interim Outcome Interim Outcome- As Needed End of Year SMARTR Outcome
5th grade considers 66% and above as
passing on the Ecat assessment.
At least 70% of the students within the
subgroups of disability and black
students will pass the end of the first
quarter math eCART test.
5th grade students within the subgroups
of disability and black students will
pass the Math SOL with an 80% pass
rate.
Strategy 1
Analyze Assessment Results
Action(s)
1. Teachers will analyze results of Quarter 1 eCART Mathematics assessments and identify areas in need of improvement.
2. Teachers will analyze results of the Quarter 1 eCART mathematics assessment and identify areas of strength.
3. Teachers will look at the results of students with disabilities and black students in particular to evaluate areas in need.
Strategy 2
Differentiation
Action(s)
1. Teachers will utilize small group instruction based on pre-assessment results in order to meet the individual student needs.
2. Teachers will utilize Number Talks as an extension of current concepts being taught.
3. Students with disabilities will be integrated into the general education classroom when possible.
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Academic Area: Project Based Learning Level: FIFTH GRADE
INSERT END OF YEAR SCHOOL-LEVEL SMARTR OUTCOME
Students in 5th grade will participate in PBL’s that focus on student self-assessment on creative and critical thinking.
SUMMARY OF SMARTR OUTCOMES
CLOSE THE GAP RAISE THE BAR CONTEXTUAL COMPARISON INDIVIDUAL GROWTH
Baseline/Initial Outcome Interim Outcome Interim Outcome- As Needed End of Year SMARTR Outcome
Teachers will teach lessons on creative
and critical thinking and students will
reflect on their growth.
While working in PBL’s students will
reflect on their growth of their abilities
of thinking creatively and critically
utilizing the FCPS Portrait of a
Graduate Rubric.
Strategy 1
Action(s)
1. Introduce and use FCPS PoG Creative and Critical Thinking Rubric.
2. Implement lessons during Quarter 1 that incorporate Creative and Critical Thinking.
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Academic Area: Reading LEVEL: 6th Grade
END OF YEAR SCHOOL-LEVEL SMARTR OUTCOME
At least 80% of the students with disabilities will pass the sixth grade SOL reading test.
SUMMARY OF SMARTR OUTCOMES
CLOSE THE GAP RAISE THE BAR CONTEXTUAL COMPARISON INDIVIDUAL GROWTH
Baseline/Initial Outcome Interim Outcome Interim Outcome- As Needed End of Year SMARTR Outcome
At least 70% of the students with
disabilities will pass the first quarter
reading horizon test.
At least 80% of the students with
disabilities will pass the sixth grade
SOL reading test.
Strategy 1:
Emphasis on reading comprehension through instruction and assessment of prediction of an appropriate text heading / main idea questions.
Action(s)
1. Mini lessons in language arts blocks
2. Weekly homework to enforce concepts
3. Small group pull-out during Dolphin Time to work with students who still don't adequately understand concepts.
4. Create Q3 assessment during April 2019 CLT to assess this standard and new concepts covered in Q3 along with reassessing deficiencies from Q2
eCART.
5. Analyze beginning of the year assessment.
6. CARS and STARS/Just Words reading program done through special education classes.
Strategy 2:
Emphasis on reading comprehension through instruction and assessment of figurative language questions.
Action(s)
1. Introduction of figurative language early in the year.
2. Explicit instruction in similes and metaphors.
3. Putting figurative language on morning warmups.
4. Grade-wide emphasis on poetry and poetic structures.
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Academic Area: Math Level: 6th Grade
END OF YEAR SCHOOL-LEVEL SMARTR OUTCOME
We will have at least an 80% pass rate for math on the end of year SOL test for students with disabilities.
SUMMARY OF SMARTR OUTCOMES
CLOSE THE GAP RAISE THE BAR CONTEXTUAL COMPARISON INDIVIDUAL GROWTH
Baseline/Initial Outcome Interim Outcome Interim Outcome- As Needed End of Year SMARTR Outcome
At least 72% of the students with
disabilities will pass the end of first
quarter math Horizon test.
We will have at least an 80% pass rate
for math on the end of year SOL test for
students with disabilities.
Strategy:
We need to look at data
Action(s)
1. Teachers will analyze results of Quarter 1 eCART Mathematics assessments and identify areas in need of improvement.
2. Teachers will analyze results of the Quarter 1 eCART mathematics assessment and identify areas of strength.
3. Teachers will look at the results of students with disabilities in particular to evaluate areas in need.
Strategy:
Assess to determine student progress.
Action(s)
1. Teachers will utilize small group instruction based on pre-assessment results in order to meet the individual student needs.
2. Teachers will utilize “Number Talks” as an extension of current concepts being taught
3. Students with disabilities will be integrated into the general education classroom.
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Academic Area: PBL Level: 6th Grade
END OF YEAR SCHOOL-LEVEL SMARTR OUTCOME
85% of students will achieve a proficient or higher rating on a rubric measuring higher level thinking skills.
SUMMARY OF SMARTR OUTCOMES
CLOSE THE GAP RAISE THE BAR CONTEXTUAL COMPARISON INDIVIDUAL GROWTH
Baseline/Initial Outcome Interim Outcome Interim Outcome- As Needed End of Year SMARTR Outcome
Discuss subject areas, goals, timelines
and questions for PBL units.
85% of students will achieve a
proficient or higher rating on a rubric
measuring higher level thinking skills.
Strategy 1
Action(s)
1. Create similar rubrics to familiarize students with expectations when completing a PBL unit.
2. Teachers will teach lessons on collaboration and problem solving during quarter 1 in order to prepare students for project based learning.
3. Lessons with Kristen Scudder, AART, on the PBL process and implementation.