Continuous School Improvement Plan

• Teachers have engaged in professional learning thus far as follows: state level-teachers are in the process of completing VLA training division level: professional learning occurred on August 9; and school level: professional learning continues in PLC meetings. 
• Reading plans are complete and have been shared with parents/guardians.
• Professional learning in explicit instruction occurred for new teachers at their building orientation and also for all teachers on the September professional learning day.  Feedback is being provided during observations, including walk-throughs.
• Professional learning in phonemic awareness and phonics is ongoing for all teachers at the state, division, and school levels.  Feedback is being provided during observations, including walk-throughs.
• All students in need of interventions are being provided those; progress is monitored through regular data meetings.
• Average September VGA score was 1453, which falls within the middle tier.
• Beginning of year VALLSS testing data is as follows (“risk band” represents risk level for developing reading difficulty):   
  • Risk Band - Low: Kindergarten, 40%; First Grade, 60%; Second Grade, 44%
  • Risk Bank - Moderate: Kindergarten, 35%; First Grade, 27%; Second Grade, 30%
  • Risk Band - High: Kindergarten, 25%; First Grade, 13%; Second Grade, 26%

• Professional development for staff on the science of reading continues through grade level team meetings and professional development sessions (most recently on the January 3 division professional learning day).
• For students in kindergarten through grade 2, student reading plans for students identified as high risk have been completed and are being implemented, including the appropriate interventions.  Progress is monitored through regular data meetings.
• Grade 3 students who did not meet the grade 2 spring benchmark are receiving their appropriate interventions.  Progress is monitored through regular data meetings.
• Students in grades 4 & 5 have been screened using the CORE assessment screener and are receiving their appropriate interventions.  Progress is monitored through regular data meetings.
• School administration is collecting data on effective use of resources, explicit instruction, and student engagement via classroom walk-throughs.  Data is as follows:

Effective Use of Resources

Student Engagement and Opportunities for Practice

• Professional development for staff on the science of reading is ongoing for all teachers at the state, division, and school levels.  Feedback is being provided during observations, including walk-throughs.  
• During grade level team meetings, teachers analyzed both VALLSS and VGA testing results in order to inform next steps.
• Teams participated in a half-day planning session where they had time to map out and plan upcoming instruction.
• Grade 3 students who had a high risk or moderate risk benchmark were tested mid-year and are receiving their appropriate interventions.  Progress is monitored through regular data meetings.
• All students in need of interventions are being provided those; progress is monitored through regular data meetings.
• Students in grades 4 & 5 who failed the SOL or who are struggling have been screened using the mid-year CORE assessment screener and are receiving their appropriate interventions.  Progress is monitored through regular data meetings. 

Core data:

• 4th grade - 16 students at risk (16% of grade level)
• 5th grade - 23 students at risk (22% of grade level)
• Mid-year VALLSS testing data is as follows (“risk band” represents risk level for developing reading difficulty):  

• Professional learning was provided division-wide on August 9 on use of curriculum documents and the data cycle.  Professional learning was also provided at the school level on September 23 on the C-R-A (concrete-representational-abstract) model, and related coaching cycles are currently in place.
• Professional learning in explicit instruction occurred for new teachers at their building orientation and also for all teachers on the September professional learning day.  Feedback is being provided during observations, including walk-throughs.
• All students in need of interventions are being provided those; progress is monitored through regular data meetings.
• Average September VGA score was 1363, which falls within the lowest tier.
• 84% of our kindergarteners met the benchmark for overall math performance.
• Beginning of year i-Ready diagnostic data is as follows:
  • % of Students Ready for Grade Level Content: 67%
  • % of Students in Need of Varying Levels of Supports: 33%

• Differentiated professional learning was provided on January 3 on the C-R-A (concrete-representational-abstract) model, creating common assessments, and unpacking standards of learning.
• All students in need of interventions are being provided those; progress is monitored through regular data meetings.
• Mid-year i-Ready diagnostic data is as follows:
• Mid-year i-Ready diagnostic data is as follows:
  • % of Students Meeting Grade Level Expectations: 36%
  • % of Students in Need of Some Support: 45%
  • % of Students in Need of Intensive Support: 19%

• Teams participated in a half-day planning session where they had time to map out and plan an upcoming unit in math and/or an upcoming assessment.
• Differentiated professional learning was provided on January 3 on the C-R-A (concrete-representational-abstract) model, creating common assessments, and unpacking standards of learning. 
• During grade level team meetings, teachers analyzed both i-Ready and VGA testing results in order to inform next steps.
• All students in need of interventions are being provided those; progress is monitored through regular data meetings.
• STEAM night was held on January 16; students participated in various STEAM activities during the event.

• A vertically-aligned grade level science vocabulary list was created and shared with all grade level teams for implementation.
• A LETRS vocabulary routine was introduced and teams planned how they would explicitly teach one of the common vocabulary words; the instructional coach and supervisor are working with teams to create vocabulary routine planning documents for the remaining vocabulary words.
• Rubrics have been revised in line with the categories on the new report card for next year. 

• Differentiated professional learning was provided on January 3 on scaffolding of instruction, rubric enhancements, modeling & feedback, and explicit instruction with vocabulary and procedures.
• All teams have completed scientific investigation rubrics in order to provide a measure as to whether students are on track in attainment of grade level content.

• During grade level team meetings, science content and texts were integrated into the comprehension lesson plan.
• Content-based text sets were created in our book room to provide teachers with aligned science and social studies texts at various levels to be integrated into literacy instruction.
• Scientific investigation standards were integrated into our Swarmapalooza rotations.
• Science-based themes were included in tutoring plans.
• Common Assessment Data: Grades K-2 are utilizing the scientific investigation rubrics.  Kindergarten has an average of 3.7/4 rubric points.
• Grades 3-5 have 63% of students showing proficiency as demonstrated by an average of 70% or better on common assessments.
• STEAM night was held on January 16; students participated in various STEAM activities during the event.

• Professional development was held in August for all staff in verbal prompting strategies.
• Through October 16, there was a referral decrease of 26 (37 to this point in ‘23-’24 compared to 11 at this point this school year, for a decrease of 70%).
• 113 students were recognized by a teacher for positive acts and received a phone call home from administration (this is a new practice and is above and beyond our students receiving pollen points).

• Through December 20, there was a discipline referral decrease of 75% for students receiving tier 2 behavioral interventions and a 41% decrease of discipline referrals overall, compared to the same time period last school year.
• Through December 20, 165 students were recognized by a teacher for positive acts and received a phone call home from administration (this is a new practice and is above and beyond our students receiving pollen points).
• Professional learning was held on January 3 for all teaching and support staff in classroom climate, student engagement, and feedback, as these relate to student behaviors.  

• Professional learning was held on January 3 for all teaching and support staff in classroom climate, student engagement, and feedback, as these relate to student behaviors. 
• Through March 12, there was a discipline referral decrease of 74% for students receiving tier 2 behavioral interventions and a 30% decrease of discipline referrals overall, compared to the same time period last school year.
• Through March 12, 196 students were recognized by a teacher for positive acts and received a phone call home from administration (this is a new practice and is above and beyond our students receiving pollen points).

Although there is evidence of parental involvement through volunteering, participation in parent conferences, and both written and electronic communications, there were no parent surveys during the first quarter since there were no Title I events (which is where the surveys are shared).

At the Title 1 family event on January 16, via survey, 100% of the families in attendance indicated that they were involved in their child/ren’s education in at least two different ways. There were 295 attendees at our Title 1 event. 

• For the time period August 15 through October 4, there was an increase of 30.7 days missed for this school year compared to the same point last school year.  Administration is implementing ideas from the school leadership team via a document for staff to share incentives to encourage staff well-being; the document was shared with all staff; some provided input and various ideas are being implemented.

• Administration is implementing ideas from the school leadership team via a document for staff to share incentives to encourage staff well-being and morale; the document was shared with all staff; some provided input and various ideas are being implemented.
• The teaching staff absence total through the second quarter of the school year compared to last school year is 13% higher as compared to the same time frame last school year (this number is a 44% decrease from the quarter 1 number).

• Administration is implementing ideas from the school leadership team via a document for staff to share incentives to encourage staff well-being and morale; the document was shared with all staff; some provided input and various ideas are being implemented.
• The teaching staff absence total through the third quarter of the school year compared to last school year is 9% higher as compared to the same time frame last school year (note that the third quarter time frame showed a 19% decrease).