Fairfax County Public Schools School Innovation and ... · PDF fileSelf-motivation and...

1

Fairfax County Public Schools

School Innovation and Improvement Plan

2017-2018

Dogwood Elementary School

Region 1

Mie Devers, Principal

2

Collaborative Team Cycle The Learning Model

3

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.

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.

4

SCHOOL—MISSION STATEMENT

DOGWOOD’S MISSION IS TO EMPOWER STUDENTS AND IGNITE THEIR PASSION AND CURIOSITY FOR LEARNING; SO THAT THEY BECOME

RESPECTFUL AND RESPONSIBLE GLOBAL CITIZENS AND STRONG LEADERS.

SCHOOL--VISION STATEMENT

Families, Staff, and Community - Dogwood Empowered!

Together, we inspire young citizens to collaborate and innovate in order to create a culture of lifelong learning for meaningful global

impact.

5

For information on special programs at Dogwood ElementarySchool, please refer to the School Profile:

http://schoolprofiles.fcps.edu/schlprfl/f?p=108:50:::::P0_CURRENT_SCHOOL_ID:336

COMMITTEE MEMBERS

Name Position Name Position

Mie Devers Principal Emily Davis FECEP/Head Start Teacher

Sean McCartney Committee Chair Christina Williams Kindergarten Teacher

Jamie Gadley Assistant Principal Megan Kowalczik First Grade Teacher

Adrienne Ginsberg Instructional Coach Jessica Merrick Second Grade Teacher

Kristin Mandruleanu Title I Reading Teacher Stephanie Guffain Third Grade Teacher

Karen Schmidt Title I Math Resource Teacher Dara Waksman Fourth Grade Teacher

Lisa Stosch ESOL Teacher Kendra Roman Fifth Grade Teacher

Kara McElveen Special Education Teacher Kara Armstrong Sixth Grade Teacher

Eric Draper School-Based Technology Specialist Rebecca Caldwell Music Teacher

Michael Dennis Responsive Classroom Rachael Fox Counselor

Dawn Missirlian Admin. Intern Karen Markle Parent/Community

http://schoolprofiles.fcps.edu/schlprfl/f?p=108:50:::::P0_CURRENT_SCHOOL_ID:336

6

TIMELINE OF SIP COMMITTEE MEETINGS

Date of Meeting Committee/Subcommittee Administrator Scheduled to Attend

8/15/2017 Reading, Math, Science Devers, McCartney










7

WHAT? Summarize your SMARTR Outcomes data.

What collective strengths can we celebrate?

In what areas do we have the greatest

opportunity for growth?

WHY? Why were we successful in these areas? Did

we implement our strategies well and is there a

link between our strategies and goals? Why

did we struggle in these areas? What did we

not address as well as we could have?

SO WHAT? For the next interim, what are our commitments

to action to build on these strengths or to create

the growth we desire?

RE

AD

ING

S

TR

EN

GT

HS

OP

PO

RT

UN

ITIE

S F

OR

GR

OW

TH

In

itia

l R

efl

ecti

on

Date: June 19, 2017 We met the VDOE accreditation SOL Goal:

SWD/White/Asian exceeded their

goal

DRA Asian exceed their goal

OGL students were close to

making our 100% goal

Opportunities

DRA- closing the gap with our

BGL students

Language development for all

students

Strengths -ESOL partnerships -Co-teaching -BAW -Whole school Daily 5 -using data to guide our instructions -What/Why/How mini lessons -Talk moves/sentence frames Why did we struggle in these areas More time to talk and write. We were implementing both the new Pacing

guide and BAW. Word work

Next steps -Language development -continue

ESOL partnerships

Co-teaching

BAW

Whole school Daily 5

-how to Bridge/connect the BAW with daily 5 -Word Work -Primary- more pre/post assessment -Reading engagement

8

MA

TH

ST

RE

NG

TH

S

OP

PO

RT

UN

ITIE

S F

OR

GR

OW

TH

In

itia

l R

efl

ecti

on

Date: 6/19/17 Our total pass rate goal for all students was

75.1%, we had a 63% pass rate. We did not

meet our goal. While we did not meet our goal for any

subgroup we were closest in meeting our

goal for Gap Group 2, Black by 2%. The

White and SWD subgroups were less than

10% from meeting our goal, while the other

subgroups were more. Our greatest area for

growth was the LEP subgroup, with a goal

of 71.9% and we had 46.3% pass rate. Our Spring MRA goal was a 82% pass rate

and we had 79% combined in 1st and 2nd

grade pass. We were very close, we did not

meet our goal by 3% or 7 kids. We

improved by 19% from the fall MRA pass

rate. For VDOE accreditation we met the 70%

goal and exceeded with a 78% pass rate.

One of the strategies and actions we felt helped

lead to our success was bringing back student

work to CLTs to analyze to help with planning.

Also, incorporating research based practiced

into our instruction, using the I notice I wonder

problem solving strategy to support reading and

understanding story problems in the upper

grades and in the primary grades using number

sense routines. Most teams were working to

differentiate without workshop activities and in

small groups. One strategy we did not implement as well as

we would have liked to was in providing the

best tier 2 intervention. We would like to look

at students by name and need more

collaboratively to group students with common

areas for intervention to better use our time. We

would like the math coaches to support during

intervention time. Also, for core tier one

instruction we want to make sure to ensure

practice time for students before moving on to

the next topic.

To build on our strengths and create the growth

we desire we would like to... Look at how we can better spiral back to

content taught earlier in the year through station

activities and review. Spend time being intentional when planning the

language we use in our lessons and making sure

students are exposed to a variety of ways a

question may be asked. Focus on teaching students to reason through

problems and be independent in using the skills

we have given them to reason through new

material. Look at creating streamlined quick pre-

assessments to help in forming and planning for

small groups and in pacing the unit.

WR

ITIN

G

S

TR

EN

GT

HS

OP

PO

RT

UN

ITIE

S

FO

R G

RO

WT

H

Init

ial

Refl

ecti

on Date: 6/19//17

73% of DES made growth

24% of DES students maintained

3% of DES students lapsed

_ students were excited about writing _ Teachers noticed added details _ Confidence in sharing _ mentor texts were helpful _ student starts were easier. Identifying a topic

_ Word work and spelling are not seeming to

transfer

_Time _ Grammar _ alignment of reading and writing _ Teams want to combine county and BAW _ look a the pacing _ Bring back writing into Daily 5 _ incorporating grammar into units

SC

IEN

CE

S

TR

EN

GT

HS

OP

PO

RT

UN

ITIE

S F

OR

GR

OW

TH

In

itia

l R

efl

ecti

on

6/19/17 _ Pass rate was 76%, needed a 70% _ raised 20% points

_team did the science prior to the experiments divide/conquer the experiments to in

understand how they worked prior to teaching _ increased CLT time bi monthly for 5th grade Monthly for the K-4, & 6

_X.1 investigation standard of science methods

is a huge part of the SOL. Grade levels need to

have students participate in the scientific

method. _teams should do the science prior to the

experiments divide/conquer the experiments in order to

understand what is to happen and how to

enhance, remediate, and/or modify. _ look for the science everyday. Not once a

quarter.

9

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(s): LEVEL: SCHOOL

CLOSE THE GAP RAISE THE BAR INDIVIDUAL GROWTH

Baseline/Initial Goal Interim Goal Interim Goal - As Needed End of Year SMARTR Outcome

During the 2017-2018 school year,

we will decrease the number of K-6

grade students in the Tier 2 category

in Reading by 10% as measured by

the iREADY universal screener.

The students in all subgroups in grades 3-6

will decrease the failure rate by 10% on the

VA Reading SOL. The pass rate will be: All: 62% to 65% Black: 54% to 59% Hispanic: 59% to 63% SWD: 63% to 67% ED: 57% to 62% LEP: 59% to 63% Asian: 93% to 94% White: 76% to 79%

10

Strategy 1 Link to Portrait of a Graduate Link to CAG Strategies

We will refine and organize our instructional block and practices to ensure all students receive appropriate and

differentiated Tier 1 instruction. Q1 Action(s)

1. We will use formative assessment data to reflect upon the implementation of the county-wide reading pacing guide and being a writer.

2. We will collectively plan and implement strategies to incorporate conversations about text and writing.

3. We will collectively plan and implement strategies to promote reading engagement (book choice, book clubs, etc.).


Students identified by the universal screener will receive specialized intervention (specific

focus/duration/frequency) aligned to their specific learning need.

Q1 Action(s) 1. We will collectively plan and implement targeted instruction based on iReady and other assessments.

2. We will collectively monitor and reflect on student progress every 6-8 weeks.


We will strengthen classroom and school culture through culturally responsive instruction.

Q1 Action(s) 1. We will guide student conversations around multicultural literature to promote cultural proficiency.

http://www.fcps.edu/supt/portrait/index.shtml

http://fcpsnet.fcps.edu/is/cag/index.html





11

WHAT? Summarize your SMARTR Outcomes data. What

collective strengths can we celebrate? In what areas

do we have the greatest opportunity for growth?

WHY?

Why were we successful in these areas? Did we

implement our strategies well and is there a link

between our strategies and goals? Why did we

struggle in these areas? What did we not address as

well as we could have?

SO WHAT?

For the next interim, what are our commitments to

action to build on these strengths or to create the

growth we desire?

RE

AD

ING

S

TR

EN

GT

HS

OP

PO

RT

UN

ITIE

S F

OR

GR

OW

TH

In

itia

l R

efl

ecti

on

Date: June 19, 2017 We met the VDOE accreditation SOL Goal:

SWD/White/Asian exceeded their goal

DRA Asian exceed their goal

OGL students were close to making our

100% goal

Opportunities

DRA- closing the gap with our BGL

students

Language development for all students

Strengths -ESOL partnerships -Co-teaching -BAW -Whole school Daily 5 -using data to guide our instructions -What/Why/How mini lessons -Talk moves/sentence frames Why did we struggle in these areas More time to talk and write. We were implementing both the new Pacing guide

and BAW. Word work

Next steps -Language development -continue

ESOL partnerships

Co-teaching

BAW

Whole school Daily 5

-how to Bridge/connect the BAW with daily 5 -Word Work -Primary- more pre/post assessment -Reading engagement

ST

RE

NG

TH

S

OP

PO

RT

UN

ITIE

S

FO

R G

RO

WT

H

Inte

rim

Ref

lecti

on

Date:

ST

RE

NG

TH

S

OP

PO

RT

UN

ITIE

S

FO

R G

RO

WT

H

Refl

ecti

on

(if

need

ed

)

Date:

ST

RE

NG

TH

S

OP

PO

RT

UN

ITIE

S F

OR

GR

OW

TH

En

d-o

f -Y

ear

Date:

12










1.1.2. Mathematics.

1.1.3. Science.










During the 2017-2018 school year,

we will decrease the number of K-6

grade students in the Tier 2 category

in Math by 10% as measured by the

iREADY universal screener.

During the 2017-2018 school year, we will

decrease the failure rate in all subgroups by

at least 10% as measured by the SOL test in

Spring of 2018 -Pass rate will be: All: 66.0 (from 62.15) Gap Group 1 : 62.9 (from 58.77) Gap Group 2: 59.59 (from 55.1) Gap group 3: 64.4 (from 60.48) Asian: 88.75 (from 87.5) EDD: 62.9 (from 58.75) LEP: 63.6 (from 59.55) SWD: 54.2 (from 49.12) White: 79.6 (from 76.74)

13



differentiated Tier 1 instruction.

Q1 Action(s) 1. Implement a daily number sense routine into math workshop in order to increase student discourse.


Students identified by the universal screener will receive specialized intervention (specific

focus/duration/frequency) aligned to their specific learning need.

Q1 Action(s) 1. Through collaborative planning, develop and implement targeted small group instruction aligned to the specific learning needs of the students.


We will strengthen classroom and school culture through culturally responsive instruction.

Q1 Action(s) 1. Intentionally create and plan sentence stems in CLTs to promote and encourage student discourse during instruction.







14




WHY?






SO WHAT?



growth we desire?

MA

TH

ST

RE

NG

TH

S

OP

PO

RT

UN

ITIE

S F

OR

GR

OW

TH

In

itia

l R

efl

ecti

on

Date: 6/19/17 Our total pass rate goal for all students was 75.1%,

we had a 63% pass rate. We did not meet our goal. While we did not meet our goal for any subgroup we

were closest in meeting our goal for Gap Group 2,

Black by 2%. The White and SWD subgroups were

less than 10% from meeting our goal, while the other

subgroups were more. Our greatest area for growth

was the LEP subgroup, with a goal of 71.9% and we

had 46.3% pass rate. Our Spring MRA goal was a 82% pass rate and we

had 79% combined in 1st and 2nd grade pass. We

were very close, we did not meet our goal by 3% or 7

kids. We improved by 19% from the fall MRA pass

rate. For VDOE accreditation we met the 70% goal and

exceeded with a 78% pass rate.

One of the strategies and actions we felt helped lead

to our success was bringing back student work to

CLTs to analyze to help with planning. Also,

incorporating research based practiced into our

instruction, using the I notice I wonder problem

solving strategy to support reading and understanding

story problems in the upper grades and in the primary

grades using number sense routines. Most teams were

working to differentiate without workshop activities

and in small groups. One strategy we did not implement as well as we

would have liked to was in providing the best tier 2

intervention. We would like to look at students by

name and need more collaboratively to group

students with common areas for intervention to better

use our time. We would like the math coaches to

support during intervention time. Also, for core tier

one instruction we want to make sure to ensure

practice time for students before moving on to the

next topic.

To build on our strengths and create the growth we

desire we would like to... Look at how we can better spiral back to content

taught earlier in the year through station activities

and review. Spend time being intentional when planning the

language we use in our lessons and making sure

students are exposed to a variety of ways a question

may be asked. Focus on teaching students to reason through

problems and be independent in using the skills we

have given them to reason through new material. Look at creating streamlined quick pre-assessments

to help in forming and planning for small groups

and in pacing the unit.

ST

RE

NG

TH

S

OP

PO

RT

UN

ITIE

S

FO

R G

RO

WT

H

Inte

rim

Ref

lecti

on

Date:

ST

RE

NG

TH

S

OP

PO

RT

UN

ITIE

S

FO

R G

RO

WT

H

Refl

ecti

on

(if

need

ed

)

Date:

ST

RE

NG

TH

S

OP

PO

RT

UN

ITIE

S F

OR

GR

OW

TH

En

d-o

f -Y

ear

Date:

15










1.1.2. Mathematics.

1.1.3. Science.










During the 2017-2018 school year, 100%

of students in grades K-6 will show

improvement by moving up at least one

level on team developed Science

investigation rubrics focusing on the area of

Communicating.

In the 2017-18 school year, 72% of the 5th

grade students will pass the science SOL.



differentiated Tier 1 instruction. Q1 Action(s)

1. In the first quarter teams will create and utilize at least one rubric to assess student scientific investigations (‘x.1’) in the area of communication.


We will strengthen classroom and school culture through culturally responsive instruction. Q1 Action(s)

1. In the first quarter teams will implement reflection opportunities for students around being open minded and risk takers during scientific investigations. (‘x.1’)





16




WHY?






SO WHAT?



growth we desire?

SC

IEN

CE

S

TR

EN

GT

HS

OP

PO

RT

UN

ITIE

S F

OR

GR

OW

TH

In

itia

l R

efl

ecti

on

6/19/17 _ Pass rate was 76%, needed a 70% _ raised 20% points

_team did the science prior to the experiments divide/conquer the experiments to in understand how

they worked prior to teaching _ increased CLT time bi monthly for 5th grade Monthly for the K-4, & 6

_X.1 investigation standard of science methods is a

huge part of the SOL. Grade levels need to have

students participate in the scientific method. _teams should do the science prior to the

experiments divide/conquer the experiments in order to

understand what is to happen and how to enhance,

remediate, and/or modify. _ look for the science everyday. Not once a quarter.

ST

RE

NG

TH

S

OP

PO

RT

UN

ITIE

S

FO

R G

RO

WT

H

Inte

rim

Ref

lecti

on

Date:

ST

RE

NG

TH

S

OP

PO

RT

UN

ITIE

S

FO

R G

RO

WT

H

Refl

ecti

on

(if

need

ed

)

Date:

ST

RE

NG

TH

S

OP

PO

RT

UN

ITIE

S F

OR

GR

OW

TH

En

d-o

f -Y

ear

Date:

Date post:	26-Mar-2018
Category:	Documents
Upload:	duongkhuong
View:	217 times
Download:	3 times

Fairfax County Public Schools School Innovation and ... · PDF fileSelf-motivation and...

Documents