LOUDOUN COUNTY PUBLIC SCHOOLS ALGONKIAN ELEMENTARY SCHOOL Page 1 Algonkian Elementary School School Improvement Plan for 2005-2008 School Improvement

LOUDOUN COUNTY PUBLIC SCHOOLS ALGONKIAN ELEMENTARY SCHOOL Page 1

Algonkian Elementary SchoolAlgonkian Elementary School School Improvement Plan for 2005-2008School Improvement Plan for 2005-2008

20196 Carter Court20196 Carter CourtSterling, Virginia 20165Sterling, Virginia 20165

““Home of the Bobcats”Home of the Bobcats”


LCPS GoalsLCPS Goals

All students will demonstrate grade-level reading proficiency by

the end of the first grade or will have an individualized program

of reading instruction.

English language proficiency and achievement will improve

among non-English speaking students.

Eliminate the disparity in achievement among identified

racial/ethnic and socio-economic groups.

At least 90% of students will pass all required SOL tests.

All graduates will demonstrate readiness for continuing education

and entry level skill for immediate employment.

LCPS will promote programs that enhance students’ health,

safety, and well-being.

- These goals guide improvement at the school level. -


School Data at a Glance – Meeting LCPS GoalsOur school improvement plans need to meet our school’s goals and be aligned to the district’s goals. This

chart provides evidence of alignment to LCPS goals.

LCPS GoalsLCPS Goals

All students will demonstrate grade-level reading proficiency by the end of the first grade or will have an individualized program of reading instruction.

English language proficiency and achievement will improve among non-English speaking students.

Eliminate the disparity in achievement among identified racial/ethnic and socio-economic groups.

At least 90% of students will pass all required SOL tests.

All graduates will demonstrate readiness for continuing education and entry level skill for immediate employment.

LCPS will promote programs that enhance students’ health, safety, and well-being.

- These goals guide improvement at the school level. - - School Evidences of Meeting These Goals. -

All first grade students who are not demonstrating grade-level reading proficiency in first grade are provided with reading support through reading literacy groups. This is a component of our Steps to Literacy Reading Program.

Algonkian Elementary will continue the success of closing the achievement gap between non-English speaking and English speaking students in Math. We will however continue to work on closing the achievement gap in other content areas with a focus in reading.

Algonkian Elementary has recognized that our focus will be on the following AYP subgroups (Special Education, Hispanic, and Limited English Proficient) and eliminating the disparity in achievement amongst these identified groups in the area of reading.

2004/2005 SOL SCORESGrade 5 Grade 3English 93% English 83%Writing 94% Math 96%Math 99% Science 87%Science 90% Social Science 84%Social Science 79%

Algonkian Elementary implements the “Character Counts” Character Education Program to promote good and productive citizens.

Algonkian Elementary implements a high quality physical education program providing students with the opportunity to enhance their physical fitness.


Our Steering Committee Team MembersWe strive each year to include representation from the diverse community representing our school. We

value and appreciate the time, energy, and talent of each of our steering committee members.

Heidi E. Latham Steering Committee Chairperson, Principal

Michelle Derby Parent Representative

Colleen Whalen Johnson Assistant Principal

Susan Smith Parent Liaison

Algonkian Elementary Staff

All Staff participated in developing our School Improvement Plan and will be responsible for monitoring how the plan is progressing during the school year.

*Specific Committee staff members participated on our document throughout our School Improvement Plan.


Our MissionOur Mission

Algonkian Elementary School is a diverse partnership of students, staff, parents and community members dedicated to the establishment of a safe and nurturing environment in which everyone strives to become a lifelong longer.

Our VisionOur Vision

• Everyone is committed to being a life long l learner• All students will be provided with differentiated instruction to meet their individual learning needs• High expectations will be established resulting with students achieving a measure of success• A safe a nurturing environment will be maintained encouraging students to be independent and confident learners• All students will become good and productive citizens• All students will feel accepted regardless of diverse backgrounds

- why we exist -

- what we hope to become -


Thanks to These Thanks to These Team MembersTeam Members

Jennifer BergenJennifer BergenChristina CataldoChristina CataldoCatherine DionneCatherine Dionne

Rosemary HearlihyRosemary HearlihyMichelle KirkpatrickMichelle Kirkpatrick

Sandy KottSandy KottLisa RootLisa Root

Patricia SakovichPatricia SakovichKathy ThomasKathy Thomas

This portion of the school improvement plan is for the area of Reading. Members of this team analyzed data for reading, conducted an audit in the areas of curriculum, instruction, and assessment for the reading program, and identified and prioritized critical tasks that will likely lead to improvement in reading.


District Goal Area Student Achievement

School Objective Improve Reading Skills

Evidences of NeedEvidences of NeedMultiple data points that show a need to spend time, energy, and resources on this

particular objective. Include disaggregated data.

Evidences of SuccessEvidences of SuccessData that show end-of-year achievement targets and success.

• 5th Grade Reading SOL test results indicate that economically disadvantaged scored 15% lower than the non-economically disadvantaged population

• 5th Grade Reading SOL test results indicate 20% of 5 th grade students with disabilities passed the SOL test at the proficient level

• 5th Grade Reading SOL test results indicate 67% of Limited English Proficient students passed the SOL test at the proficient level

• Combined 5th and 3rd Grade Reading SOL test indicates 58% of Hispanic students passed the SOL test at the proficient level

• Close the achievement gap between economically disadvantaged and non-economically disadvantaged population by 10% on the 5th Grade Reading SOL Test

• Increase the percent of 5th grade students with disabilities pass rate on the 5th Grade Reading SOL Test from 20% to 69% with an increase of 4% points each school year there after (AYP target 77% by 2008)

• Increase the percent of 5th grade Limited English Proficient students pass rate on the 5th Grade Reading SOL Test from 67% to 77% with an increase of 4% points each school year there after (AYP target 77% by 2008)

• Increase the combined percentage pass rate of 3rd and 5th grade Hispanic students from 58% to 69% on the 3rd and 5th grade Reading SOL Test with an increase of 4% points each school year there after (AYP target 77% by 2008)


Action Strategies/TasksAction Strategies/Tasks(Use action strategies from the School Strategy

Cards here. Use 1 page for each action strategy.) SubtasksSubtasks

Resources Needed to Resources Needed to Complete TaskComplete Task

Budget Budget ImplicationsImplications

Dates of Dates of ActivityActivity

(start-to-end)Monitoring Monitoring

DatesDates

Monitoring IndicatorsMonitoring IndicatorsIndicators that point to success at

the end of a strategy.

Curriculum

1.1 Implement Steps to Literacy –Balanced Literacy Reading Program in grade K-2 including ESL, Reading Resource and Special Education

CTAG

1.2 Expand Book Resources to include novel sets that represent all subgroups for use in all grade levels through grade 5 to be used in Literature Circles

CTAG

Instruction

1.3 Develop Literacy groups for targeted students based on priority needs, to receive additional reading instruction in grades K-2

CTAG

Training provided to all Lab and Non Lab classroom teachers, lab ESL teacher, lab special education teacher, and reading resource teachers through Central Administration Staff Development Office.

• Observation time• Trained instructors• Materials for new special

education teachers• Steps to Literacy materials

(kits)

• Funding will need to be provided to support the costs of the supplies for the program as well as substitutes for training. Funding should be supplied through Central Office, Instructional and Staff Development funds.

September 2005(begin)

June 2008(end)

Evaluate progress of program at the end of each school year through review of PALS and DRA.

Observations of teachers using Steps to Literacy components in all appropriate classrooms

Students reading on grade level at the end of 1st and 2nd grade.

All Kindergarten students passing the PALS each spring.

SOL test results for the school year 2007-2008 should show an increase in Reading and Writing as a result of this Balanced Literacy Program

Provide a section in the Book Room for staff members to review catalogues to make selections from.

• A variety of Catalogues that include leveled readers

• Funding from Algonkian PTA

($6,000)


June 2008(end)

Inventory the book room at the end of the school year and evaluate the needs of new novels for the upcoming school year

Inventory Variety of novels at

various levels for all readers

Select students to participate in Literacy groups based on teacher recommendation, observation survey, PALS, and DRA.

• Training for designated teachers (Reading Specialist, Special Education, and ESL)

• Funding provided through Central Office, Instructional and Staff Development funds for training and substitutes.


June 2008(end)

Ongoing

Fall, Mid Year (Feb.), and Spring

Evaluate progress by number of students ready to exit out of literacy groups

DRA scores Fall, Mid-Year as needed, and Spring








DatesDates



1.4 Implement Reading Support in Grades 3-5 for students who need reading remediation. Support in grades 4/5 provided by Reading Specialist and grade 3 provided by tutor through PALS funds

Assessment

1.5 Administration of the PALS assessment for students in grades K-3 to plan for instruction

CTAG

1.6 Administration of DRA to all children grades 1-5 including special education and ESL students

CTAG

1.7 Utilize the Accelerated Reader program K-5 including special education and ESL students

CTAG

Reading Specialist collaborates with 4th and 5th grade teachers to determine where support is needed.

Principal collaborates with 3rd grade teachers to review PALS scores and determine where support is needed

• Reading Assessment Results

• Teacher observation• Teacher recommendation

• PALS scores• PALS tutor

• PALS monies provided by Central Administration Office

August 2005(begin)

June 2008(end)

Monthly through the end of each school year

Increase in scores from Fall to Spring on PALS assessment in Grade 3

Improvements in reading comprehension and fluency demonstrated on classroom assessments

SOL Reading Test Results

. Reading Specialists disseminate all pertinent guidelines and dated information to K-3 teachers about PALS tests.

• PALS Assessments• PALS guidelines • Administering Dates

• No additional funding needed.

Fall, Mid Year as needed, andSpring of each school year

Fall, Mid Year as needed, and Spring of each school year

Increase in scores from Fall to Spring

Principal plan for DRA training of 4th and 5th grade teachers in August 2006

• Access to instructional video

• DRA kits for each teacher administering the DRA

• County trainer of administering the DRA

• Funds will be needed to pay for the DRA training – Staff Development funds can be used.

August 2006 Fall, Mid Year as needed, and Spring of each school year

Consistent assessment across all grade levels

Increase in scores from Fall to Spring

Librarian provide staff with

• Classroom/Library computers

• Accelerated Reader Books

• Library Instructional Funds

Ongoing during the school year.

Monthly Reports Increase in accuracy of comprehension and an increase in reading levels



Regina BennettRegina BennettAngela BlochAngela BlochMary CarlsonMary Carlson

Monica FitzgeraldMonica FitzgeraldMichelle HaseltineMichelle Haseltine

Penny JacocksPenny JacocksVicki LascombVicki LascombTracy MayobreTracy MayobreValerie WielgusValerie Wielgus

This portion of the school improvement plan is for the area of writing. Members of this team analyzed data for writing, conducted an audit in the areas of curriculum, instruction, and assessment for the writing program, and identified and prioritized critical tasks that will likely lead to improvement in writing.

Writing



School Objective Improve Writing Skills




• 40% of 5th grade students with disabilities passed the 5 th Grade SOL Writing Test with 70% being the pass rate for state accreditation

• 60% of 5th grade students who are Limited English Proficient passed the 5th Grade SOL Writing Test with 70% being the pass rate for state accreditation

• Increase the percent of 5th grade students with disabilities pass rate on the 5th Grade SOL Writing Test from 40% to 70%

• Increase the percent of Limited English Proficient 5 th grade students pass rate on the 5th Grade SOL Writing Test from 60% to 70%

Writing








DatesDates



Curriculum

1.1 Implement Steps to Literacy –Balanced Literacy Reading Program in grade K-2 including ESL, Reading Resource and Special Education

CTAG

1.2 Implement Vertical Articulation Committee to develop continuity among grade levels K-5 with the writing curriculum

Instruction

1.3 After School SOL remediation Classes

CTAG

Training provided to all Lab and Non Lab classroom teachers, lab ESL teacher, lab special education teacher, and reading resource teachers through Central Administration Staff Development Office.

• Observation time• Trained instructors• Materials for new special

education teachers• Steps to Literacy materials

(kits)

• Funding will need to be provided to support the costs of the supplies for the program as well as substitutes for training. Funding should be supplied through Central Office, Instructional and Staff Development funds.

April 2005

Ongoing

Evaluate progress of program at the end of each school year through review of PALS and DRA.

Observations of teachers using Steps to Literacy components in all appropriate classrooms

Students reading on grade level at the end of 1st and 2nd grade.

All Kindergarten students passing the PALS each spring.

SOL test results for the school year 2007-2008 should show an increase in Reading and Writing as a result of the Steps to Literacy Balanced Literacy Program

Principal make committee assignments with representation from each grade level as well as representation from special education, resource and specialty areas

• Designated Thursdays for meetings (once a month)

• No additional funding needed

August 2005

June 2008

Monthly Meetings Students will be well prepared when transitioning from one grade level to the next

5th Grade SOL Writing test results will be maintained

Results of writing assessments

Determine students who will participate in classes for each grade level (grades 3-5) based on current instructional needs, previous test scores, and subgroups

• Teachers to instruct after school classes

• Funding for instructors of SOL remediation classes provided by Central Administration

Spring 2006

Spring 2007

Spring 2008

Review when SOL scores are returned the summers following the remediation classes

SOL Tests








DatesDates



1.4 After School 5th Grade Homework Club

CTAG

1.5 After School 4th Grade Homework Club CTAG

Assessment

1.6 Grade Level Rubric for Writing

Determine how many days a week and who will supervise

5th Grade Classrooms

• None 9/05-5/069/06-6/079/07-6/08

Monthly (through the end of the school year)

Checklist for handing in homework assignments

Observations of students being better prepared for tests and quizzes

Determine how many days a week and who will supervise

4th Grade Classrooms

• None 11/05-5/069/06-5/079/07-5/08


Checklist for handing in homework assignments

Observations of students being better prepared for tests and quizzes

Principal will determine team that will be responsible for developing writing rubric

• Designated time to create rubric

• Writing Curriculum• SOL• Sample rubrics to use as

guides

• Funding needed for substitutes while team develops writing rubric

Develop Spring 06

Implement Fall 06


Results of student writing assessments

SOL test



Michelle AlloMichelle AlloSharon CarpenterSharon Carpenter

Jennifer GipsonJennifer GipsonKatherine MessnerKatherine Messner

Laurie ModeLaurie ModeSally MyersSally MyersJill SimoniJill Simoni

Jeremy SinkJeremy SinkFrances WakefieldFrances Wakefield

This portion of the school improvement plan is for the area of mathematics. Members of this team analyzed data for math, conducted an audit in the areas of curriculum, instruction, and assessment for the math program, and identified and prioritized critical tasks that will likely lead to improvement in math.

Math



School Objective Improve Math Achievement




• Math Skills have been a strength for Algonkian Elementary

• 92% of the third grade students passed the 2005 SOL Math test

• 97% of the fifth grade students passed the 2005 SOL Math test

• Algonkian Elementary would like to continue our success in the area of math

• Maintain the percentage of third grade students passing the SOL Math test

• Maintain the percentage of fifth grade students passing the SOL Math test

• Continue the success of closing the achievement gap in the area of Math

Math




Resources Needed Resources Needed to Complete Taskto Complete Task




DatesDates



Curriculum

1.1 Implement Vertical Articulation Committee to develop continuity among grade levels K-5 with math curriculum and math program

Instruction

1.2 Continue with Flexible Grouping of students in grades 2-5 based on math proficiency levels

CTAG

1.3 Continue Implementation of the departmentalization model in 5th grade and begin implementing the model in 4th grade

Assessment

1.4 SOL Math Tests given at the end of 3rd, 4th and 5th grades

1.5 Math Benchmark Testing in grades 3-5

Principal make committee assignments with representation from each grade level as well as representation from special education, resource and specialty areas



August 2005

June 2008

Monthly Meetings Students will be well prepared when transitioning from one grade level to the next

3rd and 5th Grade SOL Math test results will be maintained

Results of Math assessments

Teachers in grades 2-5 continuously monitor students progress on each math skill taught through pretests and posttests

• SOL Predictor Tests• Teacher Recommendations• End of Year Inventory Tests


August 2005

June 2008

At the beginning and end of each new math skill taught


Results of Math assessments

4th grade teachers collaborate with 5th grade teachers about the organization of the departmentalization model

• Pacing guides• Assessment resources• Scheduling priority


August 2005

June 2008

Monitor monthly at grade level meetings through collaboration


Results of math assessments

Classroom teachers prepare students for SOL math tests

• SOL tests • No additional funding needed

Spring 2006Spring 2007Spring 2008

Summer 2006Summer 2007Summer 2008

SOL Math test results for 3rd, 4th and 5th grades

Classroom teachers use pacing guides to teach students in math

• Benchmark Tests • No additional funding needed

Oct. 05,06,07Dec. 05,06,07Feb. 05,06,07Apr. 05,06,07

Oct. 05,06,07Dec. 05,06,07Feb. 05,06,07Apr. 05,06,07

Results of Benchmark Tests



Julie FersonJulie FersonJennifer HansenJennifer Hansen

Dee Dee Herndon-WilsonDee Dee Herndon-WilsonGay LewisGay Lewis

Debbie PhillipsDebbie PhillipsBritta QuickBritta QuickJoe TerangoJoe Terango

Melissa WallsMelissa Walls

This portion of the school improvement plan is for the area of science. Members of this team analyzed data for science, conducted an audit in the areas of curriculum, instruction, and assessment for the science program, and identified and prioritized critical tasks that will likely lead to improvement in science.

Science





• 50% of students with Limited English proficiency scored at the proficient level for 5th Grade Science.

• 50% of students who are Economically Disadvantaged scored at the proficient level for 5th Grade Science.

• 0% of students with Limited English proficiency scored at the proficient level for 3rd Grade Science.

• Increase in the percent of Limited English Proficient 5 th grade students passing the SOL Science Test from 50% to 70%

• Increase in the percent of Economically disadvantaged 5 th grade students passing the SOL Science Test from 50% to 70%

• Increase in the percent of Limited English Proficient 3rd grade students passing the SOL Science Test from 0% to 70%


School Objective Improve Science AchievementScience








DatesDates



Curriculum

1.1 Supplement science curriculum with more developmentally appropriate materials

Instruction

1.2 Implement Vertical Articulation Committee to develop continuity among grade levels K-5 with the science curriculum.

1.3 Implement Precision Teaching to Special Education Students to reinforce science concepts

Assessment

1.4 Identify students who are not succeeding among AYP subgroups and develop assessment to be used to determine progress that is consistent within each grade level CTAG

•Principal will distribute original science supply list to all grade levels.•Grade level lists of needed science supplies to be checked off throughout the school year.

• Non fiction DRA leveled books to support science curriculum in book room

• Access to more hands-on activities

• Parent volunteers to set up and clean up activities

• DRA leveled science books

• County will replenish science supplies

August 2005 (begin)

June 2008(end)

June(Supply List submitted by grade levels of materials needed to be replenished)

Grade level supply listed completed and turned into principal.

•Vertical Articulation Committee Established: Teacher representation from each grade level.

• School wide science closet to house and organize science materials for use by all grade levels


• No additional funding needed.

August 2005(begin)

June 2008(end)

Monthly meetings Reporting back to grade level from Vertical Articulation Committee.

Students will be well prepared when transitioning from one grade level to the next

3rd and 5th Grade SOL Science test results

•Determine special education teacher to implement precision teaching•Determine special education students to implement precision teaching to

• Special Education Teacher• Precision Teaching Training

by Special Education Department

• Time designated in schedule• Resource classroom


August 2005(begin)

June 2008(end)

Quarterly: At the end of each 9 weeks

Success at end of nine weeks as noted on Report Card and Progress Reports

SOL Test Results Annual IEP

•Develop cumulative assessment consistent among grade levels to monitor students progress

• Information to determine economically disadvantaged students

• Child Study Team• Student Assistance Team• Examples of science

assessments to review• Database examples

• Funding needed for substitutes from Staff Development Funds while team develops cumulative assessments

(Spring 2006)

August 2005(begin)

June 2008(end)

Quarterly: At the end of each 9 weeks.

Monthly grade level meetings through Student Assistance Team.



Jill AllabenJill AllabenCindy BlackCindy Black

Marann BonorchisMarann BonorchisWatts ConradWatts ConradJulie FersonJulie FersonSusie HagerSusie HagerAndrea MoraAndrea Mora

Kay O’SullivanKay O’SullivanKim RaridenKim Rariden

Theresa RyanTheresa Ryan

This portion of the school improvement plan is for the area of social studies. Members of this team analyzed data for social studies, conducted an audit in the areas of curriculum, instruction, and assessment for the social studies program, and identified and prioritized critical tasks that will likely lead to improvement in social studies.

Social

Studies



School Objective Improve Social Studies Achievement




• 13% of 5th grade and 11% of 3rd grade limited English proficient demonstrated a consistent weakness with geography skills on the SOL test.

• Students within LEP, Black, Hispanic, and Special Education subgroups have demonstrated low achievement levels with Social Studies skills as documented through SOL test data. Areas of need see below:

Grade 5

HISPANIC 40%

LEP 25%

Grade 3

LEP 50%

SPED 40%

BLACK 50%

*Please note that 5th grade Social Science Test is given in 4th grade, therefore strategies refer to 4th grade students.

• Increase in the percent of Limited English Proficient 3rd grade students passing the geography skills portion of the Social Science SOL Test from 87% to 93%.

• Increase in the percent of Limited English Proficient 5 th grade students passing the geography skills portion of the Social Science SOL Test from 89% to 95%.

• Increase in the percent of 3rd and 5th grade AYP subgroups scores to 70% on the SOL Social Science Test as noted below:

Grade 5

HISPANIC 70%

LEP 70%

Grade 3

LEP 70%

SPED 70%

BLACK 70%

Social

Studies








DatesDates



Curriculum

1.1 Identify 5th grade SOL geography requirements

1.2 Support Materials of geography skills to be supplied

Instruction1.3 Provide After School

Remediation programs for students in the identified AYP subgroups that are not demonstrating proficiency of skills

CTAG

1.4 4th grade teachers will need to provide instruction on 4th and 5th grade SOL Social Science Requirements (Geography)

Dissect SOL strands

• 4th grade teachers will determine which standards must be taught and will be assessed on end of year SOL test.

• 5th grade SOL list • No additional funding needed

September and ongoing throughout the school year.

August 2006

August 2007

SOL Test – Social Studies

• Grade Levels will determine what resources are needed to reinforce geography skills and submit to principal.

• Maps• Workbooks• Hands on Material

• Funding to be provided through instructional funds.

September and ongoing throughout the school year.

August 2006

August 2007


•4th grade teachers determine participants of program based on needs of students across the grade level in March.

• Classroom supplies • Staff Development Funds provided by Loudoun County Central Office

April-June 2006

April-June 2007

April-June 2008

August 2006

August 2007


• 4th Grade teachers will collaborate grade level expectations and SOL requirements

• SOL requirements for 4th and 5th grade



June 2008(end)

Monthly from beginning until end of each school year

SOL Test – Social Studies and classroom assessments








DatesDates



General

1.5 Develop a Resource time across the grade levels to remediate student needs during the school day CTAG

1.6 Utilize County Interpreters to communicate between non English speaking families and staff at the school CTAG

1.7 Implement the “Character Counts” Character Education Program

1.8 Implement Minority Achievement Team

•Parent Liaison will inquire and research various strategies that can be used to incorporate such a program

• Research time• Classroom for instruction

• Funding to pay for instructor in Resource room

.Research plan 1/06-6/06 Implement the resource time2006/2007 school year

Evaluate success during the 2006/2007 school year

Monthly during the 2006/2007 school year

Classroom assessments SOL Tests

•County Interpreter list will be made available to all employees through the front office•Parent Liaison will research phone interpreter program

• Parent Liaison will collaborate with staff to coordinate the use of interpreters

• County Interpreter List

• Interpreters are paid for through Central Administration

Ongoing throughout the entire school year

Monthly throughout the entire school year

Participation in conferences and school activities

•A character trait focus will be determined for each month

• Guidance Counselor will disseminate information about the program to all staff

• Character Counts Bulletin Board


August 2005(begin)

June 2008(end)

Monthly throughout the entire school year

School Attendance Student Discipline Referrals Suspension Rates

•Committee attends Equity Training

• Equity Training• Research Articles• Data


July 2005(begin)

June 2008(end)

Monthly meetings Closing the Achievement gap in SOL test scores

Participation in school activities

Documents

LOUDOUN COUNTY PUBLIC SCHOOLS ALGONKIAN ELEMENTARY SCHOOL Page 1 Algonkian Elementary School School Improvement Plan for 2005-2008 School Improvement