Navy School Improvement and Innovation Plan 2017-2018 · 2. All grade level teachers complete 3-4 PBL units by the end of the year. PBL classrooms implement 8-10 PBL units throughout

Fairfax County Public Schools

School Innovation and Improvement Plan 2017 – 2018

Navy Elementary

Region One

Jon Coch, Principal Collaborative Team Cycle

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Intervene and Enrich

• Unpack standards, identify resources, and create/finalize pre and post assessments

Pre-Assess

Teach and Assess

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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 - PBL • 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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http://schoolprofiles.fcps.edu/schlprfl/f?p=108:50:::::P0_CURRENT_SCHOOL_ID:332

COMMITTEE MEMBERS

Name Position Jon Coch Principal Molly Booe and Faye Cofer Assistant Principals Janna Wolff Parent/Community Member Jennifer Genus Kindergarten Christina DePorter First Grade Chrissy Baram Second Grade Carey Workman Third Grade Emily Meehan Fourth Grade Ashley Yamoah Fifth Grade Dan Simonds Sixth Grade Donna Waybright Reading Specialist Stacey Sinclair S.B.T.S. Lorraine Marshall Guidance Counselor Lynn Mason Special Education Lead

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TIMELINE OF SIP COMMITTEE MEETINGS

Date of Meeting Committee/Subcommittee Administrator Scheduled to Attend

August 10, 2017 Committee Jon Coch, Molly Booe, Faye Cofer

August 24, 2017 Subcommittee Jon Coch, Molly Booe, Faye Cofer

August 23, 2017 Subcommittee Jon Coch, Molly Booe, Faye Cofer

August 24, 2017 Committee Jon Coch, Molly Booe, Faye Cofer

September 21, 2017 Subcommittee Jon Coch, Molly Booe, Faye Cofer



October 2, 2017 Subcommittee Jon Coch, Molly Booe, Faye Cofer

October 3, 2017 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.

X1.1. Achieve their full academic potential in the core disciplines of: X 1.1.1. English language arts. 1.3. Explore, understand, and value the fine and practical X 1.1.2. Mathematics. arts.

1.1.3. Science. 1.1.4. Social studies. 1.4. Understand the interrelationship and interdependence of

the countries and cultures of the world. 1.2. Communicate in at least two languages.

SUMMARY OF SMARTR OUTCOMES

Academic Area: READING

X CLOSE THE GAP RAISE THE BAR CONTEXTUAL COMPARISON

LEVEL: SCHOOL

INDIVIDUAL GROWTH

End of Year SMARTR Outcome

Our SWD will improve from a 56% to a 70% 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.


Academic Area: MATH

X CLOSE THE GAP RAISE THE BAR CONTEXTUAL COMPARISON

LEVEL: SCHOOL

INDIVIDUAL GROWTH


All Gap Groups will achieve 80% or higher on the Math SOL.

Strategies 1. Students will engage in intervention activities and curriculum during their designated intervention time. 2. Identify students in each of the Gap Groups. 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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Academic Area: ALL SUBJECT AREAS LEVEL: SCHOOL

CLOSE THE GAP X RAISE THE BAR CONTEXTUAL COMPARISON INDIVIDUAL GROWTH


100% of the students in grades K-6 will complete 4 PBL units which consist of the essential components.

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 projects. 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. School team was funded, through multiple grants, 64 laptops and 30 IPads for students in the PBL classrooms. Additional 36 laptops were purchased

for the PBL classrooms. 4. Implemented FCPS Onboard in third grade classrooms.

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Academic Area: Math INSERT END OF YEAR SCHOOL-LEVEL SMARTR OUTCOME

Students will achieve their full academic potential in the core discipline of Mathematics.

Level: Kindergarten


CLOSE THE GAP RAISE THE BAR CONTEXTUAL COMPARISON INDIVIDUAL GROWTH


We will reduce the percentage of students who performed below grade level with computation (subtraction) from 11% to 9%.

Strategy 1 We will provide instruction for students.

Action(s) 1. Subtraction vocabulary, number sentences and picture stories will be introduced through Calendar Math. 2. Students will practice one to one correspondence. 3. Students will practice oral math reasoning. 4. During math warm up teachers will review daily graphing and comparing data 5. Teachers will teach the appropriate use of manipulatives to solve story problems.

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Academic Area: PBL Level: Kindergarten INSERT END OF YEAR SCHOOL-LEVEL SMARTR OUTCOME

Students will participate in PBL projects throughout the year and will be assessed using teacher made rubrics.




96% of our students will have an overall score of a 3 or 4 on the PBL project rubrics in communication

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

At the end of the 2017-2018 school year, the percentage of 1st graders who will meet the end of first grade benchmark on the Developmental Reading Assessment (Level 16 fiction) will increase from 91% to 95%.




90% of students will pass the Universal Screener by the Spring. (Over 39th Percentile)

Strategy 1 Intervention

Action(s) 1. Administer the Fall Universal Screener to assess students. 2. Administer the DRA to new students and students who score 50% or below on the Fall Universal Screener to identify specific needs. 3. Students, under 39th Percentile, will receive extra reading intervention. 4. Each class will utilize centers to facilitate guided reading, independent reading, listening to reading and buddy reading. 5. Progress monitoring through anecdotal notes to track progress and decide what next steps to take for the student. 6. We will incorporate language rich activities into our morning meeting.

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Academic Area: Math Level: 1st INSERT END OF YEAR SCHOOL-LEVEL SMARTR OUTCOME

At the end of the 2017-2018 school year, the percentage of Gap Group 1 students who will pass the Spring MRA will increase from 91% to 96%.



End of Year SMARTR Outcome At the end of the 2017-2018 school year, the percentage of Gap Group 1 students who will pass the spring MRA will increase from 91% to 96%.

Strategy 1

Action(s) 1. Administer the Fall Universal Screener to assess students. 2. Each teacher will use the new math pacing guide. 3. Each teacher will implement calendar, time, and number talk routines into their weekly instruction. 4. Implement the math workshop into weekly instruction. 5. Utilize the online textbook videos, games and practice pages for those identified students to get extra practice during morning worktime 6. Administer formative common assessments throughout the year to assess student progress.

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Academic Area: PBL 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.



End of Year SMARTR Outcome 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 2017-2018 school year. 6. Teachers will implement a student-led model into Social Studies this year to support PBL.

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Academic Area: Math Level: Second INSERT END OF YEAR SCHOOL-LEVEL SMARTR OUTCOME

Students in subgroups Black (Not Of Hispanic Origin) and SPED will score a proficient or advanced score on the end of the year MRA. Black students will go from 42.9% to 70%. SPED students will go from 60% to 70%.




The percentage of students in subgroups of Black and SPED who meet the end of the year MRA benchmark will increase. Black students will go from 42.9% to 70%. SPED students will go from 60% to 70%.

Strategy 1: We will provide targeted instruction for students.

Action(s) 1. Review the 1st grade data in EDSL. 2. Create math classes/groups and identify students that may need additional support. 3. Meet weekly to discuss targeted student needs and strategies for effective instruction. 4. Set weekly or monthly goals for students. 5. Share progress of goals with CLT.

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Academic Area: PBL Level: Second INSERT END OF YEAR SCHOOL-LEVEL SMARTR OUTCOME

80% of our students will demonstrate proficiency indicated by an overall score of a 3 or 4 on the science and social studies PBL rubrics.




80% of our students will demonstrate proficiency indicated by an overall score of a 3 or 4 on the science and social studies PBL rubrics.

Strategy 1: Recreate rubrics to include higher level thinking skills.

Action(s) 1. Teachers have read the “Fearless Learners” book and will implement activities to complement the 1-3 on the PBL Roadmap. 2. Students will be shown and given an explanation of the rubric they will be working with at beginning of the PBL project. Expectations should be met

so students understand they can test when they feel ready. 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/timelines to get to the “4” on the PBL Roadmap. 2. Introduce the “Expert Board” so students can help others when they finish their PBL project. 3. Students will self-assess the process of a more student-led classroom 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 2017-2018 school year 75% of students with disabilities and who are economically disadvantaged will pass the 3rd Grade Reading SOL.



End of Year SMARTR Outcome By the end of the 2017-2018 school year, 75% of students with disabilities and who are economically disadvantaged 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 2017-2018 school year 70% of students with disabilities and students who are economically disadvantaged will pass the Plain English 3rd Grade Math SOL.




By the end of the 2017-2018 school year 70% of students with disabilities and students who are economically disadvantaged 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

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.




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 INSERT END OF YEAR SCHOOL-LEVEL SMARTR OUTCOME

The passing rate of Students with Disabilities on the 4th grade Reading SOL will increase from 62.50% to 87%.

Level: 4th Grade




The passing rate of Students with Disabilities on the 4th grade Reading SOL will increase from 62.5% to 87%.

Note: 5/8 students passing; Students with Disabilities

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 INSERT END OF YEAR SCHOOL-LEVEL SMARTR OUTCOME

The passing rate of students taking the Plain English Math SOL on the 4th grade Math PE SOL will increase from 37.5% to 70%.




The passing rate of students taking plain English on the 4th grade Math SOL will increase from 37.5% to 70%.

Note: 3/8 students passing; Students with Disabilities

Strategy 1: Give the Universal Screener (or alternate benchmark assessment) to measure the current math level of our PE student population. This will give us an understanding of their areas of weakness that we need to specifically target to help our Plain English student population pass the Math SOL.

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 Plain English student population. This will give us a baseline for the current math level of our PE student population compared to their grade level peers.

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Academic Area: PBL Level: 4th Grade INSERT END OF YEAR SCHOOL-LEVEL SMARTR OUTCOME

100% of 4th grade students will complete a PBL project each quarter that will be assessed using a POG rubric to quantify achievement in higher level thinking skills.




100% of 4th grade students will complete a PBL project each quarter that will be assessed using a POG rubric to quantify achievement in higher level thinking skills.

Strategy 1: We will prepare our students for their PBL projects 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 POG Rubrics that will be used to assess PBL products. 2. During Quarter 1, teachers will ask students to self-assess using the collaboration rubric. 3. Teachers will assess students using collaboration rubric by the end of Quarter 1.

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Academic Area: Language Arts Level: FIFTH GRADE INSERT END OF YEAR SCHOOL-LEVEL SMARTR OUTCOME

The percent of SWD students will increase their pass rate by at least 20%.

We will achieve a 74% pass rate for reading at the end of the year for SOL test gap group 1 (Students who have disabilities, economically disadvantaged, students who are English language learners.)




We will increase the pass rate from 47% to 70% of 5th grade SWD students taking the Reading SOL.

We will increase the pass rate for 5th grade students in Gap Group 1 (from 69% to 76% on the reading SOL.

Strategy 1 Analyze Assessment Results

Action(s) 1. Teachers will analyze Universal Screener results to identify skills for intervention plans and enrichment opportunities. 2. 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 DRA 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

The percent of SWD students will increase their pass rate to 80% on the end of year 5th grade SOL.




We will increase the pass rate for SWD students from 58% to 70% taking the 5th Grade Mathematics SOL.

We will increase the pass rate for students from GAP Group 1 from 79% to 81%

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 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

100% of students will complete a PBL project and 90% will earn a 3 or above on a teacher created rubric, where they demonstrate collaboration and cooperative group work.




Teachers will conduct a PBL project in all subject areas. We will have 100% of students participate and complete the project.

Strategy 1

Action(s) 1. Create similar rubrics to familiarize students with expectations when completing a PBL unit. 2. Implement lessons during Quarter 1 that incorporate problem solving skills and collaboration.

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Academic Area: Reading LEVEL: 6th Grade



At least 74% of the Gap Group 1 students 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 2018 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 a 80% pass rate for math on the end of year SOL test for Gap Group 1 students.




We will have at least a 80% pass rate for math on the end of year SOL test for Gap Group 1 students.

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

100% of students will participate in a PBL with 85% of students who fully participate in a PBL project will achieve a proficient or higher rating on a rubric measuring higher-level thinking skills.




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.

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Documents

Navy School Improvement and Innovation Plan 2017-2018 · 2. All grade level teachers complete 3-4 PBL units by the end of the year. PBL classrooms implement 8-10 PBL units throughout