Part A: School Improvement Planning 2010-2011

Strategic Goal(s): Goal 1 √ Goal 2 Goal 3 Goal 4 Goal 5

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SIP Goal 1: Crozet will eliminate achievement gaps among AYP membership groups. SIP Objective (SMART - Specific, Measurable, Attainable, Realistic, Time bound): All membership groups will be achieving at or above AYP benchmarks on all quarterly assessments in reading and math with no groups having any gaps larger than 10 percentage points. Supporting Data / Gap Evidence: Based on the 3 year SOL trend data, in grades 3 – 5, we need to increase the pass rates in reading and math with the FRL and Sped student groups. All Black Hispanic White SWD FRL LEP N % N % N % N % N % N % N %

Reading 2009-10 154 91.6 7 85.7 4 50 136 93.4 20 80 34 76.5 3 66.72008-09 205 89.3 10 60 5 60 181 91.2 22 63.4 39 69.2 9 88.92007-08 184 91.3 8 87.5 4 50 158 92.4 20 85 32 75 16 87.5

Math 2009-10 155 92.9 7 71.4 4 75 137 94.2 21 76.2 34 79.4 3 1002008-09 205 93.7 10 80 5 80 181 94.5 22 59 39 95 9 1002007-08 181 89.5 8 75 4 100 155 89 19 63 31 74 16 100

Anticipated Obstacles: Attendance, inequity (FRL) in access to technology, inability for at-risk students to stay after school for tutoring, some SPED students unable to participate fully in Mastery Extension, knowing who the FRL students are, parental support, how to pinpoint and reach these students and what are the students’ growth areas.

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Groups Total N Met BM Near BM Below BM Reading All 319 72% 13% 15% K-5 FRL 71 48% 36% 33% SPED 17 41% 12% 47% AAm 19 58% 14% 26% Hispanic 5 60% 20% 20% ESOL 8 63% 37% White 293 77% 12% 11% Groups Total N Met BM Near BM Below BM Math All 319 76% 15% 9% K-5 FRL 71 54% 25% 21% SPED 17 58% 12% 30% AAm 19 53% 16% 31% Hispanic 5 80% 20% ESOL 8 100% White 293 75% 17% 8%

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End of Year Benchmarks - Reading and Math - 2011

Reading Kg 1st 2nd 3rd 4th 5th Benchmark Met Exceed Met Exceed Met Exceed Met Exceed Met Exceed Met Exceed White 80% 10% 87% 47% 92% 80% 89% 93% 88% 84% 20% AAm 100% 0% 0% 0% 100% 100% 11% 7% 100% 100% 0% SPED 34% 0% 0% 0% 0% 0% 0% 0% 75% 43% 0% ESOL 66% 0% 100% 50% 67% 67% n/a n/a n/a 100% 0% FRL 92% 0% 67% 0% 71% 36% 17% 3% 67% 69% 0% Hispanic 66% 0% n/a n/a 0% 0% n/a n/a n/a 100% 0%

Math Kg 1st 2nd 3rd 4th 5th Benchmark Met Exceed Met Exceed Met Exceed Met Exceed Met Exceed Met Exceed White 94% 0% 89% 0% 96% 7% 92% 93% 96% 98% 26% AAm 83% 0% 100% 0% 100% 0% 8% 7% 0% 75% 0% SPED 34% 0% 0% 0% 0% 0% 2% 0% 100% 0% 0% ESOL 66% 0% 100% 0% 67% 33% n/a n/a n/a 0% 0% FRL 100% 0% 67% 0% 86% 0% 14% 7% 100% 94% 0% Hispanic 66% 0% n/a n/a 0% 0% n/a n/a n/a 0% 0%

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Key Performance Indicators (Measurable Outcomes): Evidence of these gaps closing will be seen from the reading and math quarterly assessments with the minimum targets of 90% pass rates for all membership groups.

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KPI Data (Quantitative - Using a number or

percentage) Indicating Progress Towards SIP Goal:

Q1 KPI Data

Q2 KPI Data

Q3 KPI Data

Q4 KPI Data

1. All membership groups will meet or exceed AYP benchmarks on the K-5 reading tri-annual assessments.

In the process of data collection at the end of November (1Q of an tri-annual calendar)

K – 5 Reading Met BM Near BM Below BM 72% 13% 15% See data chart above

In the process of data collection at the end of April

See Data Chart above

2. All membership groups will meet or exceed AYP benchmarks on the math quarterly assessments. For K/1, SNAP tri-annual For 2/3, ACAMB tri-annual For 4/5, WFP quarterly common assessments,

K/1, SNAP – in the process of data collection at the end of November (1Q of a tri-annual calendar) 2/3, ACAMB – in the process of data collection at the end of November (1Q of a tri-annual calendar) 4 – WFP 1st Q – 85% 5th - WFP 1st Q– 82 %

K-5 Math Met BM Near BM Below BM 76% 15% 9% See data chart above

K/1 SNAP 2/3 ACAMB In the process of data collection at the end of April. 4th – WFP 3Q - 78% 5th – WFP 3Q - 88%

See Data Chart above

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Key Strategies

Q1 Progress on Strategies

Q2 Progress on Strategies

Q3 Progress on

Strategies

Q4 Progress on Strategies

1. School-wide (1st – 5th) mastery extension implementation – focus on reading and math.

5th, M, F Reading/Math in HR, Tue, Wed. Thurs. Math 1st grade: So far our ME time has had a math focus for remediation, and a language arts and math focus for extension. Guidance M.E. focused on reading fluency and comprehension with a small group of 4th grade students 4 days a week. Kg: We have ME three or four times a week in the afternoon. Our focus is on reading and math. 4th grade has a flexible grouping ME system, ranging from Math remediation with Ron Lewis to Word Study remediation for below level students, to above grade level readers doing a literacy circle to on-grade level readers working in the basal to gifted extension.

2nd grade: Second grade has used a schedule of fluency skills for half of the nine weeks and math skills for half of the nine weeks. Fluency scores improved for most students. 11 students did not meet the benchmark for fluency. Lack of fluency with these students closely tied to low word study scores. We decided to have two small groups of 5 to 6 kids each, with one group working with Dawn since the kids were not progressing well in larger groups. Those small groups worked on putting words together to make sentences, cutting up sentences, and word study skills. We decided that the students not passing math benchmarks perhaps should do math skills for most of the year in ME, again in small groups. These students need to work on K and 1st grade number sense skills. 5th Grade: We continue to have mastery each morning, switching kids Tue-Thurs. We have re-taught the units of multiplication and div., decimal place value, decimal addition and subtraction, and decimal comparisons. 3rd

Mastery Extension continued focus on math and reading in all grade levels.

Gr 3-5 RTI kids have improved overall although they may still be lagging behind their peers in either fluency or comprehension or spelling. 5th-Mastery continued for math. Tutoring after school took place the last 10 weeks prior to SOLS for reading. We also used mastery for SS and science as those SOLS approached and reading was done. 1st Grade: We continued with a numeracy focus for the school year, with students meeting 3 times a week in a small group setting. Extension was primarily vocabulary and language arts. We also had RTI support for LA 5 times a week during this time. 3rd - ME was used in a timely and flexible manner, with teachers using the time as indicated from their assessment data in math and language arts.2nd grade: ME Primary used for math skills for children not meeting the grade level benchmarks with a focus on fast facts, skip counting and money. On and above had enrichment in problem solving and critical thinking. 4th grade:

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grade: We have been focusing on math during ME. Remediation based on unit tests and common assessments (multiplication and division concepts, continued with with subtraction, problem solving). Groups are flexible. Very small group, focused reading comprehension strategies and skills.

continued to use Mastery Extension for the 4th quarter with a particular focus on math skills using "Math Camp" an individualized skill remediation based on pre-assessment data. This was also true of reading, using released SOL and Study Island assessment data. Students who showed mastery went to extension with Gifted teacher.

2. Implementation of Making Meaning grades K-5 for reading comprehension.

Kg: During our extra library time Mrs. Anhold is implementing Making Meaning with our classes. 4th grade does this program every week

Kg. Ms. Anhold is working on this during extra library time.2nd grade: We are using Making Meaning as mini-lessons implemented along with other comprehension strategies. 5th: Mrs. Anhold contines to use this with all 5th grade classes. 3rd grade: We are continuing with Making Meaning, modeling and practicing comprehension strategies.

Kg. Ms. Anhold is working on this during extra library time.2nd grade: We are using Making Meaning as mini-lessons implemented along with other comprehension strategies. 5th: Mrs. Anhold contines to use this with all 5th grade classes. 3rd grade: We are continuing with Making Meaning, modeling and practicing comprehension strategies.

2nd grade: Continued to use MM as mini-lessons implemented along with other comprehension strategies. 4th grade incorporated Making Meaning into the Daily Five curriculum framework. We collaborated with Susan Anhold on teaching the Making Meaning lessons in conjunction with Library Time. ST

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3. Improving Reading Fluency - K/1 – PAWS and grades 2-5 Six Minute Solution

1st: we administer the PAWS assessment, and sight word building is done using sight word cards that incorporate the PAWS words. 5th: We have assessed Fluency for 1st quarter. We have practiced Fluency

Kg. PAWS is implemented now. PALS assessment includes letter production. RTI intervention with Sharon and Jen is a support system with fluency. PALS assistance is also used for letter

Continued with the same process as mentioned in Q2 column.

RTI used Quick Reads for fluency practice, gr 2-5. 5th continued regular 6-Minute Solution to support students not meeting the end of year benchmark. We use sight word

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during other situations like reading groups, buddy reading, Mr. Lewis. We plan on doing 6 minute solution next quarter with kids at or below the 1st quarter benchmark. Kg: PAWS is implemented in our January assessment. Letter production is assessed at the end of first quarter. RTI intervention with Sharon is our biggest support with letter fluency. We are using PALS assistance with letter sounds and fluency. 2nd- RTI kids with Sharon for fluency. 4 weeks of ME for fluency, sight words daily say and spell, vocabulary, poetry, fryes phrases, timed fluency sheets. 4th grade is at different places with fluency. One teacher does it every day with every student. Other teachers have experimented with doing fluency with only the below-benchmark readers but have decided to try doing everyone this 2nd quarter.

fluency. Concept of work is also a part of PALS and RTI intervention. 2nd grade: PAWs words are being addressed with those students who did not meet the benchmark of 150 in first grade. Children read a 6 Minute fluency passage weekly, and are then assessed on that passage. RTI children receive fluency instruction with Sharon, as well as during ME. 5th: We have reassessed fluency with the county's reserved passage. We have those who are not meeting the benchmark read aloud at home and in reading groups and to our K and 1 book buddies. 3rd grade: Ten students have not yet met the midyear benchmark of 90 cwpm and are receiving fluency instruction (6 minute solution). Students who have met the midyear benchmark, but not the end of year benchmark, are also receiving fluency instruction (6 minute solution).

cards daily as part of our guided reading instruction, and these align with PAWS. 3rd - Identified were double dosed with fluency through RTI and 6 Minute Solution in the classroom. Most students responded to the interventions. Other, close to benchmark also participated in 6Minute Solution in the classroom. 2nd Grade - Fluency improved across the grade level with all children getting an appropriate Six Minute Solution passage and/or Fryes' Phrases. 4th grade: incorporated 6 minute solution fluency into Daily Five curriculum framework 5 days a week.

4. Incorporation of new Math Investigations – ACPS primary math program.

5th: Investigations is being used, some with the old Investigations, some with the new, including the manipulatives. We are also incorporating other resources as needed. It is missing some things we have to cover. 1st: We are trying to use the new Investigations series in order - which means we are slightly adjusting our pacing guide,

Kg. We're using the new and old Investigation kits to best meet the needs of our students. 2nd grade: We use Investigations as one math resource, along with games, manipulatives, Internet resources, problem solving resources, ACAMB lessons, and math journals. Investigation lessons and activities are chosen to

Kg. We're using the new and old Investigation kits to best meet the needs of our students. 2nd grade: We use Investigations as one math resource, along with games, manipulatives,

RTI-human resources are being utilized. Explore options for tech supported resources and more use of manipulatives. 5th: We did not use Investigations as part of our instruction during the last quarter. First grade: This year we implemented the Investigations series in order, and adjusted our pacing guides

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and then need to change quarterly assessments. We also incorporate other resources. Kg: We are in our planning stages of incorporation of Math Investigations into our curriculum and pacing guide. 2nd- Supplementing Investigations with other resources.

complement the present unit of study. 5th: We continue to use Investigations as part of our instruction.

Internet resources, problem solving resources, ACAMB lessons, and math journals. Investigation lessons and activities are chosen to complement the present unit of study. 5th: We continue to use Investigations as part of our instruction.

and assessments to match. This went well. #rd grade - We do not have the new math Investigations. 2nd Grade - Continued to use Investigations as one of many resources in our classes. 4th grade math focus this year was on using multiple strategies for computation and problem-solving. Investigations was incorporated along with several other math resources.

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5. Students have weekly math opportunities to share/explain math strategies.

5th grade incorporates problem solving weekly and it is apart of every common assessment. 1st: Our Grade Level smart goal is on problem solving - we are working on problem solving weekly, and are planning to use flip cameras to document/support students explaining their strategies. Kg: We are creating math problems in order to see student thinking in pictures, numbers, or words. 2nd- For the majority of children teaching how to chose, use and create appropriate problem solving strategies. Use of document camera for children to share their strategies. 4th grade uses a variety of sharing techniques: white boards, document camera, "Math Congress Posters", Gallery Walk, Math Warm-ups either introducing new strategies (using mathematical models) or practicing old. The emphasis is on multiple ways of solving problems as opposed to "one algorithm for all".

Kg: We are using Think Dots as a strategy to reach the different modalities and to differentiate. We're still problem solving bi-weekly. 2nd grade: Children have the opportunity to pair up at times to solve problems and share strategies. Another strategy is to have children share a strategy orally, on chart paper, or on the board when solving problems. "Who solved the problem a different way?" The children can choose from a variety of strategies such as splitting, stringing, base ten blocks, ten frames, traditional, or their own strategy to solve word problems. 5th: We continue incorporate problem solving, including Calendar Math to explore multiple patterns and review concepts. 3rd grade: Problem solving is incorporated on a regular basis during calendar math and daily math instruction.

Kg: We are using Think Dots as a strategy to reach the different modalities and to differentiate. We're still problem solving bi-weekly. 2nd grade: Children have the opportunity to pair up at times to solve problems and share strategies. Another strategy is to have children share a strategy orally, on chart paper, or on the board when solving problems. "Who solved the problem a different way?" The children can choose from a variety of strategies such as splitting, stringing, base ten blocks, ten frames, traditional, or their own strategy to solve word problems. 5th: We continue incorporate problem solving, including Calendar Math to explore multiple patterns and review concepts. 3rd grade: Problem solving is incorporated on a regular basis during calendar math and daily math instruction.

RTI-Ms. Lewis working in small group and 1-1 scaffolding aimed at improving thinking strategies and error analysis. 5th: As a part of our unit on Patterns, Functions and Algebra, we used multiple problem solving strategies. As a part of our review for the Math SOL, we coached students to use multiple problem-solving strategies when coming across questions that they were unsure of or unfamiliar with. First Grade: This was our year long SMART goal incorporating flip videos of students explaining their work. 3rd - Weekly PLC meetings were used for sharing of all key instructional strategies. 2nd graders have become very proficient at selecting, using, creating and sharing math strategies. 4th grade: met this goal through "multiple strategy approach". "Contexts in Learning" was an excellent resource for this goal.

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6. PLC data meetings to accurately determine levels and weaknesses that need to be addressed.

5th Grade meets each Tue for 40 minutes. This sometimes carries over into afternoon meetings as well. We are using the DIAL sheet for data reporting. 1st: We meet each week on Fridays at 11 and stay busy! :) Kg: Our PLC time is Wednesdays from 8:45-9:15. We would like for our Data Team to be every four weeks. 2nd- PLC Tuesdays from 9:50-10:50. Data meetings at least twice a month. 4th grade PLC is every Friday with data meetings at twice a month.

Kg: Our PLC is Wednesdays from 8:45-9:45. We would like our Data Team to continue to be every four weeks either on a Wednesday or Thursdays after school. 2nd grade: Our PLC is on Tuedays from 9:50 until 10:50. We have a data meeting when we end a rotation of ME for fluency or math, and come up with strategies for those children still not meeting the goals set. We also have data meetings whenever a nine weeks math has been completed, and for our literacy data every nine weeks. 5th: We continue to meet as we did the first quarter and use the DIAL sheets to plan mastery.

PLC KG – Wed 8:45 – 9:15 First Gr – Fri 11am - noon Second Gr – Tues 9:50 - 10:50 Third Gr – Th 11:50 - 12:50 Fourth Gr. – Fri 9 am - 10 am Fifth Gr – Tues 1:20 – 2:20

RTI- Easy IEP holds our data.We regularly review progress, trends, and set new goals. 5th maintains a Wikispace to hold PLC data such as DIAL sheets, schedules, agendas, curriculum materials etc... This has proved to be a time saving and organizational tool as well as a shared space to collaborate with teammates. This information can used as a template for next year's planning. 1st grade: We use this time to review student work, and plan our instruction/grouping. We also discussed students in the SBIT process. 3rd - PLC was used to review/develop common assessments, analyze data, and adjust ME groups. 4th grade met every week and often did data analysis on common assessments which we created and used in all subject areas. We used the PLC framework to determine Mastery Extension groups, planning for instruction, reteaching, membership in intervention groups, and inclusion for extension groups.

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7. Use of Tier 1 strategies in the classroom and RTI for Tier 2/3 students.

1st: Cooperative learning, partner work, direct instruction, flexible readiness grouping 5th: Dawna is serving 5 students for RTI 2-3 during Mastery time. Sharon is serving 3 students in the PM for RTI 2-3. Mr. Lewis is helping with RTI 1 and 2. We are leveling word study and reading and differentiating math in regular class. Mastery time provides for extended time for math and is leveled by targeted skill. Writing instruction receives support from Dawna. Kg: Cooperative Learning groups, partners, zoo-phonics, and differentiation by groupings, small group and one-on-one instruction, multi-sensory approach. 2nd-partner and cooperative learning groups, one-on-one instruction of RTI kids in math. RTI kids pulled between Sharon, Carrie and Annie. Differentiation in literacy, word study groupings, and math groups.

Kg: We are using Think Dots and differentiation by groupings. We are using culturally responsive teaching strategies to reach our subgroups and close the achievement gap. 2nd grade: Tier I strategies include use of teams, cooperative groups, partners, one-on-one, small groups, switching children among the three teachers for flexible math grouping, use of manipulatives, hands on, inquiry based science and social studies activities, direct instruction in problem solving skills, and differentiated word study and reading levels within each classroom. Children are pulled by Sharon for RTI. Use of the SBIT process has placed one child in SPED. Other children with math concerns will now be receiving additional help in the classroom the third nine weeks. The ESOL teacher will come on Tuesday mornings to assist one student, and a retired Title I/SPED teacher will come on Mondays to work with a group or individual students during math. Ron Lewis is checking his schedule to see if he could pull a student. 5th: We continue to serve the same students as the first quarter. Dawna is also helping with RTI for math during our Mastery time 2 times a week. 3rd grade: Tier 3 students are the same as last quarter. They are receiving small group instruction from Sharon 4-5 days a week. SPED teacher sees 4 students 3-5 days a week during mastery extension time. SPED TA also sees one student for focused one on one math remediation.

Kg: We are using Think Dots and differentiation by groupings. We are using culturally responsive teaching strategies to reach our subgroups and close the achievement gap. 2nd grade: Tier I strategies include use of teams, cooperative groups, partners, one-on-one, small groups, switching children among the three teachers for flexible math grouping, use of manipulatives, hands on, inquiry based science and social studies activities, direct instruction in problem solving skills, and differentiated word study and reading levels within each classroom. Children are pulled by Sharon for RTI. Use of the SBIT process has placed one child in SPED. Other children with math concerns will now be receiving additional help in the classroom the third nine weeks. The ESOL teacher will come on Tuesday mornings to assist one student, and a retired Title I/SPED teacher will come on Mondays to work with a group or individual students during math. Ron Lewis is checking his schedule to see if he could pull a student. 5th: We continue to serve the same students as the first quarter. Dawna is also helping with RTI for math during our Mastery time 2 times a week. 3rd grade: Tier 3 students are the same as last quarter. They are receiving small group instruction from Sharon 4-5 days a week. SPED teacher sees 4 students 3-5 days a week during

RTI-stressing goal setting and ownership. Use of technology to enhance repeated practice and improve feedback.Tracking improvements, use of team approach. 5th: RTI was essential in getting the RTI students ready for the SOL, using Review and practice materials in a smaller group and more guided instruction. Ron Lewis continued to work one-on-one going over mistakes in math and working with small groups for reading. First grade: Tier 1 strategies continued, and RTI support occured during our mastery extension time. 3rd - Tier I strategies continued. Anny Herndon, Sharon Arn-Bryant, and Catherine Wade worked with small groups of RTI students for reading and math instruction.

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8. Bi-weekly reading assessments in grade 3.

In process - checking reading comprehension –

Each class continues to use biweekly reading assessments to evaluate student strengths and weaknesses. Test taking skills are also incorporated.

Each class continues to use biweekly reading assessments to evaluate student strengths and weaknesses. Test taking skills are also incorporated.

We moved to more on-line practice in preparation for SOLs, using Schoolnet data to plan for nee eded intervention.

9. Tri-weekly reading and math assessments in grade 5.

Each class is doing reading assessments at least every 3 weeks, but they are not necessarily common across the grade level. We did give a released SOL reading at the end of the 1st quarter which is in school net. We gave 3 common assessments in math, one which was the Crozet WFP quarterly test, which is in school net.

We continue to give reading assessments every 3 weeks. Study Island was used for some short common assessments in targeted areas. We created and gave a decimal mastery test and a fractions unit test in school net. We also gave the 2008 Reading Released test, the 2008 Writing MC test, a Writing prompt that was graded by 2 or more graders, and a Math Mid-Year assessment that we created for our Mid-Year assessments. All data is in school net, except for the prompt. The prompt data was entered in the literacy profiles.

We continue to give reading assessments every 3 weeks. Study Island was used for some short common assessments in targeted areas. We created and gave a decimal mastery test and a fractions unit test in school net. We also gave the 2008 Reading Released test, the 2008 Writing MC test, a Writing prompt that was graded by 2 or more graders, and a Math Mid-Year assessment that we created for our Mid-Year assessments. All data is in school net, except for the prompt. The prompt data was entered in the literacy profiles.

RTI is required to administer assessments at least every 2 weeks. In 5th grade, we continued to give assessments during this quarter, however the timing of the assessments was different because of the review schedule needed for SOLs. We gave common assessments in decimal and whole number multiplication, decimal and whole number division, and patterns, functions and algebra. We also gave a Math Released SOL a few weeks prior to the Math SOL and our analysis of this data provided us with a good map of important topics to review. We also used "Test Ready" materials to help us review by strand. In reading, we gave students a Reading Released SOL, and we used this data for review. Finally, we used "Test Ready" reading materials to help us review with a variety of reading passages.

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10. Implementation of the Daily 5 in reading and math.

1st: We are not doing the daily five. We have guided reading groups. 5th: We are not using the daily 5. We have guided reading groups. Kg: We are using Mrs. Anhold's library time to incorporate Daily Five strategies. We are also using strategies in our classrooms (read to self, read to partner). 4th grade does Daily Five in all of Literacy. 2nd- Using Daily 5 in Rdg.

Kg: We have guided reading groups and not doing Daily Five. 2nd grade: Lori and Gay are using the Daily 5. Bonnie is using her own modified version of the Daily 5 components along with her own reading program.

Kg: We have guided reading groups and not doing Daily Five. 2nd grade: Lori and Gay are using the Daily 5. Bonnie is using her own modified version of the Daily 5 components along with her own reading program. Fourth grade using Daily five.

RTI is trying to incorporate some of the same language as that used in Daily 5 (for consistency) First grade: We are not doing the daily five. We have daily guided reading groups. 4th grade: all 4th grade teachers used Daily Five as a curriculum framework for integrated reading, writing, word study and content. We met together each week to design the Daily Five contract for each week.

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Part A: School Improvement Planning 2010-2011

Strategic Goal(s): X Goal 1 Goal 2 Goal 3 Goal 4 Goal 5

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SIP Goal 2: Crozet will create a collaborative school climate that cultivates respect for individual differences and acceptance of others within all learning communities. SIP Objective (SMART - Specific, Measurable, Attainable, Realistic, Time bound): In the 2010/11 school year, Crozet will create a collaborative school climate that cultivates respect for individual differences and acceptance of others within all learning communities through community-building school activities. Supporting Data / Gap Evidence: Based on our fall and spring school climate data, there is an increase of students that reported that students were teased about their clothing and appearance. Fall 2009 – 35% of the students agreed that students get teased about their clothing and 44% of the students agreed that students get teased about how they look. Spring 2010 – 37% of the students agreed that students get teased about their clothing and 49% of the students agreed that students get teased about how they look. Discrimination reports filed at Crozet; Discipline referrals related to student actions towards other students as it relates to intolerance. School counselor’s observation notes and reports of students being teased on their looks and what they wear. Anticipated Obstacles: Economic & cultural diversity is not honored in the media so as teachers we need to be proactive in teaching acceptance, tolerance, and respect of each student’s culture and style. Resistance to home visits & school conferences.

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Key Performance Indicators (Measurable Outcomes): Every category on the Olweus School Climate survey will improve by 10% in the spring, 2010.

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KPI Data (Quantitative - Using a number or percentage) Indicating

Progress Towards SIP Goal:

Q1 KPI Data

Q2 KPI Data

Q3 KPI Data

Q4 KPI Data

1. School Climate Survey Fall/Spring data on students get teased about their looks and clothing.

Fall 2010 Results Teased about looks – 38.9% improvement from 2009 – 44% Teased about clothing – 24.2% improvement from 2009 – 35%

No Winter Data No data yet. In the process of taking the Spring survey

Teased about looks –Spring - 31% Improvement from Fall - 39% Teased about clothing – Spring – 22% Improvement from Fall – 24%

2. Diversity Survey results for the staff in the Fall/Spring.

The diversity survey has not been given to the schools.

No available data. No available data.

No available data.

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Key Strategies

Q1 Progress on Strategies

Q2 Progress on

Strategies

Q3 Progress on

Strategies

Q4 Progress on

Strategies

1. Training of School Olweus Team for Bullying Prevention

Training occurred on November 1st Professional Learning Day

Kg: One team member is completing training next week. Responsive classroom is also used in K. Responsive Classroom strategies are used regularly in 3rd grade. Susan and Katherine attended the one-day workshop on RC1 in November. Part. II of Olweus Training occurred Jan. 31st.

Olweus Team has completed the training for Bullying prevention.

RTI is trying to incorporate some of the same language as that used in Daily 5 (for consistency) First grade: We are not doing the daily five. We have daily guided reading groups. 4th grade: all 4th grade teachers used Daily Five as a curriculum framework for integrated reading, writing, word study and content. We met together each week to design the Daily Five contract for each week.

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2. SOS Program – Save One Student Mentor Program

In the process of matching teachers with students.

Kg: Each K teacher has one or two SOS students. 5th: We

Every SOS student has a mentor.

The mentor's continue to check-

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5th: We have turned in names, and 2nd quarter will be assigned a student. 4th: ditto. 1st: ditto Guidance: We have all the students' names compiled into a list in the guidance office. An e-mail was sent to all faculty/staff asking everyone to stop by and sign up for a student.

have selected names now. 3rd grade: We have selected names and are making contact with respective students.

in with their students. The mentors will receive a "Thank You" at the end of the year.

3. Family History Project at each grade level.

1st: I am From Project. 5th: We have not incorporated this project. We do personal narrative as part of the BAW. Kg: We are sending a survey for the winter holidays. 4th -life like mine timeline and personal narratives

Kg: Timelines, Heroes, and Cultural Literacy books are part of our family history project. 5th: Our prompt was to tell about a time when they were proud. This told us a lot about our students and what they value. 3rd grade: Family storytelling was included as part of the unit on ancient Mali.

Kg: Timelines, Heroes, and Cultural Literacy books are part of our family history project. 5th: Our prompt was to tell about a time when they were proud. This told us a lot about our students and what they value. 3rd grade: Family storytelling was included as part of the unit on ancient Mali.

1st: Each student created an "I am From" personal project to include photos, history, etc. 4th grade incorporated this into our curriculum through Being a Writer personal narrative unit and expository writing unit, as well as in SS with the "Geographical Me" project.

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4. Training and Implementation of Responsive Classroom

Nov. 1st – 7 teachers attended the RC 1 Follow-up Training at Cale Elementary School. All 5th grade teachers attended a 1/2 day workshop on Making Connections day. We have begun to use some of the strategies and games. 1st: Tammi attended the 1/2 day session at Making Connections. We'd all like to be trained in some way. We incorporate parts of RC already. Kg: Ms. Morris was trained with RC1 training follow-up. 2nd- We are working on I am poems for display.

5th: We are reading the Yardsticks Book, compliments of Gwedette as a holiday present. We continue to do responsive classroom activities and strategies on a regular basis. 3rd grade: We read the relevant sections of Yardsticks and have morning meetings, as much as possible given the early start for ME.

In the process of signing up 12 teachers for Responsive Classroom I training in June and 5 teachers for Responsive Classroom II in August

5th: We revamped our discipline strategy during the 4th quarter, to meet the needs of the 5th graders at the end of the year. We created a communication system between all 5th grade teachers (including specials) and parents about student behavioral warnings. This system included a card for each class that was carried to the various teachers. This allowed students to see that all teachers were not only invested in their success, but also that all teachers were holding students accountable for their behavior. Class meetings were held to discuss behaviors and ways to maintain a positive environment in each class. In these class meetings, we also discussed students helping each other to stay positive during the stressful end of year time. 4th grade used daily morning meetings, activities and social events such as Dr. Suess Day, Read Across America, and Wacky Tacky Day to create a 4th grade learning community. All teachers will continue with Responsive Classroom training this summer.

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5. Character Counts Program and school-wide character counts activities.

Each class in the school receives lessons on building good character and making good choices through grade-level appropriate guidance lessons. One week each month is specifically dedicated to Character Counts and students who are caught showing good character may earn tickets to be entered into a drawing to win a prize (which is always in someway spending time with a teacher who is usually not theirs, doing a fun activity). There is a character counts bulletin board where different classes projects' are featured. 5th: We fronted our guidance the first week of school for 45 minutes each day. We continue to do drug awareness and character counts activities. Kg: 2nd-Kelso lessons Big/Small problems. 4th-guidance lessons, friendship group, participates in character pillars, school dress-up days, etc.

5th: We continue to participate in the school-wide character count activities. Some 5th grade boys are participating in a group with Mark Dawkins and some girls participate in a lunch bunch group with Mrs. Henry.

Continued implementation of the Character Counts Program and school-wide counts activities such as; Friendship day in March. During lunch, we gave every kid a cookie for friendship day and played music during lunch.

We continued to have one Character Counts week each month, finishing up for the year in May. 5th: 5th Grade students voted on character awards given at the graduation ceremony. 4th grade fully participated in this school-wide program.

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6. School-wide Diversity activities Mixed it up Day on Nov. 23rd during lunch. Bulletin board displays of different cultures.

Cultural Literacy Night – March 17th No-Naming Calling Event – students shared how they got their names.

Cultural Literacy Night with the Crozet Village of parents sharing their cultural talents , food, and clothing - was a success – lots of parents and grandparents in attendance. PTO Talent/Variety Show

7. Virtual field trips with other classrooms in the US and other countries.

1st: California Pen PALS 5th: Jamestown on line virtual dig program. Kg: Live webinar in Scholastic for Thanksgiving. 2nd grade researching virtual field trips for Native American. Possibly during our World Market research

5th Select classes have Skyped with student at Monticello High School.

1st: We did not plan any virtual field trips this year. 4th grade selected students participated in blogs and wikis.

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8. Community Service Projects In the process – food bank drive, students making items(placemats, cards, pictures, etc..) for the elderly in the nursing home – on going throughout the year.

5th: Students continue to participate in a monthly grounds cleanup day.

School Grounds clean up, SPCA food drive, food bank drive, raised money for Japan.

5th: Continued to participate in grounds clean up. 1st: We created projects for Mountainside each month and culminated with a collection of supplies and a walking field trip to visit the residents. 4th grade did a community "Author's Share" at Mudhouse in Crozet. We shared our holiday decorations and cards at Mountainside and participated in school-wide community drives such as "Pennies for Haiti", SPCA drive, etc.

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9. PTO Community-building activities. After-School Clubs

Kindergarten Potluck Event – each kindergarten family brought a food that represented their culture in September. Fall Festival – Oct. 29th

3rd-5th Barb, Abby, Katherine, Tracy and Claire are supporting Dawna's Drama Club for the school play Holes, which will be performed in late April. Practices are 1-2 times a week. 4th-5th: Barbara is sponsoring a 6 week scrabble club for 4th and 5th grade students with the help of 2 parents.

PTO Sock Hop PTO Talent/Variety Show Running Club Drama Club Music Club

Running Club Drama Club Music Club

10. Create a Diversity Committee. 5th: Bowen attended the writing and diversity workshop in Sept. at MHS. Maggie presented. 2nd grade considering Cultural Trunks, Free to Be Me writing, Friendship Venn Diagrams. Diversity committee has the DRT, Guidance Counselor, Principal, teacher rep from K-2 and seeking a rep for 3 – 5.

Presented at the January Faculty Meeting. Diversity Committee met Jan. 19th and planned the Cultural Literacy Night. Created GoogleDocs survey for teachers to share ideas for Cultural Literacy Night and Cultural Responsive Teaching Ideas.

Diversity Committee continues to meet for 2011/12 school year planning

Diversity Committee continues to meet for 2011/12 school year planning Teacher completed a survey at the end of the school year.

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Part A: School Improvement Planning 2010-2011

Strategic Goal(s): Goal 1 Goal 2 √ Goal 3 Goal 4 Goal 5

PLA

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SIP Goal 3: Crozet teachers will implement research-based instructional strategies to increase student engagement. SIP Objective (SMART - Specific, Measurable, Attainable, Realistic, Timebound): In 2010/11 school year, Crozet teachers will implement research-based instructional strategies to increase the student engagement level in the classroom school-wide from 68 % to 80%. Supporting Data / Gap Evidence: From the 2009/10 Learning Walk data, 71% of whole class instruction, 53% predominant thinking level in the classroom was applying/analyzing & 21% evaluating/creating and 68% student engagement level of the classroom. Anticipated Obstacles: Classroom management

Key Performance Indicators (Measurable Outcomes):

STU

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KPI Data (Quantitative - Using a number or percentage)

Indicating Progress Towards SIP Goal:

Q1 KPI Data

Q2 KPI Data

Q3 KPI Data

Q4 KPI Data

1. Learning Walk Data – Level of Thinking & Student Engagement

81% Middle to High Level of Questioning 72% Student Engagement

82% Middle to High Level of Thinking 74% Student Engagement

89% Middle to High Level of Thinking

74% Middle to High Level of Thinking 78% Student

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75% Student Engagement Engagement

2. Learning Walk Data on the eight engaging qualities of student work.

Personal Response – 41% Clear Expect. – 84% Emotional Saf. – 32% Learning w/others – 61% Sense of Aud – 11% Choice – 5% Novelty/Variety -11% Authenticity – 13%

Personal Response – 33% Clear Expect. – 91% Emotional Saf. – 57% Learning w/others – 59% Sense of Aud – 7% Choice – 11% Novelty/Variety -20% Authenticity – 8 %

Personal Response – 26%Clear Expect. – 91% Emotional Saf. – 59% Learning w/others – 64% Sense of Aud – 7% Choice – 14% Novelty/Variety -21% Authenticity – 9 %

Personal Rep-26% Clear Exp-92% Emotional Saf-63% Learning w/others 64% Sense of Aud – 8% Choice- 15% Nov/Variety- 22% Authenticity- 10%

Key Strategies

Q1 Progress on Strategies

Q2 Progress on

Strategies

Q3 Progress on

Strategies

Q4 Progress on

Strategies

1. Training the staff of High Yield Instructional Strategies listed in the FQL.

In process through the VPLC meetings every 1st Thursday a month. Sept – Technology Teaser Oct – SBIT/RTI Nov – Differentiation 5th: We attended and Shelby helped lead the workshop on differentiation. We attended and Barbara and Claire lead a workshop on technology tools. 4th grade experimented with JINGS and led a session during the Making Connections conference

VPLC Faculty meetings in Dec and Jan - the staff shared their experiences of implementing a differentiation strategy from the following list; tiering, entry/exit cards, thinking dots, six thinking hats strategy, RAFT....

VPLC – Feb canceled for MYR planning VPLC – Mar – MYR reflection – using the PDSA format with our SIP goals & strategies and discussed what is working and what is not working for key strategies to reach our school goals.

June 13 PD session on Best Practices

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VPLC April – Spring Break

2. Implementation of learned strategies to increase student engagement.

Differentiation strategy implemented by the instructional staff and will be sharing out their experiences on Dec. 3rd during VPLC. 1st: We are planning to use high level questioning with our reading groups (comprehension skills) - and partner groups to share what they are learning about. 5th: Things we have highlighted: Technology, differentiation, choice, learning styles. Kg: Think Dots, high-level thinking questions 2nd grade- cooperative learning groups across all concepts, inquiry learning in science and social studies. 4th-Daily Five program incorporates choice, cooperative learning, differentiation. Math often uses novelty and real-life situations, small group work as well as encouraging more than one way to solve the problem.

VPLC Faculty meetings in Dec and Jan - the staff shared their experiences of implementing a differentiation strategy from the following list; tiering, entry/exit cards, thinking dots, six thinking hats strategy, RAFT.... Kg: We've altered the differentiation strategies to meet our curriculum.

Four teachers attending UVA Best Practices Institute and 2 teachers implemented gyphs

STU

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3. PLC monthly discussions regarding implemented strategies.

Each grade level has an hour PLC once a week and every 3rd Thursday afternoon from 2:45 to 4:00 pm 1st: We will plan our differentiation lessons together fir GR groups during PLC. Kg: Every Wed. and Thursday monthly. 2nd Grade during PLC data meetings discuss DIAL sheet and list best instructional practices. 4th grade meets twice a week, sharing our strategies and expertise in order

Kg: We meet on Mondays to align our curriculum strategies. Instructional coaches are also helping Kg. 5th: We are sharing more about what strategies work with certain students...more kid-talk strategies. We have also share word study instructional

Continued instructional discussions on teaching strategies during PLC meetings in regards to student progress.

1st: We meet weekly and discuss instructional strategies for LA, math, and content. 5th: We meet twice weekly, at least, to discuss instructional strategies for all subjects and the effectiveness of specific strategies based on assessment data.

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to plan together our literacy block, our math lessons, and our content. We monitor and adjust based on student level of engagement.

strategies. We are beginning to talk about what strategies for testing we will need for the upcoming SOL in March. 3rd grade: We have discussed additional strategies to use with students who continually need ME. We reassessed word study and have adjusted groups accordingly.

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4. Provide more choices for student work.

Based on the learning walks data – 11% documented out of 54 walks.

Based on Learning Walk data – Choice is at 11% out of 106 walks. 5th: We continue to offer choices in reading, writing and word study, including book projects.

Out of 170 learning walks, Choice increased to 14%. We continue to offer choice in reading, writing, word study and book projects.

5th: We offered choice in reading group novels. Students completed a writing project as a part of the oceanography science unit. During this project, students chose an ocean animal and researched it. They then created a habitat for this animal and wrote a non-fiction piece presenting their animal as if it were being placed in an aquarium. Students had to think critically about their animal and what they would need to create a safe environment for this animal. Some students also completed fiction pieces about the animal. As a part of the measurement unit, students chose an item at home or at school to measure and write about. This required the students to think critically about the object and its size and comparison to other objects.

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5. Training of staff on High Order Thinking Skills.

Not implemented yet. Not implemented yet. Not implemented yet. Not Implemented

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6. Staff training in differentiation practices.

Differentiation strategy implemented by the instructional staff and will be sharing out their experiences on Dec. 3rd during VPLC. 1st: We are planning to use high level questioning with our reading groups (comprehension skills) - and partner groups to share what they are learning about. 5th: Things we have highlighted: Technology, differentiation, choice, learning styles. Kg: Think Dots, high-level thinking questions 2nd grade- cooperative learning groups across all concepts, inquiry learning in science and social studies. 4th-Daily Five program incorporates choice, cooperative learning, differentiation. Math often uses novelty and real-life situations, small group work as well as encouraging more than one way to solve the problem.

Teachers continued to share their experiences of implementing a differentiation strategy at the January VPLC Faculty Meeting.

Four teachers were sent to UVA’s Best Practices Institute. In the planning process of sharing what they have learned from the institute to the staff on differentiation strategies.

End of year Professional Development session given by the 4 teachers who attended the UVA Best Practices Institute on Differentiation, and Paula White. This session will focus on a variety of differentiation strategies and provide teachers with ideas they can implement into their classrooms immediately.

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School Scorecard – My School’s Progress on Division KPIs Part B of School Improvement Planning 2010 – 2011

Goal 1: Prepare all students to succeed as members of a global community and in a global economy

Priority 1.1: Implement the Framework for Quality Learning, the Division’s curriculum, assessment, and instruction model, in all learning communities.

KPI: 100% of all teachers (individually and/or as represented by PLC teams) will upload a unit, resource, lesson, or assessment to SchoolNet that reflects project-based learning, mid-to-high-level Bloom’s, Marzano’s strategies, and/or engaging qualities Q1 Q2 Q3 Q4 (Enter school progress towards Division-level performance indicator for each

quarter.) 80% 30% 50% 50%

KPI: 65% of classroom walkthroughs will report evidence of middle to high levels of Bloom’s Q1 Q2 Q3 Q4 (Enter school progress towards Division-level performance indicator for each

quarter.) 81% 73.5% 89.7 74%

Priority 1.2: Assess level of student engagement in learning communities, identifying and enhancing practices connected to high levels of student engagement.

KPI: No more than 5% of students will be chronically absent (missing 10% of school days) at each quarter Q1 Q2 Q3 Q4 (Enter school progress towards Division-level performance indicator for each

quarter.) 7.8% 1% 19% (Flu & Trips)

8%

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KPI: 55% of classroom walkthroughs will report evidence of more than one engaging quality

Q1 Q2 Q3 Q4 (Enter school progress towards Division-level performance indicator for each quarter.) 91.1% 92.9% 96.6% 92%

Goal 2: Eliminate the Achievement Gap

Priority 2.0: Through common rigorous assessments and use of high-yield instructional strategies all students will meet high expectations for performance and achievement as measured by:

KPI: 100% of K-12 courses in reading and math will use rigorous common (minimum - at the school level) quarterly assessments Q1 Q2 Q3 Q4 (Enter school progress towards Division-level performance indicator for each

quarter.) 100% 100% 100% 100%

KPI: 95% of students will demonstrate proficiency on common quarterly assessments (i.e. PALS, DSA, feeder pattern math assessments, MAP, etc.) Q1 Q2 Q3 Q4 (Enter school progress towards Division-level performance indicator for each

quarter.) 86% WFP Math

84% WFP Math

85% Math

85% Math

KPI = Key Performance Indicator

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