School Improvement Plan
2013 – 2014
School Name: Drewry Mason Elementary Date: September 12, 2013
Henry County Public Schools’ Mission: Henry County Public Schools, a high-performing school division, provides all students with an exemplary education in a safe, supportive environment that promotes self-discipline, motivation, and excellence.
School Mission: We are committed to help our students develop and utilize knowledge and skills. We want our students to be lifelong learners who are balanced and self-reliant. We are committed to providing our students with values and attitudes that span across a multicultural society. Our children will develop moral, democratic, social and aesthetic values so that they will become worthy contributors of society. We will continue to provide learning experiences that will form the foundation of the student’s education, thus preparing the student for the next higher level of learning and society.
HCPS Strategic Goals: By 2018, ____ % of students will meet or exceed reading and mathematics standards. _____ % of Henry County Students will graduate on time with ____ % earning an advanced studies diploma.
Henry County has identified the following Strategic Objectives to reach the goals outlined in the Strategic Plan:
· Henry County Public Schools will produce globally competitive students. (SO1)
· Henry County Public Schools will be directed by 21st century professionals. (SO2)
· Henry County Public Schools’ students will be healthy, responsible, and engaged in positive relationships. (SO3)
· Henry County Public Schools will encourage the application of technology to enhance instruction and promote innovation. (SO4)
· Henry County Public Schools will be governed and supported by 21st century systems. (SO5)
· Henry County Public Schools will engage families and the community to ensure open communication and opportunities for student success. (SO6)
Section I: Background and Overview
School Profile (This section should include a concise description of your school population for the current school year and any special programs offered by the school that are unique to your school.)
School Profile:· Student and Staff
Drewry Mason Elementary is located in the Magna Vista High School attendance zone with students feeding to Laurel Park Middle then to Magna Vista High School. The student enrollment PK-5 is 420, with a pupil teacher ratio of 21-1. Sixty percent of our students participate in the free and reduced lunch program. Forty-seven percent of the student population is female and fifty-three percent is male. Ten percent are black, five percent are English language learners, and seventy-five percent are white. Fourteen percent of the students are identified as students with special needs. The faculty averages sixteen years experience and one teacher is nationally board certified.
· Special Programs: Read 180, AIMsWeb, Trout in the Classroom, 4-H, Too Good For Drugs, Fit For Life, Accelerated Reading and Math, PALS tutoring
· Partnerships: Wendy’s, Grace Baptist Church, Activate, PTA, Bojangles
· Achievements, recognitions, and awards: Title I Distinguished School 2011, State Accreditation 2004-2013, Virginia Board of Education Competence to Excellence Award 2010-2012
Academic Performance (SMART Goal required for Mathematics and Literacy)
Integrating Technology into Instruction, Parental Involvement, Teacher Collaboration and Student Engagement should be emphasized throughout the plan.
Section II: SMART Goals
SMART Goal #1: 80% of K-5 students will be proficient in reading as evidenced by MAP end of the year mean RIT scores. (Kindergarten 157.7, 1st 176.9, 2nd 189.6, 3rd 199.2, 4th 206.7, 5th 212.3)Baseline Data: The average English SOL pass rate for the 2012-2013 school year was 75%. Identify antonyms 67% 3rd grade, 58% 5th grade, identify prefixes 47% 4th grade, identify roots and prefixes 55% 5th grade, identify suffixes 58% 3rd grade, use guide words 42% 4th grade, use context 63% 3rd and 4th grade, 68% 5th grade, summarize details in a passage 31% 4th grade, 60% 5th grade, determine author’s attitude 61% 5th grade, determine poet’s feelings 39% 5th grade, identify supporting details 42% 3rd grade, 65% 4th grade, 69% 5th grade, use graphic organizer to identify sequence of events 54% 3rd grade, identify synonyms 60% 3rd grade, identify heading for a paragraph 27% 4th grade, determine focus of a paragraph 61% 5th grade, identify author’s purpose (informational text) 52% 4th grade, determine significance of a title 37% 4th grade, make predictions 52% 3rd grade, make inferences 68% 4th grade, 45% 5th grade, identify organizational structure 60% 4th grade, identify questions answered in a text 65% 4th grade, compare and contrast characters 63% 3rd grade.
Beginning of the year mean reading RIT score proficiency by grade level: Kindergarten 40%, 1st 52%, 2nd 57%, 3rd 48%, 4th 64%, 5th 57%.
(Check all that apply.)
******************************************************************************************************************************************************
SO1 SO2 SO3 SO4 SO5 SO6
Action Plans
Intermediate Measures: (List the informal and formal assessments that will be used to demonstrate progress toward meeting the goal.) AIMs Web, PALS, SRI assessments, STAR, Accelerated Reading, Map Assessments, End of Nine Weeks Assessments, Teacher made assessments, Performance-Based assessments, SOL Test, ROS on-line, Flanagan.
Checkpoint: (Indicate how frequently the intermediate measures will be gathered) Quarterly, Yearly, throughout the year informally by the teacher
Dates: August, October, December, March, May
Strategies: / Evidence of Implementation / Person(s) Responsible
Incorporate researched based strategies such as graphic organizers, Read 180, Reading Street, leveled readers, differentiated lessons, RTI, and the cloze procedure to improve the following identified areas of weaknesses:
· Use context clues to infer the meanings of unfamiliar words – Cloze procedure
· Apply knowledge of prefixes, suffixes, and root words – Word Study / word sorts, root Jeopardy, Concept maps, root squares.
· Identify and summarize important details in a passage – graphic organizers, Somebody Wanted But So summary, i-books – highlighting.
· Make predictions and draw inferences in fictional text – Character, Setting, Outcome sorts, record predictions and outcomes as in science class.
· Locate information in nonfiction text – marking text, reference page and paragraph.
· Identify questions answered in a text. – marking text, reference page and paragraph.
· Identify organizational structure. – graphic organizers.
· Determine significance of a title. – predict from a title.
· Identify appropriate heading for a paragraph. – create headings for paragraphs.
· Identify author’s purpose in informational text. – author’s purpose sorts, Reading Street series, PIE (persuade, inform, entertain organizer)
· Identify antonyms. – iPad app (Bluster)
· Identify guide words. – Dictionary race.
· Determine author’s attitude. – questioning, notetaking, reader’s theater.
· Determine poet’s feelings. – questioning, notetaking, reader’s theater.
· Compare and contrast characters. – Venn diagram / graphic organizers. / End of nine weeks assessment results
Map Assessment results
Teacher lesson plans Informal assessments
Data conferences
Walkthroughs / Teachers
Principal
Collaborate and analyze data during weekly grade level planning / Lesson Plans / Teachers
Implement the Read 180 program 90 Minutes per day 5 days per week (2 sections per day) / Principal and Teacher Reports / Reading Specialist
Provide small group remediation for all student sub groups scoring below 80% on end of nine weeks assessments and provide enrichment based on assessment data / Weekly AIMs Probes
Pre and Post assessments
Differentiated groups / Teachers, aides, tutors, parent volunteers
Increase parent participation at Reading Night and ELL Parent Nights by sharing strategies and activities that parents can use at home with their children / Sign In Sheet / Parent Involvement Committee
Teachers
Reading Specialist
ELL Tutor
Implement higher order thinking questions and the QAR strategy. / Classroom observations of the use of the Bloom’s Taxonomy Questions Flip Chart
Professional development with the DI Coach
Observations and Coaching / Teachers, aides, tutors, Principal
DI Coach
Incorporate multiple assessments, performance-based assessments and higher order thinking questions on assessments. / Lesson plans
Assessments
Student Work
Observations / Teachers
Principal
Provide additional instructional support as pull-out or inclusion services for special education and ELL students. / Lesson plans
Observations
Teacher scheduling / Teachers
ELL Tutor
Guidance Counselor (monitors ELL program)
Principal
Utilize MAP assessments three times per year to target specific skills of weakness and provide intervention. / MAP assessment results (student goal setting worksheet, student progress report sheet)
Remediation folders / Classroom teachers
Special education teachers
Principal
Utilize PD360 staff development videos on assessment to gain more knowledge about how to use different forms of assessment information. / PD360 video time reports and reflection question reports / Teachers
Principal
Resources needed: (Identify resources needed to carry out strategies and achieve the SMART Goal) Continued funding for the DI Coach, Lead DI Teachers, Map Assessments, AIMs Web, technology resources such as: laptops, iPADs, SmartBoards, and parent involvement. MAP software; MAP training, ROS software and training.
Section II: SMART Goals (cont’d)
SMART Goal #2: For the 2013-2014 school year, 88% of fifth grade students will score pass proficient or pass advanced on the Writing SOL test.Baseline Data: The average pass rate for the 2012-2013 school year was 83%. Weaknesses identified:
· recognize and use complete sentences
· identify repetition in a sentence
· add details to sentences
· use apostrophes properly
· identify correct prepositions
(Check all that apply.)
******************************************************************************************************************************************************
SO1 SO2 SO3 SO4 SO5 SO6
Action Plans
Intermediate Measures: (List the informal and formal assessments that will be used to demonstrate progress toward meeting the goal.) Quarterly Benchmark Prompts, Teacher made assessments, SOL Test, Writing Initiative, ROS on-line, Flanagan.
Checkpoint: (Indicate how frequently the intermediate measures will be gathered) Quarterly, Yearly, throughout the year informally by the teacher
Dates: October, December, March, May
Strategies: / Evidence of Implementation / Person(s) Responsible
Incorporate researched based strategies such as Daily Oral Language and differentiated lessons to improve the following identified areas of weaknesses:
· recognize and use complete sentences
· identify repetition in a sentence
· add details to sentences
· use apostrophes properly
· identify correct prepositions / Teacher differentiated lesson plans and informal assessments
Data conferences
Writing Initiative prompts
MAP assessment report
Daily Oral Language work samples / Teachers
Principal
Reading Specialist
Use the Four Square writing model in all grades K-5, across all curriculums. Provide staff development for those teachers who are new or currently are not using it. / Lesson Plans
Student Work
Walk-throughs and Observations
Use of Four Square Writing
Four Square Writing Prompts / Teachers
Reading Specialist to provide staff development
Aides Tutor
Analyze and use the data collected from the Henry County Writing Initiative Tests and the DME writing prompts administered. / Lesson Plans
Student Work
Walk-throughs and Observations
Student Portfolios
Testing Data Analysis
Data Conferences / Teachers
Aides
Tutors
Provide extra assistance during the fourth and fifth grade writing blocks from the reading specialist and/or a member of the literacy team / Small Group assistance in writing
Student Work
Walk-throughs and Observations / Teachers
Reading Specialist
Literacy Team
Implement writing across the curriculum by incorporating writing in the content and itinerant classes. / Grade Level Team Planning
Collaboration with Itinerant Teachers
Lesson Plans
Student Work / Teachers
Itinerant Teachers
Aides
Tutors
Continue to hold writing team meetings with representatives from each grade level, special education, and itinerant. The team will address school wide weakness in writing, plan and implement four writing assessments, and vertically team to design the four square writing model for each grade level. / Lesson Plans
Student Work
Walk-throughs and Observations Retest
Student Writing Portfolios
Testing Data Analysis
Data Conferences / Teachers
Principal
Reading Specialist
Collaborate and analyze data during weekly grade level planning / Lesson Plans / Teachers
Collaborate and plan units of study, common assessments, and performance based assessments with grade level teachers across the county. / Lesson Plans and Assessments
Blogs
Observations
Collaboration Meetings / Teachers
Principal
Collaboration Facilitators
ITRTs
Provide small group remediation for all student sub groups scoring below 80% on quarterly benchmark assessments and provide enrichment based on assessment data. / Remediation folders
Differentiated groups
Benchmark Test Results / Teachers, aides, tutors, parent volunteers
Incorporate multiple assessments, performance based assessments and higher order thinking questions on assessments. / Lesson plans
Assessments
Student Work
Observations / Teachers
Principal
Provide additional instructional support as pull-out or inclusion services for special education and ELL students. / Lesson plans
Observations
Teacher scheduling / Teachers
ELL Tutor
Guidance Counselor (monitors ELL program)
Principal
Utilize informal writing assessments to assess student’s knowledge of material taught in all subject areas, at the end of each SOL unit. / Lesson Plans
Student work
Assessment
Grade Level Team Planning / Teachers
Provide opportunities for students to practice their keyboarding skills in order to successfully complete final writings using the computer. / Scheduled practice times for keyboarding skills / 3-5 Teachers
Utilize PD360 staff development videos on assessment to gain more knowledge about how to use different forms of assessment information. / PD360 video time reports and reflection question reports / Teachers
Principal
Incorporate TEI with SOL released tests and ROS on-line. / Assessments built / used / Teachers
Resources needed: (Identify resources needed to carry out strategies and achieve the SMART Goal) Continued funding for the Writing Initiative, technology resources such as: laptops, iPADs, SmartBoards, and parent involvement, Holistic Scoring Rubrics and Training, ROS software and training.
Section II: SMART Goals (cont’d)
SMART Goal #3: 80% of K-5 students will be proficient in math as evidenced by MAP end of the year mean RIT scores. (Kindergarten 159.1, 1st 179.0, 2nd 191.3, 3rd 201.1, 4th 212.5, 5th 221.0)Baseline Data: The average pass rate for the 2012-2013 school year was 76%.
Compare fractions and mixed numbers 57% 3rd grade, identify equivalent fractions 58% 4th grade, order fractions 47% 4th grade, multiply whole numbers 48% 4th grade, represent fraction and decimal equivalence 34% 4th grade, compare decimals 58% 4th grade, multi-step problems with fractions 66% 3rd grade, multi-step practical problems with mixed numbers 24% 5th grade.
Beginning of the year mean math RIT proficiency: Kindergarten 19%, 1st 49%, 2nd 51%, 3rd 39%, 4th 56%, 5th 42%.