Part A: School Improvement Planning (Refer to Part C when completing this form)
2010-2011
Strategic Goal(s): Goal 1 Goal 2 Goal 3 Goal 4 Goal 5 / PLANSIP 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 / 66.7
2008-09 / 205 / 89.3 / 10 / 60 / 5 / 60 / 181 / 91.2 / 22 / 63.4 / 39 / 69.2 / 9 / 88.9
2007-08 / 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 / 100
2008-09 / 205 / 93.7 / 10 / 80 / 5 / 80 / 181 / 94.5 / 22 / 59 / 39 / 95 / 9 / 100
2007-08 / 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.
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%
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. / STUDY
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 / <Enter Actual School Metric Here> / <Enter Actual School Metric Here>
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
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 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. / <Enter Qualitative Progress Updates Here> / <Enter Qualitative Progress Updates Here> / DO &
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. / STUDY &
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 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. / 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 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).
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, 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. / 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 complement the present unit of study. 5th: We continue to use Investigations as part of our instruction.
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. / ACT
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.
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.
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.
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.
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.
Part A: School Improvement Planning (Refer to Part C when completing this form)
2010-2011
Strategic Goal(s): X Goal 1 Goal 2 Goal 3 Goal 4 Goal 5 / PLANSIP 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.
Key Performance Indicators (Measurable Outcomes):
Every category on the Olweus School Climate survey will improve by 10% in the spring, 2010. / STUDY
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 / <Enter Actual School Metric Here> / <Enter Actual School Metric Here>
2. Diversity Survey results for the staff in the Fall/Spring. / The diversity survey has not been given to the schools. / No available data.
Key Strategies / Q1 Progress on Strategies / Q2 Progress on Strategies / Q3 Progress on Strategies / Q4 Progress on Strategies