ࡱ> $& !"# bjbj~~ 3&tt55555IIII8MIhaa"bbb=???????5b^bbf?.#55T.#.#.#j@55=.#b=.#.#BE55qzlQtI! fj0o@.#@q.#q5bbbt :   THREE-YEAR SCHOOL IMPROVEMENT PLAN (8 VAC 20-131-310.F; 8 VAC 20-131-310.G) School Improvement Plan for the Period 2010-2011School Name: Sanville Elementary Targeted Academic Area(s): Reading Writing Mathematics Science Social StudiesSchool Number: 220 Division: Henry Grade Levels Served: PreK - 5 Amount of Time in School Day Devoted to Instruction in the Four Core Academic Areas: 5 hours (8 VAC 20-131-310.G.3) Plan Developed with Assistance from (check all that apply): (8 VAC 20-131-310.F.1.) X Teachers X Building Administrators Central Office Administrators X Parents Community Members Students Other (specify): ____________________________________ Description of Data Reviewed Supporting Need for Improvement in Each Warned Area: AIMSweb PALS Standards of Learning Tests Off-grade Tests 2 Leveled Word List Developmental Spelling Analysis (DSA) STAR (reading assessment) Writing Predictors Qualitative Reading Inventory (QRI) Curriculum Based Assessment (CBA) Interactive Achievement (IA)Waiver(s) Needed and Request(s) Attached (check one): (8 VAC 20-131-310.G.8.) X Yes No Date Approved by Local School Board/Superintendent: ____________ (8 VAC 20-131-310.F.3.) _________________________________________________________ Superintendent Signature Sally T. Rodgers Principal Signature Three-Year School Improvement Plan A Description of How the School will Meet the Provisional Accreditation Benchmarks, or the Requirements to be Fully Accredited, for Each of the Years Covered by the Plan (8 VAC 20-131-310.G.1) Goal Statement: Sanville Elementary School will maintain full state accreditation and federal AYP designation with emphasis on subgroups to ensure that all subgroups at Sanville will meet the AYP standards whether or not the sample is too small. Objective #1: Ninety-six percent of students (K 3) participating in Phonological Awareness Literacy Screening (PALS) will meet the benchmarks in the spring of each year. Specific measures of student achievement that will be taken throughout the school year(s) and use to monitor academic improvement over time (8 VAC 20 131-310.G.2): Types of AssessmentsFrequency of Measures and Data CollectionEvidence/Data to be CollectedRunning Records STARAs recommended by A-Z and/or STAR Reading AssessmentsProtocol Sheets with running record (one per nine week to be placed in Reading Folder) Grade Level Assessments (Kindergarten and first grade teachers design assessments for each nine week grading period. Second and third grade teachers design tests using Interactive Achievement for each nine week grading period. These tests reflect those reading SOLs taught for the specified period of time.)One formal assessment each nine week period One informal assessment at the interim Classroom Spreadsheet with Item Analysis Grade distribution sheets of each test given Summary relative to data collected per nine week period Developmental Spelling Analysis (DSA) Grades 1 5Three times a yearDSA Class Record SpreadsheetPALS Tests Grades PreK 3Fall, Winter, and SpringPALS Summary SheetsBrigance PK Fall/SpringProtocol SheetsAIMSweb Grades K 3 Three times a yearProtocol SheetsELL AssessmentsFall and SpringELL AssessmentsInteractive Achievement Grades 2 3 Each nine week periodClass Summary Sheets with Item Analysis Action Strategies/Tasks (Use action strategies from the School Strategy Cards here.)  Person (s) Responsible Resources Needed to Complete Task  Budget Implications Dates of Activity (start-to-end) Monitoring Dates Monitoring Indicators (Indicators that point to success at the end of a strategy.) STRATEGY #1: The primary instructional program will be based upon the identified positive and negative trends as determined by specific assessments.  Action Step #1: Grade level teachers (PreK 2) will disaggregate PALS scores for the last year into AYP categories. Grade Level Chairmen responsible for hard copy of summary Classroom teachers PALS scores from school year: 2009-2010 Fall, 2010 Mid-year, 2011 Spring, 2011 Master Schedule Reading Schedules AIMSweb Orton-Gillingham Tucker SigningBegins September 7 (1 3) Begins October 4 (K) Ends May, 2011 (K 3) November, 2010 January, 2011 May, 2011Hard copy of Data Analysis which indicate: List of positive trends List of negative trends Recommendation of areas needing improvement PALS Classroom Summary Sheet Hard copy of classroom grouping according to skill area Hard copy of students assignments given by literacy teamSTRATEGY #2: Grade level meetings and on-going assessments will be provided to ensure the instructional program is appropriate to meet the specific needs of the student.  Action Step #1: Grade level teachers (1 2) will use the appropriate grade level word list to assist in determining instructional reading levels. Grade level teachers will administer the DSA to determine strengths and weaknesses according to word features, no more than three times within a given school year. Grade Level Chairmen responsible for hard copy of summary Classroom teachers Dolch Word List DSA Record Assessments STAR August,2010 January, 2011 May, 2011September, 2010 January, 2011Group analysis from the grade level work list and DSA Listing of students by each instructional Level (by class and grade) Action Step # 2: Grade level teachers and the Literacy Team will provide reading instruction which is based upon the trends identified in Strategy 1 and/or current assessments. Reading Specialist Classroom TeachersWords Their Way (Sorts) Ready Readers A-Z Website Reading Mastery Language for Learning Orton-Gillingham Tucker Signing Trade BooksSeptember, 2010 Throughout the yearNovember, 2010 March, 2011 May, 2011Lesson Plans of teachers and Literacy Team IA PALS assessments Grade level word list DSA IRI Interactive NotetakingAction Step #3: Grade level teachers will meet every other week to continuously evaluate the instructional program, specifically about: On-going assessments Curriculum development DI lessons Specific student needs Other areas as requested.Grade Level Chairman Resources to be determined Begin September, 2010 and weekly thereafter Interim and end of each nine-week grading periodMaster Schedule Agendas of meetings Minutes from Meetings Action Step #4: A 20-minute block of time will be scheduled to specifically work with students at various levels, needs and/or interests (enrichment, remediation, etc.)Principal Resources to be determined October, 2010 Interim and end of each nine-week grading period Master ScheduleAction Step #5: Students who did not meet the benchmark in PALS testing will receive at least 30 minutes of daily additional remediation from the literacy team. Reading Specialist Words Their Way (Sorts) Ready Readers Houghton Mifflin Leveled Readers Intervention Kit A-Z Website Orton-Gillingham Materials Tucker SigningAugust, 2010October, 2010 January, 2011 May, 2011Master Schedule Intervention strategies used with specific students List of students who receive inventions Class checklists will be used as a means of continuous informal assessment AIMSweb probes and RTI documentation Three-Year School Improvement Plan A Description of How the School will Meet the Provisional Accreditation Benchmarks, or the Requirements to be Fully Accredited, for Each of the Years Covered by the Plan (8 VAC 20-131-310.G.1) Goal Statement: Sanville Elementary School will maintain full state accreditation and federal AYP designation with emphasis on subgroups to ensure that all subgroups at Sanville will meet the AYP standards whether or not the sample is too small. Objective # 2: Ninety percent of students in grades 2 will pass the Off-grade Reading Test. Ninety-one percent of the students in grade 3 5 will pass the Reading Standards of Learning test. Objective #3: By the end of the 2010-2011 school year, 93%of all third, fourth and fifth grade students will perform proficiently in the reporting category Comprehension on the Reading SOL test. Objective #4: Forty-four percent of students in grades 3 5 will perform pass advanced on the Reading Standards of Learning test. Objective #5: Seventy- six percent of students in grades 3 5 will perform proficient in the categories of authors purpose and identifying the correct reference materials needed. Objective #6: Eighty-percent of the students in grades 3 5 will perform proficient in determining main idea and drawing conclusions. Specific measures of student achievement that will be taken throughout the school year(s) and use to monitor academic improvement over time (8 VAC 20 131-310.G.2): Types of AssessmentsFrequency of Measures and Data CollectionEvidence/Data to be CollectedRunning RecordsAs recommended by A-Z Reading AssessmentsProtocol Sheets with running record (one per nine week to be placed in Reading Folder) Grade Level Assessments developed by specific grade levels and/or content teachers. SOL released items, Interactive Achievement question bank These tests reflect those reading SOLs taught for a specified period of time.One formal assessment each nine week period One informal assessment at the interim Classroom Spreadsheet with Item Analysis Grade distribution sheets of each test given Class Summary relative to data collected per nine week period Developmental Spelling Analysis (DSA)Three times a yearDSA Class Record SpreadsheetQualitative Reading Inventory (QRI)Three times a year as neededReading Inventory Analysis spreadsheetStandards of Learning Released ItemsDuring second semester- as needed for reviewTestsOff-Grade Reading TestAnnuallyTests and Summary of ScoresStandards of Learning ResultsOnce a year-information received from DOESummary of Test ResultsInteractive AchievementAt least once each nine weeksClass SummarySTAR (1-5)Three times a yearSTAR SpreadsheetAIMSwebThree times a yearAIMSweb Summary ScoresPALS Test (PK-3)Two to three times a yearPALS Summary Sheet Action Strategies/Tasks (Use action strategies from the School Strategy Cards here.)  Person (s) Responsible  Resources Needed to Complete Task  Budget Implications Dates of Activity (start-to-end)  Monitoring Dates Monitoring Indicators (Indicators that point to success at the end of a strategy.) STRATEGY #1: Teachers of reading will identify specific areas in which additional concentration is needed. Action Step # 1: Upon completion of informal and formal preassessments, the teachers will use this data along with data from the previous year to determine the areas of weakness of each student and/or the overall reading program. Teachers of reading Golden Package AIMSweb PALS August, 2010 through September 15, 2010October 15, 2010Golden Package List of identified areas of weakness Classroom Spreadsheet with Item AnalysisAction Step # 2: By October, 2010, teachers will revisit the unpacked the curriculum which relates to each identified area of weakness. Specific strategies will be implemented to address the problem areas. A written copy of these strategies will be given to all teachers to be included in the School Improvement Plan. Teachers of reading Reading SpecialistGolden Package Flocabulary AIMSweb Summary Sheet from Action Step #1 August, 2010 to October 15, 2010October 15, 2010Strategic plan for reading Classroom Spreadsheet with Item AnalysisAction Step #3: Teachers will differentiate instruction according to readiness and/or learning styles. Preassessments will be used to determine the readiness level. The learning style of each student will be determined within the first month of school (2-5). Learning styles results will be posted in the classroom and shared with other teachers as appropriate.Classroom Teachers Readiness Assessments Learning Styles Inventories Common Planning Time for Grade Levels and/or Content AreasThroughout the school yearOctober, 2010 January, 2011 April, 2011 June, 2011SOL Test results (Performance by Question within category) Skill Performance Matrix Observations/Walkthroughs Lesson Plans Copies of informal preassessments and/or analysis from preassessmentsSTRATEGY # 2: A remedial program will be established and implemented which will identify those students in need of specific assistance in the area of reading, whether it is decoding and/or comprehension. Action Step #1: Grade level teachers, along with the reading specialist (2 - 5) will determine each students instructional reading level and developmental spelling level during the first few weeks of school. These assessments will be given in January and May to monitor progress and to document growth. Reading Specialist Grade Level Chairman Grade level word list Qualitative Reading Inventory (QRI) Developmental Spelling Analysis (DSA) STAR PALS Assessment AIMSwebSeptember, 2010 May, 2011October, 2010 February, 2011 May, 2011Classroom Summary Sheet (to include reading and spelling level) given throughout the year List of groups by skill level Action Step # 2: Grade level teachers and the Literacy Team will provide reading instruction which is based upon the instructional level of the student. This will be determined from PALS, SOL tests, running records, theme tests, DSA, grade level work list, CBA, QRI, STAR, AIMSweb, Corrective Reading and/or Reading Mastery.Literacy Team Classroom TeachersWords Their Way (Sorts) Corrective Reading Reading Mastery Ready Readers AIMSweb A-Z website  September, 2010 May, 2011October, 2010 February, 2011 May, 2011Classroom Summary Sheets Running Records Lesson Plans PALS assessments Grade level word list DSA QRI CBA (from interventioncentral.org) AIMSweb Corrective Reading/Reading MasteryAction Step #3: Students who did not meet the benchmark in PALS and/or other appropriate testing measures will receive at least 30 minutes of additional remediation in the identified areas of weakness. This remediation may include an inclusive setting, pull-out, Reading Mastery, and/or Corrective Reading. Reading SpecialistWords Their Way (Sorts) Running Records Ready Readers Houghton Mifflin Leveled Readers Intervention Kit A-Z website Reading Mastery Corrective Reading CARS & STARS Princeton Review Orton-Gillingham Tucker Signing August, 2010 - throughout the yearOctober, 2010 February, 2011 May, 2011Literacy Team Schedule Grouping assignments Updated Classroom Summary Sheets Action Step #4: Teachers will identify students who are in need of additional instruction in the area of reading and/or writing. If necessary a CBA will be used to determine the specific skill to be addressed. Progress monitoring will be used to ensure a specific strategy is working. A remedial time of at least 20 minutes will be worked into the daily schedule to address these specific needs. After-school tutoring and/or summer school will be made available to selected students.Reading Specialist Grade Level Teachers RTI CommitteeCARS and STARS Reading Mastery Corrective Reading Princeton Review Reading Mastery Four-Square Writing Method (1 4) AIMSweb probes After-school Tutorial Budget Summer School BudgetSeptember, 2010 until July, 2011Each nine-week periodPre and Post testing of tutoring students. Attendance Roster Classroom Summary Sheet Master Schedule Fluency Checks Progress Monitoring through RTI Copies of the unpacked curriculum at each grade level STRATEGY # 3: The school-wide reading program will provide strong emphasis on the comprehension components of the Standards of Learning. Action Step #1: Teachers will be provided workshops which address various comprehension strategies, to include fluency checks, story boarding, summary checks, pocket words, questioning strategies.Principal PLC Committee RTI Committee Staff development Calendar Conferences Classroom Strategies That Work Book Discussions to include Mosaic of Thought to begin by October 1, 2010 (Primary Teachers Reading materials, ancillary materials as determined by staff Interactive Reading and NotetakingTimers Other resources as determined by needs of the staffSeptember, 2010 throughout the yearEach nine-week periodDate of Workshop Agenda Attendance Sheet Examples of student work RTI provided comprehension strategiesAction Step #2: The students will be provided fiction, nonfiction and narrative nonfiction reading materials which are on each students instructional level.Reading Specialist Leveled Readers A-Z website SRA Kits Novel Study Tumblebooks Expert SpaceAs determined by the needs of the staffAugust, 2010 throughout the yearEach nine-week periodObservations/Walkthroughs Classroom Library List of students by reading levels provided by PALS, QRI, STAR Assessments Action Step #3: Differentiation of Instruction will be incorporated into lessons to meet the specific reading needs of the students. These lessons will be based on readiness and/or learning styles. Principal Classroom TeachersDI Coach Common Planning Time Readiness Assessments Learning Styles InventorySeptember, 2010, throughout the yearEach nine-week periodObservations of Specific DI Lesson DI Lesson Plans Notebook in classroom Samples of students work Informal preassessments STRATEGY # 4: Literacy will be emphasized throughout the school program and environment.Action Step #1: Parents will be provided fliers and information concerning the Accelerated Readers program.Reading Specialist AR CommitteeAccessibility to internet AR Fliers Parent Letters Reading ConnectionsOctober, 2010Time period to be determined by Division CommitteeAR FliersAction Step #2: Students will participate in the Accelerated Reader (AR) program, earning points based on individualized instructional reading levels.Classroom Teachers AR Lists Computer Access Accessibility to internet Printer AR tests available on the computerAugust, 2010 through May, 2011Time period to be determined by Division CommitteeStudent AR record on record in computer Classroom Teachers summary record of AR participationAction Step #3: Literacy Night Out will be scheduled each nine week period to promote the love of reading and parental support in reading activities.Reading SpecialistTo be determined as each Literacy Night is plannedAs needed to plan for each Literacy NightEach Nine Week PeriodEach nine-week periodSchool Calendar Parent Invitations Attendance LogSTRATEGY # 4: Teachers in grades K 5 will emphasize the determination of main idea and identification of details in a paragraph and/or a passage.Action Step #1: Grade levels will emphasize strategies to determine the difference between main idea and details.Classroom Teachers K 5CARS/STARS Interactive Reading and NotetakingInservice on Reading Interactive Reading and NotetakingSeptember, 2010 through May 2011Each nine week period Lesson plans IA results Cars & Stars Results IRN NotebookAction Step #2: Teachers of Language Arts will provide a variety of methods in the lessons to help students understand major points vs. supporting sentences.Classroom TeacherIA Teacher Created Materials Teacher Observation September, 2010 through May 2011Each nine week periodLesson Plans IA results IRN Notebooks Cars & Stars results Three-Year School Improvement Plan A Description of How the School will Meet the Provisional Accreditation Benchmarks, or the Requirements to be Fully Accredited, for Each of the Years Covered by the Plan (8 VAC 20-131-310.G.1) Goal Statement: Sanville Elementary School will maintain full state accreditation and federal AYP designation with emphasis on subgroups to ensure that all subgroups at Sanville will meet the AYP standards whether or not the sample is too small. Objective #7: In order for the fifth grade students to reach a goal of 98% or greater passing the writing portion of the SOL test, the writing process will be emphasized in all grade levels with specific benchmarks starting in kindergarten. Ninety-six percent of the fifth grade students will pass the writing portion of the SOL test. Seventy-five percent of the fourth grade students will score attaining target in the spring with two percent on target. Seventy-five percent of the third grade students will attain the target on the districts writing prompt given in the spring. Seventy-five percent of kindergarten through second grade students will attain the target on a written assignment given in the spring. Objective #8: Twenty-six percent or more of students in fifth grade will perform pass advanced on the Writing Standards of Learning test in each of the testing categories. Specific measures of student achievement that will be taken throughout the school year(s) and used to monitor academic improvement over time (8 VAC 20 131-310.G.2): Types of AssessmentsFrequency of Measures and Data CollectionEvidence/Data to be CollectedGrade Level Assessments (Each grade level and/or content specialist has designed tests for the interim and end of each nine week period. These tests reflect those writing SOLs taught for the specified period of time.)Each nine week periodClassroom Spreadsheet and Individual Mastery Grade distribution sheets of each test givenInteractive Achievement TestAt least one each nine weeksSummary of Tests results Grade Specific Written Assignment (1-5)November, January, and May Written assignmentsStandards of Learning Released Items and PromptsSecond semester TestsWriting PromptsAs assigned by division and/or schoolSummary and papersStandards of Learning ResultsOnce a year-information received form DOESummary of Test Results  Action Strategies/Tasks (Use action strategies from the School Strategy Cards here.)  Person (s) Responsible  Resources Needed to Complete Task  Budget Implications  Dates of Activity (start-to-end)  Monitoring Dates Monitoring Indicators (Indicators that point to success at the end of a strategy.) STRATEGY #1: Teachers in grades K-5 will teach a specific writing process to ensure continuity through the grade levels. Action Step #1: Teachers of students in grades 2 - 5 will teach and implement the correct format for writing a paragraph or an essay while students use a rubic. Teachers of students in K 1 will begin the writing process through rubics and the Four Square method.Classroom Teachers (K 5) Rubics Four Squares and/or similar program September, 2010 until May, 2011 (as appropriate by grade level)September, 2010 to May, 2011Journals Teacher Modeling/Student conferencing Hard copies of students written assignmentsAction Step #2: All grade levels will be given writing prompts and/or writing assignments as assigned by the School Board Office Personnel and/or the Principal. Testing Coordinator Reading SpecialistWriting Prompts (K-5) Picture Story Paper Rubrics September, 2010 until May, 20111 sample per 9 weeks (K-5)Hard Copies of Writing Prompts will be placed in the Reading Folder Data sheets showing student, class and grade level status and percentagesAction Step #3: All teachers will emphasize verb tenses in most written and oral communication.All school personnelSchool Wide Initiative Interactive Achievement Test Daily Language Review (1 5)September, 2010 until May, 2011 (3-5) January, 2011 until May, 2011 (1-2)End of nine weeksSummary of Interactive Achievement Test Results of student writings specifically targeting verb tensesAction Step #4: Language arts teachers at all grade levels will incorporate word study and dictionaries as a method to address spelling weaknesses in the writing process.Classroom Teachers WTW Spelling Sort Books Word Journeys by Kathy Ganske Spelling Journals DictionariesSeptember, 2010September, 2010 January, 2011 May, 2011 Observations/Walkthroughs DSA results recorded in Reading Folder STRATEGY # 2: Grade specific language review, both written and oral, will be incorporated into the daily language arts block.Action Step #1: Language for Learning will be used in grades PreK -1 to provide a base for writing by preparing students to use complete sentences orally.Action Step #1a: Students will be screened by September, 2010 to determine student placement.Literacy TeamLanguage for Learning materials Teacher Manuals September, 2010 September, 2010 Student Placement Test Results Action Step #1b: Students will be grouped according to the placement test and a schedule will be developed to provide each student with the appropriate lesson.Reading Specialist Classroom Teachers Language for Learning materials Teacher Manuals PALS Scores September, 2010September, 2010Student Placement Test Results Master ScheduleAction Step #2: Common English terminology and specific teaching techniques for specified skills will be identified at all grade levels and built upon each year.Reading Specialist Grade Level Teachers Blueprints Division Curriculum Guide Common Planning time for content area teachers1st SemesterJanuary 30, 2010Assessments at each grade level List of common English terminology List of techniques and skills Action Step #3: All teachers, including content area teachers, will expect students to respond in complete sentences in oral and/or written communication.Principal Classroom Teachers World of Language Daily Language Daily Analogy Student Word Journals Language for Learning (K-1) Throughout the yearThroughout the yearObservations/Walkthroughs Samples of student work Copies of teachers communication Class Summary for each writing prompt indicating specifically complete sentence Action Step #4: Teachers at each grade level will assign at least two writing samples per nine week period which are grade level appropriate. Rubrics will be used as appropriate.Classroom Teachers Picture Story Paper HWT paper October, 2010 through May, 2011October, 2010 January, 2011 April, 2011 June, 2011Reading Folder Rubric results Student SamplesSTRATEGY #3: All teachers in grades 3 5 will use the Golden Package to identify areas of weakness. Action Step #1: By October, 2010 teachers will disaggregate the data which relates to each identified area of weakness.Language arts teachers in grades 1 - 5Golden Package Performance by Question Off-grade test Performance by questions September, 2010Mid-October, 2010Hard copy from each grade level which provides a list of weaknesses  Three-Year School Improvement Plan A Description of How the School will Meet the Provisional Accreditation Benchmarks, or the Requirements to be Fully Accredited, for Each of the Years Covered by the Plan (8 VAC 20-131-310.G.1) Goal Statement: Sanville Elementary School will maintain full state accreditation and federal AYP designation with emphasis on subgroups to ensure that all subgroups at Sanville will meet the AYP standards whether or not the sample is too small. Objective # 9: Ninety-eight percent of the students in grades 3 5 will pass the mathematics SOL test given in the spring of 2011. Ninety-five percent of the students in grade 2 will pass the off-grade mathematics test given in the spring of 2011. Objective #10: By the end of the 2010-2011 school year, 90%, as determined by an analysis of the Golden Package, of all third, fourth and fifth grade students will perform proficiently in each reporting category on the mathematics SOL test. Objective #11: Sixty percent of the students in grades 3 5 will perform pass advanced on the Mathematics Standards of Learning tests. Specific measures of student achievement that will be taken throughout the school year(s) and used to monitor academic improvement over time (8 VAC 20 131-310.G.2): Types of AssessmentsFrequency of Measures and Data CollectionEvidence/Data to be CollectedGrade Level Assessments (Each grade level and/or content specialist designed tests for the interim and end of each nine week period. These tests reflect those mathematic SOLs taught for the specified period of time.)Once each nine weeks (interim and end of nine weeks)Classroom Spreadsheet (matrix analysis) Individual Mastery Sheets Item Analysis of Nine Week AssessmentsInteractive Achievement Tests (2 5)Once each nine week periodClassroom Spreadsheet item analysisStandards of Learning Released Items (3 5)Second semester Classroom Spreadsheet - item analysisStandards of Learning Results (3 5)Once a year Performance by Question AnalysisDivision Off-Grade Level Tests (second grade only)Once a year Summary of Test Results Item Analysis  Action Strategies/Tasks (Use action strategies from the School Strategy Cards here.)  Person (s) Responsible Resources Needed to Complete Task  Budget Implications  Dates of Activity (start-to-end) Monitoring Dates Monitoring Indicators (Indicators that point to success at the end of a strategy.) STRATEGY #1: Teachers of mathematics will identify specific areas in which additional mathematics concentration is needed. Action Step # 1: Upon completion of informal and formal assessments, the teachers will use this data along with data from the previous year to determine the areas of weakness of each student and/or the overall mathematics program. Mathematics teachers Golden Package AIMSweb Saxon Assessments Informal assessmentsAugust, 2010 through September 15, 2010October 21, 2010Golden Package List of identified areas of weakness Action Step # 2: By October, 2010, teachers will unpack the new curriculum which relates to each identified area of weakness. Specific strategies will be implemented to address the problem areas. A written copy of these strategies will be given to all teachers to be included in the School Improvement Plan. Mathematics teachers Golden Package AIMSweb Saxon Assessments August, 2010 to October 15, 2010October 21, 2010Strategic Plan for MathematicsAction Step #3: Teachers will differentiate instruction according to readiness and/or learning styles. Preassessments will be used to determine the readiness level. The learning style of each student will be determined within the first month of school.Classroom Teachers Readiness Assessments Learning Styles Inventories Common Planning Time for Grade Levels and/or Content Areas Throughout the school yearOctober, 2010 January, 2011 April, 2011 June, 2011Skill Performance Matrix Observations/Walkthroughs Lesson Plans STRATEGY #2: Teachers will provide continuous means of student assessment and preassessment to drive the instructional program.Action Step #1: From the information acquired in Strategy 1, the teachers will determine those students needing enrichment, remediation and/or review. The instructional program will address the specific needs of students who have identified weaknesses. This information will also be generated by AYP subgroups.Classroom Teachers RTI Committee Saxon Assessments (K-2) Teacher-generated assessments Interventioncentral.org (CBA) Interactive Achievement Pacing Guide Golden Package AIMSwebSeptember 15, 2010 May, 2011October, 2010 January, 2011 April, 2011Hard Copy of Data Analysis List of students with identified weaknesses Specific strategies identified to remediate weaknesses Copies of assessment Action Step #2: Grade level nine-week mathematic assessments will be given as a means of continually monitoring the instructional program. Areas of weakness will be determined and remediation provided. Classroom Teachers RTI CommitteeGrade Level Nine Week Assessments Interactive Achievement Teacher Assessments Saxon Assessments (K-2) October, 2010 May, 2011End of each nine week periodCopies of assessments Class Summary spreadsheets with item analysis Action Step #:3: Teachers will use the technology as a resource - Harcourt mathematics, Saxon Challenge, Knowledge Box, Brain Pop, Safari Montage, Interactive Achievement, and any other software which might be appropriate for specific skills.Principal Classroom Teachers Instructional Technology Resource TeacherComputer Lab Classroom computers with software installed Access to printers Laptop computers Smartboards iPads (Grade 4&5) Classroom Response SystemsThroughout the yearJanuary, 2011 June, 2011Observations/Walkthroughs Lesson plans Action Step #4: After-school tutoring and/or summer school will be made available to all students in grades 1 5 who have been identified as at risk in the area of mathematics. These sessions will address the specific skills which have been identified by the classroom teacher.Principal Classroom Teachers RTI Committee Pre-assessments After-school tutorial staff Summer school staff Progress Monitoring Sheets Mastery Skills SheetsAfter-school Remedial Program Budget Summer School Budget September, 2010 to July, 2011October, 2010 March, 2011 June, 2011Class Lists of students participating in after-school tutorial and/or summer school programs Targeted skills to be remediated during tutoring sessions from the referring teacher Evidence of achievement of students in each specific programSTRATEGY #3: Teachers of mathematics will emphasize mathematical vocabulary and fact families. Action Step #1: Teachers of second through fifth grade students will expect each student to keep a mathematics notebook which will include key vocabulary and examples demonstrating or illustrating the vocabulary and/or processes. Classroom Teachers List of Terms by grade level Students Mathematics Notebook  August, 2010January, 2011 June, 2011Mathematics notebook and/or folder List of vocabulary necessary for mathematicsAction Step #2: Primary teachers will continuously concentrate on the mastery of fact families (oral and written). Various strategies concentrating in number and number sense will be used. Fluency checks will be used as one means for progress monitoring. Primary Teachers (1-2) Timers Nine week Assessment on fact families Mad Minutes Saxon Assessments Pocket Facts AIMSweb October, 2010 WeeklyEnd of each nine week period Interactive Timed Assessments (2nd grade) Teacher Data Collection Action Step #3: Elementary teachers will continuously concentrate on the mastery of multiplication facts (oral and written). Memorization Skip Counting Fluency CheckClassroom Teachers (3-5) Itinerant Teachers Timers Nine week assessment on fact families Mad Minutes Pocket Facts Rhymes & Times Interactive Achievement Multiplication CDs/songs  October, 2010 Twice a monthEnd of nine week periods Interactive Timed Assessments Mathematics Folder Progress Monitoring Sheets  Three-Year School Improvement Plan A Description of How the School will Meet the Provisional Accreditation Benchmarks, or the Requirements to be Fully Accredited, for Each of the Years Covered by the Plan (8 VAC 20-131-310.G.1) Goal Statement: Sanville Elementary School will maintain full state accreditation and federal AYP designation with emphasis on subgroups to ensure that all subgroups at Sanville will meet the AYP standards whether or not the sample is too small. Objective #12: Ninety-six percent of the third and fifth grade students will pass the science SOL test given in the spring, 2011. Objective #13: By the end of the 2010-2011 school year, 95% of all third and fifth grade students will perform proficiently in all reporting categories on the science SOL test. Objective #14: By the end of the 2010-2011 school year, 85% of all second grade students will perform proficiently in the all of the reporting categories on Interactive Achievement. Objective #15: Forty percent of the third and fifth grade students will perform pass advanced on the Science Standards of Learning test. Specific measures of student achievement that will be taken throughout the school year(s) and used to monitor academic improvement over time (8 VAC 20 131-310.G.2): Types of AssessmentsFrequency of Measures and Data CollectionEvidence/Data to be Collected Grade Level Assessments (Each grade level and/or content specialist has designed tests for each theme and/or unit. These tests reflect those science SOLs taught for the specified period of time.)Once a nine week or more if needed.Classroom Spreadsheet with item analysis Grade distribution sheets of each test given Copy of AssessmentsInteractive NotebookContinuousInteractive Notebooks of Students (2-5)Interactive Achievement TestsAt least once each nine weeksClass Summary Analysis (2-5)Standards of Learning released itemsSecond semester TestsOff-grade Science TestMay, 2011Classroom Summary with Item AnalysisStandards of Learning resultsOnce a year information received from DOESummary of test results Action Strategies/Tasks (Use action strategies from the School Strategy Cards here.)  Person (s) Responsible  Resources Needed to Complete Task Budget Implications  Dates of Activity (start-to-end)  Monitoring Dates Monitoring Indicators (Indicators that point to success at the end of a strategy.) STRATEGY #1: All teachers of science will use off-grade tests and/or the Golden Package to identify areas of weakness in the instructional program. Action Step #1: By mid-September, 2010, teachers will identify areas of weakness from an analysis of the Golden Package and/or Off-grade test. Teachers of scienceGolden Package Off-grade test End of year skills assessment August, 2010 to September 15, 2010September 15, 2010Golden Package List of identified areas of weakness Off-grade Item Analysis Action Step #2: Teachers will identify and determine the common terminology which is necessary for successfully mastering the science SOLs at each specified grade level. Teachers of students in grades 2 5 will use the instructional strategy of interactive reading notetaking. Grade Level and/or Content Chairman Science Teachers IA SOL Released Test Items Data Analysis from Action Step 1 Curriculum Framework Interactive Reading Notetaking Golden PackageInteractive Reading and NotetakingAugust, 2010 October, 2010 and throughout the school yearHard copy of common science terminology Science notebooks of students Evidence of Unpacked curriculum Action Step #3: Teachers will differentiate instruction according to readiness and/or learning styles. Preassessments will be use to determine the readiness level and when necessary lessons will be differentiated. The learning style of each student will be determined within the first month of school.Classroom Teachers Preassessments Learning Styles Inventories Common Planning Time for Grade Levels and/or Content Areas Throughout the school yearOctober, 2010 January, 2011 April, 2011 June, 2011SOL Test results (Performance by Question within category) Skill Performance Matrix Observations/Walkthroughs Lesson Plans specifically DI lessons Copies of pre-/post-assessments Action Step #4: Teachers will provide instruction which reflects more real-world, interactive, and engaging activities where scientific investigation is the base. Graphing and interpreting data will be used where appropriate.Classroom Teachers Curriculum Frameworks Interactive Notebooks Expert SpaceInteractive Notebooks Expert SpaceNovember, 2010 throughout school year.January, 2011 June, 2011Models Displays Student Work Classroom observation/Walkthroughs Lesson Plans Interactive Notebook of each studentAction Step #5: Third through fifth grade teachers of science and mathematics will collaborate to determine areas which overlap in each discipline, such as, graphing and interpreting results. Teachers will also determine the time of year that each area is being taught.Principal Science and Mathematics ChairmenCurriculum Framework Timeline of curriculum being taught in both content areas Interactive notebooks for science and mathematics Expert SpaceOctober, 2010 January, 2011October 31, 2010 February, 2011Long-term goals for mathematics and science with the scope and sequence Timeline and/or time frame Interactive notebooks for science and mathematics STRATEGY #2: Teachers of science will emphasize scientific investigations. Action Step #1: All science teachers will conduct at least two science experiments per nine weeks which pertains to the SOLs being taught and/or school-wide weaknesses, walking through the scientific method, using graphing or interpreting data where appropriate. All science teachersMaterials necessary for the experiments Greenhouse Expert Space September, 2010 through May, 2011End of each Nine weeksLesson plans Pictures and/or videoing of experiments DisplaysAction Step #2: Fourth and fifth grade teachers of science will provide guidance in presenting independent projects demonstrating the students knowledge of a science concept. Various technology resources will be utilized in this project.Fourth and Fifth grade teachers of scienceIpads, laptops, flip cameras and/or other technological resources Expert Space Cost of technologyThroughout the yearMay, 2011Student Projects Three-Year School Improvement Plan A Description of How the School will Meet the Provisional Accreditation Benchmarks, or the Requirements to be Fully Accredited, for Each of the Years Covered by the Plan (8 VAC 20-131-310.G.1) Goal Statement: Sanville Elementary School will maintain full state accreditation and federal AYP designation with emphasis on subgroups to ensure that all subgroups at Sanville will meet the AYP standards whether or not the sample is too small. Objective #16: Ninety-eight percent of the third grade students will pass the Social Studies Standards of Learning test with 80% of the third grade students performing pass advanced. Objective #17: Ninety-eight percent of the fifth grade students will pass the Virginia Studies Standards of Learning test with 50% of the fifth grade students performing pass advanced. Specific measures of student achievement that will be taken throughout the school year(s) and used to monitor academic improvement over time (8 VAC 20 131-310.G.2): Types of AssessmentsFrequency of Measures and Data CollectionEvidence/Data to be CollectedGrade Level Assessments (Each grade level and/or content specialist has designed tests for the interim and end of each nine week period. These tests reflect those social studies SOLs taught for the specified period of time.)Twice each nine weeks (interim and end of nine weeks)Classroom Spreadsheet and Individual Mastery Grade distribution sheets of each test givenInteractive AchievementsTwice each nine weeksSummary with matrix analysisInteractive NotebooksThroughout the yearInteractive Notebooks of studentsStandards of Learning released itemsSecond semester TestsStandards of Learning resultsOnce a year information received from DOESummary of test results Action Strategies/Tasks (Use action strategies from the School Strategy Cards here.)  Person (s) Responsible  Resources Needed to Complete Task Budget Implications  Dates of Activity (start-to-end)  Monitoring Dates Monitoring Indicators (Indicators that point to success at the end of a strategy.) STRATEGY #1: More emphasis will be placed on historical figures and their actions/contributions.Action Step #1: Compile a list of all historical figures K 5 and provide teachers with this list. Social Studies Teachers Grade Level ChairmenVA Standards of Learning for Social Studies/Virginia Studies for all grade levelsSeptember, 2010 throughout the yearOctober, 2010 February, 2011 May, 2011SOL Test results (Performance by Question within category) Skill Performance Matrix Observations/Walkthroughs Lesson Plans Copies of pre-/post-assessments STRATEGY #2: All teachers will place more emphasis on the economics portion of the SOLs.Action Step #1: Economics will be introduced earlier in the year to ensure time for review. Social Studies TeachersCurriculum Framework for Social Studies/Virginia Studies September, 2010 throughout the yearOctober, 2010 February, 2011 May, 2011SOL Test results (Performance by Question within category) Skill Performance Matrix Observations/Walkthroughs Lesson Plans Copies of pre-/post-assessmentsAction Step #2: Teacher of K-3 students will concentrate on needs/wants and goods and services. Teachers of 4-5 students will concentrate on industry in Virginia. Social Studies TeachersStandards of Learning Curriculum Framework 4th grade iPad September, 2010 throughout the yearOctober, 2010 February, 2011 May, 2011SOL Test results (Performance by Question within category) Skill Performance Matrix Observations/Walkthroughs Lesson Plans Copies of pre-/post-assessmentsAction Step #3: Teachers will provide instruction which reflects real-world, interactive, engaging activities.All TeachersNewspaper Internet I-pads Resource peopleAugust, 2010 throughout end of yearOctober, 2010 February, 2011 May, 2011Log of Resource persons Lesson Plans Observations/Walkthroughs Three-Year School Improvement Plan A Description of How the School will Meet the Provisional Accreditation Benchmarks, or the Requirements to be Fully Accredited, for Each of the Years Covered by the Plan (8 VAC 20-131-310.G.1) Goal Statement: Sanville Elementary School will maintain full state accreditation and federal AYP designation with emphasis on subgroups to ensure that all subgroups at Sanville will meet the AYP standards whether or not the sample is too small. Objective #18: One hundred percent of the classroom teachers, special education teachers and ELL tutors will meet with all the parent(s) of their students at least one time each semester. Objective #19: One hundred percent of the classroom teachers will meet with the parents of identified at risk students at least one time each semester, with at least one conference held in the second semester. Objective #20: Ninety percent of the parents whose children have IEPs will participate in the development of the IEP by attending the meeting. Objective #21: One hundred percent of the faculty will maintain a webpage which is updated weekly. Specific measures of student achievement that will be taken throughout the school year(s) and used to monitor academic improvement over time (8 VAC 20 131-310.G.2): Types of AssessmentsFrequency of Measures and Data CollectionEvidence/Data to be CollectedCurrently Working on an assessment and/or contact sheet which will document the extent to which each teacher is involving the parents in their childs education.Once the assessment and/or contact sheet is developed, it is expected to be updated continuously. At the end of the year, teachers give them to the principal.Hard copies of contact sheet Hard copy of the generalizations from the contact sheets Action Strategies/Tasks (Use action strategies from the School Strategy Cards here.)  Person (s) Responsible Resources Needed to Complete Task  Budget Implications  Dates of Activity (start-to-end)  Monitoring Dates Monitoring Indicators (Indicators that point to success at the end of a strategy.) STRATEGY 1: Teachers will expect parents to become involved in the education of their child. Action Step #1: Teachers will contact parents with positive notes concerning their child. Notes, which address at least one positive aspect and/or accomplishment of their child, will be mailed to parents. This will occur at least once a semester. Teachers will encourage parents to volunteer in some aspect of school. Invitations will be sent to parents for special events awards assemblies, PTA meetings, etc. Prior to the beginning of each nine week period resource teachers and itinerant teachers will provide homeroom teachers of activities relative to each discipline. This information will be forwarded to the parents.All Teachers Computer Postcards Postage Agenda Various forms of communications with parents Information from resource and itinerant teachers Throughout school yearEnd of each nine week periodParental Contact Roster Monthly calendar Event listed on webpages Nine week activity log from itinerants to homeroom teachersAction Step #2: Teachers will conference with each students parent(s) once each semester, with at least one face-to-face contact and/or the other by telephone. These meetings are in addition to regularly scheduled IEP meetings and LEP meetings. Classroom Teachers Special Education Teachers ELL TutorReleased time as needed for conferences Transportation for parents Principal November, 2010 May, 2011Each semesterDocumentation of contacts to parents Schedule of conferences Notes from conferences (conference logs) Action Step #3: Teachers will contact parents of students, who are experiencing difficulty and may be considered at risk, no less than twice during the year, with one during second semester. Specific details of progress, as well as possible retention, will be reviewed with the parents. Pre/postassessments will be available to address specific areas where their child has weaknesses. Parents will be given specific strategies to assist with these skills. Classroom Teachers Special Education Teachers ELL Tutor Released time as needed for conferences Transportation for parents Principal November, 2010 through May, 2011End of each nine week periodDocumentation of contacts to parents Schedule of conferences Notes from conferences Copies of strategies given to parents Copies of pre/postassessments Action Step #4: Each nine weeks, all grade level teachers will have a parent meeting which addresses specific instructional materials and strategies. Personal contact about the meeting will be expected.Classroom Teachers (K-5) Transportation for parents First Alert Newsletters about meeting PrincipalMonies for Refreshments and/or dinnerOctober 29,2010 throughout the school yearEnd of each nine week periodDate of meeting Agenda Parental Contact Roster Action Step #5: Teachers will contact parents of students who are in the bottom two tiers (below average and well below average) on AIMSweb no less than four times a year. 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