Elephant’s Fork School Improvement Plan

2. Elephant’s Fork School Improvement Plan Where we have been and where we are going

3. AYP Reading Results Notes: *AYP Benchmarks: 2009 (81%), 2010 (>81%), 2011 (86%) and 2012 (91%) 2. **Grades 1 & 2 reflects local SOL results

4. AYP Writing Results

5. AYP Math Results Notes: *AYP Benchmarks: 2009 (79%), 2010 (>79%), 2011 (85%) and 2012 (90%) **Grades 1 & 2 reflects local SOL results

6. AYP 3 Year History Notes: Y = Met AYP; N = Didn’t Meet AYP; TS = Too Small (Subgroup less than 50 student) *Met AYP using the Safe Harbor (SH)

7. Strategies to Increase Student Achievement and Teacher Capacity • Weekly Grade Level Meetings with a focused agenda dictated by data and/or school improvement initiatives • Monthly Staff and Paraprofessional Meetings • Monthly Leadership and Data Team Meetings

8. Strategies to Increase Student Achievement and Teacher Capacity • Monthly Professional Development • Local Academic Review and School Improvement Plan • State Monitoring through the Center for Innovation and Improvement (VDOE) Website

9. Addressing the gaps (Local School Improvement Plan) • Continue Reading Rotations • Continue No Worksheet Day • Create and Analyze Data from Common Assessment • Use formative assessments to guide instruction

10. Academic Review- Strengths • Maintains a safe and orderly environment for learning • Seeks and uses community resources to support the school’s improvement initiatives and raise student achievement • Focuses team planning and collaboration on the school’s improvement planning initiatives and goals for student achievement

11. Strengths • Provides opportunities for those affected by organizational changes to have the input into the development of expectations and procedures related to the changes. • Includes theory, demonstration, practice with feedback, and coaching in the school’s professional development programs and activities. • Collects and compiles individual student performance data to identify students’ strengths and needs, plan instruction, and monitor individual student progress over time.

12. Essential Actions to Facilitate School Improvement • Seek input from staff, students, community members and other stakeholders in developing and implementing processes as well as making implementation decisions • Provide differentiated instruction based on student needs • Disaggregate data by student subgroups and identifies patterns needing attention

13. Essential Actions to Facilitate School Improvement • Establish and implement a system for monitoring instructional practices to ensure maximum utilization of classroom time, and to provide written feedback to teachers in the areas of curriculum alignment, student engagement, differentiation of instruction, and appropriate assessments. • Research alternative scheduling practices to maximize instructional time. • Develop a system for monitoring instruction that includes documenting instructional practices used collecting and reporting baseline data and providing feedback and support to teachers.

14. State Improvement Indicators • Team Structure - The school’s Leadership Team will regularly look at school performance data and aggregated classroom observation data and use that data to make decisions about school improvement and professional development needs. • Principal’s Role – The principal will spend at least 50% of his/her time working directly with teachers to improve instruction, including classroom observations. • Periodic Assessment - Instructional Teams will review the results of unit pre-/post-tests to make decisions about the curriculum and instructional plans and to "red flag“ students in need of intervention (both students in need of tutoring or extra help and students needing enhanced learning opportunities because of their early mastery of objectives).

15. State Improvement Indicators • Periodic Assessment – Yearly learning goals will be set for the school by the Leadership Team, utilizing student learning data • Periodic Assessment - Instructional Teams will review the results of unit pre-/post-tests to make decisions about the curriculum and instructional plans and to "red flag" students in need of intervention (both students in need of tutoring or extra help and students needing enhanced learning opportunities because of their early mastery of objectives). • Instruction – Parent Communication / Homework- All teachers will maintain a file of communication with parents.

16. Professional Development • 2008-09 • Reading First Grant (K-2) • Creating Literacy Groups • Ron Nash (Classroom Management) • Interactive Notebook Training (All subjects) • 2009-10 • Reading First Grant (K-2) Last year of the grant • Simply Achieve, Inc. • Interactive Notebook Training • Lock In with Teachers (Friday Evening- April) 45 day Plan for SOL Review • Accelerated Reading Training and Formulation of Goals and Objectives

17. Professional Development • 2010-11 • Formative Assessment, Creating Common Assessments, Guided Reading • Marcia Tate – 20 Ways to Increase Your Child’s Brain Power • Understanding Autism • Effective Schoolwide Discipline

18. Professional Development 2010-11, cont. • Response to Intervention • Lock In with Teachers (Friday Evening- April) 45 day Plan for SOL Review • Teacher Leader Training and Formative Assessment (VADOE) • Accelerated Reading Training and Formulation of Goals and Objectives

19. Professional Development 2011-12 • Guided Writing • Guided Reading • Formative Assessment

20. Planning Ahead • Incorporate recommendations from Literacy Team (SAO) • Differentiate Grade Level Meeting weekly as dictated by student data • Facilitate conversations with each teacher to ensure that all interventions are implemented • Participate in Academic Review Follow-up – February 13, 2012