APS SCHOOL MANAGEMENT PLAN PROGRESSIVE PLAN
FORMAT
FIRST SEMESTER ACTION PLAN: 2015-2016
School Performance Priorities and Actions to be Taken to Address
Student Achievement
School Name:
Jamestown Elementary School
SCHOOL
PERFORMANCE
PRIORITIES
(Based on Summative
Performance Data)
ANNUAL
PERFORMANC
E GOALS
School Principal:
Kenwyn Schaffner
ALIGNMENT
ACTIONS TO SCHOOL PRIORITIES
WITH
(Align Action Steps with Timeline,
STRATEGIC
Responsible
Parties and Anticipated Evidence)
PLANNING
GOALS
EVIDENCE OF
PROGRESS
TOWARD ANNUAL
GOAL
(Progress Monitoring
at 30, 60, 90 and 120
Days)
TIMELINE
FOR
ACTIONS
RESPONSIBL
E PARTIES
(Be Specific)
9/15 – 6/16
Administrators PLC Minutes &
Reading
planning documents
Specialists,
Special
Educators,
RTG, Librarian
& Teachers
Daily
9/15 – 6/16
Administrators, Classroom Library
Reading
Inventories
Specialists,
Reading Logs
Teachers, &
Librarian
Daily
9/15 – 6/16
Administrators,
Reading
Specialists,
Special
Educators, &
Teachers
Improve Reading Achievement for All
93% of students in grades 35 at Jamestown Elementary
School passed the English
Reading SOL in 2015,
SOL
All
GG1
PA
SY14
91%
65%
36%
SY15
93%
63%
42%
Students
designated as Gap
Group One will
improve reading
achievement, as
measured by the
end of the year
SOL, from a pass
rate of 63% for the
2014-2015 school
year to 75% for
the 2015 – 2016
school year.
The percentage of
students scoring in
the advanced range
on the English
Reading SOL will
improve from
42% for the 20142015 school year
to 60% for the
2015–2016 school
year.
Eliminate
achievement
gaps.
During PLC meetings, as well as during
collaborative and individual planning sessions
utilization of grade level data spreadsheets to
inform instruction.
Provide
Optimal
Learning
Environments
Continue to build differentiated classroom
libraries of at least 750 - 1000 books which will
Meet the Needs provide students with reading choice and
of the Whole
challenge.
Child
Systematize reading instruction to include:
● Daily independent reading
● Daily “read alouds”
● Frequent whole group reading mini
lessons
● Frequent analysis of reading logs
● Daily Individual/small group
differentiated instruction
○ Guided reading instruction
based on level, interest, &
strategy
○ Literature circles
Quarterly IEP Updates,
Quarterly IA, DRAs,
DSA, PALS K-3,
classroom formative
assessments, three
school-wide writing
prompts
If we achieve these
goals, we will
ensure that every
child is challenged
and engaged.
●
●
●
●
○ Student-teacher conferring
Writing workshop connected to reading
instruction.
School-wide focus on word analysis
○ Use of Growing Words
Curriculum
○ Word study & vocabulary
development connected to
students’ developmental
reading and writing level.
Integration of technology for
personalized learning in reading
including:
○ RAZ Kids (Reading A-Z)
○ Book Flix -Online Readers
○ E-Books checked out through
Jamestown Library on
MackinVia
ATSS: Reading extensions and
interventions provided weekly for all
grade levels.
Two PLCs per month focusing on reading for
each grade level providing:
● Embedded staff development
● Analysis of reading data
● Collaborative planning of interventions
targeted to specific skills/students
● Collaborative planning of differentiated
instruction
● Creation of common assessments
Biweekly
9/15 – 6/16
Administrators, PLC Minutes
Teachers,
Reading
Specialists,
Special
Educators,
RTG, &
ITC
Participation in the George Mason University
(GMU) Early Literacy Partnership Cohort
Monthly
9/15 - 12/15
First Grade &
Second Grade
Teachers,
Reading
Specialist,
Assistant
Principal
GMU course syllabus
Teachers & AP
reflections
Lesson plans
Use specific reading interventions with targeted
students who are below grade level:
● Orton Gillingham
● Phonographix
● Level Literacy Intervention (LLI)
● Read Naturally
As Needed
9/15 – 6/16
Reading
Specialists,
Special
Educators
ESL Teacher
Quarterly IEP Updates,
Quarterly IAs, DRAs,
PALS, Running
Records, formative
assessments, SOL Tests
Classroom
Teachers
Monthly data and strategy meetings of special
education teachers, the ESL teacher,
administrators, and the reading specialists
regarding reading progress of the students in
GG1.
9/15 - 6/15
Reading
Specialists,
Special
Educators. ESL
teacher &
Administrators
Minutes from meetings.
Quarterly IEP Updates,
Quarterly IAs, DRAs,
PALS, Running
Records, formative
assessments, SOL Tests
Implementation of co-teaching during reading
instruction by the special education resource
teachers, the resource teacher for the gifted, and
the reading specialists in order to:
● Build stamina
● Use positive peer models
● Differentiate instruction by level and
interest
Daily
9/15 – 6/16
Administrators,
Teachers,
Reading
Specialists,
Special
Educators, &
RTG
Lesson Plans, PLC
Minutes, Quarterly IEP
Updates, Quarterly IAs,
DRAs, PALS, Running
Records, formative
assessments, SOL Tests
Flexible Scheduling implemented in the library
Daily
to provide open access to the school library as a
9/15 – 6/16
strategy for meeting curriculum-based needs:
● Librarian collaborates with reading
specialists and teachers to analyze IA
reading data in order to provide ongoing, relevant reading instruction in the
library.
● Teacher collaboration with librarian on
ways to encourage reading for pleasure,
to gain information, and to strengthen
students’ research skills.
Administrators, Librarian's lesson plans,
Teachers, &
Librarian/Admin Google
Librarian
Docs, Quarterly IAs,
DRAs, formative
assessments,
SOL Tests
Focus on targeted students for small group
interventions with counselors related to test
taking skills, test anxiety, relaxation techniques,
etc.
Counselors,
Classroom ,
Classroom,
SPED, and
ESL Teachers
Counseling notes,
Quarterly IA, DRAs,
formative assessments,
SOL Tests
Counselor &
Administrators
APS Dashboard data,
attendance reports,
weekly minutes of
admin/counselor
meetings
Monitor tardy and attendance data to ensure that
students are present for ELA instruction.
11/15 – 6/16
9/15 - 6/16
SCHOOL
PERFORMANCE
PRIORITIES
(Based on Summative
Performance Data)
ANNUAL
PERFORMANCE
GOALS
ALIGNMENT
WITH
STRATEGIC
PLANNING
GOALS
ACTIONS TO SCHOOL PRIORITIES
(Align Action Steps with Timeline,
Responsible Parties and Anticipated
Evidence)
TIMELINE FOR
ACTIONS
RESPONSIBL
E PARTIES
(Be Specific)
EVIDENCE OF
PROGRESS
TOWARD ANNUAL
GOAL
(Progress Monitoring
at 30, 60, 90 and 120
Days)
Improve Math Achievement for All
95% of students in
grades 3-5 at
Jamestown Elementary
School passed the Math
SOL in 2015.
SOL SY14
All
93%
GG1 72%
PA
42%
SY15
95%
69%
51%
Students designated
as Gap Group One
will improve math
achievement as
measured by the end
of the year SOL
from a pass rate of
69% for the 20142015 school year to
75% for the 2015 –
2016 school year.
The percentage of
students scoring in
the advanced range
on the Math SOL
will improve from
51% for the 20142015 school year to
60% for the 2015 –
2016 school year.
Ensure that every
child is challenged
and engaged.
Eliminate
achievement gaps.
Provide Optimal
Learning
Environments
Meet the Needs of
the Whole Child
During PLC meetings, as well as during
collaborative and individual planning
sessions utilization of grade level data
spreadsheets to inform instruction.
Systematize math instruction to include:
● Use of formative assessment.
● Small group/individual guided
math instruction.
● Implementation of math
rotations.
● School-wide focus on developing
VDOE Math Vocabulary.
● School-wide focus on NCTM
math process standards: Problem
Solving, Reasoning and Proof,
Communication, Connections, &
Representation.
● Integration of technology for
personalized learning in math
including:
○ Reflex Math in grades 25
○ iPads 1:1 in grades 2-4,
○ Teacher-created videos
to use for support of
math instruction in the
classroom and at home.
● ATSS: Math extensions and
interventions provided weekly for
all grade levels.
9/15 – 6/16
Daily
9/15 – 6/16
Administrators,
Math Coach,
Special
Educators,
RTG, &
Classroom
Teachers
Administrators,
Math Coach,
Special
Educators,
RTG, ITC, &
Classroom
Teachers
PLC Minutes & lesson
plans
PLC Minutes
Lesson Plans
Observations by
administrators & peers
Teacher-created videos
Reflex Math data
Formative assessment
Math IA results
Math SOL
Teacher evaluations
Two PLCs per month focusing on math for
each grade level providing:
● Embedded staff development
● Analysis of math data including
IA data, and teacher-created
formative assessments
● Collaborative planning of
interventions and extensions
targeted to specific skills/students
● Collaborative planning of
differentiated instruction
● Creation of common assessments
Biweekly 9/15 –
6/16
3rd year of implementation of math
“Cluster Grouping” based on research of
Susan Winebrenner & Dina Brulles The
Cluster Grouping Handbook: How to
Challenge Gifted Students and Improve
Achievement for All.
Administrators,
Math Coach,
Special
Educators,
RTG, &
Classroom
Teachers
PLC Agendas &
Minutes
Daily
9/15 – 6/16
Administrators,
Math Coach,
Special
Educators,
RTG, &
Classroom
Teachers
Quarterly IAs, Quarterly
IEP Updates, RTG
Notes, formative
assessments, Math
SOLs
Systematic use of specific math
interventions with targeted students (below
and above grade level):
● “Do the Math”
● Exemplars/Problem solving
● Compacting and extending math
9/15 – 6/16
curriculum
● Math Contracts for extensions
● Challenge Based learning projects
● In Grade 5, implementation of 5-6
Blended/Extended Curriculum
Administrators,
Math Coach,
Special
Educators,
RTG, &
Classroom
Teachers, &
ITC
Quarterly IAs, Quarterly
IEP Updates, RTG
Notes, formative
assessments, Math
SOLs
Presentation of Parent Math Academies
Classroom
Teachers,
Agendas for Parent
Math Academies
Cluster Grouping provides co-teaching
during math instruction by the special
education resource teachers, the resource
teacher for the gifted, and the math coach
which leads to:
● Improved stamina
● Increased exposure to high level
“Math Talk”
● Improved problem solving skills
● Positive peer models
● Differentiated math instruction
11/15 - 5/16
● Three Parent Math Academies for
parents of students in grades K-2
● Three Parent Math Academies for
parents of students in grades 3-5
● Objective: Helping parents
understand how math is currently
being taught at Jamestown.
● Focus on helping parents
understand how to help students at
home.
Focus on targeted students for small group
interventions with counselors related to test
taking skills, test anxiety, relaxation
11/15 – 6/16
techniques, etc.
Monitor tardy and attendance data
carefully to ensure that students are present 9/15 – 6/16
for math instruction.
Administrators
Math Coach,
Special
Educators, &
ITC
Entrance and Exit
Tickets for participants
Parents sign-in sheet
Presentation Materials
Counselors,
Classroom ,
SPED, and ESL
Teachers,
Counseling notes,
Quarterly IA, DRAs,
formative assessments,
SOL Tests
Counselor &
Administrators
APS Dashboard data,
attendance reports,
weekly minutes of
admin/counselor
meetings
SCHOOL
PERFORMANCE
PRIORITIES
(Based on Summative
Performance Data)
ANNUAL
PERFORMAN
CE GOALS
ALIGNMENT
ACTIONS TO SCHOOL PRIORITIES
WITH STRATEGIC (Align Action Steps with Timeline,
PLANNING GOALS Responsible Parties and Anticipated
Evidence)
TIMELINE FOR
ACTIONS
EVIDENCE OF
PROGRESS
RESPONSIBL TOWARD ANNUAL
E PARTIES
GOAL
(Be Specific)
(Progress Monitoring
at 30, 60, 90 and 120
Days)
9/15 - 6/16
All Staff
Frequent Sensory, Movement, and/or Cognitive Breaks Will Help Meet the Needs of the Whole Child
During the 2015-2016
school year the
Jamestown staff will
examine the research
behind a variety of
sensory, movement,
and cognitive breaks
and determine the types
of sensory, movement,
and cognitive breaks
that are most effective
for their students.
As we move to a more
inclusive model with
our students with
special needs, sensory,
movement, and
cognitive breaks will
become an increasingly
important activity to
help students maximize
their attention and stay
on task. For the first
time, Jamestown staff
will document the
types of breaks that are
used and reflect and the
effectiveness of these
breaks to help students
regulate their behavior.
Sensory, movement,
and cognitive breaks
90% of
Jamestown’s
classroom
teachers will
conduct at least
two sensory,
movement, and/or
cognitive breaks
daily to improve
students’ selfregulation, ability
to learn, and
classroom
behavior.
Ensure that every
child is challenged
and engaged.
Eliminate
achievement gaps.
Provide Optimal
Learning
Environments
Meet the Needs of the
Whole Child
Year-Long Professional Development will
focus on understanding the importance of
sensory, movement, and cognitive breaks
and studying the effectiveness of these
breaks.
The following professional development
has been scheduled at Jamestown.
●
●
●
●
●
9/1/15: Responsive Classroom
(RC) full day training for all staff.
10/21/15: Early release inservice
for all staff on RC strategies
including movement breaks.
10/23/15: Zones of Regulation: A
Concept to Foster Self-Regulation
and Emotional Control. Presented
by Leah Kuypers, M.A., Ed.,
OTRL. attended by Jamestown
special education teachers and OT.
12/3/15: All staff training on the
“Zones of Regulation: A Concept
to Foster Self-Regulation and
Emotional Control.”
12/3/15: Training for all staff
“Enhancing and Practicing
Executive Function Skills with
Children from Infancy to
Adolescence” Center on the
Developing Child Harvard
University delivered by Heidi
Soule.
Workshop Agendas
Entrance and Exit
Tickets from teacher
workshops
will be scheduled
throughout the day and
used within and
between lessons
resulting in better
behaved, more engaged
students who can more
easily focus on and
retain what they are
learning.
●
●
●
12/7/15: “ChildLight Yoga
Teacher Training: Tools to
Improve Self-Regulation, Learning
and Classroom Climate” attended
by one Jamestown kindergarten,
grade two, & grade five teacher.
1/7/15: All staff “ChildLight Yoga
Teacher Training: Tools to
Improve Self-Regulation, Learning
and Classroom Climate.”
At the beginning of monthly staff
meetings, RC energizers will be
shared with teachers.
Print and digital resources related to
understanding, utilizing, and assessing
sensory, movement, and cognitive breaks
will be shared with staff including:
● SPARK: The Revolutionary New
Science of Exercise and the Brain.
9/15 - 6/16
RC Committee
Administrators
Librarian
Jamestown Professional
Bookchats
Go Noodle Teacher
Dash Board
Jamestown Professional
Library
PLC Minutes
In the weekly Admin Message,
administrators will highlight examples of
energizers, brain breaks, and sensory,
movement, and cognitive strategies.
Weekly
11/15 – 6/16
Principal &
Assistant
Principal
Archive of weekly
Admin Messages
At monthly Responsive Classroom
Committee meetings, teachers from each
Monthly
9/15 – 6/16
Responsive
Classroom
●
Go Noodle
https://www.gonoodle.com/
●
Responsive Classroom
https://www.responsiveclassroom.
org/article/quick-lively-energizers
●
Creativity Post: Quality content on
creativity, innovation and
imagination
http://www.creativitypost.com/edu
cation/the_benefits_of_movement
_in_schools#sthash.wUqw7gIo.PE
KrwBk6.dpuf
grade level will discuss the school-wide
implementation of sensory, movement, and
cognitive breaks.
During observation of teachers,
administrators will document, under APS
“Standard 5: Learning Environment”, the
effectiveness of the sensory, movement,
and cognitive breaks they observe.
10/15 - 6/16
Teachers will report the types of breaks and Weekly
reflect on their impact.
11/15 - 6/16
Committee &
Administrators
RC Committee Meeting
Minutes
Principal &
Assistant
Principal
Documentation from
Observations of
Teachers
Annual Evaluations of
Teachers
All Staff
Collected spreadsheet
data