Flower Valley Elementary School
2015-2016 School Improvement Plan
STUDENT
and STAKEHOLDER
FOCUS
STUDENT
and STAKEHOLDER
FOCUS
 Teachers will collaboratively
review
 Teachersdata
willand
collaboratively
review to
assessment
anecdotal records
assessment
data andstatements
anecdotal records
to
determine
proficiency
in
determine
proficiencyinstructional
statements in
planning
differentiated
planning
outcomes
fordifferentiated
small group instructional
guided reading
outcomes for small group guided reading
and math instruction.
and math instruction.
 Teachers
willwill
provide
daily
small
 Teachers
provide
daily
smallgroup
group
guided
reading
andand
math
instruction
guided
reading
math
instructiontotomeet
students’
individual
learninglearning
needs. needs.
meet students’
individual
 Students
willwill
engage
in in
increasingly
 Students
engage
increasingly
sophisticated
discourse
demonstrate
sophisticated
discourse
to to
demonstrate
comprehension
in reading
andmath.
math.
comprehension
in reading
and

Students
will
acquire
a
variety
 Students will acquire a variety ofofstrategies
strategies
thattoallow
themand
to develop
and
that allow
them
develop
organize
organize their writing on a variety of
their subjects.
writing on a variety of subjects.
FACULTY AND STAFF FOCUS
 Review and utilize research-based small
group models for planning and
instruction of daily small group reading
and math block.
 Develop teacher instructional practices
with student discourse for demonstration
of student comprehension
 Develop teacher instructional practices
with written responses for demonstration
of student comprehension.
 Utilize anecdotal records, formative
assessment and progress monitoring data
for appropriate small group instruction.
 Utilize effective school wide PLCs for
staff input and instructional development
Flower Valley Elementary
September 2015
School Support and Improvement
Framework (2013-2014)
Leadership
We inspire children to become critical thinkers who are
imaginative, adaptable and collaborative. We strive to cultivate
peaceful, life-long learners who thrive in a global society.
Communication
Grade level collaborative planning times (CPT), team PLCs, staff
PLCs, team leader PLC, grade level KidTalk, school
improvement plan (SIP0 meetings and focus visits
STRATEGIC PLANNING
All students, especially Hispanic and FARMS students, need
daily opportunities to acquire content literacy by demonstrating
comprehension through speaking and writing during flexible,
appropriate differentiated small group instruction.
GOALS
Increase by 11% the percentage of Hispanic and FARMS
students meeting proficiency in Reading.
Increase by 10% the percentage of Hispanic and FARMS
students meeting proficiency in Mathematics.
Increase staff knowledge about children’s cultures and home
languages.
PROCESS MANAGEMENT
 Maintain and evaluate weekly grade level
Collaborative Planning Time meetings in reading and
math.
 Conduct monthly grade level Kid Talk meetings to
monitor student attendance, behavior, and coursework,
and determine instructional needs.
 Participate in monthly grade level focus visits in
Professional Learning Communities to observe small
group reading and math instructional strategies
 Reflect on instructional methods and provide
stakeholder feedback in weekly grade level
Professional Learning Communities.
READING
3rd Grade
Black: 73.3%
Hispanic: 50.0%
White: 88.9%
FARMS: 38.9%
LEP: 64.3%
Special
Ed: 61.5%
Male: 77.8%
Female: 77.8%
5th Grade
Black: 46.7%
Hispanic: 55.6%
White: 85.7%
FARMS: 52.5%
LEP: n/a
Special
Ed: 52.6%
Male: 67.9%
Female: 86.5%
MATH
3rd Grade
N/A
5th Grade
Black: 46.7%
Hispanic:
50.0%
White: 85.7%
FARMS: 39.1%
LEP: n/a
Special
Ed: 52.6%
Male: 67.9%
Female: 81.1%
Early Warning Indicator
(June 2015)
Enrollment: 482 High
Needs: 82
BL: 23% HI: 45.1%
WH: 25.6% AS: .06%
FARMS: 58.54%
LEP: 30.5%
Special Ed: 41.4%
504: 1.22%
MEASUREMENT, ANALYSIS,
AND KNOWLEDGE
MANAGEMENT
mClass Primary Reading data K-2
MAP-Reading 3-5 Data
MAP-Primary Math K-2 Data
MAP- Math 3-5 Data
MIRL- Reading K-5 data
Anecdotal Records in small groups
Focus Visits Classroom Practice Data
Documentation of Interventions (DOI)
Staff, Team and Leadership PLC
Feedback