School Innovation and Improvement Plan

Outcome goals for this academic year.

School Innovation and Improvement Plan

  • 2019-2020

  • Braddock Elementary School

  • Region 2

  • Keesha Jackson-Muir, Principal

End of Year Reading SMARTR Outcome

At least 75% (unadjusted) and/or at least 90% (combined rate) of students in grades 3 through 5, will meet or exceed the accreditation pass rate benchmarks as measured by the 2020 Reading SOL.

 Objectives:

All teachers of Literacy, in grades K*-5, will work together to support all students to make progress as readers by shifting the percentage of students in each category as measured by DRA2 in K-2, DRA2 Progress Monitoring tool in addition to the window 1 & window 2 assessments for students in 3-5:

  • As a school, we will have at least 25% of students reading above grade level.
  • As a school, we will have at least 40% of students reading on grade level
  • As a school, we will have 25% or less of students reading below grade level (SOL fail)
  • As a school, we will have 10% or less of students reading multiple grade levels below (SOL below basic)

*Kindergarten reading level assessment begins in January.

At least 75% (unadjusted and/or combined rate) of African American/Black students in grades 3 through 5, will meet or exceed the accreditation pass rate benchmarks as measured by the 2020 Reading SOL.

All teachers of Literacy, in grades 3-5, will work together to support our African American/Black students in the area of reading. Currently, our 2019 SOL data reveals the following:

  • 2/25 (8%) of students in grades 3-5 scored passed advanced on the reading SOL
  • 15/25 (60%) of students in grades 3-5 scored proficient on the reading SOL
  • 3/25 (12%) of students in grades 3-5 failed the reading SOL
  • 5/25 (20%) of students in grades 3-5 scored fail basic on the reading SOL

At least 75% (unadjusted and/or combined rate) of students with disabilities in grades 3 through 5, will meet or exceed the accreditation pass rate benchmarks as measured by the 2020 Reading SOL.

Strategy 1

BES teachers will continue to strengthen Tier 1 instruction through the implementation of the FCPS Balanced Literacy Framework.

Actions:

  1. Participate in Literacy Collaborative Professional Development Courses and/or coaching and collaborate with the school’s Instructional Resource Teachers to ensure the implementation of research-based instructional strategies.  
  2. Create print-rich environments by displaying learning targets, anchor charts, student work, and word walls.
  3. Identify and incorporate designated Portrait of a Graduate (POG) communicator and collaborator skills to ensure students apply effective reading skills to acquire knowledge and broaden perspectives, write for various purposes and audiences to convey understanding and concepts and work interdependently to promote learning, increase productivity and achieve common goals. 
  4. Provide differentiated guided/small group instruction to meet students’ needs using the following specific strategies to support students who are reading below grade level:
      • KLAP (Kindergartners Learning About Print) for students needing foundational letter learning knowledge
      • Consistent high-quality guided reading plan of action with integrated guided writing in primary grades
      • Consistent supplemental strategy/targeted groups with progress monitoring
      • Differentiated word work with visuals to scaffold student learning
      • Progress monitoring for comprehension using a modified DRA rubric for SWD
      • Incorporating high leverage practices for students with disabilities into Special Education instruction.
        • KLAP in Kindergarten
        • FUNdations in K-2
        • Cars & Stars 3-5
      • Frequent progress monitoring for special education students progress towards grade level expectations.

Strategy 2

BES will focus on providing targeted remedial and enrichment instruction in Language Arts to support the needs of all learners.

Actions:

  1. Collaborate during CLTs to deepen content knowledge, analyze data and plan for differentiated instruction.
  2. Integrate Advanced Academics instructional strategies and curriculum.
    • CCT strategies modeled by AARTs monthly and integrated in CLT and planning conversations
      • Primary - Jacob’s Ladder and CCT
      • Upper - Jacob’s Ladder, Socratic Seminar, and CCT
    • Quarterly whole group/independent work with Jacob’s Ladder
  3. Engage in professional development to focus on the implementation of FUNdations instruction to support students word solving capabilities in grades K-2.
  4. Use Running Records or DRA Progress Monitoring, Independent Writing samples, and spelling inventories to inform goals for students and show progress

End of Year Math SMARTR Outcome

At least 80% (unadjusted) and/or at least 98% (combined rate) of students in grades 3 through 5, will meet or exceed accreditation pass rate benchmarks as measured by the 2020 Math SOL for grades 3 through 5 and BOY/EOY assessments in grades 1 through 2.

Strategy 1

 BES will continue to strengthen Tier 1 Math instruction through the implementation of Math Workshop structures.

Actions:

  1. Collaboration in weekly Math CLTS:
    • Engagement in structured unpacking conversations to deepen mathematical content knowledge using FCPS’ Curriculum Framework
    • Commitment to the utilization of common high impact focus lessons and rich math tasks
    • Come to consensus around purposeful pacing
    • Utilize a variety of common assessments that reflect the rigor of SOLs and division wide assessments (i.e. window 1, MRA, etc…)
    • Analyze both formative and summative data to plan for guided math groups
  2. Plan for and provide independent engaging activities with student accountability that are mathematically purposeful
  3. Coaches, Mentors, teacher leaders and administrators will provide feedback to classroom teachers in math workshop on a targeted area for improvement based upon look fors.
  4. Professional development (Number Talks & Math Workshop) will focus on effective communication and collaboration skills that promote problem solving, persistence, flexibility in thinking, and academic discourse within math workshop (POG).

Strategy 2

BES will focus on providing targeted remedial and enrichment instruction to support the needs of all learners.

Actions:

  1. Provide differentiated/targeted instruction to meet students’ needs through guided math and targeted intervention groups within the Math Workshop.
    • Monitor student progress through formative intentional record-keeping and frequent data collection
    • Use data to target and remediate students by name and need through the MTSS process, as well as, in CLTs to develop targeted intervention groups
    • Provide scaffolds, differentiated instruction, and supports to increase students’ ability to work interdependently within a group to promote learning, increase productivity, and achieve common goals (POG).
  2. Integrate Advanced Academics instructional strategies and curriculum.
    • Ensure that teachers understand how to utilize and implement the identified correlated standards for advanced learners
    • Identified M2/M3 units for each grade level

End of Year Science SMARTR Outcome

At least 90% (unadjusted) of students in grades 3 through 5, will meet or exceed the accreditation pass rate benchmarks as measured by the 2020 Science SOL.

Strategy 1

BES will strengthen Tier 1 Science instruction.

Actions:

  1. Participate in weekly Science CLT (Gr. 3-5), or monthly Science CLT (Gr. K-2). All grade levels will create common assessments, analyze data, target student needs, share instructional strategies and resources, and plan for instruction.
  2. Initiate 5E instruction and utilize authentic science notebooks as a method of helping students record and apply learning and use as a reference guide.
  3. Display, model, and use selected POG communicator and collaborator skills. Students will incorporate effective writing skills for various purposes and audiences to convey understanding and concepts in science notebooks. Students will demonstrate the ability to work interdependently within a group to promote learning, increase productivity, and achieve common goals throughout 5E instruction (POG).

Strategy 2

BES will implement explicit Science instruction to build academic and content vocabulary.

Actions:

  1. Create a print-rich environment through anchor charts and/or word walls.
  2. Use a spiral review to reinforce academic and content vocabulary.

End of Year Caring Culture SMARTR Outcome

BES will increase parent perception data to 88% in the area of social emotional skills for students when the survey is given again.

According to our 2019 K12 Insight Family Engagement Survey, 80% of our families agreed or strongly agreed that “The school staff works with me to identify social and emotional skills that my child can develop to be successful.”

Strategy 1

BES staff members will enhance their positive learning environments and strengthen their relationships with students through the infusion of social emotional learning and evidenced based trauma informed approach (i.e. Conscious Discipline) into their existing classroom management plan.

Actions:

  1. Staff members who service students in Pre-K -2 will participate in on-going Conscious Discipline professional development.
  2. Staff members will continue to integrate POG skills with an emphasis on communication and collaborations to increase their ability to better communicate their needs in an effective manner.

Strategy 2

BES will continue to enhance our positive learning environment and strengthen our relationships with students, parents, families and community through implementation of a series of informative and educational parent workshops, as well as, individual family supports.

Actions:

  1. BES will create a variety of parent workshop opportunities focusing on better understanding their child’s educational journey at Braddock:
    • Processes and protocols pertaining to their child’s instructional level
      • interims and progress reports
      • district and state assessments
    • Attendance and tardiness
    • Behavioral expectations
      • Social emotional support
      • Trauma supports
  2. BES will maintain a welcoming environment in which parents/families/community are an integral and valued part of the child’s academic and social emotional success:
    • Parent/family resources
    • Business and faith-based school partnerships
    • Donations