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Fairfax County Public Schools School Improvement Plan 2011 – 2012 Wakefield Forest Elementary School Cluster III Sheri D’Amato, Principal Sharyn Prindle, Assistant Principal

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Page 1: Fairfax County Public Schools School Improvement …s3.amazonaws.com/zanran_storage/fcps.edu/Content... · Fairfax County Public Schools . School Improvement Plan . 2011 – 2012

Fairfax County Public Schools

School Improvement Plan 2011 – 2012

Wakefield Forest Elementary School

Cluster III

Sheri D’Amato, Principal Sharyn Prindle, Assistant Principal

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FCPS School Improvement Planning Process “Continuous Improvement”

PLAN

DO

STUDY

ACT

Review Student Performance Data (formative and summative) Determine

Programmatic/ Instructional Strengths & Weaknesses

Research Best Practices

Develop School Improvement Plan Objectives

Implement School Improvement Plan Objectives (Implement Work Plan Strategies)

Study School Improvement Plan Objectives Results (Results and Reflection)

Determine Whether School Improvement Objectives Will Be: Standardized Modified Abandoned

Develop Work Plan Strategies

Department of Accountability Office of Educational Planning Revised January 28, 2008

Develop Performance Indicators

August

October

May

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11/11/2011 STEERING COMMITTEE MEMBERS

2011-2012

Name Position Committee Co-Chair Student Achievement Goal Sheri D’Amato Principal Sharyn Prindle Assistant Principal Steering Committee Mike Lis School Based Technology Specialist Steering Committee Gale Mostacciuolo Librarian English Goal 1 – Academic Suzanne Rubinstein Reading Teacher English Goal 1 – Academic Diana Grossman First Grade Teacher Math Goal 1 – Academic Susan Ely Special Education Teacher Math Goal 1 – Academic Heather Chinchar Sixth Grade Teacher Science Goal 2 – Essential Life Skills Shannon Long Second Grade Teacher Science Goal 2 – Essential Life Skills Nina Rumohr Second Grade Teacher Social Studies Goal 3 – Responsibility to the Community Laura Risinger Fifth Grade Teacher Social Studies Goal 3 – Responsibility to the Community

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11/11/2011 School Improvement Plan Subcommittee Members

Wakefield Forest Elementary School 2011-2012

Steering Co-Chairs: Sharyn Prindle and Mike Lis

Math Science – Essential Life Skills English History - Service to the Community

K Bethany Drake/ Sarah Healy-Wheldon K Elly Uehling ♦ K Diane Weaver/ Emmy Jacobs K Margaret Fleury/ Elaine Fritz

1 Diana Grossman * 1 Mindy McAdam 1 Angela Stotka

1 Suzann Roberts ♦ (math)

2 Stacia Aman 2 Shannon Long * 2 Lori Gingrich 2 Nina Rumohr *

3 Nicole Sharabi 3 Jennifer Brown 3 Carol Danzeisen 3 Stacy Tasikas ♦

4 Cindy Qualley 4 Beth Plunkett 4 Danielle Bunch 4 Kaitlyn Tyler

5 Susan Ely * 5 Kathleen Linehan ♦ 5 Anita Schuh 5 Laura Risinger ♦ *

6 Stacy Vitt ♦ 6 Heather Chinchar * 6 Danielle Zarnick 6 Debbie Gates

Specialist - Paula Nemerson

Specialist – Susan LaCroix

Specialists - Suzanne Rubinstein♦* Gale Mostacciuolo * Mary Muratore

Specialists – Janice Hallmark Courtney Massimo

Special Ed – Maribeth Hobgood Mary Probst

Special Ed – Cynthia Jones Cathy Swanton Susan Lynch

Special Ed – Mindy Sklarow Jaimie Sklarow

IA - Meg Kieffer

Special Ed – Erin Santorelly

Parents – Maryann Stawowczyk Michelle Falvo

Parents – Stephanie Vichness Rebecca Wright

Parents – Katie Poole Valerie Gaskins

Parents – Christa Gormley Betsy Gross

* Co-Chair ♦Lead Teacher

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5

VISION AND MISSION STATEMENTS AND CORE VALUES/BELIEFS 2011-2012

FAIRFAX COUNTY PUBLIC SCHOOLS—VISION STATEMENT

LOOKING TO THE FUTURE—FCPS prepares all students for the world of the future, by giving them a broad spectrum of opportunities to prepare for education and employment beyond high school. All graduates are productive and responsible members of society, capable of competing in the global economy, and motivated to pursue learning throughout their lifetimes.

COMMITMENT TO OPPORTUNITY—FCPS values its diversity, and acknowledges that all people contribute to the well-being of the community. FCPS provides opportunities for all its students and employees to grow educationally, personally, and professionally.

COMMUNITY SUPPORT—Fairfax County embraces its schools. Businesses and community members generously volunteer their time and resources to help students. Schools are integrated into the fabric of the community, and residents take pride in their schools. The success of FCPS draws businesses to Fairfax County. Citizens support the financial and capital needs of the school system.

ACHIEVEMENT—Fairfax County students achieve at high levels across a broad spectrum of pursuits. FCPS values a well-rounded education that goes beyond basics, and encompasses the arts, literacy, technology, and preparation for the world of work. FCPS provides a breadth and depth of opportunities to allow all students to stretch their capabilities.

ACCOUNTABILITY—FCPS is accountable for the academic achievement of all students. FCPS measures academic progress to ensure that all students, regardless of race, poverty, language, or disability, will graduate with the knowledge and skills necessary for college and/or employment. FCPS spends money wisely. FCPS directs funds to the classroom, and finds ways to improve performance across the spectrum of academic programs and business processes.

FAIRFAX COUNTY PUBLIC SCHOOLS—MISSION STATEMENT Fairfax County Public Schools, a world-class school system, inspires, enables, and empowers students to meet high academic standards, lead ethical lives, and demonstrate responsible citizenship.

FAIRFAX COUNTY PUBLIC SCHOOLS—BELIEFS We Believe in Our Children

• Each child is important and entitled to the opportunity to realize his or her fullest potential. • High expectations promote high achievement.

We Believe in Our Teachers • Effective teachers are essential to student success. • Learning occurs best when instruction is tailored to individual needs.

We Believe in Our Public Education System • Adults and children thrive in a vibrant, safe, enriching, and respectful environment. • A well-rounded education enables students to lead fulfilling and culturally rich lives. • An educated citizenry is critical to sustaining our economy and our system of self-governance.

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We Believe in Our Community • A dynamic partnership among students, parents, teachers, staff members, and the community is critical to exceptional student achievement. • Our diversity creates resilient, open, and innovative citizens of the global community

SCHOOL-VISION STATMENT Wakefield Forest Elementary School shares the challenges and responsibilities of providing students the opportunity to develop intellectually, creatively, socially, emotionally, and physically with the home and community. We strive to set high standards for all students by preparing them to realize their potential. Along with the academic program, we endeavor to foster positive self-esteem, respect for others, and an increased awareness of community and cultural diversity. SCHOOL—MISSION STATEMENT Wakefield Forest Elementary School staff is Leading the Pack to inspire, enable, and empower students to meet high academic standards, lead ethical lives, and demonstrate responsible citizenship.

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SPECIAL PROGRAMS 2011-2012

The WFES Courtyard Habitat provides teachers and students with resources and opportunities for hands-on learning experiences, including observation of plants and animals in a natural setting. Within the framework of outdoor education, the curriculum areas of art, literature, reading, writing, social science, science, and math are integrated in fun and meaningful ways. The Courtyard Habitat provides easy access to on-site field trips which promote a high level of student participation. Parents and members of the community have an active role in maintaining of the courtyard.

Courtyard Habitat

The elective program consists of enrichment activities for students in the fifth and sixth grades. Students have the opportunity to select their electives from a wide variety of course offerings. The elective courses are designed to enhance and enrich the FCPS Program of Studies. Additionally, the classes augment the learning that takes place in the classroom, and student participation provides an enhancement to the regular school day. Members of the parent community volunteer their time to teach several electives.

Grade 5 and 6 Electives Program

Wakefield Forest teachers and staff work to incorporate character education into students’ daily school experience. This program focuses on quarterly themes including respect, responsibility, kindness, and citizenship. Our character education program encompasses many components including the “Kids with Character” family newsletter, positive behavior incentive lunch program (Chez Wolf), new student activities, and buddy classes. Teachers work with students during weekly class meetings to create an overall positive school climate.

“Kids with Character” Character Education Program

WFES staff members focus on enhancing students’ Language Arts skills through several school wide efforts. Programs include: Literary Lunches, Virginia Readers’ Choice Awards book talks and voting, Language Arts information nights for primary grade parents (K-2), Primary Reading Initiative (1-2) and the Summer Reading and Writing Program.

Language Arts

The purposes of the Math and Logic Contests are to: promote interest in math and higher level thinking; increase cooperative problem solving skills; have fun with math; develop problem solving strategies and skills; create opportunities to recognize and reward good thinking and math skills. The Math / Logic Contests are open to teams of students in grades three, four, five, and six. All students at designated grade levels participate. There are separate contests for each grade level. The PTA provides funding for the contest entry fee and awards.

Math and Logic Contests

Math/Science/Technology Day provides an opportunity for K-6 students to demonstrate and highlight projects they have completed. The projects will integrate math, science and technology across the curriculum. Parents and community members are invited to attend.

Math/Science/Technology Day

Young Authors and Artists Day Young Authors and Artists Day is a celebration at Wakefield Forest. This day is set aside for children to share their work as an author and artist from throughout the school year. Parents and community members are invited to attend.

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School Demographics

Eth

nici

ty

Category June 2009 June 2010 June 2011 # % # % # %

Asian 63 13.29 66 14.07 59 12.74 Black 8 1.69 13 2.77 10 2.16

Hispanic 24 5.06 30 6.40 54 11.66 White 327 68.99 309 65.88 296 63.93 Other 52 10.97 51 10.87 44 9.50 Total 474 469 463

Gen

der

Category June 2009 June 2010 June 2011 # % # % # %

Female 237 50 237 50.53 233 50.32 Male 237 50 232 49.47 230 49.68 Total 474 469 463

Eng

lish

Prof

icie

ncy Category June 2009 June 2010 June 2011

# # # % # % Proficient 425 89.66 416 88.70 407 87.90

Limited English 49 10.34 53 11.30 56 12.10 Total 474 469 463

Fee

Wai

ver Category June 2009 June 2010 June 2011

# # # % # % No Fee Waiver 444 443 455 94.99 427 92.22

Free or Reduced Fees 30 26 24 5.01 36 7.78 Total 474 469 479 463

Enr

ollm

ent

Category June 2009 June 2010 June 2011 # % # % # %

General Education 282 59.49 267 56.93 357 77.11 Advanced Academics – Level IV 44 9.28 23 4.90 68 14.69

Advanced Academics – Level II, III 86 18.14 118 25.16 73 15.77 ESOL 30 6.33 38 8.10 48 10.37

Special Education 69 14.56 71 15.14 70 15.12

Mob

ility

Category June 2009 June 2010 June 2011 # % # % # %

Mobility Rate 8.52 6.25 9.66

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STUDENT ACHIEVEMENT GOAL—ENGLISH LANGUAGE ARTS 2011-2012

STUDENT ACHIEVEMENT GOAL: All students will obtain, understand, analyze, communicate, and apply knowledge and skills to achieve success in school and life. Check all that apply to this school improvement plan objective. X 1.1. Achieve their full academic potential in the core

disciplines of: X 1.1.1 English language arts 1.1.2 Mathematics 1.1.3 Science 1.1.4 Social studies

1.2 Communicate in at least two languages

1.3 Explore, understand, and value the fine and practical arts.

1.4 Understand the interrelationship and interdependence of the countries and cultures of the world.

1.5 Effectively use technology to access, communicate, and apply knowledge and to foster creativity

SCHOOL IMPROVEMENT PLAN OBJECTIVE: (action-oriented: What we will do to improve programmatic and/or instructional effectiveness) Increase student achievement in reading according to the SOLs by decreasing the failure rate by 10% by targeting specific students for interventions, with emphasis on Students with Disabilities (SWD), Limited English Proficiency (LEP), and Economically Disadvantaged. RATIONALE FOR OBJECTIVE: (student performance data; knowledge of programmatic/instructional strengths and weaknesses; best-practice research) The overall percent passing (Spring 2011) in reading was 97%; however the Economically Disadvantaged subgroup was 84% and the Limited English Proficient subgroup was 81%. While the Students with Disabilities subgroup had a pass rate of 92% in Spring 2011, this subgroup needs continued support to maintain a pass rate above 90%. In Spring 2010 the pass rate was 79%. Data Sources: During the 2010-2011 school year teachers formally assessed all students with the Developmental Reading Assessment2 (DRA2) (grades1-6) or Developmental Reading Assessment2: Word Analysis (K). DRA2 and DRA2 Word Analysis data was collected and reported to the reading teacher and analyzed in spring 2011.

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Wakefield Forest Elementary Developmental Reading Assessment (DRA2) Spring 2011

Kindergarten DRA2 - WA

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Fiction Nonfiction Fiction Nonfiction Fiction Nonfiction Fiction Nonfiction At or above benchmark 88% 89% 83% 76% 75% 77% 74% 89% 87% 86% 88% Below benchmark 12% 11% 17% 24% 25% 22% 26% 11% 13% 14% 12% Number of students tested 60 64 69 66 64 62 61 83 82 57 57

Wakefield Forest Elementary

Standards of Learning (SOL) – Reading Performance Grade 3 Grade 4 Grade 5 Grade 6

2010 Percent Passing 80% 93% 98% 97% 2011 Percent Passing 94% 100% 96% 96%

Percent Difference +14 +7 -2 -1

< = a group below state definition for personally identifiable results (Source: VDOE Report)

Wakefield Forest Elementary Standards of Learning (SOL) - Reading Performance

Third Grade Fourth Grade Fifth Grade Sixth Grade 36 Passed Advanced 25 Passed Proficient 4 Failed

38 Passed Advanced 22 Passed Proficient 0 Failed

54 Passed Advanced 21 Passed Proficient 3 Failed

31 Passed Advanced 23 Passed Proficient 2 Failed

94% Passed 100% Passed 96% Passed 96% passed (Source: EDSL Test Results Report)

Wakefield Forest Elementary Standards of Learning (SOL) - Reading Performance

Student Subgroup Percent Passing 2009 Percent Passing 2010 Percent Passing 2011 All Students 97% 92% 97% Black < < < Hispanic < 73% 97% White 99% 96% 98% Students with Disabilities 95% 79% 92% Economically Disadvantaged 94% 69% 84% Limited English Proficient 98% 78% 81%

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Knowledge of Programmatic/Instructional Strengths and Weaknesses: The 2010-2011 results from DRA2, DRA2 Word Analysis, Kindergarten Summer Clinic Assessment and grade 3-6 SOL results were used to identify students at risk in the area of reading. DRA2, DRA Word Analysis and eCART data was used to track student progress at Collaborative Team Meetings and at quarterly staff development days. Students who were not making adequate progress were provided additional instruction to increasing their progress toward meeting reading benchmarks. WFES faculty began exploring tiered intervention and collaborated with other schools in the cluster. Teachers attended training on several reading programs so that additional supports were available for students. While data was continuously analyzed, the DRA2 and eCART Middle of Year (MOY) data did not always accurately reflect student progress and growth. These results were not an accurate predictor of student performance on the SOL tests. Best Practice Research: Research on what is most effective for struggling students indicates that adding targeted reading instruction can foster accelerated reading development. To this end, research supports the notion that very small-group instructional support is more commonly effective than traditional larger-group remediation and that the amount of reading that students do in and out of school was positively related to their reading achievement. (Allington, 2001). In addition, explicit instruction and coaching during reading has resulted in increased performance on reading tests (Kelly & Clausen-Grace, 2006). Research on effective schools supports the notion that small group reading instruction with coaching focused on specific reading strategies and skills results in higher reading achievement (CIERA, 2000).

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STUDENT ACHIEVEMENT GOAL—ACADEMICS ENGLISH 2011-2012

Goal

Number Performance Indicators

(Specific Measurable Attainable Realistic and Time-Bound) 1.1.1 By the end of the 2011-2012 school year we will increase the SOL pass rate in reading by decreasing the failure rate

by at least 10%, with a particular focus on Students with Disabilities. 1.1.1 By the end of the 2011-2012 school year we will increase the SOL pass rate in reading by decreasing the failure rate

by at least 10%, with a particular focus on English Proficient. 1.1.1 By the end of the 2011-2012 school year we will increase the SOL pass rate in reading by decreasing the failure rate

by at least 10%, with a particular focus on Economically Disadvantaged.

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90 Day Plan August 29 – December 22, 2011

Long-term SMART Goal:

Increase student achievement in reading according to the SOLs by decreasing the failure rate by 10% through refined Tier I instruction and by targeting specific students for Tier 2 interventions, with emphasis on Students with Disabilities (SWD), Limited English Proficiency (LEP), and Economically Disadvantaged.

90-Day SMART Goal:

At least 80% of students (grades 3-6) in the following subgroups: Student with Disabilities, Limited English Proficient and Economically Disadvantaged will score within the proficient or advanced category on the Window 1 eCART.

Link to FCPS Goal Area(s) and #(s): All students will obtain, understand, analyze, communicate, and apply knowledge and skills to achieve success in school and life. (English Language Arts 1.1.1)

Rationale:

The overall percent passing (Spring 2011) in reading was 97%; however the Economically Disadvantaged subgroup was 84% and the Limited English Proficient subgroup was 81%. While the Students with Disabilities subgroup had a pass rate of 92% in Spring 2011, this subgroup needs continued support to maintain a pass rate above 90%. In Spring 2010 the pass rate was 79%.

WHAT? WHO? BY WHEN? IN-PROCESS

MEASURES What are our commitments to action in order to achieve the goal? Primary person(s) who will

monitor the strategy and be accountable for ensuring

implementation.

By what date will each strategy element be

accomplished?

1. Student Support Team (SST) meetings will be held to determine the interventions for all students at risk in the area of reading, as determined by SOL and DRA2 data.

Reading Specialist October 4, 2011 SST Agendas & notes

2. All at-risk students will be assessed with the DRA2. (At risk is defined as anyone reading below grade level and those scoring 420 or below on the SOL test.)

Reading Specialist October 6, 2011 DRA scores Data tracker

3. Teachers will implement research-based interventions for students who are performing below grade level in reading.

Administrators November 4, 2011 December 22, 2011

CTM Notes Data Tracker

4. Teachers in grades 3-6 not trained in the DRA2 will participate in a Woodson pyramid Upper Grade course.

Reading Specialist December 22, 2011 Attendance Records DRA certifications

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90 Day Plan January 2- June 20, 2012

Long-term SMART Goal:

Increase student achievement in reading according to the SOLs by decreasing the failure rate by 10% through refined Tier I instruction and by targeting specific students for Tier 2 interventions, with emphasis on Students with Disabilities (SWD), Limited English Proficiency (LEP), and Economically Disadvantaged.

90-Day SMART Goal:

At least 90% of students in the following subgroups: Students with Disabilities, Limited English Proficient and Economically Disadvantaged will score within the proficient or advanced category on the Window 2 eCART.

Link to FCPS Goal Area(s) and #(s): All students will obtain, understand, analyze, communicate, and apply knowledge and skills to achieve success in school and life. (English Language Arts 1.1.1)

Rationale:

The overall percent passing (Spring 2011) in reading was 97%; however the Economically Disadvantaged subgroup was 84% and the Limited English Proficient subgroup was 81%. While the Students with Disabilities subgroup had a pass rate of 92% in Spring 2011, this subgroup needs continued support to maintain a pass rate above 90%. Inn Spring 2010 the pass rate was 79%.

WHAT? WHO? BY WHEN? IN-PROCESS

MEASURES What are our commitments to action in order to achieve the goal? Primary person(s) who will

monitor the strategy and be accountable for ensuring

implementation.

By what date will each strategy element be

accomplished?

1. Students identified as at-risk will be given a mid-point assessment (QRI, DRA, other).

Reading Specialist January 30, 2012 Assessment data Data Tracker

2. Teachers will implement research-based interventions for students who are performing below grade level in reading.

Administrators March 30, 2012 June 19, 2012

CTM Notes Data Tracker

3. Teachers in grades 3-6 will participate in a DRA2 recalibration session.

Reading Specialist March 30, 2012 Attendance Records Exit Tickets

4. All students will be assessed with the DRA2 or DRA-WA. Reading Specialist May 25, 2012 DRA2 and DRA-WA data

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RESULTS AND REFLECTION – STUDENT ACHIEVEMENT GOAL: LANGUAGE ARTS A Focus on Continuous Improvement

2011-2012

SIP Objectives Results related to performance indicators

Reflection on critical factors that supported and inhibited success

Implications for ongoing improvement efforts

Objective:

Supported: Inhibited:

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STUDENT ACHIEVEMENT GOAL-MATHEMATICS 2011-2012

STUDENT ACHIEVEMENT GOAL: All students will obtain, understand, analyze, communicate, and apply knowledge and skills to achieve success in school and life. Check all that apply to this school improvement plan objective. X 1.1. Achieve their full academic potential in the core

disciplines of: 1.1.1 English language arts X 1.1.2 Mathematics 1.1.3 Science 1.1.4 Social studies

1.2 Communicate in at least two languages

1.3 Explore, understand, and value the fine and practical arts.

1.4 Understand the interrelationship and interdependence of the countries and cultures of the world.

1.5 Effectively use technology to access, communicate, and apply knowledge and to foster creativity.

SCHOOL IMPROVEMENT PLAN OBJECTIVE: (action-oriented: What we will do to improve programmatic and/or instructional effectiveness) Increase student achievement in math according to the SOLs by decreasing the failure rate by 10% through student interventions, with emphasis on Students with Disabilities (SWD), Limited English Proficiency (LEP), and Economically Disadvantaged. RATIONALE FOR OBJECTIVE: (student performance data; knowledge of programmatic/instructional strengths and weaknesses; best-practice research) The SOL Math Performance data by student subgroup identifies the subgroups: Students with Disabilities, Limited English Proficient and Economically Disadvantaged as below the FCPS target of 90% passing. Data Sources: Based on the 2010-2011 school year SOL data, Wakefield Forest had an overall mathematics performance pass rate of 97%. Each individual grade level also passed at or above 90%. However, the scores when broken down by student subgroup showed areas for improvement within the subgroups of: students with disabilities, economically disadvantaged and limited English Proficient.

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Wakefield Forest Elementary Standards of Learning (SOL) - Mathematics Performance

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 2010 Percent Passing 95% 91% 100% 85% 100% 100% 2011 Percent Passing 98% 98% 92% 96% 100% N/A Percent Difference +3 +7 -8 +11 0 0

(Source: VDOE Report)

< = a group below state definition for personally identifiable results (Source: VDOE Report)

Wakefield Forest Elementary Standards of Learning (SOL) - Math Performance

Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh Grade 39 Passed Advanced 26 Passed Proficient 1 Failed

44 Passed Advanced 16 Passed Proficient 1 Failed

42 Passed Advanced 12 Passed Proficient 6 Failed

28 Passed Advanced 26 Passed Proficient 3 Failed

21 Pass Advanced 3 Pass Proficient 0 Failed

98% Passed 98% Passed 92% Passed 96% passed 100% passed (Source: EDSL Test Results Report)

Math Reasoning Assessment (MRA) Spring

Grade Level Percent Passing 2010 Percent Passing 2011 Difference First Grade 78% 81% +3 Second Grade 88% 93% +5 (Source: EDSL eCART)

Wakefield Forest Elementary Standards of Learning (SOL) - Mathematics Performance

Student Subgroup Percent Passing 2009 Percent Passing 2010 Percent Passing 2011 All Students 97% 92% 97% Black < < < Hispanic < 100% 90% White 97% 93% 98% Students with Disabilities 87% 85% 88% Economically Disadvantaged 88% 85% 83% Limited English Proficient 90% 87% 88%

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Knowledge of Programmatic/Instructional Strengths and Weaknesses: Through the 2010-2011 school year vocabulary development and problem-solving activities were provided, from a variety of resources, across grade levels as suggested by county pacing guides. Grade level teams focused on making and analyzing grade level common assessments using HORIZON. Access to Calendar Math continues to support ongoing math review. Limited availability of FCPS targeted grade level staff development that focuses on mathematics. Data from common formative and summative assessments have shown that students need to improve their skill sets in the areas of computation, number sense, or numeracy. Best Practice Research: “The U.S. Department of Education’s National Mathematics Advisory Panel (2008) suggests that research does not support the contention that mathematics instruction should be completely teacher-centered or student-centered. Instead, it should be “informed by high quality research, when available, and by the best professional judgment and experience of accomplished classroom teachers.” “Guided Math is a framework for teachers that allows them to use their professional judgment to structure mathematics instruction to meet the diverse needs of the students in their classes. It moves away from the one-size-fits-all model and empowers teachers to determine the best instructional strategies for each student, for the class, and for the concepts being taught each day.” “Using Guided Math instruction, teachers are able to work with small groups that are determined specifically by students’ achievement levels and needs. This allows teachers to closely observe student work, monitor student attention, provide strong support for struggling learners, and provide extra challenge for proficient learners. Guided Math groups offer teachers an efficient way to provide differentiated instruction to meet the needs of diverse learners.” From Guided Math: A Framework for Mathematics Instruction by Laney Sammons Response to Intervention (RTI) is a learning process that matches general education classroom instruction to each student’s learning needs. Benefits of RTI: By measuring student achievement in a consistent and frequent process, we will immediately know which students are in need of additional supports to meet the Virginia Standards of Learning. This is a different approach from “waiting to fail” on the end of year SOLs and providing support the following year. Within an RTI framework, students are provided interventions, when and if needed, to reach academic success.

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STUDENT ACHIEVEMENT GOAL—ACADEMICS

Sub-Goal Number

Performance Indicators (Specific Measurable Attainable Results-Oriented and Time-Bound)

1.1 By the end of the 2011-2012 school year we will increase the SOL pass rate in mathematics by decreasing the failure rate of Students with Disabilities by at least 10%.

1.1 By the end of the 2011-2012 school year we will increase the SOL pass rate in mathematics by decreasing the failure rate of Economically Disadvantaged students by at least 10%.

1.1 By the end of the 2011-2012 school year we will increase the SOL pass rate in mathematics by decreasing the failure rate of Limited English Proficient students by at least 10%.

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90 Day Plan August 29 – December 22, 2011

Long-term SMART Goal:

Increase student achievement in mathematics according to the SOL by decreasing the failure rate by 10% in the following subgroups: Students with Disabilities, Limited English Proficient and Economically Disadvantaged.

90-Day SMART Goal:

At least 80% of students (grades 3-6) in the following subgroups: Students with Disabilities, Limited English Proficient and Economically Disadvantaged will score within the proficient or advanced category on the Window 1 eCART.

Link to FCPS Goal Area(s) and #(s): All students will obtain, understand, analyze, communicate, and apply knowledge and skills to achieve success in school and life. (Mathematics 1.1.2)

Rationale:

The SOL Math Performance data by student subgroup identifies the subgroups: Students with Disabilities, Limited English Proficient and Economically Disadvantaged as below the FCPS target of 90% passing.

WHAT? WHO? BY WHEN? IN-PROCESS

MEASURES What are our commitments to action in order to achieve the goal? Primary person(s) who will

monitor the strategy and be accountable for ensuring implementation.

By what date will each strategy element be accomplished?

How we will monitor progress?

1. All instructional staff will read Guided Math: A Framework for Mathematics Instruction and participate in professional development.

Administrators August 30, 2011 Attendance record

2. A math data tracker will be developed for each individual grade level to track progress in math.

Mike Lis August 29, 2011 Math data trackers

3. An at-risk list will be developed based on existing data from the KMRA, MRA, and SOL.

Administrators August 29, 2011 At-risk List

4. The at-risk list will be reviewed and revised at least quarterly at grade level staff development days.

Administrators November 4, 2011 December 22, 2011

At-risk List Data tracker

5. Each grade level team will create a math SMART goal to decrease the failure rate of targeted at-risk students. (At-risk is defined as anyone performing below grade level and those scoring 420 or below on the SOL test.) [After the initial goal is written in professional development days, goals will be reviewed and revised quarterly.]

Grade level team leader November 4, 2011 December 22, 2011

Grade level SMART Goals

6. Student Support Team (SST) meetings and biweekly CTM will be held to determine the interventions for all students at-risk in the area of math, as determined by SOL data.

Reading Specialist October 4, 2011 SST Agendas Data tracker - interventions documentation

7. Each grade level team will develop the First 20 Days (an instructional guide) for math.

Grade level team leader October 21, 2011 Grade level First 20 Days document

9. A Response to Intervention (RTI) checklist for math will be developed at each grade level.

Administrators December 22, 2011 RTI Math Checklist

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90 Day Plan January 2- June 20, 2012

Long-term SMART Goal:

Increase student achievement in mathematics according to the SOL by decreasing the failure rate by 10% in the following subgroups: Students with Disabilities, Limited English Proficient and Economically Disadvantaged.

90-Day SMART Goal:

At least 90% of students (grades 3-6) in the following subgroups: Students with Disabilities, Limited English Proficient and Economically Disadvantaged will score within the proficient or advanced category on the Window 2 eCART.

Link to FCPS Goal Area(s) and #(s): All students will obtain, understand, analyze, communicate, and apply knowledge and skills to achieve success in school and life. (Mathematics 1.1.2)

Rationale:

The SOL Math Performance data by student subgroup identifies the subgroups: Students with Disabilities, Limited English Proficient and Economically Disadvantaged as below the FCPS target of 90% passing.

WHAT? WHO? BY WHEN? IN-PROCESS

MEASURES What are our commitments to action in order to achieve the goal? Primary person(s) who will

monitor the strategy and be accountable for ensuring implementation.

By what date will each strategy element be accomplished?

How we will monitor progress?

1. At least 90% of homeroom based teachers will conduct a collaborative learning visit during the school year focused on math.

Administrators June 1, 2012 Checklist of participants Reflection sheets

2. At least 90% of teachers will participate in a Pyramid Information Session on research based interventions in math.

Administrators March 30, 2012 MyPLT Attendance Record

3. Each grade level team will create a math SMART goal to decrease the failure rate of targeted at-risk students. (At-risk is defined as anyone performing below grade level and those scoring 420 or below on the SOL test.) [After the initial goal is written, goals will be reviewed and revised at quarterly.]

Grade level team leader March 30, 2012 June 19, 2012

Grade level SMART Goals

4. The at-risk list will be reviewed and revised quarterly at grade level staff development days and grade level CTM meetings.

Administrators March 30, 2012 June 19, 2012

At –risk List Data tracker

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RESULTS AND REFLECTION – STUDENT ACHIEVEMENT GOAL: MATHEMATICS A Focus on Continuous Improvement

2011-2012

SIP Objectives Results related to performance indicators

Reflection on critical factors that supported and inhibited success

Implications for ongoing improvement efforts

Objective:

Supported: Inhibited:

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STUDENT ACHIEVEMENT GOAL—ESSENTIAL LIFE SKILLS 2011-2012

STUDENT ACHIEVEMENT GOAL: All students will demonstrate the aptitude, attitude, and skills to lead responsible, fulfilling, and respectful lives. Check all that apply to this school improvement plan objective.

2.1 Demonstrate sound moral character and ethical judgment.

2.2 Be able to contribute effectively with a group dynamic.

X 2.3 Develop the resilience and self-confidence required to deal effectively with life’s challenges.

2.4 Possess the skills to manage and resolve conflict.

2.5 Be inspired to learn throughout life.

2.6 Courageously identify and pursue their personal goals.

2.7 Develop practical life skills.

X 2.8 Make healthy and safe life choices.

SCHOOL IMPROVEMENT PLAN OBJECTIVE: (action-oriented: What we will do to improve programmatic and/or instructional effectiveness) Increase the use of WFES Wolf Tickets in acknowledgment of being respectful, responsible and ready to learn in order to promote a safe and secure learning environment. Improve student understanding for the purpose of Think Sheets as an opportunity for reflection. RATIONALE FOR OBJECTIVE: (student performance data; knowledge of programmatic/instructional strengths and weaknesses; best-practice research) Data Sources: The Spring 2011 Positive Behavior Approach (PBA) Staff Survey indicated that 91% of staff members who took the survey responded that PBA behavioral expectations were implemented consistently or occasionally school-wide. Students are not consistently being recognized for their positive behavior using the school wide PBA system. 47% of staff members who took the survey stated that they do not or do not consistently use Wolf Tickets in their classrooms. Additionally, 58% of staff stated that they do not consistently use Wolf Tickets throughout the school. There was agreement that students should be publically recognized for their positive behavior. 54% of staff agreed that Wakefield Forest should implement a school-wide quarterly positive acknowledgement system. The students at Wakefield Forest also took an end of the year survey. Current research from the Bill and Melinda Gates Foundation cites that it is vital that students should feel safe and cared for at school. 97% of students feel that there are adults who know and care about them at Wakefield Forest. 96% of students indicated that they feel safe at Wakefield Forest. When asked how many Wolf Tickets each student had earned, 41% of students stated that they earned 0-10 Wolf Tickets. 27% of students completed a Think Sheet during the 2010-2011 school year. Of that 27%, 78% stated that the Think Sheet helped them understand their choices.

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Knowledge of Programmatic/Instructional Strengths and Weaknesses: The main strength of our PBA Program, after its second year of implementation, is that 64% of the staff members who took the survey stated that they consistently teach their students the school wide behavioral expectations and rules. 94% of staff either agreed or strongly agreed that their classroom behavior management system supports the school wide behavioral expectations as outlined in the PBA teacher handbook. 100% of staff indicated that they understood the purpose of Think Sheets. This data supports that the Wakefield Forest staff understands the components of the PBA system that has been established. After the second year of implementing our PBA Program some weaknesses became apparent. Based on this information we developed this year’s Essential Life Skills work plans. As evident in the Data Sources above, there is a need to become more consistent in and increase the use of Wolf Tickets and Think Sheets throughout the school. Students need to be supported in reflecting on their behavior and learning from their actions in order to develop more effective behavioral strategies to promote their learning. The Spring 2011 method used to collect data was more controlled than the Spring 2010 method of collecting data thus resulting in 35 staff members participating in the survey compared to the 23 staff members in the previous year. Best Practice Research: The Essential Life Skills Committee will focus on building positive relationships to help all students reach their academic potential by providing a positive school climate. FCPS has adopted the term Positive Behavior Approach (PBA) to label school wide positive school climate interventions. The FCPS web site states that a PBA “provides a common framework which builds a constructive school climate that actively teaches and encourages all students to have respectful and responsible behaviors so as to become productive members of the community.” There is an established body of research literature that emphasizes ways to prevent and/or eliminate ineffective, acting out student behaviors. Several of the programs most often mentioned in the research literature are Character Education (CE), Social Emotional Learning (SEL), Positive Behavior Support (PBS) and Responsive Classroom (RC). According to research there are two interventions that classroom teachers should implement because they have strong research evidence that they affect all students’ pro-social behavior (Epstein, 2008). The recommendations are to:

o Modify the classroom learning environment to decrease problem behavior by decreasing the factors that trigger the acting out in the first place

o Teach and reinforce new skills to increase appropriate behavior and preserve a positive classroom climate.

During the 2009-2010 school year we began implementation of a well-designed “hybrid” PBA (combination of RC and PBS) to meet our school wide needs for primary prevention and to include a framework for a tiered response to misbehavior, that is not eliminated by the tier one whole school approach (Bambara et al, 2009). The Responsive Classroom school wide approach is endorsed by FCPS. Recent research found a relationship between Responsive Classroom and improved achievement among students whose teachers and schools used the approach (Rimm-Kaufman, 2006). Children at schools widely using the RC approach performed better in reading and math than children at the comparison school that did not use RC (Elliott, 1999). According to the study completed by Rimm-Kaufman (2006) at the University of Virginia there are at least six positive outcomes that can be linked to RC practices. The six positive outcomes are:

1. Children showed greater increases in reading and math test scores

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2. Teachers felt more effective and more positive about teaching 3. Children had better pro-social skills, felt closer to teachers, and were less fearful 4. Teachers offered more high quality instruction 5. Children felt more positive about schools, teachers, and peers 6. Teachers more frequently engaged in and placed higher value on collaboration

Robert Marzano reported in his book The Art and Science of Teaching that “feedback is intimately related to goal setting. Clear goals establish a target. Feedback provides students with information regarding their progress toward the target.” Goal setting and feedback used in tandem are more powerful than either in isolation. We believe that providing our students with positive feedback will help them reflect on their behavior and make better choices. According to the Bill and Melinda Gates research foundation (2010) “Teachers whose students described them as skillful at maintaining classroom order, at focusing their instruction and at helping their charges learn from their mistakes are often the same teachers whose students learn the most in the course of a year, as measured by gains on standardized test scores, according to a progress report on the research.” Additionally, our PBA supports positive behavior in a systematic, universal (all students) and consistent way throughout the school (Sugai & Horner, 2002). This program adds a systematic data collection and analysis component (George, Harrower & Knoster, 2003). Research evidence increasingly suggests that children learn best when their cognitive and emotional states are aligned (Osterman, 2000). We believe that our approach will provide an optimal learning environment for our students.

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STUDENT ACHIEVEMENT GOAL—ESSENTIAL LIFE SKILLS 2011-2012

Sub-Goal Number

Performance Indicators (Specific Measurable Attainable Results-Oriented and Time-Bound)

2.3 By the end of 2011-2012 school year at least 90% of the students will have received twenty WFES wolf tickets in

acknowledgement of being respectful, responsible, and ready to learn. 2.8 By the end of the 2011-2012 school year, at least 85% of students who received a Think Sheet will acknowledge that the purpose of

using Think Sheets is to help them reflect on their actions so that they can make positive choices in the future as measured by the Spring 2012 Student PBA Survey.

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ESSENTIAL LIFE SKILLS WORK PLANS 2011-2012

School Wide Essential Life Skills Work Plans: SCHOOL IMPROVEMENT PLAN OBJECTIVE: Increase the use of WFES Wolf Tickets in acknowledgment of being respectful, responsible and ready to learn in order to promote a safe and secure learning environment. Improve student understanding for the purpose of Think Sheets as an opportunity for reflection.

Strategies Person(s) Responsible

Materials Needed and Costs

Time Line In-Process Measures

What we will do to achieve the objective. (Include professional development and

parent involvement)

Person(s) who will monitor the

strategy.

What materials will be used to implement the strategy? What are the

costs?

Check the projected quarter for implementing the

strategy this school year.

How we will monitor progress.

1st Qtr.

2nd Qtr.

3rd Qtr.

4th Qtr.

1. The subcommittee co-chairs will provide professional development on the use of WFES Wolf Tickets as positive reinforcement.

Shannon Long Heather Chinchar

Wolf Tickets

X X X X Notes from subcommittee meetings

2. Administer a quarterly student survey via SurveyMonkey to identify the number of WFES Wolf Tickets each student received per quarter.

All Staff

Wolf Tickets

X X X X Quarterly Student Survey End of Year Staff Survey

3. Teachers will meet individually with students following the completion of a Think Sheet to review the incident and support student reflection on their actions.

Classroom Teachers Essential Life Skills Committee

Think Sheets Think Sheet Record Form

X X X X End of Year Student Surveys Think Sheet Record Form

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RESULTS AND REFLECTION – ESSENTIAL LIFE SKILLS

A Focus on Continuous Improvement 2011-2012

SIP Objectives Results related to

performance indicators Reflection on critical factors that supported and inhibited success

Implications for ongoing improvement efforts

Objective:

Supported: Inhibited:

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STUDENT ACHIEVEMENT GOAL—RESPONSIBILITY TO THE COMMUNITY 2011-2012

STUDENT ACHIEVEMENT GOAL: All students will understand and model the important attributes that people must have to contribute to an effective and productive community and the common good of all. Check all that apply to this school improvement plan objective. 3.1 Know and practice the duties, responsibilities, and rights of citizenship in a democratic society.

X 3.2 Be respectful and contributing participants in their school, community, country, and world.

3.3 Understand the purpose, role, and means of interaction with the different levels of government.

3.4 Exercise good stewardship of the environment.

SCHOOL IMPROVEMENT PLAN OBJECTIVE: The WFES faculty will promote healthy lifestyles through a fitness service learning project to fund the building of a community walking/running track. RATIONALE FOR OBJECTIVE: (student performance data; knowledge of programmatic/instructional strengths and weaknesses; best-practice research) Data Sources:

Each academic year, we seek opportunities for students to grow through service learning projects. As a school we feel it is important to do a school-wide service learning project in order to promote school unity and enhance our impact on the local school community. As a school we had 100% participation in the Jingle Jog-a-thon.

Knowledge of Programmatic/Instructional Strengths and Weaknesses:

Programmatic strengths included community involvement, integrated use of SMART goals, student ownership of tracking fitness activities outside of school, faculty participation in Jingle-Jog-a-thon,

This was a first year pilot program. Next year the focus will be strengthening the home-school communication by refining the efficiency of the record keeping system as well as expanding fundraising publicity and purpose. Best Practice Research:Fairfax County Public Schools defines service learning as “…a teaching method designed to involve students in authentic and meaningful service to their communities. Service learning makes connections between the classroom and the community and provides structured time for students to reflect on their service experiences. It is intended to instill a sense of civic responsibility by encouraging students to assess their impact upon the community as active community to society.”

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According to Students in Service to America: A Guidebook for Engaging America’s Students in a Lifelong Habit of Service, “Service learning aims to build knowledge, character, and civic skills in young people by combining service to the community with academic learning. By directly linking service to the academic curriculum, service learning creates a place for service that is integrated into a school’s core mission: education.” Corporation for National and Community Service. Students in Service to America. Washington, D.C. 2002. The President’s Council on Physical Fitness and Sports has found that there is a positive association between physical activity and student cognitive functions, specifically executive functioning. PCPFS E-Newsletter Fall 2008. Melissa Johnson. Additionally, the CDC has found there is “substantial evidence that physical activity can help improve academic achievement, including grades and standardized test scores.” CDC July 2010.

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STUDENT ACHIEVEMENT GOAL RESPONSIBILITY TO THE COMMUNITY

2011-2012

Sub-Goal Number

Performance Indicators (Specific Measurable Attainable Results-Oriented and Time-Bound Goals)

3.2 100% of students will participate in the school-wide service learning project to build a community walking/running track as measured by the Service Learning Participation Checklist.

3.2

By the end of the 2011-2012 school year 100% of students will continue participation in the creation and tracking of their SMART goals.

3.2 The number of students attaining their SMART goal will increase by 10% from first semester to second semester.

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STUDENT ACHIEVEMENT GOAL RESPONSIBIITY TO THE COMMUNITY WORK PLANS

2011-2012

School Wide Responsibility To The Community Work Plans: SCHOOL IMPROVEMENT PLAN OBJECTIVE: The WFES faculty will promote healthy lifestyles through a fitness service learning project to fund the building of a community walking/running track.

Strategies Person(s) Responsible

Materials Needed and Costs

Time Line In-Process Measures

What we will do to achieve the objective. (Include professional development and parent involvement)

Person(s) who will monitor the strategy.

What materials will be used to implement the strategy? What are the costs?

Check the projected quarter for implementing the strategy this school year.

How we will monitor progress.

1st Qtr.

2nd Qtr.

3rd Qtr.

4th Qtr.

1. Students will write and refine 90 day SMART goals, related to health and physical fitness, based on pre and post assessments.

Massimo (PE teacher) Classroom Teachers

Individual student SMART goal paperwork

X

X

SMART goals spreadsheet

2. Students will continue participating in the WOLF Fitness Initiative including the second annual Jingle Jog-a-thon.

Massimo (PE teacher) Classroom Teachers PTA Liaison

School-Wide Rally Kick-Off Visual Fundraising Display (Tracker) Charm Incentives Fitness Role Models Flyers KIT messages Pledge paperwork Student created community communication (e.g. posters, letters, emails) Morning News Show Charting mileage to a geographical goal

X X X X Service Learning Participation Checklist

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RESULTS AND REFLECTION - RESPONSIBILITY TO THE COMMUNITY A Focus on Continuous Improvement

2011-2012

SIP Objectives Results related to performance indicators

Reflection on critical factors that supported and inhibited success

Implications for ongoing improvement efforts

Objective:

Supported: Inhibited: