School Innovation & Improvement Plan

School Innovation & Improvement Plan

Fairfax County Public Schools School Improvement Plan At-a-Glance

  • Sleepy Hollow ES
  • Region 2
  • Eric Johnson, Principal

End of Year SMARTR Outcome- READING

By June 2020, grades 3-5 SOL Reading pass rate for ALL STUDENTS will increase from a 61% pass rate to a 75% pass rate.

The percentage of ALL students reading on grade level by 3rd grade will increase from 70% to 80% as measured by the Developmental Reading Assessment (DRA).

Strategy 1

Job embedded professional development focusing on literacy best practices will be provided through CLTs and Strategic Planning Sessions serving to develop and strengthen current literacy practices for all students.

 

  • 2019-2020 school-wide Professional Development plan will focus on small group instruction and how to utilize formative assessment data to drive instruction.
  • Special Education Team will participate and engage in professional development focused on co-teaching, conferring with students about their reading, and small group targeted instruction around reading fluency and comprehension.
  • Continuation of lab sites and professional development through our literacy resource teachers (K-5).
  • Literacy Collaborative Professional Development will be provided for grade level teams and resource teachers with built in systems of coaching support by our literacy team.

Strategy 2

Establish strong core (Tier 1) instructional practices and a process for responding immediately based on formative data.

  • Tier 1 instruction is tightly aligned with team-created learning targets based on the grade level curriculum/pacing guide and all students are given access to this instruction. Administrative team will support this work by performing regular check-ins and informal/formal observations with specific feedback.
  • Utilize formative assessment data (running records) to identify and respond to students’ needs and analyzing this data in data dialogue and collaborative team meetings.
  • Diagnose student specific needs that are preventing them from accessing core instruction and require a more intense level of intervention. Based on this diagnosis teacher teams will determine and provide an appropriate intervention and progress monitoring tool to fill in student learning gaps and provide the lacking prerequisite skills.
  • Teams will plan for intervention (who will provide, frequency, duration) and discuss student progress in reading interventions every 6 to 8 weeks.
  • The MTSS Core Team will collaborate with teachers during CLTs to monitor the effectiveness of these targeted interventions and determine appropriate next steps for each student. Quarterly reflection days will provide teams with an analysis of all current data points to develop meaningful SMARTR goals for students who may need more intense intervention.
  • Grade level teams will work collaboratively to plan, implement, and assess quality Tier 1 instruction in the area of Reading/Writing and will regularly reflect to ensure students are making appropriate progress utilizing running records and other formative assessment data to drive their instructional decision making.

Strategy 3:

Sleepy Hollow will develop a family engagement plan aligned and integrated with School Improvement Plan goals, including specific outreach to parents/guardians so that parents understand the importance of reading with their children, asking them questions about their reading. This strategy will further strengthen the connection between home and school.

  • Teams will work collaboratively in designing, developing, and implementing outreach events to enhance family engagement in their students learning experiences and reading development – e.g., Monthly Hispanic Focus Group Meetings, Literacy Night (Primary/Upper) Nights, Principal/Parent Coffees, Partners in Print, etc.
  • Title I funded After School Programming for identified students from February to April to support additional learning time for students not meeting reading benchmark.
  • Teachers will create videos modeling specific high leverage instructional strategies and will post these videos on our school website so that parents can access and utilize these strategies at home.

End of Year SMARTR Outcome- Caring Culture

The percentage of staff members who report that our school’s rules for student behavior are effective as measured by the 2019 Teacher Working Conditions Survey will increase from 22% to 85% by June 2020.

Strategy 1

Responsive Classroom professional development will be provided for all staff in order to build understanding, consistency, and collective responsibility for student misbehavior and how we respond, redirect, and rehabilitate that misbehavior.

  • Responsive Classroom Professional Development provided on August 13, 14, 20, and 22 for all staff.
  • We will utilize a proactive approach to discipline by developing schoolwide rules and expectations that provide clarity for staff and set students up for success.
  • Behavior core team will continue to work with Behavior Specialist to develop expected behavior frameworks and discipline response flow chart.
  • Staff members will commit to implementing specified Responsive Classroom strategies (begin with positive teacher language and logical consequences-Year 1). Time has been designated in the master schedule to allow teachers time to visit each other’s classrooms and specifically look for teacher language and the use of logical consequences. Administrative team will also support this work by performing regular check-ins and informal/formal observations with specific feedback around these strategies.
  • Administrative team will support this work by performing regular check-ins and informal/formal observations with specific feedback.
  • Administration will perform classroom walkthroughs, observations, and will provide specific and timely feedback.

Strategy 2

Establish strong Tier 1 practices for modeling and teaching appropriate behaviors and a process for responding appropriately based on anecdotal notes and other behavioral data.

  • Teams will be provided a structured block of time during the school day to engage in Kid Talk meetings, following a structured protocol (bi-weekly/monthly meeting). 
  • Teams and specialists will engage in vertical articulation meetings to reflect on Tier 1 behavior strategies and expectations to build continuity and consistency throughout each grade level and the school. 
  • Administration will attend Behavior/Wellness Meetings, observe classrooms with a focus on behavior and classroom management, and will provide focused and timely feedback.
  • The school counselor will be focusing on building and supporting Tier 1 behaviors in the classroom (Kindergarten-5th Grade).

Strategy 3

Sleepy Hollow will develop a family engagement plan and will strengthen the family/school partnership by building parents’ understanding of our positive approach to building community, setting up and teaching behavioral expectations, and responding to misbehavior in a consistent manner.

  • Our Core Behavior Team will help to plan and create monthly Parent Coffees and learning sessions where parents can learn about our behavior approach, explore Responsive Classroom strategies that can also be used at home, and access resources to support this work. 
  • Our school website will be edited to include a “Behavior Support” tab where parents can access information, resources, and videos around positive and consistent approaches for setting up clear expectations and responding to misbehavior.
  • Videos will be provided on school website of Sleepy Hollow teachers utilizing Responsive Classroom strategies to teach students and model behavioral expectations (morning meetings, interactive modeling, etc.).
  • Administrative team will work closely with teachers and parents to reflect on behaviors seen at home and in the classroom and to chart improvements as specified strategies are being utilized.

End of Year SMARTR Outcome- Science

By June 2020, the pass rate for ALL students on the 5th Grade Science SOL will increase from a 63% pass rate to an 80% pass rate.

By June 2020, all grade levels K-5 will participate in a team-created common assessment and open-ended task aligned with the Science Investigation strand with 75% of students showing proficiency.

Strategy 1

 All grade levels will provide students strong Tier 1 instruction for Science with fidelity.

  • Time will be designated for STEAM and daily Science instruction in the master schedule for all grade levels.
  • Grade level teams will engage in collaborative planning sessions to identify essential learning standards for Science and will work with STEAM teacher to integrate content during those lessons.
  • All teachers, grades K-5, will engage in regular Science planning sessions and will develop and administer a grade level common assessment to align with the Science Investigation strand.
  • All resource teachers and specialists are assigned to a classroom and will lead the morning meeting on a weekly basis. Teams will utilize this block of time twice a month to plan Science and will go through the full CLT cycle.
  • The leadership team will reach out to Maddie Fallon (AP) at Braddock Elementary to discuss strategies on prioritizing Science instruction and arrange for classroom visits and reflection. 
  • Teachers will engage in vertical articulation meetings around building academic vocabulary in Science (K-5) and analyze how the content builds K-5 with a focus on the Science Investigations strand.

Strategy 2

Teams will collaborate with specialists, Science resource teacher, and the 4th grade team to utilize district created resources, which align to the Program of Studies.

  • 4th and 5th Grade teachers will create study guides for students based off of each Science lesson.
  • 4th and 5th grade teachers will develop frequent Science common assessments including exit tickets, quizzes, and summative tests and will utilize the data during planning sessions to guide instructional planning and decision making.
  • Teams will utilize specialist (i.e. Library) to infuse content across the curriculum.
  • In collaboration with specialists, teams will integrate science curriculum into language arts block.
  • Teams will plan with SBTS to integrate the 1:1 laptop initiative to create independent learning opportunities for students.

For additional information regarding this School Improvement Plan, please contact the school principal.

 

Virginia Dept. of Education Profile