School Innovation and Improvement Plan School Name Reams Road Elementary Principal
Jodi Seitz
Assistant Principal(s) Kristin Saady
School Snapshot
School Focus
Growing Learners as Leaders
Age and Condition of Building
1968
Demographic Overview
550 students; 51.7% SES;
Zone or Special Programs
Intensive Day Program, Autism ASOL, Early Childhood Special Education, Title I
Most Recent Student Performance Results
Virginia Department of Education School Quality Profile
Grant(s)
Title I
1 School Name: Reams Road Elementary
Principal: Jodi Seitz
School Innovation Plan Our goal is to seek new and better ways to optimize the learning experience for every student. What aspect of school improvement is the focus for the 2017-2018 school year?
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How will this change be implemented?
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Science Instruction focus ○ Plan 5th grade Science instruction with Marsha Rogers, Science specialist, throughout the year beginning in September ○ Implement the 3-2 instructional model for Science and Social Studies instruction at 5th grade (3 days of Science, 2 days of Social Studies) ○ Assess Science skills and performance using common assessments/unit assessments in PowerSchool ○ Conduct Learning Walks during Science instruction in 4th and 5th grade two times during the year; discuss trends with the teams afterwards
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SWD Reading and Math Instruction focus: ○ Use IEP goals in reading and math ○ Realign the schedules and case management for SWD ○ Share lesson plans consistently with SWD teachers ○ Implement frequent progress checking for SWD ○ Provide extended planning time and specific Professional Learning Community meeting time for SWD teachers ○ Provide Student Performance By Question SOL data in Reading and Math for SWD teachers ○ Provide coaching support for new teachers with SWD Reading Instruction focus: ○ Provide small group reading for SWD by Reading team
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Academic goal: Increase SOL Science score from 69% to 80% through a focus on instruction, specifically with 5th grade Academic goal: Increase Student With Disabilities (SWD) performance in Reading from 49% to 59% and in Math from 59% to 65% through a focus on instruction School Climate: Implement The Leader in Me (TLiM) ○ Implementation of The Leader in Me will increase leadership opportunities for students within the classrooms and equip students through the 7 Habits of Highly Effective People to focus on personal and academic goals. ○ An increase in achievement in reading and math, a decrease in discipline referrals, and an even more positive school culture are goals which The Leader in Me implementation will help Reams achieve.
2 School Name: Reams Road Elementary
Principal: Jodi Seitz
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Implement RICU in first grade (intensive reading instruction with specialists) Provide additional PALS tutor time Implement 15 minute Jan Richardson model lessons for identified students,if needed
Provide Professional Development through TLIM program ○ 7 Habits 2 day training Provide/discuss/share instructional resources aligned with 7 habits Cultivate student leaders and continue to increase opportunities through classroom jobs, announcements, and student literacy team Implement Monday Morning TLiM Habit moments for staff Visit TLiM schools within the area Engage in discussions with other TLiM schools similar to Reams Conduct Parent Coffee Chats focused on leadership goals and TLiM framework Align the 7 Habits to address the discipline concerns and school climate
How will outcomes be measured?
Initial Data SOL Science: 69%
Reading SWD 49% (State Data)
Interim Data Science mid year common assessment DRA, MAP (4th, 5th), quarterly common assessment (3rd) Quarterly common assessment (3rd); MAP (4th, 5th)
Final Data SOL Science pass rate
SOL Reading pass rate SOL Math pass rate
Math SWD 59% (State Data) Attendance: 142 students missed more than 5 days Attendance data mid-year Final attendance data
What is the professional development plan for staff?
Threat Assessments: 11 82 students received a discipline referral; 36 were SWD Professional Date(s) Development Activity 9/18, 9/25 and continuing through 5th Science planning 2017-17 year meeting
Threat Assessment data
Threat Assessment data
Discipline data What is your desired outcome? Determine best schedule for teaching Science; create an overview plan
Discipline data What evidence will you collect to monitor outcomes? Science teaching schedule; overview plans
3 School Name: Reams Road Elementary
Principal: Jodi Seitz with Marsha Rogers; continue planning Attendance list; application within classroom instruction as teachers practice the 7 Habits
Gain knowledge of the 7 6/27 and 6/28 2017 TLiM 7 Habits Habits Develop the next steps to TLiM Launching begin implementation with Attendance; implementation TBD Leadership students plan for the school Help staff understand need to consider students’ life Attendance; examples of 10/23 and 10/30 events that affect behavior positive behavior change; 2017 Trauma Informed Care and choices decrease in discipline referrals
4 School Name: Reams Road Elementary
Principal: Jodi Seitz
Academic Intervention Plan Our goal is to optimize the academic growth and achievement of every student, by providing appropriate supports and interventions. How are students identified for intervention?
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Reading: below level DRA, SOL scores, MAP, PALS Math: SOL scores, MAP, RWN Science: Common Assessments Social Studies: Common Assessments
What interventions are assigned?
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PALS, Reading Specialist, Title I will provide specific interventions:specifics for DRA, PALS, concept of word, and/or fluency to be determined later Math Tutor, Math Title I will provide specific interventions to be determined based on need
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Review data as noted above; common assessments Running Records, PALS Quick Checks, Common Assessments Monthly PLC discussions
What is the professional development plan for staff?
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Reading training- DRA, DSA for new teachers and other identified teachers PLC discussion time Jan Richardson book study
5 School Name: Reams Road Elementary
Principal: Jodi Seitz
Behavior Intervention Plan Our goal is to optimize the social growth and achievement of every student, by reducing out-of-school suspensions and improving the classroom learning environment. What interventions are in place to address students with high frequency discipline?
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Check in/Check Out is provided for students with three or more referrals Parent conference for students with three or more referrals Implement Student Support Team
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Meet with teachers individually to look at strategies used in classroom, possible behavior plan, Behavior Intervention Plan/Functional Behavior Assessment, Student Support Team Provide support through Intensive Day Program staff for teachers with challenging student issues Provide support through Behavior Intervention Support Specialist for student and teacher observation Provide support through the psychologist intern
What interventions are in place to address teachers with high frequency discipline?
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Review discipline data monthly with Positive Behavior Intervention Support teams and staff
What is the professional development plan for staff?
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Office referral procedures were shared in a staff meeting on 9/1/17 and reviewed again 9/12/17 Online Office Referral system was created to streamline data tracking for admin, counseling, and SpEd. Link was shared in a staff meeting on 9/1/17 and will be reviewed as needed Rally Tally logistics were shared in a staff meeting on 9/1/17 and reviewed again 9/12/17 Trauma Informed Care mini-session offered on 8/31/17 and 9/12/17 PBIS PD on 10/3/17 to utilize PBIS World Tier I strategies ○ Staff will create list of best practices to utilize Trauma Informed Care session required on 10/23/17 and 10/30/17
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6 School Name: Reams Road Elementary
Principal: Jodi Seitz
Promote Respect Plan Our goal is to cultivate a culture of mutual respect. What professional development plan is in place to ensure consistency throughout the school?
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October staff meeting will focus on Promote Respect and bullying Online Counselor form created for easy access in reporting bullying incidents. Form will be shared with staff at the October staff meeting
What is the plan for informing students of positive behavior expectations as well as recognizing, responding, and reporting bullying behavior?
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Grade level meetings will be held in September to review behavior expectations and share how to report bullying School counselor lessons will be provided in the first semester to focus on bullying prevention and reporting procedures Online Counselor Form created and shared with students in school counselor lessons during the first semester VA Repertory Theatre Production of “Have you Filled a Bucket Today?” The Musical will be presented to all classes on October 16, 2017. “Have you Filled a Bucket Today?” books will be purchased for each class for instructional use.
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What is the plan for informing parents of positive behavior expectations as well as recognizing, responding, and reporting bullying behavior?
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Parent Coffee Chat will be held in October to share about positive behavior goals and expectations along with bullying procedures Online Counselor Form will be shared with parents at the October Parent Coffee Chat Information will also be shared on the school website
7 School Name: Reams Road Elementary
Principal: Jodi Seitz
Title I Schoolwide Plan: Required Components Title I schools implementing schoolwide programs are required to develop schoolwide plans in accordance with Section 1114(b) of the Every Student Succeeds Act of 2015 (ESSA). Required schoolwide planning components have been adjusted by the Every Student Succeeds Act (ESSA).
Additional school-level information may be included as necessary. Component One: Comprehensive Needs Assessment §1114(b)(6): A comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging state academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging state academic standards and any other factors as determined by the local educational agency. Evidence: A systematic effort involving multiple stakeholders to acquire an accurate and thorough picture of strengths and weaknesses of the school community, thus identifying student needs through a variety of information-gathering techniques. A data analysis summary must be included which incorporates benchmarks used to evaluate program results. The results of your data analysis must guide the reform strategies that you will implement to improve instruction for all students.
Division Level Information All schools participate in the collection of data through various needs assessments. Administrators, teachers, and support staff at the division and school level provide feedback through the annual Title I Needs Assessment. Data is gathered electronically regarding significant areas of need within the Title I schools, professional development support needs, and resource needs. School level information is shared with administrative staff at the conclusion of the data collection cycle. All schools gather family input through the provision of a Title I Family Survey which is available in print and electronic form. School level information and data is shared with administrative staff at the conclusion of the data collection cycle. School Level Information Comprehensive data review and analysis results, as well as associated improvement goals, are detailed within this School Innovation and Improvement Plan under the Demographic Overview, Student Performance Results, and School Innovation Plan sections.
8 School Name: Reams Road Elementary
Principal: Jodi Seitz
Component Two: Schoolwide Reform Strategies for All Children §1114(b)(7)(A)(i): Provide a description of schoolwide reform strategies that provide opportunities for all children, including each of the subgroups of students (as defined in section 1111(c)(2)) to meet the challenging state academic standards. Evidence: Scientifically-based research strategies based on identified needs and designed to raise the achievement level of all students on content standards. Provide information on how the selected strategies will increase student achievement in underperforming subgroups, if applicable. Include a description of how the reform strategies will be evaluated for effectiveness.
Division Level Information All schools are provided locally-funded support staff for special education and ESOL. All Title I schools have additional full time employees (FTEs) and/or temporary work assignments (TWAs) to support instruction and intervention so that all students have an opportunity to meet the challenging state standards. The analysis of achievement data for all subgroups of students is supported by Research and Evaluation Staff. School Level Information Goals are detailed within this School Innovation and Improvement Plan under the School Innovation Plan and Academic Intervention Plan. Evaluation of Effectiveness Title I programmatic goals for reading and math will inform the effectiveness of the schoolwide reform strategies. Specific school level information is detailed in the desired outcomes section of the School Innovation Plan and the progress monitoring section of the Academic Intervention Plan.
9 School Name: Reams Road Elementary
Principal: Jodi Seitz
Component Three: Schoolwide Reform Strategies to Strengthen the Academic Program §1114(b)(7)(ii): Provide a description of schoolwide reform strategies that use methods and instructional strategies that strengthen the academic program in the school; increase the amount and quality of learning time; and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education. Evidence: Scientifically-based research strategies or activities that strengthen and enrich the academic program by: extending the school day; embedding reading and/or mathematics curricula into other instructional areas; or other strategies as appropriate. Include a description of how the reform strategies will be evaluated for effectiveness.
Division Level Information Title I schools are encouraged to use Title I school-level allocations along with other school-level funds to support the goals outlined with the School Innovation and Improvement Plan in order to support and strengthen the overall academic program within the school. School Level Information Goals are detailed within this School Innovation and Improvement Plan under the School Innovation Plan and Academic Intervention Plan. Evaluation of Effectiveness Title I programmatic goals will inform the effectiveness of the schoolwide reform strategies. Specific school level information is detailed in the desired outcomes section of the School Innovation Plan and the progress monitoring section of the Academic Intervention Plan.
10 School Name: Reams Road Elementary
Principal: Jodi Seitz
Component Four: Schoolwide Reform Strategies for At-Risk Students §1114(b)(7)(iii): Provide a description of schoolwide reform strategies that address the needs of all children in the school, but particularly the needs those at risk of not meeting the challenging state academic standards, through activities which may include— ● Counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas; ● Preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical education programs and broadening secondary school students’ access to coursework to earn postsecondary credit while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools); ● Implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.); ● Professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data from academic assessments, and to recruit and retain effective teachers, particularly in high-need subjects; and ● Strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs and, if programs are consolidated, the specific state educational agency and local education agency programs and other federal programs that will be consolidated in the schoolwide program. Evidence: Scientifically-based research Division Level Information strategies or activities such as student support ● Title I schools are encouraged to use Title I school-level allocations along with services; behavior intervention systems; tiered other school-level funds to provide additional supports for at-risk students. All systems of support; teacher recruitment schools are provided access to locally funded school counselors, school social and/or retention activities; or other activities workers, and behavior specialists. as appropriate. Include a description of how ● Postsecondary opportunities are supported through participation in activities for the reform strategies will be evaluated for College and Career Readiness month. Behavior intervention systems and tiered effectiveness. systems of support are supported at the division level through resources, support staff, and professional development. ● Title I schools are encouraged to use Title I school-level allocations along with other school-level funds to provide high-quality professional development for the teachers within their school. Additionally, Title I support specialists provide division-level professional development as noted on SDR web to staff in Title I schools and school-specific professional development according to school or
11 School Name: Reams Road Elementary
Principal: Jodi Seitz
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administrative needs. Substitutes may be funded through the use of Title I funds as budgeted/needed. Each Title I schoolwide school contains at least one PreK classroom to assist with the transition of students to kindergarten. Programs are funded through Head Start, VPI, VPI+, or Title I. Schools also participate in transition activities for incoming kindergarten students and/or preK students. Additionally, Title I funds PreK summer school tuition and transportation for eligible students to aid in the transition process to kindergarten.
School Level Information Goals are detailed within this School Innovation and Improvement Plan under the School Innovation Plan, Academic Intervention Plan, Behavior Intervention Plan, and Promote Respect Plan. Evaluation of Effectiveness Title I programmatic goals will inform the effectiveness of the schoolwide reform strategies. Specific school level information is detailed in the desired outcomes section of the School Innovation Plan, the progress monitoring section of the Academic Intervention Plan, and the monitoring effectiveness section of the Behavior Intervention Plan.
