Outcome Goals for this Academic School Year
School Innovation and Improvement Plan At-a-Glance
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2023-2024
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Canterbury Woods Elementary School
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Region 5
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Leslie Malkowski, Principal
Students reading on grade level by the end of 3rd Grade
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Measurable Outcome |
By June 2024, the percentage of students meeting the Spring Reading Screener will increase by 10% or more. |
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Strategy 1
Expand access to evidence-based tier 1 instruction as well as intervention for students demonstrating risk in a multi-tiered system of supports. (HLP 1-5)
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Action 1 |
Plan and implement interactive read-alouds of complex texts that include activities before, during, and after reading that are intentionally focused on oral language and vocabulary development. |
Action 2 |
Utilize Lexia Core5/Power Up to provide access to structured literacy to all students. |
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Action 3 |
Embed language arts into morning meetings by intentionally including opportunities to build oral language skills, including phonemic awareness. |
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Strategy 2
Increase impact of tier 2 interventions for students demonstrating risk by using FCPS-recommended programs and practices with fidelity (e.g., Lexia, UFLI). (HLP 5) |
Action 1 |
Utilize Lexia Core5/Power Up and recommended Lexia Lessons with direct teacher support to provide Tier 2 intervention. |
Action 2 |
Provide small group instruction using Phonics First or IMSE |
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Action 3 |
Plan for skills-based groupings using a small group lesson planning to provide explicit, systematic tier 2 intervention. |
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Strategy 3
Strengthen systematic and explicit writing instruction and provide opportunities to write throughout the day. (HLP 4) |
Action 1 |
Include weekly opportunities for students to talk and write in response to the reading/listening to complex texts. |
Action 2 |
Utilize sentence reducing and sentence combining as a scaffold for English Learners developing syntax. |
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Action 3 |
Incorporate instructional practices to provide opportunities for extended (talk moves) talk about reading and writing. |
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Growth and performance on state/national/international assessments in math. Successful completion of Algebra 1 by 8th Grade (leading indicators)
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Measurable Outcome |
By the end of SY 23-24, the percentage of students meeting their growth target (typical/stretch) on iReady/EMAS/VGA, will increase by 6%.. |
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Strategy 1
Increase teacher’s implementation strategies related to Shift 8: from looking for correct answers towards revealing student thinking.
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Action 1 |
Professional development around the FCPS Mathematical Framework. |
Action 2 |
Teams selecting a mathematical focus based on a school-developed collection of mathematical instructional considerations. |
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Action 3 |
Professional development to support the team-selected focus through CLTs. |
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Strategy 2 Improve teachers’ implementation of Framework for Engaging & Student-Centered Mathematics Instruction.
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Action 1 |
Team Leads will facilitate biweekly CLTs around the Team's selected focus, and utilize student work to anchor team discussions around stratgies. |
Action 2 |
Classroom observations that reflect the Team-Selected look-for focus, targeted feedback thorugh the use of a walkthrough tool. |
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Action 3 |
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Strategy 3 Increase teachers implementation strategies related to Shift 4: from show and tell to share and compare.
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Action 1 |
Actively participating in biweekly CLTs with a focus on increasing student engagement in mathematics within the Team's selected Look For. |
Action 2 |
Implement activities that allow students to share and compare to see multiple solutions and multiple pathways, leveraging activities in Ready,Set, Math. |
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Action 3 |
Teams will actively reflect on the implementation of Shift 4 through math CLTs utilizing student work to share and compare. |
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Positive School Climate: Safe, Supported, Included and Empowered |
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Measurable Outcome |
By of the end of the 2023-2024 school year, CWES will demonstrate at least a 4% increase from Fall 2023 baseline data in the area of Social Awareness as measured on the SEL Screener. . |
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Strategy 1 Strengthen adults' knowledge regarding the connection between Tier 1 wellness practices, mental health, behavior, substance abuse, and trauma, and related instructional practices and referral processes appropriate to their role (Professional Development). |
Action 1 |
Staff participate in required professional learning including Wellness Updates and Foundations of SEL & High Leverage Tier 1 Practices MyPDE course. |
Action 2 |
School leaders and/or MTSS Tier 1 teams provide guided opportunities to unpack school and classroom level wellness data to inform Tier 1 instructional practices. |
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Action 3 |
Staff participate in recommended mental health and SEL professional learning (e.g., SEL Screener modules).. |
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Strategy 2 Provide evidence-based, Tier 2 and Tier 3 behavior/wellness interventions and referrals to community partners for students with demonstrated needs (MTSS). |
Action 1 |
Provide evidence-based, Tier 2 and Tier 3 behavior/wellness interventions and referrals to community partners for students with demonstrated needs (MTSS). |
Action 2 |
School professionals implement data-driven, evidence-based groups and individual interventions for students with identified needs. |
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Action 3 |
Weekly MTSS meetings and Monthly Mental Health team meetings to monitor on-going needs |
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Strategy 3 Improve implementation fidelity of Tier 1 explicit skills instruction and application opportunities related to SEL and mental health protective factors (Instructional Practice: Explicit Instruction). |
Action 1 |
School leaders include time for required practices on the master schedule (MM & CC- ES, or RAM- MS/HS) and/or set expectations for their inclusion in lesson plans (3 Signature Practices- All). |
Action 2 |
MTSS Tier 1 Behavior/Wellness teams and/or teacher teams unpack data alongside SEL and academic standards to determine student strengths and needs, and identify upcoming content. Teams identify and align content for required practices to these factors. |
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Action 3 |
School leaders and MTSS Tier 1 Behavior/Wellness teams provide structures for consultation that enhance learning and solution seeking (e.g., peer learning, learning walks, shadowing). |