School-Wide Plan

Division Name: Fairfax County Public Schools

School: Cameron Elementary School

Date: October 27, 2017

Component 1 §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.

Narrative:

Multiple Stakeholders:

Lead teachers in grades K-6, specialists, and resource staff including the counselor and social worker, were involved in systematic data analysis and needs assessment led by the instructional coach during the week before contract. The analysis allowed for a vertical perspective on student learning needs, with a close look at performance trends among demographic groups and potential factors both in and out of the classroom. Preliminary findings were shared with the whole staff during the first contract week to gain feedback and further input. During Open House, BTSN, & Parent Coffee; teachers shared grade level goals based on the needs assessment and offered parents opportunities to give their perspective to challenges and tactics for overcoming them.

Summary of data analysis including a variety of data sources:

During 2016-2017 in 1^st and 2^nd grade 58% of students met or exceeded the DRA Benchmark
In Spring 2017, 81% of students passed the Reading SOL in grades 3-6.
In Spring 2017, 83% of students passed the Math SOL in grades 3-6.
In Spring 2017, First grade MRA Spring – 62.3% of the students passed with 70% or above
In Spring 2017, Second grade MRA Spring – 77.2% of the students passed with 70% or above
In Spring 2017, 81% of students passed the Science SOL in grade 5.
In Spring 2017, 74% of students passed the Virginia History SOL in grade 4.

Specific Goals:

Based on the reading and mathematics data above, Cameron Elementary has set the following Specific, Measurable, Attainable, Results-oriented, Time-bound and Rigorous (SMARTR) goals for student growth and performance.

Closing the Gap:

Students in Gap Group 3 in grades 3 – 6 will pass the Spring, 2018 Language Arts SOL with an overall pass rate of 71% or higher. (R25)

Students with Disabilities in grades 3 – 6 will pass the Spring, 2018 Mathematics SOL with an overall pass rate of 45% or higher. (R20)

Raising the Bar:

Students in grades K-6 will pass the Spring, 2018 Language Arts SOL and/or division assessments with an overall pass rate of 83% or higher.

Students in grades K-6 will pass the Spring, 2018 Mathematics SOL and/or division assessments with an overall pass rate of 86% or higher.

Budget Implications: N/A

Component 2 §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.

Narrative:

Increase student achievement in underperforming subgroups:

Responsive Instruction

Protocol developed for 2017-18.
Data wall for all four content areas
Daily Intervention Blocks created for K-6 master schedule
Monthly RI core team meetings held
Tier 1, 2, 3 analysis of instructional needs for all students
Researched based Tier 2 & 3 reteach/intervention methods delivered by grade level teachers, ESOL and SPED teachers to meet SIIP subgroup goals.

Literacy Goals 2017-2018

Teachers will launch, facilitate, and sustain a reading workshop that promotes the independence and significant growth of all readers within a balanced literacy framework.

Teachers will learn to unpack units of study quarterly for reading as a team using the new pacing guide.

Teachers will continue to develop strong relationships and build structures and routines that support success and engagement for all learners
Teachers and students will create a learning environment that promotes independent practice and full engagement in meaningful work.
Creation and use of a DRA progress wall plus iReady data to track progress and celebrate gains.
Promote student engagement through intentional and productive student discourse.

Teachers will begin learning to launch, facilitate, and sustain a writing workshop that promotes the independence and significant growth of all writers within a balanced literacy framework.

Teachers will learn to unpack units of study quarterly in writing as a team using the new pacing guide.
Teachers will continue to develop strong relationships and build structures and routines that support success and engagement for all learners.
Teachers and students will create a learning environment that promotes sustained engagement in independent, authentic writing on student-chosen topics.
Teachers will assess student writing using the FCPS rubric for formative and summative assessments throughout the year.

The Literacy Team will design and implement differentiated professional learning opportunities that connect with and continue to develop teachers’ current levels of understanding with regard to effective, balanced literacy instruction.

Utilize Blueprint for Success regarding literacy instruction through the cycle of assessment and instruction at Cameron ES.
Gather information regarding interests/needs.
Create a differentiated professional development plan.

Mathematics Goals 2017-2018

Teachers will launch, facilitate, and sustain a balanced mathematical literacy approach to math workshop that promotes problem solving and reasoning in the real world through student inquiry and communication.

Teachers will learn to unpack units as a team using the pacing guide.
Teachers will continue to develop strong relationships and build structures and routines that support differentiated success and engagement for all learners.
All grade levels administer and analyze common assessments/benchmark assessments to assess student content knowledge, problem solving, and reasoning skills.
Promote math reasoning and critical thinking skills through intentional and productive math talk.
Establish and implement a math lab to promote and apply problem solving and reasoning skills.
- -Every student in kindergarten, first, second, third, and sixth grade will participate in 60 minutes of Math Lab experiences weekly.
- -Every student in fourth and fifth grade will participate in Math Lab experiences for 60 minutes every 6 days due to a rolling schedule.

The Math Team will design and implement differentiated professional learning opportunities that connect with and continue to develop teachers’ current levels of understanding with regard to effective, balanced math instruction.

Develop a Blueprint for Success regarding math instruction through the cycle of assessment and instruction at Cameron ES.

Gather interest and need of Cameron Staff.
Create a professional development plan for math.

Science Goals 2017-2018

Teachers will launch, guide, and maintain the practice of student based scientific inquiry and critical thinking through a balanced literacy framework in science in order to understand the world around them.

Teachers will unpack units of study quarterly.
Teachers will continue to develop strong relationships and build structures and routines that support success and engagement for all learners.
All grade levels administer and analyze common assessments/benchmark assessments to assess content and critical thinking.
Promote reasoning and critical thinking skills through intentional and productive talk.

Methods to evaluate effectiveness:

Student achievement will be closely monitored in all subject areas in a variety of ways including but not limited to exit tickets, formative assessments, division assessments, DRA2, and student interviews. This data will be analyzed regularly in CLTs to guide instructional decisions. Most student data will be housed in the Education Decision Support Library (EDSL).
Grade level teams will document the work done in CLTs to strengthen Tier 1 instruction including unpacking content, lesson plans, creation of assessments, and an analysis of assessment data.

Budget Implications: N/A

Component 3 §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.

Narrative:

Instructional Practice:

Number Talks: Number Talks promote number sense, mental math, communication, and a variety of math strategies for students at grades K-6
Reading & Math Context Specialist provide professional learning for teachers during grade level CLT meetings.
Professional Development: Cameron Elementary will implement the following professional development approaches for strengthening instructional practices to achieve these strategies:
Facilitation training for grade level team leaders to further develop the effectiveness of Collaborative Learning Teams.
Number Talks after-school special will be hosted at the school, with teachers in grades 2-4 especially encouraged to attend.
Coaching and CLT professional development support in instructional strategies by the supplemental reading teacher.
Student Discourage

Amount and Quality of Learning Time:

Designated Math Intervention & Enrichment Time: Students in kindergarten through sixth grade will be identified for mathematics intervention and enrichment by name and by need based on the mathematics assessments, classroom observation, anecdotal notes, and additional formative and summative assessments. Mathematics intervention and enrichment will be implemented during a designated time by each grade level.
After School Intervention Program: This program will help at risk students of failing the math SOL in grades 3-6 to build math concepts and learn to demonstrate their knowledge on standardized tests.
Professional Development: Cameron Elementary will implement the following professional development approaches for improving the quality of learning time to achieve these strategies:

Training in Number Worlds, Reading Mastery, phonics/decoding programs and KLAP (kindergarten letter recognition and phonemic awareness program).
CLT focus at least once monthly on pacing and application of the daily instructional block for literacy, mathematics, and science.

Enriching and Accelerating Student Learning:

Rigorous Tasks: Use of performance-based tasks that are rich in higher level mathematics will allow students opportunities to practice problem solving, critical thinking, reasoning, and communication skills.
Supplemental Advanced Academics Resource Teacher Support: Extending time for the Advanced Academics Resource Instruction (AART) to nearly fall time will allow to more consistently share resources and work collaboratively with grade level teams to support high expectations and use of higher order Bloom’s questioning. The AART’s will also support students directly by working in small groups for identified students and in whole group critical and creative thinking lessons, and Project Based Learning.
Professional Development: Cameron Elementary will implement the following professional development approaches for enriching and accelerating student learning to achieve these strategies:

Coaching from the AART and instructional coach for teachers in applying rigorous tasks and higher order questions.
Monthly morning staff meetings will focus on higher order questioning and thinking skills, with strategies and resources for teachers.
Instructional rounds will be used to monitor the relationship between teacher, student, and academic task to address

Methods for evaluating effectiveness:

Student achievement will be closely monitored in all subject areas in a variety of ways including but not limited to exit tickets, formative assessments, division assessments, DRA2, and student interviews. This data will be analyzed regularly in CLTs to guide instructional decisions. Most student data will be housed in the Education Decision Support Library (EDSL).
Grade level teams will document the work done in CLTs to strengthen Tier 1 instruction including unpacking content, lesson plans, creation of assessments, and an analysis of assessment data.

Budget Implications: N/A

Component 4 §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 strategies or activities such as student support services; behavior intervention systems; tiered systems of support; teacher recruitment and/or retention activities; or other activities as appropriate. Include a description of how the reform strategies will be evaluated for effectiveness.

Narrative:

Social, Emotional, and Mental Health:

Business and Faith-Based Partnerships: Cameron Elementary will receive continued support from community business partners and faith-based groups for economically disadvantaged students. These partners will help by supplying school supplies each fall and during the holiday season. These partners will also provide resources for families who are in need of supplies to support learning. The faith-based partner also provides nutritional food for students through the weekend food program. The parent liaisons will work closely with the business and faith-based partners to provide a strong school-family connection.
Professional Development : Cameron Elementary will implement the following professional development approaches for building positive learning environments:

Trauma-informed supervisor training for administrators, the school counselor, social worker, and psychologist.
Responsive Classroom Level I training.

Behavior and Goal-Directed Learning:

Progressive Ongoing Feedback: Teachers will continue to provide parents with feedback on their students’ behavioral and social progress through various modes of communication including home visits, phone calls, conferences, and notes home. Student progress reports will continue to be sent home quarterly to document students’ growth.
Student Leadership Academy: Sixth grade students who show academic potential will be selected to participate in a Student Leadership Academy 30 hour after-school program focusing on college and career readiness mindset and skills through a coding curriculum. This program will feature a college field trip, guest speakers from minority backgrounds to tell the story of their academic and career journey, and three parent-student events throughout the year.
Professional Development: Cameron Elementary will implement the following professional development approaches for establishing positive, productive classroom culture to achieve these strategies:
Training in use of Naviance career exploration and goal-setting technology program with fifth and sixth grade students.
Responsive Classroom training for all staff.
Cultural Proficiency training for all staff.

School Readiness and Transitions:

Bridge to Kindergarten: A three-week extended orientation program will be offered to all rising kindergarten students so that they can be better prepared for the transition to kindergarten. Through this program, students will begin to form relationships with school staff and peers, as well as learn the classroom routines and expectations. This will also provide an opportunity to assess student readiness levels so that students in need of intervention are identified early.

Special Education Preschool and Head Start Transition: Preschool students who are in special education classes in the division will be observed by a CAMERON ES special education teacher prior to the transition from preschool to kindergarten. CAMERON ES kindergarten teachers will visit Head Start classes serving rising kindergarten students and discuss each student’s strengths and needs with the Head Start teachers.

Kindergarten Orientation: Kindergarten Orientation will be held in April for the parents and students. Parents will receive information about the kindergarten curriculum and ways to develop kindergarten readiness. Children will visit kindergarten classrooms, and literacy and numeracy skills will be assessed. Families will receive kindergarten readiness materials translated into multiple home languages.

Professional Development: CAMERON Elementary will implement the following professional development approaches for building and sustaining readiness for learning to achieve these strategies:
Training in effective parent communication related to children’s transition to kindergarten.
Training for all kindergarten teachers and assistants in the executive function skills featured in the Bridge to Kindergarten curriculum.

Methods to evaluate effectiveness:

Student office referral data will be closely monitored throughout the school year. A school team will analyze the data for trends at the end of the year, identifying what further professional learning and supports might be needed. Kindergarten entry data will be reviewed to help identify success of school

For students who experience difficulty mastering proficient or advanced SOL levels will be provided with timely, effective additional assistance:

• Common Assessment and RI analysis captured in EDSL/RI tool – Grade level teams meet weekly to discuss students who are having academic or behavioral difficulties. Team identify specific interventions for the student, and the classroom teacher implements those interventions and collects data so the team can evaluate the effectiveness of the intervention.

• Responsive Instruction (RI) Team – If interventions are not working based on Kid Talk, the student is referred to our RI Core team. The RI team provides evidenced based interventions of moderate intensity that addresses learning or behavioral problems of our most at-risk students. These supplemental interventions are implemented by highly trained specialists and include: Leveled Literacy Intervention, Math Recovery, Do The Math, Read Well and Language!

• Early Intervention Reading Instruction (EIRI) – An early reading intervention program for kinder.

Budget Implications: N/A