School Innovation & Improvement Plan (SIIP)

SIIP for 2017-2018

School Innovation and Improvement Plan At-a-Glance

  • 2017-2018

  • Keene Mill Elementary School

  • Region 4

  • Renee Miller, Principal 

Goal 1:  WELLNESS (#Breathe)

Baseline/Initial Goal Interim Goal 1 Interim Goal 2 End of Year SMARTR Outcome
100% of students will learn what stress and anxiety are. 100% of students will identify signs of stress/anxiety in themselves. 100% of students will learn a calming strategy. 100% of students will teach a calming strategy to a parent/guardian.

Strategy 1: Increase Resilience

Staff, parents, and community members will collaborate to promote student wellness

Actions

  • Counselors will teach students lessons on how to identify signs of stress/anxiety in themselves.
  • Teachers will practice breathing strategies with students during morning meeting and transitions.
  • Counselors will create a parent/guardian feedback form to monitor student progress.
  • Classroom teachers will collect data.
  • The KMES Wellness Committee will meet to identify needs within the school community and possible solutions/resources.
  • KMES Staff will collaborate with the Community Services Board to provide wellness classes for students and parents.

 

Goal 2:  INNOVATION

Baseline/Initial Goal Interim Goal 1 Interim Goal 2 End of Year SMARTR Outcome
100% of the students in grades K-6 will use a Portrait of a Graduate (POG) rubric to self-assess and establish a baseline. 100% of the students in grades K-6 will complete at least one curriculum-focused PBL activity. Students will use the same POG rubric to self-assess growth. 100% of the students in grades K-6 will complete at least one more curriculum-focused PBL activity. Students will use the same POG rubric to self-assess growth. 100% of the students in grades K-6 will complete a minimum of three curriculum-focused PBL activities. Students will use the same POG rubric to self-assess growth from baseline

Strategy 1: Increase Critical and Creative Thinking

Grade level teams will use the Portrait of a Graduate (POG) and Rigor Relevance frameworks/rubrics to create, implement, and assess Problem-Based Learning experiences.

Actions

  • The instructional coaches will support teams as they plan and implement lessons aligned with the FCPS Portrait of a Graduate and the Rigor Relevance Framework.
  • STEAM Lab lessons will support the expansion of critical and creative thinking skills, collaboration, and communication.
  • Grade level teams will select a Portrait of a Graduate rubric for the PBL activities.

 

Goal 3:  RAISE THE BAR - Reading & Math

Baseline/Initial Goal Interim Goal 1 Interim Goal 2 End of Year SMARTR Outcome
Percent of students achieving proficiency/benchmark in reading and math will exceed 70% as measured on Beginning of Year common/district assessments. Percent of students achieving proficiency/benchmark in reading and math will exceed 80% as measured on common/district assessment 1. Percent of students achieving proficiency/benchmark in reading and math will exceed 85% as measured on common/district assessment 2. Percent of students achieving proficiency on state/district reading summative assessments will increase from 93% to 95% and on the state/district math summative assessments from 96% to 97% as compared to last year.

 

Goal 4:  RAISE THE BAR - Advanced Reading & Math

Baseline/Initial Goal Interim Goal 1 Interim Goal 2 End of Year SMARTR Outcome
Percent of students achieving advanced proficiency/above benchmark will be at least 33% as measured on Beginning of Year common/district assessments in reading and math. Percent of students achieving advanced proficiency/above benchmark will be at least 36% as measured on common/district assessment 1 in reading and math. Percent of students achieving advanced proficiency/above benchmark will be at least 40% as measured on common/district assessment 2 in reading and math. Percent of students achieving advanced proficiency on state/district reading summative assessments will increase from 45% to 47% and on state/district math summative assessments from 56% to 58% as compared to last year.

Goal 5:  CLOSE THE GAP - Reading & Math

Baseline/Initial Goal Interim Goal 1 Interim Goal 2 End of Year SMARTR Outcome
Gap Group 1 achievement gaps will decrease by 2% in reading and math as measured by Beginning of Year common/district assessments in reading and math. Gap Group 1 achievement gaps will decrease by 4% in reading and math as measured on common/district assessment 1 in reading and math. Gap Group 1 achievement gaps will decrease by 8% in reading and math as measured on common/district assessment 2 in reading and math. Gap Group 1 achievement gaps will decrease by 10% on state/district reading and math summative assessments.

Strategy 1: Core Instruction

Teachers will provide concentrated, rigorous, and relevant core instruction to ensure that students access grade level essential standards.

Actions

  • Teachers will implement reading, writing, and math workshop models, to include small group guided instruction during language arts and math instructional blocks.
  • Each team will create, utilize, and analyze formative assessment data to target instructional intervention or enrichment by student name and need.
  • Teachers and teams will collaborate with instructional coaches to identify and implement highest yield instructional practices.
  • Classroom teachers will use the balanced literacy and math look-fors when planning instruction.
  • Teams will complete the PLC Team Cycle self-assessment and use the data to set a goal for improvement.

Strategy 2: Tiered Intervention

Each team will provide academic support by monitoring, with fidelity, the progress of all students and provide intervention to guarantee access to essential standards.

Actions

  • Each team will analyze formative assessment data to target students in need of support or enrichment.
  • Each team will create and utilize common assessments to monitor student progress.
  • CLTs will monitor student progress and the effectiveness of tier 2 interventions.
  • CLTs will refer students who are not making expected progress to the Intervention Team for tier 3 support.

Strategy 3: Relationships

All staff will continue to facilitate positive, effective, and caring relationships to maintain an inclusive environment in which to learn and work.

Actions

  • Teachers will continue to build a safe and supportive learning environment by emphasizing classroom, school, and community relationships using Responsive Classroom, schoolwide PBIS, staff and community mentors.
  • School staff and administrators will continue to utilize Cultural Proficiency training to nurture a welcoming atmosphere for all students and parents.
  • Teachers and administrators will seek parent feedback on what we are doing well and how we can improve via phone calls, face-to-face conversations, emails, a digital suggestion box, and parent surveys.
  • Promote balance between work, life, and personal wellness through social committee functions, Workout Wednesday, and having fun together!