R.C. Haydon Elementary Continuous School Improvement Plan SIP...R.C. Haydon Elementary Continuous School Improvement Plan By signing below, the principals certifies the following:

R.C. Haydon Elementary

Continuous School Improvement Plan

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Section I: School’s Continuous Improvement Team

Name Position/Role Name Position/Role

Karis Brooks Principal Jeff Osborne 1st Grade Teacher

Kimberly Young Assistant Principal Lisa Rutledge Kindergarten Teacher

Clara Perez Dual Immersion Coach/Parent Melissa Jones Pre-K Teacher

Jen Roberson Reading Coach/Parent Debbie Hugh SPED Teacher

Lisa Harlow STEM Coach Brianne Nougaret SPED Teacher

Kelli Huntley Math Coach Bethany Farrell ESOL Teacher

Pam Rose 4th Grade Teacher Rachael Fodness Librarian/Parent

Amanda Cline 4th Grade Teacher Marisela Murray PTA President/Parent

Alex Hendrix 3rd Grade Teacher Crystal Levine Parent

Tori Savas 2nd Grade Teacher Maya Liddell School Counselor

Sarah Myers School Counselor Brittany Gregory 1st Grade Dual Language Teacher

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By signing below, the principals certifies the following: ● Continuous School Improvement Plan from previous school year was reviewed and goals closed out. ● This school’s continuous improvement plan has been developed collaboratively with staff and parents. ● It addresses the areas of need identified by the data and team and all strategies will be implemented. ● Data will be collected throughout the school year to analyze all strategies stated in this plan. ● Program evaluations will be completed and used in the review and revision process of this plan.

__________________________________________________________________________ _____________________________ Principal’s Signature Date

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Section II: Introduction State Accreditation Status: X Fully Accredited __ Accredited with Warning Title I School: X Yes __No Schoolwide with Targeted Assistance

Description of school R.C. Haydon Elementary is one of five elementary schools, two intermediate schools, a middle school, and high school that comprises Manassas City Public Schools. The school opened in 1979 and was named for a lifelong resident and former superintendent of area schools. The architectural design of Haydon is a modern, one-story building with a full range of functional ideas incorporated. In addition, our school grounds include nature and fitness trails, athletic fields, and a memory garden. Haydon was renovated in 2008 to include a new library, gym, broadcast room, an additional computer lab, a reading lab, and additional classrooms. Haydon serves a PreK-Grade 4 population of approximately 615 children. There are approximately 615 students at R.C. Haydon Elementary school, with specific demographics as follows in the table below. Approximately 61% of students qualify for free/reduced lunch, 56% are second language learners, 12% are students with disabilities (SPED). Additional special programs include Art, Music, Physical Education, Reading Resource, Math Resource, Guidance, Gifted and Talented Resource, Speech, and Computer Lab. The school is equipped with a fully automated library, science lab and computer labs. Classrooms are equipped with computer and/or tablet workstations and interactive screen projectors. The building has wireless internet access in all areas.

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The Haydon Community is proud of its academic growth and achievements and recognizes the contributions made by all stakeholders (the administration, staff, students, parents, community leaders, and community organizations) that made this possible. To meet the needs of our diverse population, research-based instructional practices are used. District-wide implementation of the Learning Focused School instructional framework translates into instruction that capitalizes on: ● Planning through team-based or learning communities ● Prioritizing and mapping curriculum ● Effective use of graphic and advance organizers ● Instructing vocabulary in context ● Using summarizing strategies ● Extending thinking strategies Small group instruction, whole group lessons, as well as intervention and enrichment programs further tailor to the needs of our students making the curriculum more accessible and attainable for all. Through the broadcast program, recycling club, safety patrols, and reading buddies, students learn necessary life skills about responsibility, cooperation, and citizenship. Our community relationships with local businesses support both curriculum goals and personal student goals. Learning continues over the summer with access to a Summer School Program created to reinforce skills learned over the year and preview for the upcoming year. In the spring, targeted students will be invited to participate in SOL tutoring/instructions twice a week. In addition, for students particularly interested in science and math, an engineering camp is offered. Family Engagement School Activities Haydon has the following parent and family events planned for this school year: Harvest Fest and Math Night, Title One Academic Night, Fitness Night, SOL Information Sessions, a yearly Art Show, Dual Language Immersion Parent Sessions, and multiple Title I

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Family Information sessions. Families are reminded of all events in both English and Spanish via newsletters, flyers, texting, and the Blackboard Connect phone and email system. Parental involvement is encouraged and feedback determines the focus of workshops and family events. Haydon offers extracurricular activities such as the running club, math club, fitness club, Lego club, garden club, and chess club to provide opportunities for students to develop other interests and hobbies. Haydon also holds an annual spelling bee for 2nd through 4th grade students. Our music teacher leads a 4th grade chorus, which holds two concerts each year. 3rd and 4th grade students also learn to play the records during the school year and play songs during a spring concert. In-school student leadership opportunities include Safety Patrols, recycling club, student broadcast team, and Reading Buddies. Dual Language Program

Haydon Elementary strives to meet the academic and cultural needs of all students. In 2016, the school began a Dual Language program in three of its five Kindergarten classes. This has grown into two of its first grade classes, and this year the program grew into the second grade classes. The program model followed is a 50/50 Dual Language program, with half the day taught in English and half the day taught in Spanish. English and Social Studies are taught in the English portion of the day and Spanish Language Arts, Math and Science are taught during the Spanish part of the day. During the 2017-2018 school year, the Dual Language program expanded to include first grade. Nearly 60% of the kindergarten and first grade population receives mathematics instruction in Spanish. Forty percent of the second grade student body is enrolled in the Dual Language program for the 2018-2019 school year. All students in third and fourth grade will continue to have all mathematics instruction in English.

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Fall Membership by Subgroup

Subgroup 2015-2016 2016-2017 2017-2018

All Students 581 624 614

Female 282 318 299

Male 299 306 315

American Indian 5 5 2

Asian 30 33 29

Black 49 55 49

Hispanic 361 392 383

Native Hawaiian 1 0 2

White 112 111 104

Two or more races 23 28 45

Students with Disabilities 55 63 73

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Not Students with Disabilities 526 561 541

Economically Disadvantaged 322 300 373

Not Economically Disadvantaged 259 324 241

English Learners 329 361 341

Not English Learners 252 263 273

Professional Development (Title I Component 4) This school year, school staff will be provided with a variety of staff development opportunities in all subject areas and technology. There will be a collective focus on student learning and deprivatization of practice through the PBL model. Faculty members will have the opportunity to attend outside professional conferences and development opportunities throughout the state, funded at the school and division level, aligning with the focuses listed above. Professional development this year will include: Response to Intervention for ESOL students Strategies for Teaching Spanish Language Arts Project Based Learning Better Lesson Coaching for teachers Lesson Planning iReady Implementation Zones of Regulation

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Write Time for Kids Staff book studies

Parental Involvement The active PTA supports and brings together all of our Haydon families through events such as Chalk the Walk, Tears and Cheers Breakfast, Harvest Fest, Breakfast with Santa, Principal Breakfasts, Fitness Night, School Spirit Restaurant Nights, Donuts with Dad, Muffins with Mom, Fine Arts Fiesta, International Expo, Haydon Beautification Days and Spring Carnival. The PTA also sponsors the National PTA Reflections contest, local park clean-up events, field trips and educational assemblies, which all Haydon families are, encouraged to attend and participate in. We also provide several different important supplies, like student agendas and other classroom needs, every year. All event fliers, newsletters and volunteer sign-ups, as well as our social media presence and verbal communication are both in English and Spanish. We are fortunate to have many bilingual parent and staff volunteers facilitate communication to ensure that our families are informed. We strive for all of our Haydon families to feel comfortable, included and welcomed to all of our events by embracing our diverse cultures and experiences. Our goal is to encourage and expand our Haydon family participation one student, one parent, and one family at a time by making connections and building personal relationships. We are proud to say our inclusive efforts have seen a significant increase in the recruitment of parent volunteers as well as in event participation during the last year.

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New Parent Engagement Station This year, Haydon Elementary is proud to open a new area in the front lobby to encourage more parental engagement! There will be a rounder of informational booklets on topics such as healthy eating, parent-teacher conferences, helping your child at home, positive discipline, how to stop the spread of germs, ways busy parents can stay involved in school, and much more. There will also be a display rack that contains literature of important information and notices available to parents. There will also be a community bulletin board of information and a volunteer table where parents can work on teacher submitted projects in their spare time.

Transition (Title I Component 4)

Preschool Program Haydon offers two preschool programs as part of the Virginia Preschool Initiative (VPI) for Pre-Kindergarten students: a full day program and a half-day program. The full-day program is in session Monday through Friday for the entire school day and can service up to 18 students. The half-day program has a morning class and afternoon class, which can also serve up to 18 students in each class. Students in this program attend school Monday through Thursday for 3.5 hours per day. The half-day program also requires parents to participate in home visits and monthly parent workshops. The students are given opportunities to learn through play-based centers and hands-on activities. All students are provided access to online literacy support through the Footsteps 2 Brilliance program. There are currently 46 students enrolled in preschool at Haydon. Each student will be assessed with the Phonological Awareness Literacy Screening (PALS) three times during the school year. For the last two years, Haydon Preschool students have partnered with middle school mentors to build relationships several times a year. The PAWS for Reading Program allows students to read aloud to a therapy dog in order to further develop reading and communication skills.

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Student Support (Title I Component 2, 3, and 4) ● All instructional staff members work with individual and small groups of children to support student skills in areas of

academic need. ● School-wide goal setting lessons are taught by the school counselors to encourage students to self-monitor academic growth

and progress. ● School Counselors and the School Psychologist support the building-wide attendance initiatives by working in collaboration

with families, administration and the MCPS attendance officer. ● The Positive Behavior Intervention Strategies (PBIS) program is implemented school-wide to ensure that students are able to

focus their attention on learning in a supportive environment. Elementary school counselors implement the school counseling program by providing services in the following areas: School Counseling Curriculum

● Academic support, including organizational, study and test-taking skills ● Career awareness, exploration, and planning ● Education on understanding self and others ● Peer relationships, coping strategies, and effective social skills ● Communication, problem-solving and conflict resolution ● Multicultural/diversity awareness ● Individual student planning

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Academic planning ● Goal setting/decision-making ● Education on an understanding of self, including strengths and challenges ● Transition plans

Responsive Services

● Individual and small-group counseling ● Individual/family/school crisis intervention ● Conflict resolution ● Consultation/collaboration ● Referrals

System Support

● Professional development ● Consultation, collaboration and teaming ● Program management and operation

Therapeutic Day Treatment (TDT) services are also available by National Counseling Group for students who benefit from ongoing therapy and support at the recommendation of the counselors and administrators. Fourth Grade Transition School counselors teach a lesson in each 4th grade classroom regarding the transition to the intermediate school. Elementary School Counselors meet with intermediate school counselors to discuss which students may benefit from additional support. Support can

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include ongoing counseling services or extra support from teachers for classroom behavior or academics. School counselors identify students who show signs of difficulty in transitioning and conduct individual or small group counseling sessions to alleviate fears about the upcoming change. Topics include the following: -top questions current 4th graders have regarding everyday procedures at the intermediate school -Answers to those questions from current intermediate school students -changes that can be expected at the intermediate school (ie: different schedules, increased academic rigor, etc)

Response to Intervention (RtI) (Title I Component 4) Haydon Elementary uses the Response to Intervention (RtI) model to identify students who need extra support to meet their educational needs. A differentiated intervention process is used to assign research-based interventions aligned with the individual needs of the students. After a review of data from iReady diagnostic assessments, Virginia Kindergarten Readiness Program (VKRP), Phonological Awareness Literacy Screening (PALS), Standards of Learning (SOL) scores, and previous Assessment and Analytics (AA) scores, students are identified as Tier I, II, or III. All Tier II and III students use the iReady program for intervention for a minimum of 45 minutes per week to target specific instructional needs. Classroom teachers provide additional face-to-face lessons with Tier II and Tier III students two to five times a week on targeted areas in reading and/or math. Level I and II ESOL students receive additional instructional support from an ESOL teacher and classroom teachers.

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Section III: Needs Assessment (Title Component 1)

Table 1: State Accreditation Results for All Students

Subject Accreditation 2015 – 2016 2016-2017 2017-2018 Met

Benchmark

Benchmark 1 Year 3 Year 1 Year 3 Year 1 Year 3 Year

English 75 86 85 85 86 87 87 Yes

Mathematics 70 89 86 84 86 83 87 Yes

Table 2 and 3: SOL Test Performance by Reporting Group READING

Subject Test Subgroup 2015-2016 Pass Rate

2016-2017 Pass Rate

2017-2018 Pass Rate

English: Reading Grade 3 English Reading



Asian < < <

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Black 50 20 <


Economically Disadvantaged

60 52 57




Hispanic 61 62 59


Students with Disabilities 73 60 29


White 94 75 83




Asian < < <


Black < < 40


Economically Disadvantaged

61 73 36

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Hispanic 66 73 40


Students with Disabilities 56 < 20


White 89 93 73

MATH

Subject Test Subgroup 2015-2016 Pass Rate

2016-2017 Pass Rate

2017-2018 Pass Rate

Mathematics Grade 3 Mathematics All Students 65 47 59

Mathematics Grade 3 Mathematics Asian < < <

Mathematics Grade 3 Mathematics Black 43 20 <

Mathematics Grade 3 Mathematics Economically Disadvantaged

60 38 53

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Mathematics Grade 3 Mathematics English Learners 61 39 38

Mathematics Grade 3 Mathematics Hispanic 61 35 53

Mathematics Grade 3 Mathematics Students with Disabilities 30 27 38

Mathematics Grade 3 Mathematics White 94 87 71

Mathematics Grade 4 Mathematics All Students 84 78 46

Mathematics Grade 4 Mathematics Asian < < <

Mathematics Grade 4 Mathematics Black 70 < 20

Mathematics Grade 4 Mathematics Economically Disadvantaged

75 73 35

Mathematics Grade 4 Mathematics English Learners 83 75 27

Mathematics Grade 4 Mathematics Hispanic 85 74 33

Mathematics Grade 4 Mathematics Students with Disabilities 68 < 30

Mathematics Grade 4 Mathematics White 89 87 80

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What does the data tell you about your school’s strengths? What does the data tell you about your school’s opportunities for improvement? Reading ▪ Continued support for the implementation of new curriculum pacing guide which focuses on more time in text on specific skills for a longer period of time rather than teaching a different skill each week. ▪ Continued support from reading coach to ensure a Balanced Literacy framework within the Reading/LA block that aligns with the implementation of curriculum pacing guide. ▪ Implement new 2017 Standards of Learning for grades K-2 in their curriculum pacing guide and lessons. ▪ Support 3rd grade teachers to expose students to new 2017 SOL’s and the academic vocabulary while explicitly teaching 2010 SOL’s on which students will be tested. ▪ Connections at a Glance encourages making natural connections across content areas to strengthen skills throughout the day.

Reading Instruction ▪ Implement Balanced Literacy framework within the LA block and LFS lesson plans. ▪ We will continue to use Daily 5 during language arts in all grade levels to give teachers opportunities for small group guided reading, literature circles, and provide differentiated small group instruction based on data analysis. ▪ Daily 5 will be structured to review comprehension concepts with time in text, practice and utilize word study strategies, and

engage students in writing activities. ▪ Teachers will meet with the reading coach following benchmarks to determine small groups and areas to reteach or accelerate

learning. ▪ Small group instruction will include purposeful lessons and activities based on data analysis. Teachers will meet with

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reading coach following benchmarks to determine small groups and areas to reteach or accelerate learning. ▪ The reading coach will provide professional development in different areas of balanced literacy including interactive read

alouds, shared reading, and guided reading. ▪ The reading coach will model instruction in these areas, as well as observe and provide feedback. ▪ The reading coach will determine areas of need within book room to support small group guided reading instruction. Reading Professional Development ▪ LA Block / Guided Reading / Balanced Literacy Framework ▪ Word Study – Follow up PD and support with Words Their Way implementation ▪ Balanced Literacy – professional development, modeling and ongoing support and feedback Math

● In math, during the 2017-2018 school year, 3rd grade economically disadvantaged students increased their scores from 38% to 53% passing and Hispanic students increased their scores from 35% to 53%. 3rd grade overall reading scores increased from 63% to 64%. Specifically, students with disabilities increased their scores from 27% to 38% and Caucasian students increased their scores from 75% to 83%.

● During the 2018-2019 school year, the mathematics instructional coaching team and classroom teachers will review a variety of textbook and resource options in preparation for resource adoption.

● Grade level whole group and individual teacher small group lesson plans will be uploaded to the Google Drive with sufficient time allotted for special education and ESOL teachers to access and differentiate lesson plans. Small group

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lesson plans will reflect analysis of multiple data points, including SOL scores, IA, iReady, formative assessments, and teacher observations.

● Lesson plans will utilize the updated LFS Instructional Framework to focus on HOT strategies and effective assignments and assessments.

● Cross-curricular writing is a focus for the 2018-2019 school year and beyond. Math Instruction

Teachers and Instructional Coaches meet weekly to co-plan lessons based on the MCPS curriculum and VDOE Standards of Learning. Haydon Elementary School will continue to utilize and implement Number Talks a minimum of three times per week to support students’ flexible thinking and communication and reasoning.

The Dual Language program will include kindergarten, first grade, and second grade for the 2018-2019 school year.

The instructional team is well prepared to meet the needs of the students enrolled in the Dual Language. All classrooms are fully equipped with manipulatives that support number sense, computation, and sorting/classifying objects. A greater emphasis will be placed on areas of weakness during small group instruction.

Grades 2-4 will continue to utilize a 30-30-30 math block, incorporating one 30-minute clock for whole group instruction and two 30-minute blocks for small group instruction.

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Small group instruction will include purposeful lessons and activities based on data analysis of multiple data points. Students will engage in activities that require individual, partner, and small group work. Teacher directed small groups will focus on previewing new content to improve student efficacy, review current content through scaffolded and differentiated instruction, and extension of content based on student progress. Manipulatives are highly recommended to support student understanding.

Math Assessments ● Fluency/Automaticity

Kindergarten-4th Grade ● We will use ongoing assessment strategies focusing on the developmental progression of mathematical fluency and

automaticity for students is essential. Additionally, all data should be kept in a document accessible to all applicable instructors and administrators.

● K-3 Mathematics Fluency Continuum: Early Counting and Basic Facts for Addition and Subtraction ● https://docs.google.com/document/d/1iDXMQbmyQgKmjwb0dq_AlMmNF5Eg-Wb09vZHmYI_bNc/edit?usp=sharing

o Utilize a data program (formative, summative, diagnostic) to for understanding using the research of Kathy Richardson and Developmental Number Concepts http://www.assessingmathconcepts.com/pdf_docs/mp-assessing-for-understanding-flyer-091214.pdf

Math Professional Development Offerings Book Study: Culturally Responsive Teaching Student-Centered Coaching Cycles Daily 3/Small Group Instruction Number Talks

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https://docs.google.com/document/d/1iDXMQbmyQgKmjwb0dq_AlMmNF5Eg-Wb09vZHmYI_bNc/edit?usp=sharing

http://www.assessingmathconcepts.com/pdf_docs/mp-assessing-for-understanding-flyer-091214.pdf

http://www.assessingmathconcepts.com/pdf_docs/mp-assessing-for-understanding-flyer-091214.pdf



Cross-Curricular Writing Book Study: Growth Mindset Response to Intervention

Section IV: Findings and Next Steps READING FINDINGS PALS Scores in Kindergarten showed significant growth from Fall to Spring. For the school year 2017-2018, 120 Kindergarten students were tested and 72 met the PALS Fall Benchmark. This is a pass rate of 60%. In Spring, 127 students were tested and 88 met the PALS Spring Benchmark. This is a pass rate of 69%. 1st grade showed a drop in the number of students meeting benchmark from Fall to Spring, falling from 79% to 69%, however, second grade stayed consistent with 77% meeting benchmark in Fall and Spring. Third grade did not assess PALS in the Spring due to the preparation for SOL assessments. Division-wide Unit Tests

● 1st grade fell below the division pass rate and average on Units 1-3 but scored 79% pass rate on Units 1 and 3. First grade students were most successful in the areas of fiction and nonfiction that required students to identify text features, characters, setting, and events. First grade students had the most difficulty with higher level skills such as Main Idea and Theme and reference materials.

● 2nd grade consistently met or exceeded the division pass rate and average scores. Unit 2 was the most difficult for students most likely due to this being the first assessment taken completely independently. Second grade students were most successful

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in the areas of predictions, locating information, asking and answering questions, and pictures, captions, and charts. Second grade students had the most difficulty with identifying a purpose for reading, problem and solution and main idea.

● 3rd grade consistently met or exceeded the division pass rate and averages on each of the unit assessments. Strengths were shown in identifying new information gained from reading, comparing and contrasting biographies and autobiographies and using context to clarify meaning. Areas for growth in nonfiction include summarizing major points and roots, synonyms and antonyms and setting a purpose for reading.

● 4th grade fell below the division’s pass rates and average scores in units 1-3. Fourth grade students were most successful with using roots, affixes, synonyms, and antonyms and cause and effect. The areas that proved to be most difficult were developing vocabulary and identifying problem and solution and main idea.

Standards of Learning

● Haydon Elementary School is fully accredited for the 2018-2019 school year. ● Third grade increased their overall pass rate by 2%. ● The fourth grade reading cohort had a significant decrease in the overall pass rate.

SOL Student Performance by Question (SPBQ)

● Grade 3 Areas of Strength (>70%) o Category 1

▪ N/A o Category 2

▪ N/A o Category 3

▪ N/A Page 25 of 48



● Grade 3 Areas of Growth (<70%)

o Category 1 ▪ 53% of students were able to identify synonyms and antonyms. ▪ 66% of students were able to use context to determine meanings of words, with the majority of the questions

being low-level questions. ▪ 49% of students were correctly able to use pictures, captions, and charts. ▪ 51% of students were able to use identify or apply knowledge of roots, affixes and cognates. Less than 50% of

students were able to answer this skill given in medium level of difficulty. o Category 2

▪ 43% of students were able to summarize details in the correct sequence. ▪ 53% of students were able to identify the main idea. ▪ 53% of students were able to determine which question is being answered in a specific paragraph.

o Category 3 ▪ 57% of students were able to determine which question is being answered in a passage. ▪ 54% of students could identify important details in a text.

● Grade 4 Areas of Strength (>70%)

o Category 1 ▪ N/A


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● Grade 4 Areas of Growth (<70%) o Category 1

▪ 58% of students were able to identify or apply knowledge of roots, affixes, and cognates. o Category 2

▪ 27% of students were able to summarize details in the correct sequence. ▪ 55% of students were able to identify supporting details. ▪ 54% of students were able to identify author’s purpose. ▪ 44% of students could determine which questions is being answered in a specific paragraph. ▪ 42% of students were able to answer questions about the setting, specifically in within medium level questions. ▪ 49% of students were able to analyze story elements for characterization.

o Category 3 ▪ 56% of students were able to differentiate between fact and opinion, with only 32% of questions answered

correctly at a medium level. ▪ 49% of students were able to draw conclusions or make inferences using textual support in a nonfiction text. ▪ 48% of students could identify supporting details in a nonfiction text.

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3rd Grade

● Category 1: Number/Number Sense

o Low: 504 (42.5%)

o Medium: 663 (55.9%)

o High: 19 (.6%)

● Category 2: Estimation/Computation

o Low: 305 (36.7%)

o Medium: 490 (59%)

o High: 36 (4.3%)

● Category 3: Geometry/Measurement

o Low: 431 (50.9%)

o Medium: 399 (47.2%)

o High: 16 (1.9%)

● Category 4: Algebra/Statistics

o Low: 360 (50%)

o Medium: 346 (48.1%)

o High: 14 (1.9%

4th Grade

● Category 1: Number/Number Sense

o Low: 356 (41.4%)

o Medium: 473 (55%)

o High: 31 (3.6%)

● Category 2: Estimation/Computation

o Low: 449 (57.6%)

o Medium: 327 (41.9%)

o High: 4 (.5%)

● Category 3: Geometry/Measurement

o Low: 495 (53.7%)

o Medium: 408 (44.3%)

o High: 19 (2%)

● Category 4: Algebra/Statistics

o Low: 503 (52.8%)

o Medium: 377 (39.6%)

o High: 72 (7.6%)

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Student Performance by Question (SPBQ) Pass Rates ● Grade 3 Area of Strength (>70%)

o Category 1: Number and Number Sense ▪ 79% of students successfully answered low-level questions pertaining to the comparison of whole numbers

using words or symbols. ▪ 72% of students successfully answered low-level pertaining to inverse relationship questions related to basic

fact sentences. o Category 2: Computation and Estimation

▪ N/A o Category 3: Geometry and Measurement

▪ N/A o Category 4: Probability, Statistics, and Algebra

▪ N/A ● Grade 3 Areas for Growth (<70%)

o Category 1: Number and Number Sense ▪ 72.6% of lower, 24.9% of medium, and 31.6% of high difficulty level questions were correct. Students

struggled with reading, writing, and interpreting place value; modeling, reading, representing, and comparing fractions and mixed numbers; and rounding numbers. Students struggled the most with comparing fractions and/or mixed numbers using models, words, and/or symbols (49% correct).

▪ Students continue to struggle to accurately answer questions that require higher-order thinking skills.

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o Category 2: Computation and Estimation ▪ 57% of lower, 48.4% of medium, and 63.9% of high difficulty level questions were correct. Students

struggled with applying knowledge of multiplication to solve problems, use a variety of models to represent multiplication or division facts, solve problems involving estimation and/or the difference of two whole numbers, solve problems involving addition or subtraction of proper fractions with like denominators using models, solve practical multi-step problems involving estimating sums, and differences of whole numbers, and solve problems by recalling multiplication fact, division facts, or both. Students struggled the most with solving problems involving estimation and/or the difference of two whole numbers (36% correct).

▪ Students continue to struggle to accurately answer questions that require the application of higher-order thinking skills; however, performed better on high-level questions pertaining to estimation and computation of whole numbers.

o Category 3: Geometry and Measurement

▪ 55.2% of lower, 55.3% of medium, and 68.8% of high difficulty level questions were correct. Students struggled to measure a figure to find perimeter; describe, compare, and contrast characteristics of plane and/or solid geometric figures; tell time to the nearest minute; solve practical problems to determine elapsed time in one-hour increments; read temperature to the nearest degree on thermometers with varied increments; identify points, line segments, rays, angles, and lines; identify congruent and noncongruent figures with different spatial orientations; compare values of sets of coins and bills and make change; and identify equivalent periods of time. Students struggled the most with how to measure a figure to find perimeter (46% correct).

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▪ Students continue to struggle to accurately answer questions that require higher-order thinking skills; however, performed better on higher-order thinking questions pertaining to finding the perimeter and solving practical problem solving involving elapsed time.

o Category 4: Probability, Statistics, and Algebra

▪ 53.3% of lower, 50.8% of medium, and 50% of high difficulty level questions were correct. Students struggled to represent all possible outcomes of an event; analyze and interpret information presented in a line plot, bar graph, or pictograph; construct or identify a line plot, a bar graph, or a pictograph that represents collected data; identify the likelihood of an event; identify the missing element in a pattern; organize a collection of data; recognize the use of the identity or commutative property for addition or multiplication; and recognize, describe, and extend patterns in various forms. Students struggled the most with identifying the likelihood of an event (39% correct).


● Grade 4 Area of Strength (>70%) o Category 1: Number and Number Sense

▪ N/A o Category 2: Computation and Estimation

▪ 7% of students successfully answered questions pertaining to finding common multiples of up to three numbers, including the least common multiple.

o Category 3: Geometry and Measurement

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▪ N/A o Category 4: Probability, Statistics, and Algebra

▪ N/A

● Grade 4 Areas for Growth (<70%) o Category 1: Number and Number Sense

▪ 50.6% of lower, 38.5% of medium, and 38.7% of high difficulty level questions were correct. Students struggled to order a set of fractions or mixed numbers; represent equivalent fractions using models, represent fraction/decimal equivalence using models; use place value structure to compare decimals with and without models; use the place value structure to round whole numbers, and compare fractions or mixed numbers. Students struggled the most with representing fraction/decimal equivalence using models (28% correct).


o Category 2: Computation and Estimation ▪ 49% of lower, 47.1% of medium, and 25% of high difficulty level questions were correct. Students struggled

to solve addition and subtraction problems with fractions; solve problems involving division of whole numbers; solve practical problems involving the addition of two or more fractions and subtraction of two fractions; solve multistep problems involving whole numbers; solve addition or subtraction problems with decimals; find common factors of up to three numbers, including the greatest common factor; and solve practical problems involving addition and subtraction of decimals. Students struggled the most with solving problems involving division of whole numbers (36% correct).

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o Category 3: Geometry and Measurement ▪ 53.1% of lower, 58.1% of medium, and 47.3% of high difficulty level questions were . Students struggled to

identify representations of geometric figures, including polygons; describe geometric figures and their properties; recognize congruent and noncongruent figures; measure objects using appropriate units for length; identify representations of lines that illustrate parallelism, perpendicularity, and intersection; identify equivalent measures using appropriate units for weight/mass and length; identify and recognize congruent images resulting from transformations; describe points, lines, line segments, rays, and angles; and determine elapsed time. Students struggled the most with measuring objects using appropriate units for length (41% correct).


o Category 4: Probability, Statistics, and Algebra ▪ 55.9% of lower, 51.5% of medium, and 41.7% of high difficulty level questions were correct. Students

struggled to recognize or apply the use of the associative property of addition or multiplication; construct or interpret a bar graph and line graph; demonstrate equality in equations; determine and represent the outcomes of events using fractional representations from 0 to 1, including representations on a number line; predict the likelihood of outcomes of a simple event; and recognize and extend patterns.


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Section V: School Improvement Goals (Title I components 1 through 4)

Division’s Strategic Goal #1:

Optimize academic performance and student success

School’s 3-Year Goal #1:

To increase student academic achievement

Key Performance Indicator (KPI) Target(s):

2018-19 2019-20 2020-21

Reading SOL pass rate 70% 75% 80%

Math SOL pass rate 70% 75% 80%

VA Studies SOL pass rate 70% 75% 80%

ESOL student progress rate 68% 75% 80%

Percent of K-2 students who meet the Spring PALS Benchmark 75% 80% 85%

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Rewards Consequences

Students feeling successful Students achieving at high levels Students prepared to enter next grade level School continues to achieve accreditation

Widening of achievement gaps Students fall further behind

Obstacles Solutions

Consistency across teams Limited home resources for students Low background knowledge

High expectations Common and consistent planning Targeted small group instruction Consistently high expectations Regular data meetings and discussions Consistent implementation of intervention program

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Strategies, Actions, Interventions, and Costs (Title 1 Funds)

Start & End Dates Person(s) Responsible

Evaluation of Strategies

Criteria for Success

Variety and multiple modes of reading, math, VA studies, and ESOL professional development

8/2018-6/2019 Karis Brooks

Kimberly Young Coaches

Teacher sharing Implementation of learned

strategies

Use Title I funds to obtain an additional Instruction Assistant to support students ($6,000)


Kimberly Young

Fall and mid-year PALS scores

iReady data Increase of student scores

Teacher mentorship program 9/2018-6/2019 Jennifer Roberson

Lead Mentors Teacher support

checklists Dates accomplished

Monthly review of student guided reading groups/monthly observations of classroom reading instruction

9/2018-6/2019 Jennifer Roberson Student guided reading

group placement Students DRA/reading levels

increase

Math Number Talks-Professional Development

9/2018-6/2019 Kelli Huntley Classroom

observations Student progress

ESOL intervention groups

9/2018-06/2019 ESOL Teachers ACCESS testing Increased student progress

rate

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SOL Tutoring Program

04/2019-06/2019 Kimberly Young Student attendance to

tutoring sessions Increased student progress

Response to Intervention Data Meetings

09/2018-06/2019 Kimberly Young

Classroom Teachers Karis Brooks

iReady reports Increased student progress

Team Academic and Intervention Planning Days

08/2018-05/2019 Patty Haas

Karis Brooks Team Leads

Targeted lesson and intervention plans

Increased student progress

Staffing Meetings 09/2018-06/2019 Kimberly Young

Classroom Teachers Meeting notes, data

tracking

Student progress, intervention success,

students moved to the Child Study process

Project Based Learning 09/2018-06/2019

Karis Brooks Lisa Harlow

Nicole Sandrowicz Bethany Farrell

Classroom PBLs and MEAs

Student progress, number of student projects completed, increased teacher training,

and confidence

PBIS School Initiatives

08/2019-06/2019 Sarah Myers

Marty Sperow

Meeting notes Grade level data

review School data review

Reduction of referrals Improved student behaviors

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Pre-Kindergarten Parent Workshops, Visits, and Family Engagement Activities ($100)

09/2018-06/2019 Melissa Jones Marty Sperow

Number of parents participating

Increased parent participation

Increased student attendance

Increased parental involvement

School-Community Events (ex. school library nights) (snacks for students $100)

10/2018-06/2019 Crystal Levine Karis Brooks

Numbers of students and families in

attendance

Increased community involvement

SOL Tutoring Teacher Salary and Student Transportation ($5,000)

03/2019-06/2019 Kimberly Young

Nicole Sandrowicz

Student attendance during tutoring

sessions

Increased student scores on SOL assessments

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Cultivate a culture of excellence and service


To increase staff engagement and teacher retention


2018-19 2019-20 2020-21

Percent of teachers who report overall engagement in their work 75% 83% 90%

Percent of teacher and support staff retention 75% 80% 85%


Fully prepared and confident classroom teachers Consistency in classrooms/grade levels

Increased turnover Staff not feeling prepared to deliver instruction

Obstacles Solutions

Personal factors Professional growth Low staff morale

Create a culture where people want to work Create a positive work environment Deliver and embed requested and necessary professional development

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Strategies, Actions, Interventions, and Costs Start & End Dates Person(s) Responsible Evaluation of

Strategies Criteria for Success

Increase collaboration time with peers 8/2018-6/2019 Team Leads Karis Brooks

Teacher feedback Retention rate

Staff surveys 8/2018-6/2019 Karis Brooks Survey data High percentages of

survey results

Book Studies 01/2019-05/2019 Karis Brooks

Kimberly Young Content Coaches

Teacher feedback

Implementation of information learned

Student growth

Staff incentives (lunches, school spirit jeans days, jeans passes, snacks during meetings, etc.)

08/2018-06/2019 Karis Brooks

Kimberly Young Nika Parker

Survey data Retention rate

Professional Development Support from: Buck Institute of Education (BIE) Better Lesson Learning Focused Schools (LFS) iReady Schoology

08/2018-06/2019 Academic Coaches

Kimberly Young Karis Brooks

Teacher participation and implementation

Increased student progress

Staff Leadership Opportunities

08/2018-06/2019 Karis Brooks

Kimberly Young Survey data Survey results

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Increased ownership of school initiatives

Staff Engagement Activities

08/2018-06/2019 Tori Savas

Bryan Chicas Staff participation

Increased staff engagement

Staff retention

Page 41 of 48




Forge relationships to support and maximize success


To increase and strengthen internal and external school communication systems


2018-19 2019-20 2020-21

Frequency of school-community communication 2x/month 3x/month weekly

Percentage of parents who participate in at least one parent-teacher conference

100% 100% 100%

Frequency of administration-staff communication 4x/month 6x/month 8x/month

Percent of parents who are satisfied with the communication from school to home

Baseline 75%

95%

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Increased connection between home and school Well informed families who feel connected to their child’s education Informed links amongst staff members

Misunderstandings/miscommunications Working in isolation

Obstacles Solutions

Consistency between classrooms Same involved families each year

Setting communication standards Ongoing written communication in English and Spanish

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Weekly administration-to-parent verbal and written communications

08/2018-06/2019 Karis Brooks

Kelly Anderson Marisela Murray

Survey data Increased awareness,

participation, and responsiveness

Weekly administration-to-staff verbal and written communications

08/2018-06/2019 Karis Brooks


Survey data Increase staff awareness,

participation, and responsiveness

Bi-annual and VDOE staff surveys 8/2018-6/2019 Karis Brooks Survey data High survey results

MCPS engagement survey 8/2018-6/2019 Kimberly Young Survey data High survey results

PTA events 8/2018-6/2019 Marisela Murray Parent surveys Number of families

attending events

New Parent Engagement Station ($3,200) 01/2019-06/2019 Karis Brooks Nika Parker

Alicia Navarro Karis Brooks

Parental use of station/frequency

Winter Information Night ($3,000) 1/2019 Karis Brooks


Sign in sheets Survey data

High number of parents in attendance

Positive survey results

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Monthly Principal Breakfasts with Parents

($400)


Marisela Murray Parent feedback

Survey data


Positive survey results

Parents as Educational Partners (PEP) Events

($250)

08/2018-06/2019 Brian Chicas

Rebecca Lunceford Kimberly Young

Sign-in sheets Survey data


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Operate effectively and efficiently


To maintain a safe and orderly school


2018-19 2019-20 2020-21

Number of recurring findings on the MCPS Quarterly Safety Walkthrough Inspection

No findings No findings No findings

Percent of prepared budget versus actual budget spent 98% 98% 98%


Safe and secure working/learning environment Clean/safe workplace for staff members

Unsafe working/learning environment Increase in workplace accidents Diminished learning environment

Obstacles Solutions

Age/condition of the facility Problems not reported

Proactively work to build cohesive relationships within the building

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Explicitly teaching and modeling appropriate expectation for social/academic performance Monitor and communicate results of reports

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Regular review of school inspections 8/2018-6/2019 Maria Pereria Karis Brooks

Kimberly Young safety checklist no findings

Proactive building walkthroughs 8/2018-6/2019 Maria Pereria Karis Brooks

Kimberly Young

Potential issues identified

Identify and fix before becoming a

problem

Monthly budget meetings and budget reports 8/2018-6/2019 Nika Parker Karis Brooks

Review school spending and

expenses Balanced budget

Page 48 of 48

Documents

R.C. Haydon Elementary Continuous School Improvement Plan SIP...R.C. Haydon Elementary Continuous School Improvement Plan By signing below, the principals certifies the following: