plan for continuous improvement form · plan for continuous improvement ... school year(s):...

Plan for Continuous Improvement (PCI) Virginia Beach City Public Schools

Compass to 2020: Charting the Course

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School: Renaissance Academy School Year(s): 2015-2016

Updated as of March 1, 2016

VBCPS Goals Compass to 2020

1. High Academic Expectations (Literacy and Numeracy) 2. Multiple Pathways (Approach to personalized learning) 3. Social – Emotional Development (SE learning strategies, RSN behavior, school) 4. Culture of Growth & Excellence (Building capacity of staff)

School Mission

In conjunction with school/parent/community partnerships, the mission of Renaissance Academy is to deliver relevant instructional services and promote self-determination, responsibility, and integrity in a safe learning environment that fosters in each individual a sense of self-esteem and importance to society.

Data Summary

Describe in detail the items selected for inclusion (Goal #1) Reading (English, Math, Science, Social Studies, and Electives) (Goal #2) Math (Math classes with EOC SOL: Algebra I, Geometry) (Goal #3 and Goal #4) Instructional Technology (Implementation of Achieve 3000, Instructional Technology Integration) (Goal #5) PBIS (Discipline incidents: Defiance, Disrespect, Disruption)



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Student Learning Outcomes/ Compass 2020 Goals

SMART Goals

Strategic and Specific, Measurable, Attainable, Results-based, and Time-bound Developed to answer the question: “What outcomes do we want for our students?”

Goal #1 (academic): Reading

By the end of the 2015-2016 school year, Renaissance Academy will increase the combined reading and writing SOL pass rate from 61 % to 71 %. By the end of the 2015-2016 school year, Renaissance Academy will decrease the failure rate on the reading SOL test by 5%. By the end of the 2015-2016 school year, Renaissance Academy will decrease the failure rate on the writing SOL test by 5%.

Strategies

Conduct focused learning walks that focus on authentic literacy implementation.

Identify and implement common research based literacy strategies across curriculum areas. (Literacy Toolbox and bi-weekly strategies)

Identify and implement reading strategies specific to the thinking in the discipline.

Implement a common writing rubric for all English classrooms.



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State Goal: N/A

VBCPS/Division Goal: High Academic Expectations (Increase Numeracy and Literacy): All students will be challenged and supported to achieve a high standard of academic performance and growth; gaps between these expectations and the realities for our student subgroups will be addressed.

SMART Goal: By the end of the 2015-2016 school year, Renaissance Academy will increase the combined reading and writing SOL pass rate from 61% to 71%. By the end of the 2015-2016 school year, Renaissance Academy will decrease the failure rate on the reading SOL test by 5%. By the end of the 2015-2016 school year, Renaissance Academy will decrease the failure rate on the writing SOL test by 5%.

Action Steps (List each action step on a separate line)

Timeline (List month and year to start addressing action step)

Person(s) Responsible

Action Step Completed (List month and year)

Professional Development (Provide a brief description of PD needs)

Conduct literacy learning walks.

Ongoing beginning October 2015

All Departments Instructional Support Team (to model and implement) Administration

June 2016

Literacy professional development sessions through DOTL and through the English department.

Grade level PLC’s

15 Minute Mondays to address learning targets.

Achieve 3000 Training

Identify and implement common research based literacy strategies across curriculum areas. (Literacy Toolbox and bi-weekly strategies)

Ongoing Beginning September 2015

All teachers; AP’s in charge of English and Science; Instructional Technology Specialist

June 2016


Ongoing beginning September 2015

All teachers; AP’s in charge of English and Science.

June 2016



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DO Action Plan Review Cycle: 1st Quarter

CHECK Conduct Literacy learning walks Identify and implement common research based literacy strategies across curriculum areas. (Literacy Toolbox and bi-weekly strategies) Identify and implement reading strategies specific to the thinking in the discipline.

Findings Based on Review of the Action Plan (Describe progress made toward meeting the goal based on the immediate measures)

Learning walks conducted with a focus on observing Achieve 3000 implementation and literacy strategies.

10-1-15, DOTL met with the English Department.

11-2-15, DOTL met with the English Department.

Achieve 3000 implemented weekly though all English classes.

Literacy Strategies included in the Friday Focus bi-weekly.

Reviewed pre-assessment data with English 11 teachers.

Students spent 125 hours in reading tutoring.

Of the students attending tutoring, 87% improved their Reading SOL scores.

Weekly English PLC’s to discuss reading assessment data.




Science incorporates weekly vocabulary strategies.

Provided math department with literacy strategies for math.

Adjustments or Improvements (Describe any changes to the plan that may be necessary for progress to be made toward meeting the goal)

Conduct more focused learning walks documenting specific learning strategies.

Continue to meet with DOTL.

Continue to meet with teachers.

Continue to analyze quarterly data.

Increase the number of students enrolled in after school tutoring.

Continue to provide Reading tutoring.

Continue to analyze assessment data to meet the specific needs of individualized students.

Continue to enroll students, who meet the qualifications, in Effective Reading.

Continue to effectively implement and monitor Achieve 3000.




Continue to analyze quarterly assessment data to meet the specific needs of individualized students.





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DO Action Plan Review Cycle: 2nd Quarter

CHECK Conduct Literacy learning walks Identify and implement common research based literacy strategies across curriculum areas. (Literacy Toolbox and bi-weekly strategies)


Learning walks conducted with a focus on observing Achieve 3000 implementation and literacy strategies.

Achieve 3000 implemented weekly though all English classes.

Of the students attending tutoring 87% improved their Reading SOL scores.

Reading SOL scores increased by 30.3%.

Average Reading re-taker score increased by 85 points due to intensive tutoring based SPBQ data.

With intensive remediation, 46% of students received a passing score of 400 or greater.

The average SOL writing score for students receiving remediation increased from 289-374.

22% of the students receiving intensive writing remediation received a passing score of 400 or greater.

56% of students met or exceeded SRI yearly growth at the mid-year review.

67% of students have made growth based on the mid-year review.

100% of students in 4x4 Effective Reading met or


Conduct more focused learning walks documenting specific learning strategies.



Continue to analyze quarterly data.



Continue to analyze assessment data to meet the specific needs of individualized students.





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exceeded expected growth on the SRI.

Literacy Strategies included in the Friday Focus bi-weekly during the first semester.


Students spent 125 hours in reading tutoring.





Science incorporates weekly vocabulary strategies.

Provided math department with literacy strategies for math.




Continue to analyze quarterly assessment data to meet the specific needs of individualized students.



Math



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SMART Goals


Goal #2 (academic): Math

By the end of the 2015-2016 school year, Renaissance Academy will decrease the overall failure rate on the Algebra I SOL by 20% when calculated by federal accountability rules for the following subgroups.

The all student subgroup pass rate will increase from 18.75% to 35%.

The students with disabilities subgroup pass rate will increase from 8.57% to 26.8%.

Strategies

Clearly defined learning targets that match VDOE and VBOs

Common planning time

Common unit assessments and shared data analysis

Instructional use of technology (math labs)

Math journals/student growth portfolios

Students with disabilities: (evidence of differentiation, student portfolios and progress meetings to include case manager)



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State Goal: Build mathematical comprehension through the continued, connected practice of mastered as well as developing skills and strategies.

VBCPS/Division Goal: High Academic Expectations (Increase Numeracy and Literacy)

SMART Goal: Increase the overall math pass rate to 50% or higher and reduce the failure rate for students with disabilities by 10% or more on all EOC math SOLs by the end of the 2015-2016 school year.






Clearly defined learning targets that align with VDOE and VBO’s


All math teachers; AP overseeing math will perform random weekly checks

June 2016 15 Minute Mondays will focus on developing effective learning targets.

Professional Learning Communities will focus on common assessments, item analysis, and remediation strategies.

Student portfolio/journaling strategies PLP (as needed)

Ongoing professional development on use of instructional technology (as needed)

Establish common planning time


All math teachers; AP overseeing math

June 2016

Common unit assessments with shared data analysis


All math teachers; AP overseeing math.

June 2016

Regular use of technology to support student learning (math labs)


All math teachers; AP overseeing math; Instructional Technology Specialist

June 2016

Maintain math journals/students growth portfolios


All math teachers; AP overseeing math.

June 2016

Students with disabilities: (evidence of differentiation, student portfolios and progress meetings to include case manager)


All math teachers; AP overseeing math; case managers

June 2016



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CHECK


Pass rate for initial benchmark assessment was with 0.5 points of the rest of the schools in the district.

Teachers continue to use unit assessments created by T&L. Pass rate on assessments has varied by teacher/unit. Sustained growth is not clearly evident as pass rates have fluctuated up and down for various assessments in all classes.

As of the end of the first grading period, 32/48 students (66.67%) enrolled in Algebra I who are scheduled to take SOL in January were passing the class.

Out of the 10 students with IEPs, 6 are currently passing the class with a C or higher (60%).


Continue to focus on unit item analysis to differentiate instruction and offer remediation as appropriate.

Continue to review unit data analysis during common planning and PLC’s and share strategies to address areas of concern.

Seek additional support from math instructional specialists and instructional coordinator to address test performance.

Promote tutoring after school and during lunch for students who are struggling.



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CHECK


Learning targets are checked at least two times each week through learning plan reviews of learning walks. Teachers have been provided feedback as appropriate.

Common planning time was worked into the master schedule for students in the AB program. 4x4 teachers are provided common planning time during monthly PLC’s.

Common assessments have been created for each unit to date based on the assessments located in SchoolNet. Teachers have modified assessments as appropriate and data from assessments have been shared with teachers during their monthly PLC’s.

All Algebra I classes on the AB program are utilizing the lab at least two times each week with each student getting at least 60 minutes of online skills based practice using programs such as IXL, Khan Academy, Kahootz, Quia and others.

Math journals are used in every math class. Students are responding to at least one writing prompt each week. Journals are reviewed at least weekly by teacher and a


Require teachers to provide student reflection template after unit assessments. Teachers will be able to modify template during PLC on 12/9/15.

AP over math department has met individually with each math teacher this quarter to review student performance data and discuss interventions. Continue these meetings quarterly for the remainder of the year.

Continue monthly department PLC’s. Math department meets for PLC on the 2nd and 4th Wednesday of each month.



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sampling is reviewed at least monthly by AP.

Student portfolios are maintained in each class. The work portfolio process is currently being modified so that students are required to review their work folders and evaluate their own growth against daily and unit learning targets.

Process for collecting data on students with disabilities has been standardized. Beginning in the 3nd quarter, data for IEP math goals are reviewed weekly by teacher and case manager and monthly by AP.



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Instructional Technology

Goal #3

SMART Goals


Goal: Instructional Technology Integration

By the end of the school year, identified teachers (15) will demonstrate growth in instructional technology integration in at least two areas as evidenced by classroom observations based on the Technology Integration Continuum.

Strategies

Conduct a series of classroom observations to observe technology use in the classroom.

Based upon these observations, give teachers feedback on how to improve instructional technology use in their classroom.

Meet with identified teachers to help them plan lessons that are technology infused and student centered.

Attend and assist with lessons where integration is being implemented.

Conduct a face to face reflection on lessons with teacher.



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State Goal: Improve the integration of technology in the classroom.

VBCPS/Division Goal: Multiple Pathways (Leverage Technology)






Conduct technology integration learning walks


Instructional Technology Specialist

October 2015: (20 learning walks conducted) November 2015: (24 learning walks conducted)

Professional Development provided by Teaching and Learning to teachers including Achieve 3000, E Science 3000, Write Source, IXL and Khan Academy. Additional training in these same subjects provided by ITS as needed. Defined STEM mandatory PDP for all English, Math, Science and Social Studies teachers at Renaissance Academy. Effective Instructional Technology Integration PDP mandatory to all teachers at Renaissance Academy. Teaching the I-Generation Book Study offered to 9 teachers (full). District Wide PDP offered at RA by our ITS on Google Forms, Digital Storytelling, Flipped Learning and Using and Creating Digital Comics in the classroom. Additional PDP/Training offered to our ITS as needed.

Identify and implement common, researched based technology integration strategies across curriculum areas while planning with these teachers.


Instructional Technology Specialist Administration

October 2015: (25 planning sessions conducted) November 2015: (30 planning sessions conducted)

Initially meet with each of the 15 teachers and based upon observations done, reach consensus of current level of integration based upon the VB Technology Integration Continuum

October 2015 Instructional Technology Specialist

October 2015 Meetings completed with all 15 teachers and beginning planning meeting and observations completed with all teachers.

End of year meeting with each of the 15 teachers and based upon observations done, reach consensus of current level of integration based upon the VB Technology Integration Continuum

May 2016 Instructional Technology Specialist

Regular use of technology to support student learning (math labs)


All math teachers; AP overseeing math; Instructional

October 2015 Planning meetings with math teachers



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Technology Specialist

September2015, October 2015, December 2015 Regular meetings with Math Department Chair to help plan instructional integration in math.



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DO Action Plan Review Cycle: Monthly

CHECK The Instructional Technology Specialist is conducting regular learning walks in classrooms throughout the building to give feedback to teachers on the integration of technology in their classroom.


Out of 75 classroom teachers in Renaissance Academy, 57 teachers have been observed. Results of these learning walks include:

1. Feedback provided to teachers on the implementation of new programs provided by the Department of Teaching and Learning including: Khan Academy, IXL, Write Source and E Science 3000.

2. Recommendations provided to teachers on technology integration strategies that could replace less effective teaching strategies.

3. Feedback provided to teachers on the effective use of the Webquest strategy.

4. Encourage teachers to better incorporate presentation technology into daily instruction to benefit visual learners.

5. Feedback provided to teachers on how to move substitution activities.

The Instructional Technology Specialist is using the tracking form from Leverage Leadership to identify key actionable changes and will continue to look for those on future learning walks.

Adjustments or Improvements (Describe any changes to the plan that may be necessary for progress to be made toward meeting the goal) None Needed



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Identify and implement common research based technology integration strategies across curriculum areas while planning with teachers. Initially meet with each of the 15 teachers and based upon observations done, reach consensus of current level of integration based upon the VB Technology Integration Continuum

Identified strategies include:

Using classroom presentation tools such as virtual manipulatives, smart notebooks, electronic textbooks, interactive graphic organizers and PhET Math Tools.

Formative assessment tools such as Kahoot and Quizizz.

Project based learning tools such as Webquest and performance tasks using defined STEM.

Tools which allow students to practice and demonstrate skills such as the Show Me App, IXL, Ten Marks and EduCanon.

Alternative assessment tools such as Digital Storytelling and having students create an instructables.com tutorial to teach a process they have learned to others.

Since October 2015, our ITS conducted 67 planning sessions with teachers. Teachers using the identified strategies for the first time are asked to invite the ITS to observe and give feedback. Evidence of this feedback is documented on the Leverage Leadership Excel tracking sheets kept by the ITS. In addition, these strategies will appear on the teacher lesson plans. During administrative observations, the use of these strategies are noted. November 2015 meetings completed with all 15 teachers and beginning planning meeting and observations completed with all teachers. Evidence of these planning meetings are documented on the Leverage Leadership Excel tracking sheets kept by the ITS.

Added the administrative team to the person/persons responsible area in order to get more evidence of implementation None at this time



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Achieve 3000

Goal #4

SMART Goals


Goal: Instructional Technology Achieve 3000

By the end of the school year, Achieve 3000 articles and related activities will be imbedded in every Social Studies and English teachers’ lesson sequence on the average of one per week, to ensure reading growth as demonstrated by improved reading Lexiles for at least 70% of students who participated regularly during the school year.

Strategies

Work in partnership with TST in the allocation of resources (laptops, iPads) to ensure equitable access for all social studies and English teachers.

Assist with initial teacher training during in-service week.

Conduct a monthly check in via observations.

Attendance at English PLC meetings.

Achieve 3000 data reports.



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State Goal: Improve the Integration of Technology in Classrooms

VBCPS/Division Goal: 2: Multiple Pathways (Leverage Technology)






Conduct Achieve 3000 monitoring learning walks.



October 2015: ITS observed all English and Social Studies teachers teaching an Achieve 3000 lesson and provided feedback. October 2015, November 2015 Additional Achieve 3000 learning walks completed and provided feedback.

Professional Development provided by Teaching and Learning to teachers on Achieve 3000, Additional PDP/Training offered by our ITS as needed.

Monitor teacher implementation and student progress through regular analysis of Achieve 3000 data.



October 2015, November 2015: Semimonthly reports to administration. November 2015: ITS and Director trained in the administrative report module for Achieve 3000. October 2015, November 2015: Assistant principals monitored implementation for the departments they oversee.

Provide additional assistance to teachers needing help implementing this program as needed.


Instructional Technology Specialist

September 2015 October 2015, November 2015: Ongoing assistance to all teachers by ITS and additional training provided as needed. November 2015: Achieve 3000 trainers and ITS gave additional instruction to all Achieve 3000 teachers on student achievement reports and how to address difficulties.



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DO Action Plan Review Cycle: Monthly

CHECK Conduct Achieve 3000 monitoring learning walks. Monitor teacher implementation and student progress through regular analysis of Achieve 3000 data.

Findings Based on Review of the Action Plan (Describe progress made toward meeting the goal based on the immediate measures) The ITS has observed every Achieve 3000 teacher at least once using the program with their class. Evidence of this feedback is documented on the Leverage Leadership Excel tracking sheets kept by the ITS. October 2015: Student Level Set test results were examined by the ITS and invalid test score issues were resolved. September 2015 through December 2015: Monthly reports of students who have not taken the Level Set assessment included students who are no longer at Renaissance Academy. These students’ names were removed from the school. Monthly reports indicated that students who were absent were not making up Achieve 3000 activities.

Adjustments or Improvements (Describe any changes to the plan that may be necessary for progress to be made toward meeting the goal) None needed at this time. Identify other opportunities for students to complete Achieve 3000 activities.



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PBIS

Goal 5: PBIS Choice Intermediate Measures (i.e. Monthly Discipline Data, Attendance Data)

Strategies

RAMS will reduce the number of discipline incidents for disruptive demonstration, defiance insubordination and disrespect by 15% during the 2015-2016 school year.

Data will be pulled quarterly to review; Positive Behavior Intervention System throughout MS level promoting positive behavior “gotcha” tickets and positive referrals; increased supervision in all visible “hot spots” (Café, hallways during bell changes, morning drop off, dismissals).

State Goal:

VBCPS/Division Goal:

SMART Goal:.








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CHECK 1st Quarter

Findings Based on Review of the Action Plan 1st 9 weeks (2014-2015 school year September through December) Defiance/Insubordination Infractions- 51 Disrespect Infractions- 55 Disruptive Demonstrations Infractions- 63 1st 9 weeks (2015-2016 school year September through December) Defiance/Insubordination Infractions- 6 Disrespect Infractions- 4 Disruptive Demonstrations Infractions- 8 Highest Attendance 1st Semester 2014-2015 (125)

Adjustments or Improvements (Describe any changes to the plan that may be necessary for progress to be made toward meeting the goal) There are no current changes needed to the PCI. Strategies implemented were PBIS observations.

1st Semester Findings Based on Review of the Action Plan 1st Semester (2014-2015 school year September through January) Defiance/Insubordination Infractions- 138 Disrespect Infractions- 179 Disruptive Demonstrations Infractions- 239 1st Semester (2015-2016 school year September through January) Defiance/Insubordination Infractions- 21 (85% Reduction) Disrespect Infractions- 8 (95% Reduction) Disruptive Demonstrations Infractions- 11 (95% Reduction) Highest Attendance 1st Semester 2015-2016 (107)

We continue to complete PBIS observations of both teachers and students and provide feedback.



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Science

Data Summary

Describe in detail the items selected for inclusion Reading (Science and Electives)


SMART Goals


CHECK Conduct Literacy Learning Walks


1-8-16 learning walks conducted with Science Department Chair focused on student engagement and literacy.

1-15-16 learning walks conducted with Elective Department Chair focused on student engagement and literacy.

1-20-16 learning walks were conducted with DOTL.

1-12-16 and 1-25-16, Administration met with Science department.


Conduct more focused learning walks documenting specific literacy strategies.


Document literacy strategies implemented in learning plans twice weekly.



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Identify and implement common researched based literacy strategies across curriculum areas. (Literacy Toolbox and bi-weekly strategies) Identify and implement reading strategies specific to the thinking in the discipline

1-25-16, reviewed pre, mid and post data with science teachers.

3 of 19 teachers have been observed implementing literacy strategies which is 16% of the teachers supervised in the Science HS department.

Reviewed pre, mid and post data with science and assessment data with CTE department.

Science teachers incorporates weekly vocabulary strategies and documents in learning plans.

Collaborate with English department to identify effective literacy strategies.

Continue to meet with teachers during PLCs and department meetings.

Continue to analyze unit and benchmark data.

Increase the number of students and teachers enrolled in after school tutoring.

Continue to analyze assessment data to target students that need remediation.

Increase the amount of literacy strategies implemented.



Implement effective literacy strategies from English teachers.

Continue to analyze unit and benchmark assessment data to target students that need remediation.

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