School Improvement and Innovation Plan

End of Year SMARTR Outcome

Cherry Run Elementary will increase the passing rate in the area of math-students with disabilities 70% to 73%

Strategy 1:  Close Achievement Gap (CAG) DRIVER: ACADEMIC SUPPORT- Provide appropriate instructional supports to help all students achieve academic excellence.

Actions:

  1. Continued schedule to increase students with disabilities (SWD) inclusion within general education setting for math.  83% of staff shared that inclusion of students with disabilities within the math class is beneficial (June 2018 staff survey).
  2. Additional staff assigned to support math instruction in grades 3-5.
  3. Continue utilizing Number Talks 4 times per week in addition to Working Memory Activities from eCART and Origo.

Strategy 2: Close Achievement Gap (CAG) DRIVER: READY TO LEARN: Expand and strengthen learning opportunities to support students in acquiring the language, literacy and readiness skills for school and life success.

Actions:

  1. Through data dialogue grade level collaborative teams determine appropriate testing participation of students.
  2. Professional learning to integrate FCPS changes to assessments.
  3. Administer universal screener, FCPS Diagnostic Math Interviews (as appropriate), Beginning of Year Assessments/Horizon Assessments (as appropriate).
  4. Grade level collaborative teams meet biweekly for data dialogue meetings about students’ academic and learning needs. The teams work through the Responsive Instruction cycle of discussion, goal setting, writing action plans, implementing action plans, and progress monitoring.
  5. Data review after 8 weeks of Responsive Instruction to determine continuation of plan, discontinuation of plan, or in the case of little to no progress reexamine student needs.

End of Year SMARTR Outcome

By June 2019, the total number of students who earn a 1 or a 2 on their Life, Work and Citizenship grade in the area of Demonstrates Self-Control will decrease from 11% to 7%.

Strategy 1: Portrait of a Graduate alignment: Engages in healthy and positive practices and relationships to promote overall physical and mental well-being.

Actions:

  1. Staff will create a self-care action plan Self-care has been defined as providing adequate attention to one's own physical and psychological wellness (Beauchamp & Childress, 2001). Beyond being an aspirational goal, engaging in self-care has been described as an "ethical imperative" (Norcross & Barnett, 2008).
  2. All new staff (teachers & specialists) will participate in Yoga 4Classrooms training October 8th earning recertification points and educator certification from Y4C. (Staff was trained 2017-2018 SY)
  3. Professional learning to ensure interrater reliability life, work & citizenship skills for grading:  https://www.fcps.edu/node/32329 
  4. Bi-Weekly implementation of Yoga 4 Classrooms for ALL Cherry Run classes
  5. Monthly updates to yoga stops at transitional points within the school

Strategy 2: Portrait of a Graduate alignment:  Persists to accomplish difficult tasks and to overcome academic and personal barriers to meet goals.

Actions:

  1. Staff will complete the Resiliency Quiz at the beginning and end of the year. Resilience is that ineffable quality that allows some people to be knocked down by life and come back stronger than ever. Rather than letting failure overcome them and drain their resolve, they find a way to rise from the ashes. Psychologists have identified some of the factors that make someone resilient, among them a positive attitude, optimism, the ability to regulate emotions, and the ability to see failure as a form of helpful feedback. 
  2. Utilize Pre-Testing Y4C Sequence before high-stakes testing.
  3. Continued Life, Work & Citizen skills data collection on students’ emotion-regulation (reporting category 1 & 4), self-control (reporting category 11), attention and focus (reporting category 6). (Outcome data)
  4. Implement Responsive Instruction (RI) for students receiving levels 1 &2 in the life, work & citizenship skill self-control. (Process data)
  5. Y4C pre and post student survey. (Perception data)
  6. Collect office referrals to determine number of students referred for emotion-regulation, self-control, attention and focus. (Outcome data)