Fallsmead Elementary School 2017-2018 Performance Results June 2017 Milestone Data FES EOY MAP DATA MATH Peer Obs Reading Peer Obs Staff Survey Student Survey Data PARCC 2017 Data Student & Stakeholder Focus Use school-wide common math vocabulary Increase student access to rigorous instruction. Students will build a sense of self to increase perseverance, positive view of self , advocate for themselves and ultimately, becoming resilient in difficult academic tasks Students will participate regularly in math discourse utilizing ESOL scaffolding strategies. Students will be able to explain their thinking verbally and in writing. Fallsmead Elementary School 2017-2018 Leading for equity and cultural competence, as well as, success for every student starts with a vision to ensure that all students reach their full potential. This often involves changing beliefs and putting new actions and policies and procedures into play to make the changes we seek. Our Vision: At Fallsmead we believe in and are committed to the highest level of academic, social and emotional achievement of all students. - Our Mission: As a collaborative community of students, staff and parents, we will foster a learning environment driven by high expectations which provide opportunities for learning that ensure engagement, excitement and enrichment through respect for all cultures and build relationships between the community, staff and students. Faculty & Staff Focus Identify instructional practices that scaffold learning for our lowest students. Promote critical thinking through effective questioning and pre-planning. Collaboratively plan for math with special educators Use pre-assessment as a tool to develop scaffolds Utilize and analyze EMAT/formative assessment data for flexible grouping of students Learn and utilize new equitable practices; cooperative learning structures, and seating arrangements to promote learning. Equity Books Clubs for staff with the following title:”Culturally Responsive Teaching and the Brain”, Learn strategies to increase math discourse Strategic Planning Instructional FOCUS: Increase student understanding of academic vocabulary to improve demonstration of comprehension through oral and written responses. MATH GOAL Math Goal: As a result of root cause analysis, it was determined that we need to increase the overall number of students meeting grade level benchmarks, as well as, having access to enriched and accelerated instruction. We especially need to focus on increasing the performance of our FARMS, and ESOL students as measured by the External level milestone (MAP-P and MAP-M). Measurement, Analysis, & Knowledge Management Evidence of Learning Indicators MAP M EMAT Progress Checks Teacher Formtives Student data: Student voice data (survey, focus group, across school or individual teacher/grade) Referral data Milestone data PLC data chats Staff data: Schoolwide walk-throughs Informal observations Teacher voice data SLOs linked to instructional focus Process Management Develop a math committee to plan and chair a school-wide math event (night or morning), with parents and students. Develop a Master Schedule that allows for consistent interventions. Data chats in Sept., October, November and then every 6 to 8 weeks with administration. Use of DOI to document interventions Explore possible math club Explore Fastt Math intervention Action Plan

Fallsmead Elementary School 2017-18 Student & Stakeholder Focus Incorporate research-based strategies during instruction to increase oral and written discourse with focus on ESOL students. Use a common school-wide vocabulary for decoding and comprehension strategies. Receive explicit instruction in language acquisition and vocabulary development. Receive targeted interventions if not meeting benchmark. Receive challenging instruction, including Junior Great Books and William and Mary. Students will build a sense of self to increase perseverance, positive view of self , advocate for themselves and ultimately, becoming resilient in difficult academic tasks Respond orally and in writing to higher order thinking questions. Fallsmead Elementary School 2017-18 Performance Results June 2017 Milestone Data FES EOY MAP DATA MATH Peer Obs Reading Peer Obs Staff Survey Student Survey Data PARCC 2017 Data Leadership Leading for equity and cultural proficiency, as well as, success for every student starts with a vision to ensure that all students reach their full potential. This often involves changing beliefs and putting new actions and policies and procedures into play to make the changes we seek. Our Vision: At Fallsmead we believe in and are committed to the highest level of academic, social and emotional achievement of all students. Our Mission: As a collaborative community of students, staff and parents, we will foster a learning environment driven by high expectations which provide opportunities for learning that ensure engagement, excitement and enrichment through respect for all cultures and build relationships between the community, staff and students. Strategic Planning Instructional FOCUS: Increase student understanding of academic vocabulary to improve demonstration of comprehension through oral and written responses. READING GOAL As a result of root cause analysis, it was determined that we need to increase the overall number of students meeting grade level benchmarks, and increase the racial and cultural diversity of the students working above grade level. We especially need to focus on increasing the performance of our FARMS, and ESOL students as measured by the School/ District level milestone (MIRL) and the External level milestone (MAP-R). Faculty & Staff Focus Teachers will build up students’ sense of self to increase perseverance, positive view of self and ultimately, becoming resilient in difficult academic tasks Engage teachers in professional learning on how to scaffold for acceleration in reading. Provide professional learning about focus to Paraeducators in order to provide effective interventions. Professional development on providing meaningful writing follow-up during reading center time. Explicitly model and differentiate inferential thinking across reading levels. Use a common school-wide vocabulary for decoding and comprehension strategies. (develop posters to be shared) Students who haven’t met benchmark will make gains in reading as a result of leaders/staff exploring the impact of race and culture on teacher expectations Work with Equity Team on Culturally Responsive Teaching and the Brain. Engage teachers in professional development focused on language acquisition and strategies to increase student discourse Measurement, Analysis, & Knowledge Management Evidence of Learning Indicators MIRL MCLASS MAP R Progress Checks School data collection sample: Student data: Student voice data (survey, focus group, across school or individual teacher/grade) Referral data Milestone data PLC data chats Staff data: Schoolwide walk-throughs Informal observations Teacher voice data SLOs linked to instructional focus Involving all stakeholders (i.e. community) - educate parents about growth mindset by making a point of reaching out to ALL parents (meet at Barnes? PTA meetings at RIO community center?) Process Management On-Going use of Performance Matters to support instructional decisions Pass writing samples to next year’s teacher to be used as motivation and a starting point. Engage teachers in conversations about race, beliefs and its impact on teaching and learning. Develop a Master Schedule that allows for consistent interventions and takes into consideration student needs at each grade level. Planning time focused more on small differentiated reading groups. Quarterly writing assessments to monitor writing in response to reading. Equity Book Club: “Culturally Responsive Teaching and the Brain”, Zaretta Hammond Data chats for reading/math Begin partial implementation of William and Mary

Instructional Reading Level by Marking Period