2021-2022 ESSER III/School Innovation and Improvement Plan
Outcome goals for this academic year.
School Innovation and Improvement Plan At-a-Glance
Silverbrook Elementary School
Dr. Pamela Simpkins, Principal
End of Year SMARTR Outcome
All subgroups will reach proficiency levels of 85% or greater on the 2021 Reading SOL.
In grades K-2, 85% of the students in all subgroups will make at least one year’s growth and/or demonstrate the expected grade level proficiency in Reading as measured by the DRA2 Progress Monitoring or universal screener or Imagine Learning. 85% of ESOL students in grades K-6 will achieve VDOE expected growth targets as measured by WIDA composite score.
We will strengthen our knowledge and structure of the Workshop model for Reading and Writing to ensure that we address the needs of all learners and provide more intensive work with students with disabilities.
We will renew and expand our efforts in creating a collaborative culture for teaching and learning to improve academic achievement for all students.
End of Year SMARTR Outcome
By the end of the year, 100% of students (grades 3-6) will increase their Goal-Directed and Resilient Individual Skills Proficiency measured two times per year using a self-assessment rubric.
We will deepen teacher and student understanding of POG Goal-Directed and Resilient Individual through explicit instruction on the expectations of virtual learning and reflection opportunities.
We will plan opportunities for students to practice Goal-Directed and Resilient Individual POG skills in a variety of academic and social settings.
End of Year SMARTR Outcome
By the end of the year, 100% of instructional classroom staff will provide at least one quarterly AAP curriculum experience to all students.
We will provide access to additional rigor by strengthening Tier 1 instruction using AAP Curriculum Resources.
Silverbrook Elementary School ESSER Plan 2021-2022
Strategy 1: We will increase our knowledge of phonological awareness and phonics instructional best practices to foster school-wide growth in these fundamental areas.
Action 1: Teachers will have a designated word study period within the Language Arts Workshop.
Action 2: Teachers will unpack and incorporate the Word Study and Vocabulary Throughout the Year and Word Study Pacing offered for each unit of the FCPS Language Arts Planning and Pacing Addendum.
Action 3: Teachers will provide intervention and remediation during SOAR time within the school day.
Action 4: Teachers will examine current practices and commit to new methods using county resources and those suggested in professional literature. Opportunities for vertical articulation and data analysis will be integral parts of LA CLTs.
Strategy 2: Build teacher capacity and expand knowledge of research-based programs to support instructional planning, delivery, and student outcomes.
Action 1: Orton Gillingham (OG) Program-to address possible early delays in literacy skills, specifically in phonics and phonemic awareness which are associated with a wrath of negative educational outcomes. Addressing such delays, as shown on iReady assessment, is a top priority.
Action 2: Provide training and materials for LLI.
Action 3: Increased ESOL teacher time to support and instruct students.
Action 4: Quarterly ½ day planning for staff for vertical articulation, beginning teacher/mentor observations and feedback.
Strategy 3: Increase student love of reading by providing a wider variety of reading choices K-6.
Action 1: Increase the amount of book choices in our classroom libraries, to include books with represent children from various cultures and lifestyles.
Action 2: Increase the amount of book choices in our Book Room
Action 3: Students will participate in a book summary highlighting their favorite titles (i.e. book share fair)
Strategy 1: Teachers will participate in a yearlong professional development utilizing the NCTM effective teaching practices to strengthen the Math Workshop Instructional Models with an emphasis on building procedural fluency from conceptual understanding.
Action 1: Using the text 5 Practices in Practice book in job embedded professional development during CLT for implementing Rich Tasks in Math Workshop in order to implement tasks that promote reasoning and problem-solving.
Action 2: Teachers will elicit and use evidence of student thinking by reflecting and modifying teaching based on individual and CLT data reflections.
Action 3: Teachers will provide intervention and remediation during SOAR time within the school day by focusing on the effective practice of providing students with opportunities for productive struggle.
Strategy 2: Teachers will examine current practices and commit to new methods using county resources and those suggested in professional literature. Opportunities for vertical articulation and data analysis will be integral parts of the Math CLTs.
Action 1: As a team, select and prepare a high ceiling low floor tasks from the PPG or VDOE website to implement with all students using the tasks model of workshop. Teams will reflect together after implementation to learn from one another as they engage with the tasks planning process.
Action 2: Improve student fact fluency through the use of math games and implementing research-based programs to develop deep conceptual understanding of operations and fact fluency.
Action 3: Provide AVMR training to staff to increase mathematical performance.
Social Emotional Learning
Strategy 1: Offer a variety of after school programs to increase engagement and to provide social emotional support for students and families.
Action 1: Art therapy
Action 2: Gardening Club
Action 3: Girls on the Run/Boys on the Move
Action 4: Create outdoor learning spaces where students can work and learn in an outdoor environment.
Strategy 2: Building teacher capacity in supporting wellness by providing professional development and implementation of social emotional intervention programs.
Action 1: Zones of Regulations (program materials and staff training) and calming boxes for each general and special education classroom
Action 2: Strong Start (program materials and staff training)
Action 3: Strong Kids (program materials and staff training)
Action 4: Zones of Regulations (program materials and staff training), Strong Start (program materials), Strong Kids, calming boxes
Strategy 3: Family Engagement contributes to positive student outcomes, including improved child and student achievement, decreased disciplinary issues, improved parent-teacher and student teacher relationships and improved school environment. Research shows that involving families in their children’s education is paramount to student success, increased attendance, and likely graduate from high school and attend
Action 1: Community outreach fun bus- “Rolling with Reading” and “Moving with Math”
Action 2: Family Reading/Math/Career Nights
Action 3: Teacher home visits