Continuous School Improvement Plan

1. Professional Learning and VA Literacy Act Compliance: All teachers have started the required VDOE sessions as part of the VA Literacy 
2. Curriculum Mapping and Lesson Planning Cycles: Grade-level teams are actively participating in curriculum mapping and using Universal Backwards Design principles in weekly lesson planning cycles. Lesson Plans are being reviewed every 3-4 weeks  to monitor alignment in lesson objectives and for the integration of High Leverage Practices within the literacy block.
3. Coaching Cycles and Classroom Improvement Plans: Coaching cycles are underway, and teachers are working on implementing targeted strategies. 
4. Specially Designed Instruction for Special Education: Special Education teachers completed targeted training in how  to support psychological processing deficits. 
5. Literacy Walkthroughs: Non-evaluative walkthroughs have been conducted, with feedback provided to support instructional improvements. The focus of the walk through was effective use of materials and resources
6. Implementation of Heggerty in K-2: The Heggerty phonemic awareness program is fully implemented in K-2 classrooms
7. Continuous Improvement Plans: Grade-level teams are monitoring and updating their interventions and strategies on a six-week cycle.
8. Data Monitoring and Analysis: Structured data analysis occurs every 4-6 weeks, with student work samples reviewed to monitor growth.
9. Minimized Interruptions and Tier I Instruction: Adjustments in the master schedule have minimized interruptions during literacy blocks, allowing for uninterrupted Tier I instruction. 

Professional Learning and VA Literacy Act Compliance:  All teachers have begun the required VDOE sessions as part of compliance with the VA Literacy Act, ensuring professional learning aligns with state expectations.

Curriculum Mapping and Lesson Planning Cycles: Grade-level teams are actively engaged in curriculum mapping, applying Universal Backwards Design principles in weekly lesson planning cycles. On January 3rd all grade level teams completed curriculum maps for the second semester of the school year. Classroom-focused improvement meetings have been extended to 90 minutes to allow additional time for deeper discussions and planning. Lesson plans are reviewed every 3-4 weeks to ensure alignment with objectives and integration of High Leverage Practices in the literacy block and feedback is provided to teachers as a result of this review. 

Coaching Cycles and Classroom Improvement Plans: Coaching cycles are in progress, with teachers implementing targeted strategies to enhance instructional effectiveness. Sessions have been completed on: lesson planning, A survey was completed to better align coaching with teacher needs, ensuring personalized and impactful support.

Specially Designed Instruction for Special Education: All Special Education teachers have completed targeted training on supporting psychological processing deficits, as well as UFLI training, enhancing their ability to deliver specially designed instruction effectively.

Literacy Walkthroughs: Multiple non-evaluative literacy walkthroughs have been conducted, focusing on the effective use of materials and resources. Walkthroughs began in October and before the end of the 2nd marking period a total of 3 walkthroughs were completed. Members of the reading committee (1 teacher per grade) were additionally trained on the walkthrough form utilized by the district. Feedback from these walkthroughs continues to guide instructional improvement.

Implementation of Heggerty in K-2: The Heggerty phonemic awareness program is now fully implemented in K-2 classrooms, enhancing foundational literacy skills.

Continuous Improvement Plans: Grade-level teams are monitoring and refining their interventions and strategies every six weeks, ensuring continuous progress toward literacy goals.

Data Monitoring and Analysis: Data analysis sessions are held every 4-6 weeks, incorporating the review of student work samples to monitor growth and inform instructional adjustments.

Minimized Interruptions and Tier I Instruction: Adjustments to the master schedule have effectively minimized interruptions during literacy blocks, providing teachers with uninterrupted time for Tier I instruction. Additionally, ELL services have been adjusted to utilize a push-in model instead of a pull-out model, reducing time spent outside of the classroom for these students.

Beginning of the Year VALLS data:  Mid-Year Window opens 3rd Quarter

Kindergarten:  High Risk: 25%     Moderate Risk: 34%      Low Risk: 41%

First Grade:    High Risk: 33%     Moderate Risk: 29%      Low Risk: 38%

Second Grade:    High Risk: 31%     Moderate Risk: 39%      Low Risk: 31%

Professional Learning on New Math Standards and Conceptual Knowledge: All teachers participated in the initial professional learning sessions focused on the new math standards, conceptual understanding, and i-Ready instructional resources.

Coaching Cycles and Classroom Improvement Plans: Coaching cycles are in progress, with teachers implementing strategies.

Special Education Instruction in Math: Special Education teachers completed targeted training in how  to support psychological processing deficits. 

Minimized Interruptions for Tier I Instruction: Adjustments to the master schedule have minimized interruptions during math instruction blocks, optimizing time for high-level Tier I instruction.

Data Monitoring and Structured Analysis: Data monitoring cycles every 4-6 weeks are in place, with structured analyses of student work samples guiding instructional adjustments.

Curriculum Mapping and High Leverage Practices: Lesson Plans are being reviewed every 3-4 weeks  to monitor alignment with High Leverage Practices, ensuring intentional, structured math instruction. Walkthroughs are being planned to begin to monitor and ensure classrooms are applying these practices consistently.

Professional Learning on New Math Standards and Conceptual Knowledge: Teachers participated in the January professional learning sessions focused on the new math standards, conceptual understanding, and collaborative planning. Grade-level math committee members are continuing a book study of Math Fact Fluency and have implemented games to build automaticity of basic facts.

Coaching Cycles and Classroom Improvement Plans: A survey was completed to better align coaching with teacher needs, ensuring personalized and impactful support. Coaching cycles are in progress at all grade-levels, with teachers implementing strategies learned through model lessons and co-teaching.

Special Education Instruction in Math: Special Education teachers completed targeted training in how to support students using approved Math Aids and building independence in mathematics. 

Minimized Interruptions for Tier I Instruction: Adjustments to the master schedule have minimized interruptions during math instruction blocks, optimizing time for high-level Tier I instruction.

Data Monitoring and Structured Analysis: Data monitoring cycles every 4-6 weeks are in place, with structured analyses of student work samples guiding instructional adjustments. As a result, a testing environment was implemented to support the I-Ready diagnostic assessment in December.

I-Ready Diagnostic Data:

Curriculum Mapping and High Leverage Practices: Lesson Plans are being reviewed every 3-4 weeks to monitor alignment with High Leverage Practices, ensuring intentional, structured math instruction. Collaborative planning for math is beginning in January 2025.

1. Professional Learning Calendar Development: A calendar prioritizing professional learning has been developed and is monitored monthly to determine if this needs to be adjusted.
2. Professional Learning Sessions in Reading and Math: The initial sessions in both reading and math were successfully delivered, focusing on foundational strategies and high-leverage practices. 
3. Completion of Coaching Cycles: The first round of coaching cycles have begun, with targeted instructional support provided to teachers.  WalkThrough Form Implementation: The WalkThrough form was launched, enabling structured observations aligned with professional learning goals. National Conference Option: An opportunity for teachers and/or teacher to leaders  to attend national conferences relevant to school wide goals is being considered.

Professional Learning Calendar Development: The professional learning calendar continues to be monitored monthly, ensuring alignment with our goals and readiness to make adjustments as needed.

Professional Learning Sessions in Reading and Math: Additional professional learning sessions in both reading and math have been successfully delivered, emphasizing foundational strategies and high-leverage practices. Planning is underway for the next sessions to build on this momentum.

Completion of Coaching Cycles: Coaching cycles are underway, with targeted instructional support actively provided to teachers, reinforcing our focus on effective instructional practices.

WalkThrough Form Implementation: The WalkThrough form has been successfully launched with multiple walkthroughs completed focused on literacy instruction  and is being utilized to align with professional learning objectives.

Behavior Flow Chart Development and Implementation: The behavior flow chart has been developed and introduced to staff. Using data to follow the grade-level cohorts (i.e., kindergarten last year to first grade this year), the first-grade referrals have decreased by 100%, second-grade decreased by 53%, third-grade decreased by 25%, fourth-grade decreased by 75%, and fifth-grade decreased by 67%. Kindergarten data will be compared from the first quarter to the second quarter on the next update. 

Staff Refresher Sessions: Refresher sessions on PBIS, SEL, Help Prompt Wait, and trauma-informed practices were held during the opening professional development week.

Re-implementation of Caring Schools Curriculum: The Caring Schools Curriculum has been fully re-introduced, with 100% of classrooms showing evidence of curriculum use during the first walkthrough focused on morning meeting implementation. 

Schoolwide SEL Initiatives: SEL-focused morning announcements, buddy days, and Remarkable Raven referrals have been consistently implemented. Remarkable Raven Referrals have increased (26 to date) and positive phone calls home are being made with each referral.  The JWHS mentoring partnership with the KEY club is also underway, with weekly student interactions

Tier 1 Environmental Checklist Implementation: Classrooms are being monitored using the Tier 1 Environmental Checklist when needed. Teachers have received individual feedback, and supports are in place for those needing additional support.

Behavior Flow Chart Development and Implementation: Teachers continue to use the behavior flowchart when determining the level of student behavior.  The teachers are utilizing think sheets to have students reflect on their behaviors and how they can make their day better.  The behavior flow chart also helps teachers to determine when behaviors become chronic and the next steps that can be taken to put supportive measures in place for that student.  As of January 2, 2025, there are seven students who have a behavior support plan.  

Using data to follow the grade-level cohorts (i.e., kindergarten last year to first grade this year), the first-grade referrals have decreased by 100%, second-grade has increased by 4%, third-grade increased by 20%, fourth-grade decreased by 18%, and fifth-grade decreased by 22%. This data is comparing the first and second quarters from the 23-24 school year to the 24-25 school year. Kindergarten referrals for the 24-25 school year has decreased by 65% from the first quarter to the second quarter.  

Staff Refresher Sessions: No additional sessions have been held. 

Re-implementation of Caring Schools Curriculum: The Caring Schools Curriculum has been fully re-introduced, with 100% of classrooms utilizing the materials during their morning meetings. 

Schoolwide SEL Initiatives: SEL-focused morning announcements, buddy days, and Remarkable Raven referrals have been consistently implemented. Remarkable Raven Referrals have increased (33 to date) and positive phone calls home are being made with each referral.  Parker Jones school wise assembly held in December focusing on kindness, anti bullying and growth mindset

 The JWHS mentoring partnership with the KEY club is also underway, with weekly student interactions. The partnership with ECE (future early childhood educators) continues with our PreK-2 classrooms,  and the ACES program with JWHS FFA is working with our 3rd grade students monthly.