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 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.

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.

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.