APS PROGRESSIVE PLANNING MODEL FIRST SEMESTER ACTION PLAN: 2015-16 School Performance Priorities and Actions to be Taken to Address Student Achievement

School Name: Long Branch Elementary School School Principal: Felicia A. Russo

EVIDENCE OF SCHOOL ALIGNMENT WITH PROGRESS PERFORMANCE ANNUAL ACTIONS TO SCHOOL PRIORITIES TIMELINE RESPONSIBLE STRATEGIC TOWARD PRIORITIES PERFORMANCE (Align Action Steps with Timeline, Responsible Parties FOR PARTIES (Based on Summative GOALS PLANNING GOALS and Anticipated Evidence) ACTIONS (Be Specific) ANNUAL GOAL Performance Data) (Progress Monitoring at 30, 60, 90 and 120 Days)

Baseline data indicated All students in grades 3, Challenge and engage all that 87.28% of all 4 & 5 will meet or learners. Administer IA/benchmark assessments to students in Instructional Staff Reports from IA & Quarterly students in grades 3, 4 exceed the proficient Grades 2-5. benchmark & 5 met or exceeded benchmark (400) on Eliminate achievement assessments the benchmark on the the end of year gap within and among Share data with staff and engage in analysis of PLC – Principal/AP Weekly Virginia Standards of Standards of Learning subgroups. students performance data. Specialists Data reports Learning Reading Test in Reading. PLC minutes Assessment in Spring 2015. Identify targeted students in K-5 reading below grade level as measured by performance on previous SOL Weekly PLC – Principal/AP Watch List, PLC minutes assessments, DRS, PALS, IA.

Provide small group instruction on student’s reading Daily – Began Specialists (SPED/ IA, IEP Progress reports, level which allows for targeted interventions and on September Reading) DRA data, PLC minutes academic goals 11th

Baseline Data 2014-15 Goals SY 2015-16 Actively monitor student progress and performance; Weekly PLCs IA, IEP Progress, DRA All- 87.25% All- 88% efficacy of intervention and dynamic status of group. data, PLC minutes Black – 76.66% Black- 78% SWD – 59.45% SWD- 66% Provide tiered support and intervention for students LEP – 61.66% LEP- 69% performing below grade level benchmarks. Daily Reading Staff, Special Implementation of Hispanic 68.29% Hispanic-72% Education Teachers Orton Gillingham Asian – 92.30% Asian- 92% & ESOL/HILT approach, LLI, Read White- 95.31% White- 95% Teachers Naturally, & other ED- 71.42% ED- 72% methodology. Monitor intervention outcomes.

Baseline data indicated All students in grades 3, Challenge and engage all Administer IA/Benchmark assessments to students in Quarterly Instructional Staff Data reports that 85.71% -of all 4 & 5 will meet or learners. Grades 2-5. students in grades 3, 4 exceed the proficient & 5 met or exceeded benchmark (400) on Eliminate achievement Share data with staff and engage in analysis of student Weekly PLC – Principal/AP Data reports, IA Data the benchmark on the the end of year gap within and among performance data. PLC Minutes EVIDENCE OF SCHOOL ALIGNMENT WITH PROGRESS PERFORMANCE ANNUAL ACTIONS TO SCHOOL PRIORITIES TIMELINE RESPONSIBLE STRATEGIC TOWARD PRIORITIES PERFORMANCE (Align Action Steps with Timeline, Responsible Parties FOR PARTIES (Based on Summative GOALS PLANNING GOALS and Anticipated Evidence) ACTIONS (Be Specific) ANNUAL GOAL Performance Data) (Progress Monitoring at 30, 60, 90 and 120 Days)

Virginia Standards of Standards of Learning subgroups. Identify targeted students in K-5 who are below grade Weekly PLC – PLC Minutes, Watch Learning Mathematics Test in Mathematics. level in Math skills based on performance with prior Principal/AP List Assessment in Spring SOL assessments or IA tests. Lead Teacher 2015. Math Coach

Baseline Data 2014-15 Goals SY 2015-16 Provide additional instructional support to all classes, Daily Specialists IA, IEP Progress Reports All – 87.71% All – 88% kindergarten through grade five, during mathematics Math Coach Black – 83.33% Black – 84% instruction. SPED Teachers SWD – 43.24% SWD – 65% SPED Assistants LEP – 66.12% LEP – 67% ESOL/HILT Teachers Hispanic- 57.14% Hispanic- 69% Asian – 96.5% Asian – 96% Actively monitor student progress and performance; Weekly PLCs IA & Math Quarterly White- 93.75% White- 94% efficacy of intervention. Assessments ED- 71.42% ED- 72%

Provide differentiated instruction for students Daily Instructional Staff, Implementation of 5/6 mastering grade level skills Gifted Resource Curriculum, CML, Teacher enrichment & extension activities.

Encourage staff to choose SMART goals that focus on Monitor in Principal & Assistant IA & Math Quarterly mathematics. Beginning, Principal Assessments Middle & End of Year Conferences

Provide tiered support and intervention for students Daily Specialists Implementation of Do performing below grade level benchmarks. Math Coach The Math, FASTT Math, SPED Teachers IXL, etc. Monitor SPED Assistants intervention outcomes. ESOL/HILT Teacher Long Branch Monitor the Meet The Needs Of The Ensure that all parents actively participate in Throughout Administrative Spreadsheet of Elementary School academic Whole Child both Fall & Spring student conferences and the school Team, Staff, conferences staff is committed to performance and meetings (IAT, special education, IEP, etc.) where year. Bilingual Resource providing equitable also the components student progress & performance are discussed. Assistant and inclusive affecting each child’s opportunities for all students. health and social Conduct parent/student workshops and Throughout Administrative Attendance at events emotional well- activities that highlight instructional areas as the school Team, Staff, being. well as the cultural diversity of our school to year. Bilingual Resource include but not limited to Reach for Reading, Assistant International Night, Science Week, Math Day, Weekly Voices, Little Lion Newspaper, Career EVIDENCE OF SCHOOL ALIGNMENT WITH PROGRESS PERFORMANCE ANNUAL ACTIONS TO SCHOOL PRIORITIES TIMELINE RESPONSIBLE STRATEGIC TOWARD PRIORITIES PERFORMANCE (Align Action Steps with Timeline, Responsible Parties FOR PARTIES (Based on Summative GOALS PLANNING GOALS and Anticipated Evidence) ACTIONS (Be Specific) ANNUAL GOAL Performance Data) (Progress Monitoring at 30, 60, 90 and 120 Days) Day & Lion Pride activities.

Provide opportunities for students that focus on Throughout Administrative Attendance at events emotional and physical health and safety to the school Team, Staff, & participation logs include but not limited to guidance lessons, anti- year. Bilingual Resource bullying, community service projects, Girls & Assistant Boys on the Run, Lion Pride activities, Red Ribbon Week, Jump Rope for Heart, Field Day, etc.

Provide opportunities for parents to participate Throughout Administrative Participation logs in school committees, Building & Counseling the school Team, Staff, Advisory Committees, PTA, CCPTA & ACI etc. year. Bilingual Resource Assistant

Identify teaching practices that promote student Throughout Administrative Documentation Log social emotional learning and which impact the school Team, Staff, Strand academic learning to include but not limited to year. Bilingual Resource PBIS, Adaptive School, ATSS, Cultural Assistant Competence Counsel, cultural competence facilitators, & CLASS.

Daily Specialists IA, IEP Progress Reports EVIDENCE OF SCHOOL ALIGNMENT WITH PROGRESS PERFORMANCE ANNUAL ACTIONS TO SCHOOL PRIORITIES TIMELINE RESPONSIBLE STRATEGIC TOWARD PRIORITIES PERFORMANCE (Align Action Steps with Timeline, Responsible Parties FOR PARTIES (Based on Summative GOALS PLANNING GOALS and Anticipated Evidence) ACTIONS (Be Specific) ANNUAL GOAL Performance Data) (Progress Monitoring at 30, 60, 90 and 120 Days)