1 | School: | Guilford Elementary | ||||||||||||
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2 | Empowering all students to make meaningful contributions to the world. | |||||||||||||
3 | ||||||||||||||
4 | STRAND I: TEACHING FOR LEARNING | |||||||||||||
5 | Domain 1 - English Language Arts | |||||||||||||
6 | Outcome Goal: | By May 2024, Tier 1 students will have a fall to spring average conditional growth of 50%. Tier 2 and Tier 3 students will have a fall to spring average conditional growth of 60% or higher as measured by MAP reading assessment. | Process Goal: | Teachers will implement an aligned written, tested, and taught curriculum, with clear objectives, in every classroom, every day for every student as observed through walkthroughs and peer observations 80% of the time during the 2022- 2023 school year. (Core Instruction including targeted instruction.) | ||||||||||
7 | Outcome Goal Progress: Year 1 | During the 2021-2022 school year, 49% of Guilford students met their conditional growth goal. Students in Tier 2 and 3 achieved 52% conditional growth. Students identified in Special Education showed 43% conditional growth. | Process Goal Progress: Year 1 | Guilford Elementary staff continues to make growth in comprehensive literacy. This is the fourth year the whole school has implemented the Units of Study for reading and language arts and the third year for the Units of Study for phonics. | ||||||||||
8 | Outcome Goal Progress: Year 2 | In May 2023, grades 2-5 had an average CGP of 37% in Reading according to NWEA MAPS assessment 2nd Grade: 37% 3rd Grade: 30% 4th Grade: 39% 5th Grade: 40% | Process Goal Progress: Year 2 | Teachers participated in weekly PLCs on topics such as Reading, Math, Behavior, MTSS, Collaboration, Tech, etc, and filled out surveys on RTI and PLC progress thus far. Reading coaches & DIF-R were at these monthly meetings, and debriefs with admin were held. | ||||||||||
9 | Outcome Goal Progress: Year 3 | Process Goal Progress: Year 3 | ||||||||||||
10 | Process Goal is supported by the following LCPS Culturally Responsive Framework Components: | |||||||||||||
11 | Component 1: Welcoming, Inclusive and Affirming Environment | Component 2: Inclusive Curriculum and Assessment | Component 3: Engagement and Challenge Through Deeper Learning | |||||||||||
12 | Strategies for Current Year | Staff Role(s) Responsible for Monitoring Implementation | Evidence of Progress/Completion (Artifacts required) | Fall Monitoring Comments | Winter Monitoring Comments | Spring Monitoring Comments | ||||||||
13 | Reading Collaborative Learning Teams (CLT): Grade Level Teams, including EL and Cross-Categorical Sp.Ed. Teachers, will participate in Reading CLT once every 4 Weeks. During Reading CLT, Instructional Facilitator and Reading Teachers will facilitate collaborative work as it relates to identifying data to review, analyzing data, and developing/selecting common assessments. This will be monitored by CLT agendas, and team planning meeting notes. | School Based Instructional Facilitator, Reading Teachers, DIF, School Administration | CLT Agenda (running), Assessments, Data Spreadsheets | August-September CLTs- focused on analyzing previous year data sheets, providing curriculum and MTSS updates from county, and planning first two weeks; September CLTs-focused on early intervention groups, using data to form word study groups, and planning small groups; focused on analzying BOY data to form Tier 2 and Tier 3 intervention groups, plan intervention to use with group, and discuss how data will be collected using FASTBridge; October CLTs-focused on analyzing Growth Data, pre-assessment data to plan for upcoming units, integrating science through read alouds, using UFLI data to plan targeted small group instruction, and research based vocabulary instruction. | During quarterly planning and CLT meetings, 100% of grade levels discussed differentiated instruction and intervention for students. GUI Reading Overall CGP: 34% 1st: % 2nd: 37% 3rd: 28% 4th: 36% 5th: 35% Data Sheets, Interventions, & Progress Monitoring 5th, 4th, 3rd, 2nd, 1st, KG | |||||||||
14 | During the 2023-2024 school year, reading specialisits and facilitators will collaborate to provide PD on reading instruction specifically related to the science of reading (UFLI), data analysis, intervention strategies, and/or progress monitoring tools for Tier 2 and Tier 3 reading interventions. | Administration, School Based Instructional Facilitator, Reading Teachers | UFLI Presentations, Choice PD Presentations, Reading CLT Agenda/Presentation | During August teacher work week School based Instructional Facilitator and Division Instructional Facilitator provided school-wide professional development in the beginning of the year to review the components of UFLI. Division Level Reading Instructional Facilitator led CLTs to model UFLI instructional block and resources. Additionally, reading teachers provided live coaching and modeling for new staff on UFLI components, shared reading, running records, and read aloud. During the Choice PD Staff Meeting on 10/19/ teachers participated in co-teaching best practices. 1/3 ML QTEL CLT PD & Team Co-Planning Strategies benefit all learners, but are essential for MLs was presented by ML facilitator during CLT meeting. Teachers have participated in the Fall QTEL Cohort. | Systematic phonics instruction has been implemented in all grade levels. Kindergarten-4th grade are using UFLI for whole group instruction with diffentiation during small group lessons. 5th grade is combining word study with advance word study components to support work in phonics and word meaning. Teachers in grades 3 -5 have worked with our reading specialist to analyze the DSA to differentiate word study instruction for the students. Professional development was provided on the utilization of Newsela to incorporate nonfiction into content during the February Choice PL staff meeting on 2/15. LCPS ELA Facilitator delivered Targeted Multisensory Phonics PD for all KG-5th grade teachers on 1/31 _____ staff members are enrolled in LETRS training this year. | |||||||||
15 | Teachers will provide small group direct instruction to address phonological needs as identified in VALLSS/PALS data and VALLSS/PALS Tutors will work with students in Grades K-3 who qualify for VALLSS/PALS intervention services. ADD: Professional development on new intervention protocols for paraprofessionals (PALS tutors, teacher assistants) and on progress monitoring tools for teachers and PALS tutors. | Grade Level Teams, Administration, instructional facilitators, division level instructional facilitator | PLC and Data Day agendas, sheets, common assessments, Data Tracking Spreadsheets, Progress Monitoring Reports; walkthrough data | Data Sheets, Interventions, & Progress Monitoring 5th, 4th, 3rd, 2nd, 1st, KG Grade level teams met to analyze student data and make decisions on deficit skills that require intervention. Teams met to utilize data reports to create groups for upcoming units. Individual intervention plans were created for each student to guide their small group instruction. instructional facilitators, Administrators, and SIF-R shared the Researched-Based MTSS Module Interventions and Decisions 2023-2024 (Library). with all staff to support differentiation according to student needs. | ||||||||||
17 | Reading Team and SBIF will collaborate to implement the LCPS flowchart/decision tree for interventions. Monitoring student progress will be done during Power Up and small groups to modify intervention as needed. | Classroom teachers, instructional facilitators, Administrators, ML teachers, and SPED teachers | Power up groups, MTSS progress monitoring, data walls, Lesson Plans | Beginning of the year Fastbridge screenings have been completed. Progress monitoring groups have been compiled by using the LCPS Decision Tree for Interventions flow chart and beginning the week of 11/15/2023, teachers began regularly screening their identified students. Students are being monitored weekly and biweekly depending on their Tier level. Students are being monitored using onset sounds, letter sounds, nonsense words, and CBMR reading assessments on Fastbridge. Data Sheets, Interventions, & Progress Monitoring 5th, 4th, 3rd, 2nd, 1st, KG | During quarterly planning and CLT meetings, 100% of grade levels discussed differentiated instruction and intervention for students.CLT and data day schedules established for the year including progress monitoring check-ins every 4-5 weeks. During reading focused CLTs, time had been devoted to UFLI pacing analyzing the UFLI progress monitoring assessments and instructional strategies as well as small group differentiation. | |||||||||
18 | STRAND I: TEACHING FOR LEARNING | |||||||||||||
19 | Domain 2 - Mathematics | |||||||||||||
20 | Outcome Goal: | By May 2024, Tier 1 students will have a fall to spring average conditional growth of 50%. Tier 2 and Tier 3 students will have a fall to spring average conditional growth of 60% or higher as measured by MAP math assessment. | Process Goal: | Teachers will implement an aligned written, tested, and taught curriculum, with clear objectives, in every classroom, every day for every student as observed through walkthroughs, learning walks, and peer observations 80% of the time during the 2023- 2024 school year. (Core Instruction include targeted instruction) | ||||||||||
21 | Outcome Goal Progress: Year 1 | Fall to Spring Conditional Growth data shows that overall, our Tier 1 students in grades 3-5 met the math process goal by having an average conditional growth of 50%. Grade 4 Tier 2 students met the math process goal by having an average conditional growth of 59.0%. Grade 5 Tier 1 students met the math process goal by having an average conditional growth of 60.5% Although Guilford did not meet the math process goal in each sub-category. | Process Goal Progress: Year 1 | Guilford Elementary is implementing the Math Workshop model in grades K-5. Teachers personalize learning by analyzing data from MAP and common assessments, then create small groups to target specific skills.Using the Math Workshop Model across all grade levels allows Guilford to vertically align math instruction from one grade level to the next. The math coaches provided Number Sense Routine (NSR) training and coaching to all math teachers. | ||||||||||
22 | Outcome Goal Progress: Year 2 | In May 2023, grades 2-5 had an average CGP of 43% in Math according to NWEA MAP assessment 2nd Grade: 51% 3rd Grade: 38% 4th Grade: 39% 5th Grade: 44% | Process Goal Progress: Year 2 | Teachers participated in weekly PLCs on topics such as Reading, Math, Behavior, MTSS, Collaboration, Tech, etc, and filled out surveys on RTI and PLC progress thus far. The DIF served as the math lead and was present at each of these monthly meetings, and monthly debriefs with admin and IFT were held. | ||||||||||
23 | Outcome Goal Progress: Year 3 | Process Goal Progress: Year 3 | ||||||||||||
24 | Process Goal is supported by the following LCPS Culturally Responsive Framework Components: | |||||||||||||
25 | Component 1: Welcoming, Inclusive and Affirming Environment | Component 2: Inclusive Curriculum and Assessment | Component 3: Engagement and Challenge Through Deeper Learning | |||||||||||
26 | Strategies for Current Year | Staff Role(s) Responsible for Monitoring Implementation | Evidence of Progress/Completion (Artifacts required) | Fall Monitoring Comments | Winter Monitoring Comments | Spring Monitoring Comments | ||||||||
27 | All teachers will participate with Math Bridges Professonal Development prior to collaboratively plan and analyze formative/summative data including MAP, Grade level common assessments during PLC's, Data Days, and in team planning/identify students for intervention and provide appropriate intervention (RTI) (Unpacking standards/powerful planning) | Administration, School Based Instructional Facilitator, Teachers | PLC and Data Day agenda's, sheets, common assessments, Data Tracking Spreadsheets, Progress Monitoring Reports | All KG-5th grade teachers have been trained in Math Bridges intervention during the LCPS professional learning day on 11/7/2024. During the 11/8 and 11/15 teams participated in Fastbridge and Math Map data reflection and created MTSS intervention goals based on student intervention needs. Data Sheets, Interventions, & Progress Monitoring 5th, 4th, 3rd, 2nd, 1st, KG | During Math MAP Reflection 1/24 and Team Planning MATH groups were created for RTI intervention according to needs. Students were also identified for All In VA tutoring initiative. All KG-5th grade teachers have been trained in Math Bridges intervention during the LCPS professional learning day on 11/7/2024. During the 11/8 and 11/15 teams participated in Fastbridge and Math Map data reflection and created MTSS intervention goals based on student intervention needs. Data Sheets, Interventions, & Progress Monitoring 5th, 4th, 3rd, 2nd, 1st, KG | |||||||||
28 | Teachers will utilize LCPS staff PD day, PLC, planning, staff meetings to collaboratively learn, plan and implement hands-on lessons aligned to LCPS best practices and Math Workshop Model. | Administration, School Based Instructional Facilitator, Teachers | PLC agendas | All licensed staff participated in back-to-school training in August 2023 that included LCPS curriculum updates regarding math workshop. During Kindergarten-5th Grade grade data analysis meetings and RTI CLTs in September-October, all teachers engaged in a structured activity to help them distinguish between remediation, intervention, and differentiation (core). They also received additional information and training about the updated math workshop structure (LCPS) that includes the 20 minute intervention block as they used current data to plan for Tier 2 and Tier 3 targeted interventions, documented in the Phoenix MTSS module. | ||||||||||
29 | In addition to Math whole group instruction using the math workshop model, teachers in K-5 and Math Intervention Team will provide targeted interventions to address number and number sense needs as identified by MAP data, Bridges Intervention data, and quick checks. | School Based Instructional Facilitator, Math Intervention, Teachers | MTSS Intervention Plans; MAP, Bridges, and Quick Check data | During lesson planning, the math workshop is planned 100% of the time, includes small group instruction and math routines which include a spiral review. Teachers and interventionist are providing intervention 5 days a week for 20 minutes focusing on the numner and number sense strand utilizing hands on standard intervention lessons. Interventionist is utilizing Bridges Intervention Lessons. Progress monitoring is occuring bi weekly to track student growth for the specific skills within the interventions. Data will be available when students complete MAP in winter where we can see student tier movement and spring when we can see student conditional growth. | During lesson planning, the math workshop is planned 100% of the time, includes small group instruction and math routines which include a spiral review. Teachers and interventionist are providing intervention 5 days a week for 20 minutes focusing on the numner and number sense strand utilizing hands on standard intervention lessons. Interventionist is utilizing Bridges Intervention Lessons. Progress monitoring is occuring bi weekly to track student growth for the specific skills within the interventions. Fall to Winter Data GUI Math Overall CGP: 43% 1st: 44% 2nd: 40% 3rd: 36% 4th: 51% 5th: 41% Data Sheets, Interventions, & Progress Monitoring 5th, 4th, 3rd, 2nd, 1st, KG | |||||||||
30 | Teachers will integrate activities with their students to incorporate Science, Technology, Engineering, and Mathematics (STEM) across the curriculum through Computer Science instruction and after-school enrichment. | Administration, School Based Instructional Facilitator, Teachers, Instructional Facilitator of Technology | IFT Co Planning Meeting, Lesson Plan | Multiple grade levels have integrated Computer Science activities into math lessons - Kinder identified and traced shapes using Ozobots, 1st identifed Place Value blocks using Beebots, 2nd solved addition Math Facts using Root Robots, 4th Pixel Art Team Planning Documents: 5th, 4th, 3rd, 2nd, 1st, KG | Multiple grade levels have integrated Computer Science activities into math lessons - Kinder identified and traced shapes using Ozobots, 1st identifed Place Value blocks using Beebots, 2nd solved addition Math Facts using Root Robots, 4th Pixel Art Team Planning Documents: 5th, 4th, 3rd, 2nd, 1st, KG | |||||||||
31 | Domain 3 - Science | |||||||||||||
32 | Outcome Goal: | By May 2024, Tier 1 students will have a fall to spring average conditional growth of 50%. Tier 2 and Tier 3 students will have a fall to spring average conditional growth of 60% or higher as measured by MAP Science assessment. | Process Goal: | Classroom teachers and co-teachers will plan during, coordinate, and co-teach science lessons incorporating 5E lesson planning resources through PLCs measured by lesson plans and walkthrough data. | ||||||||||
33 | Outcome Goal Progress: Year 1 | According to the VDOE School Accreditation Detail Report, Guilford had an SOL pass rate of 44% in Science for Grade 5 (2022-2023). Distibution By MAP Tier (Student) 4th: Tier 1 (47), Tier 2 (23), Tier 3 (25) 5th: Tier 1 (43) Tier 2 (21), Tier 3 (24) | Process Goal Progress: Year 1 | 5th grade stayed on pace with curriculum content for the school year and collaborated effectively to conduct experiences, learning activities, and targeted remediation. Previous 2 years of COVID interruptions disrupted science learning in previous grades, resulting in gaps of knowledge for 5th grade. Will need to concentrate on the lowest performing science subtopics and monitor learning in grades K-4 throughout the year. | ||||||||||
34 | Outcome Goal Progress: Year 2 | Process Goal Progress: Year 2 | ||||||||||||
35 | Outcome Goal Progress: Year 3 | Process Goal Progress: Year 3 | ||||||||||||
36 | Process Goal is supported by the following LCPS Culturally Responsive Framework Components: | |||||||||||||
37 | Component 1: Welcoming, Inclusive and Affirming Environment | Component 2: Inclusive Curriculum and Assessment | Component 3: Engagement and Challenge Through Deeper Learning | |||||||||||
38 | Strategies for Current Year | Staff Role(s) Responsible for Monitoring Implementation | Evidence of Progress/Completion (Artifacts required) | Fall Monitoring Comments | Winter Monitoring Comments | Spring Monitoring Comments | ||||||||
39 | Teachers will engage in learning related to the elements of a 5E lesson plan to further develop their understanding. In the first semester, teachers in grades KG-5 will participate with PL using the 5E Lesson Plan Model to plan for their science instruction. Throughout the school year, Guilford facilitators in collaboration with the Science Office will hold Choice PL opportunities for teachers centered around the 5Es. (Result of Academic Review) Teachers will utilize Science PLC and planning meetings to collaboratively plan and implement hands-on lessons aligned to LCPS best practices and 5E lesson plan format | Administration, School Based Instructional Facilitator, Teachers, Instructional Facilitator of Technology | PLC Agenda, Science Choice PL Presentations, Science QTEL Lesson Plan Review Academic Review Feedback Consesus | On 10/19 all KG-5th and specialist participated with choice PD rotation that included 5E lesson planning and exemplar lesson delivery presented by LCPS Science Facilitator. Science Classroom Lesson Evaluation was completed throughout the first quarter and during the 1/5/2024 Guilford Academic Review. The LCPS Feedback consensus was reviewed with the school leadership team 1/25/2024 | Science Classroom Lesson Evaluation was completed throughout the first quarter and during the 1/5/2024 Guilford Academic Review. The LCPS Feedback consensus was reviewed with the school leadership team 1/25/2024. LCPS Science Facilitator provided Science misconseptions and resorces review PD during staff meeting. Instructional facilitators continue to attend science planning to facilitate the utilization of the 5E lesson plan model. They are also providing opportunities with collaboration with the Science Office focused on understanding and experiencing the 5Es. | |||||||||
40 | During Science PLCs and common planning time, align Nonfiction Units of Study with grade level Science SOLs as well as weekly integration during read-alouds and shared reading as monitored by lesson plans and walkthroughs collected by the administration. As monitored by instructional team through learning walks and formal/informal observation feedback | Administration, School Based Instructional Facilitator, Teachers, Instructional Facilitator of Technology | Lesson Plan, Walk through Feedback, Formal/Informal observation feedback | Multiple grade levels integrate science topics into read alouds 4th grade has begun a cross-cirruculum project incorporating reading, writing, and science. Students choose a weather type, research it, and create a broadcasting script on it. The final outcome will be a video broadcast about their weather research using the greenscreen. | Based on lesson plan reviews, 100% of grade levels utilized non-fiction read alouds or shared readings during quarter 2. LCPS Science Instructional Road Map was presented during Science CLT, Choice PD Rotation, and reinforced within monthly content updates Guilford LCPS Philosophy and Vocabulary: 5E Instructional Model 10/25/2023 CLT | |||||||||
41 | During staff and CLT meetings enhance cross curricular connections (i.e. Specialists vocab; shared reading with content presented) will allow students further exposure to science topics in other disciplines ultimately raising student achievement. | Administration, School Based Instructional Facilitator, Teachers, Instructional Facilitator of Technology | Speed Chat Meeting Presentation, specials lesson plans | During November staff meeting the staff participated in content speed meetings with specials team to reinforce upcoming science units. They discussed essential vocabulary, content objectives, learning targets, and cross curricula learning opportunities that specials teachers can support in their content areas. Examples of evidence will include specialist lesson planning and delivery. Cross Curricular Learning Connection Lesson Plans were provided evidence during 1/5/2024 lesson evaluation during academic review | During November staff meeting the staff participated in content speed meetings with specials team to reinforce upcoming science units. They discussed essential vocabulary, content objectives, learning targets, and cross curricula learning opportunities that specials teachers can support in their content areas. Examples of evidence will include specialist lesson planning and delivery. Cross Curricular Learning Connection Lesson Plans were provided evidence during 1/5/2024 lesson evaluation during academic review | |||||||||
42 | Provide authentic Science learning experiences for students and families (for example Science night, field trips, After-school science enrichment, school wide annoucements, science word of the week on announcements). | Teachers, School Based Instructional Facilitator, Afterschool enrichment Teacher, Instructional Facilitator of Technology | Presentations, attendance logs, agendas, field trip list, school-wide assemblies | Multiple grade levels have participated in authentic Science learning expereinces for the students and parent chaperones during field trips: KG 11/3/23 Cox Farms, 3rd Grade 11/20/23 Claude Moore Park, 4th Grade 11/8/23 Watershed Presentation; 11/14/23 Started Reading the Weather Broadcasting Project, 5th Grade 11/21/23 Science Museum 25 4th and 5th graders participated with Gilly's Science Explorers after school remediation club 21 4th and 5th graders participate in Propel | Multiple grade levels have participated in authentic Science learning expereinces for the students and parent chaperones during field trips: KG 11/3/23 Cox Farms, 3rd Grade 11/20/23 Claude Moore Park, 4th Grade 11/8/23 Watershed Presentation; 11/14/23 Started Reading the Weather Broadcasting Project, 5th Grade 11/21/23 Science Museum 25 4th and 5th graders participated with Gilly's Science Explorers after school remediation club 21 4th and 5th graders participate in Propel Upcoming Science Learning Experiences include KG Zoo-to-you, Guilford Family Science Night 3/14, Wendy The Singing Sciencetist, | |||||||||
43 |
1 | School: | Guilford Elementary | ||||||||||||
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2 | Empowering all students to make meaningful contributions to the world. | |||||||||||||
3 | ||||||||||||||
4 | Strand II: School Environment | |||||||||||||
5 | Domain 8 - Safe and Supportive Environments | |||||||||||||
6 | Outcome Goal: | By May 2024, the climate survey at Guilford Elementary will show that students feel safe and represented as measured by the student climate survey results with an increase of 5% each time the survey is administered. | Process Goal: | Staff will implement equitable practices that focus on a warm and inclusive environment as observed through walkthroughs, PD, PLC's, and team planning. | ||||||||||
7 | Outcome Goal Progress: Year 1 | 78.4% of all 3rd-5th grade students completed the 2021-2022 annual survey | Process Goal Progress: Year 1 | Staff implemented a Student Equity Ambassador program for 4th and 5th students. Equity committee integrated real-life scenarios into PLC meetings to align with culturally responsive framework. | ||||||||||
8 | Outcome Goal Progress: Year 2 | Process Goal Progress: Year 2 | ||||||||||||
9 | Outcome Goal Progress: Year 3 | Process Goal Progress: Year 3 | Winter Monitoring Comments for School Environment Strategy 2 | |||||||||||
10 | Process Goal is supported by the following LCPS Culturally Responsive Framework Components: | |||||||||||||
11 | Component 2: Inclusive Curriculum and Assessment | Component 3: Engagement and Challenge Through Deeper Learning | ||||||||||||
12 | Strategies for Current Year | Staff Role(s) Responsible for Monitoring Implementation | Evidence of Progress/Completion (Artifacts required) | Fall Monitoring Comments | Winter Monitoring Comments | Spring Monitoring Comments | ||||||||
13 | Daily SEL Morning Meetings | Teachers | Second Step, Walkthrough/Observation Data | |||||||||||
14 | Gator Greeter program | Equity Lead | attendance data | |||||||||||
15 | Bi-Weekly School Counseling lessons in grades K-5 | School Counselors | attendance data | |||||||||||
16 | ||||||||||||||
17 | Domain 8 - Safe and Supportive Environments | |||||||||||||
18 | Outcome Goal: | CHRONIC ABSENTEEISM By June 2024, Guilford Elementary will decrease the overall chronic absenteeism rate to less than 15%. | Process Goal: | The Attendance Team (Principal, AP, Attendance Officer, Registrar, School Counselors and Social Worker) will identify students at risk of chronic absenteeism on a weekly basis and implement an attendance plan of action 100% of the time. | ||||||||||
19 | Outcome Goal Progress: Year 1 | 22-23: According to the VDOE School Accreditation Detail Report, Guilford had a chronic absenteeism rate of 24.91% (2022-2023). | Process Goal Progress: Year 1 | 22-23: Attendance team established and contacted parents throughout year based on student absences and tardies. Team conducted attendence meetings for students of concern and Tier 3 attendance cases. | ||||||||||
20 | Outcome Goal Progress: Year 2 | Process Goal Progress: Year 2 | ||||||||||||
21 | Outcome Goal Progress: Year 3 | Process Goal Progress: Year 3 | ||||||||||||
22 | Process Goal is supported by the following LCPS Culturally Responsive Framework Components: | |||||||||||||
23 | Component 1: Welcoming, Inclusive and Affirming Environment | Component 2: Inclusive Curriculum and Assessment | Component 3: Engagement and Challenge Through Deeper Learning | |||||||||||
24 | Strategies for Current Year | Staff Role(s) Responsible for Monitoring Implementation | Evidence of Progress/Completion (Artifacts required) | Fall Monitoring Comments | Winter Monitoring Comments | Spring Monitoring Comments | ||||||||
25 | The attendance team will conduct monthly attendance meetings to monitor student attendance rates. Attendance Plans will be created and conferences held. Members of the team will be assigned tasks to address different levels of concerns. | School Counselors, Registrar, School Social Worker | Attendance tracking sheet | The Guilford attendance team has maintained the attendance tracking document to reinforce interventions in place as we monitor continual absent students. The tracking document communicates the student, number of absences, interventions, and staff expected to complete each intervention step. We also will track attendance rewards throughout the school year. 5 or More Excused Absences QTR 1- 42 QTR 2- 64 5 or More Unexcused Absences QTR 1- 7 QTR 2- 31 | The Guilford attendance team has maintained the attendance tracking document to reinforce interventions in place as we monitor continual absent students. The tracking document communicates the student, number of absences, interventions, and staff expected to complete each intervention step. We also will track attendance rewards throughout the school year. 5 or More Excused Absences QTR 1- 42 QTR 2- 64 5 or More Unexcused Absences QTR 1- 7 QTR 2- 31 | |||||||||
26 | The attendance team will conduct monthly attendance meetings to monitor student attendance rates. Attendance Plans will be created and conferences held. Members of the team will be assigned tasks to address different levels of concerns. Attendance concerns will be addressed through student-specific plans, attendance tracking Google chart, and attendance meeting notes. Levels of response to concerning attendance and tardy rates will include: - Attendance letter - Attendance phone call and/or home visit - Attendance conference with attendance team (principal included) | Attendance Team | Outlook scheduled meetings, GUI attendance meeting agendas, GUI Attendance plans, Attendance letters | Document how many students are in need of attendance meetings 10 or more unexcused absences Attendance tracking sheet As of 11/30/23 there are no students that are in need of a 10 day attendnace meeting due to 10 or more unexcused absences. Currently there are 10 students who have between 5 and 10 unexcused absences | ||||||||||
27 | Attendance summary of school data and awards in parent newsletter. Awards will be given to students based on attendance milestones (monthly perfect attandance, Highest overall percentage) | Admin, SBIF, UMHT | QLIK Attendance Montioring, SIS attendance reporting data, Student Award Tracking | Monthly Attendance Data summary and grade level awards are shared in the weekly family and staff Gazette Newsletter. SEP Overall Attendance By Grade: KG- 94.2%, 1st- 95.3%, 2nd- 95.4%, 3rd- 94.7%, 4th- 96.2%, 5th- 95.0%, GUI Overall- 94.82%, 22-23 Sep- 92.73% OCT Overall Attendance By Grade: KG- 92.0%,1st- 94.2%, 2nd- 93.1%, 3rd- 95.3%, 4th- 95.1%, 5th- 96.8%, GUI Overall- 94.4%, 22-23 Oct- 92.65% DEC Overall Attendance By Grade: KG- 89.8%,1st- 92%, 2nd- 92.8%, 3rd 90.4%, 4th- 92.7%, 5th- 94% GUI Overall- 91.9%, 22-23 Dec 92.1% September, October | Monthly Attendance Data summary and grade level awards are shared in the weekly family and staff Gazette Newsletter. DEC Overall Attendance By Grade: KG- 89.8%,1st- 92%, 2nd- 92.8%, 3rd 90.4%, 4th- 92.7%, 5th- 94% GUI Overall- 91.9%, 22-23 Dec 92.1% JAN Overall Attendance By Grade FEB Overall Attendance By Grade |
1 | School: | Guilford Elementary | ||||||||||||
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2 | Empowering all students to make meaningful contributions to the world. | |||||||||||||
3 | ||||||||||||||
4 | STRAND I: TEACHING FOR LEARNING | |||||||||||||
5 | Domain 1 - English Language Arts | |||||||||||||
6 | Outcome Goal: | By May 2023, Tier 1 students will have a fall to spring average conditional growth of 50%. Tier 2 and Tier 3 students will have a fall to spring average conditional growth of 60% or higher as measured by MAP reading assessment. | Process Goal: | Teachers will implement an aligned written, tested, and taught curriculum, with clear objectives, in every classroom, every day for every student as observed through walkthroughs and peer observations 80% of the time during the 2022- 2023 school year. (Core Instruction including targeted instruction.) | ||||||||||
7 | Outcome Goal Progress: Year 1 | During the 2021-2022 school year, 49% of Guilford students met their conditional growth goal. Students in Tier 2 and 3 achieved 52% conditional growth. Students identified in Special Education showed 43% conditional growth. | Process Goal Progress: Year 1 | Guilford Elementary staff continues to make growth in comprehensive literacy. This is the fourth year the whole school has implemented the Units of Study for reading and language arts and the third year for the Units of Study for phonics. | ||||||||||
8 | Outcome Goal Progress: Year 2 | In May 2023, grades 2-5 had an average CGP of 37% in Reading according to NWEA MAPS assessment 2nd Grade: 37% 3rd Grade: 30% 4th Grade: 39% 5th Grade: 40% | Process Goal Progress: Year 2 | Teachers participated in weekly PLCs on topics such as Reading, Math, Behavior, MTSS, Collaboration, Tech, etc, and filled out surveys on RTI and PLC progress thus far. Reading coaches & DIF-R were at these monthly meetings, and debriefs with admin were held. | ||||||||||
9 | Outcome Goal Progress: Year 3 | Process Goal Progress: Year 3 | ||||||||||||
10 | Process Goal is supported by the following LCPS Culturally Responsive Framework Components: | |||||||||||||
11 | Component 1: Welcoming, Inclusive and Affirming Environment | Component 2: Inclusive Curriculum and Assessment | Component 3: Engagement and Challenge Through Deeper Learning | |||||||||||
12 | Strategies for Current Year | Staff Role(s) Responsible for Monitoring Implementation | Evidence of Progress/Completion (Artifacts required) | Fall Monitoring Comments | Winter Monitoring Comments | Spring Monitoring Comments | ||||||||
13 | PLC meeting will be conducted to include the 5 Essential Questions, Norms of Collaboration, Data Walls, Kid Talks in order to analyze student data to plan for all facets of Reading instruction (mini lesson, guided reading, small group instruction, differentiation). | School Based Instructional Facilitators, School Administration, Teachers | PLC agendas, Data Walls | The 5 Essential Questions have been presented during each PLC. Each team participates in weekly PLC meetings (Reading, Math, Content, ) School instructional facilitator and reading specialist attend planning meetings to assist planning, reflection, collaboration with regards to reading instruction. | The 5 essential questions have been implemented within each PLC. . Each grade level has been scheduled to meet weekly in response to the needs of the team to focus on particular areas. School instructional facilitator and reading specialist attend planning meetings to assist planning, reflection, collaboration with regards to reading instruction. | The 5 essential questions have been implemented within each PLC. . Each grade level has been scheduled to meet weekly in response to the needs of the team to focus on particular areas. School instructional facilitator and reading specialist attend planning meetings to assist planning, reflection, collaboration with regards to reading instruction. | ||||||||
14 | Teachers will participate in repeated coaching cycle that will focus on core instruction in reading from literacy and reading coaches/ facilitator. Staff will implement strategies during the reading block in the classroom. | School Based Instructional Facilitator, Literacy Coach, Reading Specialist | Coaching Logs | Reading Instructional Facilitator/Coaches worked with all new staff ( 7 teachers) during the 1st quarter to ensure that all components of the reader's workshop were up and running. Coaches made sure teachers had all materials and resources needed for implementing reading, writing, and phonics workshops. Coaches co- taught with new teachers to implement reading components and determine groups. They also have led professional development opportunites during teacher work week, grade level planning meeting, and PLC meetings. | Reading Coaches continued to work with teachers in each grade level. We moved into focusing on small group structures in the classroom. We used the PLCs to set expectations on how data will be used, target instruction, and create power up groups. | Reading Coaches continued to work with teachers in each grade level. We continued to focus on small group instruction at each grade level. The reading team assisted during school wide power up time and with over flow groups. The Elementary Reading Facilitator identified three teachers to provide student centered coaching. | ||||||||
15 | Teachers will partcipate in professional development focused on core instruction to be implemented during reading instruction by either providing teachers with a refresher or new skills to support student academic achievement. | Administration, School Based Instructional Facilitator, Reading Teachers | Professional Development Presentations | Reading Instructional Facilitator/Coaches provided school-wide professional development in the beginning of the year to review the components of the reader's workshop. Additionally, coaches provided training for new staff on reader’s workshop components, shared reading, running records, and read aloud. Coaches and staff participated in training on powerful planning in August. SBIF provided PD expectations for PLCS and SLTS, as well as data protocols/analysis and SIP processes for all staff members during the first quarter. | The professional development focused on LETRS, QTEL, in support of the implementation of the science of reading. 12 teachers at Guilford are currently in LETRS training. | Professional development included LETRS, QTEL, Unpacking Reading Standards, and introduction to UFLI (EOY planning day). Cotaught classroom teachers attended a 4 day training for QTEL to enhance their teaching strategies and student engagement. 12 teachers are in the final stages of completing LETRS, Volume 1. K-4 teachers have had the opportunity to have the reading specialists demonstrate UFLI lessons while also receiving the UFLI Foundations Manual for review. | ||||||||
16 | Teachers will collaboratively plan and analyze formative/summative data including DRA, PALS, MAP, Fastbridge, grade level common assessments during PLC's, Data Days, and in team planning/identify students for intervention and provide appropriate intervention (RTI) (Unpacking standards/powerful planning) | Grade Level Teachers | PLC and Data Day agenda's, sheets, common assessments, Data Tracking Spreadsheets, Progress Monitoring Reports | PLC Fastbridge Data Presentation Fall Power Up Data Sheets: KG, 1st, 2nd, 3rd, 4th, 5th, Grades 1-5 participating in Quarterly benchmark assessments | PLC Fastbridge Data Presentation Winter Power Up presentation utilized to support staff with RTI expectations, and share power up resources. Data Sheets: KG, 1st, 2nd, 3rd, 4th, 5th, RTI team met to revise the entry and exit criteria for intervention groups. The team analyzed the number of students in different tier groups for math and reading. Grades 1-5 participated in Quarterly benchmark assessments Grade level teams met to analyze student data and make decisions on deficit skills that required intervention. Teams also met to utilize MAP data reports to create groups for upcoming units. Individual intervention plans were created for each student to guide their small group instruction. instructional facilitators, Administrators, and SIF-R shared the Researched-Based MTSS Module Interventions and Decisions 2022-2023 (Library). with all staff to support differentiation according to student needs. | Data Sheets: KG, 1st, 2nd, 3rd, 4th, 5th, RTI team met to revise the entry and exit criteria for intervention groups. The team analyzed the number of students in different tier groups for math and reading. Grades 1-5 participated in Quarterly benchmark assessments Grade level teams met to analyze student data and make decisions on deficit skills that required intervention. Classroom teachers, reading specialists/PALS tutor, admin, along with other support staff, identified Tier 2 and Tier 3 students according to current data. The Reading Specialists/ PALS tutor developed an 8 week intervention plan for their Tier 2/3 students as well as PALS identified students. Classroom teachers developed their eight week intervention plan to include their progress monitoring schedule. Intervention plans were closely monitored midway through the intervention plan and changed accordingly. The Reading Specialist, along with the PALS tutor provided Tier 2/3 support for students, along with process monitoring. | ||||||||
17 | School leadership, instructional coaches, and teachers will provide ongoing explicit feedback and support to teachers on lesson planning and delivery. | Classroom teachers, instructional, facilitators, Administrators, Classroom teachers, Special Education teachers | Walk-through data, PLC data analysis, lesson plans | Professional evaluation standard 2 (lesson planning), lesson plan essential components, feedback Powerful Planning PD and support, coaching log feedback, reflection and follow up lesson plan quick checks (upcoming) | Professional evaluation standard 2 (lesson planning), lesson plan essential components, feedback Powerful Planning PD and support, coaching log feedback, reflection and follow up lesson plan quick checks (upcoming) | |||||||||
18 | Reading differentiation and lesson extension strategies will be identified during reading grade level PLCs, ML PLCs. Implementing the differentiated strategies will provide targeted instruction to support each learner in improving/reaching their reading goal(s). | Classroom teachers, instructional facilitators, Administrators, ML teachers, and SPED teachers | Coaching Logs, PLC meeting agendas, synchronous and asynchronous professional development, Fall QTEL Presentation, Winter QTEL Presentation, monthly EL PD for classroom teachers | Coaching Logs, PLC meeting agendas, synchronous and asynchronous professional development, Fall QTEL Presentation presented at ML team meeting and PLC meetings, Winter QTEL Presentation provided during deeper learning meeting, Assessing grade-level skills with low fluency English learners and lesson differentation presented during ML PLC update 2/1, | Winter QTEL Presentation provided during deeper learning meeting, Assessing grade-level skills with low fluency English learners and lesson differentation presented during ML PLC update 2/1, Grade-level powerful planning and PLC meetings occur on a weekly basis to analyze data and plan instruction for students. Grade level teams met to analayze student data and make decisions on deficit skill that required intervention. | |||||||||
19 | STRAND I: TEACHING FOR LEARNING | |||||||||||||
20 | Domain 2 - Mathematics | |||||||||||||
21 | Outcome Goal: | By May 2023, Tier 1 students will have a fall to spring average conditional growth of 50%. Tier 2 and Tier 3 students will have a fall to spring average conditional growth of 60% or higher as measured by MAP math assessment. | Process Goal: | Teachers will implement an aligned written, tested, and taught curriculum, with clear objectives, in every classroom, every day for every student as observed through walkthroughs, learning walks, and peer observations 80% of the time during the 2021- 2022 school year. (Core Instruction include targeted instruction) | ||||||||||
22 | Outcome Goal Progress: Year 1 | Fall to Spring Conditional Growth data shows that overall, our Tier 1 students in grades 3-5 met the math process goal by having an average conditional growth of 50%. Grade 4 Tier 2 students met the math process goal by having an average conditional growth of 59.0%. Grade 5 Tier 1 students met the math process goal by having an average conditional growth of 60.5% Although Guilford did not meet the math process goal in each sub-category. | Process Goal Progress: Year 1 | Guilford Elementary is implementing the Math Workshop model in grades K-5. Teachers personalize learning by analyzing data from MAP and common assessments, then create small groups to target specific skills.Using the Math Workshop Model across all grade levels allows Guilford to vertically align math instruction from one grade level to the next. The math coaches provided Number Sense Routine (NSR) training and coaching to all math teachers. | ||||||||||
23 | Outcome Goal Progress: Year 2 | In May 2023, grades 2-5 had an average CGP of 43% in Math according to NWEA MAP assessment 2nd Grade: 51% 3rd Grade: 38% 4th Grade: 39% 5th Grade: 44% | Process Goal Progress: Year 2 | Teachers participated in weekly PLCs on topics such as Reading, Math, Behavior, MTSS, Collaboration, Tech, etc, and filled out surveys on RTI and PLC progress thus far. The DIF served as the math lead and was present at each of these monthly meetings, and monthly debriefs with admin and IFT were held. | ||||||||||
24 | Outcome Goal Progress: Year 3 | Process Goal Progress: Year 3 | ||||||||||||
25 | Process Goal is supported by the following LCPS Culturally Responsive Framework Components: | |||||||||||||
26 | Component 1: Welcoming, Inclusive and Affirming Environment | Component 2: Inclusive Curriculum and Assessment | Component 3: Engagement and Challenge Through Deeper Learning | |||||||||||
27 | Strategies for Current Year | Staff Role(s) Responsible for Monitoring Implementation | Evidence of Progress/Completion (Artifacts required) | Fall Monitoring Comments | Winter Monitoring Comments | Spring Monitoring Comments | ||||||||
28 | Teachers will partcipate in professional development focused on core instruction according to math workshop model | School Based Instructional Facilitators, School Administration, Teachers | Professional Development Presentations | Math Instructional Facilitator/Coaches worked with all new staff (8 teachers) and returning teachers in grades K-5 during the 1st quarter to ensure that all components of math workshop were up and running. Coaches made sure teachers had all materials and resources needed for implementing all components of math workshop (Number Sense Routine, Mini-Lesson, Small Groups, Reflection, and Rich Math Tasks). Coaches co-taught with new teachers to implement math components and determine groups Math Instructional Facilitator/Coaches, provided a Math Workshop training at the beginning of the year. They also supported powerful planning opportunities for each grade level. Coaching Logs | Math Instructional Facilitator/Coaches continued to work with new staff and returning teachers in grades K-5 during the 2nd quarter to ensure that all components of math workshop were up and running. Coaches made sure teachers had all materials and resources needed for implementing all components of math workshop (Number Sense Routine, Mini-Lesson, Small Groups, Reflection, and Rich Math Tasks). Math Facilitator co- taught with new teachers to implement math components and determine groups Coaching Logs | The Math Facilitator led/co-led grades 1, 2, 3, and 5 in Powerful Planning for grade level topics. Teachers were encouraged to take over the ownership of the process and the mentioned grade levels all planned/implemented parts of Powerful Planning for their team. Professional development opportunities through the math department were consistently shared through email and/or weekly newsletter. Coaching Logs | ||||||||
29 | Teachers will participate in repeated coaching cycle that will focus on core instruction in math | Math Instructional Facilitator, math interventionist, teachers | Coaching Logs | Math Instructional Facilitator worked with all new staff (8 teachers) and returning teachers during the 1st quarter to ensure that all components of the math workshop were taking place during instruction. Facilitator made sure teachers had all materials and resources needed for implementation. Facilitator co- taught with new teachers to implement math components and determine groups. They also have led professional development opportunites during teacher work week, grade level planning meeting, and PLC meetings. | Math Instructional Facilitator continued to work with grade level teams to Powerfully Plan units of instruction and provide materials. The focus shifted from working with teachers to working with intervention groups during the third quarter. | The Math Facilitator had a shift in focus from coaching to intervention during the second half of the year. Coaching cycles were not implemented from mid-February until the end on of the year to focus on intervention in small groups for grades 3-5. The faciltator continued to attend planning meeting to support teachers with materials, Powerful Planning, and activity ideas. | ||||||||
30 | Teachers will collaboratively plan and analyze formative/summative assessment data, including MAP, VKRP, and Dreambox grade-level common assessments during PLC's, Data Days, and in team planning in order to identify students for intervention and provide appropriate intervention (RTI). | Math Instructional Facilitator, math interventionist, school administration, Teachers | Data logs, PLC meeting agendas | Fall Power Up Data Sheets: 1st, 2nd, 3rd, 4th, 5th, benchmark assessments (quarterly) | Winter Power Up Data Sheets: 1st, 2nd, 3rd, 4th, 5th, benchmark assessments (quarterly) | |||||||||
31 | Teachers will analyze the effectiveness of core instruction by looking at data in PLC meetings , Data Days meeting, and in team planning meeting. | Math Instructional Facilitator, math interventionist, Teachers | PLC and Data Day agenda's, data sheets, common assessments | Data Intervention Dialogue Fall Power Up Data Sheets: 1st, 2nd, 3rd, 4th, 5th, benchmark assessments (quarterly) | Data Intervention Dialogue Winter Power Up Data Sheets: K, 1st, 2nd, 3rd, 4th, 5th, benchmark assessments (quarterly) During our Data Days, classroom teachers, Math Instructional Facilitator, admin, along with other support staff, identified Tier 2 and Tier 3 students according to current data. The Math Instructional Facilitator developed an 8 week intervention plan for Tier 2/3 students according to MAP assessment, Benchmark assessments, exit tickets, teacher observation. Classroom teachers developed their eight week intervention plan to include their progress monitoring schedule. Intervention plans will be closely monitored midway through the intervention plan and changed accordingly. | Data Intervention Dialogue Data Sheets: K, 1st, 2nd, 3rd, 4th, 5th, benchmark assessments (quarterly) During our Data Days, classroom teachers, Math Instructional Facilitator, admin, along with other support staff, identified Tier 2 and Tier 3 students according to current data. The Math Instructional Facilitator developed an 8 week intervention plan for Tier 2/3 students according to MAP assessment, Benchmark assessments, exit tickets, teacher observation. Classroom teachers developed their eight week intervention plan to include their progress monitoring schedule. Intervention plans will be closely monitored midway through the intervention plan and changed accordingly. | ||||||||
32 | School leadership, instructional coaches, and teachers will provide ongoing explicit feedback and support to teachers on lesson planning and delivery. | School Administration, Coaches, and Teachers | Walk-through data, PLC data analysis | Powerful planning within grade level team meetings, coaching logs, Say Something template | Professional evaluation standard 2 (lesson planning), lesson plan essential components, feedback Powerful Planning PD and support, coaching log feedback, reflection and follow up lesson plan quick checks (upcoming) | Professional evaluation standard 2 (lesson planning), lesson plan essential components, feedback Powerful Planning PD and support, coaching log feedback, reflection and follow up lesson plan quick checks (upcoming) | ||||||||
33 | Math instructional facilitators, interventionist, will provide targeted math support focused on the math workshop model. Math interventionist is working with students in K-5 on number identification, number formation and number sense. Number sense routines are a priority in grades K-5. | Math Instructional Facilitator, math interventionist, EL teachers | Coaching Logs, walkthrough data, targeted sentence frames usage | Data Intervention Dialogue | During the third quarter the Math Facilitator began to pull small groups for intervention based on MAP scores and teacher feedback. | The math facilitator worked with 8 small groups with students needing Tier 2 interventions in grades 3-5. The groups met from mid-February to mid-May. The Math Interventionist started in late March and worked with students needing Tier 3 interventions in grades K-2 and 5. The facilitator and interventionist based the groups off of MAP, benchmark, and data gathered by the classroom teacher. | ||||||||
34 | Domain 3 - Science | |||||||||||||
35 | Outcome Goal: | By June 2023, 75% of students in grades 4-5 will meet their individual growth target on the Spring Science SGA assessment. | Process Goal: | |||||||||||
36 | Outcome Goal Progress: Year 1 | 5th Grade Pre-Test: 43% Average 5th Grade Post-Test: 60% Average 4th Grade Pre-Test: 40% Average 4th Grade Post-Test: 45% Average | Process Goal Progress: Year 1 | |||||||||||
37 | Outcome Goal Progress: Year 2 | Process Goal Progress: Year 2 | ||||||||||||
38 | Outcome Goal Progress: Year 3 | Process Goal Progress: Year 3 | ||||||||||||
39 | Process Goal is supported by the following LCPS Culturally Responsive Framework Components: | |||||||||||||
40 | Component 1: Welcoming, Inclusive and Affirming Environment | Component 2: Inclusive Curriculum and Assessment | Component 3: Engagement and Challenge Through Deeper Learning | |||||||||||
41 | Strategies for Current Year | Staff Role(s) Responsible for Monitoring Implementation | Evidence of Progress/Completion (Artifacts required) | Fall Monitoring Comments | Winter Monitoring Comments | Spring Monitoring Comments | ||||||||
42 | Teachers will utilize PLC and planning meetings to collaboratively plan and implement hands-on lessons aligned to LCPS best practices | School Based Instructional Facilitators, School Administration, Teachers | Lesson plans Frequency of students and teachers using content vocabulary Student work samples Presence of visual supports | Teams engaged in PLC meetings lead by the Office of School Improvment focused on Casual Analysis and created a Driver Diagram. Slidedeck | Teams engaged in PLC meetings lead by the Office of School Improvment focused on Casual Analysis and created a Driver Diagram. Slidedeck | 83% of Grades K - 5 plan and implement at least one hands-on learning experience per unit. Teachers report increased levels of student engagement, and each grade level team has the goal of increasing the number of hands-on learning experiences being planned and implemented with students. | ||||||||
43 | Teachers will strategically and collaboratively plan for the reinforcement and integration of science content in literacy, math, and specials. | School Based Instructional Facilitators, School Administration, Teachers | Lesson plans Frequency of content-related texts and writing topics Common assessment data | Teams engaged in PLC meetings lead by the Office of School Improvment focused on Casual Analysis and created a Driver Diagram. Slidedeck | On 1/26 the staff participated in content speed meetings with specials team to reinforce upcoming science units. They discussed essential vocabulary, content objectives, learning targets, and cross curricula learning opportunities | 100% of K-5 classrooms explicitly teach Science for a minimum of 30 minutes per day. All K-5 classrooms report strategically planning for the integration of science into literacy through shared reading, read-aloud, research, writing topics, and/or small group texts. Common assessments are used in each grade level. An area of growth is for teams to analyze common assessment data during PLC meetings to inform instruction. Teachers value content integration and will continue to increase cross-curricular opportunities. | ||||||||
44 | Common content vocabulary is planned, explicitly taught through ExC-ELL strategies, modeled, and monitored by teachers | Student work samples, reflection, & assessment data | Teachers utilize Science Resources (Discovery Ed, BrainPop, etc) for reinforcment and enrichment activities. 4th Grade Choice Board | Teachers utilize Science Resources (Discovery Ed, BrainPop, etc) for reinforcment and enrichment activities. 4th Grade Choice Board | Common science vocabulary is explicitly taught and embedded into 100% of K-5 science lessons. A variety of visual vocabulary resources and sentence stems support students with speaking and writing. 100% of K-5 teachers have observed students using the expected science terms during science class and report students are transferring vocabulary knowledge across content areas and to their own environment. Teachers report that explicit vocabulary teaching and modeling is having a positive impact on student performance and will continue to prioritize vocabulary instruction. | |||||||||
45 | Teachers will integrate STEM activities with their students to incorporate Science, Technology, Engineering, and Mathmematics across the curriculum through Computer Science instruction and after-school enrichment. | School Based Instructional Facilitators | Pictures, calendar bookings, enrichment club logs, student reporting data | |||||||||||
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47 |
1 | School: | Guilford Elementary | ||||||||||||
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2 | Empowering all students to make meaningful contributions to the world. | |||||||||||||
3 | ||||||||||||||
4 | Strand II: School Environment | |||||||||||||
5 | Domain 8 - Safe and Supportive Environments | |||||||||||||
6 | Outcome Goal: | By May 2023, the climate survey at Guilford Elementary will show that students feel safe and represented as measured by the student climate survey results with an increase of 5% each time the survey is administered. | Process Goal: | Staff will implement equitable practices that focus on a warm and inclusive environment as observed through walkthroughs, PD, PLC's, and team planning. | ||||||||||
7 | Outcome Goal Progress: Year 1 | 78.4% of all 3rd-5th grade students completed the 2021-2022 annual survey | Process Goal Progress: Year 1 | Staff implemented a Student Equity Ambassador program for 4th and 5th students. Equity committee integrated real-life scenarios into PLC meetings to align with culturally responsive framework. | ||||||||||
8 | Outcome Goal Progress: Year 2 | Process Goal Progress: Year 2 | ||||||||||||
9 | Outcome Goal Progress: Year 3 | Process Goal Progress: Year 3 | Winter Monitoring Comments for School Environment Strategy 2 | |||||||||||
10 | Process Goal is supported by the following LCPS Culturally Responsive Framework Components: | |||||||||||||
11 | Component 2: Inclusive Curriculum and Assessment | Component 3: Engagement and Challenge Through Deeper Learning | ||||||||||||
12 | Strategies for Current Year | Staff Role(s) Responsible for Monitoring Implementation | Evidence of Progress/Completion (Artifacts required) | Fall Monitoring Comments | Winter Monitoring Comments | Spring Monitoring Comments | ||||||||
13 | Daily SEL Morning Meetings | Teachers | Second Step, Walkthrough/Observation Data | All students in Kindergarten-Grade 5 receive daily SEL instruction through Morning Meeting which are led by the classroom teachers. As of the fall of 2022, 152 lessons were marked done including 28 lessons in Kindergarten, 41 lessons in Grade 1, 27 lessons in Grade 2, 13 lessons in Grade 3, 19 lessons in Grade 4, and 24 lessons in Grade 5. | All students in Kindergarten-Grade 5 receive daily SEL instruction through Morning Meeting. These meetings are facilitated by the classroom teachers. As of 2/3/2023, 152 lessons were marked done including 28 lessons in Kindergarten, 41 lessons in Grade 1, 27 lessons in Grade 2, 13 lessons in Grade 3, 19 lessons in Grade 4, and 24 lessons in Grade 5. | All students in Kindergarten-Grade 5 receive daily SEL instruction through Morning Meeting. All teachers utilize the Second Step curriculum. As of 6/8/2023, lessons were marked done including 74 lessons in Kindergarten, 69 lessons in Grade 1, 79 lessons in Grade 2, 59 lessons in Grade 3, 59 lessons in Grade 4, 58 lessons in Grade 5. There are a total of 20 lessons per class for teachers to complete. Once they complete a lesson, teachers need to ensure they mark "Done" to indicate they have finished the lesson. The descrepancy in the number of lessons completed was affected by some teachers not marking done or only completing the SEL slides created by the county and not the digital lesson in Second Step. This is a growth area for next school year. | ||||||||
14 | Quarterly PBIS assemblies | School Counselors, PBIS Team, School Administration | Bullying lesson plans, Counselor Lesson Plans, PBIS Presentations Back to School PBIS Assembly Quarter 1 Character Trait PBIS Assembly | All students in Kindergarten - Grade 5 participated in a beginning of the year PBIS Assembly focused on reviewing Guilford's 4 Rs (Respect, Responsibility, Ready to learn, and build Relationships) and teaching rules and expectations in varying locations of the school. All students in Kindergarten-Grade 5 receive at least 3 Bullying Prevention lessons during their school counseling class. These Bullying Prevention lessons are focused on recogzing bullying, reporting bullying and refusing bullying. As of the fall of 2022, all students in Kindergarten-Grade 5 have participated in 2 PBIS assemblies. The assemblies recognize at least 4 students in each class (per assembly) who show the character trait daily at school. The character traits for each month are displayed in this document. | All students in Kindergarten - Grade 5 participated in a beginning of the year PBIS Assembly focused on reviewing Guilford's 4 Rs (Respect, Responsibility, Ready to learn, and build Relationships) and teaching rules and expectations in varying locations of the school. All students in Kindergarten-Grade 5 receive at least 3 Bullying Prevention lessons during their school counseling class. These Bullying Prevention lessons are focused on recogzing bullying, reporting bullying and refusing bullying. As of the fall of 2022, all students in Kindergarten-Grade 5 have participated in 2 PBIS assemblies. The assemblies recognize at least 4 students in each class (per assembly) who show the character trait daily at school. The character traits for each month are displayed in this document. | Families invited to celebrate their nominated students to PBIS Assemblies. During Quarter 4 students were recognized for displaying the character traits of tolerance, cooperation, and citizenship. Two students from each class were selected and recognized for each character trait. Students in grades Kindergarten - 5th received school counseling lessons discussing these topics as well. All students in grades Kindergaren through 5th participated in two whole school rewards during quarter 4 recognizing positive behavior through out the school building. | ||||||||
15 | Survey Read Aloud for all 3rd-5th Grade students | Teachers, School Counselors | Student Survey Completion Data | During their school counseling lessons, students in grades 3-5 completed a climate survey looking specifically at bullying. Questions answered were pulled from the 2021-2022 Climate Survey. Students completed this questionnaire following the School Counseling bullying prevention unit. | Students in grades 3-5 completed a climate survey looking specifically at bullying. Questions answered were pulled from the 2021-2022 Climate Survey. Students completed this questionnaire following the School Counseling bullying prevention unit. | Students in grades 3-5 completed the LCPS Student Climate Survey with their classes. Teachers and school counselors read the climate survey aloud to students. In the 2022-2023 Student Climate Survey, the number of students in grades 3-5 who reported that bullying is not a problem at Guilford increased by 21% from 40% in 2021-2022 SY to 61.8% in teh 2022-2023 SY. | ||||||||
16 | Gator Greeter program | Equity Lead | attendance data | Program began in January. Fifth graders in the Student Equity Ambassador (SEA) club meet new students in the office on their first day at Guilford and introduce them to staff members and give them a tour of the building, preferably in the newcomer's native language. Approximately 12 new students were welcomed during the 3rd quarter. | Program continued throughout the 4th quarter, with approximately 19 students being welcomed by the fifth grade students. SEL team and Equity team will work together to discuss this next school year. | |||||||||
17 | Weekly KG-5 Counseling Lessons | School Counselors | School Counselor Lesson Plans ASCA Classroom Mindsets and Behaviors Action Plan ASCA Classroom Lesson Results Report | All students in grades Kindergarten-Grade 5 receive weekly counseling lessons focused on character traits. During the month of October students in grades Kindergarten - grade 5 also participated in at least 3 Bullying Prevention lessons. | All students in grades kindergarten - grade 5 participated in weekly school counseling lessons focused on honesty and career exploration. Students in all grade levels completed a career artifact. | All students in grades Kindergarten - Grade 5 received weekly school counseling lessons talking about career exploration, tolerance, cooperation, and citizenship. | ||||||||
18 | ||||||||||||||
19 | Domain 9 - Family and Community Engagement | |||||||||||||
20 | Outcome Goal: | By May 2023, increase by 20% the total level of parent participation in school program (either by increased levels of participation in existing programs or by increasing the number of programs). | Process Goal: | Provide parents with multiple opportunities to communicate with Guilford staff regarding their child’s social-emotional, academic, and behavioral progress; as well as learn about the instructional overview of Guilford Elementary. | ||||||||||
21 | Outcome Goal Progress: Year 1 | Process Goal Progress: Year 1 | Staff continued monthly Family Coffee Hours with time reserved for questions and comments from the community. | |||||||||||
22 | Outcome Goal Progress: Year 2 | Process Goal Progress: Year 2 | ||||||||||||
23 | Outcome Goal Progress: Year 3 | Process Goal Progress: Year 3 | ||||||||||||
24 | Process Goal is supported by the following LCPS Culturally Responsive Framework Components: | |||||||||||||
25 | Component 1: Welcoming, Inclusive and Affirming Environment | Component 2: Inclusive Curriculum and Assessment | Component 3: Engagement and Challenge Through Deeper Learning | |||||||||||
26 | Strategies for Current Year | Staff Role(s) Responsible for Monitoring Implementation | Evidence of Progress/Completion (Artifacts required) | Fall Monitoring Comments | Winter Monitoring Comments | Spring Monitoring Comments | ||||||||
27 | Guilford Elementary will quarterly inform and educate parents on the following: student data, assessment data, Title I requirements, and the overall instructional program at Guilford Elementary. | Administration, Teachers, Family Liaison, and Social Worker | Parent presentations, Title 1 Parent Presentatioin | Guilford Elementary held a virtual and in person back to school night and open house. Admin Community Q&A for updates and feedback | ||||||||||
28 | Create and distribute quarterly parent surveys requesting feedback on our positive behavior programs. Share weekly school counselor updates to families and staff. Includes ways to access school counselors and/or school administrators on community messages | PBIS team, School Counselors | Parent Coffee Hour Survey Family Coffee Hour Attendance | Weekly school counseling updates are provided on the Staff Landing Page as well as in the Gator Gazette. School counselors include a link to contact information in their email signature. School counselors facilitate monthly family coffee hours during which parents are able to connect with school counselors and provide program feedback orally or via the Family Coffee Hour Survey. | Weekly school counseling updates are provided on the Staff Landing Page as well as in the Gator Gazette. School counselors include a link to contact information in their email signature. School counselors facilitate monthly family coffee hours during which parents are able to connect with school counselors and provide program feedback orally or via the Family Coffee Hour Survey. | School counselors continue to hold monthly Family Coffee Hours. In April, school counselors held their Spring Advisory Council providing families and staff members with an update on the achievement of school counseling program goals as well as providing families with an opportunity to provide feedback. Families participated in a brainstorming session during which they shared needs of the community and ideas for becoming more involved in the school building. | ||||||||
29 | Family Gator Gazette- Share weekly school counselor updates to families and staff. Includes ways to access school counselors and/or school administrators on community messages | School Counselors, School Administration | Weekly Family Gator Gazette | Weekly school counseling updates are provided on the Staff Landing Page as well as in the Gator Gazette. School counselors include a link to contact information in their email signature. | Weekly school counseling updates are provided on the Staff Landing Page as well as in the Gator Gazette. School counselors include a link to contact information in their email signature. | Weekly school counseling updates were provided each week for the 39 weeks of the school year. School counseling events and UMHT contact information were included through out the school year in the Gator Family Gazette. At September Family Coffee Hour, school counselors shared directions for how families access the Gator Family Gazette. | ||||||||
30 | Use previously gathered information and parent feedback to create back to school presentation. Back to School Tips for Student Success! topics included: family engagement, attendance, sleep routines, technology usage, mental health support, community resources, and how to help. | UMHT, School Administration | UMHT back to school tips presentation | 8/12/2022 - 30 families in attendance for UMHT back to school tips presentation The UMHT met prior to the end of the 2021-2022 school year as well as over the summer to identify and reach out to students with attendance, behavioral, or mental health concerns. The UMHT brought families in prior to the start of the school year for a "Gator Get-Together" and provided families with a presentation on how to set their students up for success for the 2022-2023 school year. UMHT members also provided social emotional activities for the students to ease them into the school year. | 8/12/2022 - 30 families in attendance for UMHT back to school tips presentation UMHT meets weekly to discuss student concerns, consult with teachers, and provide support to families: psychoeducation, information on routines, strategies families can utilize in the home and at school, referrals to community resources, etc. | Guilford UMHT has planned a 2023-2024 Back to School year event for students having mental health concerns or attendance issues in the 2022-2023 school year. This event will be held in August and will include a presentation for the parents of these students and social emotional activities for the students. This “Gator Get Together,” which will be held on Friday, August 11th from 9:00-11:30 is an event that we have just for a select number of at-risk students and their parents prior to the first day of school, so we can have the students get re-oriented to school. They will have an activity in a classroom while we (our UMHT and an interpreter) present information to the families. We plan to introduce ourselves and present the following information to families: attendance expectations, how to login to ParentVue and ConnectEd, how to get students ready for the start of school with supplies, healthy eating and sleeping habits, limiting technology, etc. | ||||||||
31 | Guilford after school enrichment opportunities will provide a structured learning environment for students and families. Enrichment activities involve fun classes that will help each student learn new things and develop skills they will find helpful in real life. | School Counselors, School Administration, Teachers | 1st and 2nd grade Soccer club student attendance log, 4th and 5th grade Soccer club student attendance log Reston soccer club volunteer attendance, parent attendance log | Fall afterschool enrichment encouraged students to learn in a constructive, collaborative, and safe environment. Instructors created a welcoming atmosphere by being friendly, patient, and approachable. The coaches/teachers were committed to providing the best environment possible for students, and maintaining successful and positive relationships with our Guilford families. 1st and 2nd grade soccer club participants received a total of 7 sessions. 4th and 5th grade soccer club participants recevied a total of 3 sessions. 3rd grade will partcipate in spring soccer. Guilford Soccer Club, Propel | Winter afterschool enrichment encouraged students to learn in a constructive, collaborative, and safe environment. Instructors created a welcoming atmosphere by being friendly, patient, and approachable. The coaches/teachers were committed to providing the best environment possible for students, and maintaining successful and positive relationships with our Guilford families. 1st and 2nd grade soccer club participants received a total of 7 sessions. 4th and 5th grade soccer club participants recevied a total of 3 sessions. 3rd grade will partcipate in spring soccer. | Spring afterschool enrichment encouraged students to learn in a constructive, collaborative, and safe environment. Instructors created a welcoming atmosphere by being friendly, patient, and approachable. The coaches/teachers were committed to providing the best environment possible for students, and maintaining successful and positive relationships with our Guilford families. 3rd grade soccer club participants received a total of 6 sessions beginning the last week of April and ending at the end of May. | ||||||||
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33 | Select Domain | |||||||||||||
34 | Outcome Goal: | Process Goal: | ||||||||||||
35 | Outcome Goal Progress: Year 1 | Process Goal Progress: Year 1 | ||||||||||||
36 | Outcome Goal Progress: Year 2 | Process Goal Progress: Year 2 | ||||||||||||
37 | Outcome Goal Progress: Year 3 | Process Goal Progress: Year 3 | ||||||||||||
38 | Process Goal is supported by the following LCPS Culturally Responsive Framework Components: | |||||||||||||
39 | Component 1: Welcoming, Inclusive and Affirming Environment | Component 2: Inclusive Curriculum and Assessment | Component 3: Engagement and Challenge Through Deeper Learning | |||||||||||
40 | Strategies for Current Year | Staff Role(s) Responsible for Monitoring Implementation | Evidence of Progress/Completion (Artifacts required) | Fall Monitoring Comments | Winter Monitoring Comments | Spring Monitoring Comments | ||||||||
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1 | School: | Guilford Elementary | ||||||||||||
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2 | Empowering all students to make meaningful contributions to the world. | |||||||||||||
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4 | STRAND I: TEACHING FOR LEARNING | |||||||||||||
5 | Domain 1 - English Language Arts | |||||||||||||
6 | Outcome Goal: | By May 2022, Tier 1 students will have a fall to spring average conditional growth of 50%. Tier 2 and Tier 3 students will have a fall to spring average conditional growth of 60% or higher as measured by MAP reading assessment. | Process Goal: | Teachers will implement an aligned written, tested, and taught curriculum, with clear objectives, in every classroom, every day for every student as observed through walkthroughs, learning walks, and peer observations 80% of the time during the 2021- 2022 school year. (Core Instruction include targeted instruction.) | ||||||||||
7 | Outcome Goal Progress: Year 1 | Process Goal Progress: Year 1 | ||||||||||||
8 | Outcome Goal Progress: Year 2 | Process Goal Progress: Year 2 | ||||||||||||
9 | Outcome Goal Progress: Year 3 | Process Goal Progress: Year 3 | ||||||||||||
10 | Process Goal is supported by the following LCPS Culturally Responsive Framework Components: | |||||||||||||
11 | Component 1: Welcoming, Inclusive and Affirming Environment | Component 2: Inclusive Curriculum and Assessment | Component 3: Engagement and Challenge Through Deeper Learning | |||||||||||
12 | Strategies for Current Year | Staff Role(s) Responsible for Monitoring Implementation | Evidence of Progress/Completion (Artifacts required) | Fall Monitoring Comments | Winter Monitoring Comments | Spring Monitoring Comments | ||||||||
13 | Reestablish classroom structures for reading. | Reading Coaches, District Reading Facilitator, Administration | Coaching Logs | Reading coaches worked with all new staff (9 teachers) during the 1st quarter to ensure that all components of the reader's workshop were up and running. Coaches made sure teachers had all materials and resources needed for implementing reading, writing, and phonics workshops. Coaches co- taught with new teachers to implement reading components and determine groups | Reading Coaches continued to work with teachers in each grade level. We moved into focusing on small group structures in the classroom. We used the PLCs to set expectations on how data was to be reported using Moving Through Text. Moving Through Text data based on Winter DRA. Monitoring Comments for Reading Strategy 1 | Reading coaches continued to work with teachers in each grade level. K-5 teachers focused on guided reading for students level 28 and below and teachers were offered additional synchronous and asynchronous training on guided reading. Coaches followed up with modeling and feedback. Teachers in grades 3-5 participated in SOL test prep unit professional development. | ||||||||
14 | Provide professional development around components of core instruction | Reading Coaches and District Reading Facilitator | Professional Development Presentations | Coaches provided school-wide professional development in the beginning of the year to review the components of the reader's workshop. Additionally, coaches provided training for new staff on reader’s workshop components, shared reading, running records, and read aloud. Coaches and staff participated in DRA3 training, Handwriting without Tears, and Heggerty. SBIF provided PD expectations for PLCS and SLTS, as well as data protocols/analysis and SIP processes for all staff members during the first quarter. | Coaches offered a breakout PD session on small group instruction and conferring during the December staff meeting. We went over the Conferring and Small Group Guide for Guilford Elementary. 13 teachers attended this PD session. We embedded mini-PD into PLC slides (slide 6) on Teacher Clarity. Coaches continue to provide on the spot PD while coaching teachers. Monitoring Comments for Reading Strategy 2 | Coaches offered synchronous and asynchronous training on guided reading during March and April. Coaches presented during after school sessions and teachers completed outside asynchronous work on Schoology. Coaches followed up with classroom modeling and feedback. https://docs.google.com/presentation/d/1PlkUPNKHYZzouy8Go-f7b8pA-_jdrhLmV-B8PbW0Mg8/edit?usp=sharing | ||||||||
15 | Identify individuals and implement coaching cycles | Reading Coaches and District Reading Facilitator | Coaching Logs | During the first two reading PLCS, coaches worked with grade level teams to analyze data from reading assessments and identify needs for each student in order to create tier 1, tier 2, and tier 3 RTI groups. RTI professional development was provided to tier students and determine name and need for students. | Coaches continued to work with teams on analyzing data during PLCs. We worked with grade levels to launch Power-up time for K-2 and 3-5 grades. We provided support with resources for teachers during Power-up time. Monitoring Comments for Reading Strategy 3 | Kindergarten- All components of literacy instruction are in place in kindergarten classrooms. During the first part of the spring, extra support in small group instruction was given. 1st Grade- All components of literacy instruction plus small group instruction were put in place for all teachers in first grade. Coach assisted with small group instruction. 2nd Grade- Four teachers are being coached currently. During the spring we focused on all components of reading and phonics workshops with an emphasis on guided reading. This included coaching follow up with demonstrations and observations within the classroom. Coach assisted with small group instruction. 3rd Grade- Worked with the whole grade level on getting the test prep unit up and running in classrooms. Provided extra support for long term sub in various components of literacy. 4th Grade- Four teachers are being coached at this time. Assistance was provided with planning the Reader’s and Writer’s Workshop, as well as obtaining materials. Small groups are the current focus and all 4 teachers attended PD and follow up was provided. 5th Grade- One teacher continued to be supported with coaching when needed in 5th grade. We make sure that all components of the reading workshop are evident in daily lessons. Coach focused on providing resources for the SOL test prep unit, as well as planning and assisting with small group instruction within the unit. | ||||||||
16 | Conduct walkthroughs and provide feedback at the conclusion of the coaching cycles | School Administration | Walk-through and formal observation data | School leadership conducted 40 formal observations between October and November. During the month of September, admin focused walkthroughts on learning environment and provided feedback to teachers on creating an inclusive environment, procedures, and routines. During October and November the focus was on the mini lesson for reading and number sense routines for math. For December and January, the focus will be on small group instruction. | In December, grade level teams were provided with expectation that the focus would be on targeted small group instruction in reading and math. It was shared that for reading, this looks like conferring, guided reading, and strategy groups. When observing classrooms, administration looked for small group structures in place and provided email feedback to teachers on having small groups up and running within their classroom. In January, admin began using a new walk- through tool. The walkthrough tool focuses on the look for for the walkthrough, if it’s observed or not observed, what was noticed, and what was wondered while in the classroom. Overall 79% of the time small group instruction is being observed in classrooms. Monitoring Comments for Reading Strategy 4 | The focus for the spring was on guided reading for levels 1-28 being observed in small groups. From April to May, small group instruction for grades 3-5 was in the area of using the data for PM assessments and pulling small groups based off the data. A test prep strategy group planning document was used to guide teachers in identifying an area of focus for small group. The following data was collected: March- 80% April- 83% May - 40 % (walkthroughs decreased) | ||||||||
17 | Teachers will analyze the effectiveness of core instruction by looking at data in PLC's, Data Days, and in team planning. Teams identify students for intervention and provide appropiate intervention (RTI) | Grade Level Teams | PLC and Data Day agenda's, data sheets, common assessments | Reading labsite coach provided job embedded coaching to teachers in each grade level. Literacy lab was conducted that focused on small group instruction for grades 1-5 (RTTL). Literacy lab for kindergarten focused on writer's workshop. | Guilford launched our first cycle of Power Up November 8th- January 7th. In December, we gave a survey focused on areas of strength and areas of growth with Power Up. In January, we expanded the RTI team to include gen education teacher and EL teachers. Members of the team reviewed survey results and grouped the areas of focus in four categories: Group Size/Coverage Time (Planning and Collaborating) Resources Progress Monitoring In February, teams gave PD around these four areas in a station rotation format during staff meeting. Monitoring Comments for Reading Strategy 5 | Monitoring Comments for Reading Strategy 5 | ||||||||
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20 | Math | |||||||||||||
21 | Outcome Goal: | By May 2022, Tier 1 students will have a fall to spring average conditional growth of 50%. Tier 2 and Tier 3 students will have a fall to spring average conditional growth of 60% or higher as measured by MAP math assessment. | Process Goal: | Teachers will implement an aligned written, tested, and taught curriculum, with clear objectives, in every classroom, every day for every student as observed through walkthroughs, learning walks, and peer observations 80% of the time during the 2021- 2022 school year. (Core Instruction include targeted instruction) | ||||||||||
22 | Outcome Goal Progress: Year 1 | Process Goal Progress: Year 1 | ||||||||||||
23 | Outcome Goal Progress: Year 2 | Process Goal Progress: Year 2 | ||||||||||||
24 | Outcome Goal Progress: Year 3 | Process Goal Progress: Year 3 | ||||||||||||
25 | Process Goal is supported by the following LCPS Culturally Responsive Framework Components: | |||||||||||||
26 | Component 1: Welcoming, Inclusive and Affirming Environment | Component 2: Inclusive Curriculum and Assessment | Component 3: Engagement and Challenge Through Deeper Learning | |||||||||||
27 | Strategies for Current Year | Staff Role(s) Responsible for Monitoring Implementation | Evidence of Progress/Completion (Artifacts required) | Fall Monitoring Comments | Winter Monitoring Comments | Spring Monitoring Comments | ||||||||
28 | Reestablish classroom structures for math | School Based Instructional Facilitator and Math Coaches | Coaching Logs | Math coaches provided training in Number Sense Routines, then completed a full coaching cycle with teachers. | Winter Monitoring Comments for Math Strategy 1 | Math Coaches delivered Targeted Math Support PD to grades 3-5. Targeted small group support was also given to teachers in grades K-2 during team planning, individual planning, and PLCs. Teachers and Coaches modeled what targeted small groups look like. Teachers had time to use data to form small groups, explore resources for small group instruction, and plan lessons with grade level colleagues. Coaches continued to support individual teachers in K-5 classrooms. Administrators conducted informal observations focusing on small group instruction. Teachers continued planning for small group instruction, including setting the learning objective for the group, differentiating for the readiness levels of the groups, and using manipulatives and other math tools and strategies. Quarter 3 Data Days focused on student growth and progress. Grades 1-5 utilized MAP and SGA data while kindergarten teachers utilized VKRP data to plan mini lessons and small group instruction. Math coaches facilitated SOL planning sessions for grade 3-5 and teachers planned SOL remediation within the classroom as well as RTI remediation groups. https://docs.google.com/document/d/1xo7fHy-swCxzqpK5-87DlFTwlMHTseEYgSJsGdlt6lA/edit | ||||||||
29 | Provide professional development around components of core instruction " | Winter Monitoring Comments for Math Strategy 2 | Math Coaches delivered Targeted Math Support PD to grades 3-5. Math coaches facilitated SOL Planning for Grade 3, Grade 4 and Grade 5. Teachers used this planning to analyze MAP and SGA data to plan SOL remediation within the classroom as well as RTI remediation groups. Grades 1 and 2 received professional development during PLC meetings on how to analyze and utilize MAP data and reports. The Math Coach provided PD to the kindergarten team in reading the VKRP reports. Weekly resources and county provided training opportunities shared by math coaches to teachers and support staff in math core instruction in the weekly Gator Gazette. https://docs.google.com/document/d/1oY0ptPTVKQYS6DPJsbrIN-qnLGm7rWb-fL2VIG0MXr4/edit?usp=sharing | |||||||||||
30 | Identify individuals and implement coaching cycles | Administration, School Based Instructional Facilitator, Math Coaches | Professional Development Presentations | Math Coaches and School Based Instructional Facilitators provided a Math Workshop training at the beginning of the year. Math Coaches provided a Number Sense Routine training during PLCs in September, then completed a full coaching cycle for implementation during October. | Winter Monitoring Comments for Math Strategy 3 | Kindergarten: 5 teachers are being supported in their continued implementation of Math Workshop. The Math Coach has provided opportunities for data analysis during PLC meetings and for individual teachers, as needed. The teachers utilized common assessment data to determine next steps for students this year and how to adjust lessons and assessments to meet student needs next year. First Grade: 4 teachers are being supported in their continued implementation of Math Workshop. The Math Coach has provided Number Sense Routines to support the content being taught and common assessments for the grade level to use for the 3rd and 4th quarter topics. Teachers are now utilizing a common assessment spreadsheet to track math data and growth. During PLCs, the Math Coach provided support while the teachers analyzed their common assessment and MAP data. The teachers talked about next steps within their current classrooms and how to improve upon instruction for next year. Second Grade: 5 classroom teachers and 2 EL teachers are being supported in their continued implementation of Math Workshop. During PLCs, teachers have analyzed their quarterly pre/post assessment data in order to create small groups, analyze the effectiveness of instruction, and determine next steps for this year and next year. The Math Coach helped teachers analyze their MAP data, utilizing this to determine student growth and next steps for small group instruction. The Math Coach also facilitated training on how to use Dreambox assignments to target instruction within the program. Third Grade: 5 classroom teachers, 1 EL teacher and 1 SPED teacher are being supported. All teachers are implementing Math Workshop. Teachers used MAP data, unit assessments, and quick checks to group students. Classroom teachers collaborated with EL and SPED to structure their math workshop so that small groups are timed to coordinate with EL and SPED support. Math Coach Mrs. Sylvester provided opportunities for data analysis during PLC meetings and for individual teachers, as needed. The teachers utilized common assessment data to determine next steps for students this year and how to adjust lessons and assessments to meet student needs next year. One of the classroom teachers (Harris) left her teaching position to work at DOI. Mrs. Sylvester assumed Mrs. Harris’s role on the team as Math Lead and assisted with weekly collaborative lesson plans. Mrs. Sylvester also taught the math block each day in Harris’s classroom. Additionally, Mrs. Sylvester worked with remediation and enrichment groups in other 3rd grade classrooms. Fourth Grade: 4 classroom teachers, 2 EL teachers and 1 SPED teacher are being supported. Classroom teachers received assistance forming small groups using MAP data, unit assessments, and quick checks. Classroom teachers collaborated with EL and SPED to structure their math workshop so that small groups are timed to coordinate with EL and SPED support. Math Coach Mrs. Sylvester provided opportunities for data analysis during PLC meetings and for individual teachers, as needed. The teachers utilized common assessment data to determine next steps for students this year and how to adjust lessons and assessments to meet student needs next year. All classroom teachers are intentionally planning their small group lessons to differentiate the content to the readiness needs of their students. All classroom teachers are trying different types of learning stations and fine tuning student independent time so that students are productive and accountable for their learning. Mrs. Sylvester provided SOL small group remediation during math blocks for Carter and Konyn. Math Coach Mrs. Gonzalez provided SOL small group remediation during math blocks for Cafiero and Jordan. Additionally, Mrs. Sylvester worked with an SOL remediation group during RTI. Fifth Grade: 2 classroom teachers, 1 EL teacher and 1 SPED teacher are being supported. Math Coach Mrs. Sylvester provides daily small group instruction to 1 classroom teacher (Dingman). Mrs. Sylvester provided opportunities for data analysis during PLC meetings and for individual teachers, as needed. The teachers utilized common assessment data to determine next steps for students this year and how to adjust lessons and assessments to meet student needs next year. Math Coach Mrs. Gonzalez provided small group remediation during math blocks for Bloomfield. She also worked with an SOL remediation group during RTI. | ||||||||
31 | Conduct walkthroughs and provide feedback at the conclusion of the coaching cycles " | Administration | PLC and Data Day agenda's, data sheets, common assessments | During Q1 data days, we discussed that number sense continues to be an area for growth. Students are learning how to count to 1- 110, write their numbers, and identify numbers beyond 30. In Grades 3-5, basic facts continue to be an area of growth. We discussed ways to spiral instruction ( entrance tickets, station rotation, and Osmo) to support this area of concern. | Winter Monitoring Comments for Math Strategy 4 | School leadership conducted math walkthroughs focused on teachers framing their small group lessons with content and language objectives being stated. The following was observed: March- 30% April- 23% May- Not enough data was collected | ||||||||
32 | Teachers will analyze the effectiveness of core instruction by looking at data in PLC's, Data Days, and in team planning./ identify students for intervention and provide appropiate intervention (RTI) | Team Leads | Coaching Logs, walkthrough data | Math Coaches have attended meetings provided by the Math Department focusing on the implementation of Targeted Math Support. They focused on providing this PD by way of number sense routines to students. Next steps will be on learning stations and the mini/ focused lesson for math. | Winter Monitoring Comments for Math Strategy 5 | Kindergarten: Our team continues to follow the math workshop model. We focus on daily NSR, mini lessons and small group targeted instruction. We use a playlist to allow students voice and choice and differentiation for independent learning. We utilize checklists, observations notes, QuickChecks, an interactive journal, and dreambox to collect data used to form small groups. We meet as a team to discuss data and collaborate to plan our math lessons with classroom, EL, TA’s and instructional coaches. First: Our team follows the math workshop model. We also use a playlist to allow students to choose independent/station work once the “must do” is completed. Our team uses Dreambox and Reflex. We use MAP data to create small groups and also to create assignments in Dreambox. We meet as a team to discuss data and share resources. We use common assessments to assess our students and to help with planning/small groups. We utilize EL teachers, Math coaches and TA’s to help with instruction to meet the needs of all our students. We still celebrate our students in our “Counting Club” where we write the students name down in the hallway once they master a skill (skip counting, counting to 110, backwards counting). Second: Second grade continues to follow the math workshop model. We focus on number sense routines, mini-lessons, and small group instruction based on assessment data. We also use math playlists that give students a choice on what activities they want to complete and this includes review activities to spiral back to past topics. We still have addition and subtraction masters where students do a quick check and can sign their name when they’ve passed each set of facts. For assessments, we use the just in time checks, pre and post assessments and we now have MAP growth data. We have also been incorporating MAP data and assigning scores on Dreambox to target student specific needs. We also use Reflex math to increase fact fluency. Third: Team 3 continues to follow the math workshop model and focuses on small group instruction based on formative and summative assessments. Team 3 pushes out playlists to allow students choice over their math activities. Team 3 meets on a consistent basis to collaborate, discuss data, create interventions and share ideas. Dreambox is used on a daily basis with MAP data plugged in to target specific needs. Team 3 also uses common assessments for each unit. PowerUp groups were created for the spring based on data as well. Fourth: 4th Grade continued to use the Whole-Small-Whole and Small Group Math workshop models. Workshop included Number Sense routines, mini lessons, hands-on activities, partner work, and technology such as Dreambox, Reflex Math, and Osmos to support and differentiate student learning. We planned for small groups to support current content and review or remediate previously taught SOLs. The team used Reflex Math and math drills to increase student multiplication fluency. We met twice weekly to unpack upcoming units and to plan. We used common assessments in the form of pre-assessments, exit tickets, and summative assessments. This data informed our small group placements and areas of focus. Our EL Teachers also helped to plan and implement small group math interventions. Fifth: Continues to follow the Math Workshop Model with the focus on small group instruction. We are continuing to work with the math specialists who are assisting with both the implementation of and leading small group instruction. Planning for content continues in addition to discussions during PLCs. We are still utilizing the common assessments for each unit. Small groups are structured based on current data such as assessments, MAP, and the SGA. Students continue to receive individualized playlists/menus for instruction as well as IXL and Dreambox assignments tailored to their needs. PowerUp groups were created for the spring based on all the above data as well. | ||||||||
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34 | Select Domain | |||||||||||||
35 | Outcome Goal: | Process Goal: | ||||||||||||
36 | Outcome Goal Progress: Year 1 | Process Goal Progress: Year 1 | ||||||||||||
37 | Outcome Goal Progress: Year 2 | Process Goal Progress: Year 2 | ||||||||||||
38 | Outcome Goal Progress: Year 3 | Process Goal Progress: Year 3 | ||||||||||||
39 | Process Goal is supported by the following LCPS Culturally Responsive Framework Components: | |||||||||||||
40 | Component 1: Welcoming, Inclusive and Affirming Environment | Component 2: Inclusive Curriculum and Assessment | Component 3: Engagement and Challenge Through Deeper Learning | |||||||||||
41 | Strategies for Current Year | Staff Role(s) Responsible for Monitoring Implementation | Evidence of Progress/Completion (Artifacts required) | Fall Monitoring Comments | Winter Monitoring Comments | Spring Monitoring Comments | ||||||||
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1 | Guilford Elementary | Culturally Responsive TFI Guidance | ||||||||||||
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2 | Data and Fidelity Tools and Resources | |||||||||||||
3 | Empowering all students to make meaningful contributions to the world. | |||||||||||||
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5 | PBIS Action Plan | |||||||||||||
6 | Tier 1 | |||||||||||||
7 | 1.9 Feedback and Acknowledgement | Smart Goal:By May 2022 ,increase by 20% the total level of parent engagement opportunities in school program (either by increased levels of participation in existing programs or by increasing the number of programs). | ||||||||||||
8 | Action Steps | Staff Role(s) Responsible for Implementation | Begin Dates | End Date | Monitoring Comments | |||||||||
9 | Family Gator Gazette- Create and distribute quarterly parent surveys requesting feedback on our positive behavior programs. Share weekly school counselor updates to families and staff. Includes ways to access school counselors and/or school administrators on community messages | PBIS team, School Counselors | ||||||||||||
10 | Use previously gathered information and parent feedback to create back to school presentation. Back to School Tips for Student Success! Major topics included: family engagement, attendance, sleep routines, technology usage, mental health support, community resources, and how to help. | UMHT | ||||||||||||
11 | Teacher weekly newsletters | Teachers | ||||||||||||
12 | Guilford Soccer Club | School Counselors, School Administration | Soccer club student attendance log, Reston soccer club volunteer attendance, parent attendance log | |||||||||||
13 | PEP Family Program | Family Liaison | attendance log, county organization volunteer log | |||||||||||
14 | Guilford Community Shout Outs | Entire Staff | ||||||||||||
15 | Continue to encourage staff to utilize Class Dojo to have open and ongoing communication with families. | PBIS team,teachers | ||||||||||||
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1 | School: | Guilford Elementary | ||||||||||||
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2 | Empowering all students to make meaningful contributions to the world. | |||||||||||||
3 | ||||||||||||||
4 | Strand II: School Environment | |||||||||||||
5 | Domain 8 - Safe and Supportive Environments | |||||||||||||
6 | Outcome Goal: | By May 2022, the climate survey at Guilford Elementary will show that students feel safe and represented as measured by the student climate survey results with an increase of 5%. | Process Goal: | Staff will implement equitable practices that focus on a warm and inclusive environment as observed through walkthroughs, PD, PLC's, and team planning. | ||||||||||
7 | Outcome Goal Progress: Year 1 | Process Goal Progress: Year 1 | ||||||||||||
8 | Outcome Goal Progress: Year 2 | Process Goal Progress: Year 2 | ||||||||||||
9 | Outcome Goal Progress: Year 3 | Process Goal Progress: Year 3 | Winter Monitoring Comments for School Environment Strategy 2 | |||||||||||
10 | Process Goal is supported by the following LCPS Culturally Responsive Framework Components: | |||||||||||||
11 | Component 1: Welcoming, Inclusive and Affirming Environment | Component 2: Inclusive Curriculum and Assessment | Component 3: Engagement and Challenge Through Deeper Learning | |||||||||||
12 | Strategies for Current Year | Staff Role(s) Responsible for Monitoring Implementation | Evidence of Progress/Completion (Artifacts required) | Fall Monitoring Comments | Winter Monitoring Comments | Spring Monitoring Comments | ||||||||
13 | Staff will partcipate in equity PD focusing on creating a welcoming, inclusive, and affirming environment. | Equity lead, equity team, and administration | Walkthrough data,lesson plans, PD, student feedback, PLC's | Staff have participated in the fall Family Engagement PD and will do the asynchronous PD for Family Engagement in the winter. Weekly, staff is sent lessons, articles, information etc. that pertains to creating a welcoming, inclusive, and affirming environment in the Gator Gazette, Equity Corner. | Winter Monitoring Comments for School Environment Strategy 1 | Staff participated in a PD for Culturally Responsive Instruction and Deeper Learning | ||||||||
14 | School staff will use the equitable classroom design tool and to create an inclusive and equitable classroom environment. | Administration and Equity Team | Equitable classroom design slides and equitable practices walkthrough tool | In the fall, teams participated in the use of the equitable classroom design tool to plan out ways to create and inclusive and equitable classroom environment. Staff will add, revise, and monitor practices during PLCs and team planning. 100% of teams completed the tool. | Winter Monitoring Comments for School Environment Strategy 2 | Student equity ambassadors created posters to show what’s important to them and to create self pride. | ||||||||
15 | GUI staff will create and implement a multi-tiered system of support for student behavior, academic, and social/emotional needs. | PBIS Tier 1 and Tier 2 Team | Behavior PLC data, morning news show highlight is SEL, PBIS, and Digital Citizenship | Guilford held it's first MTSS meeting in November. The MTSS team discussed reading, math, community /parent partnerships, and behavior data. It was determine that we would create a standard report card comment template/look fors for teachers to use. This is to ensure parents have a full understanding of their child's progress throughout the school year and how it relates to grade level expectations. | Winter Monitoring Comments for School Environment Strategy 3 | School staff discussed ideas on combining SEL strategies to our PBIS framework. Grade level teams held Gilly assemblies celebrating student progress. The UMH team implemented and successfully held many social skills groups, and students were referred to these services through our behavior PLC process. Teams continued to utilize the SEL morning meeting slides provided by the county and the Second Steps curriculum. | ||||||||
16 | ||||||||||||||
17 | Domain 9 - Family and Community Engagement | |||||||||||||
18 | Outcome Goal: | By May 2022 ,increase by 20% the total level of parent participation in school program (either by increased levels of participation in existing programs or by increasing the number of programs). | Process Goal: | Provide parents with multiple opportunities to communicate with Guilford staff regarding their child’s social-emotional, academic, and behavioral progress; as well as learn about the instructional overview of Guilford Elementary. | ||||||||||
19 | Outcome Goal Progress: Year 1 | Process Goal Progress: Year 1 | ||||||||||||
20 | Outcome Goal Progress: Year 2 | Process Goal Progress: Year 2 | ||||||||||||
21 | Outcome Goal Progress: Year 3 | Process Goal Progress: Year 3 | ||||||||||||
22 | Process Goal is supported by the following LCPS Culturally Responsive Framework Components: | |||||||||||||
23 | Component 1: Welcoming, Inclusive and Affirming Environment | Component 2: Inclusive Curriculum and Assessment | Component 3: Engagement and Challenge Through Deeper Learning | |||||||||||
24 | Strategies for Current Year | Staff Role(s) Responsible for Monitoring Implementation | Evidence of Progress/Completion (Artifacts required) | Fall Monitoring Comments | Winter Monitoring Comments | Spring Monitoring Comments | ||||||||
25 | Guilford Elementary will quarterly inform and educate parents on the following: student data, assessment data, Title I requirements, and the overall instructional program at Guilford Elementary. | Administration, Teachers, Parent Liaison, and Social Worker | Parent presentations | Guilford Elementary held a virtual and in person back to school night and open house. | Winter Monitoring Comments for Family Engagement Strategy 1 | Family Coffee Hour at Guilford included the following topics: March: Mr. Julio Martinez, Community Outreach Specialist, United HealthCare Community & State-VA provided a families with information about applying for healthcare. April: Karen Thompson and Megan Killian, School Counselors provided families with a variety of resources, local events and programs to support their child’s learning throughout the summer months. Families had the opportunity to connect with various local community representatives who shared their summer learning programs for students. May: Karen Thompson and Megan Killian, School Counselors and Catherine Tannuzzo, School Psychologist, discussed various mental health concerns in children including stress, depression and anxiety. Families were given a comprehensive overview of resources provided by LCPS and community partners and how to access these resources. Families also participated in a question and answer session about mental health. In addition, Mrs. Lauren Sprowls, Principal provided Title One information to families. School Counseling Advisory Council held in April. School Counselors shared progress on school counseling program goals and provided an overview of small groups held. December 2022 Family Coffee Hour Presentation | ||||||||
26 | We will conduct and analyze data from virtual home visits. | School Counselor and Teachers | Virtual home visit response form and action plan | Virtual home visits follow up form was created. Responses will analyzed by the UMHT. Academic, social, and behavior groups were assigned to students based off home visits follow up form. The school social worked collaborated with families to address any basic needs that needed to be met. | Winter Monitoring Comments for Family Engagement Strategy 2 | |||||||||
27 | We will partner with various community resources to meet the comprehensive needs of students. | Administration, Parent Liaison, and Social Worker | community school meetings agendas and activities | The Social Worker has reached out to community organizations such as: Loudoun Hunger Relief for Thanksgiving meals for families, Women Giving Back for clothing and basic hygiene needs, PASTA for passion science kits. As well as Loudoun County Fire Station for winter coats. For Christmas we are also receiving coats and gift cards from DC Prime (Glenn Wooten), Reston Bible, first fruits, etc. | Winter Monitoring Comments for Family Engagement Strategy 3 | We collaborated with the VDH to host a tela- townhall and immunization clinic. Guilford staff also partnered with the LCPS FACE department to host a resource fair for families and a Family Feedback Circle. | ||||||||
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31 | Select Domain | |||||||||||||
32 | Outcome Goal: | Process Goal: | ||||||||||||
33 | Outcome Goal Progress: Year 1 | Process Goal Progress: Year 1 | ||||||||||||
34 | Outcome Goal Progress: Year 2 | Process Goal Progress: Year 2 | ||||||||||||
35 | Outcome Goal Progress: Year 3 | Process Goal Progress: Year 3 | ||||||||||||
36 | Process Goal is supported by the following LCPS Culturally Responsive Framework Components: | |||||||||||||
37 | Component 1: Welcoming, Inclusive and Affirming Environment | Component 2: Inclusive Curriculum and Assessment | Component 3: Engagement and Challenge Through Deeper Learning | |||||||||||
38 | Strategies for Current Year | Staff Role(s) Responsible for Monitoring Implementation | Evidence of Progress/Completion (Artifacts required) | Fall Monitoring Comments | Winter Monitoring Comments | Spring Monitoring Comments | ||||||||
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