School Innovation & Improvement Plan

Plan At-A-Glance

School Improvement & Innovation Plan At A Glance

Camelot Elementary School | Fairfax County Public Schools | Region 2

Aileen Flahety, Principal

End of Year SMARTR Outcome

At the end of school year 2020,  all identified subgroups (economically disadvantaged, English Learners, and students with disabilities) will achieve an unadjusted pass rate of at least 75% on the combined grades 3 -6 SOL reading tests.

Strategy 1

Word Study--Students will engage  in Tier One Word Study lessons.

Strategy 2

Word Study--Teachers will formatively assess students writing to determine instructional next steps for word study.

Strategy 3

Reading--Literacy Leaders (reading teacher, ESOL teacher and instructional coach) will meet with teachers in grades 3-6 on a regularly scheduled basis in order to progress monitor striving readers.

Strategy 4

Reading--For all students reading below grade level in K-6th, teachers will write specific, individualized learning targets that will be progress monitored and adjusted throughout the year.

End of Year SMARTR Outcome

For identified students, 100% of teachers will communicate with parents three times a year regarding social/emotional skills that students are working to develop.

Strategy 1

Staff will identify students who have social/emotional skill development needs and intentionally seek to develop strong relationships with them.

Strategy 2

Staff will learn about and implement the Zones of Regulation as a cognitive framework, teaching tool, and as a way to nurture development of skills in order to support the social and emotional needs of students in the classroom.

 

End of Year SMARTR Outcome

By June 2020, 100% of identified students will demonstrate increased proficiency of at least one level across targeted skills (within or across attributes) as measured by teacher scoring using the FCPS POG Rubric.

Strategy 1

Planning for POG--Teachers will review vertical articulation for ALL POG attributes in order to make decisions about areas of focus for POG Attributes and skills for their grade levels.

Strategy 2

Assessing for POG-Teachers will explicitly plan for assessing students across identified skills in one of more of the POG attributes.

Strategy 3

Explicitly Teaching  for POG:

  1. Teachers will use interactive Looks Like & Sounds Like paper or digital anchor charts (K-3, 4-6) to provide students the tools to name, notice, and reflect on application of skills, as well as provide opportunities for feedback on skill growth.
  2. Students will name, notice, and reflect on the skill(s) by using these optional strategies: conversation cards, visible thinking routines on paper or approved digital tools, individual reflections such as journal writing or groups reflections such as class discussion.

Strategy 4

Students in 2nd and 6th grades will produce POG-POLs (Presentations of Learning) to share with their teachers as part of our FCPS field test year.