School Innovation and Improvement Plan At-a-Glance

• 2019-2020

• James Madison High School

• Region 1

• Greg Hood, Principal

End of Year SMARTR Outcome

By June 2020, at least 80 percent of students with disabilities enrolled in Algebra 1 will demonstrate content knowledge by achieving a passing score on the Virginia Standards of Learning assessment.

• Strategy 1: Instructional planning/strategies
  • Data Dialogues: Data derived by consistent common assessments will guide instructional planning, whether it be reteaching or targeting intervention
• Strategy 2: Professional Development via School Visits
  • Action(s): Professional development, data dialogues, stations/workshop model, Desmos, & visits between schools to share expertise (remediation strategies, data tracking tools, online resources, collaboration).

End of Year SMARTR Outcome

100% of staff will implement cultures of thinking strategies to foster student understanding, growth, and reflection in the POG attributes and skills. All staff members will self-assess their implementation process through an end-of-year reflection as supported by school leader coaching and feedback.

• Strategy 1: Assessment of CoT implementation through class visits and observations
  • Action(s):
    1. The administrative team will conduct snapshot and other classroom visits throughout the school year to assess the progress of implementation of the eight cultural forces that collectively form a culture of thinking.
    2. "The Development of a Culture of Thinking in My Classroom" assessment from the text Cultures of Thinking will be used as a tool for measuring progress both at the beginning of the year and at the end of the year.
• Strategy 2: Virtual sharing of meaningful experiences in each cultural force and POG attribute
  • Action(s): 
    1. Create a Padlet for each force and POG attribute where teachers can share examples, post links, and post invitations to visit their class 
• Strategy 3: Provide all staff learning opportunities in CoT & POG and the connections between the two
  • Action(s):
    1. Provide professional learning opportunities that include opportunities for reflection for all staff.
    2. Model the use of thinking routines at faculty and/or department meetings; allow faculty time to envision how they might use them in their classroom.
    3. Offer Cultures of Thinking related Academy & Compass Courses for teachers and administrators
       • Making Thinking Visible Academy Course
       • Leading Cultures of Thinking Academy Course - all FCPS - Spring 2020
       • Leading Cultures of Thinking Course - Fall course
    4. Provide opportunities for staff through their PLP to engage with a blended learning CoT course
• Strategy 4: Facilitate a school planning day on October 14th to promote growth in staff understanding and implementation of Cultures of Thinking and cultural forces.
• Strategy 5: Develop and utilize an observation feedback tool to provide meaningful feedback to teachers through the use of CoT language and cultural forces.

End of Year SMARTR Outcome

At least 60% of the identified students from the 2018-2019 school year in Tier 2 and Tier 3 will reduce their chronic absenteeism rate by 2% by June of 2020.

• Tier 1 - 0 to 9%
• Tier 2 - 10 to 14%
• Tier 3 - 15%+

• Strategy 1: Build an understanding of the effect of chronic absenteeism for students, parents, and teachers.
  • Action(s):
    1. School-wide communication through KIT messages, social media, website, Morning News Show, and mailings home.
       • Common communication so that all schools messaging is coordinated.
       • Peer led positive messaging campaigns that highlight the rewards of attending school.
    2. Engage stakeholders in the process of being aware of a student's attendance and how it is impacting their overall success in their course/the school day.
• Strategy 2: Build consistency of attendance processes.
  • Action(s):
    1. Develop a "key" to coding absences to streamline how specific absences (pre-arranged, vacation) are entered in SIS.
    2. Train staff in codes and importance of attendance data -- how they talk to stakeholders.
    3. Quarterly meetings of HS attendance teams.
• Strategy 3: Build a framework of prevention and intervention.
  • Action(s)
    1. Gather information on current intervention practices to include behavior/academic strategies.
    2. School-wide monthly meetings to reflect and develop a framework.
       • Meet with families to discuss yearly planning to include extended vacations and discuss the impact of the vacation absence on the chronic absenteeism rate for the student
       • Dean, SOSA, Counselor, "attendance team," meet with chronic absentee students at 10% or higher at the beginning of the year and follow up with monthly check-ins
       • Each school will pull a data report from EDSL or SIS to capture the names of students under Tier 2 and 3 categories for chronic absenteeism.
       • Each school will collaborate with Student Services, administration, an school-based mental health professionals to determine individual student success and intervention plan ongoing throughout the 2019-2020 SY.
       • Run Attendance circles
       • Create celebration/recognition/incentives for improved attendance
       • Check and Connect