Goal 1: In the 2018-2019 school year, 100% of students will show measurable growth in Reading.
- 100% of students will show growth in Instructional Reading Level. At least 80% of students will meet or exceed their Guided Reading Level goal recorded in the Matrix.
- At least 90% of students will pass the PALS benchmark in Grades K-2. (Spring 2016 - 83%) (Spring 2017 - 87%) (Spring 2018 - 89%)
- At least 75% of students will pass the 3rd grade SOL test. (Spring 2016 - 57%) (Spring 2017 - 71%)(Spring 2018 - 62%)
- At least 75% of students will pass the 4th grade SOL test. (Spring 2016 - 70%) (Spring 2017 - 64%)(Spring 2018 - 76%)
- At least 80% of students will pass the 5th grade SOL test. (Spring 2016 - 80%) (Spring 2017 - 76%)(Spring 2017 - 72%)
Goal 2: In the 2018-2019 school year, 100% of students will show measurable growth in Math.
- An increased percentage of kindergartners will be at the 50th percentile or higher on the Early Numeracy Assessment; 80% in Quantity Discrimination (Spring 2017 - 78%)(2018-60%), 85% in Missing Number(Spring 2017 - 83%)(2018-60%), and 85% in Number Identification (Spring 2017 - 83%)(2018-76%)
- An increased percentage of first graders will be at the 50th percentile or higher on the Early Numeracy Assessment; 75% in Quantity Discrimination (Spring 2017 - 72%)(2018-66%), 80% in Missing Number(Spring 2017 - 78%)(2018-61%), and 70% in Number Identification (Spring 2017 - 67%)(2018-60%)
- At least 65% of second graders will score 70% or higher on the IA Student Growth Assessment in the spring. (Spring 2016 - 52%) (Spring 2017 - 54%)(Spring 2018 - 58%)
- At least 78% of students will pass the 3rd grade SOL test. (Spring 2016 - 79%) (Spring 2017 - 80%) (Spring 2018 - 70%)
- At least 78% of students will pass the 4th grade SOL test. (Spring 2016 - 79%) (Spring 2017 - 73%) (Spring 2018 - 77%)
- At least 78% of students will pass the 5th grade SOL test. (Spring 2016 - 86%) (Spring 2017 - 79%) (Spring 2018 - 77%)
Strategy 1: Establish a safe, nurturing, and positive environment that is designed to promote desirable behavior, student well being and academic progress.
- Sustain the implementation of the Effective School-Wide Discipline (ESD) plan by providing consistent positive reinforcements and maintaining school wide standards for the use of Think Time in order to build respectful, responsible scholars and a safe school climate.
- Continue to address the most challenging behaviors through collaboration with guidance, pupil services, and therapeutic day treatment.
- Imbed social/emotional curriculum into daily instruction in order to better meet student needs.
- Enhance the instructional environment by embedding regular movement into the instructional day and by providing daily physical activity at recess time.
- Continue to make intentional efforts to create positive relationships with students and families.
- Build a positive communication network where teachers regularly communicate desirable behavior, physical well being, and academic progress to families. Examples include updated web pages and regular newsletters, notes, phone calls, etc .
- Increase family involvement at SDES by encouraging parents to volunteer, working with the PTA, and offering parental involvement events such as: Open House, Career Fair, Field Day, Fall Festival, School Play, Family Math Night, Family Fitness Night, Family Movie Night and continuation of One School, One Book program.
- Increase community involvement and environmental awareness at SDES by continuing a Cougars Go Green Club in partnership with the Waynesboro Kiwanis and the SDHS Exceptional Learners Class.
- Provide opportunities for students to excel in extracurricular activities that foster citizenship and leadership, such as SCA, Girls on the Run, Key Club, and Safety Patrol.
Strategy 2: Develop and deliver differentiated instruction that engages students in school and learning in order to ensure academic progress.
- Continue to refine our practice of establishing and sharing learning targets with students.
- Enhance instructional practice through the study of John Hattie’s research, and increase the implementation of best practices identified in his research.
- Continue to focus on using student performance data to make decisions about differentiating instruction and to monitor students’ academic growth.
- Focus on effective grouping strategies ensuring opportunities for whole group, small group, and independent work. Small groups will be flexible groups that include skill based groups, interest based groups, heterogeneous groups, etc.
- Utilize collaborative grade level teams, school improvement team and vertical curriculum and instruction teams to pace, plan, and implement effective differentiated instruction aligned to the standards.
- Through vertical teams and grade level teams, continue with creation of common assessments for all four core areas, including benchmarks for Reading utilizing Power School.
- Enhance reading instruction through the implementation of strategies from the Daily 5 and The Café program and implementation of the ACPS and SDES pacing guides/curriculum guides.
- Focus Math instruction through the implementation of the Pearson resources, along with 5 Easy Steps to a Balanced Math Program within a framework of whole group and small group instruction and math stations.
- Encourage a love of reading by continuing with the One School, One Book program.