- Liberty Elementary School
Continuous Improvement Plan Summary
Liberty Elementary School
2018-2019 Continuous Improvement Plan Summary
Craig Belair, Principal
Liberty is a place where educators, parents, students, and the greater community work together to provide a learning experience for students to discover their gifts, talents, and interests; and develop the skills, knowledge, and attitudes to become responsible independent, and cooperative individuals who will be productive and caring citizens in a diverse world.
We are proud of the community of learning that our school embodies as we strive to learn how to contribute through our virtues, exhibit a growth mindset and be kind to each other.
Points of Celebration for Liberty Elementary from 2017-18 include:
- The building received and "A" on the report card under the Gap Closing category, meaning that all groups of students, regardless of ethnicity, race, socio-economic status, or disability are exceeding the growth standard. This is an area we have focused on building-wide, we are proud of the growth, but know that we need to keep this as a continued area of focus.
- For the last few years we have worked on building student ownership and sense of belonging. We have created common language and worked hard to understand what it means to live our 7 Virtues. We know from our Panorama Student Survey results (which measures culture and climate in the building), students report 80% in the area of student-teacher relationship and an increase in students ability to exhibit a growth mindset in Grades 3 - 5.
- Overall, according to the Ohio State School Report Card, students in grades 3rd through 6th grade are performing above the state average in tested subject area. 100% of our third grade students met the Third Grade Guarantee.
Focus Areas for Growth
One goal of our district improvement plan is that building leaders and teachers will use the 5-Step Process to develop, measure, and analyze effective instructional practices in order to reduce student sub-group achievement gaps by 50%, while increasing the quality of instruction for all students across all settings. The following action steps support this work:
Literacy Goal #1: Given an appropriately leveled informational text selection, 80% of students will create a piece of argumentative writing with a score of 16-20 as determined with a rubric for argumentative writing by May, 2018.
We believe that focusing on this goal will help our students become proficient close readers of informational text and become more adept at making their thinking clear in speaking and writing.
- In language arts classes, at least one of the Lucy Calkins Units of Study will be intentionally taught in a writing workshop format. This will help students receive explicit instruction in writing, time to apply and practice what they have learned and time to share and reflect on their writing.
- In ALL classes, all teachers will focus instruction on making inferences from the evidence in informational texts to make an argument at least once per unit. Our data shows that students have shown great improvement in the ability to find evidence to support their argument, however the next step of adding our own inferences based on that evidence is proving difficult.
Mathematics Goal #2: Given a word problem that requires modeling and/or reasoning to solve, 80% of students will be able to respond to the question scoring at least 29 or above on a rubric by May 20, 2019.
We believe that to best prepare our students they must be able to not only solve math problems, but be able to collaborate, clearly communicate and overcome productive struggle when faced with a challenging math problems.
Given a rich math problem, students will show their ability to model and reason at a high level.
- In all classes, teachers will provide students with a rich task, opportunities to work as a collaborative team using roles to make their thinking visible at least twice a month.
- In math classes, after a rich task, teachers will provide an opportunity for students to reflect on their use of the 8 Mathematical practices on a weekly basis.
- In math classes, teachers will utilize a workshop structure at least once a week or throughout at least 2 modules throughout the year.
Climate/Culture Goal #3: Given a student survey, students will indicate an increased sense of belonging at school, with 80% moving up one tier or by growing within the top tier, by May, 2018.
We believe that when more students feel connected to their school they are more likely to be successful as individuals and as a community academically, socially, and emotionally.
- All classroom teachers will host a 5-10 minute "closing circle" based on Responsive Classroom design in order to build a stronger sense of community in the classroom.
- All classroom teachers will incorporate either a quiet time or energizer to support transition and/or create community within the classroom.