School Improvement Plan At-a-Glance

  • 2019-2020 School Innovation and Improvement Plan

  • Woodburn Elementary School

  • Region 2

  • Katy Richman, Principal

  • Dwayne Young (Acting Principal)

  • Bridget Louder, Assistant Principal

End of Year SMARTR Outcome: Reading for All Students

By the end of the 2019-2020 school year, the number of students reading on benchmark will increase by 20% using the DRA for grades K-2 and the Fountas & PInnell for grades 3-6.

Strategy 1

  • Woodburn teams will utilize the CLT cycle (plan, teach, assess, reflect) to provide highly effective literacy instruction that is accessible to all students.

Strategy 2

  • Woodburn teachers will engage all students through the use of enriching literacy experiences in order to develop thoughtful, independent readers.

Strategy 3

  • Woodburn teachers will work collaboratively to monitor ongoing formative and summative assessment data and determine appropriate literacy learning for each individual student.

End of Year SMARTR Outcome: Reading for Students with Disabilities and English Language Learners (ESOL)

By June 2020, 41% (76%) of students with disabilities and 46% (96%) of English Learners in grades 3-6 will demonstrate proficiency as measured by the Reading SOL.

By June 2020, at least 41% of Special Education students in grades K-2 will make at least one year of growth as measured by the Developmental Reading Assessment (DRA).

By June 2020, at least 49% of ESOL students (Levels 1-4) in grades K-2 will make at least one year of growth as measured by the Developmental Reading Assessment (DRA).

Strategy 1

  • Woodburn teams will effectively plan for reading achievement using all phases of the CLT cycle, guiding questions to ensure the needs of Students with Disabilities and English Language Learners are being met.

Strategy 2

  • Woodburn teachers will use the Multi-Tiered Systems of Support (MTSS) framework to monitor reading progress for Students with Disabilities and English Language Learners

End of Year SMARTR Outcome: Discipline Referrals

By June 2020, the percentage of office discipline referrals will decrease by 20% compared to the 2018-2019 school year.

Strategy1 

  • All teachers (classroom teachers, support teachers, and specialists) will implement Responsive Classroom.

Strategy 2

  • All teachers (classroom teachers, support teachers, and specialists) will utilize the student behavior support process to identify the appropriate response to student behavior.

Strategy 3

  • Staff will collaborate to ensure that all students are supported behaviorally