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Strategic Plan

Strategic Plan

VALLE VERDE STRATEGIC PLAN 2014-2017

VISION As a collaborative Valle Verde community of staff, students, and parents, we commit to fostering an environment that supports strong character, creativity, independence, and critical thinking for all of our members. Every student will receive core instruction with targeted learning opportunities, utilizing technology and multiple learning approaches. Our students’ educational experience will be enriched through the visual and performing arts. Collectively, we strive to embrace all individuals in a supportive environment that encourages different opinions and ideas, self-reflection, and on-going growth. Parents, students, and staff will take an active role in becoming a successful 21st century learning community.

 

GOAL 1: Staff, students, and parents will collectively build an inclusive environment that supports creativity, independence, and critical thinking for all stakeholders.

Outcomes

First Year Actions

Second Year Actions

Third Year Actions

Students will exhibit multiple and creative approaches to solve problems.

  • Identify approaches for solving problems developmentally appropriate at each grade
  • Develop matrix for developmentally appropriate problem solving skills
  • Gather data on methods currently being used by teachers to teach problem solving
  • Parents provided problem solving matrix
  • Parents provided monthly updates regarding content focus at each grade level
  • Students guided through multiple approaches to solve problem
  • Teacher training on creative approaches to solving problems and types of problems that encourage students to think creatively in order to solve them
  • Teacher training on “project based learning”
  • Implement developmentally appropriate problem solving approaches
  • Provide opportunities for students to solve “deep and complex” problems that are developmentally appropriate in pairs and small groups

 

  • Expand the training on multiple creative approaches
  • Continue implementation of multiple creative approaches
  • Expand opportunities for students to solve “deep and complex problems that are developmentally appropriate in pairs and small groups
  • Refine matrix
  • Develop projects that challenge students to problem solve and continue to foster 21st learning skills
  • Pilot “project based learning”

 

Students will respect the rights of others to have different opinions.

  • Increase behavioral interventions to include Tier 3 interventions for aggressive behavior
  • All TK-2nd grade receive lessons in the “Zones of Regulations” & 3-5 Decision Making lessons
  • Continue training for all stakeholders

on conflict resolution (Soul Shoppe)

  • Identify strategies for encouraging and respecting varying opinions
  • Collect data on strategies and practices currently in place to support respectful dialogue
  • School wide buddy system for new students and second language learners
  • Measure effectiveness of behavioral interventions & continue
  • Measure effectiveness of Soul Shoppe & continue
  • Develop school wide norms for respectful dialogue when expressing opinions
  • Provide explicit instruction on respectful dialogue when expressing opinions
  • Training for teachers on strategies and practices for encouraging and respecting varying opinions
  • Implement strategies for encouraging and respecting varying opinions
  • Measure the effectiveness of the strategies being used for encouraging and respecting varying opinions
  • Continue behavioral interventions
  • Continue Conflict Resolution program & training of Peace Makers

Students will be engaged in activities and strategies that foster independence.

  • Collect data to determine how often students are provided opportunities for collaborative conversations (pairs, small group)
  • Collect data on current approaches teachers are using to increase independence
  • Teacher training on using a workshop model and build stamina to work independently for longer periods of time
  • Provide students opportunities to practice being independent
  • Establish developmentally appropriate criteria for levels of independence at each grade level
  • Set up “buddy bench”
  • Implementation of a workshop model for writing
  • Provide various opportunities for students to demonstrate independence aligned to criteria
  • Refine criteria

 

  • Expand workshop model to other content areas
  • Measure effectiveness of workshop model in building independence
  • Expand opportunities for students to demonstrate independence aligned to criteria
  • Refine criteria

 

GOAL 2: Every student will receive core instruction with targeted learning opportunities, utilizing multiple learning approaches and technologies.

 

Outcomes

First Year Actions

Second Year Actions

Third Year Actions

 

Students will receive targeted instruction to meet individual learning goals.

  • Increase communication between special education teachers, librarian and general ed teachers regarding learning approaches
  • Increase academic interventions to include Tier 3 and Enrichment opportunities
  • Establish or develop common formative assessments (CFA)
  • Develop & implement criteria based on data collected from CFA for tier 2 or 3 interventions
  • Parents notified of students receiving Tier 2 or 3 interventions
  • Inform ELLs & their parents criteria of reclassification
  • Develop extension activities for students performing above grade level
  • Refine Tier 2 & 3 interventions
  • Implement CFA and criteria to target students needing additional supports (Tier 2 & 3)
  • Identify home activities that support students receiving interventions that are parent friendly
  • Collect and analyze data on the effectiveness of tier 2 intervention
  • Meet with ELL Students each trimester to help them track their language development progress

 

  • Implement extension activities
  • Continue to refine Tier 2 & 3 interventions
  • Refine criteria and assessments for identifying students needing Tier 2 & 3 interventions
  • Collect and analyze data on the effectiveness of Tier 2 & 3 interventions
  • Provide identified home activities that support students receiving interventions to parents
  • Continue to Meet with ELL Students each trimester to help them track their language development progress

 

 

Students will engage in a variety of learning approaches to access the common core standards.

  • Parents receive grade level specific common core state standards (CCSS) pamphlet at back to school night
  • Parents receive grade level specific curriculum map for each trimester
  • Parent Education Nights on strategies for supporting student learning by grade level, subject, special education
  • Training & implementation of Instructional Rounds to strengthen Tier I (RTI) at least one time
  • Provide CCSS Educational website links for parents to access on School Website
  • Continue teacher training on CCSS implementation
  • Identify and create a plan to address barriers for subgroups in accessing core curriculum
  • Increase Instructional Rounds implementation to twice a year
  • Collect data and analyze on the effectiveness of communication to parents regarding implementation of Common Core and supports for parents
  • Refine communication to parents based on data collected
  • Continued training on providing students a variety of approaches to accessing common core standards
  • Implement and monitor plan to address barriers for subgroups in accessing core curriculum

 

 

  • Continue Instructional Rounds and increase to one per trimester
  • Collect data and analyze on the effectiveness of communication to parents regarding implementation of Common Core and supports for parents
  • Refine communication to parents based on data collected
  • Continue to implement and monitor plan to address barriers for subgroups in accessing core curriculum

 

 

 

Students will engage in learning opportunities that foster 21st learning skills.  

  • Implement at least one project at each grade level that infuses technology
  • Begin to develop, establish, or refine lessons so that they incorporate the 4Cs (Creativity, Critical Thinking, Problem solving, Communication, Collaboration
  • Investigate the use of Project Based Learning
  • Identify literature both fiction and nonfiction from a variety of cultures appropriate for reading at each grade level
  • Identify multicultural activities & presentations to foster social and cross-cultural skills
  • Implement two grade level projects that infuse technology
  • Implement lessons developed that incorporate the 4C’s
  • Continue to develop lessons that incorporate the 4Cs
  • Identify at least one Project at each grade level that incorporates Project Based Learning
  • Develop at least one unit of study that incorporates literature from a variety of cultures at each grade level
  • Implement at least one multicultural activity or presentation to foster social and cross-cultural skills
  • Implement one grade level project that infuse technology each trimester
  • Implement additional lessons that incorporate the 4Cs
  • Implement identified projects, one at each grade level for Project based learning
  • Implement at least one unit of student that incorporates literature from a variety of cultures at each grade level
  • Implement one multicultural activity or presentation to foster social and cross-cultural skills each trimester