Teachers will use the ‘Nine Components of Balanced Literacy’ effectively and with intent, across all curricular areas, in order to maximize each student’s skill development in literacy. June 2018 Teachers and EST-L Teachers will implement and review benchmark assessments and compare results between benchmark periods. (three per year) Teachers will utilize effective Formative Assessment as a teaching and learning process and to provide descriptive feedback throughout the entire learning cycle. June 2018 Teachers and EST-L Teachers will implement and review benchmark assessments and compare results between benchmark periods. (three per year) Literacy - Writing 2016-2019 Goal: Teachers use student-friendly moving targets to facilitate self-awareness and self-assessment in writing, allowing for effective intervention. Strategies/Actions Time Responsibility Indicators of success Implementing a writer’s workshop in all classrooms which will include the stages of writing (process), writing genres and student resources for writing. September 2016 Teachers, EST-L, students Through student/teacher conferencing students will be able to explain strengths and goals for writing. To develop student friendly rubrics based on the moving targets for writing. December 2016 Teachers and EST-L Benchmark data is tracked, analyzed and action plan for improvement is implemented. Using formative/summative data discussed in PLC’s, to create flex groupings (pre and post assessments) to zone in on specific writing outcomes. 2015 - ongoing Teachers, EST-R, EST-L Benchmark data is tracked, analyzed and action plan for improvement is implemented.
math instructional practice. Math intervention groups targeting specific curricular outcomes through a variety of formats (Build, Daily Five Math, flex groupings). October 2016 Teachers Data outlining the percentage of students’ improvement from BAA (not reaching acceptable standard) to SA levels. Calculated after period of time each flex group accounts for student movement. Address various learning styles through the use of manipulatives, hands-on activities, real-world experiences; kinesthetic learning with classrooms and Phys. Ed. & Music classes. October 2016 Teachers Overall increase in percentage of students at the AA and SA range, measured at each benchmark period. Teachers will utilize effective Formative Assessment as a teaching and learning process and to provide on-going descriptive feedback throughout the entire learning cycle. June 2018 Teachers and EST-N Teachers will implement and review benchmark assessments and compare results between benchmark periods. Science 2016-2019 Goal: to expose students to more hands on inquiry based learning to encourage the scientific process. Strategies/Actions Time Responsibility Indicators of success Teachers will teach science skills by means of the scientific method and the use of ‘scientific questioning’. February 2018 Teachers Students demonstrate science skills through project based learning activities. Outside groups invited into the school to present, demonstrate and teach science concepts (i.e. Science East, Worlds UNBound; Elmhurst Outdoors, Stonehammer GeoPark) during instructional time. January 2017 Teachers and administration Students incorporate same techniques and/or ideas learned from outside groups/agencies.