Focus instruction on reading informational texts and the components of informational text. Implementation of Balanced Literacy using leveled readers across all content areas 2. Analyze formative and summative assessments to determine strengths and weaknesses in student performance by grade level and sub-group Create 8-10 common assessment mini assessments, released EOGs, Study Island, Case 21 (Grades 2-5), Kathy Richardson Assessments (Grades K-1), and teacher created material to assess mastery of essential skills Provide intensive instruction to identified students in grade 3-5 as part of the Response to Intervention Model Provide additional intensive instruction in reading and math for students in grades 4-5 by hiring tutors with use of Extended Day allotment Lyles, Douvikas Support Staff EC Team Classroom Teachers RTI Coach/ Hendershot Balanced Literacy Initiative Teacher Observations RTI & Intervention Team MAPs Assessments & Data Investigations assessments Case 21 & Kathy Richardson Formative Assessments Assessments Reading 3D Assessments DRA Running Records Common Assessments Mini Assessments NC EOG Assessments Extended Day Allotment All instructional staff 8-27 — 6-7 9-20-12 12-20-12 2-21-13 5-23-13 3. Utilize Thinking Maps to promote integrated thinking and interdisciplinary learning Monitor the use of Thinking Maps during formal and informal observations Discuss application of appropriate Thinking Maps during PLC planning Admin/ Ruppenthal and Lyles Douvikas Balanced Literacy Initiative Teacher Observations RTI & Intervention Team Mini Assessments Investigations assessments Case 21 & Richardson Formative Assessments NC EOG None All instructional staff 8-27 — 6-7 9-20-12 12-20-12 2-21-13 5-23-13 4. Utilize questioning strategies and other forms of rigor to promote higher order skills/questions Utilize questioning strategies from KLK consulting Lyles Facilitator/ Puckett Teacher Observations Intervention Team Mini Assessments Balanced Literacy Initiative None All instructional 8-27 — 6-7 9-20-12 12-20-12 2-21-13 5-23-13 Puckett, Facilitators/
and Douvikas Investigations assessments Case 21 & Kathy Richardson Formative Assessments NC EOG Assessments Reading 3D Assessments Common Assessments 5. Utilize skill based lesson plan design to meet the individual needs of students in literacy/workshop Provide professional development during PLC planning Monitor the effectiveness Admin/ Ruppenthal and Lyles Facilitator/ Douvikas Balanced Literacy Initiative Teacher Observations RTI & Intervention Team MAP Assessments Reading 3D Assessments Mini Assessments Investigations Assessments Case 21& Kathy Richardson Formative Assessments NC EOG Assessments None All instructional staff 8-27 — 6-7 9-20-12 12-20-12 2-21-13 5-23-13 6. Increase vocabulary instruction Promote the use of Read Alouds Harvesting Vocabulary Words across the content areas Admin/ Lyles Puckett , Douvikas Balanced Literacy Initiative Teacher Observations RTI & Intervention Team Mini Assessments Investigations assessments Case 21 & Kathy Richardson Formative Assessments NC EOG Assessments Reading 3D Common Assessments None All instructional staff 8-27 — 6-7 9-20-12 12-20-12 2-21-13 5-23-13 SMART GOAL (2): Achieve high growth status in both 4th and 5th grade with 70% of our students in reading and math; achieve expected growth for the remaining 30% based on individual student growth data from NC EOG assessments. Data Used: MAP Assessments, Case21, Reading 3D Assessments, Common Assessments, EOG Results SP 2014 Tactic: (#1.B.3) - Develop assessments for all subjects and grade levels that provide measures of teacher effectiveness; (#1.D.2 ) Train all teachers in the effective use of data to monitor student learning.
Strategies (determined by what data) Task Task Task (PD) Point Person (title/name) Evidence of Success (Student Impact) Funding (estimated cost and source) Personnel involved Timeline Start–End Interim Check Dates 1. Continue to implement the Math Investigations Curriculum for K-5 planning on differentiation and classroom discussions to promote higher levels of learning Integrate components of DPI Math Strategies and Week by Week Essentials in daily math lessons K-5 where needed Utilize Math Stars and Math Olympiad (4th-5th grade) to promote problem solving Utilize the use of End of Unit Assessments and Common Assessments to continuously track student progress on specific learning objectives and to make instructional adjustments when needed Use Case21 and MAP assessments to monitor students performance and make adjustments Facilitator/ Puckett Team Observations Math Olympiad Results Case 21 Formative Assessment Results MAP Assessment Growth EOG Results PTA Math instructors/ EC Teachers and Assistant 8-27 — 6-7 9-20-12 12-20-12 2-21-13 5-23-13 2. Implement CMS Balanced Literacy Model Utilize the Balanced Literacy along with other materials to provide instruction Train and monitor selected personnel to use interventions including Early Reading Tutor, Corrective Reading, PALS, etc. Utilize William & Mary curriculum resources and strategies to promote Facilitator/ Douvikas Case 21 Formative Assessments Reading 3D Data MAP Assessment Growth Teacher Anecdotal Records None Reading instructors/ EC Teachers and Assistant Parent Volunteers (to assist leveling of class library texts and serve as reading buddies) 8-27 — 6-7 9-20-12 12-20-12 2-21-13 5-23-13
Implement a support team for providing immediate classroom feedback to classroom teachers Utilize Number Worlds as a researched based math intervention program for EC students 4. Utilize Kathy Kennedy’s professional development workshop to provide rigorous and complex learning opportunities for all students across the curriculum Focus planning around creating rigorous activities Admin/ Lyles Facilitators/ Puckett, Douvikas Walk thru and Formal Observations None All instructional staff 8-27 — 6-7 9-20-12 12-20-12 2-21-13 5-23-13 SMART GOAL (3): Increase fifth grade science proficiency by 10 percentage points as evidenced by the 5th grade NC Science EOG. Data Used: MAP Assessments, Case21Science Formative Results, Common Assessments, EOG Results SP 2014 Tactic: (#1.D.2) - Train all teachers in the effective use of data to monitor student learning; Implement inquiry-based research model in kindergarten through 5th grade; (#4.A.4) Expand student and staff access to technology.
Strategies (determined by what data) Task Task Task (PD) Point Person (title/name) Evidence of Success (Student Impact) Funding (estimated cost and source) Personnel involved Timeline Start–End Interim Check Dates 1. Increase the use of STEM concepts across the curriculum Science facilitator will teach weekly inquiry-based science labs Extended district and corporate-based professional development opportunities to focus on STEM-related concepts and inquiry lesson design 45 minute “overtime” to be utilized for STEM extensions Train and support teachers and staff on Engineering is Elementary modules MAP Assessment Growth Case 21 Science Formatives 5th Grade Science EOG School to pay PTA 5th grade teachers All Instructional Staff 8-27 — 6-7 9-20-12 12-20-12 2-21-13 5-23-13 2. Increase STEM opportunities for students to engage in critical thinking Continue competitive robotics teams Science Olympiad Team Math Olympiad Teams Annual Science Fair Annual STEM Night Facilitators/ Weese Puckett, Douvikas Case 21 Science Formatives 5th Grade Science EOG Corporate partnership School to pay Hess, Jay Moore, Little, Mehldau, Bass, Phillips All Instructional Staff ; Parent Volunteers (PTA) 8-27 — 6-7 9-20-12 12-20-12 2-21-13 5-23-13 3. Utilize Inquiry Teaching Model to promote learning across the curriculum Focus on school-wide use of the Scientific Method and Engineering Design Process across all grade-levels Facilitators/ Weese, Puckett, Douvikas MAP Assessment Growth Case 21 Science Formatives 5th Science EOG None 5th Grade Teachers All Instructional Staff 8-27 — 6-7 9-20-12 12-20-12 2-21-13 5-23-13