Goal 1 Watson 1st Sabrina Smith 2nd Haylea Sullivan K Nakeia Robinson Pre-K Lindsey Orem Pre-K Goal 2 Jeri Bridgers 2nd Tyler Knotts 3rd Myra Creech 5th Angel Owens 1st Heather Garcia 4th Myra Malpass Media Goal 3 Dana Scott 4th Samantha Smith 2nd Teresa Martin EC Daniels K Tyler Goodwin 3rd Goal 4 Joan Buck 5th Pam Garrell 4th Amanda Ulfsax EC Linda Parker 3rd
1.1.3 Maintain on the 5 research based components of Effective Reading Instruction ( Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension) through literacy centers Classroom Teachers Assistant Teachers Principal Weekly Skills Test DIEBELS Data (nonsense word fluency , phoneme segmentation fluency Principal Walk Throughs Waterford Reports Centers Waterford Florida Center for Reading Research Website Houghton Mifflin Reading Series CCS Goal: Student Academic Success Goal 1: Raise the percentage of Kindergarten students mastering First Sound Fluency to 90% and Phoneme Segmentation Fluency to 80% by the end of the school year. Raise the percentage of First Grade students mastering Nonsense Word Fluency to 80% by the end of the year. Objective 2: Institute a systematic delivery model for timely interventions for high risk students Strategies Key Personnel Performance Measures Resources 1.2.1 Provide additional Road to the Code intervention daily for high risk students in Kindergarten Classroom Teachers Assistant Teachers Principal Weekly Skills Test DIEBELS Data (nonsense word fluency , phoneme segmentation fluency Principal Walk Throughs Waterford Reports Road to the Code Manual and resources mClass Assessment Software Netbook/iPad
Strategies Key Personnel Performance Measures Resources 2.1.1 Continued collaboration through weekly Professional Learning Community meetings Grade Level Teams Lead Teacher Principal Lab Manager Professional Learning Community Minutes PLC mClass Data (text reading comprehension) Comprehension Skills Tests Schoolnet Benchmarks SuccessMaker Reports Reading EOG Data Waterford Reports 2.1.2 Analyze data from weekly skills test to reteach students not meeting expectations Classroom Teacher Assistant Teachers Percent of Students Proficient on Comprehension Skills Test Grade Level Professional Learning Community Lead Teacher
2.1.3 Maintain focus on the 5 research based components of Effective Reading Instruction ( Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension) through literacy centers Classroom Teachers Assistant Teachers Lab Manager mClass Data (text reading comprehension) Comprehension Skills Test Schoolnet Benchmarks SuccessMaker Reports Waterford Reports Houghton Mifflin Reading Series Novels Florida Center for Reading Research SuccessMaker program Waterford Program 2.1.4 Provide opportunity for parents to participate in Literacy night. Classroom Teachers Lead Teacher Principal Media Specialist Sign in Sheet /Attendance Literacy Night Communication (call alert, flyers home, etc.) Assessment Materials Lead teacher Center Activities 2.1.5 Provide parents with opportunities to communicate with classroom teacher (reminders, homework/ behavior log, newsletter, conferences ) Classroom Teachers Assistant Teachers Reading Logs (parent signatures required) Home Connect Letter (DIEBELS/K-3) Newsletters
Strategies Key Personnel Performance Measures Resources 2.2.1 Utilize appropriate grade level intervention programs Classroom Teachers Assistant Teachers Lab Manager Oral Reading Checks mClass Data ( text reading comprehension) Schoolnet Comprehension Skill Tests Early Success Program Soar to Success Program mClass Assessment Software Lead Teacher 2.2.2 Analyze and use data to plan instruction through weekly Professional Learning Community Meetings Grade Level Professional Learning Community Assistant Teachers Lead Teacher Lab Manager Professional Learning Community Minutes Group Plans Weekly Lesson Plans mClass Data (text reading comprehension) Schoolnet Comprehension Skill Test SuccessMaker Report Waterford Report Common Core Standards North Carolina Standard Course of Study CCS Goal: Student Academic Success Goal 2 the percentage of first through fifth grade students mastering comprehension skills to 80% by the end of the year. Objective 2: Institute a systematic delivery for timely interventions for high risk student CCS Goal: Student Academic Success
Goal 2 : Raise the percentage of first through fifth grade students mastering comprehension skills to 80% by the end of the year. Objective 3: Implement daily small group instruction and literacy stations as part of the literacy block Strategies Key Personnel Performance Measures Resources 2.3.1 Provide small group instruction three times weekly for high risk students and two times weekly for low risk students Classroom Teachers Assistant Teachers Lead Teacher DIBELS Data (oral reading fluency and text reading comprehension) Comprehension Skills Test Schoolnet Benchmarks SuccessMaker Reports Waterford Reports Guided reading leveled text Early Success Program Soar to Success Reading Program Novels Lead Teacher 2.3.2 Implement literacy stations Classroom Teachers Assistant Teachers Lead Teacher DIBELS Data (oral reading fluency and text reading comprehension) Comprehension Skills Test Schoolnet Benchmarks SuccessMaker Reports Waterford Reports Literacy station Small group plans
Strategies Key Personnel Performance Measures Resources 2.4.1 Provide visual vocabulary to provide pictures for new words Teacher Assistant Teachers Ell Teacher Comprehension Skills Test Lesson Plans Group Plans Intervention Programs Lead Teacher WIDA Standards Waterford SIOP PLC’s Common Core 2.4.2 Implement graphic organizers to illustrate vocabulary in a meaningful way Teacher Assistant Teachers Ell Teacher Comprehension Skills Test Lesson Plans Small Group Plans Intervention Programs Lead Teacher WIDA Standards Waterford SIOP PLC’s Common Core
2.4.3 Provide opportunities for students to clarify key concepts in their native language Teacher Assistant Teachers ELL Teacher Comprehension Skills Test Lesson Plans Small Group Plans Intervention Programs Lead Teacher WIDA Standards Waterford SIOP PLC’s Common Core CCS Goal: Student Academic Success Goal 3: Raise percentage of grade 3-5 students meeting proficiency on the Math EOG by 25% for the 2013-14 school year Objective 1: Ensure fidelity of core Math Program Investigations Series/ My Math in grades K-5 Strategies Key Personnel Performance Measures Resources 3.1.1 Collect and analyze assessment data to plan instruction through weekly Professional Learning Communities. Classroom Teachers Lead Teacher Principal Lab Manager Lesson Plans Schoolnet Benchmark Teacher Made Assessments Investigation Assessments SuccessMaker Reports Investigations Math Program Math Manipulatives Additional Online Investigation Resources My Math 3.1.2 Utilize math manipulatives to make learning more concrete Classroom Teachers Principal Formal and informal assessments on students’ ability to use manipulatives (check list from investigation) Classroom Manipulatives Investigations Workbooks Investigations Teacher Manuals My Math Workbooks
Strategies Key Personnel Performance Measures Resources 3.2.1 Analyze assessment data and student work to identify student needs through weekly Professional Learning Communities Classroom Teachers Lead Teacher Principal Lab Manager Professional Learning Community Minutes Schoolnet Benchmark Teacher Made Assessments Investigation Assessments My Math Assessments SuccessMaker Reports Student Work 3.2.2 Design and implement small group interventions Classroom Teachers Lead Teacher Assistant Teachers Lab Manager Lesson Plan Schoolnet Benchmark Teacher made assessments Investigation Assessments SuccessMaker Reports Additional Support Material from Investigation Math Program Additional My Math Resources SuccessMaker Program Additional Teacher Resource
Strategies Key Personnel Performance Measures Resources 4.1.1 Data Team will disaggregate discipline data PBIS Team Nine PBIS Data Office Referrals 4.1.2 Enforce consistent classroom/school-wide rules, procedures and expectations PBIS Team Classroom Teachers Assistant Teachers Principal Bus Drivers Staff Nine Weeks PBIS Data Matrix Incentive Charts Behavior Charts/Logs Reflection Forms 4.1.3 Assign levels of behavior as minor and major on student infractions and follow training Guide for consequences PBIS Team Classroom Teachers Principal Nine Weeks PBIS Data Completed Reflection Forms Notes Home PBIS team Reflection Sheets Office Referrals Classroom Matrix Behavior Flowcharts
4.2.4 Provide instruction the ten 10 days of school year and consistent practice through the year Classroom Teachers Assistant Teachers Lesson Plans Nine Weeks PBIS Data PBIS Sample Lesson PBIS Team PBIS Training Folder 4.2.5 Utilize student reflection forms for minor infractions Students Classroom Teachers Completed Reflection Flow Matrix PBIS Training Folder 4.2.6 Begin implementing 2013-2014 school year, behavior action plan for repeated offenders Classroom teacher PBIS team School Counselor principal Behavior Support Plan Formal and Informal assessment of student behavior Lore Stewart, Behavior specialist PBIS.org Behavior Pathway Support Plan Benchmarks and Observation