2. Develop and deliver flexible formative assessments in all core content areas for monitoring student progress and adjusting instruction to meet individual student learning needs. (S) 1. Collaborate by and across levels to identify common assessments using the CTLS platform to inform and adjust daily instruction. 2. Utilize PLC guiding questions to conduct biweekly and quarterly data team meetings, analyze student data, determine growth, and recommend strategies for enrichment. 1. Common assessments from CTLS, local common assessments 2. Biweekly and quarterly data meetings 1. Teachers Academic Coaches 2. Academic Coaches, Teachers, 1. CTLS Platform, assessments 2. Data of Meeting Minutes 1. During SSP curriculum meetings and I planning days, teachers were provided with professional development by the TTIS. Teachers created pacing guides to administer CTLS common assessments. 2. Bi-weekly and monthly data team meetings were conducted to examine data in math, reading, & writing. Data was analyzed and strengths, obstacles, and strategies for growth were identified. 1. IP 2. IP 3. Implement critical Professional Learning Communities (PLC’s) by grade level/content areas to ensure success for students and teachers. (LD) 1. Implement professional learning activities to assist teachers with progression toward fully operational professional learning communities. 1. TKES, Team Minutes, Staff Surveys 1. Academic Coaches, Teachers, 1. PLC Literature and guidelines 1.
4. Increase percentage of students reading on grade level. (S) (Based on CCRPI Reading Scores) 2. Provide intensive guided reading and explicit phonics instruction within the literacy instructional framework for students reading below grade level. 2. Running Records FRA SRI DRA2 R2R Assessment(Early Literacy Initiative) iRead 2. Teachers Literacy Coach 2. Running Records, DRA2 (currently in CTLS 2. 57% of kindergarten students are reading on level D as measured by the DRA2 in May 2017. This is a slight decrease from SY 2016 of 63%. 59 % of First graders are reading on level as measured by the DRA2 in May 2017. This is also a slight decrease from SY 2016 of 62% Kindergarten students were administered the FRA and MI in the Fall, Winter, and Spring. In May 2017, 77.5% of Kindergarten students scored on grade level. 20.1% of kindergarten students scored above grade level. 2.4% students scored advanced on the FRA. 1st FRA 36.4% scored on level, 28.2% scored above grade level and 42.6 % were ready for the comprehension portion of the Reading Inventory. 2. IP 5. Increase percentage of student performance in math/algebra at every grade level. (S) on CCRPI ES-MS Math & HS Algebra Scores) 1. Conduct quarterly pre/post assessments and use SMI data to monitor math progress to increase the number of students who are proficient or higher. 1. SMI, quarterly assessments SplashMath 1. Coaches, Teachers 1. Computers, iPad, SMI, CTLS 1. The SMI was used to monitor math progress and revealed the following results: Kdg. SMI - below 23.1%; basic 31.9; proficient 29.5%; advanced 15.4%. 1st SMI - below 18.7%; basic 49.1%; proficient 25%; advanced 16.5% 1. IP
Provide targeted resources for students: 1. Not reading on grade level (Lexile) 2. Unsuccessful in Math/Algebra (Based on CCRPI Math/Algebra scores) 3. Not on-track for graduation (S) 1. Use the FRA and/or SRI to identify students performing below level in literacy and provide additional support through the 21st Century Afterschool Tutorial Program to help bridge gaps in reading. 2. Use the SMI to help identify students performing level in math and provide additional support through the 21st Century Afterschool Tutorial Program to help bridge gaps in math. 3. Develop academic for students performing below level in reading, and math 1. SRI FRA iRead 2. SMI SplashMath 3. Running Records, quarterly assessments, SRI, SMI 1. Teachers Coaches 2. Teachers Coaches 3. Teachers Coaches Parents 1. 21st Century 2. 21st Century 3. Academic (Currently in 1. students were identified, they were provided additional support through the Extended Day program. Instruction was provided two days a week, 3-5 p.m. Teachers used the balanced literacy framework to guide the instructional program. Students also utilized the iRead program as well. 2. students were identified, they were provided additional support through the extended day program. Instruction was provided two days a week, 3-5 p.m. Teachers used the guided math framework to guide the instructional program. Students also utilized the Splash Math program as well. 3. Students who received a 1 in 2 or more content were given an academic plan that provided current functioning levels and 1. IP 2. IP 3. FO
Establish programs and practices that enhance parental involvement and reflect the of students and their families.(S) 1. Engage parents in the following workshops to enhance student achievement Math/Literacy Focus Workshops Literacy/Math skills development through technology Encourage parents to checkout instructional materials from Parent Resources Room Focused classroom observations by parents using model classrooms to identify learning strategies to use at home Encourage Parent Volunteers 2. Offer a Summer 21st Century Tutorial Program in Literacy and Math for students on the retention list 1. Survey results for each activity listed 2. Student Participation DRA2 1. Parent Facilitator SSP Parent Team 2. 21st Century 1. Title I Funds 2. 21st Century Grant 1. A total of 107 parents participated in the interest related workshops aimed at promoting student achievement. 2. Of 17 (K) students attending summer school, 6 were removed from the retention list and 12 of 26 (1st) students were removed from the retention list. 1. IP 2. IP Other: (Priorities specific to school.)
Board Goal 4: Recruit, hire, support and retain employees for the highest level of excellence. District Focus Priorities 2016-2019 2017-18 Aligned Actions and Measurements (Current School Year Plan and Evaluation of previous year’s plan due September 1) Focus Priorities: (Based on priorities identified by IE2, Superintendent-S, Academic and Leadership Division-LD) Key Actions: (List as many actions as needed in each box.) Measured by: Resources Needed: Results of Key Actions from last year’s plan: (Due September 1) Priority Status: IP = In Progress FO = Operational Ensure that teachers are well trained in the standards, learning engagement strategies, formative assessments, and student progress monitoring. (AD) 1. Use Title I Planning Days to allow teachers time to plan curriculum units, organize resources, identify assessments using the CTLS platform, and provide training on implementation of professional learning communities (PLCs). 1. PLC Evaluation Sheet 1. Coaches, Teachers 1. guides, new adoption materials and resources (Currently in place) 1. I planning days were designed to provide professional development for each grade level. The professional development is aligned to the SSP goals and tailored to meet the needs of the teachers at both K & 1. Also, teachers received training in the use of CTLS for common assessments provided by the districts' TTIS support staff. 1. IP
Determine Professional Learning needs based on results of TKES and LKES evaluations. (IE2) 1. Use self-assessment results from TKES/ LKES ratings and the PLC goal to develop individual professional learning or professional learning plans to support growth 1. Formative and Summative TKES Data PLC minutes PLC meetings 1. Teachers 1. Learning on PLC 1. 1. Other: (Specific to school.)