3Rd Grade Math - Percentage of Students Scoring Proficient and Exceeding Proficient Will
(check all that apply) / / Annual School Improvement Plan
Continuous Improvement Goal: ______Raise the CCRPI Scoreby increasing student achievement in Math ______
SMART Goal: The percentage of 3rd- 5th gradestudents scoring proficient and exceeding proficient in Math will increase from the Fall pre-assessment score to the post assessment score by the end of February 2015 as measured by the FCS Math Interims. See below for specific measurable scores by grade level. ______
School Name: __Matt Elementary ______School Year: 2014 2015
Purpose and Direction
Governance and Leadership
X / Teaching and Assessing for Learning
Resources and Support Systems
Using Results for Continuous Improvement
Actions, Strategies and Interventions
(Includes Professional
Learning Plan) / Impact on Student and Adult Behavior
(“If…then...” Statements) / Timeline / Resources Needed?
Who is Responsible?
AdvancED Standard(s)
Teaching and Assessing for Learning / Professional Learning in Performance Based Instruction, IKAN/GLoSS and Number Talks
Improve instructional practice by increasing the use of :
-Guided Math groups
-Centers with a re-teach and review session each week
-Real World Problem of the Day
Increase use and implementation of DOE framework tasks / If teachers receive ongoing professional learning in PBI, IKAN/GLoSS and Number Talks then they will have a deeper understanding of student learning and student math levels.
If teachers understand student math levels and group students in guided math groups, then students will receive instruction that is needed for them to increase their understanding of math and increase their achievement levels. / Ongoing August 2014 – May 2015 / Increased common planning time (Administrative)
Monthly professional development with Brian Lack (Central Office)
Professional Development on leveled math groups (Local School provided)
Ready Common Core Math Practice (FCSS)
Problem Solving Book/ Number Talks (Local School)
Using Results for Continuous Improvement / Using Data teams to monitor student progress and develop strategies for remediation and acceleration. / If student progress is monitored on a regular basis, then teachers will have information needed to develop appropriate lessons to remediate and accelerate students. / Data team meetings held 2 times per month by grade level / Time to meet
Data to disaggregate
(administrative)
Teaching and Assessing for Learning / Primetime groups based upon IKAN/GLoSS data
Utilize Number talks lessons / If students are given extra time to work on specific math skills then their present levels of performance will increase and their performance on the Math interim will be at a higher level. / Daily in classrooms / Professional Learning with Brian Lack
(Administrative)
3rd Grade Math – - Percentage of students scoring Proficient and Exceeding Proficient will increase from 24.2 % on the Fall pre-assessment to 70 % in the post assessment
4th Grade – Percentage of students scoring Proficient and Exceeding Proficient will increase from 2 % on the Fall pre-assessment to 50% in the post assessment.
5th Grade –Percentage of students scoring Proficient and Exceeding Proficient will increase from 4.3 % on the Fall pre-assessment to 50% in the post assessment. Students scoring Intervention will decrease from 64% to 24% on this same assessment.
AdvancED Standards(check all that apply) / / Annual School Improvement Plan
Continuous Improvement Goal: _ Increase CCRPI ( SLOs, SGPs) ______
SMART Goal: _The instructional guided reading level of all students in grades K- 3 will increase from the August 2014 pre-assessment levels on the F & P running record to May 2015 posted-assessment levels. See below for specific measureable goals by grade level. ______
School Name: _Matt Elementary______School Year: ___2014-2015______
Purpose and Direction
Governance and Leadership
X / Teaching and Assessing for Learning
Resources and Support Systems
Using Results for Continuous Improvement
Actions, Strategies and Interventions
(Includes Professional
Learning Plan) / Impact on Student and Adult Behavior
(“If…then...” Statements) / Timeline / Resources Needed?
Who is Responsible?
AdvancED Standard(s)
Teaching and Assessing for Learning / Small differentiated guided reading groups
Monitor using running records to place students in appropriate leveled reading groups.
Prime Time groups formulated according to F & P Instructional levels / If teachers are monitoring student achievement on a regular basis using running records, then instruction can be individualized to meet student needs.
If teachers are teaching students in leveled groups that are utilizing the actions, strategies and interventions needed on a regular basis, then students will become more proficient readers. / Running records completed at least once quarterly and as needed for individual students
Guided reading groups meet 2 -3 times per week and are changed as needed
Prime time – daily until May 2015 / Reading A-Z (local school)
Fountas and Pinnell LLI Kits (Local school funds)
Leveled Reading library
*Spire reading program for SE students
Fountas and Pinnell Fluency Kits for running records (FCSS)
(Materials are provided by FCSS or local school funds)
Work with Media Specialist to train students how to use the media catalogue to search for appropriate leveled books
Common Core Reading Workbook with students
Implement Daily 5
Send home leveled Book in a Bags for individual reading practice / If students use the materials provided for extra practice then it will help build fluency, confidence, strength in reading and increase student reading levels. / September – October 2014
August 2014- May 2015 / Media specialist responsible for MC training
Common Core WB provided by FCSS
Daily Five and Book in a Bag provided by classroom teacher
Kindergarten: The percentage of first grade students with an instructional guided reading level of D or above will increase from the 2014-2015 preassessment F & P running record from 3% to 85% by the end of the 2014-2015 school year as measured by the FCS SLO- Grade K (F & P running record) post –assessments administered in May 2015.
First Grade - The percentage of first grade students with an instructional guided reading level of I or above will increase from the 2014-2015 preassessment F & P running record from 22% to 78% by the end of the 2014-2015 school year as measured by the F & P running record post –assessments administered in May 2015.
2nd Grade - The percentage of first grade students with an instructional guided reading level of N or above will increase from the 2014-2015 preassessment F & P running record from 16% to 80% by the end of the 2014-2015 school year as measured by the FCS SLO- Grade 2 ELA post assessment (F & P running record) administered in May 2015.
3rd Grade - The percentage of first grade students with an instructional guided reading level of P or above will increase from the 2014-2015 preassessment F & P running record from 26.1% to 50% by the end of the 2014-2015 school year as measured by the FCS SLO- Grade 3 ELA post assessment (F & P running record) administered in May 2015.
4th Grade: The percentage of 4th grade students scoring proficient and exceeding proficient in reading will increase from the 2014-2015 pre-assessment score of 30% to 65% by the end of February as measured by the FCS Reading Grade 4 interim post assessment score.
5th Grade: The percentage of 5th grade students scoring proficient and exceeding proficient in reading will increase from the 2014-2015 pre-assessment score of 40% to 75% by the end of February as measured by the FCS Reading Grade 5 interim post assessment score.
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