Kindergarten
March
Person Level of
Strategy Activity Timeline
Responsible Implementation
To address the needs of The team will meet on a Ongoing RST, MST, 2
all students, teachers will biweekly basis to discuss Administration Now we have
participate in pacing, best instructional and more Reading and
collaborative instructional practices and analyze data Kindergarten Math Support with
planning sessions in order to monitor student ITL's Math being more
to analyze data and performance. consistent. We
inform instruction. Implementation will be meet weekly so we
monitored through lesson would like to
plans, running records and change the activity.
formative assessments and
student work samples.
To address the needs of Classroom Teachers and or Ongoing Reading and 2
identified students and Intervention teachers Math Support Now we have
student groups (FARMS, (Special Ed, ESOL, Reading Teachers, more Reading and
ELL, Special Education and Specialist and Math Administration Math Support with
African American, Interventionist) will plan , and Math being more
teachers will participate in weekly lessons for the Kindergarten consistent.
collaborative instructional identified students from ITL's.
planning sessions in order the data meetings that
to analyze data and focus on specific gaps and
inform instruction. or concepts that are
culturally relevant and
engaging to students using
the multi-group model.
Implementation will be
monitored through written
lesson plans, running
To address the needs of The team will meet RST, MST, 3
all students, teachers will quarterly to analyze Administration Needs more time
participate in the summative data and and to long Range plan
Quarterly Data devlop long range plans. Kindergarten and understand
Conversation/Utilization Implementation will be ITL's Effective Long
Process. monitored through Range Plans.
teachers' Long Range Plans Planning should
with Formative include
Assessments. investigations, re-
teaching and
enrichment.
Focal Points
Professional development on
Long Range Plans and Formative
Assessments is needed.
Student grouping is adjusted in
Math more consistently. More
communication needed in with
ALT ED.
Need to fine tune moving
students on who are ready. PD
on Long Range planning.
Grade 2 -
Reading
Grade 2 - Mathematics
Grade 3 - Reading
PreKindergarten 120
Kindergarten 122
Grade 1 - Reading 125
Grade 1 -
Mathema
tics 130
135 Grade 2 - Reading 135
140
140 Grade 2 - Mathematics
145 Grade 3 - Reading 145
150
Grade 3 - Mathematics
Grade 4 - Reading 155
160
Grade 4 - Mathematics
Grade 5 - Reading 165
170
Grade 5 - Mathematics
Related Arts 173
Title 1 175
Art 180
Music 181
Library/Media 182
Ed. Tech. 183
Phys. Ed. 184
Special Ed/AltMSA185
GT Participation 186
School Counseling187
ESOL 188
Focus
Additional Area of 199
MS Mathematics 200
MS English 205
MS Reading 210
MS Science 215
MS Social Studies 220
MS Related Arts 222
MS FACS 225
MS Visual Arts 230
Music 235
MS Health 240
MS Tech. Ed. 245
MS Phys. Ed. 250
255
MS Special Ed/AltMSA
2
MS GT Participation60
265
MS School Counseling
ESOL 270
299
MS Additional Area of Focus
HS Mathematics 300
HS Science 305
HS Social Studies 310
HS English 315
World Languages 320
CTE 325
Fine Arts 330
PE/Health 335
ESOL 340
345
HS Special Ed/AltMSA
350
HS College Entrance Exams
355
HS Particip. in Advanced Level Prgms
of
HS Additional Area399Focus
Attendance Rate 801
Student Suspensions802
Unsafe Behaviors 803
Environment
Safe and Nurturing804
805
Office/Discipline Referrals
HS Dropouts 807
Focus
Additional Area of 899
Grade 1 - Reading March
School-Based Strategy Activity Timeline Person(s)
Responsible
To address the needs of all The team will meet on a Ongoing Reading Support
students, teachers will biweekly basis to Teacher,
participate in collaborative discuss pacing, best Administration, and
instructional planning instructional practices 1st Grade ITL's.
sessions in order to analyze and analyze data to
data and inform monitor student
instruction. performance.
Implementation will be
monitored through
lesson plans, running
records and formative
assessments and
To address the needs of all Classroom Teachers and Ongoing Reading Support
students, teachers will or Intervention teachers Teacher,
participate in collaborative (Special Ed, ESOL, Administration, and
instructional planning Reading Specialist, and 1st Grade ITL's.
sessions. Math Interventionists)
will plan weekly lessons
for the identified
students from the data
meetings that focus on
specific gaps and or
concepts that are
culturally relevant and
engaging to students
using a multi-group
model. Implementation
Classroom teachers will
will be monitored
use Words Their Way
to strengthen student
vocabulary and three
To increase knowledge of practices highlighted
best practices teachers will from Book by (Jan
focus on improving word Richardson) in their
attack skills using explicit guided reading lessons.
vocabulary instruction and Implementation will be
monitoring comprehension monitored by the
through guided reading Reading Behavior RST and 1st Grade
activities. Checklist. Weekly ITLS'
Pairs will be established
and weekly planning
shall occur with the goal
of full co-teaching being
used in the classroom.
To address the needs of all Implementation will be
students, teachers will monitored through RST and Special
participate in collaborative classroom walk- Education
DQIE planning sessions. throughs. Ongoing Interventionist
Level of implementation Focal Points
2-The team meets biweekly to Refine rubrics for future
discuss pacing, instructional formative assessments
practices, and analynze data. and discuss grading
We are still refining the scoring expectations for
rubrics of the formative consistency.
assessments for consistency.
1-The team has met with The first grade team
Reading Recovery and Reading needs to make these
Specialists to discuss the meetings more formal
students' needs and progress and frequent to keep up
to closely allign lesson plans. to date with current
Target sight words and phonic student needs, progress,
skills were shared to and best practices in
coordinate instruction. instruction for these
Informal meetings take place groups of students.
with math resource teachers to
discuss student progress and
needs.
2-Words Their Way groupings
were reassessed at midyear
point and students were
regrouped based on more
current instructional levels. Jan Try to incorporate daily
Richardson elements are being WTW centers into
incorporated into daily guided instruction to encourage
reading group lessons to work student internalization of
on sight words and vocabulary. patterns.
2- The team plans with the The team needs to find
interventionist to modify time to arrange for more
lessons and the 3 group model consistent collaborative
is always used when the co- planning between special
teacher is in the room. education, ESOL, etc.
Kindergarten
Grade 1 - 122
Mathema
tics 130
Grade 2 -
Reading 135
Grade 2 -
Mathemat
ics 140
Grade 3 -
Reading 145
Grade 3 -
Mathemat
ics 150
Grade 4 -
Reading 155
Grade 4 -
Mathemat 160
Grade 5 - Reading 165
170
Grade 5 - Mathematics
Related Arts 173
Title 1 175
Art 180
Music 181
Library/Media 182
Ed. Tech. 183
Phys. Ed. 184
Special Ed/AltMSA185
GT Participation 186
School Counseling187
ESOL 188
Focus
Additional Area of 199
MS Mathematics 200
MS English 205
MS Reading 210
MS Science 215
MS Social Studies 220
MS Related Arts 222
MS FACS 225
MS Visual Arts 230
Music 235
MS Health 240
MS Tech. Ed. 245
MS Phys. Ed. 250
255
MS Special Ed/AltMSA
2
MS GT Participation60
265
MS School Counseling
ESOL 270
299
MS Additional Area of Focus
HS Mathematics 300
HS Science 305
HS Social Studies 310
HS English 315
World Languages 320
CTE 325
Fine Arts 330
PE/Health 335
ESOL 340
345
HS Special Ed/AltMSA
350
HS College Entrance Exams
355
HS Particip. in Advanced Level Prgms
of
HS Additional Area399Focus
Attendance Rate 801
Student Suspensions802
Unsafe Behaviors 803
Environment
Safe and Nurturing804
805
Office/Discipline Referrals
HS Dropouts 807
Focus
Additional Area of 899
Grade 1 - Mathematics
March
School-Based Strategy Activity Timeline Person(s)
Responsible
To address the needs of all The team will meet on a Ongoing 1st Grade
students, teachers will biweekly basis to Teachers
participate in collaborative discuss pacing, best
instructional planning sessions instructional practices
in order to analyze data and and analyze data to
inform instruction. monitor student
performance.
Implementation will be
monitored through
lesson plans, unit
assessments, informal
To address the needs of all observation and student Ongoing
The team will meet 1st Grade
students, teachers will quarterly to analyze Teachers
participate in the Quarterly summative data and
Data Utilization Process. develop long range
plans. Implementation
will be monitored
through teachers' Long
Range Plans.
To address the needs of all Classroom Teachers and Ongoing 1st Grade
students, teachers will or Intervention teachers Teachers
participate in collaborative (Special Ed, ESOL,
instructional planning sessions. Reading Specialist, and
Math Interventionists)
will plan weekly lessons
for the identified
students from the data
meetings that focus on
specific gaps and or
concepts that are
culturally relevant and
engaging to students
using the multi-group
model. Implementation
To address the needs of all will be monitored
Pairs will be established Ongoing
students, teachers will and weekly planning
participate in collaborative shall occur with the goal
DQIE planning sessions. of full co-teaching being
used in the classroom.
Implementation will be
monitored through
classroom walk-
throughs.
To increase procedural Teachers will implement Ongoing
knowledge and computational teaching strategies and
fluency the use of the S.A.W. games as outlined in the
lessons and resources Van de Walle’s Teaching
including Van de Walle’s Student- Centered
Teaching Student Centered Mathematics.
Mathematics.
Level of implementation Focal Points
2-The team meets to analyze Collaborate
data, discuss and share best resources among
practices, and monitor student teachers and MST
performance. Read It, Draw It, for upcoming units.
Solve It is used as daily informal
assessment of problem solving
growth.
2-The team meets quarterly to More consistent
look at data and develop long collaborative
range plans. Coordination with planning to discuss
ESOL, GT, SPED and MST. how to use
summative data to
guide future
instruction.
2-The team collaborates with Develop a more
MST, SPED, Math consistent way of
Interventionists, and GT to communicating and
coordinate instruction and meet collaborating with
the needs of all students support staff about
including gaps in student instructional needs
knowledge and extending and areas of
instruction for students who are extension.
excelling.
3-Teachers effectively Continue to plan
collaborate instruction and and collaborate
groupings to meet the needs of weekly.
all students using the 2 and 3
group models.
1-Introductory lessons are being We are still working
taught for the focus skills and on how to fit in
activities are provided for daily S.A.W. lessons
student practice at home as well and practice while
as in class. Skill assessments are juggling the
given biweekly to chart student demands of the
growth and folders are sent remaining math
home for games to play with curriculum.
families.
PreKindergarten 120
Kindergarten 122
Grade 1 - Reading 125
Grade 1 -
Mathema 130
Grade 2 -
Reading 135
Grade 2 -
Mathemat
ics 140
Grade 2 -
Mathemat
ics 140
Grade 3 -
Mathemat
ics 150
Grade 4 -
Reading 155
Grade 4 -
Mathemat 160
Grade 5 - Reading 165
170
Grade 5 - Mathematics
Related Arts 173
Title 1 175
Art 180
Music 181
Library/Media 182
Ed. Tech. 183
Phys. Ed. 184
Special Ed/AltMSA185
GT Participation 186
School Counseling187
ESOL 188
Focus
Additional Area of 199
MS Mathematics 200
MS English 205
MS Reading 210
MS Science 215
MS Social Studies 220
MS Related Arts 222
MS FACS 225
MS Visual Arts 230
Music 235
MS Health 240
MS Tech. Ed. 245
MS Phys. Ed. 250
255
MS Special Ed/AltMSA
2
MS GT Participation60
265
MS School Counseling
ESOL 270
299
MS Additional Area of Focus
HS Mathematics 300
HS Science 305
HS Social Studies 310
HS English 315
World Languages 320
CTE 325
Fine Arts 330
PE/Health 335
ESOL 340
345
HS Special Ed/AltMSA
350
HS College Entrance Exams
355
HS Particip. in Advanced Level Prgms
of
HS Additional Area399Focus
Attendance Rate 801
Student Suspensions802
Unsafe Behaviors 803
Environment
Safe and Nurturing804
805
Office/Discipline Referrals
HS Dropouts 807
Focus
Additional Area of 899
Grade 2 - Reading March
Person(s) Level of
School-Based Strategy Activity Timeline
Responsible Implementation
To address the needs of all The team will meet Ongoing Reading Support 2- Behavioral
students, teachers will quarterly to analyze Teacher, checklist data was
participate in the quarterly summative data and Administration and reviewed twice a
Data Utilization Process. develop long range the 2nd Grade ITL. month to determine
plans. Implementation that fluency is an
will be monitored area of
through teachers' Long improvement across
Range Plans. the grade. Fluency
homework to
weekly assignments.
The Para Educator
and behavioral
specialist will meet
with individual
students to read
To address the needs of all The team will meet on a Ongoing Reading Support 2- The team meets
students, teachers will biweekly basis to Teacher, biweekly. More
participate in collaborative discuss pacing, best Administration, and time needed for
instructional planning sessions instructional practices 2nd Grade ITL Long range plan.
in order to analyze data and and analyze data to The reading
inform instruction. monitor student behavioral checklist
performance. and anecdotal
Implementation will be records are used to
monitored through determine the
developmental level
lesson plans, running
of students rather
records and formative
then formative
assessments and
To address the needs of all Classroom Teachers and Ongoing Reading Support assessments. plans
2- The team
students, teachers will or Intervention teachers Teacher, with the
participate in collaborative (Special Ed, ESOL,and Administration, and interventionist to
instructional planning sessions. Reading Specialist,) will 2nd Grade ITL modify lessons for
plan weekly lessons for the multi-group
the identified students model.
from the data meetings
that focus on specific
gaps and or concepts
that are culturally
relevant and engaging
to students using the
multi-group model.
Implementation will be
monitored through
written lesson plans.
To increase knowledge of best Classroom teachers will Weekly RST and 1st Grade 2- Teachers utilize
practices teachers will focus use Words Their Way ITLS' the behavioral
on improving word attack to strengthen student checklist
skills using explicit vocabulary vocabulary and three information
instruction and monitoring practices highlighted quarterly to
comprehension through from the Book by Jan determine if
guided reading activities. Richardson in their students are using
guided reading lessons. word attach skill.
Implementation will be
monitored by the
Reading Behavior
Checklist.
To address the needs of all Pairs will be established Ongoing RST and Special 2- The team plans
students, teachers will and weekly planning Education with the
participate in collaborative shall occur with the goal Interventionist interventionist to
DQIE planning sessions. of full co-teaching being modify lessons and
used in the classroom. the 3 group model
Implementation will be is always used when
monitored through the co-teacher is in
classroom walk- the room.
throughs.
To address the needs of all Students will be Ongoing RST and 2nd Grade 3
students, teachers will engaged in ITL's
differentiate instruction. instructionally
appropriate activities
daily that include
Cooperative learning
Strategiesauthentic
reading and writing
activities , real world
connections and higher
level
thinking/questioning.
Whole group instruction
will be minimized and
flexible grouping with
the multi-group model
will be incorporated and
will be monitored
through informal
classroom walk
throughs.
Focal Points
A volunteer will be
giving more support for
fluency.
Teachers currently score
the running records and
get a score only, but the
new focus is to analyze
the running records
which will let the
teachers know the student
areas of concern.
Teachers will be using all
three cueing systems.
Team will have PD on
this soon along with
Co-planning with the
formative assessments.
general educator reading
teaching, the special
Educator, and the ESOL
Educator will take place
weekly to plan reading
lessons.
Only one teacher is using
the writing journal to
prove application of
spelling patterns in their
writing. The team wants
all teachers to be doing
this.
Team Consistency and
the team would like to
see more sharing by the
Special Ed Resource
teacher in order to use
more resources in their
teaching.
Teachers will continue
differentiating
instruction. The team
will begin Walk Throughs.
Grade 2 - Mathematics March
Person(s) Level of
School-Based Strategy Activity Timeline
Responsible Implementation
To address the needs of all The team will meet on a Ongoing MIST, 2- Teachers develop
students, teachers will biweekly basis to Administration, and formative
participate in collaborative discuss pacing, best 2nd Grade ITLS'. assessments such as
instructional planning sessions instructional practices exit tickets,
in order to analyze data and and analyze data to eliminate it and
inform instruction. monitor student notes from Math.
performance. Ell learners is the
Implementation will be targeted group for
monitored through 2nd grade.
lesson plans, running
records and student
To address the needs of all work samples.meet
The team will Ongoing MIST, 1- Using a new
students, teachers will quarterly to analyze Administration, and template in order to
participate in the Quarterly summative data and 2nd Grade ITLS'. target specific
Data Utilization Process. develop long range objectives under
plans. Implementation each unit.
will be monitored
through teachers' Long
Range Plans.
To address the needs of all Classroom Teachers and Ongoing Reading Support 2- This is the
students, teachers will or Intervention teachers Teacher, beginning of a new
participate in collaborative (Special Ed, ESOL, and administration and program using
instructional planning sessions. Math Interventionists) 2nd Grade ITL formative
will plan weekly lessons assessments/studen
for the identified t work samples to
students from the data guide instruction.
meetings that focus on
specific gaps and or
concepts that are
culturally relevant and
engaging to students
using the mulit-group
model. Implementation
will be monitored
through written lesson
plans.
To address the needs of all Pairs will be established Ongoing County Special 2- The team plans
students, teachers will and weekly planning EducationResource with the
participate in collaborative shall occur with the goal Teacher and interventionist to
DQIE planning sessions. of full co-teaching Instrucitonal modify lessons and
model being used in the Facilitators. the 3 group model
classroom. is always used when
Implementation will be the co-teacher is in
monitored through the room.
classroom walk-
throughs and the DQIE
To increase procedural Teachers will implement Ongoing MIST 2- Use data centers,
knowledge and computational teaching strategies and timed tests and
fluency the use of the S.A.W. games as outlined in the diagnostic tests.
lessons and resources will be Strategies at Work
implemented Program.
Implementation will be
monitored through
porgress on the S.A.W.
unit tests.
To address the needs of all Students will be Ongoing 1- using vocabulary
students, teachers will engaged in cards and framed
differentiate instruction. instructionally sentences.
appropriate activities
daily that include
framed sentences,
vocabulary
development, Open-
ended Questions,
Cooperative learning
Strategies , real world
connections and
problem solving. Whole
group instruction will be
minimized and flexible
grouping with the multi-
group model will be
incorporated and will be
monitored through
informal classroom walk
Focal Points
Teachers want to use the
formative assessments to
make instructional
decsions for all student
groups, not just the ELL
learners.
New Long Range
Planning model will be
lead by the MST.
When the teachers are
planning with the
interventionists, they are
beginning to use the exit
tickets to plan the multi-
group model lessons. Ell
learners is the focus
group currently but we
would like to include all
student groups.
Team Consistency and
the team would like to
see more sharing by the
Sepcial Ed Resource
teacher in order to use
more resources in their
teaching.
Should do the lessons
more than once a week.
Games weekly. Currently
incorporating into the
daily lessons as warm-
ups. One teacher did
incorporate for third
quarter. Upper Level
students attained
mastery on the S.A.W.
Continue to meet with
the MST for professional
development in order to
incorporate the PD into
lessons, especially
vocabulary strategies.
Kindergarten 122
Grade 1 -
Mathema
tics 130
Grade 2 -
Reading 135
Grade 2 -
Mathemat
ics 140
Grade 2 -
Mathemat
ics 140
Grade 3 -
Mathemat
ics 150
Grade 4 -
Reading 155
Music 181
Library/Media 182
Ed. Tech. 183
Phys. Ed. 184
Special Ed/AltMSA185
GT Participation 186
School Counseling187
ESOL 188
Focus
Additional Area of 199
MS Mathematics 200
MS English 205
MS Reading 210
MS Science 215
MS Social Studies 220
MS Related Arts 222
MS FACS 225
MS Visual Arts 230
Music 235
MS Health 240
MS Tech. Ed. 245
MS Phys. Ed. 250
255
MS Special Ed/AltMSA
2
MS GT Participation60
265
MS School Counseling
ESOL 270
299
MS Additional Area of Focus
HS Mathematics 300
HS Science 305
HS Social Studies 310
HS English 315
World Languages 320
CTE 325
Fine Arts 330
PE/Health 335
ESOL 340
345
HS Special Ed/AltMSA
350
HS College Entrance Exams
355
HS Particip. in Advanced Level Prgms
of
HS Additional Area399Focus
Attendance Rate 801
Student Suspensions802
Unsafe Behaviors 803
Environment
Safe and Nurturing804
805
Office/Discipline Referrals
HS Dropouts 807
Focus
Additional Area of 899
Grade 3 - Reading March
Person(s) Level of
School-Based Strategy Activity Timeline
Responsible Implementation
The team will meet
quarterly to analyze
summative data and
To address the needs of all develop long range Reading Support
students, teachers will plans. Implementation Teacher,
Ongoing
participate in the quarterly will be monitored Administration and
Data Utilization Process. through teachers' Long the 3rd Grade ITL.
Range Plans with
Formative Assessments. 2
The team will meet on a
biweekly basis to
discuss pacing, best
instructional practices
and analyze data to
monitor student
performance.
To address the needs of all Implementation will be
students, teachers will monitored through
participate in collaborative lesson plans, running Reading Support
instructional planning sessions records and formative Teacher,
in order to analyze data and assessments and Administration, and
inform instruction. student work samples. Ongoing 3rd Grade ITL 2
To address the needs of all Classroom Teachers and Ongoing Reading Support 2
students, teachers will or Intervention teachers Teacher,
participate in collaborative (Special Ed, ESOL, Administration, and
instructional planning sessions. Reading and Specialist, ) 3rd Grade ITL
will plan weekly lessons
for the identified
students from the data
meetings that focus on
specific gaps and or
concepts that are
culturally relevant and
engaging to students
using the multi-group
model. Implementation
will be monitored
through written lesson
plans,running records,
formative assessments
and student work
To address the needs of all The teachers will Ongoing Reading Support 3
students, teachers will increase reading Teacher,
differentiate instruction. proficiency through the Administration and
book talks, peer the 3rd Grade ITL.
discussions and
reciprocal teaching
evident in their daily
lessons.
Implementation will be
monitored through
To address the needs of all The teachers will Ongoing Reading Support 3
students, teachers will incorporate the optimal Teacher,
differentiate instruction. learningmodel during Administration and
BCR instruction as well the 3rd Grade ITL.
as genre writing
To address the needs of all Students will have daily Ongoing 3rd Grade ITL 3
students, teachers will practice with word
differentiate instruction. study in their warm-ups.
Implementation will be
moniroted through
informal walk-throughs
To address the needs of all Pairs will be established Ongoing County Special 1
students, teachers will and weekly planning Education Resource
participate in collaborative shall occur with the goal Teacher and
DQIE planning sessions. of full co-teaching being Instructional
used in the classroom. Facilitators.
Implementation will be
monitored through
classroom walk-
To address the needs of all Students will be Ongoing RT, and 3rd Grade 3
students, teachers will engaged in ITLs
differentiate instruction. instructionally
appropriate activities
daily that include
Cooperative learning
Strategiesauthentic
reading and writing
activities , real world
connections and higher
level
thinking/questioning.
Whole group instruction
will be minimized and
flexible grouping with
the multi-group model
will be incorporated and
will be monitored
through informal
classroom walk
Focal Points
improve Data
Conversations with a new
model, more PD
Continue weekly
planning meetings with a
focus on running records.
We will use the data
from the needs
assessments and begin
looking at the data from
the running records. The
professional
development will focus
on the Farms Student
group.
reader response
questions
Teachers will begin
planning sessions
GAR, BCR, Journals
Kindergarten 122
Grade 1 -
Mathema
tics 130
Grade 2 -
Reading 135
Grade 2 -
Mathemat
ics 140
Grade 2 -
Mathemat
ics 140
Grade 3 -
Reading 145
Grade 3 -
Mathemat
ics 150
Grade 4 -
Reading 155
160
Grade 4 - Mathematics
Grade 5 - Reading 165
Music 181
Library/Media 182
Ed. Tech. 183
Phys. Ed. 184
Special Ed/AltMSA185
GT Participation 186
School Counseling187
ESOL 188
Focus
Additional Area of 199
MS Mathematics 200
MS English 205
MS Reading 210
MS Science 215
MS Social Studies 220
MS Related Arts 222
MS FACS 225
MS Visual Arts 230
Music 235
MS Health 240
MS Tech. Ed. 245
MS Phys. Ed. 250
255
MS Special Ed/AltMSA
2
MS GT Participation60
265
MS School Counseling
ESOL 270
299
MS Additional Area of Focus
HS Mathematics 300
HS Science 305
HS Social Studies 310
HS English 315
World Languages 320
CTE 325
Fine Arts 330
PE/Health 335
ESOL 340
345
HS Special Ed/AltMSA
350
HS College Entrance Exams
355
HS Particip. in Advanced Level Prgms
of
HS Additional Area399Focus
Attendance Rate 801
Student Suspensions802
Unsafe Behaviors 803
Environment
Safe and Nurturing804
805
Office/Discipline Referrals
HS Dropouts 807
Focus
Additional Area of 899
Grade 3 - Mathematics
Person(s)
School-Based Strategy Activity Timeline
Responsible
The team will meet on a
biweekly basis to
discuss pacing, best
instructional practices
and analyze data to
monitor student
To address the needs of all performance.
students, teachers will Implementation will be
participate in collaborative monitored through MIST,
instructional planning sessions lesson plans, running Administration,
in order to analyze data and records and formative and 3rd Grade
inform instruction. assessments and Ongoing ITLS'.
The team will meet
quarterly to analyze
summative data and
develop long range
To address the needs of all plans. Implementation MIST,
students, teachers will will be monitored Administration,
participate in the Quarterly through teachers' Long and 3rd Grade
Data Utilization Process. Range Plans. Ongoing ITLS'.
Classroom Teachers and
or Intervention teachers
(Special Ed, ESOL, and
Math Interventionists)
will plan weekly lessons
for the identified
students from the data
meetings that focus on
specific gaps and or
concepts that are
culturally relevant and
engaging to students
using the Multi-group
model. Implementation
will be monitored
To address the needs of all through written lesson Mathematics
students, teachers will plans formative Support Teacher,
participate in collaborative assessments, unit tests Administration,
instructional planning sessions. and student work Ongoing and 3rd Grade ITL.
To address the needs of all Pairs will be established Ongoing County Special
students, teachers will and weekly planning Education
participate in collaborative shall occur with the goal Resource Teacher
DQIE planning sessions. of full co-teaching being and Instructional
used in the classroom. Facilitators.
Implementation will be
monitored through
classroom walk-
throughs and the DqIE
plan.
To increase procedural Teachers will implement Ongoing MST
knowledge and computational teaching strategies and
fluency the use of the S.A.W. games as outlined in the
lessons and resources Strategies at Work
including Van de Walle’s Program.
Teaching Student Centered Implementation will be
Mathematics. monotred through
porgress on the S.A.W.
unit tests.
To address the needs of all Students will be ongoing MST and 3rd
students, teachers will engaged in Grade ITL
differentiate instruction. instructionally
appropriate activities
daily that include
framed sentences,
vocabulary
development, Open-
ended Questions,
Cooperative learning
Strategies , real world
connections and
problem solving. Whole
group instruction will be
minimized and flexible
grouping with the multi-
group model will be
incorporated and will be
monitored through
Level of
Focal Points
Implementation
Pd will focus on writing
long range plans, pacing
and using formative
assessments to adjust
2 instruction.
Pd will focus on writing
long range plans, pacing
and using formative
assessments to adjust
2 instruction.
lesson plans, work
samples and flexible
2 grouping
1 Teachers will begin
planning sessions.
2 Teachers are infusing
SAW lessons into weekly
plans and first in Math.
2 Math PD will focus on
exit tickets, cooperative
groups and learning and
long range
planning/lesson planning
using formative
assessments.
Kindergarten 122
Grade 1 -
Mathema
tics 130
Grade 2 -
Reading 135
Grade 2 -
Mathemat
ics 140
Grade 2 -
Mathemat
ics 140
Grade 3 - 150
Mathemat
ics
Grade 4 - 155
Reading
Grade 4 - 160
Mathemat
ics
Phys. Ed. 184
Special Ed/AltMSA185
GT Participation 186
School Counseling187
ESOL 188
Focus
Additional Area of 199
MS Mathematics 200
MS English 205
MS Reading 210
MS Science 215
MS Social Studies 220
MS Related Arts 222
MS FACS 225
MS Visual Arts 230
Music 235
MS Health 240
MS Tech. Ed. 245
MS Phys. Ed. 250
255
MS Special Ed/AltMSA
2
MS GT Participation60
265
MS School Counseling
ESOL 270
299
MS Additional Area of Focus
HS Mathematics 300
HS Science 305
HS Social Studies 310
HS English 315
World Languages 320
CTE 325
Fine Arts 330
PE/Health 335
ESOL 340
345
HS Special Ed/AltMSA
350
HS College Entrance Exams
355
HS Particip. in Advanced Level Prgms
of
HS Additional Area399Focus
Attendance Rate 801
Student Suspensions802
Unsafe Behaviors 803
Environment
Safe and Nurturing804
805
Office/Discipline Referrals
HS Dropouts 807
Focus
Additional Area of 899
Grade 4 - Reading March
Person(s) Level of
School-Based Strategy Activity Timeline
Responsible Implementaiton
The team will meet
quarterly to analyze
To address the needs of all summative data and Reading Support
students, teachers will develop long range Teacher,
plans. Implementation Ongoing
participate in the quarterly Administration and
Data Utilization Process. will be monitored the 4th Grade ITL.
through teachers' Long
Range Plans. meet on
The team will 3?
a biweekly basis to
discuss pacing, best
instructional practices
and analyze data to
monitor student
To address the needs of all performance.
students, teachers will Implementation will be
participate in collaborative monitored through Reading Support
instructional planning sessions lesson plans, running Teacher,
in order to analyze data and records and formative Administration, and
inform instruction. assessments and
Classroom Teachers Ongoing 4th Grade ITL 2
and or Intervention
teachers (Special Ed,
ESOL, Reading
Specialist, and Math
Interventionists) will
plan weekly lessons for
the identified students
from the data
meetings that focus on
specific gaps and or
concepts that are
culturally relevant and 2-We did change this to
engaging to students a lower number
using the multi-group because we realized
To address the needs of all model. Reading Support that we were not
students, teachers will Implementation will be Teacher, being as focused in our
participate in collaborative monitored through Administration, and planning as we would
instructional planning sessions. written lesson plans Ongoing 4th Grade ITL like.
The teachers will
increase reading
proficiency through
the book talks, peer Reading Support
To address the needs of all discussions and Teacher,
students, teachers will reciprocal teaching Administration and
differentiate instruction. into their daily lessons. Ongoing the 4th Grade ITL. 1
The teachers will
incorporate the
optimal learningmodel
during BCR instruction
as well as genre
writing. Reading Support
To address the needs of all Implementation will be Teacher,
students, teachers will monitored through Administration and
differentiate instruction. student work samples. Ongoing the 4th Grade ITL. 1
Pairs will be
established and weekly
planning shall occur
with the goal of full co- County Special
To address the needs of all teaching being used in Education Resource
students, teachers will the classroom. Teacher and
participate in collaborative Implementation will be Instructional
DQIE planning sessions. monitored through Ongoing Facilitators. 2
Students will be
engaged in
instructionally
appropriate activities
daily that include
Cooperative learning
Strategiesauthentic
reading and writing
activities , real world
connections and
higher level
thinking/questioning.
Whole group
instruction will be
minimized and flexible
grouping with the
To address the needs of all multi-group model will
students, teachers will be incorporated and RST, andd 4th
differentiate instruction. will be monitored ongoing Grade ITL 3
Focal Points
Looking a the quality of
the long range and
reevaulating
Have more of an
instructional focus and
less of a team business
focus
Team has realized that
they are not as strong in
this and would like to use
the intermediate reading
profile to help plan more
focused reading lessons
and help to monitor
student learning. Also
would like to work with
the support staff more to
plan for students that are
not below grade level.
A teacher is going to try
Book Talk in April but PD
is still needed
We need to give
ourselves more time to
do modeling with the
students
Need to determine
whether long range
planning is being
effective
Kindergarten 122
Grade 1 -
Mathema
tics 130
Grade 2 -
Reading 135
Grade 2 -
Mathemat
ics 140
Grade 2 -
Mathemat
ics 140
Grade 3 -
Reading 145
Grade 3 -
Mathemat
ics 150
160
Grade 4 - Mathematics
Grade 5 - Reading 165
Music 181
Library/Media 182
Ed. Tech. 183
Phys. Ed. 184
Special Ed/AltMSA185
GT Participation 186
School Counseling187
ESOL 188
Focus
Additional Area of 199
MS Mathematics 200
MS English 205
MS Reading 210
MS Science 215
MS Social Studies 220
MS Related Arts 222
MS FACS 225
MS Visual Arts 230
Music 235
MS Health 240
MS Tech. Ed. 245
MS Phys. Ed. 250
255
MS Special Ed/AltMSA
2
MS GT Participation60
265
MS School Counseling
ESOL 270
299
MS Additional Area of Focus
HS Mathematics 300
HS Science 305
HS Social Studies 310
HS English 315
World Languages 320
CTE 325
Fine Arts 330
PE/Health 335
ESOL 340
345
HS Special Ed/AltMSA
350
HS College Entrance Exams
355
HS Particip. in Advanced Level Prgms
of
HS Additional Area399Focus
Attendance Rate 801
Student Suspensions802
Unsafe Behaviors 803
Environment
Safe and Nurturing804
805
Office/Discipline Referrals
HS Dropouts 807
Focus
Additional Area of 899
Grade 4 - Mathematics March
Person(s) Level of
School-Based Strategy Activity Timeline
Responsible Implementation
The team will meet on a
biweekly basis to
discuss pacing, best
instructional practices
and analyze data to
monitor student
To address the needs of all performance.
students, teachers will Implementation will be
participate in collaborative monitored through
instructional planning sessions lesson plans, running MIST,
in order to analyze data and records and formative Administration, and
inform instruction. assessments and Ongoing 3rd Grade ITLS'. 1
The team will meet
quarterly to analyze
summative data and
develop long range
plans. Implementation
To address the needs of all will be monitored
students, teachers will through teachers' Long MIST,
participate in the Quarterly Range Plans with Administration, and
Data Utilization Process. Formative Assessments. Ongoing
Classroom Teachers and 3rd Grade ITLS'. 2
or Intervention teachers
(Special Ed, ESOL,
Reading Specialist, and
Math Interventionists)
will plan weekly lessons
for the identified
students from the data
meetings that focus on
specific gaps and or
concepts that are
culturally relevant and
To address the needs of all engaging to students.
students, teachers will Implementation will be Special Education,
participate in collaborative monitored through ESOL, and Math
instructional planning sessions. written lesson plans. Ongoing Interventionists) 0
Pairs will be established
and weekly planning
shall occur with the goal
of full co-teaching being
used in the classroom.
Implementation will be County Special 2-changed because
To address the needs of all monitored through Education Resource need to determine
students, teachers will classroom walk- Teacher and whether the long
participate in collaborative throughs and the DQIE Instructional range planning is
DQIE planning sessions. Plan. Ongoing Facilitators. being effective
Teachers will implement
teaching strategies and
To increase procedural games as outlined in the
knowledge and computational Strategies at Work
fluency the use of the S.A.W. Program.
lessons and resources Implementation will be
including Van de Walle’s monitored through
Teaching Student Centered progress on the S>A.W
Mathematics. unit tests. Student- Ongoing MIST 0
Students will be
engaged in
instructionally
appropriate activities
daily that include
framed sentences,
vocabulary
development, Open-
ended Questions,
Cooperative learning
Strategies , real world
connections and
problem solving. Whole
group instruction will be
minimized and flexible
grouping with the multi-
group model will be
To address the needs of all incorporated and will be
students, teachers will monitored through MST and 4th Grade
differentiate instruction. informal classroom walk ongoing ITLS 2
Focal Points
Team meetings need to
be more focused on
lesson planning and less
claircal.
PD will take place with
the MST on Long Range
Planning and using
formative assessments to
adjust instruction.
We need to collaborate
with intervention
teachers more often.
Need to determine
whether long range
planning is being
effective
Long Range plans will
include SAW lessons and
resources.
Usage of more strategies
Kindergarten 122
Grade 1 -
Mathema
tics 130
Grade 2 -
Reading 135
Grade 2 -
Mathemat
ics 140
Grade 2 -
Mathemat
ics 140
Grade 3 -
Mathemat
ics 150
Grade 4 -
Reading 155
Music 181
Library/Media 182
Ed. Tech. 183
Phys. Ed. 184
Special Ed/AltMSA185
GT Participation 186
School Counseling187
ESOL 188
Focus
Additional Area of 199
MS Mathematics 200
MS English 205
MS Reading 210
MS Science 215
MS Social Studies 220
MS Related Arts 222
MS FACS 225
MS Visual Arts 230
Music 235
MS Health 240
MS Tech. Ed. 245
MS Phys. Ed. 250
255
MS Special Ed/AltMSA
2
MS GT Participation60
265
MS School Counseling
ESOL 270
299
MS Additional Area of Focus
HS Mathematics 300
HS Science 305
HS Social Studies 310
HS English 315
World Languages 320
CTE 325
Fine Arts 330
PE/Health 335
ESOL 340
345
HS Special Ed/AltMSA
350
HS College Entrance Exams
355
HS Particip. in Advanced Level Prgms
of
HS Additional Area399Focus
Attendance Rate 801
Student Suspensions802
Unsafe Behaviors 803
Environment
Safe and Nurturing804
805
Office/Discipline Referrals
HS Dropouts 807
Focus
Additional Area of 899
Grade 5 - Reading March
Person(s) Level of
School-Based Strategy Activity Timeline Focal Points
Responsible Implementation
Reading
To address the needs of all The team will meet quarterly
Support
students, teachers will to analyze summative data Teacher, Data Utilization -
and develop long range Ongoing Discussions will be more
participate in the quarterly Administration
Data Utilization Process. plans. Implementation will and the 5th around student work
be monitored through Grade ITL. samples. Goal 1 meetings
teachers' Long Range Plans. 2 and team meetings also.
The team will meet on a
biweekly basis to discuss
pacing, best instructional
practices and analyze data to
To address the needs of all monitor student
students, teachers will performance. Reading
participate in collaborative Implementation will be Support
instructional planning monitored through lesson Teacher, Data Utilization -
sessions in order to analyze plans, running records and Administration Discussions will be more
data and inform formative assessments and , and 5th around student work
instruction. student work samples. Ongoing Grade ITL 1 samples.
Classroom Teachers and or
Intervention teachers
(Special Ed, ESOL, Reading
Specialist, and Math
Interventionists) will plan
weekly lessons for the
identified students from the
data meetings that focus on
specific gaps and or concepts
that are culturally relevant
and engaging to students
using the multi-group model.
Implementation will be Reading
To address the needs of all monitored through written Support
students, teachers will lesson plans, running Teacher,
participate in collaborative recoreds, formative Administration
instructional planning assessments and student , and 5th Research Project - them
sessions. work samples. Ongoing Grade ITL 1 "Black History Month"
The teachers will increase
reading proficiency through Reading
book talks, peer discussions Support
and reciprocal teaching in Teacher,
To address the needs of all their daily lessons. Administration
students, teachers will Implementation will be and the 5th
differentiate instruction. monitored through informal Ongoing Grade ITL. 1
The teachers will
incorporate the Optimal Reading
Learning model during BCR Support
instruction as well as genre Teacher,
To address the needs of all writing. Implementation will Administration 1 week long BCR Study,
students, teachers will be monitored through and the 5th 1 week long SR study, and
differentiate instruction. student work samples. Ongoing Grade ITL. 2 Historical Fiction journal.
Pairs will be established and
weekly planning shall occur
with the goal of the full co- County Special
teaching model being used in Education
To address the needs of all the classroom. Resource
students, teachers will Implementation will be Teacher and
participate in collaborative monitored through Instructional
DQIE planning sessions. classroom walk-throughs. Ongoing Facilitators. 1 weekly planning
Students will be engaged in
instructionally appropriate
activities daily that include
Cooperative learning
Strategiesauthentic reading
and writing activities , real
world connections and
higher level
thinking/questioning. Whole
group instruction will be
minimized and flexible
grouping with the multi- Dear Time- higher level
group model will be questions, QAR study, Real
To address the needs of all incorporated and will be world conneciton writing,
students, teachers will monitored through informal RST, and 5th Historical fiction, writing
differentiate instruction. classroom walk throughs. ongoing gr. ITLs 2 memoirs
Kindergarten 122
Grade 1 -
Mathema
tics 130
Grade 2 -
Reading 135
Grade 2 -
Mathemat
ics 140
Grade 2 -
Mathemat
ics 140
Grade 3 -
Reading 145
Grade 3 -
Mathemat
ics 150
160
Grade 4 - Mathematics
Grade 5 - Reading 165
Music 181
Library/Media 182
Ed. Tech. 183
Phys. Ed. 184
Special Ed/AltMSA185
GT Participation 186
School Counseling187
ESOL 188
Focus
Additional Area of 199
MS Mathematics 200
MS English 205
MS Reading 210
MS Science 215
MS Social Studies 220
MS Related Arts 222
MS FACS 225
MS Visual Arts 230
Music 235
MS Health 240
MS Tech. Ed. 245
MS Phys. Ed. 250
255
MS Special Ed/AltMSA
2
MS GT Participation60
265
MS School Counseling
ESOL 270
299
MS Additional Area of Focus
HS Mathematics 300
HS Science 305
HS Social Studies 310
HS English 315
World Languages 320
CTE 325
Fine Arts 330
PE/Health 335
ESOL 340
345
HS Special Ed/AltMSA
350
HS College Entrance Exams
355
HS Particip. in Advanced Level Prgms
of
HS Additional Area399Focus
Attendance Rate 801
Student Suspensions802
Unsafe Behaviors 803
Environment
Safe and Nurturing804
805
Office/Discipline Referrals
HS Dropouts 807
Focus
Additional Area of 899
Grade 5 - Mathematics March
Person(s) Level of
School-Based Strategy Activity Timeline Focal Points
Responsible Implementation
To address the needs of all The team will meet on a Ongoing MIST, 2 Weekly team planning
students, teachers will biweekly basis to Administration, and meetings and data
participate in collaborative discuss pacing, best Fifth Grade ITLS'. utilization meetings will
instructional planning sessions instructional practices focus more on using
in order to analyze data and and analyze data to formative assessments
inform instruction. monitor student and student work
performance. samples to adjust
Implementation will be instruction.
monitored through
lesson plans, running
records and formative
To address the needs of all assessments and
The team will meet Ongoing MIST, 2 Goal 1 meetings and data
students, teachers will quarterly to analyze Administration, and utilization meetings will
participate in the Quarterly summative data and the Fifth ITLS'. focus more on using
Data Utilization Process. develop long range formative assessments
plans. Implementation and student work
will be monitored samples to adjust
through teachers' Long instruction.
Range Plans.
To address the needs of all Classroom Teachers and Ongoing Special Education, 1
students, teachers will or Intervention teachers ESOL, and Math
participate in collaborative (Special Ed, ESOL, Interventionists)
instructional planning sessions. Reading Specialist, and
Math Interventionists)
will plan weekly lessons
for the identified
students from the data
meetings that focus on
specific gaps and or
concepts that are
culturally relevant and
engaging to students.
Implementation will be
monitored through
To address the needs of all written lesson plans.
Pairs will be established Ongoing County Special 1 Weekly team planning
students, teachers will and weekly planning Education Resource meetings will focus more
participate in collaborative shall occur with the goal Teacher and on using formative
DQIE planning sessions. of full co-teaching being Instructional assessments and student
used in the classroom. facilitator work samples to adjust
Implementation will be instruction.
monitored through
classroom walk-
throughs and the DQIE
plan.
To increase procedural Teachers will implement Ongoing MIST 0 The team would like to
knowledge and computational teaching strategies and adjust the strategy to
fluency the use of the S.A.W. games as outlined in the reflect that they are
lessons and resources will be Strategies at Work using the Envisions
implemented Program. Center Activities to
Implementation will be reinforce math
monitored through concepts/skills as well as
progress on the S.A.W. introduce new math
unit tests. units(vocabulary)
To address the needs of all Students will be ongoing MST and 5th grade 2 Math Games: Taboo and
students, teachers will engaged in ITLs Eliminate It! Framed
differentiate instruction. instructionally sentences, think-pair
appropriate activities share, warm-ups,
daily that include Envisions- real world
framed sentences, connections.
vocabulary
development, Open-
ended Questions,
Cooperative learning
Strategies , real world
connections and
problem solving. Whole
group instruction will be
minimized and flexible
grouping with the multi-
group model will be
incorporated and will be
monitored through
Kindergarten 122
Grade 1 -
Mathema
tics 130
Grade 2 -
Reading 135
Grade 2 -
Mathemat
ics 140
Grade 2 -
Mathemat
ics 140
Grade 3 -
Mathemat
ics 150
Grade 4 -
Reading 155
160
Grade 4 - Mathematics
Music 181
Library/Media 182
Ed. Tech. 183
Phys. Ed. 184
Special Ed/AltMSA185
GT Participation 186
School Counseling187
ESOL 188
Focus
Additional Area of 199
MS Mathematics 200
MS English 205
MS Reading 210
MS Science 215
MS Social Studies 220
MS Related Arts 222
MS FACS 225
MS Visual Arts 230
Music 235
MS Health 240
MS Tech. Ed. 245
MS Phys. Ed. 250
255
MS Special Ed/AltMSA
2
MS GT Participation60
265
MS School Counseling
ESOL 270
299
MS Additional Area of Focus
HS Mathematics 300
HS Science 305
HS Social Studies 310
HS English 315
World Languages 320
CTE 325
Fine Arts 330
PE/Health 335
ESOL 340
345
HS Special Ed/AltMSA
350
HS College Entrance Exams
355
HS Particip. in Advanced Level Prgms
of
HS Additional Area399Focus
Attendance Rate 801
Student Suspensions802
Unsafe Behaviors 803
Environment
Safe and Nurturing804
805
Office/Discipline Referrals
HS Dropouts 807
Focus
Additional Area of 899